pennsville school district · 2015-04-01 · pennsville school district aligned to the 2009 new...

PENNSVILLE SCHOOL DISTRICT

Aligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Social Studies

Course Title: United States History II Honors

Grade Level: 11th

Unit I: Culture and Politics of the

1920s

4 weeks

Unit II: Great Depression and the New

Deal

4 weeks

Unit III: World War II 4 weeks

Unit IV: Cold War (McCarthyism,

rebuilding of Europe, Containment

5 weeks

Unit V: America at mid-century/Era of

Social Change (Eisenhower, Growth of

Suburbs, Military-Industrial complex.

New Frontier)

6 weeks

Unit VI: Civil Rights Movement (Brown

v. BOE, Sit-Ins, MLK, Malcolm X)

5weeks

Unit VII: War Abroad, War at Home

(Vietnam, Great Society, Tet

Offensive, Watergate)

4 weeks

Unit VIII: Passage to a New Century

(Reagan, Global Economy, 9/11)

4 weels

Date Created: August 2013

Board Approved on: August 26, 2013

Unit I: Culture and Politics of the 1920s

Essential Questions:

1. How did the widespread use of automobiles change American society in the 1920s?

2. What political and cultural movements opposed modern cultural trends?

3. What were the key policies and goals articulated by Republican political leaders of the

1920s? How did they apply these to both domestic and foreign affairs?

4. Which Americans gained the most, and which were largely left, out during the postwar

prosperity, and why?

5. How did the new mass media reshape American culture?

Enduring Understandings:

1. The auto industry was the single most productive industry in America during the 1920s

and it stimulated public spending and extended the housing boom to the new suburbs.

2. Legislation like the Volstead Act of 1919 and the Immigration Act of 1921 and 1924

oppose modern cultural trends in America.

3. During the 1920s the Republican Party closely allied itself with American businesses by

cutting taxes on income, corporate profits and inheritances. Republicans also sought to

expand US markets abroad by focusing on trade with friendly governments for

productive enterprises.

4. American women gained the most from the post-war prosperity of the 1920s with

victories in labor, healthcare, and societal influence. Mexican and African Americans

were among the groups that faced racism and discrimination in housing, employment,

and societal standing.

5. Mass media established national standards and norms for much of our culture—dress,

habit, sounds, and social behavior

Key Terms:

1. “Return to Normalcy”

2. Henry Ford

3. Flappers

4. Marcus Garvey

5. Prohibition/Volstead Act

6. Dawes Plan

7. Fundamentalists

8. Harlem Renaissance

9. Scopes Trial

10. Teapot Dome Scandal

11. Kellogg Briand Treaty

Objectives:

Content Statement Strand CPI# Cumulative Progress

Indicator

8. The Emergence of

Modern America:

Roaring Twenties

The 1920s is

characterized as a

time of social,

economic,

technological, and

political change, as

well as a time of

emerging

isolationism, racial

and social tensions,

and economic

problems.

A. Civics,

Government, and

Human Rights

6.1.12.A.8.a Relate government

policies to the

prosperity of the

country during the

1920s, and determine

the impact of these

policies on business

and the consumer.

A. Civics,

Government, and

Human Rights

6.1.12.A.8.c

Relate social

intolerance,

xenophobia, and fear

of anarchists to

government policies

restricting

immigration,

advocacy, and labor

organizations.

Suggested Lesson Activities:

1. Introduction of PERSIA method of writing AP styled essays.

2. Creating an appropriate thesis.

3. DBQ on 1920s topics.

B. Geography, People, and the Environment

6.1.12.B.8.a Determine the impact

of the expansion of

agricultural

production into

marginal farmlands

and other ineffective

agricultural practices

on people and the

environment.

C. Economics,

Innovation, and

Technology

6.1.12.C.8.b

Relate social, cultural,

and technological

changes in the

interwar period to

the rise of a

consumer economy

and the changing role

and status of women.

Communication

Skills: All clusters rely

on effective oral and

written

communication

strategies for

creating, expressing,

and interpreting

information and ideas

that incorporate

technical terminology

and information.

A. Agriculture, Food,

& Natural Resources

Career Cluster

9.4.12.A.9 Develop and deliver

formal and informal

presentations using

appropriate media to

engage and inform

audiences.

4. In class timed free response essay using an appropriate thesis.

5. Philosophical chairs activity for alternate viewpoints.

Differentiated Learning:

1. Students may be grouped to review thesis materials.


3. Peer editing of materials.

Suggested Formative Assessments:

1. Vocabulary quizzes

2. Chapter quiz

3. In class writing assignments

Suggested Summative Assessments:

1. Unit tests

2. Take home DBQ analysis

3. In class timed essays

Unit II: Great Depression and New Deal


1. How did the policies and actions of the United States government contribute to the Great

Depression?

2. How did the Supreme Court and other branches of government clash over various aspects

of the New Deal?

3. What should the role of the government be in the economy?

4. What were three warning signs of impending economic crisis that existed before the

Great Depression?

5. What lasting impact does the New Deal have on society today?

6. What were some of the criticisms directed at the New Deal?


1. The combination of the Hawley-Smoot Tariff, easy credit, and overproduction of goods

combined to create the Great Depression.

2. Many New Deal programs were found to be unconstitutional according to the Supreme

Court.

3. Republicans and Democrats have differing views over what role the government should

have in the economy.

4. Warning signs of the impending crisis included, speculation in the stock market, easy

availability of credit, and the overproduction of goods were indicators of impending

economic catastrophe.

5. Aimed at recovery, relief and reform, New Deal programs had a lasting impact on the

size and scope of the government in citizen’s everyday lives.

6. Many critics of the New Deal said that President Roosevelt enlarged the power of the

federal government, slowed long term economic growth, and weakened the business

community.

Key Terms:

1. Hawley-Smoot Tariff

2. NLRB

3. FDIC

4. Dust Bowl

5. Social Security

6. Capitalism

7. Socialism

8. Volunteerism

9. New Deal

10. SMP

11. Supply and Demand

12. John Maynard Keynes

Objectives:


Indicator

1. The Great

Depression and

WWII: New Deal

Aimed at recovery,

relief, and reform,

New Deal programs

had a lasting impact

on the expansion of

the role of the

national government

in the economy.

A. Civics,

Government, and

Human Rights

6.1.12.A.10.a 1. Evaluate the

arguments of the

Supreme Court and

Executive branch

over the

constitutionality of

New Deal

programs.

A. Civics,

Government, and

Human Rights

6.1.12.A.10.c Evaluate the short-

and long-term impact

of the expanded role

of government on

economic policy,

capitalism, and

society.

B. Geography,

People, and the

Environment

6.1.12.B.10.a Assess the

effectiveness of New

Deal programs

designed to protect

the environment.

C. Economics,

Innovation, and

Technology

6.1.12.C.10.a Evaluate the

effectiveness of

economic regulations

and standards

established during this

time period in

combating the Great

Depression.

Suggested Lesson Activities

1. Discussion on the role of the federal government in the economy.

2. Read opposing viewpoints on the effectiveness of the New Deal policies.

3. Analyze multiple primary source documents pertaining to the New Deal legislation.

4. Write an inauguration speech for president FDR in 1932.

5. DBQ on New Deal

6. Compare and contrast WWI and WWII focusing on economic controls, labor relations,

Civil Liberties.



Communication

Skills: All clusters

rely on effective oral

and written

communication

strategies for creating,

expressing, and

interpreting

information and ideas

that incorporate

technical terminology

and information.

A. Agriculture,

Food, & Natural

Resources Career

Cluster

9.4.12.A.9 Develop and deliver

formal and informal

presentations using

appropriate media to

engage and inform

audiences.

Problem Solving and

Critical Thinking:

Critical and creative

thinking strategies

facilitate innovation and

problem-solving

independently and in

teams.

A. Agriculture,

Food, & Natural

Resources Career

Cluster

9.4.12.A.16 Employ critical

thinking skills (e.g.,

analyze, synthesize,

and evaluate)

independently and in

teams to solve

problems and make

decisions.


1. Students will work with partners to create an electronic database of New Deal programs.

2. Create a visual display that either supports or criticizes a New Deal program.

3. Students will be paired during reading assignments to aid in reading comprehension.


1. Answers to group discussions.

2. Primary source summary questions.

3. Rubric assessment of visual displays.

4. DBQ responses


1. Chapter tests

2. Written analysis of the effectiveness of the New Deal.

3. Electronic presentation that describes life during the Great Depression.

Unit III: World War II


1. What are the factors that led to the division of Europe at the onset of World War II?

2. Why did President Franklin D. Roosevelt take a stand of neutrality at the onset of WWII

in Europe?

3. How did the U.S. economy shift from producing domestic goods to producing military

goods prior to U.S. involvement in the war?

4. What were the key differences between the European and Pacific theaters of the war?

5. What were the experiences of the victims, perpetrators, and survivors of the Holocaust

and the reaction from the rest of the world?

6. What was the conclusion and long-term effects of WWII?

7. How did WWI and WWII affect the “home front”?


1. The combination of Hitler’s quest for a larger German empire and the weak governments

of Europe, in place after WWI, led directly to WWII.

2. The U.S. was in the middle of the Great Depression and could not afford the material or

human cost of another world war.

3. The sudden need for military goods pushed the country out of the Great Depression, by

requiring the conversion from peacetime to wartime economy.

4. Main differences between the European and the Pacific theaters were the geography,

culture, climate, and the type of warfare the allies were encountering.

5. Understand the rationale behind the Holocaust from multiple perspectives and the

development of international organizations to ensure human rights are protected.

6. Understand the results of WWII including the changing land borders, leaders, and the rise

of communism.

7. The rationale behind WWI and WWII were vastly different and their outcomes

determined how the respective home fronts changed during and after these conflicts.

Key Terms:

1. Neutrality

2. Island hopping

3. Atomic Bomb

4. Axis

5. Allied

6. Holocaust

7. Blitzkrieg

8. Communism

9. Kamikaze

10. Pearl Harbor

11. Iwo Jima

12. Hiroshima and Nagasaki

13. Berlin

14. Socialism

15. Siege

16. Final Solution

17. Kristallnacht

18. Korematsu v. U.S.

Objectives:


Indicator

The Great

Depression and

World War II:

World War II

The United States

participated in World

War II as an Allied

force to prevent

military conquests by

Germany, Italy, and

Japan.

Domestic and military

policies during World

War II continued to

deny equal rights to

African Americans,

Asian Americans, and

women.

A. Civics,

Government, and

Human Rights

6.1.12.A.11.e Assess the

responses of the

U.S. and other

nations to the

violation of

human rights that

occurred during

the Holocaust and

other genocides.

B. Geography, People,

and the Environment

6.1.12.B.11.a Explain the role

that geography

played in the

development of

military strategies

and weaponry in

WWII.

D. History, Culture, and

Perspectives

6.1.12.D.11.a

Analyze the roles

of various

alliances among

nations and their

leaders in the

conduct and

outcomes of

WWII.

Technological products

and systems are created

through the application

and appropriate use of

technological resources.

F. Resources for a

Technological World

8.2.12.F.2 Explain how material

science impacts the

quality of products.


1. Students will create a Venn diagram to compare and contrast the European and Pacific

theaters.

2. Students will analyze primary sources pertaining to experiences of Holocaust survivors.

Suggested readings include Elie Wiesel’s Night and The Diary of Anne Frank.

3. Interpret maps of the changing European borders before and after the war.

4. DBQ In class timed free response essay using an appropriate thesis.


6. Create a movie using Microsoft Movie Maker about women’s contributions to the war

effort.


1. Create an outline of the chapter to serve as a basis for a study guide.

2. Students will be paired during reading assignments to assist with reading comprehension.

3. Students will analyze political cartoons to gain a deeper understanding of WWII using

visual references.


1. Guided readings for chapters 24 and 25.

2. Rubric assessment of visual display.


4. Periodic quizzes to check for comprehension of material.


1. Chapter tests.

2. WWII/Holocaust journal entries.

3. Electronic presentation that describes women’s contribution to the war effort.

Unit IV: Cold War (Korea, United Nations, and the Space Race)


1. What was the United States’ containment policy towards communism at the height of the

Cold War?

2. What constitutional issues involving war powers, as they relate to the U.S. military

intervention in the Korean War, the Vietnam War, and other conflicts?

3. How effective was the Marshall Plan and regional alliances in the rebuilding of European

nations in the post WWII period?

4. What were the objectives and results of the Space Race from the perspectives of the

scientific community, the government, and the people?

5. What scientific advancements had the greatest impact on the national and global

economies and daily life?

6. What were the circumstances that led to the disintegration of the League of Nations and

the creation of the United Nations?

7. How did the Truman Doctrine shape US postwar foreign policy?


1. The United States’ policy of containment was based on economic and military aid to

countries that were on the brink of communism.

2. The redefined role of the United States in terms of the Constitutional declaration of war

and involvement in foreign affairs.

3. The Marshall Plan, through U.S. financial investments, helped ease the enormous damage

to European countries and their economies.

4. The Space Race was a source of intense nationalism, scientific advancement, and

heightened the Cold War rivalry with the Soviet Union.

5. Advancements such as Dr. Jonas Salk’s vaccination for Polio, and the beginning of the

computer age improved the lives of millions worldwide.

6. The League of Nations failed to garner the respect of the international community when

the United States did not join; this led to the League’s demise and the outbreak of WWII,

and the need for a stronger international organization, the United Nations.

7. The Truman Doctrine allowed the US to financially intervene in order to save other

nations from communism.

Key Terms:

1. Containment

2. Alliances

3. Sputnik

4. Apollo

5. Communism

6. Democracy

7. Capitalism

8. Marshall Plan

9. Truman Doctrine

10. League of Nations

11. United Nations

12. NASA

13. Satellite Nations

14. Iron Curtain

15. Nikita Khrushchev

16. Harry S Truman

17. NATO

18. John Maynard Keynes

Objectives:


Indicator

12. Postwar United

States: Cold War

Cold War tensions

between the United

States and communist

countries resulted in

conflict that

influenced domestic

and foreign policy for

over forty years.

A. Civics,

Government, and

Human Rights

6.1.12.A.12.a Analyze

ideological

differences and

other factors that

contributed to the

Cold War and to

the United States

involvement in

conflicts intended

to contain

communism,

including the

Korean War,

Cuban Missile

Crisis, and the

Vietnam War.

6.1.12.A.12.b Examine

constitutional

issues involving

war powers, as

they relate to the

United States

military

interventions in

the Korean War,

the Vietnam War,

and other

conflicts.

6.1.12.A.12.c Explain how the

Arab-Israeli

conflict influenced

American foreign

policy.

B. Geography,

People, and the

Environment

6.1.12.B.12.a Evaluate the

effectiveness of

the Marshall Plan

and the regional

alliances in the

rebuilding of

European nations

in the post World

War II period.

C. Economics,

Innovation, and

Technology

6.1.12.C.12.a Explain the

implications and

outcomes of the

Space Race from

the perspectives of

the scientific

community, the

government, and

the people.

6.1.12.C.12.c Analyze how

scientific

advancements

impacted the

national and

global economies

and daily life.

Gathering and

evaluating knowledge

and information from

a variety of sources,

including global

perspectives, fosters

creativity and

innovative thinking.

9.1.12.B.1 Present resources and

data in a format that

effectively

communicates the

meaning of the data

and its implications

for solving problems,

using multiple

perspectives.

Suggested Learning Activities:

1. Students will create a visual organizer to compare and contrast the Communist Bloc

countries with that of the NATO countries.

2. Students will analyze primary source documents pertaining to the McCarthy trials, and

documents relating to the end of the Korean and Vietnam wars.

3. Interpret maps of Communist Eastern Europe and the proximity of communism to

Western interests.

4. Students will complete guided readings for chapters 26 and 27.



7. Structured Academic Controversy on opposing viewpoints in unit


1. Create an outline of the chapter for basis of a study guide.

2. Review with students the resources available to them on www.classzone.com.

3. Students will analyze political cartoons to gain a further understanding of the Cold War.

4. Students will be paired during reading assignments to assist with decoding the text.


1. Guided Readings for chapters 26 and 27.

2. Rubric assessment for visual display.


4. Periodic quizzes to check for comprehension.

5. Oral and written vocabulary quizzes

http://www.classzone.com/


1. Chapter tests.

2. Map tests to identify the communist countries of Eastern Europe.

3. Debate the role and the level of involvement of the United States in rebuilding Europe

during the Cold War.

4. Free response essays

5. DBQ analysis

Unit V: America at Mid-century Living with Great Turmoil (Growth of the

suburbs, New Frontier, Cultural Revolution)


1. What was the lasting impact of the Great Society and how did it impact future political

campaigns?

2. In what ways did the United States’ legal system allow for racial discrimination?

3. What did the existing legal precedent say about the rights of U.S. citizens how did this

eventually change?

4. What were the methods Martin Luther King Jr. used to achieve greater racial equality and

why did some African Americans criticize his methods?

5. What were the objectives and results of the Freedom Riders from the perspectives of the

African American community, the Southern White community, and the U.S.

Government?

6. Why did African American organizations become more militant during the mid to late

1960’s?

7. How and why did the U.S. support France’s Vietnam War effort?

8. How did the Tonkin Gulf Resolution change the power of the presidency and why didn’t

Americans seem more alarmed?

9. What led to the growing concern in America about the Vietnam War?

10. Why was the draft considered manipulative, and how did the draft place further strain on

a country that is already socially stratified?


1. The Great Society greatly extended the power and reach of the federal government. It

was ultimately well intended but hastily conceived. Most of Johnson’s proposal’s proved

difficult to achieve with his massive tax cuts aimed at stimulating the economy.

2. Until the Civil Rights Act of 1964 there were few laws to protect African Americans

against discrimination in public accommodations.

3. In the 1896 Supreme Court case, Plessy v. Ferguson, the decsion stated that the policy of

separate but equal did not violate the 14th

amendment’s equal treatment under the law

clause. Legal segregation remained in affect until the 1954 Brown v. BOE case, which

ruled separate, could never be equal.

4. Martin Luther King Jr. used non-violence to gain civil rights for African Americans.

Mahatma Gandhi pioneered this approach although some African American leaders said

this approach was not enough in light of the growing violence portrayed against African

Americans.

5. The African American members of the freedom riders hoped to provoke a violent

reaction amongst the southern white population, which in turn would force the Kennedy

administration to enforce the federal law.

6. Most of the African American organizations became more militant during this time

period because the positive changes they sought were slow to come by, and the

increasing violence they were facing at the hands of the whites.

7. The U.S. involvement in Vietnam began in 1950 when the U.S. provided aid to France so

it could maintain its empire and repel the communist threat.

8. The Tonkin Gulf Resolution was not a declaration of war, but granted president Johnson

“all necessary measures to prevent further aggression.” The details of the attacks that led

to the Resolution were not disclosed to the American public.

9. The public felt that President Johnson’s administration was not honest about their

assessment of the Vietnam War. A credibility gap was forming between what the

government was stating and what the news was reporting.

10. Because the Vietnam War was losing popularity in America many young men found

ways around the draft by seeking deferments, medical excuses or by fleeing the country.

The young men who could not seek or afford deferments were often minorities.

Key Terms:

1. Great Society

2. Draft

3. Credibility Gap

4. Gulf of Tonkin Resolution

5. Plessy v. Ferguson

6. Brown v. BOE

7. SCLC

8. CORE

9. SNCC

10. Sit-in

11. James Meredith

12. Civil Rights Act of 1965

13. Ngo Dinh Diem

14. Domino theory

15. Ho Chi Minh Trail

16. Napalm

17. Conscientious Objector

18. Dove

19. Hawk

20. Tet Offensive

21. Lyndon B. Johnson

22. Robert McNamara

23. Malcolm X

24. Martin Luther King Jr.

Objectives


Indicator

Postwar United

States: Civil Rights

and Social Change

The Civil Rights

movement marked a

period of social

turmoil and political

reform, resulting in

the expansion of

rights and

opportunities for

individuals and

groups previously

discriminated against.

C. Economics,

Innovation, and

Technology

6.1.12.C.13.c Determine the

effectiveness of

social legislation

that was enacted

to end poverty in

the 1960s and

today.

A. Civics,

Government, and

Human Rights

6.1.12.A.13.b Analyze the

effectiveness of

national

legislation,

policies, and

Supreme Court

decisions (i.e., the

Civil Rights Act,

the Voting Rights

Act, the Equal

Rights

Amendment, Title

VII, Title IX,

Affirmative

Action, Brown v.

Board of

Education, and

Roe v. Wade) in

promoting civil

liberties and equal

opportunities.

D. History, Culture,

and Perspectives

6.1.12.D.13.a Determine the

impetus for the

Civil Rights

Movement, and

explain why

national

governmental

actions were

needed to ensure

civil rights for

African

Americans.

6.1.12.D.13.b Compare and

contrast the

leadership and

ideology of Martin

Luther King, Jr.,

and Malcolm X

during the Civil

Rights Movement,

and evaluate their

legacies.

The 20th Century

Since 1945:

Challenges for the

Modern World

Decolonization, the

emergence of new

independent nations,

and competing

ideologies changed

the political landscape

and national identities

of those involved, and

sometimes included

military

confrontations and

violations of human

rights.

International

migration and

scientific and

technological

improvements in the

second half of the

20th century resulted

in an increasingly

global economy and

society that are

challenged by limited

natural resources.

C. Economics,

Innovation, and

Technology

6.2.12.C.5.c Assess the impact of

the international arms

race, the space race,

and nuclear

proliferation on

international politics

from multiple

perspectives


and Perspectives

6.2.12.D.5.b Assess the impact

of Gandhi’s

methods of civil

disobedience and

passive resistance

in India, and

determine how

Leadership abilities

develop over time

through participation

in groups and/or

teams that are

engaged in

challenging or

competitive activities.

C. Collaboration,

Teamwork, and

Leadership

9.1.12.C.2 Analyze the common

traits of effective

state, national, or

international leaders.

Suggested Learning Activities

1. Students will complete guided readings for chapters 28-30.

2. Interpret maps of the Vietnam War and learn the importance of the Ho Chi Minh Trail,

Cambodia and Loas to the Vietcong.

3. Students will create a visual organizer to differentiate the non-violent Civil Rights groups

to the militant groups of the 1960’s.

4. Students will analyze primary source documents pertaining to the Gulf of Tonkin

Resolution, Civil Rights Movement, and the Great Society.




Differentiated Learning

1. Create an outline of the chapter for basis of a study guide.

2. Review with students the resources available to them on www.classzone.com

3. Students will analyze political cartoons to gain a further understanding of the Vietnam

War and the Civil Rights protests.


people from other

countries later

used his methods.



1. Guided readings for chapters 28-31.

2. Rubric assessment for visual display.


4. Periodic section quizzes to check for comprehension.



1. Chapter tests.

2. Map tests to identify the various geographical locations discussed in the unit. (SE Asia,

Southern U.S. etc…)

3. End of Unit essay on the tumultuous nature of the 1960s, and the events that took place.

Unit VI: Era of Social Change


1. What responsibility does an individual have to fulfill to be a member of a culture or a

society?

2. What lasting effects did the protests movements of the 1960’s have on society?

3. What unique political, social, and economic events did the Nixon administration inherit?

4. What did the election of Richard Nixon in 1968 signify?

5. What did the Watergate scandal reveal to the American public?

6. What was American’s reactions to returning Vietnam War veterans?

7. What problems did different groups of Latino immigrants face?

8. What effects did the civil rights and the antiwar movement have on women?


1. In order to be an active member in a community, an individual has to obey the laws that

govern the community and the social morays in order to gain acceptance.

2. The protest movements of the 1960’s led to a new generation of activism, consumer

protection, and political change.

3. Nixon took control of a country that had soaring inflation, social unrest, and a body of

voters infuriated by the dishonesty of the Johnson administration.

4. The election of Richard Nixon, a Republican, in 1968 signified that the American public

was growing tired of the Vietnam War.

5. The Watergate scandal revealed to the American public that the president is not above the

law.

6. At the end of the Vietnam War, Americans were growing increasingly angry and the

citizens did not receive returning veterans as heroes.

7. Latino immigrants faced high unemployment, ethnic prejudice, and discrimination.

8. The experiences gained in the civil rights movement and the antiwar movement led

women to organize and acknowledge that discrimination based on gender was a major

problem in America.

Key Terms:

1. Cesar Chavez

2. American Indian Movement

3. Betty Friedan

4. National Organization for Women

5. Equal Rights Amendment

6. Counter Culture

7. Woodstock

8. OPEC

9. Richard Nixon

10. New Federalism

11. Impeachment

12. Watergate

13. Committee to Reelect the President

Objectives:


Indicator

13. Postwar United

States: Civil Rights and

Social Change

The Civil Rights

movement marked a

period of social turmoil

B. Geography, People,

and the Environment

6.1.12.B.13.a Determine the

factors that led to

migration from

American cities to

suburbs in the

1950s and 1960s,

and describe how

and political reform,

resulting in the

expansion of rights and

opportunities for

individuals and groups

previously

discriminated against.

this movement

impacted cities.

D. History, Culture, and

Perspectives

6.1.12.D.13.c Analyze the

successes and

failures of

women’s rights

organizations, the

American Indian

Movement, and

La Raza in their

pursuit of civil

rights and equal

opportunities.

6.1.12.D.13.f Relate the

changing role of

women in the

labor force to

changes in family

structure.

6.1.12.D.13.d Determine the

extent to which

suburban living

and television

supported

conformity and

stereotyping

during this time

period, while new

music, art, and

literature acted as

catalysts for the

counterculture

movement.

14. Contemporary

United States:

Domestic Policies

Differing views on

government’s role in

social and economic

issues led to greater

partisanship in

government decision

making.

The increased economic

prosperity and

opportunities

experienced by many

masked growing

tensions and disparities

experienced by some

individuals and groups.

Immigration,

educational

opportunities, and

social interaction have

led to the growth of a

multicultural society

with varying values and

perspectives.

A. Civics, Government,

and Human Rights

6.1.12.A.14.d Analyze the

conflicting

ideologies and

actions of political

parties regarding

spending

priorities, the role

of government in

the economy, and

social reforms.

C. Economics,

Innovation, and

Technology

6.1.12.C.14.b Judge to what

extent government

should intervene

at the local, state,

and national levels

on issues related

to the economy

D. History, Culture, and 6.1.12.D.14.b Assess the

Perspectives effectiveness of

actions taken to

address the causes

of continuing

urban tensions and

violence.

Information accessed

through the use of

digital tools assists in

generating solutions

and making decisions.

F. Critical Thinking,

Problem Solving,

and Decision-

Making

8.1.12.F.2 Analyze the

capabilities and

limitations of current

and emerging

technology resources

and assess their

potential to address

educational, career,

personal, and social

needs.

Suggested Learning Activities:

1. Students will create a poster that is either supportive or critical of President Nixon during

the Watergate scandal.

2. Students will analyze primary source documents of the Watergate break in and cover-up

attempt by Richard Nixon.

3. Students will complete guided readings for the chapters in this unit.

4. Students will create a research paper on a counterculture personality.

Differentiated Instruction:

1. Create an outline of the chapter as a basis for a study guide.



4. Students will create flashcards in class to help with the memorization of facts.

Suggested Formative Assignments:

1. Guided readings for chapters in this unit.

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_Technology.aspx





2. Rubric assessment for the Nixon poster project.

3. Primary source responses.




1. Chapter tests

2. Essay response on the end of U.S. involvement in the Vietnam War.

3. A student created timeline of events covered in this unit.

Unit VII: Passage to a New Century


1. What economic and foreign policy problems confronted the presidents of the 1970s?

2. What significant achievements and failures, in terms of foreign policy, were produced

during the 1970s?

3. What reasons can be given for the resurgence of conservative values, and the New Right?

4. How did national concerns change during this decade?

5. What political, social, and economic changes occurred for women during the 1980s?

6. What technological advances occurred during the early 1990s and how does that impact

us today?

7. What are the causes of urban flight and what impact does this have on our cities?

8. What challenges are we as a country faced with in the 21st century?


1. During the 1970s the United States suffered from high unemployment, inflation, and an

oil embargo created by OPEC. It was also trying to remain neutral in the Arab-Israeli

conflict.

2. A significant achievement of President Carter, was his ability to negotiate a peace

between Egypt and Israel in 1978. A major foreign policy blunder was the handling of

the Iran Hostage Crisis in 1979.

3. The resurgence of conservative values was borne out of the public’s concern of the

government’s growing size and influence in their everyday lives.

4. During this time period the nation changed its focus from a concern of foreign policy to a

focus on the issues facing themselves.

5. Women were now getting elected into higher positions in the government and chosen for

cabinet level positions. Women also were making up a larger percentage of the

workforce.

6. During the 1990s the internet became popular in many households, by 2003 131 million

Americans used the Internet regularly.

7. Many citizens left large cities for the suburban lifestyle, businesses moved along with the

citizens leaving little tax base and a crumbling infrastructure.

8. The United States faces economic concerns as its manufacturing base has largely been

outsourced; it also faces threats to our national security.

Key Terms:

1. Jimmy Carter

2. Gerald Ford

3. New Right

4. Camp David Accords

5. Conservative coalition

6. Ronald Reagan

7. Supply side economics

8. EPA

9. Strategic Defense Initiative

10. Geraldine Ferraro

11. AIDS

12. Gulf War

13. Tiananmen Square

14. Glasnost

15. Perestroika

16. NAFTA

17. George W. Bush

Objectives:


Indicator

14. Contemporary

United States:

A. Civics,

Government, and

6.1.12.A.14.b Analyze how the

Supreme Court

Domestic Policies

Differing views on

government’s role in

social and economic

issues led to greater

partisanship in

government decision

making.

The increased

economic prosperity

and opportunities

experienced by many

masked growing

tensions and

disparities

experienced by some

individuals and

groups.

Immigration,

educational

opportunities, and

social interaction have

led to the growth of a

multicultural society

with varying values

and perspectives.

Human Rights has interpreted the

Constitution to

define the rights

of the individual,

and evaluate the

impact on public

policies.

6.1.12.A.14.d Analyze the

conflicting

ideologies and

actions of political

parties regarding

spending

priorities, the role

of government in

the economy, and

social reforms.

B. Geography,

People, and the

Environment

6.1.12.B.14.c Evaluate the

impact of

individual,

business, and

government

decisions and

actions on the

environment, and

assess the efficacy

of government

policies and

agencies in New

Jersey and the

United States in

addressing these

decisions.


and Perspectives

6.1.12.D.14.a Determine the

relationship

between United

States domestic

and foreign

policies.

6.1.12.D.14.d Evaluate the

extent to which

women,

minorities,

individuals with

gender

preferences, and

individuals with

disabilities have

met their goals of

equality in the

workplace,

politics, and

society.

15. Contemporary

United States:

International

Policies

The United States has

used various methods

to achieve foreign

policy goals that

affect the global

balance of power,

national security,

other national

interests, and the

development of

democratic societies.

C. Economics,

Innovation, and

Technology

6.1.12.C.15.a Relate the role of

America’s

dependence on

foreign oil to its

economy and

foreign policy.

16. Contemporary

United States:

Interconnected

Global Society

Scientific and

technological changes

have dramatically

affected the economy,

the nature of work,

education, and social

interactions.

A. Civics,

Government, and

Human Rights

6.1.12.A.16.a

Determine the impact

of media and

technology on world

politics during this

time period.

C. Economics,

Innovation, and

Technology

6.1.12.C.16.c Assess the impact

of international

trade, global

business

organizations, and

overseas

competition on the

United States

economy and

workforce.

The ability to

recognize a problem

and apply critical

thinking and problem-

solving skills to solve

the problem is a

lifelong skill that

develops over time.

A. Critical Thinking

and Problem Solving

9.1.12.A.1 Apply critical

thinking and problem-

solving strategies

during structured

learning experiences.

Leadership abilities

develop over time

through participation

in groups and/or

teams that are

engaged in

challenging or

competitive activities.

C.

Collaboration,

Teamwork, and

Leadership

9.1.12.C.2 Analyze the common

traits of effective

state, national, or

international leaders.


1. Students will graph the rate of inflation through the 1970s using statistics gathered from

the library and compare it with the current rate.

2. Students will use primary sources relating to the Arab-Israeli conflict in an attempt to

gain a better understanding of this long-standing feud.

3. Students will interpret maps of the changing borders of the Middle East and be able to

identify these changes as possible sources of conflict.

4. Student created outline of the chapters in this unit.

5. Students created vocabulary word flash cards.

6. Student debate on supply side economics and the use of tax cuts as monetary policy.





1. Create an outline of the chapter as a basis for a study guide.




4. Students will create flashcards in class to help with the memorization of facts.

5. Students will peer edit rough drafts on writing assignments for constructive criticisms.


1. Guided Readings for the chapters in this unit.



4. Rubric assessment of research related to the inflation of the 1970s.



1. Chapter tests

2. Essay on the impact of technology in student’s personal life.

3. Electronic presentation that compares the uses, capabilities and availability of technology

to students in the 1980s and today.

4. Timeline of significant foreign policy events from the First Gulf War to 9/11.

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