handouts 11 17 10

CURRICULUM AND PROFESSIONAL DEVELOPMENT DIVISION SOCIAL STUDIES DEPARTMENT

NATIONAL HISTORY DAY TEACHER TRAINING NOVEMBER 17, 2010

CLARK HIGH SCHOOL 4:00 p.m.-6:00 p.m.

AGENDA:

• Welcome and Introductions: 4:00 p.m.-4:05 p.m. o Karlye Mull, Project Facilitator, K-12 Social Studies o NHD Teacher Letter (h)

• National History Day College Park, Maryland: 4:05 p.m.-4:30 p.m. o Photos o Teacher, Student, & Parent Testimonials

Linda Garman, Rancho HS Sarah and Sally Niederman, LVA Erin and Brandon Franke, Saville MS

• Why Study History?: 4:30 p.m.-4:45 p.m. o History matters o NHD Research

Research skills Critical thinking skills Writing skills Civic engagement

• 2011 NHD Theme-Debate & Diplomacy: 4:45 p.m.-5:30 p.m. o 2011 NHD Theme (h) & NHD Sample Topics (h) o Nevada topics o Thinking Thematically (h)

• Southern Nevada NHD Contest: 5:30 p.m.-6:00 p.m. o Process o Categories

Changes to website category o Date and location o NHD CD

OUTCOMES

• As a participant in today’s session, you will have the opportunity to… o learn about research that supports the use of NHD in classroom instruction o learn about the 2011 NHD theme, Debate & Diplomacy o learn about the process for implementing NHD in the social studies classroom

11/15/2010 CPDD K-12 Social Studies 1

National History Day in Nevada

Karlye Mull

Project Facilitator, K-12 Social Studies Curriculum and Professional Development Division

Dear Social Studies Educator! I hope that you all had a smooth start to your school year! Though it may seem early, now is the time to begin thinking

about starting students on their National History Day projects! This year’s state contest will be on Saturday, April 2, 2011

at the Northwest Career and Technical Academy, 8200 W. Tropical Parkway, Las Vegas, 89149. The 2011 National

History Day theme is Debate & Diplomacy In History: Successes, Failures, and Consequences. This theme lends

itself to easy application in all middle and high school social studies classes, including U.S. History, Geography, World

History, and Government.

NVNHD Teacher workshop: This workshop will provide new and veteran NVNHD teachers with suggestions and

strategies for implementing National History Day in their classrooms. Current NVNHD teachers will be sharing their tips

and strategies for the successful implementation of NVNHD in the classroom. This professional development opportunity

will take place on Wednesday, November 17, 2010 in the Clark High School Library from 4:00 pm to 6:00 pm.

Registration is available on Pathlore.

NVNHD CD: This year NVNHD materials are being provided in the form of a training website on a CD. This CD

contains the NHD theme book, 2011 NHD rulebook, the NVNHD curriculum guide, 2011 State contest dates and entry

form, and most anything else you need to successfully implement NVNHD in your classroom! You will receive a copy of

the training materials CD at the November workshop. If you would like to get started before the November 17 training,

please check out the National History Day website at www.nhd.org. Click on Contest and then Getting Started.

Educational Value of NVNHD: Based on a national evaluation conducted last school year, students participating in

National History Day have shown evidence of being better writers, able to write for a purpose, using real voice; use solid

evidence to support their point of view; are critical thinkers who can digest, analyze, and synthesize information; and are

better prepared to conduct college-level research than their peers who do not participate in National History Day. This

valuable research demonstrates the power of the National History Day program in creating historical thinkers who are

engaged by inquiry.

As with every year, we look to expand the number students competing at the state competition. Your participation and

support of Nevada National History Day will assist our students in becoming competitive in a 21st century society.

Please do not hesitate to contact me with any questions you may have regarding Nevada National History Day.

Best,

Karlye Mull, Project Facilitator, K-12 Social Studies

799-8464

[email protected] 11/15/2010 CPDD K-12 Social Studies 2

National History Day Introduction for Educators

Authentic History, Authentic Student Historians

Presented by Karlye Mull, Project Facilitator, K-12 Social StudiesCurriculum and Professional Development Division

What is History?• What does history mean

to you?

• What does history mean t t d t ?to your students?

• What do you want your students to take away from your class?

Why Study History?• History Matters!

o It’s an active process of study and inquiry - not just passive memorization

• Arena for development of cross-curricular skills of cross-curricular skills o Research o Writing o Technology o Reading o Inquiry o Critical thinking o Analysis

Why Study History?

“True historical understanding requires students to engage in historical thinking; to raise questions and to marshal solid evidence in support of their

answers; to go beyond the facts presented in their textbooks and examine the historical record

themselves”-National Standards for History

National Center for History in the Schools

Why National History Day?• Students learn by doing.

o Would you teach a chemistry class without having your students do experiments?

• Students learn history by doing history.o National History Day is the lab component of your y y p y

history class.

Why NHD??

NHD Research Study on Applied Skills, Academic Performance, & Interest in History and Civic Engagement

• Conducted in 4 sites around the country• Data collection included performance assessments, surveys, and standardized test scores

• The study explored students’

The Research Shows…..

research and writing skillsability to interpret historical informationAcademic performanceInterest in past and current events


Findings:Applied Skills

•What skills do NHD students gain?

•Can they apply those skills?•How do they compare to their peers?

Research Skills

Compared to peers…

• Almost twice as many NHD high school students correctly identified primary sources (pre, 80% vs. 48%; post, 85% vs. 48%)48%).

• NHD students see a wider range of sources—experts, museums, lecture notes, diaries, journals, films, first‐person accounts, biographies.

• NHD students have a better understanding of how to evaluate sources.

Critical Thinking Skills

Compared to peers…

• NHD students are better at interpreting information, drawing conclusions summarizing passages scoring 10 & 20 percentageconclusions, summarizing passages—scoring 10 & 20 percentage points higher than peers.

• The more time in the program, the higher their scores.

Writing Skills• NHD students out‐scored peers on 2 assessments:

• Pre‐test means: 3.5 vs. 2.6

• Post‐test means: 3.8 vs. 2.9

• Differences: sense of audience, distinct voice, organization, sentence variety, richer vocabulary.

Findings:Interest in History & Civic

EngagementAre NHD students more confident, interested, & engaged?

Confidence

Compared to peers, NHD students are more confident in…

• their knowledge of history (M=2.9 vs. 2.5)

t t t di d i h l (2 7 2 5)• events not studied in school (2.7 vs. 2.5)

• ability to develop a research plan (M=2.9 vs. 2.7)

• ability to organize a report (3.1 vs. 2.9)

• doing internet research (M=3.4 vs. 3.2) & using (3.4 vs. 3.1) & evaluating what they find (3.2 vs. 2.9).


2011 NHD Theme

Debate & Diplomacy in History:Successes, Failures, Consequences

Debate & Diplomacy in History

• Topics must be an example of debate or diplomacy in history (or both)

• Think about the definition of the wordso Debateo Diplomacy

• Successes, Failures, Consequenceso Don't forget about the second half of the themeo Will help students to ask good questions about the significance of

their topic in history

Nevada Topics

1. Nevada Statehood – “Battle Born2. Mining Strikes in Nevada ~ 1881 in Lewis (Lander

County); 1907 in Goldfield3. Yucca Mountain4. Federal ownership of lands in Nevada5 Relocation of Indian tribes5. Relocation of Indian tribes6. Indian gaming7. Testing of the atomic bomb in the Nevada desert8. Water rights9. The Moulin Rouge hotel & African American

entertainers in the 1950’s

Topic BrainstormWhat topics from your curriculum are examples of

debate or diplomacy in history?

Tips for Picking Topics• Is your topic too new?

o Avoid current events… Delve into a part of history! o More than 20 years in the past as a rule of thumb

The contemporary debate over immigration in Arizona

The 1924 Immigration Act: Quotas and the debate over who can come to America


Tips for Picking TopicsIs your topic too broad? • Narrow topic by time period, people, event, or geographic area. • Look at something specific related to the broad topic

The entire history of slavery in the United States

The debate over slavery during the Constitutional Convention

The NHD Process

Research Analyze Present

The Three Hats of the Historian

Research• Students research their topics using

primary and secondary sources• Builds information and media

literacy

"During my research I was able to visit the archives... I found that often the primary sources had better opinions and more

meaningful information than the compiled secondary sources."

Analyze• Students become historians• Analyze their findings and

discuss significance of topic in history

• Builds inquiry, critical thinking, and analysis skills

Presentation• Students present their

research in one of several creative formats:o Exhibitso Documentarieso Websiteo Performanceso Papers (individuals only)

Exhibits• Similar to what you

might see in a museum• Uses text, images,

objects, etc. to make an argumentargument

• Up to 6' tall, 40" wide, and 30" deep

• 500 student-composed words

• Most popular NHD category


Documentaries• Similar to what you might see

on PBS or the History Channel

• 10-minute media presentation• Great category for students • Great category for students

who like technology and have a visual topic

Performances• 10-minute dramatic

performance• Conveys argument, evidence• Uses scripts, props, costumes,

tetc.• Great category for performers

who love to be on stage: actors, singers, dancers, etc.

• Sarah Niederman, LVA

Papers• Individual papers only -

no group entries• 1,500-2,500 word paper

about an historical topic• Includes citations: • Includes citations:

footnotes, endnotes, or other internal documentation

• Great category for aspiring writers

Web Sites• Exciting, new category!• 1,200 student-composed

words, 100 MB size limit• Incorporates text,

images media and more images, media, and more to make and support an argument

• Created using the NHD Website Editor - provided free online

1. Individual and Group are now separate categories2. Must use the NHD website editor accessed at: http://nhd.weebly.com/3. File size ~ still 100 MB; however, no need to check file size as Weebly

won’t allow anything bigger4. Multimedia Usage:

• No limit to the number of pieces BUT no clip may be longer than 45 seconds (e.g. background music must be looped)

5. Annotated Bibliography and Process Paper should:B f h b i

Website Category Changes

Be a part of the websiteBe integrated into navigational structure of the websiteNOT be printed and sent in Is NOT included in the word count

6. DEADLINE: Websites are closed for judging at 5pm on March 30th.7. Copyrighted music/songs may not be used (unless permission has been

granted to do so) ~ recommend that students use websites such as “Limewire” or “Freeplay Music”

8. No narration of student composed text9. Footnotes, Endnotes, or internal documentation NOT required

State History Day• Saturday, April 2, 2011• Northwest Career &

Technical Academy• 8200 W. Tropical

Pkwy Las Vegas Pkwy, Las Vegas, 89149

• 7:30 Registration• 3:00 Awards• 4:00 Winners’ Meeting


The NHD Timetable• Remember the Basics: Research, Analyze, Present

o Introduce History Day and themeo Help students choose topics o Mentor their research and analysis o Guide their project creation

Evaluate their work o Evaluate their work

The NHD TimetableRemember: Can be shorter or longer depending on your needs.• November/December:

o Introduce program and themeo Topic selectiono Begin research

• Januaryo Continue into more advanced researcho Analysis and argumento Draft projects

• February, Marcho Project creationo Feedback and revisions

• April, May, Juneo NHD competition cycle

ResourcesResources you may not have considered (for students)1. ABC‐CLIO2. Library of Congress3. National Archives4. Eyewitness to History5. ONE ~ Online Nevada Encyclopedia6 N d St t M Vi t l T6. Nevada State Museum Virtual Tours 7. GOOGLE Images (Can do an advanced search)8. Gilder Lehrman Institute of American History9. EDSITEment (for teacher use)

http://edsitement.neh.gov/tab_websites.asp10. NNCSS website resource list (for teacher use):

http://www.nvsocialstudies.com/resources.html

1. State Contest Location: Northwest Career & Technical Academy, 8200 W. Tropical Parkway, Las Vegas, 89149

2. Contest Deadlines: Entry Cards due March 25, 2011NHD Competition April 2, 2011

3. On the teacher training CD• Rubric for judging entries

Details, Details, Details…….

• Sample judges questions• 2011 NHD Rulebook

4. Revised Entry Form• Teacher phone number (last 4 digits used for registering

for NHD)• URL ~ If a student is entering a website their URL MUST

be on the entry form!!

Want your teachers and students to get involved?

Southern Nevada Competition, Saturday, April 2, 2011NWCTA, 8200 W. Tropical Pkwy, Las Vegas, 89149


Congratulations on your decision to become a National History Day

Scholar! You are joining more than half a million students studying

history by doing history! No longer will your knowledge of history be

measured by the correct answers to the predetermined questions at

the end of the chapter or how often you lug a 1000-page history

book home only to fall asleep, drooling on the couch, after two pages

of the chapter. National History Day (NHD) wants you to become the

historian! You decide on a topic. You find the sources. You determine

the consequences based on the evidence. After you finish your research,

you have a choice on how to tell the story. You may choose to create

a historical performance, paper, web site,

documentary or an exhibit. NHD puts you in

control of your learning. Let’s get started.

First, begin with the theme: Debate and

Diplomacy in History: Successes, Failures,

Consequences. If you have participated in

National History Day before you know the

theme is always broad enough to include

research topics at the community, state,

national or world history level. The theme

is important because historical research requires more than a detailed

description of an event. The theme helps you ask questions and think

deeply about your topic. Examine the arguments for and against.

Explain the historical consequences of the outcome of the debate

or diplomatic event. Whose success is it? Whose failure? Excellent

topics that are not connected to the theme can quickly become poor

research projects.

The best way to understand the theme is to define each word. The first

two words, Debate and Diplomacy are broad categories. Your topic

will be on a debate or a diplomatic event. Sometimes you will find a

topic that fits under both debate and diplomacy but that is not

required. To understand all the possible meanings for the words go to

the dictionary with a partner, think about different meanings and

National History Day 2011 Theme: DEBATE & DIPLOMACY IN HISTORY: SUCCESSES, FAILURES, CONSEQUENCES By Ann Claunch

Ann Claunch is the director of curriculum for National History Day

brainstorm possible research topics under each definition. The key to

topic selection is the ability to articulate its connection to the theme.

What are examples of debates? A debate is defined as an argument,

a dispute or a deliberation. Famous debates like the Lincoln/Douglas

debates over slavery, Aristotle and Plato discussing “nature versus

nurture” or the impact of the Kennedy/Nixon televised presidential

debates on political campaigns are interesting topics. But so are

debates concerning civil liberties. Who should be allowed to vote? A

paper or an exhibit on the 15th or the 19th amendments or a web site

of Anna Howard Shaw’s Fundamental Principles of Representation, are

excellent NHD projects. With this theme,

the amendments to The Constitution or

Supreme Court cases can be mined for

topic ideas. CAUTION! Always think

historically. Be careful not to focus on

present day debates and don’t forget

local topics!

What about censorship? If you are

interested in music you might consider a

web site or an exhibit about the debate

surrounding the innovative music of Johann Sebastian Bach in the 17th

century or Giuseppe Verdi’s suggestive opera lyrics in the 19th century.

What about the 1955 debate proposing a connection between rock

music and juvenile delinquency or The Buckley Report and the heated

debate correlating rock music to drug abuse?

Consider reform movements! New ideas introduced are always debated.

You might write a paper about the Hull House, the establishment of the

Tuskegee Institute or the formation of the National Association for the

Advancement of Colored People. Other possibilities are a web site about

the controversy surrounding the publication of Upton Sinclair’s book

The Jungle or a documentary on A Red Record by Ida B. Wells. From

world history you can do a documentary on Martin Luther’s 95 theses

or Emile by John Jacque Rousseau.


For more information, contact: National History Day, Inc.

0119 Cecil Hall, University of Maryland, College Park, MD 20742301.314.9739 [email protected] www.nhd.org

Refer to web site for local contest dates and information. National Contest: June 12–16, 2011

How about women? What types of jobs

should women be employed to do? Should

both sexes have equal treatment under the

law and receive equal pay for the same job?

In answers to these questions, you might

create a documentary on the impact and

legacy of Title IX legislation or a performance on the Seneca Falls

conference. What about the change in women’s fashion in the

1920s? A web site on the role of women in the 1830s or the

debate surrounding Betty Friedan’s book, The Feminine Mystique,

in the 1960s are topic options.

What about diplomacy? Diplomacy is defined in the most simplistic

terms as international affairs. When nations collide in ideological

differences or battle over resources the result may demand a diplomatic

solution. An international conference, a treaty or a summit of historical

significance are examples of research topics related to Diplomacy

in History. Although diplomacy usually evokes an international

disagreement, be alert to other possibilities. Researching the early 18th

century about land ownership in the United States and treaties with the

Native Americans involved diplomacy and its consequences. The Black

Hawk War of 1832 in the U.S. and The Lancaster Treaty of 1744 are

examples of research topics that had immediate impact which resulted

in a legacy of treatment.

What are national and international topic ideas? The Dayton Peace

Accords, NAFTA, the Geneva Convention or Nixon’s 1972 visit to China

are international topics that changed history. Careful analysis of the

Salt Treaties in a web site, a documentary on the Munich Agreement

of 1938 or a paper on Ben Franklin’s trip to England reveals varying

diplomatic outcomes. What about the carefully orchestrated diplomatic

pressure during the 1980s by President Ronald Reagan on Soviet

leader Mikhail Gorbachev regarding The Berlin Wall and communism?

Don’t forget diplomacy topics on the national front. You might

consider an exhibit on the impact of The Missouri Compromise

or a web site about the Guadalupe

Hildalgo land grant or a performance

on the Smoot Hawley Act.

No matter what your interests are, you

can find a historical topic to research with

Debate and Diplomacy in History: Successes, Failures, Consequences.

For instance, if you are interested in affairs of the state, you might

create a performance on the impact of Albert J. Beveridge’s The

March of the Flag by exploring the debate between isolationists

and interventionists in the Spanish American War. What about a web

site on the two sides of the Cuban Missile Crisis? Was diplomacy a

success? Other possibilities are a paper or an exhibit explaining the

debate over The League of Nations or the South East Asia Treaty.

What happens when diplomacy fails?

The second part of the theme, Successes, Failures, Consequences, includes

words to use as a thinking backboard or to bounce your topic off. These

words help you analyze your topic by raising questions that you will

need to answer as you research. What made your topic a success or a

failure? Was it a success in the beginning and then later determined

a failure? For whom? Why or why not? Was an important group of

people‘s voices silenced? And the most important word—consequences.

How does your topic have long term impact? How did it change history?

Your interpretation of the consequences and historical significance of

your topic should be based on your research and supported by evidence.

Always examine your topic for the short-term consequences and the

long-term change.

Debate and Diplomacy in History is an exciting theme because you

can find topics everywhere. Start by talking to everyone about possible

topic ideas and reading widely. Ask your parents, your teachers, your

friends. You can search the Internet. Peruse your textbook and your

school library. Carry a notebook and write down ideas. When you

have a list, circle the topics you want to know more about and go to

the library to begin researching!


10 Debate & Diplomacy in History: Successes, Failures, Consequences National History Day 2011 11

SAMPLE TOPICS

Lone Wolf v. Hitchcock (1903): Debated Rights

Kill the Indian and Save the Man: The Impact of Indian Boarding Schools: Debated Philosophies

Educational Amendment Act: Equality Debated

Broadening Boundaries—Shrinking limitations

the question of slavery

in the Northwest

Sample Topics

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U.S. and Britain compromised too much resulting in the

establishment of the Eastern Block

Spread of Communism

Suggested Teaching Idea: Debate and Diplomacy Semantic Map

National Archives and Records Administration

United States Library of Congress

National Archives and Records Administration

Debate and Diplomacy in History Worksheet

For the Teacher: In the diagram below, demonstrate to students how to expand a topic and explore successes, failures and consequences, using The Constitutional Convention and The Yalta Conference as examples.

Next, ask pairs of students to select two or three topics on the sample topic list on page 10. Working together, students conduct preliminary research and complete the form by adding information about the topics that were selected. Finally, the students present the topics they researched and what was discovered.


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3.17 STUDENTS WILL DEFEND A SPATIAL DECISION REGARDING THE HISTORICAL EVENTS OF EUROPE; E.G., THE CRUSADES, TRADE, AND THE PLAGUE ON SOCIETY DURING THE MIDDLE AGES; USING CRITICAL THINKING, POINT OF VIEW, GEOGRAPHIC VOCABULARY, AND DEMOGRAPHIC CONCEPTS BY CONDUCTING RESEARCH.

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DESCRIBE HOW AND WHY THESE CHANGED OVER TIME BY UTILIZING TEXT READING STRATEGIES.

(1, 2, 4, 8) [NS: G6.(6-8).2] 5. UNDERSTANDING THE MIDDLE EAST IN SPATIAL TERMS 5.1 STUDENTS WILL DESCRIBE THE PHYSICAL AND HUMAN FEATURES OF THE MIDDLE EAST

INCLUDING THE ABSOLUTE LOCATION (LATITUDE AND LONGITUDE) AND RELATIVE LOCATION TO IDENTIFY PROMINENT COUNTRIES, CITIES, AND PHYSICAL FEATURES BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.

(1, 2, 6, 8) [NS: G5.(6-8).5, G6.(6-8).1, G6.(6-8).9] 6. UNDERSTANDING AFRICA IN SPATIAL TERMS 6.5 STUDENTS WILL IDENTIFY PATTERNS OF RURAL AND URBAN SETTLEMENTS IN DEVELOPING

AND DEVELOPED COUNTRIES BY UTILIZING TEXT READING STRATEGIES. (2, 4, 7) [NS: G7.(6-8).4] 7. UNDERSTANDING AUSTRALIA, OCEANIA, AND ANTARCTICA IN SPATIAL TERMS 7.7 STUDENTS WILL DESCRIBE AND EVALUATE CHANGES THAT RESULT FROM THE HUMAN

MODIFICATION OF AUSTRALIA, OCEANIA, AND ANTARCTICA’S PHYSICAL ENVIRONMENT INCLUDING THE ROLE OF TECHNOLOGY AND THE GLOBAL IMPACT BY UTILIZING TEXT READING STRATEGIES.

(3, 4, 7, 8) [NS: G8.(6-8).1-3] 8. UNDERSTANDING THE WORLD IN SPATIAL TERMS THROUGH COMPARATIVE & CURRENT

GEOGRAPHIC ISSUES 8.6 STUDENTS WILL IDENTIFY A REGIONAL OR INTERNATIONAL ECONOMIC ISSUE AND EXPLAIN IT

FROM A SPATIAL PERSPECTIVE INCLUDING THE ROLE OF COMPROMISE IN THE RESOLUTION OF THE ISSUE USING CRITICAL THINKING, POINT OF VIEW, GEOGRAPHIC VOCABULARY, AND DEMOGRAPHIC CONCEPTS BY CONDUCTING RESEARCH.

(3, 4, 7, 8) [NS: G7.(6-8).5, G8.(6-8).8, C13.(6-8).2]

WORLD HISTORY – 7010 4. EXPLORATION 4.4 STUDENTS WILL COMPARE AND CONTRAST THE EFFECTS OF EXPLORATION ON BOTH

EUROPEAN AND COLONIAL SOCIETIES BY SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS. (1, 2, 7, 9) [NS: H2, G7.(9-12).2, G7.(9-12).5]

5. ENLIGHTENMENT AND REVOLUTION 5.4 STUDENTS WILL ANALYZE THE FACTORS THAT LED TO THE AMERICAN REVOLUTION BY

CONDUCTING RESEARCH. (1, 6, 9) [NS: H3.(9-12).16]

6. NATION-BUILDING AND INDUSTRIALIZATION 6.2 STUDENTS WILL EXPLAIN THE CHANGING ROLES OF CLASS AND GENDER AS A RESULT OF

ECONOMIC CHANGES DURING THE INDUSTRIAL, AMERICAN, AND FRENCH REVOLUTIONS BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS. (1, 2, 7, 8) [NS: H3.(9-12).22]

7. WORLD WARS 7.1 STUDENTS WILL DESCRIBE AND INTERPRET THE CAUSES AND EFFECTS OF WORLD WAR I

INCLUDING THE ECONOMIC AND POLITICAL IMPACT BY UTILIZING AND/OR INTERPRETING

PRIMARY AND SECONDARY SOURCES. (1, 6, 8) [NS: H4.(9-12).1, H4.(9-12).14]

7.4 STUDENTS WILL DESCRIBE THE CAUSES OF WORLD WAR II, INCLUDING THE LEGACY OF WORLD WAR I AND THE RISE OF TOTALITARIAN STATES BY APPLYING WRITING STRATEGIES. (6, 7, 8) [NS: H2.(9-12).11]

8. COLD WAR AND BEYOND 8.5 STUDENTS WILL SYNTHESIZE THE SIGNIFICANCE OF THE USSR BREAKUP INCLUDING THE

INTERNATIONAL AND ECONOMIC FACTORS THAT CONTRIBUTED TO THE END OF THE COLD WAR AND THE FORMATION OF NEW NATIONS BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS.

(1, 6, 8) [NS: H2.(9-12).22, H4.(9-12).15] 9. CONTEMPORARY GLOBAL ISSUES 9.4 STUDENTS WILL COMPARE AND CONTRAST RACIAL SEGREGATION IN THE UNITED STATES

WITH OTHER RACIAL AND SOCIAL POLICIES, INCLUDING APARTHEID IN SOUTH AFRICA BY COLLABORATING WITH PEERS. (1, 4, 6, 8) [NS: H3.(9-12).14]

9.8 STUDENTS WILL DETERMINE THE CAUSES AND CONSEQUENCES OF GENOCIDAL CONFLICTS, E.G., THE HOLOCAUST, ARMENIA, BOSNIA, RWANDA, AND DARFUR, AND ANALYZE THE MORAL IMPLICATIONS OF THESE CONFLICTS AROUND THE WORLD BY CONDUCTING RESEARCH.

(6, 9) [NS: H3.(9-12).20, H3.(9-12).21] U.S. HISTORY – 7030 2. AMERICAN PROGRESSIVISM AND FOREIGN POLICY 2.11 STUDENTS WILL ANALYZE MAJOR SOCIAL MOVEMENTS IN THE UNITED STATES AND EXPLAIN

THEIR IMPACT ON THE CHANGING SOCIAL AND POLITICAL CULTURE, I.E., THE POPULIST AND PROGRESSIVE MOVEMENTS BY CONDUCTING RESEARCH. (2, 4, 6, 8, 9) [NS: H3.(9-12).5]

2.12 STUDENTS WILL COMPARE AND CONTRAST THE DOMESTIC POLICIES OF THEODORE ROOSEVELT, WILLIAM HOWARD TAFT, AND WOODROW WILSON BY UTILIZING TEXT

READING STRATEGIES. (2, 8, 9) [NS: H3]

3. FROM BOOM TO BUST 3.3 STUDENTS WILL EXAMINE SOCIAL TENSIONS IN THE POST-WORLD WAR I ERA, I.E., RADICAL

POLITICS, IMMIGRATION RESTRICTIONS, INTERNAL MIGRATION, RELIGIOUS FUNDAMENTALISM, AND RACISM BY CONDUCTING RESEARCH. (2, 3, 6, 8, 9) [NS: H3.(9-12).6]

3.6 STUDENTS WILL DESCRIBE THE CAUSES OF THE GREAT DEPRESSION BY SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS. (1, 2, 3, 4, 8, 9) [NS: H2.(9-12).9]

4. WORLD WAR II 4.3 STUDENTS WILL ANALYZE AND INTERPRET THE IMPACT OF THE BOMBING OF PEARL HARBOR

IN THE UNITED STATES BY UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY SOURCES.

(3, 8, 9) [NS: H2] 4.5 STUDENTS WILL DESCRIBE THE SOCIAL AND ECONOMIC IMPACT OF WORLD WAR II ON LIFE IN

THE UNITED STATES BY APPLYING WRITING STRATEGIES. (2, 3, 4, 6, 7, 8, 9) [NS: H2]

5. COLD WAR CONFLICTS 5.5 STUDENTS WILL DESCRIBE THE EFFECTS OF THE COLD WAR ON UNITED STATES’ DEFENSE

POLICY INCLUDING THE ARMS RACE, THE SPACE RACE, AND NUCLEAR TESTING BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS. (3, 6, 8, 9) [NS: H4]

5.11 STUDENTS WILL ANALYZE HOW POST-WORLD WAR II SCIENCE AND TECHNOLOGY AUGMENTED UNITED STATES ECONOMIC STRENGTH, TRANSFORMED DAILY LIFE, AND INFLUENCED THE WORLD ECONOMY AND POLITICS BY SEEKING INFORMATION FROM VARIED

SOURCES TO DEVELOP INFORMED OPINIONS. (2, 3, 6, 7, 8, 9) [NS: H3.(9-12).10]

6. POST-WAR DOMESTIC AMERICA 6.4 STUDENTS WILL DESCRIBE THE ROLE OF MUSIC, ART, LITERATURE, AND TELEVISION IN

SHAPING 1950S POPULAR CULTURE BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS. (3, 4, 6, 7, 8, 9) [NS: H3.(9-12).23]

6.7 STUDENTS WILL DESCRIBE THE MAJOR ISSUES, EVENTS, AND KEY PEOPLE OF THE EARLY CIVIL RIGHTS MOVEMENT INCLUDING DESEGREGATION OF FEDERAL JOBS AND THE ARMED FORCES; JACKIE ROBINSON BREAKING THE COLOR BARRIER; BROWN V. BOARD OF EDUCATION; ROSA PARKS; AND THE INTEGRATION OF CENTRAL HIGH SCHOOL IN LITTLE ROCK, ARK BY RESPONDING TO HISTORICAL TEXT/LITERATURE.

(3, 4, 6, 7, 8, 9) [NS: H3.(9-12).9] 7. TURBULENT 1960S AND THE CIVIL RIGHTS MOVEMENT 7.3 STUDENTS WILL DESCRIBE THE MAJOR ISSUES, EVENTS, AND KEY PEOPLE OF THE NATIVE

AMERICAN RIGHTS MOVEMENT INCLUDING AMERICAN INDIAN MOVEMENT, WOUNDED KNEE, LAND CLAIMS, AND THE ALCATRAZ OCCUPATION BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS.

(3, 4, 6, 7, 8, 9) [NS: H3.(9-12).9] 7.9 STUDENTS WILL COMPARE AND CONTRAST THE GOALS AND ACCOMPLISHMENTS OF THE

DOMESTIC POLICIES BETWEEN PRESIDENT KENNEDY AND PRESIDENT JOHNSON BY UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY SOURCES.

(1, 2, 3, 6, 8, 9) [NS: H2] 8. 1970S: DISCO AND DISILLUSION 8.2 STUDENTS WILL DESCRIBE THE FOREIGN POLICY OF RICHARD NIXON AND DETAIL THE

AMERICAN WITHDRAWAL FROM VIETNAM BY CONDUCTING RESEARCH. (2, 3, 6, 8, 9) [NS: H2, H3, H4] 8.8 STUDENTS WILL DESCRIBE THE EARLY ATTEMPTS AND EARLY ACCOMPLISHMENTS OF THE

ENVIRONMENTAL PROTECTION MOVEMENT BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS.

(1, 2, 7, 8, 9) [NS: H3, H4] 9. THE 1980S AND THE CONSERVATIVE REVOLUTION 9.3 STUDENTS WILL DESCRIBE THE DOMESTIC POLICIES OF RONALD REAGAN AND ASSESS THEIR

IMPACT ON POLITICS INCLUDING THE RISE OF CONSERVATISM, REAGANOMICS, AND THE WAR ON DRUGS BY SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS.

(1, 2, 4, 6, 7, 8, 9) [NS: H3, H4] 9.5 STUDENTS WILL ANALYZE THE ISSUES AND EVENTS INVOLVED IN THE PRESIDENTIAL ELECTION OF 1988 BY BY UTILIZING TECHNOLOGY RESOURCES. (2, 8, 9) [NS: H3, H4] 10. AMERICA IN THE AGE OF GLOBALIZATION 10.6 STUDENTS WILL EXPLAIN THE ECONOMIC, POLITICAL, AND TECHNOLOGICAL IMPACT ON THE

UNITED STATES OF THE FOLLOWING CONFLICTS, I.E., KOREA, VIETNAM, PERSIAN GULF WAR, IRAQ, AND THE WAR ON TERROR BY APPLYING WRITING STRATEGIES.

(1, 2, 3, 6, 8, 9) [NS: H2.(9-12).15] 10.12 STUDENTS WILL EXPLORE THE INFLUENCE OF LEGAL AND ILLEGAL IMMIGRATION ON THE

UNITED STATES BY CONDUCTING RESEARCH. (3, 6, 8, 9) [NS: H4.(9-12).10] 10.15 STUDENTS WILL DESCRIBE THE CHANGES IN DOMESTIC POLICY OF THE CURRENT

UNITED STATES PRESIDENT AS COMPARED TO THE RECENT PAST PRESIDENTS BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS. (2, 4, 6, 7, 8, 9) [NS: H3, H4]

U.S. GOVERNMENT – 7050 1.0 CONSTITUTIONAL UNDERPINNINGS 1.2 STUDENTS WILL ANALYZE THE MAJOR HISTORICAL EVENTS, DOCUMENTS, AND PEOPLE THAT

INFLUENCED THE CREATION OF THE UNITED STATES CONSTITUTION, INCLUDING ENGLISH LAW, JUDEO-CHRISTIAN BELIEFS, THE REVOLUTIONARY WAR, AND THE ARTICLES OF CONFEDERATION BY SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS.

(2, 3, 4, 5, 8, 9, 10) [NS: H2.(9-12).1; C13.(9-12).2] 1.4 STUDENTS WILL COMPARE AND CONTRAST THE COMPROMISES MADE DURING THE

CONSTITUTIONAL CONVENTION BY APPLYING WRITING STRATEGIES. (2, 3, 4, 5, 9, 10) [NS: C13]

1.5 STUDENTS WILL SUMMARIZE AND EVALUATE THE ARGUMENTS MADE DURING THE RATIFICATION OF THE UNITED STATES CONSTITUTION BY UTILIZING AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.

(2, 3, 4, 5, 9, 10) [NS: C13] 3.0 CIVIL RIGHTS AND CIVIL LIBERTIES 3.1 STUDENTS WILL ANALYZE THE UNITED STATES CONSTITUTION AND ITS AMENDMENTS IN

PROTECTING INDIVIDUAL RIGHTS, INCLUDING THE FOURTEENTH AMENDMENT’S PROVISIONS FOR DUE PROCESS AND EQUAL PROTECTION OF INDIVIDUAL RIGHTS THROUGH THE EXAMINATION OF LANDMARK CASES BY CONDUCTING RESEARCH. (2, 3, 4, 5, 9, 10) [NS: C13.(9-12).5]

3.2 STUDENTS WILL DESCRIBE KEY EVENTS WHICH PLAYED A MAJOR ROLE IN THE STRUGGLE FOR THE EXPANSION OF AFRICAN AMERICAN RIGHTS DURING THE LATE 19TH AND EARLY 20TH CENTURIES BY UTILIZING TECHNOLOGY RESOURCES.

(2, 3, 4, 5, 8, 9, 10) [NS: H3.(9-12).1, H3.(9-12).6] 3.3 STUDENTS WILL IDENTIFY, DESCRIBE, AND DISCUSS THE MAJOR ISSUES, EVENTS, AND

PEOPLE OF MINORITY RIGHTS MOVEMENTS, E.G., CIVIL RIGHTS ACT OF 1964, BLACK POWER MOVEMENT, UNITED FARM WORKERS, AMERICAN INDIAN MOVEMENT, VIVA LA RAZA, WOMEN’S RIGHTS MOVEMENT, INCLUDING THE IMPACT THESE EVENTS HAD ON LOCAL, STATE, AND NATIONAL GOVERNMENTS BY CONDUCTING RESEARCH. (2, 3, 4, 5, 8, 9, 10) [NS: H3.(9-12).7, H3.(9-12).9]

3.6 STUDENTS WILL ANALYZE THE POWER OF JUDICIAL REVIEW AND SUMMARIZE THE IMPACT OF THE FEDERAL COURT SYSTEM ON CIVIL RIGHTS AND CIVIL LIBERTIES BY APPLYING WRITING STRATEGIES. (1, 2, 3, 6, 7, 9, 10) [NS: C14.(9-12).12]

7.0 PUBLIC POLICY 7.6 STUDENTS WILL DESCRIBE THE UNITED STATES PAST FOREIGN POLICY OBJECTIVES AND

ACTIONS INCLUDING THE GOVERNMENT OFFICIALS’ ROLES IN DEVELOPING FOREIGN POLICY BY CONDUCTING RESEARCH.

(3, 7, 8, 9, 10) [NS: G5.(9-12).1-2, G5.(9-12).8, G7.(9-12).1; E12.(9-12).3-4; C16.(9-12).2-4] 7.8 STUDENTS WILL DISCUSS THE STRUCTURE OF AND THE PURPOSE OF UNITED STATES

MILITARY POLICY BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS. (1, 2, 3, 6, 7, 8, 9, 10) [NS: C14.(9-12).1-3, C16.(9-12).3]

7.12 STUDENTS WILL DESCRIBE THE UNITED STATES’ POLICY CONCERNING STRATEGIC, POLITICAL, AND ECONOMIC INTERESTS ON THE MIDDLE EAST, LATIN AMERICA, MEXICO, IMMIGRATION, TRADE, AND THE ENVIRONMENT BY PROVIDING CONTEMPORARY EXAMPLES.

(3, 7, 8, 9, 10) [NS: H4.(9-12).7; C16.(9-12).3]

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