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US History Social Studies: Quarter 3 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 9: The Cold War3 WeeksStudents will analyze the response of the U.S. to communism after World War II. Students will describe the alliances built on both sides, such as NATO and the Warsaw Pact, and explain the significance of those alliances. Students will be able to describe the reasons for and the results of conflicts in the 1950s.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.59, US.60, US.62Week 2: US.61, US.64, US.63, US.65Week 3: US.66, US.67, US.68, US.69, US.70 (1st Bullet) (Note: Some teachers prefer to teach this week’s standards after Unit 10, and that is acceptable.)Unit 10: A Nation in Transition1 WeekStudents will examine American cultural, economic, political, and societal developments followingWorld War II. Students will examine the origins, goals, key events, and accomplishments of citizens during the 1950s and early 1960s, including advances in technology, changes in popular culture, and changes in the home from modern conveniences. Students will also explain President Kennedy's goals in the New Frontier programs, and evaluate their success. TN Social Studies Practices: SSP.01-SSP.06Week 1: US.71, US.72, US.73, US.74US.75, US.76, US.77Unit 11: Civil Rights2 WeeksStudents will examine the origins, goals, key events, and accomplishments of the Civil Rights Movement inthe U.S. (T.C.A. § 49-6-1006)TN Social Studies Practices: SSP.01-SSP.06Week 1: US.78, US.79, US.80, US.81Week 2: US.80, US.81, US.82Unit 12: 1960s and 1970s2 WeeksStudents will examine important events and trends from the 1960s and 1970s.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.83, US.84, US.85Week 2: US.86, US.87, US.88, US.70Unit 13: 1980s to Present1 WeekStudents will examine important events and trends from 1980 to the presentTN Social Studies Practices: SSP.01-SSP.06Week 1: US.89, US.90, US.91, US.92US.93, US.94, US.95US History Social Studies: Quarter 3 Map Instructional FrameworkCourse Description Students will examine the causes and consequences of the Industrial Revolution and the UnitedStates’ growing role in world diplomatic relations, including the Spanish-American War and World War I. Students will studythe goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the variousfactors that led to our nation’s entry into World War II, as well as the consequences for American life. Students will explorethe causes and course of the Cold War. Students will study the important social, cultural, economic, and political changesthat have shaped the modern-day U.S. resulting from the Civil Rights Movement, Cold War, and recent events and trends.Additionally, students will learn about the causes and consequences of contemporary issues impacting the world today.Students will continue to use skills for historical and geographical analysis as they examine U.S. history after Reconstruction,with special attention to Tennessee connections in history, geography, politics, and people. Students will continue to learnfundamental concepts in civics, economics, and geography within the context of U.S. history. The reading of primary sourcedocuments is a key feature of the U.S. history course. Specific primary sources have been embedded within the standardsfor depth and clarity. Finally, students will focus on current human and physical geographic issues important in thecontemporary U.S. and global society.This course will place Tennessee history, government, and geography in context with U.S. history in order toillustrate the role our state has played in our nation’s history.This course is the second of a two-year survey of U.S. history and geography, continuing from 8th grade’s study of U.S. history andgeography.This course can be used for compliance with T.C.A. § 49-6-1028, in which all districts must ensure that a project-based civicsassessment is given at least once in grades 4–8 and once in grades 9–12.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “9-12 Assessments” folder of the High School section. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 3 Unit 9UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 9: The Cold War3 WeeksStudents will analyze the response of the U.S. to communism after World War II. Students will describe the alliances built on both sides, such as NATO and the Warsaw Pact, and explain the significance of those alliances. Students will be able to describe the reasons for and the results of conflicts in the 1950s.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.59, US.60, US.62Week 2: US.61, US.64, US.63, US.65Week 3: US.66, US.67, US.68, US.69, US.70 (1st Bullet)US History Social Studies: Quarter 3 Unit 9 VocabularyTier 2 VocabularyLiberate, equipment, insecurity, initially, manipulate, convince, imply, response, blacklist, espionage, stockpiling, superpower, arms, ideologyTier 3 VocabularyCharter, satellite nations, Iron Curtain, containment, limited war, subversion, loyalty review program, perjury, censure, fallout, massive retaliation, brinksmanship, covert, developing nation, military-industrial complex, Red Scare, McCarthyism, mutually assured destructionSample Lesson: Quarter 3 Unit 9SS TN Standard(s):US.63Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain Cold War policies during Dwight Eisenhower’s administration.Key Academic Vocabulary:Containment, military-industrial complex, stockpiling, arms race, mutually assured destructionResources / Materials:Farewell Address of Dwight D. EisenhowerWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)List-Group-Label—Words from American Foreign Policy during Cold War (Examples: Containment, Retaliation, Brinksmanship, Domino Theory, Flexible Response, Marshall Plan, etc.)Essential Question / Relevance: Develop student interest and connect learning to daily standards. Why did President Eisenhower caution the United States against the growth of the military-industrial complex?High-Quality Text(s):Farewell Address of Dwight D. EisenhowerText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Save the Last Word for Me—Eisenhower’s speechText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Wraparound (Whiparound)—The Development of the military industrial complex is…Closure: Individual students synthesize and/or summarize learning for the day.Havard Visible Thinking Routine—3-2-1 BridgeWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Explain the sources of competition between the United States and the Soviet Union during the Cold War? Be sure to address the following aspects of the conflict in your answer:Economic ideologyPolitical ideologyThe Arms RaceFormation of AlliancesStrategies to stop the spread of communism employed by AmericansUnit 9: Week 1Essential Question(s)How did the U.S. and the Soviets compete during the early Cold War? What were the purposes of organizations such as NATO, SEATO, and the Warsaw Pact? How did U.S. Cold War policies evolve during the Truman and Eisenhower administrations? What were the causes of the Korean War? What were the major events of the Korean War? How did the Korean War change American foreign policy?Student OutcomesStudent can describe competition between the superpowers, including the arms race, economic ideological differences, and the formation of alliances and treaties.Student can explain the purpose of NATO, SEATO, and the Warsaw Pact.Student can identify NATO, SEATO, and Warsaw Pact countries on a map by region.Student can explain the purpose and function of containment policies.Student can evaluate the effectiveness of the Marshall Plan and the Berlin Airlift.Student can explain the Truman Doctrine.Student can describe the causes and major events of the Korean War.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 13Suggested Supplemental Texts (in Sharepoint): The Truman Doctrine (Link), Cold War DBQ (SCS Q3 Resources), Stanford History Cold War DBQ (SCS Q3 Resources), Winston Churchill’s Iron Curtain Speech (SCS Q3 Resources), DBQ Project Binder: Berlin, Korea, Cuba: How did the US contain Communism? Maps/Videos/Images: Post-war Europe (textbook p. 319, 322, 326), Korean War map (SCS Q3 Resources)Suggested Classroom Strategies and ProtocolsStanford Historical Education Group Lesson: The Cold War (SCS Q3 Resources)Map Activity: Blank Outline Map of Europe (Identify NATO and the Warsaw Pact) and Blank Outline Map of Southeast Asia (Identify SEATO)Short DBQ: Containment Policies (Link)Read Aloud: The Truman DoctrineDocument Analysis Template: Korean War MapDBQ Project: How did the US contain communism (NOTE: This may span part of Week 1 and Week 2 since it covers content from both weeks)3-2-1: 3 things I learned about the Cold War this week, 2 questions I still have, 1 text, map, or activity that I enjoyed the mostAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Writing Prompt—Analyze the effectiveness of the United States response to the threat of Communism inside of the United States. Be sure to address the following aspects of American life in your response:McCarthyism and Potential EspionageThe Korean War and the U.S. ResponseFears of nuclear holocaust and implications on American societyAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.59 Describe the competition between the U.S. and the Soviet Union in arms development, economic dominance, and ideology, including the roles of NATO, SEATO, and the Warsaw Pact.US.60 Explain the Cold War policies of containment and the Truman Doctrine, Marshall Plan, and Berlin Airlift.US.62 Describe the causes, course, and consequences of the Korean War, including:Domino theoryEntry of the communist Chinese38th parallelFinal disposition of the KoreasBattle of InchonUnit 9: Week 2Essential Question(s)How did Americans’ attitudes towards communism and communists evolve and change during the Red Scare? What policies did Eisenhower employ during the Cold War? What were ways that Americans adapted to their fears of communism during the Cold War?Student OutcomesStudents can analyze reasons why the Red Scare swept the United States, including the rise of communism in China, McCarthyism, blacklisting, Alger Hiss, J. Edgar Hoover, Estes Kefauver, and the Rosenbergs.Students can explain how American fears of a nuclear holocaust led Americans to make changes in their everyday lives as well as the national debate about the ethics of stockpiling and/or using nuclear weapons.Students can analyze Eisenhower’s farewell address and its implications for the military buildup in the future.Students can explain brinksmanship and “peaceful coexistence.”TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 13Suggested Supplemental Texts (in Sharepoint): Eisenhower’s Farewell Address, (SCS Q3 Resources), How to Spot a Communist (Link), DBQ Project Binder: DBQ Project Binder: Berlin, Korea, Cuba: How did the US contain Communism? Cuban Missile Crisis Text (SCS Q3 Resources), Stanford History Cuban Missile Crisis Lesson (SCS Q3 Resources)Maps/Videos/Images: Image Bank of the Red Scare (SCS Q3 Resources) Suggested Classroom Strategies and ProtocolsDocument Analysis Template: Image Bank of the Red Scare (SCS Q3 Resources)Evidence Log: Public hysteria during the Red Scare with How to Spot a Communist (link) and Duck and Cover (Link) videosAnalyzing Visual Images: Image bank of Cold War Air Raid DrillsAnnotating and Paraphrasing: Eisenhower’s Farewell Address (SCS Supplemental Packet, p. 47)Save the Last Word for Me: Eisenhower’s Farewell AddressWraparound(Whiparound): The military-industrial complex is..DBQ Project Binder: Berlin, Korea, Cuba: How did the US contain Communism? Stanford History Education Group Lesson: Cuban Missile Crisis (SCS Q3 Resources)AssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Writing Prompt—Analyze the effectiveness of the United States response to the threat of Communism inside of the United States. Be sure to address the following aspects of American life in your response:McCarthyism and Potential EspionageThe Korean War and the U.S. ResponseFears of nuclear holocaust and implications on American societyAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your responseStandardsUS.61 Analyze the causes and effects of the Second Red Scare, including: Americans’ attitudestoward McCarthyism, blacklisting, and Julius and Ethel Rosenberg.US.63 Explain Cold War policies during President Dwight D. Eisenhower’s administration, includingbrinksmanship and “peaceful coexistence.US.64 Explain the fears of Americans surrounding nuclear holocaust and debates over stockpiling and the use of nuclear weapons, including:Atomic testingImpact of SputnikCivil defenseMutual assured destructionFallout sheltersUS.65 Describe the relationship between Cuba and the U.S., including the Bay of Pigs Invasion andCuban Missile Crisis. Unit 9: Week 3Essential Question(s)What were the causes of the Vietnam War? What were the major events of the Vietnam War? What were the main policies of each administration during the Vietnam War? How was life different in the U.S. on the homefront during Vietnam? Why did the U.S. and the Soviet Union engage in the space race? How did Nixon begin to ease Cold War tensions?Student OutcomesStudents can describe the causes of the Vietnam War, and the roles played by President Kennedy, President Johnson, and President Nixon.Students can describe the major events of the Vietnam War, such as the Gulf of Tonkin Resolution, the Tet Offensive, Vietnamization, and the bombing of Cambodia.Students can describe the role of major figures such as Ho Chi Minh and Henry Kissinger.Students can analyze how the Vietnam war impacted America at home, including the changing role of the media and anti-war movements.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Chapters 15 and 17Suggested Supplemental Texts (in Sharepoint): Nixon’s Silent Majority speech, Soldier’s Dilemma (SCS Q3 Resources, Kennedy’s Address at Rice UniversityMaps/Videos/Images:Suggested Classroom Strategies and ProtocolsAlphabet Brainstorm: VietnamIceberg Diagram: Causes of Vietnam WarStanford History Education Group: Gulf of Tonkin Resolution Lesson (Link)Gallery Walk: Nixon’s Silent Majority Speech and Vietnam Protest Image Bank (SCS Q3 Resources)Big Paper: Kennedy’s Address at Rice University (SCS Q3 Resources) Space race excerpts only3-2-1: Closing the Cold War UnitAssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Writing Prompt: Based on the documents from this week’s class and your knowledge of history, analyze the United States’ Foreign policy during the 1960s. Be sure to address the following aspects in your response:Bay of Pigs and the Cuban Missile CrisisThe beginning of the Vietnam WarAmerica’s Changing Reaction to Vietnam at HomeChanges in the Relationship between the United States and the Soviet Union during the periodAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.66 Describe the causes, course, and consequences of the Vietnam War, including:Geneva Accords Ho Chi MinhGulf of Tonkin ResolutionBombing of CambodiaVet Offensive Napalm and Agent OrangeVietnamizationUS.67 Compare the policies and practices of Presidents John F. Kennedy, Lyndon Johnson, andRichard Nixon and their impacts on the continuation of the Vietnam War.US.68 Evaluate the impact of the Vietnam War on the home front, including: the anti-war movement,draft by lottery, and the role of television and the media.US.69 Describe the competition between the U.S. and Soviet Union for superiority in space.US.70 Explain developments that eased tensions during the Cold War, including:President Richard Nixon’s detenteUnit Overview: Quarter 3 Unit 10UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 10: A Nation in Transition1 WeekStudents will examine American cultural, economic, political, and societal developments followingWorld War II. Students will examine the origins, goals, key events, and accomplishments of citizens during the 1950s and early 1960s, including advances in technology, changes in popular culture, and changes in the home from modern conveniences. Students will also explain President Kennedy's goals in the New Frontier programs, and evaluate their success. TN Social Studies Practices: SSP.01-SSP.06Week 1: US.71, US.72, US.73, US.74, US.75, US.76, US.77US History Social Studies: Quarter 3 Unit 10 VocabularyTier 2 VocabularyLegislator, abandon, phenomenon, conform, income, entity, facility, consumerism, prosperityTier 3 VocabularyClosed shop, right-to-work laws, union shop, dynamic conservatism, baby boom, white-collar job, blue-collar worker, multinational corporation, franchise, rock’n’roll, generation gap, poverty line, urban renewal, termination policy, juvenile delinquency, separate but equal, segregation, de facto segregationSample Lesson: Quarter 3 Unit 10SS TN Standard(s):US.77Student Outcomes: What will students know and be able to do as a result of this lesson?Students can describe Kennedy’s New Frontier Programs.Key Academic Vocabulary:New Frontier, Peace Corps, Space RaceResources / Materials:Textbook, Kennedy’s Address at Rice UniversityWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Vocabulary SquaresEssential Question / Relevance: Develop student interest and connect learning to daily standards. What were President Kennedy’s motives for his New Frontier Programs?High-Quality Text(s):Kennedy’s Address at Rice UniversityText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Big Paper—Address at Rice UniversityText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Two minute interview: Goals of the New Frontier with evidence from the Address at Rice UniversityClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Circle of Viewpoints—Effectiveness of the New Frontier Programs and IdeasWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Analyze the impact of prosperity and consumerism in the 1950s. How did life change for Americans socially, economically, and politically? How did suburban life and the baby boom change the American Dream?How did economic factors influence changes in the American lifestyle?What was the impact of technology and mass media on American values?Unit 10: Week 1Essential Question(s)What was the impact of prosperity and consumerism in the 1950s? What was the impact of the GI Bill? How did the economy of the 1950s increase the reliance of the U.S. on foreign oil? What was the impact of the baby boom generation on the American economy and culture? What were the effects of technology in the 1950s? What was the effect of mass media on American society? What were the effects of the emergence of youth culture during the 1950s and 1960s? What was the role of Tennessee in the progression of popular music? Student OutcomesStudents can analyze the impact of prosperity and consumerism in the 1950s.Students can explain the impact of the baby boomer generation on the American economy and culture.Students can describe domestic achievements of the Eisenhower administration.Students can describe the growing influence of the automobile on American society.Students can analyze the increasing impact of television and mass media on the American home, politics, and the economy.Students can describe the emergence of youth culture, including the beatniks and the progression of popular music.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Suggested Supplemental Texts (in Sharepoint): Born of controversy—the GI Bill of Rights (SCS Q3 Resources), The 1950s—Affluent Society Article, 1950s Image Bank, Mass Media Image Bank, Elvis Articles from Variety Magazine and the Atlantic (SCS Q3 Resources), C3 Interstate Inquiry (SCS Q3 Resources)Maps/Videos/Images: The Story of US—Suburbs video (SCS Q3 Resources)Suggested Classroom Strategies and ProtocolsC3 Inquiry Module: Interstate Inquiry (SCS Q3 Resources)*Note: This unit is highly recommended as it was created by SCS Teachers specifically for our standards and covers US.71, US.73, and US.74.Big Paper:Born of ControversyEvidence Logs: The Story of US—How did the American dream evolve in the 1950s?Living Images: 1950s Image bankAnalyzing Images: Mass Media Image BankSPAR Debate: Was Elvis Presley the spark of rock n’ roll or did he steal it?Analyze a Sound recording: Sample Music Bank (SCS Q3 Resources)AssessmentSummative Task in C3 Inquiry Module (SCS Q3 Resources)StandardsUS.71 Analyze the impact of prosperity and consumerism in the 1950s, including: the growth of white-collarjobs, the “suburban ideal”, the impact of the G.I. Bill, and the increased reliance on foreign oil.US.72 Explain the impact of the baby boomer generation on the American economy and culture.US.73 Describe domestic developments during President Dwight D. Eisenhower’s administration, including advances in medicine and the creation of the Interstate Highway System.US.74 Describe the growing influence of the automobile on American society, including the growth of: suburbia, fast food chains, and the hotel industry.US.75 Analyze the increasing impact of television and mass media on the American home, politics, and economy.US.76 Describe the emergence of a youth culture, including beatniks and the progression of popular music (from swing to rhythm and blues to rock ‘n’ roll), and the impact of Tennessee on the music industry, including the influence of B.B. King, Elvis Presley, Stax Records, and Sun Studio. (T.C.A. § 49-6-1006)US.77 Describe President John F. Kennedy’s New Frontier programs to improve education, end racial discrimination, create the Peace Corps, and put a man on the moon.Unit Overview: Quarter 3 Unit 11UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 11: Civil Rights2 WeeksStudents will examine the origins, goals, key events, and accomplishments of the Civil Rights Movement inthe U.S. (T.C.A. § 49-6-1006)TN Social Studies Practices: SSP.01-SSP.06Week 1: US.78, US.79, US.80, US.81Week 2: US.80, US.81, US.82US History Social Studies: Quarter 3 Unit 11 VocabularyTier 2 VocabularyFacility, register, enforcementTier 3 Vocabulary“separate but equal”, defacto segregation, filibuster, cloture, racism, black powerSample Lesson: Quarter 3 Unit 11SS TN Standard(s):US.81Student Outcomes: What will students know and be able to do as a result of this lesson?Students can analyze civil and voting rights legislation from the 1960s.Key Academic Vocabulary:Civil Rights, Suffrage, Equal ProtectionResources / Materials:DBQ Project Binder: Why did President Johnson sign the Civil Rights Act of 1964?Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)KWL: Equal protection under the lawEssential Question / Relevance: Develop student interest and connect learning to daily standards. Why did President Johnson sign the Civil Rights Act of 1964?High-Quality Text(s):Politics or Principle (DBQ Binder p. 405)Text-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Image Analysis Template: Document A and B(DBQ Binder, p. 411-413)Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Gallery Walk: Documents C-EClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine: HeadlinesWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Why did LBJ sign the Civil Rights Act of 1964?Unit 11: Week 1Essential Question(s)What were the impacts of the Brown vs. Board of Education case? Who were the key civil rights advocates and opponents and how did they help or hinder the movement? What were the major events in the struggle to secure civil rights for African Americans? What were the key legislation pieces in the Civil Rights movement?Student OutcomesStudent will examine Brown vs. Board of Education and its impact on desegregation.Students will examine the roles and actions of civil rights advocates and opponents.Students will describe significant events in the struggle to secure civil rights for African Americans.Students will analyze civil and voting rights legislation from the 1960s.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 14 and 15Suggested Supplemental Texts (in Sharepoint): Brown vs. Board, California (SCS Q3 Resources), Power Protest Lesson (SCS Q3 Resources), LBJ and the Great Society (SCS Q3 Resources), DBQ Project Binder: Why did LBJ sign the Civil Rights Act of 1964?, Civil Rights Photos from Stanford History, Ballad of Birmingham, Montgomery Bus Boycott documents, Little Rock Nine Documents, Lester Lamon’s Civil Rights in TN (SCS Q3 Resources)Maps/Videos/Images:Suggested Classroom Strategies and ProtocolsGallery Walk: Voices of Civil RightsBiopoem: Malcolm X, Thurgood Marshall, Rosa Parks, James Meredith, Jim LawsonCharacter Charts: Bull Connor, Orval Faubus, Strom ThurmondStanford History Education Group: Montgomery Bus Boycott Activity and Little Rock Nine ActivityIceberg Diagram: Events that led to Civil Rights MovementDocument Analysis Template: Civil Rights Photos from Stanford HistoryJigsaw: Events from US.80DBQ Project Binder: Why did LBJ sign the Civil Rights Act of 1964?AssessmentEssay: Why did LBJ sign the Civil Rights Act of 1964?StandardsUS.78 Examine the decision and impact of Brown v. Board of Education on desegregation. (T.C.A. §49-6-1006)US.79 Examine the roles and actions of civil rights advocates (e.g., Malcolm X, Thurgood Marshall, Rosa Parks) and opponents (e.g., Bull Connor, Orval Faubus, Strom Thurmond) and how they coincided with, confronted, and challenged each other. (T.C.A. § 49-6-1006)US.80 Describe the significant events in the struggle to secure civil rights for African Americans, including: (T.C.A. § 49-6-1006)Montgomery Bus Boycott Marches, demonstrations, boycotts, and sit-ins (e.g., Nashville)Integration of Clinton High School March on Washington, D.C. In Clinton, TNIntegration of Central High School Birmingham bombings of 1963 In Little Rock, AR Assassination of Martin Luther King, Jr.Freedom Riders Highlander Folk School Tent City in Fayette County, TNUS.81 Analyze civil and voting rights legislation, including: the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Civil Rights Act of 1968 (e.g., Fair Housing Act), and the 24th Amendment. (T.C.A. § 49-6- 1006).Unit 11: Week 2Essential Question(s)What were the major events in the struggle to secure civil rights for African Americans? What were the key legislation pieces in the Civil Rights movement? How were the American Indian Movement, the Chicano Movement, and the Feminist Movement related to the Civil Rights Movement? Student OutcomesStudents will examine the roles and actions of civil rights advocates and opponents.Students will describe significant events in the struggle to secure civil rights for African Americans.Students can analyze how the American Indian Movement, the Chicano Movement, and the Feminist Movement are related to the Civil Rights Movement in advancing equality.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Suggested Supplemental Texts (in Sharepoint): Voices of Civil Rights (SCS Q3 Resources), Letter from a Birmingham Jail (SCS Q3 Resources), “The Ballot or the Bullet” Speech (SCS Q3 Resources), The 24th Amendment (SCS Q3 Resources), iCivics Diane Nash DBQ Text set (SCS Q3 Resources), Civil Rights in Mississippi (SCS Q3 Resources), Letter from Clergy to Dr. King (SCS Q3 Resources), Stanford History Civil Rights Act of 1964 (SCS Q3 Resources)Maps/Videos/Images:Suggested Classroom Strategies and ProtocolsJigsaw: Events from Standard US.80iCivics Lesson: Diane NashSave the Last Word for Me: Letter from a Birmingham Jail/Letter from Clergy to Dr. KingAnnotating and Paraphrasing: “The Ballot or the Bullet”Document Analysis Template: The 24th AmendmentStanford History Lesson: The Civil Rights Act of 1964Economics Activity—UFW Boycott Activity (SCS Q3 Resources)Two Minute Interview: Cesar Chavez Speech, Taft-Hartley Political Cartoons, Textbook p. 345—What effects did Taft-Hartley have on labor units? Was Taft-Hartley justified?Town Hall Circle:The Feminine Mystique (SCS Q3 Resources), AIM 20 Point Proposal (SCS Q3 Resources), Statement of Lakota Woman (SCS Q3 Resources), The Chicano Civil Rights Movement (Link Provided)Analyzing Visual Images: Trail of broken Treaties Flyer, Taft-Hartley Political CartoonsDBQ Project: Why did LBJ sign the Civil Rights Act of 1964?\\\AssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this pare and contrast the ideas and philosophies of Martin Luther King, Jr. and Malcolm X.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.80 Describe the significant events in the struggle to secure civil rights for African Americans, including: (T.C.A. § 49-6-1006)Montgomery Bus Boycott Marches, demonstrations, boycotts, and sit-ins (e.g., Nashville)Integration of Clinton High School March on Washington, D.C. In Clinton, TNIntegration of Central High School Birmingham bombings of 1963 In Little Rock, AR Assassination of Martin Luther King, Jr.Freedom Riders Highlander Folk School Tent City in Fayette County, TNUS.81 Analyze civil and voting rights legislation, including: the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Civil Rights Act of 1968 (e.g., Fair Housing Act), and the 24th Amendment. (T.C.A. § 49-6- 1006).US.82 Analyze how the American Indian Movement, Chicano Movement, and Feminist Movement arerelated to the Civil Rights Movement in advancing equality across the broader spectrum of American society during this time period.Unit Overview: Quarter 3 Unit 12UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 12: 1960s and 1970s2 WeeksStudents will examine important events and trends from the 1960s and 1970s.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.83, US.84, US.85Week 2: US.86, US.87, US.88, US.70US History Social Studies: Quarter 3 Unit 12 VocabularyTier 2 VocabularyConfine, subsidy, media, disproportionate, welfare, liberal, incident, challenger, theory, deregulation, Tier 3 VocabularyConsensus, Civil Rights Act, War on Poverty, Economic Opportunity Act, Great Society, Medicare, Medicaid, Immigration and Nationality Act of 1965, Warren Court, Vietnamization, Pentagon Papers, US vs. Nixon, Watergate, credibility gap, revenue sharing, impound, détente, summit, executive privilege, special prosecutor, inflation, stagflation, embargoSample Lesson: Quarter 3 Unit 12SS TN Standard(s):US.85Student Outcomes: What will students know and be able to do as a result of this lesson?Students will explain Nixon’s appeal to the “Silent Majority.”Key Academic Vocabulary:Media, Silent Majority, Vietnamization, Pentagon Papers, détente Resources / Materials:Silent Majority SpeechWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Identifications—Johnson’s Great Society ProgramsEssential Question / Relevance: Develop student interest and connect learning to daily standards. How did Nixon appeal to the “Silent Majority?”High-Quality Text(s):Silent Majority SpeechText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close-viewing Protocol—Nixon’s Silent Majority Speech VideoText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Text-to-Text, Text-to-Self, Text to World—Nixon’s Silent Majority SpeechClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—What makes you say that? (Constituents being disgruntled with government)Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.See Q3 Unit 12, Week 1Unit 12: Week 1Essential Question(s)What were the impacts of Johnson’s Great Society programs? What were the different points of view that reflected the rise of social activism and the growth of counterculture? What were the achievements of the Nixon Administration?Student OutcomesStudents can explain how Medicare, urban renewal, and the War on Poverty impacted society in the 1960s and 1970s.Students can analyze the effects of social activism and counterculture.Students can explain the significant achievements of Richard Nixon’s Administration.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Suggested Supplemental Texts (in Sharepoint): LBJ and the Great Society (Q3 Resources), Johnson’s War on Poverty Speech (SCS Q3 Resources), Nixon’s Silent Majority Speech (SCS Q3 Resources)Maps/Videos/Images:Suggested Classroom Strategies and ProtocolsGallery Walk: Excerpts from Johnson’s War on Poverty SpeechChunking: LBJ and the Great SocietyBio Poem: LBJ and NixonClose View Protocol: Nixon’s Silent Majority SpeechTwo Minute Interview: Nixon’s SuccessesAssessmentCompare and contrast the LBJ and Nixon presidencies.StandardsUS.83 Evaluate the impact of President Lyndon Johnson’s Great Society programs, including: Medicare, urban renewal, and the War on Poverty.US.84 Analyze different points of view that reflect the rise of social activism and the growth of counterculture, including: generation gap, hippies, and Woodstock.US.85 Explain significant achievements of President Richard Nixon’s administration, including his appeal to the “silent majority” and his major foreign policy actions.Unit 12: Week 2Essential Question(s)What were the major developments of the last part of the Cold War? What were events and legacy of the Watergate Scandal? Why did environmentalism emerge? What were the significant events of the Carter administration?Student OutcomesStudents will explain the developments that eased tensions in the Cold War.Students will examine the Watergate Scandal.Students will explain the emergence of environmentalism.Students will identify and explain events of the Jimmy Carter administration.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Suggested Supplemental Texts (in Sharepoint): Camp David Accords (SCS Q3 Resources), Energy Crisis Article (SCS Q3 Resources), Iran Hostage Crisis Article (SCS Q3 Resources), Nixon’s Resignation speech (SCS Q3 Resources), US vs. Nixon (SCS Q3 Resources), Silent Spring (SCS Q3 Resources)Maps/Videos/Images:Suggested Classroom Strategies and ProtocolsTwo Minute Interview: Nixon’s successes and failuresFour Corners: Ford’s Pardon of NixonIceberg Diagrams: Energy Crisis ArticleSPAR Debate: Impact of Silent SpringHuman Timeline: Important events in environmentalismDocument Analysis Template: Gerald Ford (Link) and Jimmy Carter (Link) Video ExcerptsLiving Images: Events in the Carter AdministrationSave the Last Word for Me: A Crisis in Confidence SpeechLesson Plan: Camp David AccordsAssessmentHow did the events of Watergate change Americans’ perception of government?StandardsUS.70 Explain developments that eased tensions during the Cold War, including:President Jimmy Carter’s SALT TreatiesPresident Ronald Reagan and Mikhail Gorbachev’s INF TreatyThe fall of the Berlin WallUS.86 Examine the Watergate scandal, including:Background of the break-in Legacy of distrustChanging role of media and journalismUnited States v. NixonControversy surrounding President Gerald Ford’s pardonUS.87 Explain the emergence of environmentalism, including the creation of the EnvironmentalProtection Agency and disasters such as Love Canal and Three Mile Island.US.88 Identify and explain the significant events of President Jimmy Carter’s administration, including:Poor economy Energy crisisPanama Canal Treaty Iran Hostage CrisisCamp David AccordsUnit Overview: Quarter 3 Unit 13UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 13: 1980s and 1990s1 WeekStudents will examine important events and trends from 1980 to the presentTN Social Studies Practices: SSP.01-SSP.06Week 1: US.89, US.90, US.91, US History Social Studies: Quarter 3 Unit 13 VocabularyTier 2 VocabularyIndicate, stability, confirmation, visible, via, orientation, repress, retain, modify, unprecedented, participant, illegal, allocate, resident, cited, awareness, resolve, obtain, interpretation, inspectors, eliminate, significantly, controversial, monitor, procedure, Tier 3 VocabularyLiberal, conservative, televangelist, supply-side economics, deficit, mutual assured destruction, yuppie, discount retailing, perestroika, glasnost, downsizing, capital gains tax, grassroots movement, perjury, ethnic cleansing, migration chains, refugee, amnesty, telecommute, euro, global warming, chad, terrorism, state-sponsored terrorism, anthrax, weapons of mass destruction, swing vote, earmark, Sample Lesson: Quarter 3 Unit 13SS TN Standard(s):US.89Student Outcomes: What will students know and be able to do as a result of this lesson?Students will analyze President Reagan’s role in the end of the Cold War.Key Academic Vocabulary:Cold War, repression, perestroika, glasnost, downsizingResources / Materials:Speech at Brandenburg GateWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Berlin Wall Map and GraphicEssential Question / Relevance: Develop student interest and connect learning to daily standards. What was the effect of the fall of the Berlin Wall on Communism in Eastern Europe.High-Quality Text(s):Speech at Brandenburg GateText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Two-Minute Interview—Reagan’s successes and failuresText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Give one, get one—What was Reagan’s influence on the fall of communism?Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking—Circle of Viewpoints—A Democrat or a Republican during the Reagan EraWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.How did President Carter and President Reagan differ in their foreign policy?Unit 13: Week 1Essential Question(s)What were the significant events of the Reagan administration? What were the significant events of the Bush administration? What were the significant events of the Clinton administration?Student OutcomesStudents will analyze the revitalization of national pride, Reaganomics, Iran Contra, the war on drugs, Star Wars, and the AIDS epidemic and their significance.Students will describe the Panama invasion and the Gulf War during the Bush administration.Students will summarize the events of the Clinton administration including Welfare-to-work, balanced budget, NAFTA, and scandals.TextsTextbook: Mcgraw Hill United States History and Geography: Modern Times, TN Edition, Suggested Supplemental Texts (in Sharepoint): Speech at Brandenburg Gate, Clinton’s First Inaugural, Manuel Noriega, Gulf War map (p.475)Maps/Videos/Images: Tear Down this Wall, History Channel Excerpt on Reagan and BushSuggested Classroom Strategies and ProtocolsEvidence Logs: History Channel Excerpt on Reagan (Link) collecting evidence for “What were the most significant successes of the Reagan administration, and to what extent were they canceled by scandal?”Chunking: Speech at Brandenburg GateEvidence Log: History Channel Excerpt on Bush George H.W. Bush Presidency (Link) collecting evidence to answer prompt, “How did American foreign and domestic policy change during the Bush administration?Two-Minute Interview: Manuel Noriega TextAssessmentHow did life change in America from 1980 to 2000?StandardsUS.89 Analyze the significance of President Ronald Reagan’s administration, including:Revitalization of national pride“War on Drugs”Reaganomics Strategic Defense InitiativeIran-Contra affair AIDS epidemicUS.90 Describe the significant events of President George H.W. Bush’s administration, including theinvasion of Panama and the Gulf War.US.91 Summarize the events of President Bill Clinton’s administration, including:Welfare-to-work NAFTABalanced budgetScandals and subsequent impeachment hearings ................
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