Pitt County Schools
Pitt County Schools
40212CP Standard Paideia U.S. History
40215C P Honors Paideia U.S. History
Instructional Guide
Time Frame: First Six Weeks
|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |
| | |CONNECTIONS | |
|Unit 1: The New Nation (1789-1820) - The learner will identify, |Essential Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|investigate, and assess the effectiveness of the institutions of the |How did the new U.S. Constitution provide a stable government |should be prepared to conduct | |
|emerging republic. |amid rising political divisions? |additional independent research |American Anthem Ch. 6 |
|1.01 Identify the major domestic issues and conflicts experienced by the |Was the United States a more democratic nation after its |projects that require critical thinking|History Alive The Constitution & New |
|nation during the Federalist Period. |independence? |and extensive reading and writing |Nation |
|1.02 Analyze the political freedoms available to the following groups |During this period, how does America define its role in |1.01a Draw political cartoons |Honors level assessment should include|
|prior to 1820: women, wage earners, landless farmers, American Indians, |international affairs? |illustrating the different beliefs of |free-response writing on most tests |
|African Americans, and other ethnic groups. |Key Concepts |the Federalist and | |
|1.03 Assess commercial and diplomatic relationships with Britain, France,|Establishment of federal power and supremacy over the states |Democratic-Republican Parties. | |
|and other nations. |Development of the first two-party system |1.01b Complete a “Mystery Documents” | |
| |Strict & Loose Interpretation of Constitution |exercise. After researching | |
|Applicable 21st Century Themes: |Conflicts with American Indians |philosophies of Thomas Jefferson & | |
|Global Awareness |The status of slavery during The Federalist Era |Alexander Hamilton, students are given | |
|Financial, Economic, Business, and Entrepreneurial Literacy |The place of women in the society during |famous quotes and statements (from | |
|Civic Literacy |The disparities between classes in the new nation |primary documents) produced by | |
| |Early Foreign Policy |Jefferson & Hamilton. Discuss quotes | |
|Applicable 21st Century Skills: |The failure of peaceful coercion |and have students identify which quotes| |
|Creativity and Innovation |Freedom of the high seas and shipping rights |Jefferson or Hamilton authored. | |
|Critical Thinking and Problem Solving |The impact of European events on United States foreign policy |1.01c Create campaign posters and | |
|Communication and Collaboration |Key Terms |speeches supporting Jefferson or Adams | |
|Information Literacy |Judiciary Act of 1789 |during the Election of 1800. | |
|Media Literacy |Bill of Rights |1.01d Research and debate which | |
|ICT (Information, Communications and Technology) Literacy |Hamilton’s Economic Plan |president was “best” or “Most | |
|Flexibility and Adaptability |Whiskey Rebellion |Effective” (Washington, Adams, | |
|Initiative and Self-Direction |Democratic-Republican Party |Jefferson). Establish criteria for | |
|Social and Cross-Cultural Skills |Federalist Party |deciding. | |
|Productivity and Accountability |Election of 1800 |1.01e Produce a video “talk show” in | |
|Leadership and Responsibility |“Midnight Judges” |which students portray Federalist Era | |
| |Laissez-faire |leaders and their philosophies | |
|To view information on 21st Century Themes and Skills, see: |Marbury v. Madison, (1803) |regarding States’ Rights and Federal | |
| |John Marshall |Power. | |
| |Louisiana Purchase |1.02a Working in cooperative groups, | |
| |Alien & Sedition Acts |complete a fishbone diagram analyzing | |
| |Virginia & Kentucky Resolutions |the political freedoms available to | |
| |Hartford Convention (1814) |women, workers, landless farmers, | |
| |Suffrage requirements |American Indians, free blacks and | |
| |Tecumseh |slaves during the Federalist Era. | |
| |Cotton Gin |1.02b Contrast American Indian and | |
| |Eli Whitney |United States citizens’ cultural views | |
| |“Necessary Evil” |toward land ownership and religion. | |
| |Emancipation |1.02c Complete chart and map exercises | |
| |Treaty of Greenville 1796 |illustrating how the cotton gin | |
| |XYZ Affair |increased the demand for slaves and | |
| |Convention of 1800 |accelerated settlement of lands | |
| |Impressment of seamen |occupied by American Indians. | |
| |Embargo Act 1807 |1.02d Develop a list of alternative | |
| |President Washington’s |policies the US government could have | |
| |Proclamation Neutrality |used to improve the social conditions | |
| |President Washington’s |of women, African Americans, and | |
| |Farewell Address |American Indians during the Federalist | |
| |War Hawks |Era. Explain why each alternative | |
| |War of 1812 |would have been accepted or rejected by| |
| |Battle of New Orleans |citizens of the time period. (H) | |
| |Treaty of Ghent |1.03a Create an illustrated timeline | |
| |Adams-Onis Treaty |identifying the major foreign policy | |
| |Jay’s Treaty |events of the Federalist Era. | |
| |Pinckney’s Treaty |1.03b Design “bumper stickers” | |
| | |protesting or supporting American | |
| | |military action during the XYZ Affair. | |
| | |1.03c Compare and contrast Washington’s| |
| | |Farewell address to current U.S. | |
| | |foreign policy issues. | |
| | |1.03d Write letters to the U.S. | |
| | |Congress of 1812 from the perspective | |
| | |of War Hawks or New England Federalists| |
| | |about the pending war. | |
|Unit 2: Expansion and Reform (1801-1850) - The learner will assess |Essential Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|the competing forces of expansionism, nationalism, and sectionalism. |Describe the challenges and lasting impact of manifest |should be prepared to conduct | |
|2.01 Analyze the effects of territorial expansion and the admission of |destiny. |additional independent research |American Anthem Ch. 7,8,9 |
|new states to the Union. |How did transcendentalism assist in developing a national |projects that require critical thinking|History Alive Manifest Destiny and a |
|2.02 Describe how the growth of nationalism and sectionalism were |identity? |and extensive reading and writing |Growing Nation |
|reflected in art, literature, and language. |How did industrialization promote both nationalism and |2.01a Create “Territorial Expansion” |Honors level assessment should include|
|2.03 Distinguish between the economic and social issues that led to |sectionalism? |jigsaw puzzles. Students can trace and|free-response writing on most tests |
|sectionalism and nationalism. |Why were reforms needed in American society in the early 19th |cut out puzzle pieces representing the | |
|2.04 Assess political events, issues, and personalities that contributed |century? |territorial acquisitions of the lower | |
|to sectionalism and nationalism. |What were the lasting impacts, if any, of these reforms? |48 states on cardboard and write notes | |
|2.05 Identify the major reform movements and evaluate their |How does the 2nd Great Awakening propel slavery to the |on the back of each piece to explain | |
|effectiveness. |forefront of controversy as a moral, not economic, issue? |how it was acquired. Exchange puzzles | |
|2.06 Evaluate the role of religion in the debate over slavery and other |Key concepts |and compare notes. | |
|social movements and issues. |The rationale for and the consequences of Manifest Destiny |2.01b Write personal letters to | |
| |Federal Indian policy before The Civil War |President Polk supporting or protesting| |
|Applicable 21st Century Themes: |The political and economic importance of the West |the Mexican War. | |
|Global Awareness |Cultural expressions of patriotism |2.01c Create posters celebrating the | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Celebrating the common man and the American way of life |advantages of territorial expansion. | |
|Civic Literacy |Influence of the Transcendentalist Movement |2.01d Analyze the painting “Trail of | |
|Environmental Literacy |Transformation of life in the early industrial revolution |Tears”. See analysis sheet in Section | |
| |Cultural polarization of Antebellum America |Five. Include visual imagery and | |
|Applicable 21st Century Skills: |Political agendas of antebellum leaders |feelings. | |
|Creativity and Innovation |Concepts of “Jacksonian Democracy” |2.02a Compare images of neoclassical | |
|Critical Thinking and Problem Solving |Slave Revolts |architecture (Monticello, US Capitol, | |
|Communication and Collaboration |States’ Rights |etc.) to examples of Roman structures. | |
|Information Literacy |Era of Good Feelings |How are the lines different? | |
|Media Literacy |Women’s Rights |2.02b View the image of 1836 George | |
|ICT (Information, Communications and Technology) Literacy |Temperance Movement |Washington statue by Horatio Greenough.| |
|Flexibility and Adaptability |Improvement of social institutions (prisons, mental health, |Discuss or write analysis of why | |
|Initiative and Self-Direction |education) |Americans embraced neoclassical styles.| |
|Social and Cross-Cultural Skills |Development of Utopian Communities Second Great Awakening |2.02c View landscape paintings by | |
|Productivity and Accountability |Moral Dilemma of Slavery |Thomas Cole and Asher Durand, and genre| |
|Leadership and Responsibility |The Abolitionist Movement |works by William Sidney Mount, etc. | |
| |Key Terms |Summarize the images and explain how | |
|To view information on 21st Century Themes and Skills, see: |Missouri Compromise |the works celebrate the spirit of | |
| |The Indian Removal Act 1830 |nationalism. | |
| |Sequoyah |2.02d Compare and contrast the painting| |
| |Worchester v. Georgia, 1832 |“Cotton Plantation” by Giroux and | |
| |Trail of Tears |“After The Sale” by Eyre Crowe in the | |
| |White man suffrage |different presentations of slavery in | |
| |The Alamo |America. | |
| |Election of 1844 |2.02e Allow students to present, in art| |
| |Texas Annexation |or literature, examples of how this | |
| |“54-40 or Fight!” |time period displayed a new sense of | |
| |Mexican War |nationalism. | |
| |Wilmot Proviso |202e (H) Have students read Incidents | |
| |Treaty of Guadalupe-Hidalgo |in the Life of a Slave Girl by Harriett| |
| |49ers |Jacobs or Clotel by William Wells Brown| |
| |Stephen Austin |and conduct a Paideia seminar. Write a| |
| |Gadsden Purchase |position paper on the injustices of | |
| |Lewis and Clark |slavery as outlined in these books. | |
| |Oregon Trail |2.02f What concepts of the | |
| |Noah Webster |Transcendentalist Movement show a | |
| |Ralph Waldo Emerson |change in American society? Make a | |
| |Henry David Thoreau |list and share in groups. | |
| |Neoclassical Architecture |202h (H) Read and participate in a | |
| |Washington Irving |Paideia seminar on one of the works of | |
| |Edgar Allen Poe |the Transcendentalists such as “Civil | |
| |Nathaniel Hawthorne |Disobedience.” Debate the concept of | |
| |James Fennimore Cooper |civil disobedience and when it can be | |
| |Hudson River School of Artists |used for good rather than evil. Analyze| |
| |Alex de Tocqueville |the works of Mahatma Gandhi and Martin | |
| |Samuel Morse |Luther King, Jr. | |
| |Eli Whitney |2.03a On a US map, indicate economic | |
| |John Deere |and technological developments of the | |
| |Cyrus McCormick |time period. | |
| |Robert Fulton |2.03b Use a graphic organizer to show | |
| |Erie Canal |the growing divide between the North | |
| |Cotton Kingdom |and the South in issues of religion, | |
| |1st Industrial Revolution |education, and economics. | |
| |Nativism |2.03c Research and analyze the impact | |
| |Know-Nothings |of innovations and inventions of the | |
| |William Lloyd Garrison |period on American society. | |
| |Frederick Douglass |2.03d Write an editorial to a local | |
| |Henry Clay |paper opposing discriminatory practices| |
| |American System |in hiring, housing, education, etc. | |
| |Panic of 1819 |during this time period. | |
| |McCulloch v. Maryland, 1819 |2.04a Create a flow-chart analyzing the| |
| |Election of 1824 |events that brought an end to the | |
| |“corrupt bargain” |nationalistic “Era of Good Feelings.” | |
| |suffrage |2.04b Describe the following: The | |
| |spoils system |Corrupt Bargain of 1824, “Rotation in | |
| |Tariff of Abomination |Office”, Jackson’s Bank Veto. Summarize| |
| |South Carolina Nullification Crisis |and explain how these events expanded | |
| |South Carolina Exposition and Protest |the American concept of “natural | |
| |Election of 1832 |rights”. | |
| |Pet Banks |2.04c Choose a perspective: “The United| |
| |Whig Party |States became more democratic or less | |
| |Election of 1840 |democratic during the age of Jackson.” | |
| |Nat Turner’s Rebellion |Illustrate with a diagram from your | |
| |Monroe Doctrine |perspective. | |
| |Dorothea Dix |2.04c (H) Summarize and explain how the| |
| |Horace Mann |events in the Corrupt Bargain of 1824 | |
| |Elizabeth Cady Stanton |and “Rotation in Office,” Jackson’s | |
| |Lucretia Mott |Bank Veto, expanded the American | |
| |Seneca Falls Convention |concept of “natural rights.” | |
| |Sojourner Truth |2.04e (H) Compare and contrast the | |
| |Susan B. Anthony |Monroe Doctrine to the Bush Doctrine in| |
| |Utopian Communities |terms of national security issues | |
| |Brook Farm |facing the United States. | |
| |Oneida |2.05a (H) Create a multimedia | |
| |New Harmony |presentation depicting a reformer and a| |
| |Rehabilitation |reform movement. | |
| |Prison Reform |2.05b Hypothesize how society would be | |
| |William Lloyd Garrison |different today if the reforms of this | |
| |Grimke Sisters |period had not occurred. | |
| |David Walker |2.05c (H) Hold a “Reform Convention” in| |
| |Frederick Douglass |which groups of students set up | |
| |Charles G. Finney |displays on the “reform” of their | |
| | |choice. Establish criteria for the | |
| | |displays and include a theme song. | |
| | |2.05d Compare and contrast the success | |
| | |of the different reforms of the period.| |
| | |Which ones were most successful? Why? | |
| | |Develop a “How to Succeed in Reforms | |
| | |List.” | |
| | |2.06a Trace the religious background | |
| | |and activities of major social | |
| | |reformers during the Antebellum Period.| |
| | |Write a position paper that advocates | |
| | |the views of one of these religious | |
| | |leaders. | |
| | |2.06b Have students find pictures of | |
| | |“tent” meetings or gatherings when | |
| | |circuit ministers visited communities. | |
| | |What common factors are seen in the | |
| | |pictures? Make a list. Discuss. | |
| | |2.06b (H) Write a position paper that | |
| | |advocates the views of one of the major| |
| | |social reformers during the Antebellum | |
| | |Period. | |
| | |2.06c Take a work of Garrison and | |
| | |Douglass, highlight any terms that | |
| | |indicate that these men were | |
| | |“spiritually” led to their work. | |
| | |Discuss the terms. | |
| | |2.06f (H) Read excerpts from the works | |
| | |of David Walker, Nat Turner, Frederick | |
| | |Douglass, and William Lloyd Garrison. | |
| | |Compare and contrast their ideas and | |
| | |solutions to the slavery question. | |
|Unit 3: Crisis, Civil War, and Reconstruction (1848-1877) - The learner |Essential Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|will analyze the issues that led to the Civil War, the effects of the |Discuss the long term issues that led to the Civil War. |should be prepared to conduct | |
|war, and the impact of Reconstruction on the nation. |Analyze and assess the short term causes of the Civil War. |additional independent research |American Anthem Ch. 10, 11, 12 |
|3.01 Trace the economic, social, and political events from the Mexican |What events could be considered political and military turning|projects that require critical thinking|History Alive Civil War and |
|War to the outbreak of the Civil War. |points of the Civil War? |and extensive reading and writing |Reconstruction |
|3.02 Analyze and assess the causes of the Civil War. |Assess their significance to the outcome of the conflict. |3.01a Using a timeline of 1820-1860, |Honors level assessment should include|
|3.03 Identify political and military turning points of the Civil War and |Discuss the effects of the war. |trace and describe the failure of |free-response writing on most tests |
|assess their significance to the outcome of the conflict. |Summarize the impact of Reconstruction on the nation. |various compromises to reach a solution| |
|3.04 Analyze the political, economic, and social impact of Reconstruction|Discuss how the Civil War led to a more centralized |to the slavery issue. | |
|on the nation and identify the reasons why Reconstruction came to an end.|government. |3.01b Determine ways in which strong | |
|3.05 Evaluate the degree to which the Civil War and Reconstruction proved|Key Concepts |executive leadership in the 1850s could| |
|to be a test of the supremacy of the national government. |The debate on the expansion of Slavery |have averted the Civil War. Make a | |
|Applicable 21st Century Themes: |Weak Presidential Leadership |list. | |
|Global Awareness |Growing Sectionalism |3.01c On a map of the U.S., identify | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Rise of the Republican Party |the following areas: Slave and Free | |
|Civic Literacy |The role of slavery |States, Kansas and Nebraska | |
|Health Literacy |Economics and expansion of the geographic regions |Territories, areas open to slavery | |
|Environmental Literacy |Interpretations of the 10th Amendment |under the terms of the Missouri | |
| |Immediate causes of the war |Compromise, Compromise of 1850, and | |
|Applicable 21st Century Skills: |Key turning points of the war |proposed routes of the transcontinental| |
|Creativity and Innovation |New military technology |railroad. | |
|Critical Thinking and Problem Solving |Strategies of both sides |3.01d Compare and contrast Stephen | |
|Communication and Collaboration |Major political and military leaders |Douglas’ Freeport Doctrine with the | |
|Information Literacy |European support |Dred Scott decision. | |
|Media Literacy |Executive Powers |3.01d (H) Have students read the text | |
|ICT (Information, Communications and Technology) Literacy |Resistance to the war effort Effects of Military occupation |of the Missouri Compromise, Compromise | |
|Flexibility and Adaptability |Limits on presidential and congressional power |of 1859, the Kansas-Nebraska Act, | |
|Initiative and Self-Direction |Development of a new labor system |excerpts from Uncle Tom’s Cabin, and | |
|Social and Cross-Cultural Skills |Reconstruction: resistance and decline |excerpts from The Impending Crisis of | |
|Productivity and Accountability |Enfranchisement and Civil Rights |the South, and create a 3-D timeline of| |
|Leadership and Responsibility |Reorganization of southern social, economic, and political |1820-1860 that demonstrates the | |
| |systems Supremacy of The federal government |development of the crisis. | |
|To view information on 21st Century Themes and Skills, see: |The question of secession |3.01e Develop a graphic organizer that | |
| |Dwindling support for civil rights |compares and contrasts the Missouri | |
| |Key Terms |Compromise, the Compromise of 1850, and| |
| |Anti-slavery movement |the Kansas- Nebraska Act. | |
| |Slave codes |3.01f Using Bleeding Kansas, John | |
| |Underground Railroad |Brown’s Raid at Harper’s Ferry, and the| |
| |Harriet Tubman |Brooks-Sumner Incident as background, | |
| |Kansas-Nebraska Act |have students determine how these | |
| |Bleeding Kansas |issues were a preview of the coming | |
| |Republican Party |war. | |
| |Popular Sovereignty |3.02a Create a chart showing results of| |
| |Summer-Brooks Incident |the 1860 election. Determine the | |
| |Freeport Doctrine |reasons for Lincoln’s election and | |
| |Lincoln-Douglas Debates |project the implications of it. | |
| |Free Soil Party |3.02b Outline the viewpoints of Abraham| |
| |Compromise of 1850 |Lincoln and Jefferson Davis in regards | |
| |Dred Scott v. Sanford, 1857 |to the “UNION”. | |
| |John Brown and Harper’s Ferry |3.02c (H) Create a graphic organizer | |
| |Fugitive Slave Act |that demonstrates the ways that the | |
| |Missouri Compromise |principles of States’ Rights have been | |
| |Compromise of 1850 Harriet Beecher Stowe |interpreted by politicians, the Supreme| |
| |Uncle Tom’s Cabin |Court, and citizens from 1789-2003. | |
| |Fugitive Slave Law |3.02d (H) Using excerpts from Uncle | |
| |Election of 1860 |Tom’s Cabin and Sociology of the South | |
| |Secession |identify arguments used by | |
| |Fort Sumter, S.C. |abolitionists and southerners to | |
| |Abraham Lincoln |denounce and defend slavery. | |
| |Jefferson Davis |3.03a On a map of the United States | |
| |Confederation |draw and explain the Union’s Anaconda | |
| |First Battle of Bull Run/ Manassas |Plan. On the same map identify the | |
| |John Wilkes Booth |“turning point” battles. | |
| |Antietam |3.03b Describe the new military | |
| |Vicksburg |technologies that were developed in the| |
| |Gettysburg |war and describe the effects they had | |
| |Gettysburg Address |on the war and its outcomes. | |
| |Writ of Habeas Corpus |3.03c (H) Research the battles of | |
| |Election of 1864 |Vicksburg and Gettysburg. In a | |
| |William Sherman’s March |two-page essay explain why these were | |
| |Anaconda Plan |turning points. | |
| |Copperheads |3.03d Read the Emancipation | |
| |Emancipation Proclamation |Proclamation and analyze its effects on| |
| |African-American participation |slaves in all areas of the nation. | |
| |Appomattox Court House |Also determine the impact of this | |
| |Robert E. Lee |document on the war as a whole. | |
| |Ulysses S. Grant |3.03e (H) Determine ways that Lincoln | |
| |George McClellan |expanded executive powers during the | |
| |Thomas “Stonewall” Jackson |war. Make a list and discuss the | |
| |Freedman’s Bureau |legality of each. | |
| |Radical Republicans |3.03f (H) Research, analyze, and | |
| |Reconstruction plans |summarize ways in which citizens of | |
| |Thaddeus Stevens |both sides of the war showed their | |
| |Andrew Johnson |opposition or support. | |
| |Compromise of 1877 |3.04a Create a graphic organizer that | |
| |Tenure of Office Act |shows Presidential and Congressional | |
| |Johnson’s impeachment |Reconstruction plans. | |
| |Scalawags |3.04b Compare and contrast pre-war | |
| |Carpetbaggers |slave codes with post-war codes. | |
| |Black Codes |3.04c (H) Discuss how the Tenure of | |
| |Ku Klux Klan |Office Act violated constitutional | |
| |Sharecroppers |separation of powers, and checks and | |
| |Tenant farmers |balances. | |
| |Jim Crow laws |3.04d (H) Write a two-page essay on the| |
| |The Whiskey Ring |effectiveness of Reconstruction. | |
| |Solid South |3.04e With a triple Venn diagram | |
| |Military reconstruction |compare and contrast tenant farming, | |
| |13th amendment |sharecropping and slavery. | |
| |14th amendment |3.04f Discuss ways the South resisted/| |
| |15th amendment |supported Reconstruction. | |
| |Civil Rights Act of 1866 |3.05a (H) Divide the class into two | |
| |Election of 1876 |groups; one in support of states | |
| |Compromise of 1877 (repeat) |rights, one in support of federal | |
| | |supremacy. Each group will analyze the| |
| | |historical arguments for their position| |
| | |and present to the class. | |
| | |3.05b (H) Develop arguments supporting | |
| | |the idea that the Civil War and | |
| | |Reconstruction were the key events in | |
| | |determining the supremacy of the | |
| | |federal government. | |
| | |3.05c Invite Civil War re-enactors to | |
| | |speak as a panel to the class. Assess | |
| | |the validity of the stories they | |
| | |present. Determine criteria for this | |
| | |evaluation. | |
|Unit 4: The Great West and the Rise of the Debtor (1860s-1896) – The |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|learner will evaluate the great westward movement and assess the impact |Discuss the different groups of people who migrated to the |should be prepared to conduct | |
|of the agricultural revolution on the nation. |West and describe the problems they experienced. |additional independent research |American Anthem Ch. 13 |
|4.01 Compare and contrast the different groups of people who migrated to |Discuss the impact of western migration on inhabitants of the |projects that require critical thinking|History Alive Manifest Destiny and a |
|the West and describe the problems they experienced. |west. (Indians and Mexican) |and extensive reading and writing |Growing Nation |
|4.02 Evaluate the impact that settlement in the West had upon different |Describe the causes and effects of the financial difficulties |4.01a Write letters to your parents |Honors level assessment should include|
|groups of people and the environment. |that plagued the American farmer and trace the rise and |explaining your reasons for moving |free-response writing on most tests |
|4.03 Describe the causes and effects of the financial difficulties that |decline of Populism. |west, the experiences along the way, | |
|plagued the American farmer and trace the rise and decline of Populism. |How did technology impact the economy of the west? |and the conditions at your new | |
|4.04 Describe innovations in agricultural technology and business |Key Concepts |location. Share with class. | |
|practices and assess their impact on the West. |Challenges of Westward Movement |4.01b Evaluate the extent to which | |
|Applicable 21st Century Themes: |Motivation for Westward Movement |settlers adapted to the new environment| |
|Global Awareness |Impact of the Transcontinental Railroad |and geography of the West. | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Development of cattle, ranching, and mining industries |4.01c (H) Research the Land Grant | |
|Civic Literacy |Mexican influence on the West |Colleges in N. C. and trace their | |
|Environmental Literacy |Western Movement Impact on Indians: |origins to the Morrill Land Grant Act. | |
| |Destruction of: |Present findings using a multimedia | |
|Applicable 21st Century Skills: |Buffalo |presentation. | |
|Creativity and Innovation |Reservation |4.01d Create a chart showing all the | |
|Critical Thinking and Problem Solving |System |groups who went west; why, and the | |
|Communication and Collaboration |Cattle drives |results of their quest. | |
|Information Literacy |Indian wars |4.01e Create a campfire setting in the | |
|Media Literacy |Rise and fall of Populism |class (brown and red paper), sit around| |
|ICT (Information, Communications and Technology) Literacy |Impact of laws and court cases on the farmer |and tell the “Tall Tales” of moving | |
|Flexibility and Adaptability |Growing discontent of the farmer |west. Sing songs. | |
|Initiative and Self-Direction |Gold Standard vs. Bimetallism |4.02a (H) Review excerpts from | |
|Social and Cross-Cultural Skills |Technological improvements on farming |historical fiction, selected works of | |
|Productivity and Accountability |Changing nature of farming as a business |art and/or movie excerpts to compare | |
|Leadership and Responsibility |Increased dependence on the railroads |the romantic vision of the West to the | |
| |Key Terms |reality of life there. | |
|To view information on 21st Century Themes and Skills, see: |Joseph Smith |4.02b Create a pictorial or verbal | |
| |Brigham Young |diary of stories of the Buffalo | |
| |Mormons |Soldiers serving in the Indian wars. | |
| |Homestead Act |Share these stories with the class. | |
| |Roles of women |4.02c (H) Prove or disprove this quote:| |
| |Roles of African Americans |”The American cowboy was actually a | |
| |Roles of Chinese |dirty, overworked laborer who fried his| |
| |Roles of Irish |brains under a prairie sun, or rode | |
| |Comstock Lode |endless miles in rain and wind to mend | |
| |Morrill Land Grant Act 1862 |fences or look for lost calves.” The | |
| |Sod houses |Cowboy, Time Life, p.1 | |
| |Oklahoma Land Rush |4.02d What evidences of “Western” style| |
| |Dawes Severalty Act |exists throughout our culture? Make a | |
| |Chief Joseph |list. | |
| |Nez Perce |4.03a (H) Examine the political cartoon| |
| |Battle of Little Big Horn |on the Judge Magazine cover of | |
| |Sand Creek Massacre |September 1896, “The Sacrilegious | |
| |Wounded Knee |Candidate.” Contrast the message of | |
| |Helen Hunt Jackson’s |the Cross of Gold Speech with this | |
| |Century of Dishonor |depiction of Bryan. | |
| |Buffalo Soldiers |4.03b Create a diagram that illustrates| |
| |Promontory Point, Utah |the impact of bimetallism on the farmer| |
| |Transcontinental Railroad |and the consumer. | |
| |Irish immigrants |4.03c (H)Evaluate the government’s | |
| |Chinese immigrants The Grange |response to the farmer’s complaints | |
| |National Farmer Alliances |with regard to the Munn Case, the | |
| |Southern Alliance |Wabash Case, and the Interstate | |
| |Colored Farmers Alliance |Commerce Act. | |
| |Omaha Platform |4.03d Design a flow chart showing the | |
| |Interstate Commerce Act |difference in coined and paper money. | |
| |Rebates |4.03e (H) Outline the political basis | |
| |William Jennings Bryan |of the Populist Party and assess the | |
| |“Cross of Gold Speech” |validity of how these reforms would | |
| |Greenbacks |further democracy and liberties for the| |
| |Barbed wire |common man. | |
| |Refrigerator car |4.03f Hold a town meeting to air the | |
| |Windmill |views of different groups - farmers, | |
| |Farmer’s Cooperatives |skilled workers, unskilled workers, | |
| |Steel Plow |business owners, cowboys, ranchers, | |
| |Vertical/horizontal integration |etc. on passage of the Interstate | |
| |Interlocking directorates |Commerce Act. | |
| | |4.04a Compare and contrast the workings| |
| | |of the largest cattle ranches of the | |
| | |west and small farms in eastern states.| |
| | |4.04b Collect photos and any other | |
| | |representations of the coming of the | |
| | |railroad to the West. Who is in the | |
| | |pictures? Why? | |
| | |4.04c Create a catalog of the newest | |
| | |tools available to the farmers and | |
| | |ranchers. Compare the catalog to an | |
| | |early mail order catalog of the time | |
| | |period. | |
| | |4.04d (H) Evaluate the impact of the | |
| | |change in farming and business | |
| | |practices in the west on the American | |
| | |economy. | |
Time Frame: Second Six Weeks
|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |
| | |CONNECTIONS | |
|Unit 5: Becoming an Industrial Society (1877-1900) - The learner |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|will describe innovations in technology and business practices and |How did Americans react to the growth of immigration? |should be prepared to conduct additional | |
|assess their impact on economic, political, and social life in |How did industrialization change American society at this time?|independent research projects that |American Anthem Ch. 14, 15, 16 |
|America. |How did the rise of industrialism impact |require critical thinking and extensive |History Alive The Rise of Industrial |
|5.01 Evaluate the influence of immigration and rapid |Adam Smith’s economic model? |reading and writing |America |
|industrialization on urban life. |Were low wages an essential ingredient for the rise of |5.01a Review primary documents and |Honors level assessment should include|
|5.02 Explain how business and industrial leaders accumulated wealth |capitalism? |photographs of the period, and write |free-response writing on most tests |
|and wielded political and economic power. |Would working conditions and wages have improved without |letters to friends and family in your | |
|5.03 Assess the impact of labor unions on industry and the lives of |unions? |“home” country describing a new life in | |
|workers. |Did industrialization really improve the lives of working |America. | |
|5.04 Describe the changing role of government in economic and |people? |5.01b Debate whether the “melting pot” | |
|political affairs. |How did unions develop? |theory is an accurate phrase for America | |
|Applicable 21st Century Themes: |How did industrialists try to prevent the spread of unions? |1877-1900. | |
|Global Awareness |Why was it necessary for the government to take a more active |5.01c Graph patterns and sources of | |
|Financial, Economic, Business, and Entrepreneurial Literacy |role in business affairs? |immigration to America over an extended | |
|Civic Literacy |Key Concepts |period of time. Match with today’s | |
|Environmental Literacy |Urban Issues |patterns. | |
| |Housing |5.01d Review diagrams of dumbbell | |
|Applicable 21st Century Skills: |Sanitation |tenements. How could they have been made| |
|Creativity and Innovation |Transportation |safer? | |
|Critical Thinking and Problem Solving |The rise of ethnic neighborhoods |5.01e Design pamphlets replicating | |
|Communication and Collaboration |New forms of leisure |earlier ones distributed to new arrivals | |
|Information Literacy |Emergence of new industries: |in America. | |
|Media Literacy |Railroads |5.01f Hold a mock city council meeting | |
|ICT (Information, Communications and Technology) Literacy |Steel |to propose solutions to urban issues of | |
|Flexibility and Adaptability |Oil |the day. | |
|Initiative and Self-Direction |Changes in the ways businesses formed and consolidated power |5.01g (H) Compare positive and negative | |
|Social and Cross-Cultural Skills |Influence of business leaders as “captains of industry” or as |aspects of maintaining the existence of | |
|Productivity and Accountability |“robber barons” |ethnic neighborhoods including de facto | |
|Leadership and Responsibility |Relationship of big business to the government |segregation, racial and religious housing| |
| |Influence of Darwinism, Social Darwinism and the Gospel of |covenants, and red lining of | |
|To view information on 21st Century Themes and Skills, see: |Wealth |neighborhoods. Find examples of these | |
| |Formation of labor unions |practices and analyze their effect on | |
| |Types of unions |society. | |
| |Tactics used by labor unions |5.01h (H) Analyze the quote by the | |
| |Opposition to labor unions |Carpenter’s Union in Worchester, Mass.: | |
| |Impact of law and court decisions |“8 hours for work, 8 hours for rest, 8 | |
| |“Laissez-Faire” government policies |hours for what we will.” How did this | |
| |Operation of political machines |idea impact urban life? | |
| |Patronage vs. the civil service system |5.02a (H) Research the business practices| |
| |Impact of corruption and scandal in the government |of men such as Carnegie and Rockefeller. | |
| |The Election of 1896 (see also Goal 4.03) |Put them on trial as either “Captains of | |
| |Key Terms |Industry”/”robber barons.” | |
| |Frederick Olmstead |5.02b (H) Read excerpts of the “Gospel of| |
| |Cultural pluralism |Wealth” and discuss to what extent | |
| |Urbanization |Carnegie and others practiced the | |
| |Nativism |philosophy. | |
| |Melting pot |5.02c Interpret quotations from business | |
| |Bessemer Process |leaders of the time and discuss how they | |
| |Andrew Carnegie |reflect the idea of Social Darwinism. | |
| |John Rockefeller |5.02d (H) Design a display for a Gilded | |
| |J. P. Morgan |Age Museum that features one of the | |
| |Vanderbilt family |emerging industries and its impact on | |
| |Edwin Drake |people’s lives. | |
| |Standard Oil Company |5.02e Discuss what responsibilities | |
| |U. S. Steel |today’s corporate leaders have that the | |
| |George Westinghouse |captains of industry did not. | |
| |Gospel of Wealth |5.02f Research a business or industrial | |
| |Horatio Alger |leader and prepare a resume for that | |
| |Social Darwinism |individual. | |
| |Trust |5.02g Illustrate the concepts of vertical| |
| |Monopoly |and horizontal integration in business. | |
| |Gilded Age |5.03a Create a chart to show the various | |
| |Working conditions |unions that formed in the time period. | |
| |Wages |Include these topics: how organized, | |
| |Child labor |goals, attempts to reach goals, and | |
| |Craft unions |success. | |
| |Trade unions |5.03b (H) Work cooperatively to form a | |
| |Knights of Labor |union. Each group should develop rules | |
| |Haymarket Riot |for membership, goals, plans to reach | |
| |American Federation of Labor |goals, and expected results. Share with | |
| |Samuel Gompers |the class. | |
| |Eugene Debs |5.03c Diagram decision trees exploring | |
| |Strike |the likely consequences and results of | |
| |Negotiation |going on strike vs. collective bargaining| |
| |Mediation |or arbitration. | |
| |Collective bargaining |5.03d Write letters to the editor of a | |
| |Arbitration |newspaper supporting or protesting | |
| |Yellow-dog contract |attempts to organize a hypothetical union| |
| |Closed shop |in the town. | |
| |Sherman Antitrust Act |5.03e Group students to review how | |
| |The Great Strike (1877) |presidents respond to different strikes | |
| |Pullman Strike |in the time period and offer suggestions | |
| |Homestead Strike |as to how the situation might have been | |
| |Sherman Anti-Trust Act |resolved differently. Students should | |
| |Pendleton Act |provide rationales. | |
| |Political machines |5.03e (H) Have students write an | |
| |Boss Tweed |additional editorial describing the | |
| |Tammany Hall |effects of unionization of workers on a | |
| |Thomas Nast |hypothetical town. | |
| |Credit Mobilier scandal |5.04a Create a flow diagram that shows | |
| |Graft |the working of a political machine within| |
| |Whiskey Ring scandal |a city like New York. | |
| |Populism |5.04b Review the political cartoons of | |
| |Secret ballot (Australian) |Thomas Nast and create new cartoons to | |
| |Initiative |address issues of the era. | |
| |Referendum |5.04c Compare public reaction to the | |
| |Recall |scandal in the Gilded Age to scandals | |
| |Mugwumps |today. | |
| | |5.04d Generate questions that should be | |
| | |on a civil service exam and compare the | |
| | |new questions to actual sample questions | |
| | |from the original exam. | |
| | |5.04e (H) In cooperative learning groups,| |
| | |create a cartoon in the style of Thomas | |
| | |Nast, and compose an accompanying | |
| | |editorial depicting the oil policy of | |
| | |today. | |
|Unit 6: The emergence of the United States in World Affairs |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|(1890-1914) - The learner will analyze causes and effects of the |How has free trade impacted imperialism? |should be prepared to conduct additional | |
|United States emergence as a world power. |How did racism contribute to imperialism? |independent research projects that |American Anthem Ch. 17 |
|6.01 Examine the factors that led to the United States taking an |Key Concepts |require critical thinking and extensive |History Alive The United States: |
|increasingly active role in world affairs. |Global and military competition |reading and writing |Coming of Age 1890-1920 |
|6.02 Identify the areas of United States military, economic, and |Increased demands for resources and markets |6.01a (H) Compare and contrast the U. S. |Honors level assessment should include|
|political involvement and influence. |Closing of the Frontier |justification for continental expansion |free-response writing on most tests |
|6.03 Describe how the policies and actions of the United States |Exploitation of nations, peoples, and resources |versus expansion abroad. | |
|government impacted the affairs of other countries. |Causes and conduct of the Spanish-American War |6.01b Have students write responses to | |
|Applicable 21st Century Themes: |United States Interventions in |Kipling’s White Man’s Burden. | |
|Global Awareness |Hawaii |6.01c Examine or draw political cartoons | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Latin America |that represent supporting and opposing | |
|Civic Literacy |Caribbean |views of imperialism. | |
|Environmental Literacy |Asia/Pacific |6.02a Design a chart that details the | |
| |Intervention vs. Isolation |specifics of United States involvement in| |
|Applicable 21st Century Skills: |Support for and opposition to United States economic |Cuba, Hawaii, Latin America/ Caribbean, | |
|Creativity and Innovation |intervention |and Asia/Pacific. | |
|Critical Thinking and Problem Solving |Perception of the United States as a world power |6.02b Analyze and discuss some examples | |
|Communication and Collaboration |Key Terms |of “yellow journalism” from the period | |
|Information Literacy |Alfred T. Mahan |and from today. | |
|Media Literacy |Josiah Strong |6.02c Map the pattern of United States | |
|ICT (Information, Communications and Technology) Literacy |Frederick Jackson Turner |imperial activities around the world. | |
|Flexibility and Adaptability |Imperialism |6.02d (H) Develop an argument either | |
|Initiative and Self-Direction |Spheres of influence |supporting or opposing the following | |
|Social and Cross-Cultural Skills |Queen Liliuokalani |statement: “Modern news shows are a form | |
|Productivity and Accountability |Seward’s Folly |of political propaganda very similar to | |
|Leadership and Responsibility |Treaty of Paris 1898 |the ‘yellow journalism’ of the late 19th | |
| |Platt Amendment |and early 20th Centuries.” | |
|To view information on 21st Century Themes and Skills, see: |“Splendid Little War” |6.03a Create a chart comparing Roosevelt,| |
| |Social Darwinism |Taft, and Wilson’s foreign policies in | |
| |Philippines |Latin American and the Caribbean. | |
| |Commodore George Dewey |Include the outcomes of actions. | |
| |Theodore Roosevelt |6.03b In a role-play activity, present | |
| |Rough Riders |the views of leaders of the period. | |
| |William Randolph Hearst |6.03c (H) Using the argument from the | |
| |Joseph Pulitzer |May 17, 1898, “Report of the Committee on| |
| |USS Maine |Foreign Affairs on House Res. 259,” ask | |
| |Panama Canal |students to hold a hearing on the | |
| |Pancho Villa Raids |annexation of Hawaii. | |
| |“Jingoism” |6.03d (H) Ask students to reveal why the| |
| |Dollar Diplomacy |1897 “Petition Against Annexation” is | |
| |Platt Amendment |important to Hawaiians and other | |
| |Roosevelt Corollary |Americans. Brainstorm cases of similar | |
| |Anti-Imperialism League |incidents of neglect in recorded history.| |
| |Missionary (Moral) Diplomacy |6.03e (H) Map areas of the world affected| |
| |Boxer Rebellion |by each type of diplomacy (i. e. , | |
| |Open Door Policy |dollar, moral, “big stick,” etc) and | |
| |Annexation of Hawaii |create a generalization about the type of| |
| | |diplomacy used in different places in the| |
| | |world. Compare that to areas of the world| |
| | |where we have diplomatic relations today.| |
|Unit 7: The Progressive Movement in the United States (1890-1914) |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|–The learner will analyze the economic, political, and social reforms|How did 19th century Industrialization negatively affect Social|should be prepared to conduct additional | |
|of the Progressive Period. |and urban America? |independent research projects that |American Anthem Ch. 15-16 |
|7.01 Explain the conditions that led to the rise of Progressivism. |How did the Progressives change the lives of |require critical thinking and extensive |History Alive The U.S. Coming of Age: |
|7.02 Analyze how different groups of Americans made economic and |American workers, women, and urban-dwellers? |reading and writing |1890-1920 |
|political gains in the Progressive Period. |Which groups of Americans were not |7.01a (H) Divide the class into sample |Honors level assessment should include|
|7.03 Evaluate the effects of racial segregation on different regions |helped by Progressives? |groups (i.e. presidential cabinet, state |free-response writing on most tests |
|and segments of the United States' society. |What evidence suggested racial inequality and |governors, women’s clubs, and selected | |
|7.04 Examine the impact of technological changes on economic, social,|injustice after the 14th Amendment and through The Progressive |ethnic groups). Give each group a | |
|and cultural life in the United States. |era? |problem to resolve from their | |
|Applicable 21st Century Themes: |What was the impact of Technological advances upon |perspective. Chart their solutions on a | |
|Global Awareness |turn-of-the-20th |graph line illustrating all views from | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Century Americans? |far right to far left. | |
|Civic Literacy |Key Concepts |7.01b Define the term “radical”. | |
|Health Literacy |Corruption and ineffectiveness of government |Evaluate excerpts of muckraking articles | |
| |Immigration and urban poor |based on the definition. | |
|Applicable 21st Century Skills: |Working conditions |7.01c (H) Compare conditions in industry | |
|Creativity and Innovation |Emergence of Social Gospel |today with conditions in the late 19th | |
|Critical Thinking and Problem Solving |Unequal distribution of wealth |Century. Write a research paper | |
|Communication and Collaboration |The roles of the Progressive presidents: |regarding the conditions. Explain how | |
|Information Literacy |Roosevelt |the conditions were better or worse and | |
|Media Literacy |Taft |defend your opinion with research. | |
|ICT (Information, Communications and Technology) Literacy |Wilson |7.01d (H) Research the Triangle Shirt | |
|Flexibility and Adaptability |The growing power of the electorate |Waist Fire and the Hamlet Chicken Plant | |
|Initiative and Self-Direction |The changing roles and influence of women |Fire and compare and contrast the causes | |
|Social and Cross-Cultural Skills |The impact of political and economic changes on the working |and effects of each, specifically the | |
|Productivity and Accountability |class |reaction of state and federal | |
|Leadership and Responsibility |The changing nature of state and local governments |governments. | |
| |Disenfranchisement |7.01e (H) Read excerpts from the writings| |
|To view information on 21st Century Themes and Skills, see: |African-American responses to Jim Crow |of Ida Tarbell and the writings of John | |
| |Segregated Society |D. Rockefeller and develop a dialogue | |
| |Industrial innovations |that demonstrates Rockefeller’s response | |
| |Emergence of advertising and consumerism |to Tarbell’s claims. | |
| |Key Terms |7.02a (H) Compare the party platforms for| |
| |Muckraking |the election of 1912. Determine which | |
| |Ida Tarbell |candidate was the true progressive. | |
| |Lincoln Steffens |Justify your position. | |
| |Upton Sinclair |7.02b Select one progressive | |
| |Jacob Riis |law/amendment. Identify groups most | |
| |Urban slums |impacted by the law and whether the law’s| |
| |Triangle Shirtwaist Factory Fire |objective was achieved | |
| |Jane Addams/Hull House |7.02c Using the music of a popular song, | |
| |16th Amendment |rewrite the words to become a | |
| |17th Amendment |“trust-busting” song. Teach the new | |
| |18th Amendment |lyrics to the class. | |
| |(Volstead Act) |7.02d Construct a tree map of the | |
| |19th Amendment |political, social, and economic gains of | |
| |Carrie A. Nation |the Progressive Period. Determine which | |
| |Anthracite Coal Strike |gain most changed society. | |
| |Sherman Anti-Trust Act North |7.02e (H) Determine which groups were | |
| |Northern Securities v U.S., 1904 |left out of the Progressive Movement | |
| |American Tobacco v U.S., 1911 |(Social Gospel) and the reasons for their| |
| |US v EC Kight &Co, 1895 |exclusion. | |
| |Payne Aldrich Tariff, 1909 |7.03a Use a cause and effect foldable to | |
| |Mann Elkins Act |illustrate an event such as the Great | |
| |Robert LaFollette |Migration, Plessey Decision, Atlantic | |
| |Election of 1912 |Compromise and/or the formation of NAACP.| |
| |Progressive/Bull Moose Party |7.03b Analyze James Weldon Johnson’s | |
| |Federal Reserve Act |“Lift Every Voice and Sing” and explain | |
| |Plessey v Ferguson, 1896 |why it became the Negro National Anthem. | |
| |Booker T. Washington |7.03c Compare the lives of Booker T. | |
| |W.E.B. Dubois |Washington and W. E. B. Dubois and how | |
| |Ida Wells Barnett |they turned adversity into triumph. | |
| |Great Migration |7.03c (H) Read excerpts from W.E.B. | |
| |Niagara Movement |DuBois, Booker T. Washington, Ida B. | |
| |Atlanta Compromise Speech |Wells, and Henry Turner. Compare and | |
| |The NAACP |contrast their solutions to the plight of| |
| |Nationwide lynching |African Americans in the late 19th and | |
| |Disenfranchisement |early 20th Century. Determine which | |
| |Literacy test |solution you support and write a | |
| |Poll taxes |justification of your position. | |
| |Grandfather clauses |7.03d Read and discuss the events that | |
| |Wright brothers |led W.E.B. Dubois to call Booker T. | |
| |Movie Camera |Washington’s Atlanta Exposition address | |
| |Coca Cola |as the “Atlanta Compromise.” | |
| |Ford’s Innovations: |7.03e (H) Read either The Souls of Black | |
| |$5 day |Folk by W.E.B. DuBois or Up from Slavery | |
| |Assembly line |by Booker T. Washington and participate | |
| |Model T |in a Paideia seminar on the issues | |
| |Workers as consumers |discussed. | |
| |Electricity |7.03f (H) Read excerpts from The | |
| |Mail order catalogs |Autobiography of an Ex-Colored Man by | |
| |Skyscrapers |James Weldon Johnson and The Klansman by | |
| |Kodak cameras |Thomas Dixon. Compare and contrast the | |
| |Airline service |experiences of both in the late 19th and | |
| |Sewing machine |early 20th Century. | |
| | |7.04a Compare and contrast methods of | |
| | |advertising then that appeal to consumers| |
| | |with similar advertising now. | |
| | |7.04b Create a multimedia presentation | |
| | |depicting how one innovation altered | |
| | |daily life in this time period. Use | |
| | |music of the time period. | |
| | |7.04c Demonstrate the process of assembly| |
| | |line. Place desks side by side and assign| |
| | |a task for the class to complete. Each | |
| | |student will have an individual job to | |
| | |complete. Speed up, add demands. Ask | |
| | |for reflections. | |
| | |7.04d Collect and display photographs of | |
| | |antique and modern sewing machines. | |
| | |Discuss the changes. | |
| | |2.04d (H) Discuss the economic effects of| |
| | |mail order and on-line businesses and | |
| | |compare these to the effects of changing | |
| | |business forms in the late 19th and 20th | |
| | |century. | |
|Unit 8: The Great War and Its Aftermath (1914-1930) - The learner |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History|
|will analyze United States involvement in World War I and the war's |How did the United States get involved in European World War I?|should be prepared to conduct additional | |
|influence on international affairs during the 1920's. |How did America turn the tide of WWI to lead to Allied victory?|independent research projects that |American Anthem Ch. 18-19 |
|8.01 Examine the reasons why the United States remained neutral at |How did WWI change the lives of Americans at home, at work, and|require critical thinking and extensive |History Alive The U.S. Coming of Age: |
|the beginning of World War I but later became involved. |in their government? |reading and writing |1890-1920 |
|8.02 Identify political and military turning points of the war and |Key Concepts |8.01a Compare pro and con war propaganda |Honors level assessment should include|
|determine their significance to the outcome of the conflict. |Causes of World War I in Europe |posters and explain their influence on |free-response writing on most tests |
|8.03 Assess the political, economic, social, and cultural effects of |Use of and effects of propaganda |the United State’s decision to go to war.| |
|the war on the United States and other nations. |U. S. anti-war Sentiment |8.01b Create and compare maps of Europe | |
|Applicable 21st Century Themes: |Reasons for U. S. entry into The Great War |in 1914 and 1918, and discuss the reasons| |
|Global Awareness |The importance of United States involvement in World War I |for changes. | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Modernization of warfare |8.01c (H) Research how European countries| |
|Civic Literacy |The changing nature of United States foreign policy |viewed the United States neutrality. | |
| |Key factors in the Allies’ success |8.01d Form country groups and debate | |
|Applicable 21st Century Skills: |Failure of the United States to ratify the Treaty of Versailles|whether or not the United States should | |
|Creativity and Innovation |Adjustment from wartime to a peacetime economy |enter WWI from the perspective of the | |
|Critical Thinking and Problem Solving |Government bureaucracy in the United States |country assigned. | |
|Communication and Collaboration |Anti-immigration sentiment and the first Red Scare |8.02a (H) Compare the Fourteen Points | |
|Information Literacy |Restrictions on civil liberties during wartime |with the whole Treaty of Versailles in | |
|Media Literacy |Political changes in Europe and the near East |regard to preventing future conflicts. | |
|ICT (Information, Communications and Technology) Literacy |Impact of isolationism on American foreign policy |8.02b Listen to George M. Cohan’s “Over | |
|Flexibility and Adaptability |Key Terms |There” and discuss the impact of | |
|Initiative and Self-Direction |Nationalism |patriotic music on the war effort. | |
|Social and Cross-Cultural Skills |Militarism |8.02c (H) Compare Woodrow Wilson’s | |
|Productivity and Accountability |Alliances |arguments supporting a League of Nations | |
|Leadership and Responsibility |Archduke Francis Ferdinhand |and Henry Cabot Lodge’s “14 | |
| |U-Boat submarine warfare |Reservations”. | |
|To view information on 21st Century Themes and Skills, see: |Serbia |8.02d Identify similarities and | |
| |Allies |differences in strategies, tactics, and | |
| |Central Powers |weaponry of World War I and the | |
| |Kaiser Wilhelm II |Spanish-American War. | |
| |Contraband |8.03a Discuss ways in which World War I | |
| |Zimmerman Telegram |contributed to the growing revolution in | |
| |Lusitania |Russia. | |
| |Mobilization |8.03b (H) Describe correlations on | |
| |Election of 1916 |restrictions on civil liberties during | |
| |Woodrow Wilson |World War I and other periods of United | |
| |Isolationists |States military conflicts. | |
| |Selective Service Act |8.03c Prepare a compare/contrast essay on| |
| |Jeanette Rankin |how the U. S. and German economies were | |
| |“Make the world safe for democracy” |affected by the war. | |
| |Idealism |8.03d Develop pictorial representations | |
| |John J. Pershing |of these terms: liberty bonds, ration | |
| |American Expeditionary Force |books, demobilization, victory gardens, | |
| |Trench warfare |and ultra nationalism. | |
| |“No Man’s Land” | | |
| |Mustard gas | | |
| |Doughboys | | |
| |Armistice | | |
| |Fourteen Points (1-5, 14) | | |
| |“The Big Four” | | |
| |“Peace without victory” | | |
| |Russian and Bolshevik Revolutions | | |
| |Treaty of Versailles | | |
| |League of Nations | | |
| |Henry Cabot Lodge | | |
| |17th Amendment | | |
| |18th Amendment | | |
| |19th Amendment | | |
| |Industrial workers of the World | | |
| |Self-determination | | |
| |Committee on Public Information/George Creel Food | | |
| |Administration/ | | |
| |Herbert Hoover | | |
| |War Industries Board/Bernard Baruch | | |
| |Ku Klux Plan | | |
| |Palmer/Palmer Raids | | |
| |Espionage and Sedition Acts | | |
| |Eugene V. Debs | | |
| |Schenck v United States, 1919 | | |
| |Sacco and Vanzetti | | |
| |John L. Lewis (United Mine Workers) | | |
| |Washington Naval Conference | | |
| |Dawes Plan | | |
Time Frame: Third Six Weeks
|SCOS GOALS AND OBJECTIVES |ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS |ESSENTIAL TASKS, STRATEGIES, PROJECTS, |RECOMMENDED RESOURCES AND ASSESSMENT |
| | |CONNECTIONS | |
|Unit 9: Prosperity and Depression (1919-1939) - The learner will |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |
|appraise the economic, social, and political changes of the decades |What were the causes of the Great Depression? |should be prepared to conduct |American Anthem Ch. 20, 21, 22 |
|of "The Twenties" and "The Thirties." |What were the consequences of the Great Depression? |additional independent research |History Alive The Roaring 20s and the |
|9.01 Elaborate on the cycle of economic boom and bust in the 1920's |How successful were Herbert Hoover’s actions in limiting the |projects that require critical thinking|Great Depression |
|and 1930's. |effects of the Great Depression? |and extensive reading and writing |Honors level assessment should include |
|9.02 Analyze the extent of prosperity for different segments of |How did the Great Depression impact the lower, middle and upper|9.01a Write a letter to President |free-response writing on most tests |
|society during this period. |classes of society in the United States? |Hoover about the state of the economy | |
|9.03 Analyze the significance of social, intellectual, and |How did the Great Depression impact the lower, middle and upper|in 1929. Propose ways the economy can | |
|technological changes of lifestyles in the United States. |classes of society in the United States? What developments |be improved. | |
|9.04 Describe challenges to traditional practices in religion, race, |occurred in popular forms of entertainment during the Great |9.01b Use political cartoons to analyze| |
|and gender. |Depression? |public reactions to political and | |
|9.05 Assess the impact of New Deal reforms in enlarging the role of |How did the Great Depression effect education in the United |economic events of the time period. | |
|the federal government in American life. |States? |9.01c (H) Plan a 1920’s fair to include| |
|Applicable 21st Century Themes: |How was traditional Christianity challenged by new scientific |music, movies, and new inventions. | |
|Global Awareness |theories in the 1920s. |Invite other classes to visit. Use a | |
|Financial, Economic, Business, and Entrepreneurial Literacy |How did the role of women change in the 1920s. |student designed rubric. | |
|Civic Literacy |How did the white majority view minorities in the United States|9.01d Study the photographs of Dorothea| |
| |during the 1920s and 30s. How has New Deal reforms affected |Lange and hold a discussion on the | |
|Applicable 21st Century Skills: |the role of the Federal government in the life of the average |“mood’ of the nation as displayed in | |
|Creativity and Innovation |American citizen? |her work. | |
|Critical Thinking and Problem Solving |Key Concepts |9.02a Make a list of the economic | |
|Communication and Collaboration |The impact of presidential policies on economic activity |problems of the 20’s that led to the | |
|Information Literacy |(Harding, Coolidge, Hoover, and Roosevelt) |stock market crash. Examine the | |
|Media Literacy |Rise and/or decline of major industries in the United States |effects of these problems on different | |
|ICT (Information, Communications and Technology) Literacy |Factors leading to the stock market crash and the onset of the |segments of society. | |
|Flexibility and Adaptability |Great Depression Consumer spending habit and trends |9.02b (H) Analyze Dorothea Lange’s | |
|Initiative and Self-Direction |Difficulties of farmers |famous “Migrant Worker” photograph. | |
|Social and Cross-Cultural Skills |Response to Prosperity: the stock market crash, Dust Bowl, |Compare the population and issues of | |
|Productivity and Accountability |Bonus Army march and bank failures on various groups of the |migrant workers in the 1920’s with | |
|Leadership and Responsibility |population The impact of mass media |those of migrant workers today. | |
| |Public response to the Great Depression |9.02c Play the song and interpret the | |
|To view information on 21st Century Themes and Skills, see: |The Harlem Renaissance |lyrics of “Brother, Can You Spare A | |
| |Prohibition |Dime”. Add a new set of verses for | |
| |Leisure time and spectator sports |later economic downturns. | |
| |The “Back to Africa” movement and Pan-Africanism |9.02d Collect and display examples of | |
| |The Fundamentalist versus Freethinking movement |the many ways segments of the society | |
| |Religion in politics |did not experience prosperity. | |
| |The changing role of women |9.03a Create a radio show typical of | |
| |Responses to the New Deal program |the 20’s and 30s; broadcast live. | |
| |The Three R’s (Relief, Recovery, Reform) |9.03b Using a graphic organizer | |
| |Expansion of the role of federal government |illustrate the quote; “the 1920’s were | |
| |Key Terms |either the best of times or the worst | |
| |“Return to Normalcy” |of times.” | |
| |laissez-faire |9.03c (H) Compare and contrast | |
| |Teapot Dome scandal |Prohibition in the 1920’s to modern | |
| |Albert Fall |laws which prohibit the use of illegal | |
| |Hawley-Smoot Tariff |drugs. | |
| |Speculation |9.03d (H) Evaluate the appropriateness | |
| |Buying on the margin |of the terms: “Great Depression” or | |
| |Mechanization |“Roaring 20’s”. Base your evaluation | |
| |“Black Tuesday” |on oral histories, journals, and | |
| |Rugged individualism |historic accounts of events. | |
| |Direct relief |9.03e Create a “Hooverville” scenario | |
| |Easy credit |with a soup kitchen, bread lines and | |
| |Installment plan |handouts. Reflect and volunteer in a | |
| |Overproduction |current soup kitchen. | |
| |Hoovervilles |9.03f (H) Read one of the following | |
| |Soup kitchens |authors and hold a Paideia seminar on | |
| |Breadlines |how the issues of the social and | |
| |Radio |cultural changes of the 1920’s are | |
| |Market/advertising |dealt with in the literature of the | |
| |Jazz |Harlem Renaissance: Langston Hughes, | |
| |Silent and “talkies” films |Zora Neale Hurston, Arna Bontemps, | |
| |“The Jazz Singer” |Claude McKay, James Weldon Johnson, | |
| |Lost Generation |etc. | |
| |Langston Hughes |9.04a Design a graphic organizer to | |
| |Louis Armstrong |illustrate the changing role of women | |
| |F. Scott Fitzgerald |in these decades. Use key terms | |
| |Ernest Hemingway |related to changes like flapper, ear | |
| |Sinclair Lewis |bobs, etc. | |
| |Speakeasies |9.04b (H) Read the excerpt “Returning | |
| |Bootleggers |Soldier,” from The Crisis, by W. E. B. | |
| |Babe Ruth |Dubois. How does the reading reflect | |
| |Charles Lindbergh |the challenges to the traditional | |
| |Automobiles |perceptions of race? | |
| |FDR’s “Fireside Chats” |9.04c (H) Compare and contrast the UNIA| |
| |Zora Neal Hurston |with the NAACP. Report findings using | |
| |Marcus Garvey |a graphic organizer or multimedia | |
| |United Negro Improvement Association |presentation. | |
| |W.E.B. Dubois (repeat) |9.04d Create a cause and effect diagram| |
| |Fundamentalism |to illustrate the clash between the | |
| |Scopes Trial |Fundamentalist and the Freethinking | |
| |Aimee Semple McPherson |movements. | |
| |Billy Sunday |9.05a (H) Analyze the effectiveness and| |
| |Margaret Sanger |impact of New Deal policies from the | |
| |Deficit spending |perspective of: an historian, a | |
| |Social Security |political scientist, a geographer and | |
| |Federal Deposit Insurance Corporation (FDIC) |economist. | |
| |Securities and Exchange Commission (SEC) |9.05b (B) Listen to a recording of a | |
| |Public Works Administration (PWA) |“Fireside Chat”. Write a response in | |
| |Civilian Conservation Corps (CCC) |favor of or against the speech given by| |
| |Agricultural Adjustment Act (AAA) |President Roosevelt. Analyze how the | |
| |Tennessee Valley Authority (TVA) |President attempted to motivate the | |
| |National Industrial Recovery Act (NIRA) |country. | |
| |Works Progress Administration (WPA) |9.05c Create a poem, rap or dance | |
| |National Labor Relations Act (Wagner Act) |movement explaining the variety of New | |
| |Fair Labor Standards Act |Deal programs of alphabet soup. | |
| |Father Charles Coughlin |9.05d Using | |
| |Huey P. Long |http//newdeal.attic/index.htm | |
| |Frances Perkins |find the Dear Mrs. Eleanor Roosevelt | |
| | |letter. Read and write a response | |
| | |making recommendations for assistance. | |
| | |9.05e Design a foldable poster that | |
| | |explains bank failures, bank holidays, | |
| | |brain trust, court packing plan and | |
| | |FDR’s 100 days. | |
|Unit 10: World War II and the Beginning of the Cold War (1930s-1963)|Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |
|- The learner will analyze United States involvement in World War II |What were the causes of World War II in Europe? |should be prepared to conduct |American Anthem Ch. 23-24 |
|and the war's influence on international affairs in following |What dictators threatened the stability of the World from 1922 |additional independent research |History Alive The U.S. in World War II |
|decades. |– 1945? |projects that require critical thinking|History Alive The Cold War |
|10.01 Elaborate on the causes of World War II and reasons for United |What caused the United States to enter hostilities during World|and extensive reading and writing |Honors level assessment should include |
|States entry into the war. |War II ? What were the significant Axis victories from 1939 – |10.01a Compare reasons for the public’s|free-response writing on most tests. |
|10.02 Identify military, political, and diplomatic turning points of |1944? |desire for neutrality to FDR’s shift to|
|the war and determine their significance to the outcome and aftermath|Name specific agreements among Allied leaders during World War |intervention. |pigs/pigs.htm |
|of the conflict. |II? |10.01b Suggest alternatives for the |
|10.03 Describe and analyze the effects of the war on American |Name the turning point battles of World War II for the Allies. |U.S. policies of isolation and |hill-iron.html |
|economic, social, political, and cultural life. |What were the consequences of technological developments on the|appeasement in the 1930’s. | |
|10.04 Elaborate on changes in the direction of foreign policy related|final outcome of World War II? |10.01c Construct an annotated timeline | |
|to the beginnings of the Cold War. |How did the roles of women and minorities in the United States |highlighting the rise of Nazism, | |
|10.05 Assess the role of organizations established to maintain peace |during World War II? |Fascism, and the Axis aggression that | |
|and examine their continuing effectiveness. |How did the conclusion of World War II create change in |led to Europe’s declaration of war in | |
|Applicable 21st Century Themes: |American culture? How did relations between the Allied Power |1939. Locate key areas of the timeline | |
|Global Awareness |change after World War II? |on a map. | |
|Financial, Economic, Business, and Entrepreneurial Literacy |What steps did the United States take to ensure the security of|10.01d Using an outline map, label key | |
|Civic Literacy |democratic ideals in the face of a perceived communist threat?|regions of aggression in Europe, | |
|Health Literacy | |Africa, the Pacific, during WWII. | |
|Environmental Literacy |What international organizations were formed after World War II|Include the allied powers and the axis | |
| |to promote world peace? |powers in a map key. | |
|Applicable 21st Century Skills: |How effective were these international organizations? |10.02a Construct a pictorial timeline | |
|Creativity and Innovation |Key Concepts |of political, social, foreign, and | |
|Critical Thinking and Problem Solving |Appeasement |domestic events of WWII. | |
|Communication and Collaboration |Isolationism |10.02b In small groups report on major | |
|Information Literacy |Reparations |Allied meetings of World War II. | |
|Media Literacy |Totalitarianism Governments |10.02c Write a news story of the attack| |
|ICT (Information, Communications and Technology) Literacy |Treaty of Versailles |on Pearl Harbor for a U.S. paper and a | |
|Flexibility and Adaptability |Worldwide depression The United States at war |Japanese paper. | |
|Initiative and Self-Direction |The influence of propaganda at home and abroad |10.02d Hold a panel discussion on the | |
|Social and Cross-Cultural Skills |Designs for peace |concepts of genocide and relate them to| |
|Productivity and Accountability |The Homefront |different periods of history or a news | |
|Leadership and Responsibility |Suspension of Civil Liberties |conference featuring a selected battle | |
| |Suburbanization |or Allied leader. | |
|To view information on 21st Century Themes and Skills, see: |Transition to Peacetime |10.02dd (H) Using primary sources of | |
| |U. S. Military Intervention |the time, write a position paper on | |
| |Containment |whether the United States should have | |
| |The Cold War |use the atomic bomb. | |
| |The Domino Theory |10.02e (H) Hold a class discussion on | |
| |Balance of Power |the topic of genocide, and research | |
| |Organizations for peace |genocide throughout different time | |
| |Key Terms |periods of history. | |
| |Adolf Hitler |10.03a (H) Evaluate the extent of | |
| |Benito Mussolini |changes in U. S. society caused by: | |
| |Emperor Hirohito |working women, northern migration, | |
| |Winston Churchill |“baby boom, growth of suburbs, and the | |
| |Fascism |G.I. Bill. | |
| |Joseph Stalin |10.03b (H) Research the ways the | |
| |Munich Pact |government intervened with free society| |
| |Third Reich |during WWII. Write a position paper | |
| |Four Freedoms |defending intervention. | |
| |Kellogg-Briand Pact |10.03c (H) Based on research, create a | |
| |Lend-Lease Act |newsletter to cover the stories of | |
| |Neutrality Acts |Northern Migration. Include causes and | |
| |Non-Aggression Pact |gains for African Americans. | |
| |Pearl Harbor |10.03d In a mock presidential cabinet | |
| |Quarantine Speech |meeting, discuss the events of Japanese| |
| |Atomic bomb |internment and relocation. | |
| |Battle of Britain |10.03e (H) Research the correspondence | |
| |Battle of the Bulge |between A. Philip Randolph and Franklin| |
| |Blitzkrieg |D. Roosevelt concerning Randolph’s | |
| |Chester Nimitz |threatened march on Washington. Create| |
| |D-Day (Operation Overlord) |a dialogue between the two men | |
| |Douglas MacArthur |demonstrating their ideas of democracy.| |
| |George Patton |10.04a Create a graphic organizer that | |
| |Holocaust |demonstrates the ways in which | |
| |Newsreels |containment expanded U.S. commitment | |
| |Pamphlets |abroad. | |
| |Airdrops |10.04b Scenario: On flight from New | |
| |War posters |York to Los Angeles, seated next to a | |
| |Iwo Jima |key leader of the era. What three | |
| |J. Robert Oppenheimer |questions would you ask to get an | |
| |Manhattan Project |understanding of their role in Cold War| |
| |Midway |history? | |
| |Island hopping |10.04c Videotape an episode of “You Are| |
| |Nuremberg Trials |There” from one of the hot spots of the| |
| |Okinawa |Cold War. | |
| |Pearl Harbor |10.04d On a desk map or on-line map, | |
| |Stalingrad |label all the areas where the U. S. | |
| |Tehran |military was involved from 1945 to | |
| |V-E Day, V-J Day |1960. | |
| |Casablanca, Potsdam |10.04d (H) Compare a story of the Cuban| |
| |War bonds |Missile Crisis as told by actual | |
| |Baby boomers |historical documents with portrayals in| |
| |Fair Deal |the movie Thirteen Days. Use a motion | |
| |G.I. Bill |picture analysis worksheet form the | |
| |Korematsu v United States |National Archives to evaluate an | |
| |1944 |excerpt of the film. | |
| |Levittown |10.04e Compare a story of the Cuban | |
| |Northern Migration |Missile Crisis as told by actual | |
| |Middle class |historical documents with portrayals in| |
| |Rosie the Riveter |the movie “Thirteen Days”. Use a | |
| |Selective Services Act |motion picture analysis worksheet from | |
| |AFL-CIO |the National Archives to evaluate the | |
| |Taft-Hartley Act |film. Discuss. | |
| |WACS |10.05a (H) Conduct an Internet search | |
| |War Production Board |of each of the organizations that have | |
| |Japanese Internment Sites |been designed to promote peace. What | |
| |Japanese American Museum |are the missions and goals for each? | |
| |Japanese Internment Rationing |How effective are they? | |
| |Bay of Pigs |10.05b Compare and contrast | |
| |Berlin Airlift |organizations such as NATO and SEATO, | |
| |Berlin Wall |NATO v. Warsaw Pact, UN v. League of | |
| |Central Intelligence Agency (CIA) |Nations. Assess their roles and | |
| |Cuban Missile Crisis |effectiveness. | |
| |Douglas MacArthur |10.05c Hold a NATO dinner party. Plan | |
| |Eisenhower Doctrine |who attends, the theme, and what will | |
| |Fidel Castro |be served. Decide who is invited and | |
| |Geneva Accords |where each guest will sit. What are | |
| |Hydrogen Bomb |the conversations you hear among the | |
| |Iron Curtain |dinner guests related to peace? | |
| |Police Action | | |
| |Test Ban Treaty | | |
| |Chinese Civil War | | |
| |Israel | | |
| |Korean War | | |
| |Marshall Plan | | |
| |Nikita Khrushchev | | |
| |Truman Doctrine | | |
| |U-2 Incident Alliance for Progress | | |
| |N.A.T.O. | | |
| |O.A.S. | | |
| |S.E.A.T.O. | | |
| |Security Council | | |
| |United Nations | | |
| |Warsaw Pact | | |
|Unit 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |
|will trace economic, political, and social developments and assess |Describe America’s preparedness for the atomic age. |should be prepared to conduct |American Anthem Ch. 26-30 |
|their significance for the lives of Americans during this time |With regard to McCarthyism, how did the constitutional |additional independent research |History Alive The Cold War |
|period. |provisions protect as well as threaten American freedoms? |projects that require critical thinking|History Alive The Civil Rights Movement |
|11.01 Describe the effects of the Cold War on economic, political, |Why were the 1950s and 1960s the right time for the Civil |and extensive reading and writing |History Alive Contemporary American |
|and social life in America. |Rights movement? |11.01a (H) Study the 2nd Red Scare of |Society |
|11.02 Trace major events of the Civil Rights Movement and evaluate |Analyze the success of the Civil Rights movement for the |the 1950’s. Prepare reports on the |Honors level assessment should include |
|its impact. |timeframe 1945-1980. |Congressional Hearings, results of the |free-response writing on most tests |
|11.03 Identify major social movements including, but not limited to, |How did the Civil Rights movement set the stage for future |hearings, and justification (if any). | |
|those involving women, young people, and the environment, and |reforms? |Discuss lessons learned. | |
|evaluate the impact of these movements on the United States' society.|Were these reforms, reactions, or revolutions? Evaluate the |11.01b List and explain four major | |
|11.04 Identify the causes of United States' involvement in Vietnam |success and failures of American foreign policy as it relates |pieces of anti-communist legislation. | |
|and examine how this involvement affected society. |to Cold War strategy. |11.01c View the movie of the Kahn | |
|11.05 Examine the impact of technological innovations that have |What was the U.S. government’s role in promoting the |Family in Hollywood. What is the story | |
|impacted American life. |technological advances of the Space Age? |telling? | |
|11.06 Identify political events and the actions and reactions of the |Analyze the relationship between American government and its |11.01d (H) Form two groups. Debate the | |
|government officials and citizens, and assess the social and |citizenry during this time frame. |question: “Did the RED SCARE violate | |
|political consequences. |Compare this relationship to previous eras. |U.S. citizens’ constitutional rights? | |
|Applicable 21st Century Themes: |Key Concepts |11.01e Design your own fallout shelter | |
|Global Awareness |Effects of Cold War On America’s Home life |and list essentials that you would have| |
|Financial, Economic, Business, and Entrepreneurial Literacy |Domino Theory and geopolitics |with you. | |
|Civic Literacy |McCarthyism |11.01f (H) Read excerpts from A. | |
|Health Literacy |Spread of Suburbia |Mitchell Palmer, Joseph McCarthy, and | |
|Environmental Literacy |Effects of Nixon’s visits to China and Moscow |The Crucible by Arthur Miller and | |
| |Carter’s Human Rights Foreign policy and the collapse of |compare the Red Scare of the 1920’s to | |
|Applicable 21st Century Skills: |detente |the Red Scare of the 1950’s. | |
|Creativity and Innovation |The Military Industrial Complex |11.02a Describe how these terms are | |
|Critical Thinking and Problem Solving |The Civil Rights Movement |applied to the Civil Rights Movement: | |
|Communication and Collaboration |De jure and |civil disobedience, urban riots, | |
|Information Literacy |De facto Segregation |Dixiecrats, Freedom Riders, Greensboro | |
|Media Literacy |Affirmative Action |sit-ins. | |
|ICT (Information, Communications and Technology) Literacy |Turning points |11.02b (H) Research leadership of the | |
|Flexibility and Adaptability |Changes in state and federal Legislation |Black Revolution. Compare their goals,| |
|Initiative and Self-Direction |Executive actions |strategies, and results. How did | |
|Social and Cross-Cultural Skills |Harry S. Truman |Malcolm X and Stokley Carmichael | |
|Productivity and Accountability |Dwight D. Eisenhower |justify the use of violence? | |
|Leadership and Responsibility |John F. Kennedy |11.02c Create a chart with these | |
| |Lyndon Johnson |headings: Human Costs of Civil Rights | |
|To view information on 21st Century Themes and Skills, see: |Cultural Movements |Movement, Role of Ordinary People, | |
| |Feminists |Effects of the Media. | |
| |Indian |11.02d Hold seminar sessions with | |
| |Latino |topics such as “Letter from a | |
| |Labor Movements |Birmingham Jail,” and the “I Have A | |
| |Environmental Movements |Dream” speech, etc. | |
| |Social Movements |11.02e (H) Students should discuss who | |
| |Pop Culture |the intended audience was for each of | |
| |Counter Culture |the above written documents and oral | |
| |Socio-economic Status: |speeches. | |
| |Jobs: |11.03a Using these terms, describe the | |
| |White collar |social movements of the decades: | |
| |Blue collar |feminist’s hippies, Rock ‘n roll, | |
| |Pink collar |beatniks. | |
| |Significance of the domino theory |11.03b Compare leaders of the feminist | |
| |U. S. Involvement in Vietnam: |movement and the American Indian | |
| |Eisenhower |Movement. How were each successful? | |
| |Kennedy |What problems were unique to each? | |
| |Johnson |11.03c (H) Analyze the effects of Roe | |
| |Nixon |v. Wade on the political climate of the| |
| |Ford |U.S. from 1973 to the present. | |
| |Vietnam’s effect on U. S. politics and society |11.03d (H) Create multimedia | |
| |Vietnamization |presentations demonstrating the | |
| |Role of the media |differences in youth culture in the | |
| |The Impact of the Space Race on education |50’s and 60’s: focusing on literature, | |
| |Technological Changes: |music, fads, slang, etc. | |
| |Mass media |11.04a Prepare a description of the | |
| |Communication |decades and concepts using the terms: | |
| |Military |escalation, Hawks and Doves, | |
| |Science |containment, student protest movements,| |
| |Medicine |and “living room war”. | |
| |Electronics |11.04b Prepare a time line of U.S. | |
| |Data storage |involvement in Vietnam. Note each | |
| |Transportation |president and the number of U.S. deaths| |
| |Energy |per year. Include at least 3 protest | |
| |Connection of population shifts to technological changes in |events like Kent State, Democratic | |
| |society Actions and reactions to political platforms: |National Convention riots, and the | |
| |New Frontier |trial of Dr. Benjamin Spock. | |
| |Great Society |11.04c (H) Analyze the relationship | |
| |Law &Order |between the Gulf of Tonkin Resolution | |
| |Voter Apathy |and the War Powers Act. | |
| |1968 |11.04d (H) Conduct a debate based on | |
| |Election |research notes with “Doves and Hawks” | |
| |Tet Offensive |on the issue of Vietnam. | |
| |Robert Kennedy |11.04d (H) Prepare a timeline of US | |
| |Martin Luther King, Jr. |involvement in Vietnam. Note each | |
| |Watergate Scandal |president and the number of US deaths | |
| |Changing relationship of the federal government |per year. Include at least three | |
| |Urban renewal programs |protest events such as Kent State, | |
| |Key Terms |Democratic National Convention riots, | |
| |“Duck and cover” |and the trial of Dr. Benjamin Spock. | |
| |Fallout Shelters |11.04e Identify the common themes in | |
| |National Security Act, 1947 |War Protest songs of the era. | |
| |House on Un-American Activities Committee |11.04g (H) Compare the Gulf of Tonkin | |
| |Alger Hiss |Resolution with the declaration of war | |
| |Julius and Ethel Rosenberg |in Iraq. | |
| |Hollywood Blacklist |11.05a Compare job possibilities for | |
| |The National Highway Act |women in the 1950’s and today. Where | |
| |Selective Service System |are the “glass ceilings” now? | |
| |New Left |11.05b (H) Create multimedia | |
| |Détente |presentations that demonstrate how | |
| |S.A.L.T. I and II |technology has changed the way U.S. | |
| |Montgomery bus boycotts |citizens live their everyday lives. | |
| |Rosa Parks |11.05c Design a “Moon” backdrop for the| |
| |Martin Luther King, Jr. |class and reenact the MAN ON THE MOON | |
| |Malcolm X |initiatives. Include all missions | |
| |Black Panthers |tried. | |
| |Black Power Movement |11.05d Create a collage wall of all the| |
| |Stokley Carmichael |medicines and machines developed in | |
| |C.O.R.E. |this time period; include polio | |
| |S.N.C.C. |vaccines, birth control pills, and | |
| |March on Washington |artificial hearts, etc. | |
| |James Meredith |11.05e Create an artwork that | |
| |Little Rock Nine |represents the differences in the | |
| |George Wallace |sunbelt, rustbelt, frostbelt of the U. | |
| |Brown v Board of Education, Topeka, Kansas, 1954 |S. | |
| |Thurgood Marshall |11.06a Debate: Resolved: The U.S. | |
| |Earl Warren |government should provide, at no | |
| |24th amendment |charge, minimum necessities for each of| |
| |Civil Rights Act of 1964 |its citizens living below the poverty | |
| |Voting Rights Act of 1965 |level. | |
| |Women’s Liberation |11.06b Write headline articles about | |
| |National Organization for Women |the protests that occurred outside the | |
| |Gloria Steinem |Democratic National Convention in 1968.| |
| |Phyllis Schafly |11.06c (H) Compare LBJ’s Latin American| |
| |The Feminine Mystique |policy with that of FDR’s “Good | |
| |Equal Rights Amendment |Neighbor” policy. | |
| |Roe v. Wade, 1973 |11.06d Discuss the impact of the | |
| |British Invasion-Beatles |assassinations of the period on U.S. | |
| |Elvis Presley |citizens. | |
| |Haight-Ashbury |11.06e Analyze the image of the United | |
| |Woodstock |States after the Vietnam years. | |
| |Cesar Chavez |11.06e (H) Analyze the image of the | |
| |American Indian Movement |United States after the Vietnam years. | |
| |Clean Air Act | | |
| |Clean Water Act | | |
| |Environmental Protection Agency | | |
| |Betty Friedan | | |
| |Tet Offensive | | |
| |Robert McNamara | | |
| |Gulf of Tonkin Resolution | | |
| |War Powers Act 1973 | | |
| |Ho Chi Minh | | |
| |My Lai Incident | | |
| |Agent Orange | | |
| |Napalm | | |
| |Vietcong | | |
| |Pentagon Papers | | |
| |26th Amendment | | |
| |General William Westmoreland | | |
| |Kent State | | |
| |Cambodia/Laos | | |
| |Fall of Saigon, 1975 | | |
| |Paris Peace Accords | | |
| |Operation Rolling Thunder | | |
| |Radio in 1950’s | | |
| |Sputnik | | |
| |NASA | | |
| |National Defense Education Act | | |
| |Space Programs | | |
| |Neil Armstrong | | |
| |John Glenn | | |
| |Computers | | |
| |Calculators | | |
| |Silicon Valley | | |
| |ICBMs | | |
| |Hydrogen bombs | | |
| |Color television | | |
| |Microwave technology | | |
| |Nuclear power | | |
| |Commercial jet travel | | |
| |HUD | | |
| |Head Start | | |
| |VISTA | | |
| |Medicare | | |
| |Peace Corps | | |
| |National Endowment for the Humanities | | |
| |New York Times v U.S. 1971 | | |
| |United States v Nixon 1974 | | |
| |Sam Ervin/Senate Watergate Committee | | |
| |John Dean | | |
| |Bob Woodward/Carl Bernstein | | |
| |Democratic National Convention 1968 | | |
| |25th Amendment | | |
| |Students for a Democratic Society (SDS) | | |
|Unit 12: The United States since the Vietnam War (1973-present) – |Key Questions |Students enrolled in Honors US History |Refer to NCDPI CD-ROM for U.S. History |
|The learner will identify and analyze trends in domestic and foreign |Evaluate the fall of communism and America’s role in a new |should be prepared to conduct |American Anthem Ch. 31-33 |
|affairs of the United States during this time period. |world order. |additional independent research |History Alive The Cold War |
|12.01 Summarize significant events in foreign policy since the |Identify the elements of the political spectrum and analyze |projects that require critical thinking|History Alive The Civil Rights Movement |
|Vietnam War. |their efforts to spearhead legislative and legal agendas in |and extensive reading and writing |History Alive Contemporary American |
|12.02 Evaluate the impact of recent constitutional amendments, court |modern America? |12.01a (H) Create multimedia |Society |
|rulings, and federal legislation on United States' citizens. |What is the modern significance of oil in the world economy? |presentations on the Cold War after |Honors level assessment should include |
|12.03 Identify and assess the impact of economic, technological, and |What are the greatest strengths and weaknesses in domestic |Vietnam, up through the decline of the |free-response writing on most tests |
|environmental changes in the United States. |America? |Soviet Union. Chronicle major foreign | |
|12.04 Identify and assess the impact of social, political, and |What does census data really tell us about America today? |policy events in this period. | |
|cultural changes in the United States. |With WW1, WW2, and the Cold War identified as 20th century |12.01b (H) Write a position paper using| |
|12.05 Assess the impact of growing racial and ethnic diversity in |world campaigns, has the war on terrorism become the first |primary sources, regarding the history | |
|American society. |world war of the 21st century? Explain |of the Middle East peace processes | |
|12.06 Assess the impact of twenty-first century terrorist activity on|Key Concepts |since 1973. Develop and defend | |
|American society. |Problems in the Third World |arguments regarding the role of the | |
|Applicable 21st Century Themes: |Modern-day genocide |U.S. in these agreements. | |
|Global Awareness |AIDS and Pandemics |12.01c Create a chart comparing and | |
|Financial, Economic, Business, and Entrepreneurial Literacy |Politics of Oil |contrasting apartheid in South Africa | |
|Civic Literacy |Rise of Religious and Political Radicalism |to what happened in the U.S. during | |
|Health Literacy |Collapse of Communism |segregation and the civil rights | |
|Environmental Literacy |European Union |movements. | |
| |Changing roles of International Organizations |12.01d. Explain the decline of the | |
|Applicable 21st Century Skills: |Role of lobbyists and special interest groups |Soviet Union using these terms: | |
|Creativity and Innovation |The Supreme Court: |glasnost and perestroika. | |
|Critical Thinking and Problem Solving |Minority rights |12.02a (H) Compare the U.S. | |
|Communication and Collaboration |Privacy rights |government’s case against Microsoft to | |
|Information Literacy |Conservative judges Recession: Economic Boom and Bust |anti-trust cases in the late nineteenth| |
|Media Literacy |Benefits and conflicts of continued globalization |century. | |
|ICT (Information, Communications and Technology) Literacy |Conservation Measures |12.02b (H) Debate whether or not | |
|Flexibility and Adaptability |Impact of economics on: |students agree that flag burning or | |
|Initiative and Self-Direction |Lifestyle |other anti-patriotic acts should be | |
|Social and Cross-Cultural Skills |Stock market |declared unconstitutional by the | |
|Productivity and Accountability |Job market |Supreme Court. | |
|Leadership and Responsibility |Impact of technology on way of life |12.02c Chart the names and number of | |
| |Changes from industrial economy to service economy |cases that Title IX has brought to the | |
|To view information on 21st Century Themes and Skills, see: |Changing Society |courts. | |
| |Social |12.02d Check to see what businesses or | |
| |Political |agencies in the community have | |
| |Cultural |political action committees. Invite a | |
| |Demographic |speaker to explain what they do and | |
| |Presidential Troubles |why. | |
| |Major Issues |12.03a (H) Research the Three Mile | |
| |Health Care |Island incident and analyze data | |
| |Welfare reform |regarding its environmental impact. | |
| |Medicare |Form groups and write a piece of | |
| |AIDS |legislation addressing concerns about | |
| |Growing Cultural Diversity in the United States |nuclear power. | |
| |Questions of Race |12.03b (H) Create documentaries on | |
| |Population Changes and new demographics |technology and the impact on the | |
| |Restrictions on Civil Liberties |society as a whole. Interview members | |
| |The challenge t o the American Spirit |of the community to ask how lives have | |
| |The U. S. government’s policy toward terrorism |changed over the past 30 years for the | |
| |Impact of terrorist threats on U. S. foreign policy |better or worse. | |
| |Key Terms |12.03c (H) Compare current corporate | |
| |Yasser Arafat-Palestine Nationalism (PLO) |magnates to the “robber barons” of the | |
| |U.S. invasion of Lebanon |late nineteenth century. Discuss their | |
| |Yom Kipper War |business practices, current anti-trust | |
| |Camp David Accords |lawsuits and their philanthropy. | |
| |Anwar el-Sadat |12.04a Write an editorial on the | |
| |Menachem Begin |importance of the Bicentennial | |
| |Shah of Iran |Celebration to the nation. | |
| |Ayatollah Khomeini |12.04b Compare and contrast the | |
| |Iranian Hostage Crisis |funerals for JFK, 1963 and JFK, Jr., | |
| |Jimmy Carter |1999. Compare the photos of the son at | |
| |Famine/Somalia and Ethiopia |the funeral of his dad and the nephew’s| |
| |Foreign debt |at the son’s funeral. What words of | |
| |Apartheid |eulogy did his sister Caroline use at | |
| |Nelson Mandela |the funeral? Why? | |
| |Helsinki Accords |12.04c Using a pictorial Venn diagram, | |
| |Strategic Defense Initiative (Star Wars) |use the heads of Carter and Ford. | |
| |Iran-Contra Affair |Compare and contrast the two on | |
| |INF Treaty |economic policy, foreign policy, energy| |
| |Mikhail Gorbachev |policy, and domestic policy to include | |
| |Saddam Hussein |civil rights and education. | |
| |Persian Gulf Wars |12.04d Gray Rights: What concerns do | |
| |Fall of the Berlin Wall |the senior citizens have about | |
| |Tiananmen Square |Medicare, health care, and welfare? | |
| |Sandra Day O’Connor |Find examples. | |
| |Clarence Thomas |12.04e (H) Read the Keynote address by | |
| |Microsoft |Barbara Jordon at the Democratic | |
| |27th Amendment |Conventions in 1976 and 1992. What did | |
| |Flag burning |she say that inspired so many citizens?| |
| |Americans with Disabilities Act |Why did she leave Congress? | |
| |Political Action Committees |12.04f Create line drawings of the | |
| |Geraldine Ferraro |presidential campaigns of Ford, Carter,| |
| |Title IX |Reagan, Bush, Clinton, and Bush. Are | |
| |Texas v Johnson |there any similarities? Discuss the | |
| |Swan v Charlotte Mecklenburg Schools |designs. | |
| |William Rehnquist |12.05a (H) Examine the Census Report of| |
| |WIN (Ford) |2000 (web site). Print out the map of | |
| |Stagflation |the United States and have teams | |
| |NAFTA |analyze the changes that are shown | |
| |Department of Energy |reflecting U. S. demographics. | |
| |Airline deregulation |12.05b (H) Define “racism”. Discuss, | |
| |Three Mile Island |in seminar style, concerns and | |
| |Energy Crisis |difficulties with the definitions. | |
| |National Energy Act |12.05c Conduct a series of | |
| |Solar Energy |“Conversations About Diversity,” using | |
| |Supply-Side economics |key pieces of literature and poetry, or| |
| |Computer revolution |create a multimedia presentation. | |
| |Internet |12.06a (H) Compare the Patriot Act to | |
| |Bill Gates |other limits on civil liberties during | |
| |National debt |times of national crisis. | |
| |Food stamps |12.06b Map out the locations of | |
| |NASDAQ, 1990’s |terrorist activity at the beginning of | |
| |“Trickle-down” theory |the 21st century. Discuss how the | |
| |Challenger disaster |United States is perceived by other | |
| |Presidential pardon |nationalities. | |
| |1976 election |12.06c (H) Put together an oral history| |
| |Jimmy Carter |project by interviewing members of the | |
| |Ronald Reagan |community about their thoughts and | |
| |Amnesty |feelings in the wake of September 11. | |
| |Elections of 1980-2000 | | |
| |New Right Coalition | | |
| |New Federalism | | |
| |Graying of America | | |
| |New Democrat | | |
| |Ross Perot | | |
| |Bill Clinton | | |
| |Al Gore | | |
| |Joe Lieberman | | |
| |John McCain | | |
| |Newt Gingrich | | |
| |Immigration Policy Act | | |
| |Republican Election of 2000 | | |
| |Regents of UC v Bakke, 1978 | | |
| |Reverse discrimination | | |
| |Affirmative action | | |
| |Minorities in politics | | |
| |Multiculturalism | | |
| |Green Card | | |
| |Nativist | | |
| |Bilingual education | | |
| |ESEA-No Child Left Behind Patriot Act | | |
| |Embassy bombings | | |
| |September 11, 2001 | | |
| |Al-Quaeda | | |
| |Colin Powell | | |
| |Osama bin Laden | | |
| |Taliban Regime | | |
| |Terrorist network | | |
| |George W. Bush | | |
| |World Trade Center | | |
| |War on Iraq | | |
| |Afghanistan | | |
| |Department of Homeland Security | | |
| |Nuclear proliferation | | |
| |Airport security | | |
| |Pre-emptive strikes | | |
| |“Axis of Evil” | | |
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