2013-2014 course name: u.s. history...

2013-2014 COURSE NAME: U.S. History Honors

1

COURSE CODE: 2100320 COURSE NAME: United States History Honors

UNIT TITLE: Civil War, Reconstruction and Western Expansion

UNIT ESSENTIAL QUESTION:

SEMESTER: 1

Grading Period: 1

CONCEPT CONCEPT CONCEPT

Civil War

Reconstruction Manifest Destiny

STANDARD(S) STANDARD(S) STANDARD(S)

SS.912. A.2.1, 1.1, 1.2, 1.3,1.4,1.5,1.6 WHST.11-12.7

SS.A.2.2, 2.3, 2.4, 2.5, 2.6 LACC.1112.RH.1.1, LACC.1112.RH.1.2,

LACC.1112.RH.2.6

SS.A. 2.7

LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION

How did the political and economic development of the United States lead to the American Civil War?

How did the Reconstruction Period bring both problems and solutions to issues unresolved by the War?

How did the Westward Movement alter the lives of Native Americans?

VOCABULARY VOCABULARY VOCABULARY

Sectionalism, popular sovereignty, “Dred Scott vs. Sanford,” Underground Railroad, Uncle Tom’s Cabin, secession, Confederate, Emancipation Proclamation, “Gettysburg Address,” military strategy, chattel slavery, freedmen, “Copperheads”, Appomatox Courthouse, Lee vs. Grant, Antietam, Gettysburg, 1960 Presidential Election, Battle of Natural Bridge (Wakulla, Florida)

Reconstruction, Freedmen’s Bureau, “Radical Republicans,” conservative--moderate-liberal-radical, scalawags/carpetbaggers, civil rights, Jim Crow laws, amendments, sharecropping, KKK, impeachment

Cultural assimilation, Dawes Act, Homestead Act, “Exodusters,” the Grange, “Populism, “open range,” Great Plains, territory/statehood, nomadic/sedentary, Manifest Destiny, Comstock Lode, persistence, maverick, sod, blizzard, “Battle of the Little Bighorn”

RESOURCES

How did the Civil War and the subsequent policies of the Reconstruction Period affect the history of the United States? Era


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-Word Wall, U.S. map, timeline graphs, McGraw-Hill Text Chapter 1, lessons 3-5 -“Stanford Reading Like a Historian”-Curriculum Unit 5 Civil War and Reconstruction(http://sheg.stanford.edu/?q=node/45) -Powerpoint: “The 1850’s: the Road to Secession” (http://pptpalooza.net) -Primary/Secondary source reading: The Narrative of the Life of Frederick Douglass -“Florida’s Ordinance of Secession” (Jan. 10, 1861)

-Word Wall, U.S. map, timeline graph, McGraw-Hill Text Chapter 1, lesson 5, p. 67-70 -“Second Inaugural Address of Abraham Lincoln” (March 4, 1865) -“Jim Crow Laws”-Martin Luther King National Historic Site (online) -U.S. Constitution Amendments #13, 14, 15 -C-Palms: “Stanford Reading Like an Historian”

Curriculum lesson 5.4: “Radical Republicanism”

-Word Wall, U.S. map, timeline graphs, graphic organizers (comparison/contrasting settlers to Native Americans) -McGraw-Hill Text Chapter 2, p. 71-88 Lessons 1-3 -Videostreaming: “We Shall Remain;” (www.pbs.org/wgbh/amex/weshallremain) -Primary/Secondary Readings: “Massacre at Wounded Knee” (http://www.eyewitnesstohistory.com/knee.htm)

http://pptpalooza.net/

http://www.pbs.org/wgbh/amex/weshallremain


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Additional Information

Extended Response, research topics, DBQS 1. Relate the Reconstruction Era to the Civil War (how it

caused it to happen, the issues of the War that had to

be resolved, and the different opinions on the process

of Reconstruction).

2. What problems confronted President Johnson in

trying to carry out Lincoln’s ideas on Reconstruction?

How were these resolved by the Republican Congress?

3. Explain the relationship between the Freedmen’s

Bureau and the 13th, 14t And 15th Amendments.

4. Using a graphic organizer to illustrate your answer,

compare the negative and positive effects of

Reconstruction on the South.

5. Evaluate Lincoln and Johnson’s ideas on the process of

Reconstruction. What reasons would support Radical

Republican plans over Lincoln and Johnson’s?


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UNIT TITLE: Immigration and Urbanization


SEMESTER: 1

Grading Period: 1


Industrialization

Immigration

Urbanization


SS.912.A.3.1, 3.2, 3.4, 3.5, 3.6, 3.9 RH.11-12.1, 12.2, 12.3, 12.4

SS.912.A.3.7, 3.11 RH.11-12.1, 12.2, 12.4, 12.5, 12.6

SS.912.A.3.8, 3.9, 3.10, 3.11, 3.13 WHST.11-12.1


What were the similarities and differences between the first and second Industrialization- periods in the United States?

How were the experiences of European immigrants different from those of Asian immigrants in the 19th century?

How did the change from an agrarian society to an industrial society affect the social and political structure of the United States?


Industrialization, consumerism, credit, tariffs, Bessemer Process, laissez-faire, monopolies, labor unions, trusts, strike, scabs, philanthropists, tycoons, open shop/closed shop, blacklisted, gross domestic product (gdp), perspective, cooperatives, corporation, “robber barons, “Wall Street”, scandal/corruption, economic cycles, injunction, perspective

Immigrant, nativism, Chinese Exclusion Act, quota, Ellis Island/Angel Island, cultural assimilation, urban/rural, steerage, famine, citizenship, naturalization, Catholicism/Protestantism, ethnic diversity, segregation

Skyscraper, tenement, social class, political machines, graft, corruption, assimilate, epidemics, Social Darwinism, philanthropy, “Gilded Age, ”individualism,” economic regulation, “Social Gospel Movement,” popular culture, perspective, ideology

How did rapid growth and industrialization of the 19th century impact the economic, social and political development of the United States?


5

RESOURCES

-McGraw-Hill textbook Chapter 3, lesson 1-4, p.89-110 -Word Wall, U.S. map, timeline graphs, charts/graphs -Powerpoints: “Closing the Western Frontier,” “The Incorporation of America”, “Growth of the Labor Movement” (http://pptpalooza.net) -“Wealth” by Andrew Carnegie(1889)

-McGraw-Hill text Chapter 4, lesson 1, p. 111-117 -The Immigrants-A Historical Reader(Nextext-McDougal-Littell, 2001) -Word Wall, U.S. map, timeline graphs, immigration charts/graphs -“The New Colossus” by Emma Lazarrus (http://www.digitalhistory.uh.edu/historyonline/us29.cfm -C-Palms: Stanford Lesson 6.1

-McGraw-Hill text Chapter 4, lessons 2-5, p. 118-127 -The Immigrants-A Historical Reader(Nextext-McDougal-Littell, 2001) -Word Wall, U.S. map, timeline graphs, charts/graphs


Extended Response/Research Topics/ DBQs -What factors contributed to the rapid industrialization of the U.S. after the Civil War? -How did new technology after the War change American’s lives? _What were the similarities and differences between the First and Second Industrial Revolutions?

-How were the experiences of European immigrants different from those of Asian immigrants? -How did immigration of the late 1800’s/early 1900’s change American Society? -How do experiences of today’s immigrants compare to the experiences of past groups?

-How did the change from an agrarian society to an industrial society contribute to the “urbanization” of the U.S? -How did urbanization contribute to reforms in American Society? -How does the name “Gilded Age” depict both optimism and pessimism of the era?


http://www.digitalhistory.uh.edu/historyonline/us29.cfm

http://www.digitalhistory.uh.edu/historyonline/us29.cfm


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UNIT TITLE: Progressive Era


SEMESTER: 1

Grading Period: 2


Progressivism and the Reform Era

Progressive Politics Reforms and Achievements


SS.912.A.3.2,3.8, 3.9, 3.10 RH11-12.1, 12.2, 12.3, RH,11-12.10

SS.912.A.3.11, 3.12, 3.13 SS.912.A.3.8, 3.12 LACC.1112.RH.1.1, LACC.1112.RH.1.2


How did the Progressive Era differ from previous time-periods in American History?

How did the Progressives attempt to resolve issues caused by effects of the Industrial Revolution?

How are the reforms of the Progressive Era reflected in contemporary American Society?


Social Darwinism, reforms, realism/romanticism, class system., leisure-time, saloons, socialism, ideology, “ragtime”, vaudeville, punctuality, efficiency, muckrakers, 16th Amendment, 17th Amendment, suffrage, recall, initiative, suffragists, civil rights, “Bill of Rights”

Direct election, primary/general election, secret ballot, precinct, poll, civil service, inflation/deflation, interstate commerce, regulation, cooperatives, graduated income tax, political patronage, tariffs, status quo, legislation, judicial interpretation, vague, suffrage, 19th Amendment

Liberal/conservative, conservation, Federal Trade Commission, anti-trust, proponent/opponent, Federal Reserve System, bureaucracy

How did the social and political reform movements known as “Progressivism” attempt to correct societal problems caused by the Industrial Revolution and changing populations?


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RESOURCES

-Word Wall, timeline graphs, audio-visuals -McGraw-Hill text Chapter 4, lesson 3, p. 122-127 -“Stanford Reading Like a Historian” Curriculum 8: Progressives (http://sheg.stanford.edu/?q=node/45)

-Word Wall, timeline graphs, audio visuals(political cartoons) -McGraw-Hill text Chapter 4, lesson 4, p. 128-132 -“Progressivism in the United States:” http://www.u-s-history.com/pages/h1061.html

-Word Wall, audio-visuals, timeline graph/ graphic organizers -McGraw-Hill text Chapter 4, lessons 1-4 -“Theodore Roosevelt and Trust-Busting”: http://www.ushistory.org/us/43b.asp -C-Palms: Progressivism and Women’s Suffrage:http://sheg.stanford.edu/upload/Lessons/Unit%208_Progressivism/Background%20on%20Woman%20Suffrage%20Lesson%20Plan.pdf


Extended Response, research, debate, DBQ topics: -How did the characteristics of the Industrial Revolution lead to the need for a “Progressive Movement?” -How did the concept of “Social Darwinism” conflict with the ideals of the Progressive Movement?

-How did the Progressives attempt to solve the problems of the Industrial Revolution? -How do the administrations of Presidents, Taft, T.R. Roosevelt, and Wilson reflect the influence of the Progressive Movement?

-How are progressive reforms of the past century reflected in contemporary America? -What differences have been reflected in America’s history as a result of the 19th Amendment?

http://www.ushistory.org/us/43b.asp


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UNIT TITLE: America As A World Power


SEMESTER: 1

Grading Period: 2


Imperialism

Western Expansion and Influence

Foreign Policy in the Asian Realm


SS.912.A.4.1, 4,2 WHST.11-12.1, 12.2

SS.912.A. 4.1, 4.2, 4.3, 4.4 WHST.11-12.10

SS.912.A.4.2, 4.3


How does “imperialism” affect the history and development of a region?

What motivated the U.S. to become imperialistic? How did the prospect of resources and markets affect the U.S. in its relations with the Pacific and Asiatic regions?


Imperialism, annexation, monarchy, cultural superiority, autonomy, “yellow journalism,” “Rough Riders”, alliances, diplomacy, intervention, foreign policy, democracy, colony, exploitation, “USS Maine”

“sphere of influence,” access, expansion, ”Monroe Doctrine,” “Platt Amendment,” “Roosevelt Corollary, ”dollar diplomacy,” colonial rule, revolution, commonwealth, protectorate, guerillas, Pan-Americanism,

“Open Door Policy,” “Boxer Rebellion,” traditionalists, imports/exports, Great White Fleet, global, exclusive, world power, trade alliances, tariffs, resources

How did imperialism affect the political and economic development of the United States?


9

RESOURCES

-Word Wall, audio-visual materials (McGraw-Hill), graphic organizers, U.S. map, Western Hemisphere map, World Political map, timeline graphs -McGraw-Hill textbook Chapter 5, lesson 1, p.139-145 -Powerpoint: “America Becomes an Imperial Power” (http:// pptpalooza.net) -“America Becomes Imperialistic:” (http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=191

-Word Wall, audio-visual materials (McGraw-Hill), graphic organizers, U.S. and Western hemisphere maps -McGraw-Hill textbook chapter 5, lesson 2, p.145-151 -“Corollary to the Monroe Doctrine, Theodore Roosevelt “(1904, 1905) -C Palms: “Stanford’s Reading Like a Historian” Curriculum Lesson 7.3

-Word Wall, audio-visual materials, world maps -McGraw-Hill textbook Chapter 5, lesson 3, p. 149, 152-154



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UNIT TITLE: World War I


SEMESTER: 1

Grading Period: 2


Nationalism Militarism: U.S. in World War I Effects of World War I and the Treaty of Paris


SS.912.A.4.5

SS.912.A. 4.5, 4.6, 4.7, 4.8 RH.11-12.2, 12.3

SS.912.A. 4.9, 4.10, 4.11 RH.11-12.5, 12.6


How do the political events in Europe lead to World War I?

How did the emergence of new technologies impact the “lessons of war?”

How did World War I affect various groups in the United States?


Nationalism, imperialism, independent, prosperity, ethnicity, annexation, ultimatum, neutrality, heirs, nation, “trigger,” “powder-keg,” alliances, endorse, transatlantic, contraband, isolationism

Weaponry, zeppelin, armistice, convoys, “Doughboys,” flank, offensive/defensive, Communism, “Red Scare,” legitimacy, deport, detain, “Lusitania,” victory gardens, war bonds, coordinate, allocate, rationing, unrestricted, U-Boats, “Zimmerman Telegram,” espionage

Minorities, dissenters, conscription, Treaty of Versailles, undermine, perspective, resolve, compromise, ratify, U.S. Senate, League of Nations, devastation, colonial, republic, transition, segregated/integrated

RESOURCES

-Word Wall, audio-visuals(include political cartoons), world and U.S. political maps, graphic organizers -McGraw-Hill textbook Chapter 7, lesson 1, p. 181-186 -C Palms: Stanford’s “Reading Like a Historian” Lesson 9.1 (primary/secondary documents U.S .’ entry into World War I)

-Word Wall, audio-visuals(include political cartoons), world and U.S. political maps, graphic organizers - McGraw-Hill textbook Chapter 7, lesson 1-3, p. 186-199 -“Woodrow Wilson’s War Message to Congress” (1917) -Video/text presentation: “World War I” (http://www.pbs.org/greatwar/chapters/index.html -Powerpoint: “America on the Home Front-the Poster War” (http://pptpalooza.net)

-Word Wall, audio-visuals(include political cartoons), world and U.S. political maps, graphic organizers -McGraw-Hill textbook, Chapter 7 lesson 4, p. 200-204 -C Palms: Stanford Education Curriculum’s “Reading Like a Historian” Lesson 9.2 (primary document analysis/ position defense)


How did World War I change American foreign policy and increase American involvement in global affairs?

http://www.pbs.org/greatwar/chapters/index.html


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UNIT TITLE: Roaring ‘20’s: Prosperity and Change


SEMESTER: 2

Grading Period: 3


Post-War Issues/Demobilization

Support and Resistance for Minority Issues Consumerism and Credit


SS.912. A.5.1, 5.2, 5.3, 5.5 RH.11-12.9, RH.11-12.1, 12.2, 12.3

SS.912.A. 5.6, 5.7, 5.8, 5.9, 5.10, 5.12 RH.11-12.4, RH.11-12.6

SS.912.A. 5.4, 5.11


How did post-war issues shape American society after World War I?

How were minority groups affected by the issues of the post-war era?

How did the effects of “consumerism” affect the economic stability of the United States after World War I?


“return to normalcy,” recession/inflation, graft, labor unions, quota system, racial unrest, isolationism, consumerism, collective security, “ Red Scare,” “Sacco and Vanzetti Case,” Prohibition, jazz, grievances, fringe benefits, evolution, creationism, “scapegoat,” propose/oppose, fundamentalism, conservative/liberal, communism, anarchy, party platform, Cabinet, ideology, “flappers”, mass media, popular culture

“Great Migration,” Harlem Renaissance,” intimidation, lynching, “Jim Crow,” Black Nationalism, alienate, catalyst, impacted, “Rosewood”, “Back to Africa Movement,” NAACP, Voting bloc, heritage, self-reliance, segregation/integration

Consumerism, disposable income, mass production, advertising, market, per capita income, commute, stock market, prosperity-inflation-recession-depression, installment-buying, mass transit, revolutionize, credit, accumulate, debt, status symbol, Federal Reserve Board, apr, necessities/luxuries, appliances, labor-saving, domestic servants, profit, “buying-on-margin”

How did the political, social and economic issues of the 1920’s bring the U.S. prosperity while, at the same time, establish the causes of the Great Depression?


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RESOURCES

-Word Wall, audio-visual materials, graphic organizers, U.S. map, timeline graphs -McGraw-Hill text Chapter 7, lesson 4, p. 200-204 -McGraw-Hill text Chapter 8, lessons 1-3, p.205-211; lesson 4, p.218-222 -“World War I and the ‘20’s “(connections) (http://sheg.stanford.edu/?q=node/45) -“Roaring ‘20’s:” (http://www.u-shistory.com/pages/h1564.html)

--Word Wall, audio-visual materials, graphic organizers, U.S. map, timeline graphs -McGraw-Hill text Chapter 8, lesson 3, p. 206-207 (timeline) -McGraw-Hill text Chapter 8, lesson 3, p. 218-220 -McGraw-Hill text, Chapter 8, lesson 5, p. 224-228 -“Harlem Renaissance:” (http://www.u-s-history.org/us/46e.asp) -CPalms: Stanford’s “Reading Like a Historian-W.E.B. DuBois and Booker T. Washington”(Stanford Lesson 8.5)

--Word Wall, audio-visual materials, graphic organizers, U.S. map, timeline graphs -McGraw-Hill text Chapter 8, lesson 2, p. 212-216 -McGraw-Hill text, Chapter 9, lesson 1, p. 229-236 -“Prosperity of the ’20:” (http://www.1920-30.com/business)


Extended response, research, debate, DBQ topics: -How did the desire for “normalcy” after World War I and a fear of communism lead to a climate of isolationism? -How had the cultural identity of the U.S. changed between the 19th and 20th centuries?

--How did changes in migration, immigration and union growth influence the growth of “hate groups?” -How did the migration of African Americans to northern cities affect the social, economic and political characteristics of those cities?

-How did the automobile change America? -How do new “conveniences” and creative financing affect the national economy? -How did the “boom” of the ‘20’s affect the development of Florida?

http://www.u-shistory.com/pages/h1564.html

http://www.u-shistory.com/pages/h1564.html

http://www.u-s-history.org/us/46e.asp

http://www.u-s-history.org/us/46e.asp


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COURSE CODE: 2100320 COURSE NAME: Unites States History Honors

UNIT TITLE: The Great Depression


SEMESTER: 2

Grading Period: 3


Consumerism and Economics

Uneven Distribution of Income

New Deal Economics


SS.912.A.5.4, 5.11 RH.11-12.6

SS.912.A. 5.11 WHST.11-12.9, 12.10

SS.912.A. 5.4, 5.11, 5.12 RH.11-12.1,12.2


How did “consumerism” contribute to the causes of the Great Depression?

How did President Hoover respond to the growing economic problems of the country and how did the the public respond?

How did President Roosevelt’s “New Deal” attempt to solve the economic crisis of the 1930’s?


Industry, “buying on margin,” stocks, stock market, speculation, bull market/bear market, economic “boom/bust”, tariff, bankruptcy, bank failure, Federal Reserve, collapse, invest, real estate speculation, supply and demand, default, “bank runs,” depositors, reserve

Dust Bowl, Great Plains, colleagues, foreclosure, mortgage, “Bonus Army,” “rugged individualism,” impoverished, “soup kitchens,” soap operas, unionize, disparity, distribution, income, capitalism/socialism, harvesting, erosion, geographical influences

Conservative/liberal, relief efforts, public works projects, economic recovery, “stimulate the economy,” polio, “landslide election,” mandate, recession/depression, gold standard, bank holidays, ideology, regulate, “fireside chats,” mortgage, FDIC, SEC, deficit-spending, arbitration/mediation, Social Security Act, coalition, “court packing plan,” safety net, TVA, Wagner Act, conservation

How did the Great Depression change American society (socially, economically and politically)?


14

RESOURCES

-Word Wall, audio-visual aids (including charts, graphs, political ads, U.S. map), graphic organizers -McGraw-Hill textbook Chapter 9, lesson 1, p. 228-236 -Herbert Hoover’s “Rugged Individualism Speech” (1928)

-Word Wall, audio-visual aids (including charts, graphs, political ads, U.S. map), graphic organizers -McGraw-Hill textbook Chapter 9, lesson, p. 237-244 -“Migrant Mother” by Dorothea Lange (image analysis) (http://historyexplorer.si.edu/home/) -“Woody Guthrie Depression Songs “http://www.pbs.org/kenburns/dustbowl/bios/woody-guthrie/

-Word Wall, audio-visual aids (including charts, graphs, political ads, U.S. map), graphic organizers -McGraw-Hill textbook Chapter 10, lessons 1-3, p.245-264 -PowerPoint: pptpalooza.net-“The WPA” -CPALMS: Stanford’s “Reading like a Historian” Lesson 10.2 -Franklin D. Roosevelt’s “First Inaugural Speech” (1933)


Extended response, debate, research, DBQ topics: -What issues with industry, farmers, and consumers contributed to the causes and severity of the economic crash of the1930’s? -What was the economic impact of the tariffs on the 1920’s?

-How did the Depression affect different groups of Americans (ethnicities, gender, rural/urban, immigrants, etc.)

-How did liberals and conservatives differ in their opposition to the New Deal? -In what ways did the First and Second “New Deals” differ in their focus?

http://historyexplorer.si.edu/home/


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UNIT TITLE: World War II


SEMESTER: 2

Grading Period: 3


World War II

The United States at War The Holocaust


SS.912.A.6.1, 6.2, 6.5 RH.11.12.1, 12.2, 12.4, 12.9

SS.912.A. 6.4, 6.5, 6.6, 6.8 SS.912.A. 6.3, 6.5, 6.7 WHST.11-12.1, 12.2


How did the rise of “totalitarianism” contribute to the causes of World War II?

How did the U.S. shift from its “isolationist” position to become an integral part of World War II?

How did the Holocaust reflect the intolerance of of a global society?


Reparations, totalitarianism, economic conditions, inflation/depression, military draft, menace, dictatorship, fascism, pact, alliances, “lend-lease,” appeasement, prime minister, neutrality, strategic, legislation, escalate, international, extreme nationalism, resources/raw materials, negotiations, Allies/Axis, Third Reich, circumvent, isolationism/internationalism, foreign policy, domestic security, espionage, propaganda, blitzkrieg

Isolationism, Pearl Harbor, “Day of Infamy,” Segregated, internment camps, clerical/industrial, “zoot suit riots,” rationing, “island-hopping,” kamikazes, Shintoism, periphery, refinery, deemed, victory gardens, “Lady Liberty,” convoys, Tuskegee Airmen, D-Day/V-J Day, Navajo Code-Talkers, Manhattan Project, nuclear, Hiroshima & Nagasaki, stockpile, fortified, morale, infamous, nuclear radiation, “Korematsu vs. U.S.”, class-action lawsuit

Holocaust, Jewish, ethnicity, persecution, annihilation, Nuremberg Trials, justice, Anti-Semitism, Nuremberg Laws, synagogue, retaliation, concentration camp, extermination camp, genocide, crematorium, prejudice/discrimination, atrocities, visa/passport, confiscate, ghetto, “undesirables”, prominent, propaganda, immigration quotas, forge, detain, scapegoats

How did American involvement in World War II impact it socially, politically and economically?


16

RESOURCES

-Word Wall, audio-visuals , world political maps (pre-WWI and contemporary), graphic organizers, timeline graph, political cartoons -McGraw-Hill textbook Chapter 11, lessons 1-2, p. 263-270 -“World War II:” (http://sheg.stanford.edu/?q=node/39) -“World War II:” (www.nationalww2museum.org) -“WWII:” (http://www.digitalhistory.uh.edu/modules/ww2/index.cfm

-Word Wall, audio-visuals, world political maps, graphic organizer, timeline graph, charts (comparison), political cartoons -McGraw-Hill text Chapter 11, lesson 2, p.271-275 -McGraw-Hill text Chapter 12, lessons 1-4, p.283-314 -“World War II:” (http:pptpalooza.net/PPTs/AHAP/BoogieWoogieBugleBoy.ppt#295,35,Slide35) -Primary Source comparison: FDR’s “Day of Infamy Speech” to George W. Bush’s “War on Terrorism” Speech

-Word Wall, audio-visuals, world political map, European political map, timeline graphs -McGraw-Hill text Chapter 11, lesson 3, p. 276-282 -Night by Elie Wiesel -Diary of Anne Frank -Primary Source Readings: (http://topics.nytimes.com/top/references/timestopics/subjects/w/world_war_ii_/index.html) -United States Holocaust Memorial Museum.org


Extended response, debate, research, DBQ, presentation topics: -Why did the United States cling to “isolationism” in the face of rising dictatorships in Europe and Asia? -How did a policy of “appeasement” contribute to the growing probability of war? -What fueled the global rise of totalitarian governments?

-What strategies were employed by the Allies in order to fight a “two-staged war?” -How did military strategies in the war in Europe differ from those use din the war in the Pacific?

-Why were the Jewish people targeted for persecution and annihilation by the Nazis? -How did the Nuremberg Trials hope to bring justice and affect the future of warfare? -How was Jewish persecution reflected in the non-German world during World War II?

http://sheg.stanford.edu/?q=node/39

http://www.nationalww2museum.org/

http://topics.nytimes.com/top/references/timestopics/subjects/w/world_war_ii_/index.html

http://topics.nytimes.com/top/references/timestopics/subjects/w/world_war_ii_/index.html


17


UNIT TITLE: Post World War II and the Cold War


SEMESTER: 2

Grading Period: 3


Post World War II

The Cold War New Frontier and the Great Society


SS.912.A.912.6.6, 6.7, 6.8, 6.9, 6.10, 7.10, 7.2,7.3 WHST.11-12.1, WHST 11-12.2

SS.912.A.6.6, 6.8, 6.10, 6.11, 6.12, 6.13 SS.912.A.6.6, 6.10, 6.11, 6.13, 6.14,7.2, 7.4 RH.12.1-12.3


How did the post-war era bring about economic prosperity to the United States?

How did World War II contribute to the development of the “Cold War?”

How did the ideas of the “New Frontier” and “Great Society” affect contemporary American society?


International, “baby boom,” suburbs, prosperity, closed shop/open shop, legislative agenda, states’ rights, subsidies, wage and price controls, scrutinize, interstate, abundance, The Affluent Society, blue collar/white collar, conformity, rebel, franchises, multinational, mass media, generation gap, “rock and roll,” poverty line, urban renewal, Appalachia, entity, middle class, “Bracero”

Communism, “limited war,” containment, Iron Curtain, appeasement, 38th Parallel, embark, Marshall Plan, Berlin Wall, NATO/SEATO, subversive, manipulate, perjury, Red Scare, blacklisting, espionage, McCarthyism, censure, nuclear fallout, massive retaliation, covert operation, imply, “peaceful coexistence,” “Truman Doctrine, Korean War, Bay of Pigs, Cuban Missile Crisis, superiority/inferiority, conventional weaponry, Middle East, Taiwan, flexible response

“New Frontier/ Great Society”, debate, “separation of Church and State,” popular vote/electoral vote, implement, assert, inflation, prominent, disabilities, Special Olympics, reapportionment, arbitrary, due process, space race, institute, NASA, CIA, Marxist, philosophy, liberal/conservative, profound, conspiracy, motorcade, stimulate, proportionate, consensus, poverty level, legacy, socialist, moderate, Peace Corps, VISTA, despair, subsidies, HUD, Medicare/Medicaid, Social Security, confine, bias, discrimination, civil rights, Warren Court, juvenile delinquency

How the 1950’s and ‘60 were reflective of economic prosperity and international tension?


18

RESOURCES

-Word wall, audio-visual aids, graphic organizers, U.S. and World political maps, timeline graph -McGraw-Hill textbook, Chapter 14, lessons 1-3, p. 341-358 -“The ‘50’s and 60’s: (http://kclibrary.lonestar.edu/decade50.html) “American Culture of the 1950’s:” -“Well-Defined Gender Roles:” (http://pptpalooza.net/PPTs/AHAP/1950’sAmerican Cultureppt#279,24,9A.

-Word wall, audio-visual aids, graphic organizers, U.S. and World political maps, timeline graph -McGraw-Hill text Chapter 13, lessons 1-3, p.315-340; Chapter 15, Lesson 2, p.367-370 “Cold War Timeline:” (http://library.think.quest.org/10826, /timeline.htm) -“U-2 Incident” (primary document) (http://avalon.law.yale.edu/20th_century/u2.asp)

-Word wall, audio-visual aids, graphic organizers, U.S. and World political maps, timeline graph -McGraw-Hill text Chapter 15, lessons1-3, p.359-379 “Kennedy’s Challenge to Americans:” (http://www.jfklibraryJFK/Historic-Speeches.aspx) “Johnson’s Great Society:” (http://wwwushistory.org/us/56e.asp)


Extended response, DBQ, research, presentation topics: -How did the automobile, “baby boom”, new business organizations and the growth of suburbs affect American life in the 1950’s? -How did the demobilization of America after World War II lead to the relative economic prosperity it enjoyed?

-In what ways did World War II contribute to the development of the “Cold War?” -How did the Bay of Pigs Invasion affect international relations for the United States?

-How was the 1960 Presidential Election different from any previous presidential election? -In what areas did the “New Frontier” promise progress and how successful was it? -How did the Supreme Court decisions of the ‘60’s reflect a philosophical shift in American beliefs?

http://kclibrary.lonestar.edu/decade50.html

http://pptpalooza.net/PPTs/AHAP/1950'sAmerican

http://pptpalooza.net/PPTs/AHAP/1950'sAmerican

http://www.jfklibraryjfk/Historic-Speeches.aspx

http://wwwushistory.org/us/56e.asp


19


UNIT TITLE: The Vietnam Era


SEMESTER: 2

Grading Period: 3


Origin of the Vietnam War

America’s Involvement

A Divided Nation


SS.912.A. 6.13, 6.14

SS.912.A. 6.13, 6.14, 6.15 RH.11-12.7-12.9

SS.912.A.7.4, 7.9,7.10,7.16 RH.11-12.1-3


How did “colonialism” impact Vietnam?

Why did the U.S. feel “compelled” to become involved in Vietnam?

How did differing ideologies impact the War?


Colonialism, Indochina, revolutionaries, nationalism, imperialism, “domino theory,” guerilla tactics, bombard, escalate, appeal, Fortified, Ho Chi Minh, stalemate, peace accord, traditional, primitive, strategic, plotting, region

Military coup, limited war, “Gulf of Tonkin Resolution, ”unprovoked, skirmishes, international prestige, substantial, sustained, escalate, morale, “war of attrition,’ remote, napalm, Agent Orange, “Hawks/Doves,” Tet Offensive, My Lai Massacre

Liberal/conservative/moderate, credibility gap, contradict, administration, affirm, personnel, deferment, corruption, military industrial complex, drat, lottery system, draft cards, Twenty-Sixth Amendment, condemn, 1968 and 1972 Presidential Elections, induction, Vietnamization, moral agony, Kent State, “War Powers Act,” POWs/MIAs, conscientious objector, “pentagon Papers,” national security, Woodstock

How did the Vietnam War “define” America?


20

RESOURCES

-Word Wall, audio-visual aids, U.S. and world maps, graphic organizers, charts/graphs(comparison/contrasting) -McGraw-Hill textbook Chapter 17, lesson 1, p. 397-402 -“The Vietnam War:” (http://pptpalooza.net) -“Vietnam War:” (http://wwww.pbs.org/battlefieldvietnam/index.html)

-Word Wall, audio-visual aids, U.S. and world maps, graphic organizers, charts/graphs(comparison/contrasting) -McGraw-Hill textbook Chapter 17, lesson 2-3, p. 402-405, 408-412 -“Vietnam War:” (http:/www.digitalhistory.uh.edu/modules/Vietnam/index.cfm) -Vietnam (primary source documents-excerpts): (http://vietnam.edu/astracts/index.html)

-Word Wall, audio-visual aids, U.S. and world maps, graphic organizers, charts/graphs(comparison/contrasting) -McGraw-Hill textbook Chapter 17, lessons 2-3, p. 405-411, 412-414 -“Vietnam Protest Movement:” (http://www.history/.com/topics/vietnam -war-protests)


Extended response, research, debate, DBQ, presentation topics: -How did economics play a role in America’s involvement in Vietnam? -How was the Vietnam War similar and different from previous wars fought by the U.S? -How was Vietnam reflected in Presidential politics of the 1960’?

-How did the military tactics of the Vietcong lead to the neutralization of American technological superiority? -How were the strategies used by the “peace movement” utilized by earlier and later “movements?”

-Examine the impact of the media on the Vietnam War and public opinion. -How does the phrase “peace with honor” describe the extensions of the Vietnam War through three Presidential Administrations?


http://wwww.pbs.org/battlefieldvietnam/index.html

http://wwww.pbs.org/battlefieldvietnam/index.html

http://vietnam.edu/astracts/index.html


21


UNIT TITLE: New Challenges and Limitations


SEMESTER: 2

Grading Period: 4


Corruption and Scandal Domestic Issues Foreign Policy Decision-Making


SS.912.A. 7.10, 7.11, 7.17 RH.11-12.4, 11-12.5,12.6

SS.912.A.7.3, 7.8, 7.9,7.12 SS.912.A. 7.12, 7.14,1.2-1.4 RH.11-12.4, 11-122.5,12.6


How did the Nixon Administration shape American public opinion on “government?”

How did national and international events of the ‘70s and ‘80s affect public policy?

How did the Middle East affect the U.S. politically and economically?


Watergate, incident, scandal, executive privilege, turmoil, resentment, quell, obstruct, justice, impeachment, conviction/acquittal, FBI, campaign, ethics, presidential pardon, wield, jurisdiction, “Nixon’s Southern Strategy”

, Environmental Protection Act, human rights, “Silent Spring,” Federalism, impounded, welfare system, AFDC, inflation, “stagflation,” tight-money policy, National Energy Act, federalism, Earth Day, Three Mile Island, conformity, “campus unrest,” counterculture, communes,, hippies, traditional, rationality, feminism, gender, NOW, Equal Rights Amendment, Title IX, compatibility, stereotyping,, grievance, “Roe vs. Wade,” police power, reverse discrimination, parochial/private/public schools, PUSH, Nation of Islam

détente, SALT Treaty, embargo, deregulation, instability, rationing, Panama Canal Treaty, busing, affirmative action, OPEC, Camp David Accords, buffer-state, Shah, embassy, repressive, Iranian Hostage Crisis, broker, westernize, clergy. Malfunction, regime

How does the post-Vietnam Era reflect the nation’s distrust and unrest?


22

RESOURCES

-Word Wall, audio-visual aids, timeline graph, U.S. map, graphic organizer, charts -McGraw-Hill textbook Chapter 19, lesson 2, p.431-442 -“Watergate:” (www.washingtonpost.com/watergate) -“Watergate:” (http://www.youtube.com/watch?v=nFID6Qkwh88)

-Word Wall, audio-visual aids, timeline graph, U.S. map, graphic organizer, charts -McGraw-Hill textbook Chapter 18, lesson 1-3, p.416-430 -“The 1970’s Energy Crisis:” (http://cr.middlebury.edu/es/altenergylife/’70’s.htm)

-Word Wall, audio-visual aids, timeline graph, U.S. map, graphic organizer, charts -McGraw-Hill textbook Chapter 19, lesson 3-4, p.443-458 -“Iranian Hostage Crisis:” (http://www.jimmycarterlibrary.gov/documennts/r_ode/index.phtml)


Extended response, research, DBQ, presentation, debate topics: -How does “Watergate” compare with other presidential scandals both in the actions of the President and reaction of the American public? -How does Nixon’s “Southern Strategy” compare to national campaigns today?

-How did Nixon’s “New Federalism” reflect a new “conservatism” in governmental policy? -How did economics, energy, environment and human rights define the presidencies of Carter and Ford?

-How did the Arab Oil Embargo impact the economic and political development of the U.S? -What was the significance of Nixon’s reaching-out to the communist nations of the Soviet Union and the people’s Republic of China?

http://www.washingtonpost.com/watergate

http://www.youtube.com/watch?v=nFID6Qkwh88

http://www.youtube.com/watch?v=nFID6Qkwh88

http://cr.middlebury.edu/es/altenergylife/'70's.htm

http://cr.middlebury.edu/es/altenergylife/'70's.htm

http://www.jimmycarterlibrary.gov/documennts/r_ode/index.phtml

http://www.jimmycarterlibrary.gov/documennts/r_ode/index.phtml


23


UNIT TITLE: The Conservative Movement and Contemporary America


SEMESTER: 2

Grading Period: 4


Conservatism

Foreign Affairs at the end of the Millennium Centrism and the New conservatism


SS.912.A. 7.12, 7.17, 6.4.2, 1.2, 2.2 RH.11-12.4

SS.912.A.1.4, 7..11, 7.12, 1.2-1.4 RH.11-12.7

SS.912.A.1.2-1.4, 7.12, 7.14, G.4.3 RH.11-12.1-12.3,


How did the economic philosophy of the Conservative Movement affect American society?

How did the collapse of communism affect American foreign-policy?

Was the ending of the 20th century a reflection of what the 21st century would yield?


Moral Majority, “New Right,” “trickle-down economics, “ deregulation, coalition, economic recovery, liberalism/conservatism/centrist, , landslide, tax burden, televangelists, Sunbelt, suburb, social turmoil, surpass, supply-side economics, deficit-spending, Senate confirmation, revenues, “yuppies,” patrons, social activists, domestic/international, “downsizing,” capital gains tax, “grassroots movements,” retain, government gridlock, repress

“evil empire,” Strategic Defense Initiative, rebels, contras/Sandinistas, Iran-Contra Scandal, “Mutually-Assured Destruction,” perestroika, glasnost, terrorism, collapse, “New World Order,” drug-trafficking, dictatorship, Persian Gulf War

Polling, modified, unprecedented, AmeriCorps, Family Medical Leave Act, NRA, “Contract With America,” balanced -budget amendment, third party, Oklahoma City Bombing, impeachment, perjury, Bosnia, ethnic-cleansing, NATO, PL, refugee, allocate, INS, Homeland Security, Patriot Act, telecommute, euro, World Trade Center, ozone layer, PLO, “obstruction of justice,” amnesty, refugee, Patriot Act, telecommute, euro, World Trade Center, allocate, INS, Homeland Security, ozone layer, global warming, protocol

What motivated Americans to embrace the Conservative Movement and how ishas its legacy affected contemporary American society?


24

RESOURCES

-Word Wall, audio-visual aids, World and U.S. maps, graphic organizers, charts/graphs, timelines -McGraw-Hill textbook Chapter 20, lessons 1-3, p. 457-478 -“The New Conservatism of the ‘80’s:” (http://www.history.com//topics/1980s) -“Ronald Reagan’s First Inaugural Address”-1981(primary document)

-Word Wall, audio-visual aids, World and U.S. maps, graphic organizers, charts/graphs, timelines -McGraw-Hill textbook Chapter 20, lesson2, p.467-468, 473-477 -“Iran Contra Scandal:” (http://www.brown.edu/Research/Understanding the _Iran_Contra_Affair/index.php)

-Word Wall, audio-visual aids, World and U.S. maps, graphic organizers, charts/graphs, timelines -McGraw-Hill textbook Chapter 20, lesson4, p. 474-478, 482-496 -“The Clinton Presidency:” (http://www.foothilltech.org/krenger/american_hist/current_events/clinton.pdf) -“Republican Contract With America”-1994 (primary document) -“State of the Union Address”-William J. Jefferson 1998 (primary document)


Extended response, research, debate, presentation, DBQ topics: -How and why was a “conservative coalition” formed? -How did the goals and policies of the conservative movement reflect dissatisfaction with American Society?

-Between the 1980’s and 1992, how did U.S. policies regarding Central America differ from those regarding Europe? -how did the collapse of communist states in Europe impact U.S. foreign policy and international relations (world opinion)?

-How did the Clinton/Bush ears affect immigration in the U.S? -How has “national security” changed since the 20th century? -How does the desire for “peaceful coexistence” sometimes contradict American ideals?

http://www.history.com/topics/1980s

http://www.brown.edu/Research/Understanding%20the

http://www.brown.edu/Research/Understanding%20the

http://www.foothilltech.org/krenger/american_hist/current_events/clinton.pdf

http://www.foothilltech.org/krenger/american_hist/current_events/clinton.pdf

2013-2014 course name: u.s. history...

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