scope & sequence united states history ii – advanced...

Gateway Regional School District

SCOPE & SEQUENCE

United States History II – Advanced

(Review US History I plus US II standards 1-5 then focus on US II Standards US.II.6 through US II.33)

of 240 Developed by James Duggan and Nichola Vooys based on August 2003 Massachusetts History and Social Science Framework – Standards for US History I & II April 2009

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Textbook - American Anthem published by Holt, Rinehart and Winston in 2009.

CONTENT STANDARD - The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789 USI.1 Explain the political and economic factors that contributed to the American Revolution. (H, C) A. the impact on the colonies of the French and Indian War, including how the war led to an overhaul of British imperial policy from 1763 to 1775 B. how freedom from European feudalism and aristocracy and the widespread ownership of property fostered individualism and contributed to the Revolution

Students will KNOW:

� The political and economic causes and effects that result in the American Revolution. � How the French and Indian War impacted British policy towards the colonies � How individualism and property ownership fostered the desire for freedom from European control Students will be able to DO: � Make a timeline of events leading to the American Revolution � Identify cause and effect events on the timeline � Compare maps of North America before and after 1763 � Write a document-based essay interpreting the causes and effects of the American Revolution

Review by: � Analyzing documents in The

Declaration: A Primary Source

Book, designed by the Teaching American History Professional Development Project for MCAS preparation. Divide students into small groups to analyze the documents in a document shuffle format. Then have students present their findings to the class for discussion. � Having students answer practice open-response questions. � Using technology, such as Timeliner 5.1 or Apple Works have students construct a timeline of events by synthesizing the key events of the American Revolution and organizing the information to show cause and effect relationships. � Have students explain and interpret the causes of the American Revolution by writing a document-based essay. � Have students make puzzles for other students to complete.

Instructional Strategies and Asssessment from 8th grade course will be added when Gary Moriarty and John Zmud complete their work on “their” standards

May

USI.2 Explain the historical and intellectual influences on the American Revolution and

Students will KNOW: � Enlightenment philosophers who influenced the formation of the American

Review by: � Using Inspiration, have students create a graphic organizer or concept

Instructional Strategies and Asssessment from 8th grade course will be added when Gary Moriarty and John Zmud complete

May


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the formation and framework of the American government. (H, C) A. the legacy of ancient Greece and Rome B. the political theories of such European philosophers as Locke and Montesquieu Seminal Primary Documents

to Read: Mayflower Compact (1620) Seminal Primary Documents

to Consider: Massachusetts Body of Liberties (1641) and John Locke’s Treatises of Civil Government (1690)

Government � Greek and Roman ideals which influenced a democratic plan of government �

Students will be able to DO: � Identify ideas of Locke and Montesquieu that are embodied in the U.S. Constitution

map synthesizing the philosophies of the Enlightenment that influenced the American plan of government. � After reading excerpts of writings by Hobbes, Locke, and Rousseau, have students work in small groups to make a chart comparing and contrasting the philosophies of Hobbes, Locke, Rousseau, and Montesquieu and the ways in which these philosophies shaped the founding of the nation. � Analyze and evaluate seminal documents such as the Suffolk Resolves, local declarations of independence, Henry’s “Liberty or Death” speech, and the Virginia Statute for Religious Freedom. � Analyze the Declaration of Independence and determine the purpose, audience, roots, content, structure, and effects of the Declaration. � Make a chart showing how each document influenced the Declaration of Independence. � Having students answer practice open-response questions. � Have students make puzzles for other students to complete.

their work on “their” standards

USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas

Students will KNOW: � Concept that all men are created equal and are endowed with unalienable rights of life, liberty and the pursuit of happiness

Review by: � Read the article “Making Sense of the Fourth of July” to trace the history of the Declaration and its


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Jefferson. (H, C) Seminal Primary Documents

to Read: the Declaration of Independence (1776) Seminal Primary Documents

to Consider: the Suffolk Resolves (1774) and the Virginia Statute for Religious Freedom (1786)

� People can abolish government and institute new government which supports the rights of the people Students will be able to DO:

� Identify ways that the British government violated the rights of the people � Explain how the Declaration of Independence would create a new government for the American people protecting unalienable rights

influence on American ideals of freedom. Have students complete an article review form, noting the author’s thesis, three facts or arguments the author uses to support the thesis, bias or faulty reasoning on the part of the author, and new terms or concepts presented in the article. � Complete primary source analysis worksheets and have students or groups present their findings to other members of the class. � Have students work in groups to analyze the Declaration of Independence and determine the purpose, audience, roots, content, structure, and effects of the Declaration. Present group findings in a poster or slide show. � Research reactions to the Declaration of Independence. Write a report that compares and contrasts people who supported the Declaration of Independence and those who remained loyal to Britain. Explain the differing views that Loyalists and Patriots had. � Have students work in small or mixed-ability pairs to write short, simple summaries of each sentence or paragraph of the Declaration. Once they have finished, ask them to work through the document and


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make a list of words they cannot define or understand. Have them use an on-line dictionary to define the words. � Organize students into small groups, and have each group review the grievances against the king that are listed in the Declaration. Have the groups create a numbered list of grievances in simple, easy-to-understand language. Have groups rank order the grievances. Discuss group lists as a class. � Organize the class into small groups, and have them plan an Independence Day celebration that observes independence but also informs people about the purpose, goals, and consequences of the Declaration. � Analyzing documents in The


Book, designed by the Teaching American History Professional Development Project for MCAS preparation. Divide students into small groups to analyze the documents in a document shuffle format. Then have students present their findings to the class for discussion. � Having students answer practice open-response questions.


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USI.4 Analyze how Americans resisted British policies before 1775 and analyze the reasons for the American victory and the British defeat during the Revolutionary war. (H)

Students will KNOW: � Sequence of events that lead to the American Revolution � Major battles of the war and why, with French support, the Americans won

Students will be able to DO: � Identify the events which lead to the Revolution and explain their cause and effect relationship � Show how the Americans win the war with assistance from France

Review by: � Have students construct a timeline of the events from 1763 to 1775, which led to the American Revolution. � Have students make a map of the major battles of the Revolutionary War. � Write a thesis statement explaining the reasons for American victory. � Research a significant Revolutionary War site that tourists can visit today. Then create a brochure that teaches tourists the significance of your site and encourages them to visit. � Research soldiers of the American Revolution. Then create an infographic illustrating a soldier that took part in the American Revolution. Include information about the soldier, a description of the equipment he or she used, and a small map showing the areas your soldier might have fought in. � Have students write an eyewitness account of an important battle. Have volunteers read their accounts to the class. � Have students create a chart or web diagram showing the different groups who participated in the Revolutionary War as well as the


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contributions each made to the war effort. � View and critique films such as The Crossing. � Analyze an excerpt of Paine’s The

Crisis. Have students write a summary and evaluation of the source. � Having students answer practice open-response questions. � Have students make puzzles for other students to complete.

USI.5 Explain the role of Massachusetts in the revolution, including important events that took place in Massachusetts and important leaders from Massachusetts. (H) A. the Boston Massacre B. the Boston Tea Party C. the Battles of Lexington and Concord and Bunker Hill D. Sam Adams, John Adams, and John Hancock Seminal Primary Documents

to Consider: the Massachusetts Constitution (1780)

Students will KNOW: � Initial role that Massachusetts play in starting the revolution and providing leaders to the Continental Congress Students will be able to DO:

� Show the cause and effect relationship of events in Massachusetts which lead to the revolution

Review by: � Have students work in small groups to make a timeline of events occurring in Massachusetts, which led to the American Revolution. In small groups students could make a map of key events that occurred along the Freedom Trail. � After analyzing primary sources dealing with the Boston Massacre, have students work in small groups to develop a theory as to what really happened. � Organize a mock trial of the British soldiers involved in the Boston Massacre. Have students research key players and witnesses and perform their roles in the trial. � Read an excerpt of The

Shoemaker And The Tea Party and answer discussion question. � Have students work in small



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groups to analyze excerpts of the Massachusetts Constitution and U.S. Constitution and create a visual or chart comparing the two documents. � Analyze and discuss Otis’ speech. � Organize the students into small groups. Have each group research the Boston Massacre. Have each group write a news story about the event and the Boston Massacre trial. Discuss the jury’s verdict. � View and discuss HBO’s movie John Adams. � Organize the class into groups. Have each group analyze primary and secondary sources dealing with the Battle of Lexington and Concord. Have each group create a flyer describing the events of April 18th and 19th from either the Patriot or British point of view. � Having students answer practice open-response questions. � Have students make puzzles for other students to complete. � Analyzing documents in The


Book, designed by the Teaching American History Professional Development Project for MCAS preparation. Divide students into small groups to analyze the documents in a document shuffle format. Then have students present


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their findings to the class for discussion.

USI.6 Explain the reasons for the adoption of the Articles of Confederation in 1781, including why its drafters created a weak central government; analyze the shortcomings of the national government under the Articles; and describe the crucial events (e.g., Shays’s rebellion) leading to the Constitutional Convention. (H, C) Seminal Primary Documents

to Read: the Northwest Ordinance (1787)

Students will KNOW: � Why the Articles of Confederation created a weak central government � Why Shays rebellion and other shortcomings of the government of the Articles of Confederation lead to the call for a Constitutional Convention Students will be able to DO: � List the shortcomings of the Articles of Confederation � Explain why the central government was intended to be weak under the Articles of Confederation

Review by: � Teachers could have students work in small groups make a chart outlining the accomplishments and problems of the Articles of Confederation and the reasons why solutions were difficult. � After reading primary sources dealing with Shays’s Rebellion, such as the General Benjamin Lincoln’s account, the Hampshire County Convention’s resolutions, and the correspondence of Washington and Jefferson, have students create a museum exhibit or debate page showing the causes, effects, and key events of Shays’s Rebellion. Students could include items such as original political cartoons, choice quotations of opposing viewpoints, an inscription on a historical marker, and chronology. � Create a chart documenting the laws and systems of the Land Ordinance of 1785 and the Northwest Ordinance. � Organize the class into small groups. Have each group serve as a congressional committee that is in charge of drafting plans for a new


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American government. Have each group identify several economic, political, or social problems that it hopes the national government will address. Have students write a plan for a new government that will address the problems they have listed. � To help students understand the provisions of the Northwest Ordinance for creating new states, have students make a graphic organizer showing the steps needed for a territory to become a state. � Having students answer practice open-response questions. � Have students make puzzles for other students to complete.

USI.7 Explain the roles of various founders at the Constitutional Convention. Describe the major debates that occurred at the Convention and the “Great Compromise” that was reached. (H, C) Major Debates

A. the distribution of political power B. the rights of individuals C. the rights of states D. slavery Founders

Students will KNOW: � Most of the delegates at the Constitutional Convention � Main compromises that were incorporated into the Constitution Students will be able to DO:

� Identify delegates at the convention � Debate the issues at the convention and their compromises

Review by: � Assign each student a delegate at the convention to research, and simulate the debates of the Constitutional Convention. � Research a Constitutional Convention leader and write a short

biography. � Analyze excerpts from Madison’s Notes on the Constitution Convention, and have students write summaries of the main arguments (synthesis). � After students conduct research, have students create a graphic organizer showing the major debates


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A. Benjamin Franklin B. Alexander Hamilton C. James Madison D. George Washington Seminal Primary Documents

to Read: the U.S. Constitution

and the compromises reached. � Have students create a visual representation of a delegate and his positions on the main issues of the Constitution Convention. � Have students create a chart of a delegate’s positions on the issues at the Constitution Convention. � Develop a multimedia presentation on the Constitutional Convention. � Organize the students into small groups. Assign each group a state. Have each group decide whether or not they would accept the Virginia Plan or New Jersey plan. Each group should write a rationale for its decision. Next have each group explain how the Great Compromise benefits or hurts their assigned state. � Having students answer practice open-response questions. � Have students make puzzles for other students to complete.

USI.8 Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key ideas contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent

Students will KNOW: � Why there was opposition to the Constitution � Ideas in the Federalist Papers that are supporting the approval of the Constitution � Position of the anti-Federalists and objections to the Constitution Students will be able to DO: � Explain reasons for supporting and

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � After reading excerpts of The

Federalist Papers and Anti-Federalist papers, conduct an


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judiciary. (H, C) Seminal Primary Documents

to Read: Federalist Paper number 10 Seminal Primary Documents

to Consider: Federalist Papers numbers 1, 9, 39, 51, and 78

opposing the ratification of the Constitution � Cite the Federalist papers

informal debate between the two sides. � Simulate a ratification debate. � Analyze The Federalist, numbers 1, 9, 10, 39, 51, and 78. Have students complete a primary source analysis sheet noting the author, type of document, intended audience, main ideas, bias or faulty reasoning, and anything notable that is missing from the document. � Imagine a debate between a Federalist and an Anti-Federalist and write a dialog. � Organize students into small groups. Have each design a web page for the Federalists and a web page for the Anti-Federalists. � Make a chart comparing and contrasting the Federalist and Anti-Federalist positions

USI.9 Explain the reasons for the passage of the Bill of Rights. (H, C) A. the influence of the British concept of limited government B. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons

Students will KNOW: � Why the Bill of Rights was added to the Constitution � Basic rights contained in the first ten Amendments � Limitations on the power of government Students will be able to DO:

� Identify limitations on the power of government � Explain why the Bill of Rights satisfied many people who objected to the passage of

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Analyze the Bill of Rights and have the students summarize each amendment in their own words. � Reader’s theater of the debate over the necessity of a Bill of Rights.


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accused of crimes Seminal Primary Documents

to Read: the Bill of Rights (1791) Seminal Primary Documents

to Consider: Magna Carta (1215) and the English Bill of Rights (1689)

the Constitution � List the rights expressed in the Bill of Rights

� Have students read the Bill of Rights and discuss the meaning of the first ten amendments. Have students identify and explain the amendment that they think is the most important. Then have students work in groups to design postage stamps honoring the Bill of Rights. Display and discuss students’ work. � Have students bring in newspaper articles dealing with the amendments and civil liberties. Have students explain their articles.

USI.10 On a map of North America, identify the first 13 states to ratify the Constitution. (H, G)

Students will KNOW:

� Location of the first 13 states to ratify the Constitution Students will be able to DO:

� Identify the first 13 states to ratify the Constitution

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Complete an outline map of the first 13 states to ratify the Constitution. � Use an on-line interactive map of the original 13 states.


May

CONTENT STANDARD - The Formation and Framework of American Democracy USI.11 Describe the purpose and functions of government. (H, C)

Students will KNOW: � The purpose and functions of government. � � � Students will be able to DO:

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard.

Instructional Strategies and Asssessment from 8th grade course will be added when Gary Moriarty and John Zmud complete their work on “their” standards May


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� Describe the purpose and functions of government. � � � �

� The class will investigate the Mission Statement of Gateway High student guide. From there we will compare it to the Preamble of the Constitution and how that is a Mission Statement for our government. In addition we’ll investigate the first governments and why they formed. What did they provide? � Have students analyze The

Federalist Numbers 10 and 51 and ask them to describe the purpose and functions of government according to James Madison. Then have students work in groups to make a slogan or symbol that captures the purpose of government.

USI.12 Explain and provide examples of different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. (H, C)

Students will KNOW: � The different forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. � � �

Students will be able to DO: � Explain and provide examples of different

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Interactive lecture on the different forms of government and who used these forms of government.


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forms of government, including democracy, monarchy, oligarchy, theocracy, and autocracy. � � � �

� Have students conduct research on the various types of government. In small groups have students list the pros and cons of each type of government. Then have the groups rank order the types of government. Conduct an informal debate on the pros and cons of each of the governments. Close by having students write a personal reflection on which form of government they would prefer to live under and why.

USI.13 Explain why the United States government is classified as a democratic government. (H, C)

Students will KNOW: � Why the United States government is classified as a democratic republic. � That the U.S. Constitution is the world's oldest living constitution. � The purpose and structure of the Constitution and its articles. � The powers and responsibilities of the executive, legislative, and judicial branches. � The first ten amendments to the Constitution and the fundamental liberties protected by those articles. � Federalism, the system of checks and balances, and the separation of powers. � � � Students will be able to DO:

� Explain why the United States government is a democratic republic.

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Have students analyze The

Federalist Number 10 and write a document analysis paper that requires students to provide a summary and evaluation of Madison’s arguments. � The instructor will read several newspaper headlines. Then the class will be asked to explain the relationship between newspapers and the Constitution. Remind students that the Constitution is the world's oldest living constitution because it has the ability to grow and change with the needs of the


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� Explore and analyze the Constitution as a primary source. � Make a visual summary or outline of the U.S. Constitution � � � �

nation. Ask students to recall the meaning of the term "popular sovereignty." Then the class will read the Preamble aloud. Remind students that the Preamble, although short, was hotly debated in the state ratifying conventions because several delegates objected to the phrase "We the People," because they had been appointed by the states rather than elected by the people. Discuss federalism, national supremacy, and the separation of powers. Ask the class: Who are the people the framers referred to? What is the purpose of the Preamble? Explain that the Preamble explains the mission statement of the government under the Constitution. Show the students a visual summary of the Constitution. Have students break into small groups. Assign each group an article of the Constitution and have them prepare a concise presentation explaining how their assigned article fits into the Constitution, helping to balance power and ensure that the government will function effectively. Each presentation should address the focus of the article as well as address each of the applicable comprehension and review questions suggested in the


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Constitution Handbook. Students will present their findings to the class as the class previews the Constitution. In small groups students will read the Constitution and address the following: How does the organization and election of the House and the Senate reflect attitudes that existed in 1787? Why is impeachment held in the House and the trial in the Senate? What does this tell you about the Founding Fathers' attitude toward "popular" government? Why are all revenue bills required to originate in the House of Representatives? Examine the powers given Congress in Article I, Section 8. How does this section make the Constitution different from the Articles? Outline how the president was elected before the ratification of the Twelfth Amendment. What role did the popular vote play in this process? Why was it designed this way? List the specific powers given the president, and be prepared to follow the evolution of these powers. Why are Supreme Court justices (and judges on inferior courts) appointed rather than elected, and why do they hold office during good behavior? Look at the terms of office for the other branches. What does this


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reveal about what the people can, and cannot, do regarding changes in their government? Why was it done this way? How does the amendment process under the Constitution differ from that under the Articles? Why was this change made? Reread the second paragraph of Article VI. According to this article, is the Constitution creating a national or a federal government? The class will discuss groups' findings. � Have students work in small groups to make a visual summary or outline of the Constitution.

USI.14 Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C)

Students will KNOW: � The characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. � � �

Students will be able to DO: � Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � The instructor will read several newspaper headlines. Then the class will be asked to explain the relationship between newspapers and the Constitution. Remind students that the Constitution is the world's oldest living constitution because it has the ability to grow and change with the needs of the nation. Ask students to recall the meaning of the term "popular sovereignty." Then the class will


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powers, checks and balances, and individual rights. � Explore and analyze the Constitution as a primary source. � Make a visual summary or outline of the U.S. Constitution. � Write an essay dealing with one of the first ten amendments. � � � �

read the Preamble aloud. Remind students that the Preamble, although short, was hotly debated in the state ratifying conventions because several delegates objected to the phrase "We the People," because they had been appointed by the states rather than elected by the people. Discuss federalism, national supremacy, and the separation of powers. Ask the class: Who are the people the framers referred to? What is the purpose of the Preamble? Explain that the Preamble explains the mission statement of the government under the Constitution. Show the students a visual summary of the Constitution. Have students break into small groups. Assign each group an article of the Constitution and have them prepare a concise presentation explaining how their assigned article fits into the Constitution, helping to balance power and ensure that the government will function effectively. Each presentation should address the focus of the article as well as address each of the applicable comprehension and review questions suggested in the Constitution Handbook. Students will present their findings to the class as the class previews the


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Constitution. In small groups students will read the Constitution and address the following: How does the organization and election of the House and the Senate reflect attitudes that existed in 1787? Why is impeachment held in the House and the trial in the Senate? What does this tell you about the Founding Fathers' attitude toward "popular" government? Why are all revenue bills required to originate in the House of Representatives? Examine the powers given Congress in Article I, Section 8. How does this section make the Constitution different from the Articles? Outline how the president was elected before the ratification of the Twelfth Amendment. What role did the popular vote play in this process? Why was it designed this way? List the specific powers given the president, and be prepared to follow the evolution of these powers. Why are Supreme Court justices (and judges on inferior courts) appointed rather than elected, and why do they hold office during good behavior? Look at the terms of office for the other branches. What does this reveal about what the people can, and cannot, do regarding changes in their government? Why was it done


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(Assessment) Month

this way? How does the amendment process under the Constitution differ from that under the Articles? Why was this change made? Reread the second paragraph of Article VI. According to this article, is the Constitution creating a national or a federal government? The class will discuss groups' findings. � Have students work in small groups to make a visual summary or outline of the Constitution. � Have students choose one of the first ten amendments and write an essay explaining why it is important to them.

USI.15 Explain the varying roles and responsibilities of federal, state, and local governments in the United States. (H, C)

Students will KNOW: � The varying roles and responsibilities of federal, state, and local governments in the United States. � The difference between a town and a city form of government in Massachusetts, including the difference between a representative and an open-town meeting. � � � Students will be able to DO: � Explain the varying roles and responsibilities of federal, state, and local governments in the United States.

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Using the Massachusetts and U.S. Constitutions, have students make a concept map or graphic organizer showing the roles and responsibilities of federal, state, and local governments in the U.S. Visuals should also demonstrate the relationship between local, state, and federal government. � Ask students to explain why we have a representative government


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� Explain the difference between local town government vs. state government and the reasons behind these differences. � � � �

vote on the majority of our state and federal laws instead of “the people.” Discuss: What makes it easier for the town meeting style voting in local government problems? � Invite a local or state legislator or town administrator to speak to classes about the roles and responsibilities of federal, state and local government.

USI.16 Describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. (H, C)

Students will KNOW: � The evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. � � �

Students will be able to DO: � Describe the evolution of the role of the federal government, including public services, taxation, economic policy, foreign policy, and common defense. � Explore and analyze the Constitution. Make an annotated and illustrated time line. � � � �

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � The instructor will read several newspaper headlines. Then the class will be asked to explain the relationship between newspapers and the Constitution. Remind students that the Constitution is the world's oldest living constitution because it has the ability to grow and change with the needs of the nation. Ask students to recall the meaning of the term "popular sovereignty." Then the class will read the Preamble aloud. Remind students that the Preamble, although short, was hotly debated in the state ratifying conventions because several delegates objected to the



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phrase "We the People," because they had been appointed by the states rather than elected by the people. Discuss federalism, national supremacy, and the separation of powers. Ask the class: Who are the people the framers referred to? What is the purpose of the Preamble? Explain that the Preamble explains the mission statement of the government under the Constitution. Show the students a visual summary of the Constitution. Have students break into small groups. Assign each group an article of the Constitution and have them prepare a concise presentation explaining how their assigned article fits into the Constitution, helping to balance power and ensure that the government will function effectively. Each presentation should address the focus of the article as well as address each of the applicable comprehension and review questions suggested in the Constitution Handbook. Students will present their findings to the class as the class previews the Constitution. In small groups students will read the Constitution and address the following: How does the organization and election of the House and the Senate reflect


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attitudes that existed in 1787? Why is impeachment held in the House and the trial in the Senate? What does this tell you about the Founding Fathers' attitude toward "popular" government? Why are all revenue bills required to originate in the House of Representatives? Examine the powers given Congress in Article I, Section 8. How does this section make the Constitution different from the Articles? Outline how the president was elected before the ratification of the Twelfth Amendment. What role did the popular vote play in this process? Why was it designed this way? List the specific powers given the president, and be prepared to follow the evolution of these powers. Why are Supreme Court justices (and judges on inferior courts) appointed rather than elected, and why do they hold office during good behavior? Look at the terms of office for the other branches. What does this reveal about what the people can, and cannot, do regarding changes in their government? Why was it done this way? How does the amendment process under the Constitution differ from that under the Articles? Why was this change made? Reread the second paragraph of Article VI.


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According to this article, is the Constitution creating a national or a federal government? The class will discuss groups' findings. � Have students work in small groups to make a visual summary or outline of the Constitution. � Have students read The Living

Constitution or The Words We Live

By and take notes on the evolution of the powers exercised by Congress and the president. � Throughout the course, have students make an annotated and illustrated time line showing the ways in which the federal government’s powers have evolved over time.

USI.17 Explain the major components of Massachusetts’ state government, including the roles and functions of the governor, state legislature, and other constitutional officers. (H, C)

Students will KNOW: � The major components of Massachusetts’ state government, including the roles and functions of the governor, state legislature, and other constitutional officers. � The framers considered the Massachusetts Constitution a model of republican government � � � Students will be able to DO: � Analyze the Massachusetts Constitution and compare it to the U.S. Constitution. � Make a diagram, concept map, or graphic

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Using the Massachusetts and U.S. Constitutions, have students make a concept map or graphic organizer showing the roles and responsibilities of federal, state, and local governments in the U.S. Visuals should also demonstrate the relationship between local, state, and federal government.


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organizer showing the roles and responsibilities of federal, state, and local governments. � � � �

� Invite a state legislator to give a presentation on the Massachusetts Constitution and state government.

USI.18 Explain the major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. (H, C)

Students will KNOW: � The major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. � � � Students will be able to DO: � Explain the major components of local government in Massachusetts, including the roles and functions of school committees, town meetings, boards of selectmen, mayors, and city councils. � � � �

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Show students the minutes of a recent school committee meeting or town meeting and discuss the ways in which policies are made and the people who are involved in decision-making. � Have students attend a town meeting or school committee meeting to see how local government works. � Invite a local legislator or school administrator to deliver a presentation on local government or school policy. � Have students research local government and write a report about how it works and how it impacts their lives. � Have students interview a school administrator or local official on the


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roles and functions of local government and share their findings with the class.

USI.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)

Students will KNOW: � The rights and the responsibilities of citizenship. � How a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. � � � Students will be able to DO:

� Explain the rights and the responsibilities of citizenship. � Describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. � Make a time line of the Amendments. � Make a collage dealing with an Amendment. � Create and deliver a presentation. � Conduct research. � Compose a research paper. � Make a chart or informational poster. � � � �

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Have students analyze the Amendments to the U.S. Constitution and/or Massachusetts Constitution. Divide the students into small groups. Have each group construct a time line of the Amendments. � Assign each student an Amendment to the U.S. Constitution. Have students conduct research on the amendment’s passage and place the amendment in a matrix of events, people, time, and place. Have students create a collage of words and images that evokes the era in which the amendment was added to the Constitution. � Have students bring to class newspaper articles related to the exercise of civil liberties. Using these articles as discussion prompts, have students describe what they think are proper and improper


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limitations on civil liberties. � Have students identify the Amendments, or provisions within the Amendments that they believe are most important to preserving democracy. Then have them create a presentation on the Amendment or provision and the way in which it preserves democracy. � Have students conduct research on elections, political parties, and interest groups. Then have them write a research paper. � Assign students a presidential election to research. Then have them make a chart or informational poster, providing biographic profiles of the candidates, a concise description of the key issues, election results, and a map.

USI.20 Explain the evolution and function of political parties, including their role in federal, state, and local elections. (H, C)

Students will KNOW: � The evolution and function of political parties, including their role in federal, state, and local elections. � The significance of the two-party system in American politics. � The importance of third parties in elections throughout U.S. history. � � �

Students will be able to DO: � Explain the evolution and function of

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Assign students a presidential election to research. Then have them make a chart or informational poster, providing biographic profiles of the candidates, a concise description of the key issues, election results, and a map.


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political parties, including their role in federal, state, and local elections. Identify the main parties in the first, second, and third party systems. � Explain the role of third parties in American history. � Compose a research paper. � Make a chart or informational poster. � Make a flow chart or graphic organizer. � Write a document-based essay on the role and evolution of political parties. � � � �

� Have students conduct research on elections, political parties, and interest groups. Then have them write a research paper. � Have students make a flow chart or graphic organizer showing the evolution of political parties throughout American history. � See other lessons dealing with political parties throughout this course, such as the Washington cabinet meeting or the Election of 1860 electoral map. Have students write a document-based essay dealing with the rise of political parties, the election of 1896, or the election of 1968.

USI.21 Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. (H, C)

Students will KNOW:

� How decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. � � � Students will be able to DO: � Describe how decisions are made in a democracy, including the role of legislatures, courts, executives, and the public. � Engage actively in simulations in which students conduct research, act in role plays, and compose various documents. � Participate in a reader’s theater by “reading” and “acting” an assigned role.

Review by: � Having students answer practice open-response questions. � Having students make puzzles for other students to complete. � Asking students to build a web page dealing with this standard. � Use simulations in which students conduct research, play a role, and/or compose a document dealing with decision-making. For instance, one could have the class simulate a Congressional debate over Missouri’s admission to the Union as a slave state, a mock trial of Dred

Scott v. Sanford, or a Kennedy cabinet meeting during the Cuban


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� � � � �

missile crisis. � Use a reader’s theater of key debates, court cases, or presidential decisions. For example, one could have a class “read” excerpts from the trial of Lizzy Borden or Sacco and Vanzetti.

CONTENT STANDARD - Political Democratization, Westward Expansion, and Diplomatic Developments, 1790-1860 USI.22 Summarize the major policies and political developments that took place during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809). (H, C) A. the origins of the Federalist and Democratic-Republican parties in the 1790s B. the conflicting ideas of Thomas Jefferson and Alexander Hamilton C. the Alien and Sedition Acts D. the Louisiana Purchase Seminal Primary Documents

to Consider: Washington’s Farewell Address (1796) and Jefferson’s First Inaugural Address (1801)

Students will KNOW: � major policies that developed during the first three Presidential Administrations � Conflicting ideas of Jefferson and Hamilton that lead to the establishment of political parties � How the Alien and Sedition Acts and the Louisiana Purchase expand the role of the President

Students will be able to DO: � Identify main policies and developments during the Administrations of Washington, Adams and Jefferson � Define the issues which lead to the establishment of the Federalist and Democratic-Republican parties � Explain the importance of the Alien and Sedition Acts and the Louisiana Purchase on influencing the development of the United States

� Have students work in small groups to complete a chart showing the issues dividing the Federalist and Democratic-Republican parties. � Conduct on-line research on the different political views of Jefferson and Hamilton. � Read primary sources showing the differences of opinion on issues such as the National Bank, the protective tariff, whiskey excise, and assumption of state debt. � Simulate a Washington Cabinet meeting with students playing the roles of Hamiltonians and Jeffersonians. � Organize students into pairs. Have each pair create two political cartoons—one supporting Hamilton’s proposal to consolidate states’ debts and the other opposing his proposal. Have students display and present their cartoons to the class. � Have students write a memorandum briefing Washington

� Primary source analysis worksheets. � Simulation performance. (Washington Cabinet meeting). � Political cartoons � Washington briefing � Debate. � Chart on the first party system � Whiskey Proclamation summary and response � Jay’s Treaty and Pinckney’s Treaty multimedia presentation � Essay evaluating Washington’s presidency � Comparative first ladies’ biographies � Cabinet research report � Alien and Sedition Acts position poster � Alien and Sedition Acts essay � Election of 1800 newspaper editorial � Document-based essay on the first party system � Louisiana Purchase chart � Illustrated journal entries and storyboard � Exam

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on the public reaction to Hamilton’s financial plan. � Have students analyze Washington’s Whiskey Rebellion Proclamation. Organize students in small groups to summarize the document in their own words. Have the students write a response to the proclamation by a farmer from Western Pennsylvania. � Organize students into small groups. Assign half the students Jay’s Treaty. Assign the other half Pinckney’s Treaty. Have them conduct research in order to create a three- to five-minute oral or multimedia presentation on the assigned treaty, explaining its provisions, its coverage, and its national and international effects. � Have students conduct research on Washington’s presidency. Students should address the question: Was Washington a good president or a great one? Divide the class into small groups. Have the groups discuss the question: What makes the difference between a good president and a great president, and how does the historical evaluation of a president change over time? Next have students compose an essay in which they assess and evaluate the presidency


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of George Washington. � Read Washington’s Sixth Annual Address to Congress and Farewell Address and answer discussion questions. � Write a document-based essay on the first party system. � Debate the question: Did Jefferson abandon his political ideals in purchasing the Louisiana Purchase? � Moderate a Socratic seminar discussion revolving around open-ended questions dealing with the Alien and Sedition Acts. � Read the Virginia and Kentucky Resolutions. Have students identify the main arguments put forth by Jefferson and Madison. � Learn about two first ladies and write a comparative biography. � Research the evolution of the cabinet and write a report explaining how it has changed. � Create a poster for or against the Alien and Sedition Acts. � Have students conduct research on the XYZ Affair as well as the Alien and Sedition Acts. Make sure they read primary sources. Then have them write an essay in which they summarize the acts and present their own views about the constitutionality of the acts.


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� View and critique the film John

Adams. � Imagine you are a newspaper editor and write an article about the election of 1800. � Have students create a political attack ad either against Adams or against Jefferson. � Interactive virtual tour on the Lewis and Clark expedition. � Organize students into small groups. Have them conduct research on the Louisiana Purchase. Then have them make a chart outlining the pros and cons of the purchase. Then have the class discuss why France sold the territory and whether or not Jefferson acted appropriately in making the purchase. � Have students conduct research about the Lewis and Clark expedition. Make sure they analyze excerpts of the journal. Have students create a series of five to seven illustrated journal entries that might reflect the travels of the Corps of Discovery for a week. Combine students into groups to create a storyboard.

USI.23 Analyze the rising levels of political participation

Students will KNOW: � How states reduced or eliminated property

� Read Democracy in America and complete primary source analysis

� Teacher-generated quiz or test with matching, multiple choice, and essay

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and the expansion of suffrage in antebellum America. (C, H) Seminal Primary Documents

to Consider: Alexis de Tocqueville, Democracy in

America, Volume I (1835) and Volume II (1839)

requirements for eligibility to vote � The Seneca Falls convention and the women’s rights movement Students will be able to DO: � Identify observations by Alexis de Tocqueville in Democracy in America that show how citizens are voting and participating in government

sheet. � Research the leaders that attended and the actions they took at the convention. Describe the convention in a newspaper article that might have appeared in a newspaper of the time. Include brief accounts of who attended and what they did. Find or describe an image to accompany the article.

questions. � Primary source analyses � Seneca Falls Convention newspaper article

USI.24 Describe the election of 1828, the importance of Jacksonian democracy, and Jackson’s actions as President. (H) A. the spoils system B. Jackson’s veto of the National Bank Jackson’s policy of Indian Removal

Students will KNOW: � Actions of President Jackson which expand presidential power and involve the average man in government � Major developments in the Jackson Administration including the National Bank veto and the Indian Removal policy

Students will be able to DO: � Identify the changes brought about by Jacksonian democracy � Evaluate the effects of the bank veto and the Indian Removal policy

� Present a document to the rest of the class � Complete an outline map of the American System and Indian Removal. � Imagine yourself as an early member of Congress and write a journal entry on your opinions of the Indian Removal Act. � Have the students conduct research on Jackson’s policies regarding the Second Bank of the United States. Have students write an editorial from the perspective of an American citizen in 1832. Students should support or oppose Jackson’s policies. � Document-based essay on Jacksonian democracy

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses and presentations. � Outline map of the American System and Indian Removal. � Indian Removal journal entry � Editorial � Document-based essay on Jacksonian democracy

May

USI.25 Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as

Students will KNOW: � Development of judicial review in making the Supreme Court an equal third branch of the Federal Government

� Have students make an annotated timeline or chronology of major cases of the Marshall Court. � Primary source analysis worksheets.

� Annotated timeline or chronology of major cases of the Marshall Court. � Oral presentations. � Simulation performance for the impeachment trial Samuel Chase.


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manifested in Marbury v.

Madison (1803). (H, C) Students will be able to DO: � Explain why Marbury v. Madison establishes the process of judicial review

� Oral presentations on a landmark case. � Simulate the impeachment trial of Samuel Chase.

USI.26 Describe the causes, course, and consequences of America’s westward expansion and its growing diplomatic assertiveness. Use a map of North America to trace America’s expansion to the Civil War, including the location of the Santa Fe and Oregon trails. (H, E, G) A. the War of 1812 B. the purchase of Florida in 1819 C. the 1823 Monroe Doctrine D. the Cherokees’ Trail of Tears E. the annexation of Texas in 1845 F. the concept of Manifest Destiny and its relationship to westward expansion G. the acquisition of the Oregon Territory in 1846

Students will KNOW:

� How the United States acquired land that now comprises the 48 contiguous United States � Why and under what circumstances western territory was acquired Students will be able to DO: � Identify territorial acquisitions from 1812 to 1860 on a map of the United States � Explain the concept of Manifest Destiny � On a map, identify the Cherokee Trail of Tears � Identify the Oregon and Santa Fe trails � Recognize all of the acquired territories on a map

� Complete an outline map of westward expansion, 1803-1861. � After analyzing primary sources, students work in groups as a committee reporting on the reasons for conflict with Britain and recommending a course of action for President Madison. Each group will write a position paper recommending a course of action. � Socratic seminar discussion—Monroe Doctrine. � Simulate a Congressional debate on the crisis with Mexico. � Read primary sources dealing with life during the gold rush. � After analyzing primary sources, students work in groups as a committee reporting on the reasons for conflict with Mexico and recommending a course of action for President Polk. Each group will write a position paper recommending a course of action. � Complete an outline map or use

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses and presentations. � Outline map of the American System and Indian Removal. � Outline map of westward expansion � Document-based essay on the causes of the War of 1812 � Document-based essay on slavery and expansion � Newspaper � Skits � Illustrated journal entries � Supply lists � Reports

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H. the territorial acquisitions resulting from the Mexican War I. the search for gold in California J. the Gadsden Purchase of 1854

an interactive map showing westward expansion. � Write document-based essay on slavery and expansion. � In small groups, create a newspaper with editorials, cartoons, news reports, and photos dealing with an issue, such as Indian Removal, the California gold rush, westward migration, the Texas Revolution, and the Mexican War. � Divide the class into small groups. Assign one of the trails to each group—the Santa Fe Trail, the Oregon Trail, and the Mormon Trail. Have each group conduct research on its assigned trail. Groups should use both primary and secondary sources. Have each group use the information they collected to write a skit about life on the trail. Have each group present its skit to the class. � Organize the class into small groups. Guide the class in a discussion of the California gold rush. Have students use primary and secondary sources to gather information about life in California during the gold rush. Next have the students write a series of illustrated journal entries describing life in California during the gold rush. � Research some trips along the


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Oregon Trail taken by settlers and learn what was needed to survive the long trip. Make a list of provisions that you think you would need to make the trip safely. Include as much detail as you can about the food and supplies that you will need. How much money will you need to make the trip? � Research the Texas Declaration of Independence and the signers of the document. Write a report explaining why some Texans wanted independence. Include specific benefits that different signers thought independence would bring Texans.

CONTENT STANDARD - Economic Growth in the North and South, 1800-1860 USI.27 Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy. (H, E)

Students will KNOW: � How the industrial revolution leads to changes in transportation that develop a nationwide market economy Students will be able to DO: � Explain how the transportation revolution leads to the development of a national market economy

� Complete an outline map of the American System, including major roads, canals, railroads, and trails of Indian Removal. � Use cooperative learning to have students develop a thesis explaining how the American System aimed at creating economic interdependence and reducing sectionalism. � Investigate the effects of the Erie Canal and write a report. � Organize the class into groups. Have each group prepare a multimedia presentation or collage showing how new trains, roads, and

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Primary source analyses and presentations. � Outline map of the American System and Indian Removal � Erie Canal report � Multimedia presentation

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canals changed the speed and costs of getting goods to market. Have each group present its work to the class.

USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)

A. the technological improvements and inventions that contributed to industrial growth

B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s

C. the rise of a business class of merchants and manufacturers

D. the roles of women in New England textile factories

Students will KNOW:

� Why New England had all the elements necessary to begin the Industrial Revolution in America � How technological improvements such as the spinning jenny advanced industrial growth in the textile industry � Why immigrants come to America in the 1840s and 1850s � Impact of the industrial revolution on society Students will be able to DO: � Explain why new technologies change he nature of work from human and animal power to machine power � Identify immigrants from Ireland and Germany and explain why they come to America � Describe how the workforce changes as a result of industrialization to include working women and a new business class

� Make a chart of technological improvements and inventions and their impact on industrial growth and living standards. � Analyze primary sources dealing with Irish immigration to America. � Have students write a document-based essay dealing with the effects of industrialization.

� Chart � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Document-based essay

May

USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the

Students will KNOW:

� Why the slave system in the south creates and different economy from the north � How the impact of the industrial revolution and the cotton gin increases the demand for cotton in the south

� Interactive lecture � Read Douglass’s Narrative of the

Life of Frederick Douglass, An

American Slave, Written by Himself and maintain a double-entry reflective journal.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. MCAS-style open-response question using Douglass’s Independence Day speech. � Double-entry journal

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impact of the cotton gin on the economics of slavery and Southern agriculture. (H) Seminal Primary Documents

to Read: Frederick Douglass’s Independence Day speech at Rochester, New York (1852)

� How the slave codes on southern plantations prevented resistance to slavery Students will be able to DO: � Compare northern and southern societies � Explain how the textile industry and the cotton gin increase the demand for cotton and slave labor � Describe the lifestyle of slaves and slave owners on southern plantations

� In small groups, create a newspaper covering Nat Turner’s rebellion and antebellum slavery from various perspectives. � Analyze slave literature and create a chart including the piece of evidence, description of evidence, message, and answer to the question: How did the slaves feel about ___________? � Analyze Douglass’s Independence Day speech and have students complete a primary source analysis worksheet designed by the National Archives. � Research the importance of cotton in the southern economy and create a poster. � Put together a museum exhibit about life under slavery.

•

� Newspaper project � Chart � Primary source analysis sheets � King Cotton poster � Slave life museum exhibit

CONTENT STANDARD - Social, Political, and Religious Change, 1800-1860

USI.30 Summarize the growth of the American education system and Horace Mann’s campaign for free compulsory public education. (H)

Students will KNOW: � Why Massachusetts was the first state to establish free compulsory public education Students will be able to DO: � Explain how Horace Mann helped to establish compulsory education in Massachusetts

� Have students read a primary source such as a McGuffey Reader or another antebellum reader. � Take a field trip to a normal school. � Conduct research on Mann and other reformers of the period and have students deliver oral reports on the reformer’s contributions. � Divide the class into small

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Oral report. � Play.

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groups. Have each group write a one-act play depicting a meeting between either Horace Mann or William McGuffey and one of their contemporaries who does not support education reform. Have each group present its play for the class. Guide the class in a discussion of education reform.

USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H) A. Frederick Douglass B. William Lloyd Garrison C. Sojourner Truth D. Harriet Tubman E. Theodore Weld

Students will KNOW: � Why the abolitionist movement develops and the contributions of many abolitionists Students will be able to DO: � Identify key members of the abolitionist movement � Explain the goals of the abolitionist movement � Show how the abolitionist movement creates conflict between north and south and leads to civil war

� Have students research the life of a prominent abolitionist and deliver an oral report on the person’s contributions to the abolitionist movement. � Create an illustrated time line of an abolitionist’s life. � Have students conduct research on prominent abolitionists and analyze abolitionist literature. Simulate an abolitionist convention by having students deliver speeches, design props, make slogans and posters, and so forth.

� Oral report � Illustrated time line � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Abolitionist convention � Teacher-generated quiz or test with matching, multiple choice, and essay questions.

May

USI.32 Describe important religious trends that shaped antebellum America. (H)

Students will KNOW: � Rreaction to the growing industrialization before the civil war leads to a revival of and

� Research the Second Great Awakening and create a chart of the religious groups, concepts of God,

� Teacher-generated quiz or test with matching, multiple choice, and essay questions.

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A. the increase in the number of Protestant denominations B. the Second Great Awakening the influence of these trends on the reaction of Protestants to the growth of Catholic immigration

increase in protestant denominations

Students will be able to DO: � Identify several ministers who influence religious trends and create new denominations � Describe the development of the nativist movement in response to Catholic immigration

concepts of the individual, and roles of the individual. � Write a thesis statement answering the following question: In what ways did changing attitudes toward God, the individual, and the individual’s role in society lay the foundation for infusing religious values into all aspects of society.

� Chart and thesis statement

USI.33 Analyze the goals and effect of the antebellum women’s suffrage movement. (H) A. the 1848 Seneca Falls convention B. Susan B. Anthony C. Margaret Fuller D. Lucretia Mott E. Elizabeth Cady Stanton Seminal Primary Documents

to Read: the Seneca Falls Declaration of Sentiments and Resolutions (1848)

Students will KNOW: � Seneca Falls Declaration of Sentiments � Role of the leading women in the suffrage movement Students will be able to DO: � Compare the declaration of sentiments from the Seneca Falls convention to the Declaration of Independence � Identify the leaders of the women’s movement � Identify the causes of the women’s rights movement

� Document-based essay on the goals and motivations behind antebellum reform movements. � Have students conduct research on the cult of domesticity and analyze primary sources from popular women’s magazines of the 1830s and 1840s. Have students identify the four cardinal virtues of true womanhood. Have each group create a collage that represents women’s roles in the early to mid-1800s. Have students place the images pertaining to family and home life at the center of their collages, with images of roles beyond the domestic sphere expanding outward, toward the edges. Guide students in a discussion of whether the cult of domesticity still exists. Volunteers should present their collages to the class. � Organize the class into small

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Document-based essay on the reform movements � Cult of domesticity collage � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Editorials � Cartoons

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groups to analyze the Declaration of Sentiments. Have each group list the demands of the activists. Make a class list for students to see. Have students write a newspaper editorial that could have been published in a July 1848 newspaper. In their articles students should summarize and comment upon the proceedings of the Seneca Falls Convention. Tell students to include the names of leaders and main demands of the Declaration of Sentiments. � Organize the class into pairs. Have each pair create two political cartoons, one that supports the 1848 Declaration of Sentiments and one that supports the cult of domesticity and criticizes Mott and Stanton.

USI.34 Analyze the emergence of the Transcendentalist movement through the writings of Ralph Waldo Emerson and Henry David Thoreau. (H)

Students will KNOW: � Writings of Emerson and Thoreau which explain the concept of Transcendentalism Students will be able to DO: � Read excerpts from transcendentalist writers and explain the basic concepts of transcendentalism

� Have students analyze excerpts of Emerson’s “Self-Reliance” and Thoreau’s Walden. Divide the class into small groups. Have each group discuss Emerson’s idea of self-reliance and how Thoreau took it to heart living at Walden Pond. Have each group discuss and list ways in which Thoreau’s experience at Walden Pond might differ from someone’s experience living apart from other people today. Then have groups explain why it would have been easier for Thoreau to make the adjustment than for someone living

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Document-based essay on the reform movements. � Group work.

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today. � Have students analyze an excerpt of Thoreau’s “Civil Disobedience.” Divide the class into groups to explain why Thoreau resisted the Mexican War and how the tactic influenced other episodes in American history, such as the Civil Rights Movement. � Write a document-based essay on the reform movements. � Take a field trip to the Thoreau museum, Walden Pond, and other sites related to the Transcendentalist movement.

CONTENT STANDARD - The Civil War and Reconstruction, 1860-1877 USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)

Students will KNOW: � How the development of the Industrial Revolution creates an Industrial north and an agricultural south � Political balance between the states in the U.S. Senate to keep an even number of free and slave states Students will be able to DO: � Compare the economies of north and south � Identify free and slave states on a map

� Organize students into small groups. Have the students conduct research on the economies. Have each group design a concept map or graphic organizer showing the differences and how this led to a rise of sectionalism. � Make a Venn diagram comparing the similarities and differences of the North and South.

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Concept map or graphic organizer

May

USI.36 Summarize the critical developments leading to the Civil War. (H) A. the Missouri Compromise (1820) B. the South Carolina

Students will KNOW: � Sequence of events from the compromise of 1850 to Lincoln’s election in 1860 Students will be able to DO: � Identify major events leading to the Civil War between 1850 and 1860

� Assign students a congressman or senator involved with the Missouri Compromise to research. Have students analyze primary sources related to the Missouri Compromise. Students should write a position paper from the point of view of their

� Missouri Compromise simulation � Informal debate on nullification � Nullification chart � Wilmot Proviso chart � Compromise of 1850 simulation � Slavery and expansion maps � Fugitive Slave Act editorial

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Nullification Crisis (1832-1833) C. the Wilmot Proviso (1846) D. the Compromise of 1850 E. the publication of Harriet Beecher Stowe’s Uncle Tom’s

Cabin (1851-1852) F. the Kansas-Nebraska Act (1854) G. the Dred Scott Supreme Court case (1857) H. the Lincoln-Douglas debates (1858) I. John Brown’s raid on Harper’s Ferry (1859) J. the election of Abraham Lincoln (1860)

� Identify the important people who influence the course of events. � Explain how the compromise of 1850 failed to keep the states united � Show how Lincoln’s election in 1860 influenced southern states to seceed and form the Confederacy

assigned figure. Then simulate a congressional debate over the issues related to the Missouri statehood controversy and the subsequent Missouri Compromise. � Have students conduct research on the nullification crisis using primary and secondary sources. Divide the class into two groups, one supporting nullification and one opposing it. Have each group nominate five spokespeople. Have the spokespeople face each other in a debate. Have one person address the person opposite him or her for one minute. Then have the opposite person respond. Repeat the process until all have a chance to speak. � Organize the class into small groups to create a two-column chart. Label one column pro-nullification and the other anti-nullification. Tell the students to use their notes to complete the chart. � Have students analyze primary sources dealing with the debate over the Wilmot Proviso. Then have them synthesize the main arguments for each source into a chart. � Have students conduct research on the Compromise of 1850 and the debate over the expansion of slavery into the territories. Assign students a congressman or senator. Students

� Uncle Tom’s Cabin posters � Annotated and illustrated time line of slavery � Cartoon analysis and presentation � “Bleeding Kansas” cartoon � Mock trial of Dred Scott v. Sanford. � Lincoln and Douglas campaign posters � Mock trial of John Brown � Concept map or graphic organizer � Causes of the Civil War movie poster � Election of 1860 chart � Written review of Uncle Tom’s Cabin � TV news report on “Bleeding Kansas” � Lincoln time line � Document-based essay on the causes of the Civil War � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Letter on secession


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should write a position paper from the viewpoint of their assigned figure. Conduct a simulated congressional debate over the expansion of slavery that culminates in the passage of the Compromise of 1850. � Review the terms of the Missouri Compromise and the Compromise of 1850. Distribute outline maps. Have the students use three different colors to distinguish where slavery was permitted, where it was not, and in which territories slavery would be decided by popular vote. Students should create a map key to show the significance of each color. Have them compare their maps to the maps in their textbook. � Guide the students in a discussion of the reasons northerners were angered by the Fugitive Slave Act. � Have students write an editorial protesting the law. Have the students read their editorials to the class. Guide the students in a discussion of the views discussed in the editorials. � Have the class read an excerpt of Uncle Tom’s Cabin aloud. Divide the class the class into small groups to design posters illustrating the ways in which people from the North and South responded to the


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novel. � Ask students to use print and Internet sources to research the platforms and issues of the Democratic and Republican parties today. Have students analyze primary and secondary sources dealing with the Kansas-Nebraska Act. Have each student draw a map showing which states voted for the Republican presidential candidate “red states,” and which voted for the Democratic presidential candidate “blue states” during the last election. Review a map of the Kansas-Nebraska Act. Compare how the “red” and “blue” states line up with the slaves states on the map. Then ask students if whether the platforms and beliefs of the “red” and “blue” states line up with the beliefs of the slave states created by the Kansas-Nebraska Act. � Organize the class into small groups. Have the groups make an annotated and illustrated time line of slavery in the North and South. � Have students analyze a political cartoon about the Kansas-Nebraska Act, the caning of Charles Sumner, the Dred Scott decision, the Lincoln-Douglas debates, Brown’s raid on Harpers Ferry, or the election of 1860. Have them complete a


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cartoon analysis sheet designed by the National Archives. Then ask students to present their cartoons and analyses to the class. � Have students create their own political cartoon dealing with “Bleeding Kansas” or Harpers Ferry. � Assign students roles to play in a mock trial of Dred Scott v. Sanford. Provide students with primary and secondary sources to work with. Simulate the trial. � Assign each student a speech from the Lincoln-Douglas debates. Divide the class in half. Sit those representing Lincoln’s views on one side of the room and those presenting Douglas’s views on the other. Moderate a panel discussion. Divide students into small groups to create campaign posters for Lincoln and Douglas in both 1858 and 1860. � Assign the class a set of primary and secondary sources dealing with John Brown’s raid on Harpers Ferry. Moderate a Socratic seminar discussion. � Assign students roles to research in the trial of John Brown. Simulate the trial. � Assign students a set of primary and secondary sources dealing with the causes of the Civil War.


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Organize the class into small groups to make a concept map or graphic organizer showing the causes of the Civil War. � Have students work in pairs to create a movie poster depicting the causes of the Civil War. Students should include a title, a thesis statement, story line, and visuals. � Organize the students into groups and have them make a Venn diagram comparing Lincoln and Douglas. � Have students create a chart of the election of 1860. Students should include the candidates, issues, positions, political affiliation, electoral votes, and popular votes. � Find excerpts from the book that you think help explain its effects on people of the 1850s. Write a review in which you analyze whether Stowe was concerned with accuracy in the characters and events she created. � Research the causes and events of "Bleeding Kansas". Write a one-minute television-news report about one event and how it might affect the future of the United States. Create or find an image that relates to your report and place the image next to you as you give your report. � Research Lincoln's life before his election to the presidency in 1860.


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Create a time line with at least seven important events from his life, ending with his election as president. � Write a document-based essay on the causes of the Civil War. � Research the causes and events leading up to secession and the formation of the Confederacy. Write a letter from a southern delegate attending the convention that created the new nation. The letter should describe the choices the delegates faced and what their decisions were. Include details from the Confederacy's constitution to explain what issues the delegates discussed and found most important.

USI.37 On a map of North America, identify Union and Confederate States at the outbreak of the war. (H, G)

Students will KNOW: � Union and Confederate states during the Civil War

Students will be able to DO: � On a map identify Union and Confederate States

� Have students use an atlas to complete an outline map of the Union and Confederacy during the Civil War.

� Outline map � Teacher-generated quiz or test with matching, multiple choice, and essay questions. May

USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered. (H, C) Seminal Primary Documents

to Read: Lincoln’s Gettysburg

Students will KNOW: � Major events during Lincoln’s presidency and his political views

Students will be able to DO: � Identify the main points of the Gettysburg Address and the Second Inaugural � Analyze the impact of the Emancipation Proclamation on the strategy to make the

� Have students analyze Lincoln’s early views on slavery and conduct a panel discussion addressing the following: Where did Lincoln’s disdain for slavery originate? Why did Lincoln oppose slavery? What, in his view, were the constitutional aspects of the issue? Students could analyze documents such Lincoln’s

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Panel discussion � Informal debate � Group work � News story � Document-based essay

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Address (1863) and Lincoln’s second inaugural address (1865) Seminal Primary Documents

to Consider: Lincoln’s “House Divided” speech (1858)

Civil War a war about ending slavery letter to Speed (Aug. 24, 1855), the “House Divided” Speech, “On Slavery and Democracy,” Lincoln’s letter to Brown (Oct. 18, 1858), Lincoln’s Ottawa Speech, and Lincoln’s Charleston Speech. � Divide the class in half. Assign one group a set of speeches delivered by Stephen Douglas. Assign the other group Lincoln’s speeches. Moderate an informal debate between those representing Douglas and those defending Lincoln’s views. Have the students on each side face each other. Alternate by having one group speak at a time. � Provide students with an annotated time line showing the evolution of Lincoln’s anti-slavery policy. Have students, working within groups read and discuss the evolution of a policy of full and complete emancipation. Groups should respond to questions such as: To what degree did Lincoln’s policy reflect his personal attitudes toward slavery? What factors may explain the apparent inconsistency? To what extent was Lincoln bound by the Constitution to protect slavery where it existed? What impact did the border states have on Lincoln’s position on emancipation? How did


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Lincoln’s interpretation of the Constitution empower him to abolish slavery as Commander-in-Chief? How did Lincoln move from his pledge expressed in the First Inaugural to the call for the passage of the 13th Amendment? Distribute Lincoln’s message to Congress (December 1, 1862). Have each group respond to the following: To what extent does the presidential message summarize Lincoln’s “journey to emancipation?” President Lincoln was restrained by the Constitution and fortunes of war from advancing a policy of full and complete emancipation? � Have students research Lincoln’s presidential speeches and proclamations regarding slavery and present dramatic readings to the class. Set the context for each of the presentations and evaluate changes or inconsistencies in Lincoln’s policy. � Give students a copy of the Emancipation Proclamation. Have students work in pairs to paraphrase the meaning of the proclamation. Then have each pair write a news story about the proclamation, including specific advice for freed slaves and suggestions as to how they might begin to earn a living.


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� Have students write a document-based essay dealing with Lincoln and the Emancipation Proclamation.

USI.39 Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events. (H) Leaders

A. Jefferson Davis B. Ulysses S. Grant C. Robert E. Lee Battles A. the Massachusetts 54th Regiment and the Battle at Fort Wagner B. Antietam C. Vicksburg D. Gettysburg

Students will KNOW: � Main leaders and strategies for both sides of the Civil War � Major battles of the Civil War Students will be able to DO: � Identify the major battles, Commanding Generals and the impact of the battle on the course of the war � Explain why Gettysburg is the turning point battle of the war

� Have students conduct research about the Fort Sumter crisis and simulate a Lincoln Cabinet meeting regarding the crisis. � Have students participate in a web quest of the Fort Sumter crisis. � Organize the class into small groups. Have each group research the surrender of Fort Sumter. Have groups prepare two special magazine editions about the fall of Fort Sumter, one for a northern abolitionist magazine that supports the Union and one for a southern magazine that supports the Confederacy. Magazine issues should include maps, illustrations, charts, or graphs giving full details about the battle. Some groups may choose to prepare online magazine editions. � Have students analyze the information in the text about the Anaconda Plan and why General Scott thought his plan the best way to fight the war. Have students conduct outside research. Have students prepare for a debate in which they analyze why Scott thought his plan was the best and why others thought it would not

� Fort Sumter crisis simulation � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Magazine � Newspaper � Annotated and illustrated time line � Journal entry � Book review � Campaign poster � Debate � Web diagram � Speech � Battle plans

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work effectively. Have volunteers debate the issue before the class. Then guide students in a discussion about Scott’s reasoning. Do students agree that Scott’s Anaconda Plan would not have worked? If not, why not? � Divide the class in half. Have one half read primary sources supporting Lincoln’s suspension of the writ of habeas corpus. The other half should read sources opposing Lincoln’s policy. Then have the two sides face of in a moderated debate. � Guide students in a brief discussion of public opinion in the North and the South about the war as it began. Organize students into pairs. Have each pair prepare flyers for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting posters and similar devices to recruit troops. � Have students make flash cards for each of the main battles discussed in the textbook. On the front have students write the name of the battle, and on the back students should list pertinent details about the battle, including dates, who won, which generals were involved, and where, or in which


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state, the battle took place. Have students work in pairs or in small groups to study. Then create Jeopardy-style quiz questions. Using PowerPoint make a Jeopardy

board. Form teams. Simulate a quiz show dealing with the major battles. � Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons. � Organize the class into small groups, and have each group develop Union battle plans, including generals who could lead the Union army. Plans should include maps and estimates of troops needed to carry out the plans. � Have students write a speech for President Lincoln in which he tries to explain and justify to the nation what happened both at the Second Battle of Bull Run and at Antietam. The speech should try to ease citizens’ fears and to create support for the Union army. � Have students create a Web diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the


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lines can significantly change a war effort or its outcome. Have students write a short analysis of what they believe was the most important difference between life in the North and life in the South during the Civil War. � Have students read “Glory Story” about the feature film Glory and the real 54th Massachusetts Regiment. Have students create a history frame or story map. Then have students view and critique the film Glory. Guide the students in a Socratic seminar discussion dealing with African American soldiers in the Civil War as well as Hollywood versions of history. � Have students read The Killer

Angels by Michael Shaara and write a critical book review. Then have them view and critique the film Gettysburg. � Have students analyze primary and secondary sources dealing with Pickett’s charge and the Battle of Gettysburg. Discuss the exchange between Longstreet and Pickett. Have students create a drawing of the meeting. Have volunteers share their drawings. � Have students analyze primary sources dealing with the Battle of Vicksburg. Guide students in a


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discussion of why primary sources like these provide a view of daily life. � Divide the class into pairs. Have each pair design a poster dealing with the Battle of Vicksburg from either the Confederate or Union perspective. Guide the class in a discussion of the Battle for Vicksburg. How was Grant able to successfully attack the city? Would the war have ended differently if Grant had not succeeded? � Assign each student a battle and a key figure. Have them conduct research. Then ask them to write a journal entry about the assigned battle from the perspective from their assigned figure. � Organize students into pairs. Have each pair write a short newspaper article telling readers in Europe about the struggles between the armies of Grant and Lee. � Guide students in a discussion of the “total war” strategy employed by General Sherman. Have the students brainstorm examples from history of the total war strategy. � Have students conduct outside research on the election of 1864, focusing on the Chicago convention of 1864 and the “Peace Plan.” Have students write an analysis of the


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campaign and the convention. In their analyses, students ought to explain why McClellan firmly rejected his party’s Peace Plank. � Have students conduct research on the election of 1864. Have students work in pairs to create campaign posters for Lincoln and McClellan. � Organize students into small groups. Have the groups read an account of Lee’s surrender at Appomattox. Then have each group write a story about Lee’s surrender to Grant. � Have students use Timeliner 5.1 to create an annotated and illustrated time line dealing with the Civil War.

USI.40 Provide examples of the various effects of the Civil War. (H, E) A. physical and economic destruction B. the increased role of the federal government the greatest loss of life on a per capita basis of any U.S. war before or since

Students will KNOW: � South loses and the North wins � Abraham Lincoln is assassinated � Confederacy is occupied by federal troops at the end of the war � Slaves are emancipated Students will be able to DO:

� Examine statistics showing physical and economic destruction � Recognize the destructive impact of the war on both sides especially on the Confederate states � Develop an awareness that the civil war effected almost all Americans and resulted in the greatest loss of life of any U.S. war

� Divide the class in half. Have one half read primary sources supporting Lincoln’s suspension of the writ of habeas corpus. The other half should read sources opposing Lincoln’s policy. Then have the two sides face of in a moderated debate. � Guide students in a brief discussion of public opinion in the North and the South about the war as it began. Organize students into pairs. Have each pair prepare flyers for recruiting troops for both the Confederate and Union causes. Guide students in a discussion about the value or necessity of recruiting

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Magazine � Newspaper � Annotated and illustrated time line � Web diagram

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posters and similar devices to recruit troops. � Divide the class into small groups. Have each group design a Civil War newspaper. Students should include editorials, news reports, ads, and political cartoons. � Have students create a Web diagram or chart showing the effect of the war on African Americans, troops, women, and other civilians. Have volunteers share their diagrams with the class. Discuss whether living conditions behind the lines can significantly change a war effort or its outcome. Have students write a short analysis of what they believe was the most important difference between life in the North and life in the South during the Civil War. � Have students read “Glory Story” about the feature film Glory and the real 54th Massachusetts Regiment. Have students create a history frame or story map. Then have students view and critique the film Glory. Guide the students in a Socratic seminar discussion dealing with African American soldiers in the Civil War as well as Hollywood versions of history.

USI.41 Explain the policies and consequences of

Students will KNOW: � Rreconstruction policies of the President

� Have students conduct research to find out more about schools for

� Report � Teacher-generated quiz or test with

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Reconstruction. (H, C) A. Presidential and Congressional Reconstruction B. the impeachment of President Johnson C. the 13th, 14th, and 15th Amendments D. the opposition of Southern whites to Reconstruction E. the accomplishments and failures of Radical Reconstruction F. the presidential election of 1876 and the end of Reconstruction G. the rise of Jim Crow laws H. the Supreme Court case, Plessy v. Ferguson (1896)

and Congress � Resulting impeachment of President Johnson � Passage of the Civil War amendments � Accomplishments and failures of radical republicans and the opposition of Southern whites expressed in Jim Crow laws � End of Reconstruction with the removal of federal troops after the election of 1876 � Legal acceptance of separate but equal in the Supreme Court Cases Plessy v. Ferguson (1896) Students will be able to DO:

� Identify presidential and congressional reconstruction policies � Describe the southern opposition to reconstruction � Explain the constitutional end to slavery with the civil war amendments � Explain how Hayes wins the Election of 1876 over Tilden

southern African Americans started by the Freedmen’s Bureau. Then, create a report analyzing the effects of these schools. � Have students research both presidential and congressional Reconstruction and write a debate in which you argue the value of both approaches. � Divide the class into pairs. Have students create an illustrated time line that chronicles the events leading up to the impeachment and the results of the impeachment trials. � Have students research African Americans during Reconstruction. Then develop a chart that shows the progress made and the challenges faced by African Americans during and after Reconstruction. � Imagine you are a freedman or freedwoman living in the South after the Civil War. Write a journal entry that discusses your feelings on your new rights under the Reconstruction amendments and the Civil Rights Acts. � Have students conduct research on Reconstruction and the impeachment trial of Andrew Johnson. Assign students roles. Simulate the impeachment trial of Johnson. � Organize the students into small

matching, multiple choice, and essay questions. � Dialogue or debate � Illustrated time line � Chart � Journal entry � Mock trial


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groups. Have each group review and list Reconstruction experiments. Then have each group design a report card for the experiments, assign a grade to each experiment, and write a rationale explaining the reasons for the grade. � Organize the students into small groups to prepare for a class debate on Reconstruction. Have one-third of the groups prepare arguments supporting Lincoln’s plan for Reconstruction, one-third supporting President Johnson’s plan, and the other one-third supporting Congress’s plans. Conduct a class debate on which plan should be implemented. Guide students in a discussion on which plan best serves the South and the nation. Have class members take notes on the arguments presented. � Organize the class into pairs. Assign each pair one of Thomas Nast’s political cartoons to analyze. Have each pair complete a cartoon analysis sheet designed by the National Archives. Then have volunteers display and explain the cartoon to the class.

CONTENT STANDARD - Industrial America and Its Emerging Role in International Affairs, 1870-1920 USII.1 Explain the various causes of the Industrial Revolution. (H, E)

Students will KNOW: �Various causes of the Industrial Revolution. �Economic impetus provided by the Civil

� Guide students in a discussion of the ways in which modern appliances and inventions have

� Teacher-generated quiz or test with matching, multiple choice, and essay questions.

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A. the economic impetus provided by the Civil War B. important technological and scientific advances the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt

War. �Important technological and scientific advances. �Role of business leaders, entrepreneurs, and inventors. �Factors of production. Students will be able to DO: �Make a chart of innovations that impact daily life. �Create a graphic organizer showing causes and effects.

made their lives easier. Have students make a chart of modern appliances and conveniences that are available to Americans today. Have students organize items in their charts into three categories—daily life, transportation and communication. Ask volunteers to share their charts. � Have students work in pairs to create a graphic organizer showing causes and effects of the growth of steel, oil, and railroad industries. Guide students in a discussion of the ways in which industrial growth helped railroads expand, and the effects that expansion had on the nation. � Guide students in a discussion of the effects that new processes for making steel and refining petroleum had on those industries. Have students work in small groups to complete a graphic organizer showing the new processes and their effects.

� Chart � Graphic organizer

USII.2 Explain the important consequences of the Industrial Revolution. (H, E) A. the growth of big business B. environmental impact the expansion of cities

Students will KNOW: � Important consequences of the Industrial Revolution. � Growth of big business �Environmental impact of the expansion of cities. � Dehumanizing effects of industrialization. �Changes in working and living conditions.

� Guide students in a review of horizontal and vertical integration as it pertains to the growth of big business. After researching the business practices of Andrew Carnegie and J.D. Rockefeller, have the students work in small groups to create graphic organizers illustrating

� Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Chart � Graphic organizer � Debate � Simulations � Document-based essay

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� Philosophies used to justify the accumulation of wealth and the rise of big business. Students will be able to DO: �Conduct research. �Engage in a debate. �Analyze and evaluate primary sources and evidence. �Create a chart synthesizing information and argumentation. �Actively participate in a role play. �Create a graphic organizer. �Write a document-based essay. �Actively participate in a mock trial. �Analyze a political cartoon. �Present information. �Analyze a historical novel. �Engage in a simulation. �Make a Venn diagram. �Write a letter from an assigned perspective. �Create and deliver a slide show presentation. �Make an illustrated magazine article.

the steps each industrialist took in creating a monopoly. � Organize the class into two groups. Have each group research social Darwinism as it applies to business. One group should focus on the arguments made by proponents of social Darwinism, while the other group should focus on the arguments made by critics of the theory. Have the two groups debate the theory. Following the debate, guide the class in a discussion of the ethical implications of social Darwinism. Ask students to consider what problems might arise when people try to apply the laws of nature to social issues. � Have the class read excerpts of documents written by proponents of laissez-faire and social Darwinism as well as critics of industrial capitalism. Then have them complete a chart noting each author’s position and his or her best 2-3 arguments. Next ask students to compose an essay defending laissez-faire capitalism and social Darwinism or a general welfare state. � Have the students research the lives of Carnegie, Rockefeller, and Morgan. Then have them write a

� Mock trial � Presentation � Cartoon analysis � Venn diagram � Letters � Slide show presentations � Magazines


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concise biography on one of the three. � Have the students research the lives and business practices of Carnegie, Rockefeller, and Morgan. Have three volunteers assume the role of an industrialist, such as Carnegie, Rockefeller, and Morgan. Have the rest of the students play the role of muckraking journalists, who will compose fifteen pertinent questions each for the industrialists. Then have the class simulate a mock press conference between the muckrakers and the industrialists. Guide the class in a discussion of how these tycoons should be remembered. Should they be depicted as “robber barons” or “captains of industry,” or somewhere between the two extremes. � Have students analyze and evaluate Carnegie’s essay the “Gospel of Wealth”. Have the students identify Carnegie’s thesis. Ask them to evaluate his arguments and his statement: “Yesterday’s luxuries have become today’s necessities.” � Guide students in a discussion of the types of stores available to consumers today, and where they tend to be located. Review with


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students how a downtown area of a small town might have looked in the 1800s. Have students make a list of the types of stores that would have been located in the town. Have volunteers share their lists. Ask students to list the advantages and disadvantages of shopping today at a department store or a “big box” store. Have students write an editorial either opposing or supporting the opening of a large department store in the 1880s. � Have the students analyze primary sources such as advertisements and architectural plans that depict middle-class life between 1870 and 1917. Divide the class into groups and have the students to identify what each source reveals about the values and attitudes of the time, the roles of men and women, and people’s aspirations and fears. Have each group report its findings and to provide examples for the rest of the class. � Have students write a document-based essay addressing the issue of whether or not the great industrialists were robber barons or captains of industry. � After researching working and living conditions, have students read about the Pullman Strike and In Re


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Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class. � Have the students read Upton Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have


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students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram. � Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss politics. � Discuss the differences between the upper class and the working class in a typical large city. Have students read excerpts of Jacob Riis’ How The Other Half Lives. Discuss Riis’ main idea as well as his bias against immigrants. Ask students to


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analyze his photographs and to complete a photograph analysis sheet. Have students present their findings to the whole class. Divide students into groups of three. Ask each group to prepare a brief, illustrated magazine article entitled “How the Other Folks Live.” The article and the illustrations should contrast the lives of the upper class and working class. Guide students in a discussion of the ways in which American society was becoming divided along class lines. Ask students to create a series of visuals illustrating how new technologies transformed American cities in the late 1800s. � Guide students in a discussion of the changes mass transit made to American cities and how it enabled suburbs to grow and develop. Have students write two letters concerning life in the late 1800s. One letter should describe daily life in the city to a friend who has moved to the suburbs. The other letter should describe life in the suburbs to someone who lives in the city. Have volunteers read their letters to the class. Ask students if they would have preferred to live in the cities or suburbs. � Have students make slide show


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presentations showing the social classes and the ways in which industrialization and urbanization affected them.

USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) Seminal Primary Documents

to Read: Emma Lazarus, “The New Colossus” (1883) Seminal Primary Documents

to Consider: Younghill Kang, East Goes West (1937)

Students will KNOW:

� Causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries. � The major roles of these immigrants in the industrialization of America. � Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, � Describe the major roles of these immigrants in the industrialization of America.

Students will be able to DO: �Analyze primary and secondary sources dealing with immigration, especially “The New Colossus” and East Goes West. �Conduct research. �Write a family history or make a presentation. �Actively engage in simulations that require, research, role-playing, and writing. �Make a chart. �Write an essay. �Make a time line. �Write a speech. �Work cooperatively to produce a factual article, a political cartoon, and an editorial dealing with immigration.

� Have students do research on their family tree and ancestry. Then have them write a report or make a presentation on their family history. Or ask students to write a short essay based on their research and addressing what it means to be an American. � Take a field trip to Ellis Island. � Have students conduct research and make a chart showing the differences between the “old” and “new” immigrants. Then have them write a concise essay comparing the two. � Divide students into small groups. Have each group design a time line of a major wave of immigration to the U.S. Display the time lines. Discuss the patterns of immigration. � Conduct a class discussion about what U.S. immigration policy should be today. Make connections with the past. � After students have conducted research, have them write a speech that might have been given by a member of Congress supporting or opposing the creation of the Bureau of Immigration.

� Family history � Simulation � Chart � Essay � Document-based essay � Time line � Speech � Brochure � Teacher-generated quiz or test with matching, multiple choice, and essay questions. � Venn diagram � Magazine

May


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�Make a brochure. �Write a document-based essay

� Organize the class into small groups. Have each group develop a factual article, a political cartoon, and an editorial for a 1901 edition of a New York newspaper. � Organize the class into small groups and have each group use secondary sources to research benevolent societies and how they helped immigrants. Have each group create a brochure that describes the services offered by a benevolent society. Have each group present its brochure to the class. � Have students complete a table listing the reasons why nativists objected to immigration. � Have students write a document-based essay dealing with immigration and nativism. � After researching working and living conditions, have students read about the Pullman Strike and In Re

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class. � Have the students read Upton


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Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best to use available resources to gain public support for the proposed reform. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram. � Give the class a list of facts and


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figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss politics. � Discuss the differences between the upper class and the working class in a typical large city. Have students read excerpts of Jacob Riis’ How The Other Half Lives. Discuss Riis’ main idea as well as his bias against immigrants. Ask students to analyze his photographs and to complete a photograph analysis sheet. Have students present their findings to the whole class. Divide students into groups of three. Ask each group to prepare a brief, illustrated magazine article entitled “How the Other Folks Live.” The article and the illustrations should contrast the lives of the upper class


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and working class. Guide students in a discussion of the ways in which American society was becoming divided along class lines. Ask students to create a series of visuals illustrating how new technologies transformed American cities in the late 1800s.

USII.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H)

Students will KNOW:

� Causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. �Native Americans fought the movement of settlers westward, but the U.S. military and the persistence of American settlers proved too strong to resist. �Many people sought fortunes during the mining and cattle booms of the American West. �Government promoted the settlement of the West, offering free or cheap land to those willing to put in the hard work of turning the land into productive farms.

Students will be able to DO: �Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. �Write headlines. �Make a cause-and-effect diagram. �Make an annotated and illustrated time line.

� Organize the class into mixed-ability pairs. Have each pair write two newspaper headlines that support key changes in U.S. government policy toward Native Americans during the mid-1800s. Then have each pair write two headlines that oppose proposed policy changes. � Have students draw a cause-and-effect diagram dealing with the destruction of the buffalo. � Have students work in small groups to make an annotated and illustrated time line showing the major engagements of the Indian Wars. � Organize the class into groups of four. Have students within each group identify and list the sources of conflict between the Plains Indians and the government. Have each group develop treaties to bring the conflicts to an end. Ask each group to read their treaties to the class.

� Headlines � Diagram � Time line � Treaties � Biographies � Document-based essay � Teacher-generated quiz or test with matching, multiple choice, and open-response questions. � Reflective journal � Movie review � Chart or graphic organizer � Editorial � Letter � Illustration or political cartoon � Sentences describing cowboy life � Song lyrics � Report � Post cards � Settlement plan � Socratic seminar discussion � Poster � Debate and paragraph � Article or political cartoon � Essay or position paper

May


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�Write treaties that resolve conflicts. �Compose an illustrated biography. �Analyze primary and secondary sources dealing with the history of the American West. �Analyze a secondary source and maintain a reflective journal. �Actively participate in book discussions and read like a historian. �View and critique a film. �Write a movie review. �Calculate miles on an outline map. �Construct a chart that shows cause and effect. �Write an editorial. �Expository writing (letter) �Make an illustration or political cartoon. �Write sentences describing cowboy life. �Write cowboy song lyrics. �Write a report. �Conduct research. �Write postcards. �Make a settlement plan. �Create a poster. �Participate in a debate. �Compose a paragraph summary of a position. �Write a position paper. �Write a document-based essay.

Have the class assess the treaties. � Assign students a major figure to research, such as Black Elk, Black Kettle, Chief Joseph, Custer, Geronimo, Wovoka, Sitting Bull, Quanah Parker, James Forsyth, John Chivington, and Ranald McKenzie. Have students create an illustrated biography of the person. � Have students read Bury My Heart

at Wounded Knee and maintain a reflective journal on the author’s themes and arguments, important events, and examples of tragedy as well as survival and persistence. Organize the class into small groups for book discussions focusing on key questions from selected chapters. Then have students view and critique the movie based on the book. Have them write a concise movie review comparing the book and the movie. � Research the lives of Geronimo and Sitting Bull and consider how their actions affected Native Americans and the conflicts with the U.S. government. Then use an interactive template made by a publisher to write a biography on one of these leaders. � Use a large map to show students how far Chief Joseph led the Nez Perce and how close they came to

� Document-based essay


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Canada before capture. Have students calculate the miles the group traveled. � Have students read about the Battle of the Little Big and create a chart or graphic organizer showing the causes and effects of the battle. � Have students read newspaper accounts and editorials dealing with the Battle of the Little Big Horn. Then have them write an editorial of their own critiquing Custer’s leadership and tactics. � After students have analyzed primary sources dealing with the Ghost Dance, have them imagine that they have been living among the Lakota Sioux. Newspapers have frightened local setters by suggesting that the Ghost Dance is a sign of a coming Indian uprising. Write a letter to the editor explaining the true meaning of the Ghost Dance. � Have students research mining and ranching in the West. Have them students make a diagram showing where mining booms occurred. Guide students in a discussion of the role of mining in the settlement of the West. Have students explain how and why mining brought people west and how mining camps developed into towns.


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� Read a quotation by a gold seeker such as Hunter Fitzhugh. Then have students create an illustration or a political cartoon showing the scene described in the passage. Have the students share their work with the class. Discuss Fitzhugh’s beliefs as well as the conditions of the mining camps. � Have students describe and explain the changes that took place in mining, from individuals working with hand tools to the time when large corporations took over the mining industry. Have students write a letter to friends living on the East Coast from the viewpoint of a miner who had been self-employed but now works for a large mining company. The letter should tell of the changes that took place when mining companies took over and how those changes affected individual miners. Students should use facts from their textbooks when writing the letters. � Find songs about cowboy life and life on the cattle trails. Have students analyze the song lyrics. If possible play the songs for the students. Ask the students to identify common themes in the lyrics and then describe what these themes reveal about cowboy life.


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Guide students in a discussion of whether or not the image of cowboy life given in the songs is realistic. Divide the class into small groups to write as many sentences as they can to describe cowboy life in the mid-1800s. Have volunteers read the sentences to the class. Make a class list of the ideas. Using the list and information from the textbook, students can next write their own song lyrics about life on the cattle trails. � Have students conduct research to learn about ghost towns of the West. Then create a report that tells the story of one town, from its founding to its decline. � Have students conduct research about the daily life and work of miners. Then have them imagine they are miners and write a series of postcards home to their relatives, who are still living on the East Coast. � Have students research the lands that became available during this period. Using the map of the United States, have students assume the role of a settler looking to move west and locate an area to settle. Then they should prepare a plan that states why they are moving, how they will finance your move, and how they


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plan to succeed in the new area. � Divide students into small groups to make charts showing the rise and fall of the cattle drives. � Have students assume the position of a cattle owner who owned land in Texas or one who did not. Based on their chosen position, students could write a letter arguing for or against the use of barbed wire on the open range. � Have the class analyze sources that relate the story of John Wesley Hardin and the so-called “wild west.” Engage students in a Socratic seminar discussion on the following: What made the Cattle Kingdom prone to violence? Was Hardin the product of the South and Reconstruction or of the West and the frontier? Compare and contrast the community of the “wild west” to the international community today. Hardin stated that “the man who does not exercise the first law of nature—that of self-preservation—is not worthy of living.” Assess the validity of the statement. Compare and contrast the gun violence of the Old West with the gun violence in America today. � Have students create graphic organizers showing the provisions of the Homestead Act, the Pacific


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Railway Act, and Morrill Act. Review the graphic organizers with the class. Ask the class: What role did each act play in the economic development of the West? How did each of the three acts work either directly or indirectly to increase settlement? Divide the class into small groups. Have each group create a poster that shows the potential benefits of the act. Display the finished posters. � Write the following opinion for students to see: Government subsidies, not individual initiatives, were the main factors in the development of the West. Guide the class in a discussion of what the statement means. Ask students to identify and describe the government subsidies they have read about. Divide the class into two groups. Have one group write arguments that support the statement. Have the other group write arguments that refute the statement. Conduct a class debate. Then have students write a paragraph explaining and supporting their position. � Assign students the topic of the Oklahoma Land Rush. Divide the class into small groups to list the reasons to give the land to settlers


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and reasons not to give the land to settlers. Each group should evaluate its list and decide which position they support. Then have students write an article or create a political cartoon supporting their position. � Have students read Frederick Jackson Turner’s “The Significance of the Frontier in American History.” Then have them write an essay in which he or she evaluates Jackson’s “frontier thesis.” Have volunteers read their essays. � Have students make a chart showing how the government and railroads promoted the settlement of the West. � Have students imagine that they are living on the prairie with their families. Have them write a letter to their friends in the East describing the challenges of living in a sod house. � Have students analyze a compilation of documents dealing with the homesteaders. Then have them write a document-based essay answering the following: Why did people move west in the late 1800s?

USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E)

Students will KNOW:

�Dehumanizing effects of industrialization land the formation of powerful corporations led the formation of unions and the rise of radical political parties during the Industrial

� Have students make a chart or list of the major labor unions. They should provide a concise summary of each union, its goals, its members, and its purpose. Next

� Document-based essay � Teacher-generated quiz or test with matching, multiple choice, and open-response questions. � Reflective journal

May


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A. the Knights of Labor B. the American Federation of Labor headed by Samuel Gompers C. the Populist Party the Socialist Party headed by Eugene Debs

era. � Goals, membership, purpose, platforms and policies of the Knights of Labor, the American Federation of Labor, the Populist Party and Socialist Party. �Grim working conditions in many industries to form unions and stage labor strikes. �Political corruption was common in the late 1800s and early 1900s, but reformers began fighting for changes to ameliorate the worst abuses. Students will be able to DO: �Conduct research �Make a chart of the labor unions �Formulate a thesis based on informed judgment �Write a document-based essay �Make an illustrated informational brochure �Debate an issue concerning the conflict between labor and management �Deliver a presentation �Actively participate in a mock trial of a labor leader �Analyze and interpret primary sources and statistics �Make a Venn diagram �Analyze a historical novel aimed at reforming American society �Analyze political cartoons dealing with Gilded Age politics �Design political cartoons dealing with the Grange and Populist movements �Write and deliver a concise speech

have students analyze a set of documents dealing with the conflict between labor and management. Then have the students formulate a thesis as to why labor failed to gain public acceptance in the late nineteenth and early twentieth centuries. To extend the assignment you could have the students write a document-based essay addressing the following: How and why were the needs of workers and business owners at odds in the Second Industrial Revolution? � Have students conduct research about conditions in sweatshops of the late nineteenth and early twentieth centuries. Then ask students to write a journal entry describing what a social reformer working in the early 1900s might observe during a visit to a tenement sweatshop. Students could next conduct research about modern-day sweatshops. Have them write short essays addressing the following: Do sweatshops still exist? Where are they? Who is most likely to work in a sweatshop? What steps could be taken to eliminate them? � Guide students in a discussion of the Knights of Labor. What were the union’s strengths and weaknesses? What would be the

� Chart or graphic organizer � Group presentation � Venn diagram � Brochure � Mock trial � Political cartoons � Speech � Campaign strategy � Letter � Editorial


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�Devise a campaign strategy �Write a letter in favor of reform �Write a newspaper editorial on labor unions

advantages and disadvantages of accepting employers in the union? What would be the advantages and disadvantages of discouraging the use of strikes? Organize the class into small groups. Tell them that they are to plan a new union to rival the Knights of Labor. Have each group name its union and create a three-fold illustrated brochure to recruit potential members. The brochures should show why the Knights are failing to meet workers’ needs and how the new union can do a better job of helping workers. Have volunteers present their brochures to the class. � Divide the class into three groups. Remind them of the Great Railway Strike. Have one group represent business leaders, one group represent union leaders, and one group represent members of Congress. Have business leaders brainstorm and discuss possible responses to the railroad strike. Union leaders should discuss possible responses to business reprisals. Congressional members should discuss possible actions that could be taken to avoid a strike. Have each group give a short presentation describing possible responses. Have all students listen


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and take notes on each presentation. Then conduct a debate among business leaders, union leaders, and government officials on ways to resolve conflicts. � After researching working and living conditions, have students read about the Pullman Strike and In Re

Debs. Assign students key roles. Conduct a mock trial of Eugene Debs. � Have students analyze political cartoons from the Gilded Age, complete a cartoon analysis sheet made by the National Archives, and present one of the cartoons they analyzed to the class. � Have the students read Upton Sinclair’s The Jungle and complete a chart showing problems depicted in the book and historical evidence taken from the book. Then divide the class into small groups. Have each group engage in a simulation in which they act as a task force formed by President Theodore Roosevelt to sell the idea of reforming the meat packing industry. Groups should devise a way to appeal to business, labor, farmers and consumers in a time before radio or television. Each group ought to devise a flow chart showing when, where, and how best


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to use available resources to gain public support for the proposed reform. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram. � Give the class a list of facts and figures dealing with living conditions in urban areas as well as political machines. For each fact or figure, have the students itemize whether or not the information is positive, negative, or neither. Then have them answer the following questions in small groups: On balance were political machines good for American cities in the late 1800s? On balance, were American cities healthy places to live in the late 1800s. Guide students in a discussion between the relationship between industrialization, urbanization, and urban boss


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politics. � Divide the class into small groups. Assign each group a political cartoon depicting Gilded Age politics. Have each group complete a cartoon analysis. Have groups present their cartoon and analysis to the class. Discuss each cartoon as a whole group activity. � Have students analyze a set of documents dealing with the Populist Party. Then have them formulate a thesis as to the contribution of the party to reform and national politics during the Gilded Age and Progressive era. � Have students answer a document-based essay dealing with the national government and the need for reform. Theses should address the reasons why government failed to address important political, social, and economic problems arising from rapid industrialization and urbanization. � Discuss the workings of political machines during the Gilded Age. Draw a teeter totter for students to see. Have students copy it and list the beneficial results of political power in cities in the late 1800s on one end of the bar. On the other end, students should list the negative results of it. Have volunteers share


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the results of their graphic organizers. � Guide students in a review of political machines, how they operated, and the services they provided immigrants. Organize the class into pairs. Have each pair select a U.S. city that had a political machine. It is their job to represent the city’s political machine and meet immigrant families as they arrive for the first time in the city. Have each pair write a list of things they will tell the new immigrants and what support and help the political machine can offer the family. Have volunteers read their lists. Have students prepare a short speech that might have been given by a political boss to new immigrants describing the help the city’s political machines provide. Have students read their speeches to the class. Next have the class read an excerpt of Lincoln Steffens’s The Shame of the Cities. Conduct a class discussion on the problem of corruption, the reasons for it, and whether or not Steffens’s proposed solution is viable. � Review with students the Credit Mobilier scandal. Organize the class into small groups and have each group discuss why it was wrong for Credit Mobilier to offer


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and for government officials to accept shares of stock in the company. Each group should write a list of reasons. Have students use their lists to write a letter to President Grant expressing their concern and anger over the scandal. Discuss possible reforms as well as government and business corruption today. � Have students work individually or in pairs to create a sequencing chart showing the series of events that led to the Pendleton Civil Service Act. Have volunteers share their charts. Create a class chart for all students to see. � Have students design a supplementary Web page to the National Grange Web site describing the difficulties that farmers faced in the late 1800s and reforms that the Grange proposed and supported at the time. Have students share their web pages with the class. Guide students in a discussion of the ways in which farmers might have communicated with each other in the time before the Internet, TV, radio, or telephone. � Organize students into small groups. Have students design a political cartoon depicting farmers and the National Grange’s struggle


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with the railroads. Then have students draw another large political cartoon showing industry’s view of government regulation of private business. Have each group display its cartoons to the class. Guide students in a discussion about whether the Grange or the Populists were successful in their campaigns to establish fair shipping rates for large and small farmers. � Organize the class into groups of three. Within each group, assign each student one of the 1892 presidential candidates. Each student will be responsible for researching the candidate and the issues in the election. Have students use their research to develop a campaign strategy, slogan, and a speech with three to five major points that could have been delivered by their assigned candidate. Have students present their speeches and campaign materials to the class. � Have students imagine that they are leaders of the Populist Party and compose a short speech in which they explain why the issue of free silver is so important to your cause. � Give students an outline of the election of 1896, including the candidates, issues, and speeches.


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Have students write a short essay explaining how they would have voted for and why. Discuss the election and the reasons why McKinley managed to defeat Bryan. � Have students make a three-column chart showing the conflict between labor and management. To complete the chart, students will fill in the incident, cause, and effect. � Have students research labor unions and their effects on business in the United States during the late 1800s. Write a newspaper editorial that explains your viewpoint on whether labor unions were useful in the workforce. Include supporting facts to back up your views. � Have students research the scandals and figures of the late 1800s. Write an editorial describing the corruption in the cities and what you think should be done about it.

USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E) A. the influence of the ideas associated with Social Darwinism B. the purchase of Alaska from Russia

Students will KNOW: � Causes and course of America’s growing role in world affairs from the Civil War to World War I. � Influence of the ideas associated with Social Darwinism �Causes and effects of American expansion. �America’s growing influence in Hawaii leading to annexation � Causes and effects of the Spanish-American War.

� Have students develop a list of the potential benefits for the U.S. if it changed its foreign policy to one of expansion. Then have students develop a list reasons why the U.S. should steer clear of foreign entanglements and concentrate on development within its existing borders. Create a class list. Use it as a basis for a discussion about expansion and imperialism.

� Document-based essays � Teacher-generated quiz or test with matching, multiple choice, and open-response questions � Charts � Graphic organizers � Comic books � Letters � Speeches � Diary entries � Cartoons

September and May


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C. America’s growing influence in Hawaii leading to annexation D. the Spanish-American War E. U.S. expansion into Asia under the Open Door policy F. President Roosevelt’s Corollary to the Monroe Doctrine G. America’s role in the building of the Panama Canal H. President Taft’s Dollar Diplomacy I. President Wilson’s intervention in Mexico American entry into World War I

�Reasons for the Open Door policy and its impact on the U.S. and international relations. � Foreign policy established by the Roosevelt Corollary, including its purposes and uses. �America’s role in the building of the Panama Canal. � Diplomacy established by Theodore Roosevelt (“Big Stick”), William H. Taft (“Dollar Diplomacy”) and Woodrow Wilson (“Moral” Diplomacy). � Causes and consequences of President Wilson’s intervention in Mexico as well as America’s entry into World War I. � U.S. entered the imperialist competition late, but it soon extended its power and influence in the Pacific and Latin America. �Quick victory in the Spanish-American War gave the U.S. a new role as a world power. � U.S. exerted its influence in Latin America and the Pacific. U.S. intervention strained relations between the U.S. and Mexico. �Rivalries among European nations led to the outbreak of World War I. �U.S. entered the First World War because of Germany’s use of unrestricted submarine warfare, bankers and munitions makers, the Zimmermann Telegram, and Wilson’s “Messiah” complex. � U.S. helped turn the tide for an Allied victory in World War I. �U.S. mobilized a variety of resources to wage World War I.

� Draw four rectangles for students to see. Label the rectangles with the main topics—imperialist activity, taking control of Hawaii, influence in China, and influence in Japan. Guide students in a discussion of the four topics. As students name the main points in each topic, record them in the rectangles. Have students copy the completed graphic organizer. � Guide students in a discussion about the causes and effects of imperialism. Make a list of the causes and effects of U.S. imperialism for all to see. Have students copy the chart or graphic organizer. � Divide the class in half. Assign one half of the students documents written from the imperialist perspective. Assign the other half a document set written by anti-imperialists. Have students analyze the documents and list arguments in favor of their assigned perspective. Guide students in an informal debate between imperialists and anti-imperialists. After students voice the arguments. Have the class make a chart showing the arguments of each side. � Give students an uncompleted chart with a list of the causes of the

� Group presentations � Reports � Posters � Rankings and rationales


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Students will be able to DO: �Write document-based essays �Participate actively in simulations �Conduct research �Write editorials �Write short essays �Write a diary entry �Create political cartoons �Make charts and graphic organizers �Debate issues associated with U.S. imperialism �Create visuals �Write a report �Make a comic book using Comic Life �Give group presentations �Write a speech �Analyze primary and secondary documents �Rank order the causes of U.S. entry into World War I and write a rationale explaining the ranking. �Write a document-based essay on the causes of U.S. entry into World War I.

Spanish American War. Have students research the causes and complete the chart by explaining how each factor led to war. Divide the class into small groups. Have each group rank order the causes and write a rationale explaining their rankings. Have each group present its findings to the class. � Have students participate in a simulation on the decision to go to war in Spain. After having students read background information about the causes of the Spanish-American War, explain to them that will be serving as advisers to President McKinley as he considers his options during the Fall of 1898. Divide the class into small groups. Assign each group one of three options—fulfill our national destiny, preserve our democratic values, or carefully calculate our interests. Each group will read background information on its option as well as a set of documents supporting their assigned option. Have each group compose a position paper addressed to President McKinley recommending a course of action. Have each group deliver its position to the class. Discuss McKinley’s decision and its ramifications. � Divide the class in half. Assign


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one half a set of documents in which the authors favor the annexation of the Philippines. Assign the other half of the class a set of documents in which the authors oppose the annexation of the Philippines. Conduct an informal debate between the two sides. Debrief. As a class, discuss which side presented the stronger arguments. � Have students write a document-based essay in which they answer the following: Was imperialism a proper and legitimate policy for the U.S. to follow at the turn of the nineteenth century? � Guide students in a discussion about how Cuban rebels might have reacted when the USS Maine was sunk and the U.S. was deciding whether or not to go to war over the incident. The rebels can either join the United States, or they can remain independent and try to continue their fight against Spanish domination without foreign support. Remind students of the risks of either course of action. Have students decide which course of action they believe would have been most effective in winning Cuban independence. Then have students write a speech from the perspective of a Cuban rebel in which they try to


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convince other Cuban rebels to join them in their struggle. Have volunteers read their speeches. � Have students create two editorial cartoons that might have appeared in a U.S. newspaper celebrating the victories. One cartoon should focus on the U.S. victory in the Philippines; the other should focus on the U.S. naval victory in Cuba. Then have students write an editorial for a Spanish newspaper lamenting Spain’s defeat, the humbling of its navy, and the end of one of the world’s great imperial powers. Have students present their work. Guide students in a discussion of the points of view. � Remind students that U.S. newspapers covered the Spanish-American War thoroughly and sent artists like Frederic Remington to provide illustrations. Have students analyze his work on the Rough Riders. Then have students create two illustrations, one that shows the Battle of San Juan Hill as described by Theodore Roosevelt, and the other showing the U.S. Navy fleet in the Battle of Santiago. Share the visuals with the class. � Have students create outline maps of Latin America and show U.S. intervention there.


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� Guide students in a discussion about the events that led up to the building of the Panama Canal. Show them pictures of the hardships workers faced. Organize the class into small groups. Have each group work together to write a poem and design a poster to honor the hard-working people who built the canal. Have students include their poem in their poster. � Have students analyze documents dealing with the Panamanian rebellion and the way in which the U.S. acquired rights to the Panama Canal Zone. Have students write a one-page letter to President Theodore Roosevelt, either praising or condemning his actions in securing the rights to build the Panama Canal. Have students read their letters to the class. � Have students imagine they are canal workers and write a diary entry explaining the hardships that they face. � Have students make a chart showing the countries U.S. intervened in as well as a description of the type of intervention. � Have students draw three ladders on their own paper, and then have them label the top using the topics—dictatorship sparks a revolution, the


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U.S. intervenes, the revolution concludes. Have students describe and explain the major ideas of each topic on the rungs of the corresponding ladder. Have students write a short essay that expresses the thoughts and feelings that a Mexican citizen in the early 1900s might have had about the Mexican Revolution and the subsequent political turmoil in the country. � Divide the class into small groups. Assign each group a political cartoon dealing with U.S. intervention in the Mexican Revolution. Have each group complete a cartoon analysis. � Have students conduct research to learn about the events that led to this historic handover. Then create a report that analyzes the reasons that the United States gave up the canal and the Canal Zone to Panama. � Have students conduct research and take notes on the politics, the economic effects, cultural clashes, and resulting unity and diversity relating to American imperialism. Then have them use the interactive template to write a report. � Have students research yellow journalism and how it affected the Spanish-American War. Then write


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a news article that might have appeared in one of New York City's daily newspapers, telling about a major event of the Spanish-American War. � Have students research the effects of human and geographic factors on the construction of the Panama Canal. Physical factors include landforms, climate, and weather. Human factors should focus on the use of technology and the reasons humans modified the environment, along with the hazards people faced. Then create a poster about the canal, highlighting the most important details. � Have students write a document-based essay dealing with views on American expansionism. What factors influenced the decision to annex Hawaii? � Have students select a topic from this unit and design a comic book on the topic or issue. � After students analyze primary and secondary sources dealing U.S. entry into the First World War, divide the class into small groups to rank order the causes of U.S. entry and write a rationale explaining their rankings. Share findings with the class. � Write a document-based essay on


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the causes of U.S. entry into the First World War.

USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. (H) Seminal Primary Documents

to Read: President Woodrow Wilson, “Peace Without Victory,” speech (1917)

Students will KNOW: �Course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. � Reasons why attempts at establishing collective security failed, leading to the Second World War. � First World War was a total war that required the mobilization of American society.

Students will be able to DO: �Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. �Analyze and evaluate primary and secondary sources dealing with Wilson’s diplomacy, Fourteen Points, the debate over the League of Nations, and the failure of the Versailles Treaty. �Write a document-based essay dealing with Wilson’s diplomacy and the debate over the League of Nations. �Actively participate in a simulation of Wilson’s struggle to win Senate ratification of the Treaty of Versailles. �Analyze and evaluate wartime propaganda. �Create a propaganda poster.

� Divide the class into three groups—progressive internationalists, reservationists and irreconcilables. Give them document sets voicing their assigned perspective to analyze. Then have the groups develop arguments as to whether or not the Senate should ratify the Versailles Treaty. Groups would then deliver their arguments and counterarguments during a debate. � Write a document-based essay dealing with Wilson’s diplomacy and the debate over the League of Nations. � Simulate Wilson’s struggle to win Senate ratification of the Treaty of Versailles. Have students conduct research about Wilson’s diplomacy and the debate over the League of Nations. Have students consult primary and secondary sources. Assign each student a role. In scene one have Wilson meet with representatives of the reservationists and the irreconcilables. In scene two have Mrs. Wilson and Gilbert Hitchcock. The audience should take notes and critique the arguments of the participants. Debrief with a class discussion.

� Document-based essay � Document analysis and debate � Teacher-generated quiz or test with matching, multiple choice, and open-response questions � Simulation � Primary source analysis and presentation � Propaganda poster

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Then divide the class into groups to deal with a related case study—the Persian Gulf War. Tell students that Iraq has invaded neighboring Kuwait and that President Bush must decide what course of action the U.S. should take. Groups should advise the president by suggesting a course of action. Guide students in a discussion of the case study. � Have students analyze government propaganda, such as cartoons, posters, advertisements, songs, and so forth. Have them complete a primary source analysis sheet created by the National Archives. Next have them present a document and their findings to the class. Then divide the class into pairs so that students can create their own First World War propaganda posters.

CONTENT STANDARD - The Age of Reform: Progressivism and the New Deal, 1900-1940

USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E) People

A. Jane Addams B. William Jennings Bryan C. John Dewey D. Robert La Follette

Students will KNOW: � Origins of Progressivism and important Progressive leaders. � Major accomplishments of Progressivism. �Roles and contributions of Jane Addams, William Jennings Bryan, John Dewey, Robert La Follette, President Theodore Roosevelt, Upton Sinclair, President William H. Taft, Ida Tarbell, and President Woodrow Wilson. �Various policies and reforms of the Progressive presidents and other leaders.

� Simulate TR’s intervention between labor and management in the coal strike of 1902. Have students conduct research about the strike and TR’s presidency. Assign students roles to play. In scene one, have TR meet with representatives of coal operators and the United Mining Workers of America. In scene two, have TR meet with his advisers to weigh the pros and cons of the available alternatives. In

� Simulation � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Chart � Diagram � Multimedia presentation � Letter to officials about the Triangle Fire and the need for reform � Cartoon or photograph analysis � Political cartoon or comic book � Speeches

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E. President Theodore Roosevelt F. Upton Sinclair G. President William H. Taft H. Ida Tarbell I. President Woodrow Wilson Policies

A. bans against child labor B. the initiative referendum and its recall C. the Sherman Anti-Trust Act (1890) D. the Pure Food and Drug Act (1906) E. the Meat Packing Act (1906) F. the Federal Reserve Act (1913) G. the Clayton Anti-Trust Act (1914) H. the ratification of the Nineteenth Amendment in 1920 Seminal Primary Documents

to Read: President Theodore Roosevelt, “The New Nationalism,” speech (1910).

�Philosophies behind the New Nationalism and the New Freedom.� Students will be able to DO: �Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. �Actively participate in a simulation of TR’s intervention in the coal strike of 1902. �Analyze The Jungle and make a chart and a diagram. �Make and deliver a multimedia presentation on a prominent muckraker. �Engage in a Socratic seminar discussion. �Conduct research. �Write a letter. �Analyze and evaluate evidence. �Make a political cartoon or comic book. �Create a graphic organizer showing main reforms. �List obstacles blocking women reformers. �Make an annotated and illustrated time line of the women’s rights movement. �Write a report on reform legislation. Make a conservation collage. �Complete a chart showing the political, social, and economic reforms that occurred under TR, Taft, and Wilson. �Write a document-based essay dealing with Progressivism and its impact. �Compose and deliver a presentation on child labor and compulsory education laws passed in Massachusetts.

scene three, moderate a Coal Commission hearing in which lawyers representing labor and management question witnesses and make arguments. Audience members should take notes and critique TR’s decision as well as the arguments made by labor and management. To close, divide students into groups to examine similar case studies and provide the president with suggested courses of action. � After reading excerpts of The

Jungle, have the students analyze primary sources, such as graphs, maps, and documents dealing with the meat packing industry. Have students complete a chart comparing the ways in which The Jungle and the other sources depict the following: working conditions, living conditions, economic conditions, political conditions, and what the owners were like. Then have students show the differences in a Venn diagram. � Draw or display four computer monitors for students to see. Label them Progressivism, Reforming Society, Reforming the Workplace and Reform Government Respectively. Guide students in a discussion of the four main topics.

� Graphic organizer � Lists � Time Lines � Susan B. Anthony cartoons � Reports on conditions and reforms in the food and drug industries � Conservation collage � Progressive Presidents chart � Document-based essay � Presentation on child labor and compulsory education laws � Paragraph � Report � Editorial � Historical brochure


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�Write a paragraph explaining how The

Jungle moved Roosevelt to act. �Write a report on urban problems and reform. �Write a newspaper editorial on the need for consumer protection. �Create a historical brochure on the election of 1912.

Use the computer screens as a graphic organizer. � Guide students in a discussion about Progressivism and the results achieved by muckrakers. Have students read excerpts of writings by Ida Tarbell, Lincoln Steffens, Frank Norris, Upton Sinclair, and Jacob Riis. Divide the students into small groups to have them show what the muckrakers had in common. Have students conduct additional research on one of the muckrakers and produce a multimedia presentation on the influence of the muckraker. After students deliver their presentations, guide students in a discussion of how effective modern journalists are at building a public consciousness in favor of reform and raising awareness of political and social problems. � Have students use their textbook and other sources to make an annotated and illustrated time line of reforms made in the workplace. Students may want to use Timeliner 5.1. � Assign excerpts of primary and secondary sources dealing with the Triangle Shirtwaist Factory Fire and the laws that were enacted to prevent such a tragedy from occurring again. Conduct a Socratic


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seminar on the sources. Then have students use what they learned to write a letter to the New York City mayor, the Shirtwaist Kings, the building inspectors, and fire chief explaining why fire prevention regulations and reforms are needed. Have volunteers share their letters. Discuss hazards today. � Ask students to analyze a cartoon or photograph dealing with the Triangle Shirtwaist Factory Fire and complete a cartoon or photograph analysis sheet created by the National Archives. Have students present their findings to the class. � Have students select an event from the Progressive Era and to create a political cartoon or comic book. Students may want to use Comic Life. � Review with students Robert La Follette’s election as governor of Wisconsin. Have students prepare the governor’s inaugural speech announcing the reforms expressed in the Wisconsin Idea. Have volunteers read their speeches to the class. � Have students draw three ladders and label the top of each ladder Opportunities for Women, Gaining Political Experience, and Rise of the Women’s Suffrage Movement. As


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they conduct research about the these reform areas, have them fill in rungs of the ladder with main ideas. Discuss women’s issues that have been resolved and those that women still face today. Have students assume the role of a suffragette and write letters to the editor. � Guide students in a discussion about areas of interest for Progressive American women. Make a class list. Ask why women focused on these areas. Organize students into groups to discuss the obstacles that blocked women in their efforts to achieve reform in these areas. Have each group make list of barriers faced by female reformers. � Guide students in a discussion of the divisions within the women’s rights movement and the resistance reformers faced. Have students create an annotated and illustrated time line of the women’s rights movement. � Have students research the NAWSA and the NWP. Have them make a Venn diagram showing the similarities and differences in terms of goals and tactics. Next have them compose one speech from the perspective of a member of the NAWSA and another speech from


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the viewpoint of a member of the NWP. � Assign students primary sources dealing with Susan B. Anthony and her campaign for women’s right to vote. Divide the class into pairs to create cartoons showing Anthony voting, her arrest, the judge fining Anthony, and Anthony refusing to pay her fine. Have students share their cartoons with the class. Discuss why the judge did not want Anthony to have the opportunity to appeal her case. � Have students conduct research about Margaret Sanger and the birth control movement as well as Anthony Comstock and the moral purity movement. Conduct a Socratic seminar discussion dealing with these two opposing movements. � Have students analyze cartoons depicting TR and his domestic policies. Have students fill out cartoon analysis sheets designed by the National Archives. Then have the students present their cartoon analysis to the class. � After reading excerpts of The

Jungle, have students conduct research on food and drug regulations and legislation passed prior to the Meat Inspection and


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Pure Food and Drug Acts. Then have students write a report comparing and contrasting conditions in food and drug processing plants before and after the legislation was passed. Ask volunteers to read their reports to the class. Discuss the ways in which the government helps to ensure that consumers are protected from unsafe food and medicine. � Guide students in a discussion of the ways in which the environment is protected today. Divide the class into small groups. Have them conduct research and compile facts and photos of parks, monuments, and places experiencing environmental degradation. Have students create collages showing their research on environmental protection work and its potential failures. Discuss the importance of conservation in the Progressive era. � Have students complete a chart showing the political, social, and economic reforms that occurred under TR, Taft, and Wilson. � Have students write a document-based essay that answers the question: How did the muckrakers change society and government? � Have students conduct research on child labor and compulsory


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education laws passed in Massachusetts. Have students create presentations showing their findings. � Research Roosevelt’s reaction to The Jungle. Then write a paragraph explaining how the novel moved Roosevelt to act. � Find more information about city planning and management during the late 1800s and early 1900s. Then, from the viewpoint of a city manager living in a major city during the late 1800s and early 1900s write a report. � Research the issue of food safety during the early 1900s. Then assume one of the following roles: a worker in a slaughterhouse or a congressperson. In your chosen role, write a newspaper editorial about the need for passing food safety legislation. � Research the election of 1912 and compare it to other elections with significant third-party candidates. Research the reasons for the party's creation and how it affected the two major parties: the Democratic and Republican parties. Then create a historical brochure that explains significant facts about third parties throughout history.

USII.9 Analyze the post-Civil Students will KNOW: � Have students analyze and � Women’s suffrage charts September


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War struggles of African Americans and women to gain basic civil rights. (H) A. Carrie Chapman Catt B. W.E.B. Du Bois C. Marcus Garvey D. the National Association for the Advancement of Colored People (NAACP) E. Alice Paul F. Booker T. Washington Seminal Primary Documents

to Consider: Booker T. Washington, the Atlanta Exposition Address (1895), and the Niagara Movement Declaration of Principles (1905)

� Post-Civil War struggles of African Americans and women to gain basic civil rights. �Goals and tactics of civil rights and women’s rights leaders.

Students will be able to DO: �Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. �Complete a chart showing the goals, tactics, strengths, and weaknesses of African American reformers. �List obstacles blocking women reformers. �Make an annotated and illustrated time line of the women’s rights movement. �Create a multimedia presentation on a college opened for women or African Americans.

evaluate excerpts from the debate over women’s suffrage and complete a chart for each source showing key arguments as well as an evaluation of the argument. Discuss the issues dealing with women’s suffrage. � Have students read primary and secondary sources dealing with the movement for women’s suffrage. Conduct a Socratic seminar discussion on the movement. � Have students draw three ladders and label the top of each ladder Opportunities for Women, Gaining Political Experience, and Rise of the Women’s Suffrage Movement. As they conduct research about the these reform areas, have them fill in rungs of the ladder with main ideas. Discuss women’s issues that have been resolved and those that women still face today. Have students assume the role of a suffragette and write letters to the editor. � Guide students in a discussion about areas of interest for Progressive American women. Make a class list. Ask why women focused on these areas. Organize students into groups to discuss the obstacles that blocked women in their efforts to achieve reform in these areas. Have each group make

� Graphic organizers � List of obstacles � Time lines � Susan B. Anthony cartoons � African American reformer chart � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Multimedia presentation


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list of barriers faced by female reformers. � Guide students in a discussion of the divisions within the women’s rights movement and the resistance reformers faced. Have students create an annotated and illustrated time line of the women’s rights movement. � Have students research the NAWSA and the NWP. Have them make a Venn diagram showing the similarities and differences in terms of goals and tactics. Next have them compose one speech from the perspective of a member of the NAWSA and another speech from the viewpoint of a member of the NWP. � Assign students primary sources dealing with Susan B. Anthony and her campaign for women’s right to vote. Divide the class into pairs to create cartoons showing Anthony voting, her arrest, the judge fining Anthony, and Anthony refusing to pay her fine. Have students share their cartoons with the class. Discuss why the judge did not want Anthony to have the opportunity to appeal her case. � Have students read primary and secondary sources dealing with the goals and tactics, strengths, and


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weaknesses of Booker T. Washington, Ida Wells-Barnett, W.E.B. Du Bois, and Marcus Garvey. Have them make a chart showing the goals, tactics, strengths and weaknesses of each. � Research a college or university that opened its doors to women in the late 1800s. Then create a multimedia presentation that gives the history of the institution, including why it was founded, as well as when and why women were first admitted. What famous alumnae does the college claim? Be sure to include graphics and other key facts in your presentation.

USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. (H) A. the Boston police strike in 1919 B. the Red Scare and Sacco and Vanzetti C. racial and ethnic tensions D. the Scopes Trial and the debate over Darwin’s On the

Origins of Species

Students will KNOW: �How the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. � Many Americans found much to fear in the postwar years, including new immigrants, black migration, radicals, labor unions and the influenza epidemic. �A revolution in manners and morals created new sources of social change in the 1920s. �A conflict in cultures occurred in the 1920s. �New products, new industries, and new ways of doing business expanded the economy in the 1920s. �The nation’s desire for “normalcy” and its

� Draw a large triangle for students to see. Label the angles Red Scare, Labor Unrest, and Immigration. Guide students in a discussion of the three topics and have them name ways in which each of the topics relate to each other. Keep a record of student responses. � Have students analyze a set of documents dealing with both sides of the immigration issue. Have them complete a chart that shows the source, the position, and supporting arguments. Then break students into small groups to serve as advisors of President Coolidge.

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Document-based essay � Position paper � Dialogue � Cartoon � Class discussion � Advertisement � Chart � Editorial � Time line � Presentation

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E. Prohibition support for American business was reflected in two successive presidents—Harding and Coolidge. �Transformations in the African American community contributed to a blossoming of black culture centered in Harlem. New technologies helped produce a new mass culture in the 1920s. Students will be able to DO:

�Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and throughout the 1920s. �Conduct research. �Analyze and evaluate primary and secondary sources. �Write a document-based essay on the cultural conflicts of the 1920s. �Write a position paper as part of a simulation. �Create an original cartoon. �Participate actively in simulations. �Make a cause and effect chart. �Complete a graphic organizer. �Make an advertisement. �Write a dialogue. �Write an editorial. �Make an annotated and illustrated time line. �Create and deliver a presentation.

Groups should write a position paper recommending a course of action. Guide students in a discussion of the National Origins Act of 1924 and nativism in American history. � Guide students in a discussion of the Red Scare and compare it to terrorism today. Have students research the PATRIOT Act (H.R. 3162). Guide students in a discussion of the ways in which the act limits some civil liberties and tries to guarantee others. Explain why our society has struggled to balance national security and civil liberties. � Have students analyze political cartoons depicting immigration and the Red Scare. Then break them into small groups to create a cartoon depicting a modern-day issue dealing with fear. � Have students conduct research on the Sacco and Vanzetti case. Give them a list of pertinent evidence. Have students itemize whether or not each piece of evidence supports guilt, innocence, or neither. Have students read excerpts of the trial transcripts as a reader’s theater. Analyze and discuss Vanzetti’s last statement to the court. Discuss to what extent did the Red Scare and


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nativism play a part in the trial. Have students write an editorial addressing whether or not Sacco and Vanzetti received a fair trial. Have volunteers read their editorials to the class. � Have students make a cause and effect chart on labor unrest. � Have students read the Lynds study on the automobile and list the ways in which cars altered American society. Then have them analyze primary and secondary sources dealing with Henry Ford, the assembly line, and planned obsolescence. Next have students complete a graphic organizer showing the ways in which the automobile changed American business and consumer behavior. � After analyzing some advertisements of the 1920s, have students select one of the new consumer products of the 1920s and create an ad for the new product. Guide students in a discussion about the relationship between popular values and advertising techniques � Assign students a popular hero of the 1920s to research. Then have them create and deliver a multimedia presentation on the figure. Guide the class in a discussion of what the people had in


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common. � Have student analyze primary sources showing the extent to which women’s lives changed in the 1920s. Have them list and categorize the changes. Debate the validity of the term “new woman.” � Have students read Chapter 5 of Frederick Lewis Allen’s Only

Yesterday. Have them answer the following: What factors made American society ready for a revolution in manners and morals in the 1920s? According to Allen how had changes in the home, family, and workplace made American women ripe for revolution in the 1920s? Contrast the domestic code of the Victorian era with the 1920s code of the flapper. Did the flapper represent the culmination of the women’s movement? In what ways had fashion changed? What, if anything, do changes in fashion show? Allen’s account was written in 1931. How does his proximity to his subject affect his interpretation of the changes he observed in American society? � Discuss how new trends and cultural changes can result in conflict over traditional values. Have students select and share modern trends and images that have


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created conflicts in society. � Have the class participate in a reader’s theater on the Scopes trial. Guide students in discussion of the significance of the trial and the ways in which it indicated a clash between the old and the new as well as the rural and the urban. � Have students conduct research on Prohibition. Then break the class into pairs to write a dialogue between a spokesperson of the “wets” and a representative of the “drys.” Have volunteers read their dialogues to the class. Discuss the ways in which Prohibition was part of the conflict in values. � Have students write a document-based essay dealing with the cultural conflicts of the 1920s. � Have students create a chart showing the similarities and differences between Harding and Coolidge. � Divide the class into small groups to have the students design campaign posters for Coolidge in 1924. � Organize the class into small groups to have students create a documentary or multimedia presentation on Harding’s presidency and the scandals that marred his administration. After


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groups present their projects, discuss whether or not Harding is deserving of the label “our nation’s worst president.” � Read several of Langston Hughes poems aloud to the class. Have students create illustrations for each of the poems. Discuss the message of each poem and how the images relate to the message. � Play recordings of jazz musicians. Discuss the artists’ contributions. Have students identify modern-day African-American artists, musicians, or actors and the areas in which they excel. Guide students in a discussion of the similarities and differences between the artists of the 1920s and today. � Have students work in pairs to make an annotated and illustrated time line showing the history of radio or the movie industry.

USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. (H, E) A. restrictive monetary policies B. unemployment C. support for political and

Students will KNOW: � various causes and consequences of the global depression of the 1930s. � stock market crash revealed weaknesses in the American economy and helped trigger a spreading economic crisis. � Great Depression and the natural disaster known as the Dust Bowl produced economic suffering on a scale the nation had never seen before. �How Americans responded to the Great

� Pair students and have each pair create a flow chart showing how the Fordney-McCumber Tariff, war debts, and reparations affected the U.S. � When introducing the topic, give students the scenario of the Great Depression and the “invisible scar” it left on Americans. Ask: How would you feel if this were to occur? How would you respond? Tell them

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Document-based essay � Charts � Photograph analysis worksheets and presentations � Primary source analysis � Radio broadcasts � Concept maps � Thesis, ranking, and rationale

October


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economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman

Depression. �Herbert Hoover came to office with a clear philosophy of government, but the events of the Great Depression overwhelmed his responses.

Students will be able to DO: �Describe the various causes and consequences of the global depression of the 1930s. �Analyze how Americans responded to the Great Depression. �Explain and rank order the causes of the Great Depression. Write a rationale defending their interpretation and ranking. �Make a flow chart showing changes in the American economy. �Analyze and evaluate The Grapes of Wrath. �Analyze and evaluate photographs portraying life in the Great Depression. �Make concept maps showing the causes and effects of the Great Depression. �Analyze and evaluate Hoover’s philosophy of government and his policies. �Write a document-based essay on the Great Depression and its impact on Americans. �Compose and deliver radio broadcasts demonstrating the effects of the Great Depression.

that the Great Depression was the worst crisis in the nation’s history. Discuss the various responses. � Divide the class into small groups. Give each group a list of the causes of the Great Depression. Have them make a concept map that explains and shows how each cause contributed to the depression. Then have each group rank the causes in the order of importance. Each group could formulate a thesis explaining how its top four causes relate to each other and a rationale explaining their rankings. Have the groups share their findings. Discuss the various interpretations regarding the causes of the Great Depression. � Divide the class into small groups. Have them make a concept map or graphic organizer showing the effects of the depression. � Organize the class into small groups. Have each group compose and deliver radio broadcasts capturing the human toll taken by the depression, the devastation of the caused by the dust bowl, and the ineffectiveness of Hoover’s policies. � Have students complete a chart showing Hoover’s policies and why the responses fell short of helping the nation recover. � Have students analyze campaign

� Movie review


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posters, radio ads, slogans, and political cartoons from the election of 1932. Have students identify the candidate they would have voted for and why. Then discuss why Hoover lost and FDR won the election. � Give students a set of documents showing how the Great Depression helped to bring the nation together. Then have them write a document-based essay explaining how the depression brought people together. � Have students use on-line sources to access FSA photographs showing how the Great Depression impacted everyday life in America. Have students select one photograph and complete a photograph analysis worksheet created by the national archives. Have each student present their photograph and findings to the class for discussion. � After analyzing some excerpts from Steinbeck’s The Grapes of

Wrath, show the movie version. Have students write a movie review that reveals historical inaccuracies.

USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H) People A. President Herbert Hoover

Students will KNOW: �The causes and effects of Franklin Roosevelt’s New Deal programs. �As soon as FDR became president he sought to address the nation’s needs with mixed results. �The New Deal aimed at instituting relief,

� To introduce the unit, explain that the Great Depression was devastating and that people demanded that their government take whatever steps possible to end the crisis. Have students discuss possible actions the government

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Document-based essay � Chart � Photograph analysis worksheets and presentations

October


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B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin Policies the establishment of A. the Federal Deposit Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act, the National Labor Relations Act E. the Works Progress Administration F. the Fair Labor Standards Act Institutions

A. the American Federation of Labor B. the Congress of Industrial Organizations C. the American Communist Party

recovery and reform. �The Second New Deal resulted in some strong successes and stunning defeats for the Roosevelt administration. �The important policies, institutions, and personalities of the New Deal era. Students will be able to DO: �Analyze the causes and effects of President Roosevelt’s New Deal programs. �Analyze the important policies, institutions, and personalities of the New Deal era. �Evaluate the New Deal in terms of whether or not it attained its goals of relief, recovery and reform. �Analyze and evaluate primary and secondary sources and evidence. Write and deliver fireside chats. �Participate actively in a mock press conference. �Devise a campaign strategy for a candidate in the 1932 presidential election. �Create a political cartoon dealing with the election of 1936. �Make a chart comparing and contrasting the AFL and CIO. �Design posters promoting New Deal agencies. �Conduct outside research. �Analyze and evaluate photographs of the era. �Make a multimedia presentation on the WPA and its legacy. �Write a document-based essay.

could take. Then have students analyze FDR’s First Inaugural Address. Ask students what FDR pledged to do. What traditions did he draw upon in his approach? In what ways and to what extent did his approach differ from previous administrations? � Organize students into small groups to research the presidential election of 1932. Half of the groups should represent Hoover and the other half FDR. Then have each group develop a campaign strategy for its candidate with slogans and detailed plans. A campaign manager for each group should present the group’s work to the class. Ask students which slogans and strategies are best. Which plans seemed most realistic in solving the problems of the Great Depression. � Conduct a mock press conference. Have two volunteers research the lives of FDR and Eleanor Roosevelt and then play their respective roles in answering questions at a press conference set in 1933. The rest of the class could research the president and his first lady and write ten to fifteen questions to ask the Roosevelts. Hold a mock press conference, and then discuss the Roosevelts’ political partnership.

� Multimedia presentation � Editorial � Mock press conference � Debate � Fireside chats � Letter � Political cartoon


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�Write an editorial. �Write a letter to a U.S. senator supporting or opposing FDR’s court-packing plan. �Participate in a debate. �Evaluate the New Deal in terms of whether or not it attained its goals of relief, recovery and reform.

� Organize the students into small groups. Have them compose and deliver fireside chats. Then explain that FDR was the first nationally advertised president and a great communicator. � Divide the class into small groups. Have the groups design two posters that provide information about New Deal programs, such as the CCC, PWA, and CWA. � Have conduct research on-line about Schechter Poultry

Corporation v. United States (1935). Have students answer the following: What does the ICC do? If Schechter had been ruled differently, what aspects of the commission today would have caused constitutional problems? The Gun Free School Zones Act of 1990 made it a federal crime for an individual knowingly to possess a firearm in a school zone. Does the act exceed Congress’s power to legislate under the Commerce Clause? State the arguments for and against the law’s constitutionality. � Organize the class into small groups to create a multimedia presentation that explains what group members learned. Use at least five examples of WPA projects that are still useful in today's society.


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Explain who uses the projects and how they benefit the community. Make sure to illustrate your presentation with graphics. � Give one half of the class primary and secondary sources that support the New Deal. Give the other half sources that oppose the New Deal. Moderate a debate on whether or not the New Deal was positive or negative. � Ask students to make a list of criticisms of the New Deal by liberals on one end of the political spectrum and conservatives on the other. Guide students in a discussion of the criticisms. Then have students write a summary of the criticisms. � Organize students into small groups to conduct research on Social Security to see how it has grown and changed since it was first introduced in the Great Depression. Discuss how different administrations have addressed the funding of the system. Then have students write a letter to the editor expressing an opinion about how the funding of the system could be improved. The class should discuss the proposed solutions as well as the importance of Social Security. � Ask students to create a chart


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comparing and contrasting the AFL and CIO. Then have students conduct research on the GM sit-down strike. Ask students to identify how the Wagner Act helped to revive labor. Also ask them to explain how the NLRB and the CIO strengthened labor unions. � Divide students into small groups. Have students create a political cartoon that supports one of the three 1936 presidential candidates and criticizes the other two. Then have them complete outside research to review the positions of their candidate on the principal campaign issues. Have students share their work with the class. Explain why FDR and the Democrats won by such a wide margin. � Review with students FDR’s court-packing plan. Have each student write a letter to a U.S. senator supporting or opposing the president’s plan. Have volunteers read their letters to the class. Ask the class to predict what would have happened if FDR’s plan succeeded. � Ask students to write a document-based essay addressing the following: In what ways and to what extent was the New Deal a revolution?

USII.13 Explain how the Students will KNOW: � Have students use on-line sources � Teacher-generated quiz or test with October


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Great Depression and the New Deal affected American society. (H) A. the increased importance of the federal government in establishing economic and social policies B. the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics

�The Great Depression and the New Deal had a deep impact on American culture during the 1930s. �The New Deal had mixed success in rescuing the economy, but it fundamentally changed Americans’ relationship with their government. �The increased importance of the federal government in establishing economic and social policies. �The emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics Students will be able to DO: �Explain how the Great Depression and the New Deal affected American society. �Evaluate the New Deal in terms of whether or not it attained its goals of relief, recovery and reform. �Analyze and evaluate primary and secondary sources and evidence. �Analyze and evaluate photographs of the era. �Make a multimedia presentation on the WPA and its legacy. �Write a document-based essay. �Create a chart comparing and contrasting the extent to which the New Deal addressed the needs of women, African Americans and Native Americans. �Design a CD of Depression-era songs �Create a 1930s movie storyboard.

to access FSA photographs showing how the Great Depression impacted everyday life in America. Have students select one photograph and complete a photograph analysis worksheet created by the national archives. Have each student present their photograph and findings to the class for discussion. �Ask students to use on-line sources to research Lange’s life and study some of her photographs. Then ask students to answer these questions: (a) How did Lange’s own life affect her work? (b) What do her photographs reveal about the lives of people during the Depression? In your answers, refer to at least two specific photographs by their titles. � Organize students into small groups to conduct research on Social Security to see how it has grown and changed since it was first introduced in the Great Depression. Discuss how different administrations have addressed the funding of the system. Then have students write a letter to the editor expressing an opinion about how the funding of the system could be improved. The class should discuss the proposed solutions as well as the importance of Social Security. � Organize the class into small

matching, multiple choice, and open-response. � Document-based essay � Chart � Photograph analysis worksheets and presentations � Multimedia presentation � New Deal scorecard � Storyboard � CD design � Newspaper article � Debate � Movie review


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�Participate in a debate. �Make a list of the successes and limitations of the New Deal. �Write a newspaper article about the arts and entertainment of the 1930s.

groups to create a multimedia presentation that explains what group members learned. Use at least five examples of WPA projects that are still useful in today's society. Explain who uses the projects and how they benefit the community. Make sure to illustrate your presentation with graphics. � Ask students to write a document-based essay addressing the following: In what ways and to what extent was the New Deal a revolution? � Divide the class into pairs. Have students create a chart comparing and contrasting the ways in which Roosevelt’s administration addressed the concerns of women, African Americans and Native Americans. � Provide students with examples of the work of artists in documenting the Depression. Have students write memos to FDR suggesting that New Deal agencies use the arts to promote their plans. Have volunteers share their work. Discuss whether or not government sponsorship of the arts could lead to censorship and government-sponsored propaganda. � Organize the class into small groups. Have each group research


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one of the following movie genres of the 1930s—gangster films, horror movies, Westerns, comedies, and musicals. Have each group create an original movie storyboard designed to take people’s minds off their troubles. Discuss the ways in which movies reflected the values of the period. Have groups share their work. � Play some Depression-era songs as students analyze the lyrics. Discuss the messages and moods of the songs. Have students conduct further research on the popular music of the thirties. Then have groups of students create a design for a CD of Depression-era songs. Discuss student work and the role of music in the era. � Ask students to research arts and entertainment in the 1930s and write a newspaper article that reviews one aspect of this culture. � Give one half of the class primary and secondary sources that support the New Deal. Give the other half sources that oppose the New Deal. Moderate a debate on whether or not the New Deal was positive or negative. � Have students make a New Deal scorecard showing the successes and limitations in combating the Great


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Depression.

CONTENT STANDARD - World War II, 1939-1945 USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H

Students will KNOW: �The strength of American isolationism after World War I and its impact on U.S. foreign �policy. The shattering effects of World War I helped set the stage for a new, aggressive type of leader in Europe and Asia. �Far from being satisfied by the actions of France and Britain, Germany turned to force and triggered the start of World War II. �Isolationist feeling in the U.S. was strong in the 1930s, but Axis aggression eventually destroyed it and pushed the U.S. into war. �The outbreak of World War II spurred the mobilization of American military and industrial might. Students will be able to DO: �Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. �Participate actively in a simulation on U.S. isolationism and neutrality. �Construct a time line tracing U.S. isolationism. �Make a chart comparing and contrasting totalitarian dictators. �Analyze and evaluate primary sources. �Make a chart on the Neutrality Act. �Write an editorial. �Conduct research.

� After analyzing the Nye Committee report, divide the class into small groups to participate in a simulation. Have students use their texts and on-line sources to construct a time line that includes the significant U.S. foreign policy decisions from the Kellogg-Briand Pact to the German invasion of Poland. Explain that the time lines appear to give a simple sequence of events, but the placement and relationship of the events tell a story. Ask students to explain the isolationist mood in the 1930s. Give the students the following scenario: It is September of 1939 and you are the son of a wealthy executive and a recent graduate of Harvard with a degree in political science. Your father has used his influence to get you a job in the planning division of the State Department. The nation is still in shock over Hitler’s invasion of Poland. Your task is to review American foreign policy from 1929 to 1939. Because of your background, you are convinced that U.S. involvement in World War I was a tragic mistake, Germany was not solely to blame for the war, a

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Simulation � Time line � Charts � Debate � Editorial

October - November


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�Analyze case studies and deal with counterfactuals. �Participate in a debate between isolationists and interventionists.

policy of neutrality should keep us out of war, greedy profiteers were influential in the U.S. decision to enter the conflict, and it is difficult to negotiate with nations who refuse to pay their war debts. Tell the groups that they must address the following: Should the U.S. support any country or bloc of countries? What countries should we support and to what extent? How might neutrality legislation be improved? Write your recommendations to FDR and Congress as they consider new neutrality legislation. � As a class analyze FDR’s “Quarantine” Speech. Divide the class into small groups and give the groups a series of case studies dealing with international incidents, such as the Panay incident, the Finnish interlude, the sinking of The

Robin Moor, the Greer incident, the Nazi invasion of the Soviet Union, the economic crackdown on Japan, and last-ditch negotiations with Tokyo. For each scenario, groups must address the following: In light of the “Quarantine” Speech, what would you have expected FDR to do? What would have resulted? What issues would have been raised. As a whole class discussion, assess the following: FDR’s “Quarantine”


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Speech was not a prescribed course of action but a sounding board to elicit public opinion on U.S. intervention in world conflicts. � Have students read FDR’s “Four Freedoms” Speech and identify the freedoms and what each of them means. Guide students in a discussion of the extent to which notions of American freedom had changed and why. Then divide the class into small groups. Assign each group one of Norman Rockwell’s “The Four Freedoms.” Have each group complete a poster analysis form created by the National Archives. Have the groups present their findings. Guide students in a discussion of the relationship between American notions of freedom and U.S. entry into World War II. � Divide students into small groups. Have them create a chart showing the similarities and differences of the totalitarian dictators Mussolini, Hitler, Stalin, and Hirohito and the reasons why people in Germany, Italy, Japan and the Soviet Union supported totalitarian leaders. Review and display student work. � Have students conduct research on the British House of Commons and parliamentary debate. Remind


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students that parliamentary debate differs from U.S. congressional debate. Divide the class into two groups. Have students develop speeches that may have been given in 1938 when Parliament was debating appeasement. One group should support Chamberlain and the other Churchill. Conduct a debate. Discuss the difficulties of the appeasement policy. � Divide the class into small groups. Have each group research the Neutrality Act of 1935 and the amendments and revisions that were made to it between 1936 and 1941. Have each group make a chart showing the provisions of the act, amendments, and revisions, and listing the reasons for each provision. Then have each group present and explain its chart. Guide students in a discussion of the Neutrality Act. Ask if it was effective in keeping the U.S. out of World War II. Were there backdoor ways enabling the U.S. to participate? Should the U.S. adopt similar policies today? � Divide the class into two groups. Assign one group readings that support the position of isolationists and the other group readings that support the interventionists.


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Moderate an informal debate based on a series of central questions. � Have students write a letter to the editor from the perspective of a concerned citizen. Students should either argue for isolationism or interventionism. Have volunteers share their letters.

USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan). (H) A. Fascism in Germany and Italy B. German rearmament and militarization of the Rhineland C. Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland D. Japan’s invasion of China and the Rape of Nanking E. Pearl Harbor, Midway, D-Day, Okinawa, the Battle of

Students will KNOW: �How German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II. �The major battles and events of the war. �The shattering effects of World War I helped set the stage for a new, aggressive type of leader in Europe and Asia. �Far from being satisfied by the actions of France and Britain, Germany turned to force and triggered the start of World War II. �Isolationist feeling in the U.S. was strong in the 1930s, but Axis aggression eventually destroyed it and pushed the U.S. into war. �The outbreak of World War II spurred the mobilization of American military and industrial might. �The events of World War II and the effects had on the lives on Americans. �The U.S. focused first on the war in Europe. Germany’s Nazi government systematically murdered some 6 million Jews and 5 million others. �After early defeats in the Pacific, the U.S. gained the upper hand and began to fight its way to Japan.

� As a class analyze FDR’s “Quarantine” Speech. Divide the class into small groups and give the groups a series of case studies dealing with international incidents, such as the Panay incident, the Finnish interlude, the sinking of The

Robin Moor, the Greer incident, the Nazi invasion of the Soviet Union, the economic crackdown on Japan, and last-ditch negotiations with Tokyo. For each scenario, groups must address the following: In light of the “Quarantine” Speech, what would you have expected FDR to do? What would have resulted? What issues would have been raised. As a whole class discussion, assess the following: FDR’s “Quarantine” Speech was not a prescribed course of action but a sounding board to elicit public opinion on U.S. intervention in world conflicts. � Have students read FDR’s “Four Freedoms” Speech and identify the freedoms and what each of them

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Document-based essays � Presentations � Charts � Outline maps � Speeches � Military brief � Debate � Editorial � Journal entries � Thesis statement � Reports � Biographical sketch � Propaganda posters � Simulations � Certificates of achievement � Primary source analyses

November


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the Bulge, Iwo Jima, and the Yalta and Potsdam conferences Seminal Primary Documents

to Read: President Franklin Roosevelt, “Four Freedoms,” speech (1941)

Seminal Primary Documents

to Consider: Justice Robert M. Jackson’s opinion for the Supreme Court in West

Virginia State Board of

Education v. Barnette (1943) and Learned Hand’s The Spirit

of Liberty (1944)

�The Allies defeated the Axis powers and made plans for the postwar world. Students will be able to DO: �Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. �Locate the Allied powers and Axis powers on a map. �Make a chart comparing and contrasting totalitarian dictators. �Analyze and evaluate primary sources. �Make a chart on the Neutrality Act. �Write an editorial. �Conduct research. �Analyze case studies and deal with counterfactuals. �Participate in a debate between isolationists and interventionists. �Analyze the events of World War II along with the effect these events had on the lives of Americans. �Analyze a chronology of the events leading up to the attack on Pearl Harbor. �Write journal entries from the perspective of a concerned citizen in the aftermath of Pearl Harbor. �Write a document-based essay on American reactions to Pearl Harbor. �Complete outline maps of the different theaters of conflict in World War II. �Interpret outline maps.

means. Guide students in a discussion of the extent to which notions of American freedom had changed and why. Then divide the class into small groups. Assign each group one of Norman Rockwell’s “The Four Freedoms.” Have each group complete a poster analysis form created by the National Archives. Have the groups present their findings. Guide students in a discussion of the relationship between American notions of freedom and U.S. entry into World War II. � Divide students into small groups. Have them create a chart showing the similarities and differences of the totalitarian dictators Mussolini, Hitler, Stalin, and Hirohito. Review and display student work. � Have students conduct research on the British House of Commons and parliamentary debate. Remind students that parliamentary debate differs from U.S. congressional debate. Divide the class into two groups. Have students develop speeches that may have been given in 1938 when Parliament was debating appeasement. One group should support Chamberlain and the other Churchill. Conduct a debate. Discuss the difficulties of the


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�Make a chart of the major battles of World War II and the significance of those battles. Analyze and evaluate case studies and counterfactuals. �Complete interactive map activities. �Write a report on the importance of the D-Day invasion. �Write a biographical sketch about a figure involved in the Holocaust. �Write a military brief on the island-hopping strategy. �Create a certificate of achievement for the Navajo code talkers. �Participate actively in a simulation of the Yalta Conference.

appeasement policy. � Divide the class into small groups. Have each group research the Neutrality Act of 1935 and the amendments and revisions that were made to it between 1936 and 1941. Have each group make a chart showing the provisions of the act, amendments, and revisions, and listing the reasons for each provision. Then have each group present and explain its chart. Guide students in a discussion of the Neutrality Act. Ask if it was effective in keeping the U.S. out of World War II. Were there backdoor ways enabling the U.S. to participate? Should the U.S. adopt similar policies today? � Divide the class into two groups. Assign one group readings that support the position of isolationists and the other group readings that support the interventionists. Moderate an informal debate based on a series of central questions. � Have students write a letter to the editor from the perspective of a concerned citizen. Students should either argue for isolationism or interventionism. Have volunteers share their letters. � Have students analyze a chronology of events leading up to


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the Japanese invasion of Pearl Harbor. Then ask students to analyze and evaluate a set of primary and secondary sources dealing with Pearl Harbor. Conduct a Socratic seminar discussion centering on questions such as: Evaluate the backdoor theory as it pertains to the Japanese invasion of Pearl Harbor. Though the blame for the attack on Pearl Harbor rests with the Japanese, who is to blame for the success of the attack? Why would the attack produce such a dramatic reversal of American public opinion regarding entry into the Pacific and European conflicts? In the absence of a direct attack on American soil, was the conflict being waged in the Eastern Hemisphere truly America’s war? To end the discussion have students list the similarities and differences between the attacks on Pearl Harbor on December 7, 1941 and the attacks on the U.S. on September 11, 2001. Discuss the possible answers. � Have students write several journal entries for December 1941 in which they describe how Americans might have reacted to the attack on Pearl Harbor, fears they may have had about the future, and what they think will happen in the


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U.S. Ask volunteers to read their best entries. Discuss the significance of the attack. � Divide the class into pairs. Have the pairs analyze propaganda posters intended to mobilize Americans for war. Tell students to focus on the audience, purpose, message, and bias. Have pairs present their findings to the class. To extend the activity pairs could create their own propaganda posters. � Have students write a document-based essay dealing with reactions to Pearl Harbor. � Have students complete outline maps of World War II in Europe and North Africa as well as the Pacific. Have them answer a series of interpretive questions and to explain the overall strategies of the Allies and Axis. Then have students make a chart showing a chronological list of battles, the generals, important events, and results for each item. � Assign an account of The St. Louis

incident. Break students into groups to analyze a list of facts that FDR had available to him about the holocaust. Review FDR’s foreign policy goals, his “solution” to the problem, and the consequences of his actions. Next have each group analyze a list of facts pertaining to


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the U.S. and policies regarding the holocaust. Have students identify and explain the cultural, economic, and political factors in U.S. policy toward the Nazi “final solution.” Discuss the following: To what extent can the U.S. be held accountable for the holocaust? To what extent can FDR be held accountable? What should the U.S. have done? To what extent does the U.S. bear responsibility for helping victims of oppression in other countries? Under what circumstances does one nation have the right or responsibility to intervene in another’s affairs? What forms of intervention should be used? What implications does your answer have for U.S. policy in Iraq, Afghanistan, Rwanda, Nicaragua, Cuba, Haiti, and other areas? Would another country have been justified in intervening in our policy of interning Japanese Americans, or in our policy of relocating Native Americans? � Have students complete on-line interactive map activities of World War II in Europe and North Africa, D-Day, the Pacific theater, and the island-hopping route to Japan. � Ask students to read a series of eyewitness accounts and news


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reports on Operation Fortitude and the D-Day invasion. Next divide the class into small groups to answer a series of counterfactuals aimed at enabling students to discover the pivotal importance of deception and the D-Day invasion to the overall Allied strategy for defeating the Axis powers in Europe. For instance, could consider what would have happened if D-Day failed as it pertains to relations with the Soviet Union, the war effort against Japan, the use of nuclear weapons, the map of Europe, and so forth. Then have the groups formulate a thesis statement that captures the significance of D-Day. � Ask students to conduct research on the events of D-Day. Then students could write a report that describes the invasion and its importance in ending the war in Europe. � Organize the class into small groups to find primary source materials written by American soldiers who served in Europe or North Africa during the war. Assign each group one of the following: Battle of the Atlantic, Operation Torch, invasion of Sicily, Battle of Anzio, Operation Overlord, or the Battle of the Bulge. Have each


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group analyze the primary sources and make a list of the similarities and differences. Next have the groups find sources on the same battles written by Axis soldiers. Have the students answer the following: How do the Axis soldiers’ accounts differ from Allied soldiers’ accounts? How are they similar? Ask volunteers to read their analyses. � Have students make a chart of the major battles in each theater in the war and list the results of each. � Organize the class into small groups. Have each group define the Holocaust and make a list of the factors that allowed it to happen. Have volunteers present their groups findings. Guide students in a discussion of the Holocaust. Consider the issue of “following orders” and situational factors. Have students write a short essay about the Holocaust and whether or not it or something like it could happen today. � Ask students to research the Holocaust, paying special attention to the key people involved in this tragedy: victims, persecutors, those who hid people from the Nazis, regular European citizens, and American citizens. Then ask them to


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choose a figure and write a biographical sketch about the person and his or her role in the Holocaust. What was his or her response to the Holocaust? Include a drawing or photograph of your person. � Have students read Night by Elie Wiesel and maintain a reflective journal addressing what the author’s testimony reveals about the Holocaust and what people can learn from it. � Have students analyze the advantages, disadvantages, and dangers of the island-hopping strategy. Then have students write a one-page military brief explaining and justifying the strategy. Ask volunteers to read their briefs to the class. Display a map of World War II in the Pacific. Ask the class to think of any other possible strategies that could have defeated Japan. � Ask students to find more information on Navajo code talkers. Have them create a certificate of achievement that highlights the Navajo code talkers' accomplishments. � Organize the class into three groups. One group will represent Britain, another will represent the Soviet Union, and the third will represent the U.S. Have each group


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research the positions its country took at the Yalta Conference. Have students use the following questions to guide the research: What were the postwar goals of each country? What compromises was each country ready to make to reach an agreement? Each group will select one person to play the part of its member of the “Big Three”—Churchill, Stalin, and FDR. Have students take turns presenting their group’s position to the class. Then guide the class in a discussion of the goals and results of the Yalta Conference. � Organize the class into five groups. Assign each group one of the five documents that make up a document-based essay question dealing with perspectives on life in uniform. Ask each group to conduct research into the topic, person, or issues raised in the document. When each group has finished its research, have students prepare a presentation for the class that shares their research, such as a poster, storyboard, PowerPoint presentation, or iMovie. After each group delivers its presentation, have students answer the following document-based question: What kinds of hardships and suffering did


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American soldiers face in World War II?

USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. (H)

Students will KNOW: �The reasons for the dropping of atom bombs on Japan and their short and long-term effects. �The Allies defeated the Axis powers and made plans for the postwar world. Students will be able to DO: �Explain the reasons for the dropping of atom bombs on Japan and their short and long-term effects. �Analyze and evaluate primary and secondary sources. �Analyze and evaluate the decision to use atomic weapons to end the war. �Participate actively in a simulation of Truman’s decision to use atomic bombs to defeat Japan. �Write a document-based essay dealing with Truman and the atomic bomb. �Create a multimedia presentation.

� Have students analyze and evaluate a set of primary and secondary sources dealing with Truman and the atomic bomb. Guide students in a Socratic seminar discussion in which they present and evaluate arguments that support each of the four general viewpoints dealing with Truman and his decision to use atomic weapons—the orthodox position, realist position, revisionist position, and moralist position. Also guide students in a discussion of the following questions: Why did the U.S. drop atomic bombs on Hiroshima and Nagasaki? What alternatives to the atomic bomb might the U.S. have tried in 1945? Was the atomic bombing of Hiroshima justifiable? Was it justifiable to drop a second bomb on Nagasaki? It has been widely believed that the manner in which the atomic age was introduced to the world prompted a nuclear arms race among the great powers. Evaluate the rationale for this belief. � After analyzing primary and secondary sources on the atomic bomb and Truman’s fateful

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Document-based essay � Presentation � Simulation

November


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decision, divide the class into small groups for a simulation. Tell the students that they will play the role of President Truman and his closest advisers. Then have each group follow the six steps to decision making. Then have each group present its decision and its rationale to the class. Guide the class in a discussion of decision-making models, the reasons for Truman’s decision, the consequences of atomic warfare, and the various viewpoints on the issue. � Have students research Truman and atomic warfare. Then have them write a document-based essay on Truman and the decision to atomic weapons. � Ask students to research the bombing of Hiroshima and Nagasaki, including the debate about whether to use the atomic bomb, the damage and deaths the bomb created, and the legacy the bomb left. Then have them create a multimedia presentation that shows the various viewpoints regarding use of the atomic bomb. Make sure they include views from Americans, Japanese, soldiers, and civilians.


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USII.17 Explain important domestic events that took place during the war. (H, E) A. how war-inspired economic growth ended the Great Depression B. A. Philip Randolph and the efforts to eliminate employment discrimination C. the entry of large numbers of women into the workforce D. the internment of West Coast Japanese-Americans in the U.S. and Canada

Students will KNOW: �The important domestic events that took place during the war. �While millions of military men and women were serving in World War II, Americans on the home front were making contributions of their own. �The war changed race and gender relations in America. �Massive mobilization for total war helped to end the Great Depression. �Racial prejudice, wartime hysteria, and a failure of political leadership led to the internment of Japanese Americans. Students will be able to DO: �Explain important domestic events that took place during the war. �Participate actively in a mock trial of Korematsu v. United States. �Analyze and evaluate primary sources. �Conduct research. �Create presentations. �Conduct an interview on life during World War II. �Create movie proposals. �Make a chronology of women’s changing roles. �Create propaganda posters. �Answer open-response questions dealing with World War II.

� Divide the class into pairs. Have the pairs analyze propaganda posters intended to mobilize Americans for war. Tell students to focus on the audience, purpose, message, and bias. Have pairs present their findings to the class. To extend the activity pairs could create their own propaganda posters. � After students conduct research on the internment, assign students roles for a mock trial of Korematsu

v. United States. Once the trial is completed, debrief as a class. � Have students analyze photographs and other primary sources dealing with internment. Then have students complete document analysis sheets designed by the National Archives. Finally have them make a list of the causes of the internment. � Have students create a list of ways in which they think life in the U.S. during World War II differed from life in the U.S. today. Ask volunteers to share their lists. Then guide the class in a discussion of its perceptions of life during World War II. Next provide students with primary sources and artifacts from World War II that illustrate changes in everyday life on the home front. Have students make lists of their

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Propaganda posters � Mock trial � Primary source analyses � Interviews � Movie proposals � Presentations � Chronology

November


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observations. Guide the class in a discussion of life on the home front and how it differs from life in America today. � Organize the class into small groups. Have each group develop a series of questions that they would like to ask about life in the U.S. during World War II. Have each group contact someone who could answer the questions generated by the group. Have students conduct an interview. Students should take notes and/or record the interview. Each group should present its findings. Discuss the similarities and differences in the subjects’ experiences. � Conduct a discussion on the ways in which the U.S. government tried to keep wartime morale high. Have each student write a proposal for a movie that supports the war effort and boosts wartime morale. Each script should include a movie title and a brief plot summary. Ask volunteers to share their proposals. As an extension students could create a PowerPoint presentation for their proposals or use iMovie to make a trailer for their movie. � Have students read an account of a real-life Rosie the Riveter. Ask students to record the ways in which


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women’s roles changed during the war. Then have them make a chronology that shows continuity and change in women’s roles from 1945-1982. Discuss the ways in which changes in women’s roles during World War II may have foreshadowed the women’s liberation movement of the 1960s and 1970s. � Display an excerpt of President Truman’s Executive Order No. 9981. Guide students in a discussion of what this order meant. Ask students why they think President Truman issued an executive order rather than asking Congress to pass a law that would have the same effect. Have students summarize the difference between a law and an executive order. Have students conduct research on A. Philip Randolph and his efforts to end discrimination in employment during World War II. Also, students could research the contributions of celebrities such as Joe Louis and Jackie Robinson. Guide students in a discussion of the impact of World War II on race relations in America.

CONTENT STANDARD - The Cold War Abroad, 1945-1989 USII.18 Analyze the factors that contributed to the Cold

Students will KNOW: � The factors that contributed to the Cold

� Have students make a graphic organizer showing the causes and

� Graphic organizer � Essay

December


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War and describe the policy of containment as America’s response to Soviet expansionist policies. (H) A. the differences between the Soviet and American political and economic systems B. Soviet aggression in Eastern Europe C. the Truman Doctrine, the Marshall Plan, and NATO Seminal Primary Documents

to Read: The Truman Doctrine (1947), and George Kennan, “The Sources of Soviet Conduct” (1947)

War and describe the policy of containment as America’s response to Soviet expansionist policies. � The differences between the Soviet and American political and economic systems � Soviet aggression in Eastern Europe contributed to the Cold War. � The Truman Doctrine, the Marshall Plan, and NATO aimed at containing communism. � The effects of the Cold War. Students will be able to DO: � Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies. � Analyze and evaluate primary sources and the containment policy. � Analyze the effects of the Cold War. � Conduct research. � Make original political cartoons. � Create a report on the significance of Berlin in the Cold War. � Compose an essay evaluating the containment policy and the application of it. � Actively participate in a simulation on the origins of the Cold War and the formulation of U.S. policy. � Write a document-based essay on the origins of the Cold War and the containment policy. � Complete outline maps of Europe after World War II. � Make a graphic organizer showing the

effects of the Cold War. � Divide the class into pairs. Have each pair select three causes of the Cold War and create a series of political cartoons explaining the causes of the Cold War. Have each pair present and explain their cartoons to the class. Guide students in a discussion of the Cold War and whether or not tensions could have been reduced. � Have students complete an outline map of Europe during the Cold War and answer interpretive questions. Have students compare the map of post-World War II Europe with the map of Europe today and identify recent changes. � Have students do research to learn about Berlin in the 20th century, beginning after World War II and ending with the fall of the Berlin Wall. Then have them create a report that explains the significance of Berlin in the Cold War. � Guide the class in a discussion of Europe’s economic problems after the war. Ask: why did the U.S. fear that economic problems would make European nations more vulnerable to communism? How was the Marshall Plan supposed to help contain the spread of communism? How much money did the U.S. give

� Document-based essay � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Outline maps. � Simulation. � Report. � Political cartoons


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causes of the Cold War.

through the Marshall Plan? How much more might the U.S. have given if the Soviet Union or Eastern European nations had accepted the U.S. offer? Have students compose an essay about what they believe might have happened if Stalin had accepted the offer of aid. Have students address the potential costs and benefits. � Have students analyze political cartoons dealing with the Truman Doctrine, the Marshall Plan, NATO, and the containment policy. Have them complete cartoon analysis worksheets created by the National Archives. � Have students analyze a document set dealing with the Truman Doctrine and the containment policy. Discuss the rationale behind the policy. Have students write an essay evaluating the “sweeping nature” of the containment policy, � Manage a simulation on the origins of the Cold War. Divide the class into small groups. Assign each of the groups one of the following positions: Impose an American peace. Contain communism firmly and vigilantly. Coexist and compromise. Avoid entanglements with foreign nations. Give each


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group a set of documents that support its assigned position. Then have each group present its position to the class as part of debate. � Have students write a document-based essay dealing with the origins of the Cold War and the containment policy.

USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union. (H, G) A. the Korean War B. Germany C. China D. the Middle East E. the arms race F. Latin America G. Africa the Vietnam War

Students will KNOW: � The sources of conflict between the U.S. and Soviet Union. � Cold War tensions finally erupted in a shooting war in 1950. Students will be able to DO: � Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union. � Analyze and evaluate primary sources and the containment policy. � Create a report on the significance of Berlin in the Cold War. � Compose an essay evaluating the containment policy and the application of it. � Actively participate in a simulation on the origins of the Cold War and the formulation of U.S. policy. � Complete outline maps of Europe after World War II. � Make a time line of the Korean War. � Actively participate in a mock trial of Truman and MacArthur and their policies regarding the Korean War.

� Have students complete an outline map of Europe during the Cold War and answer interpretive questions. Have students compare the map of post-World War II Europe with the map of Europe today and identify recent changes. � Have students do research to learn about Berlin in the 20th century, beginning after World War II and ending with the fall of the Berlin Wall. Then have them create a report that explains the significance of Berlin in the Cold War. � Guide the class in a discussion of Europe’s economic problems after the war. Ask: why did the U.S. fear that economic problems would make European nations more vulnerable to communism? How was the Marshall Plan supposed to help contain the spread of communism? How much money did the U.S. give through the Marshall Plan? How much more might the U.S. have given if the Soviet Union or Eastern

� Outline maps � Graphic organizers � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Simulations � Report � Primary source analyses � Political cartoons � Chronology � Time lines � December -

March


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� Debate the issue of how the U.S. should have ended the Korean conflict. � Complete interactive map activities about Cold War conflicts. � Write an essay about the Korean War. � Simulate an Eisenhower Cabinet meeting about the Quemoy and Matsu Affair. � Make a chronology of the Eisenhower Doctrine and U.S. policy in the Middle East during the Cold War. � Write a report on the arms race and the military-industrial complex. � Write a letter to the editor on the Bay of Pigs invasion. � Compose questions and answers on the Bay of Pigs invasion. � View and critique Thirteen Days. � Participate actively in a simulated debate over U.S. policy in Cuba. � Participate actively in a simulation of JFK’s Executive Committee during the Cuban missile crisis. � Make political cartoons dealing with the Cuban missile crisis. � Complete an outline map of the Vietnam War. � Participate actively in a simulation on U.S. policy in Vietnam. � Make a graphic organizer on the Vietnam War and write a thesis statement explaining interrelationships.

European nations had accepted the U.S. offer? Have students compose an essay about what they believe might have happened if Stalin had accepted the offer of aid. Have students address the potential costs and benefits. � Have students analyze political cartoons dealing with the Truman Doctrine, the Marshall Plan, NATO, and the containment policy. Have them complete cartoon analysis worksheets created by the National Archives. � Have students analyze a document set dealing with the Truman Doctrine and the containment policy. Discuss the rationale behind the policy. Have students write an essay evaluating the “sweeping nature” of the containment policy, � Manage a simulation on the origins of the Cold War. Divide the class into small groups. Assign each of the groups one of the following positions: Impose an American peace. Contain communism firmly and vigilantly. Coexist and compromise. Avoid entanglements with foreign nations. Give each group a set of documents that support its assigned position. Then have each group present its position


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to the class as part of debate. � Have students complete an outline map of the Korean War. � Have students read newspaper accounts of the Korean War. Then discuss how Americans perceptions of the war had changed. Discuss the frustrations Americans felt waging a limited war. Discuss why the Korean War is often considered America’s “forgotten war.” � Simulate a trial of Truman and MacArthur dealing with their disagreements over policy. � Using Timeliner 5.1, have students make an annotated and illustrated time line of the Korean War. � Organize students into small groups. Have students review MacArthur’s plan for ending the Korean War. Have each group consider the options available to the UN for ending the Korean conflict. Have each group decide which option would be best for all concerned. Have students prepare a written defense of their choice. Conduct a debate on the issue. � Complete interactive on-line maps of the Korean and Vietnam wars. � Have students make a list of the gains and losses for the participants


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in the Korean War. Have students share their lists with the class. Guide students in a discussion of the outcome of the war. Have students write a short essay about the Korean War explaining whether or not they believe the gains of the war made it worth the losses. � Have students analyze the Eisenhower administration’s policy recommendations for the Quemoy and Matsu Affair. Then divide the class into groups and simulate an Eisenhower Cabinet meeting on the best course of action to end the crisis. � Tell the class that it was the responsibility of the State Department to advise President Eisenhower on the secretary’s policies of rolling back communism, brinkmanship, and massive retaliation. Have each student write a memorandum to the president outlining the reasons behind the policies Secretary Dulles is recommending. Guide students in a discussion of these policies and the impact they would have on relations with the Soviet Union and their allies. � Have students make a chronology or sequence of events dealing with the Eisenhower Doctrine and U.S.


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involvement in the Middle East. � Guide students in a discussion of the causes and effects of the nuclear arms race as well as the shift from traditional armed forces to an increased reliance on nuclear weapons under the Eisenhower administration. Organize the class in small groups. Have each group conduct research on the rise of the defense industry during the Cold War and write a brief report on its findings, using the following questions as a guide: What were the effects of a permanent defense industry on the economy. Then analyze and discuss Eisenhower’s Farewell Address and the ways in which the arms race and defense industry endangered American liberties and security. � Write the following questions for all students to see: What was the Bay of Pigs? Why did the Bay of Pigs invasion fail? What were some of the possible consequences of the failed invasion? Have students answer the questions in pairs. Then ask them to develop a list of five to ten questions that JFK might have been asked about the Bay of Pigs invasion. Have students exchange papers and write a response to each question. Have students rehearse


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and present their questions and answers to the class. � Guide students in a discussion of the U.S. view of Cuba and communism. Was it, and is it dangerous having a Communist dictatorship so close to the U.S.? Have students write a letter to the editor of a newspaper in which they suggest another approach to the invasion. Have volunteers read their letters to the class. � Have students make a time line of the conflict over Berlin from 1945 to 1990. � Conduct a simulation of the Cuban missile crisis. Assign students roles, such as JFK, RFK, Le May, Acheson, LBJ, McNamara, Rusk, and Stevenson. Have students conduct research on their roles and the Cuban missile crisis. Then simulate sessions of JFK’s Executive Committee. Show students Kennedy’s address to the nation. Discuss the alternatives available to Kennedy and evaluate his decision. Discuss whether or not he managed the crisis effectively. Was he guilty of brinkmanship? Next view and critique the film Thirteen Days. � Divide the class into small groups for a simulation on the Cuban


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missile crisis. Assign each group one of the following positions: Pursue diplomacy. Blockade Cuba. Conduct an air strike followed by invasion. Give each group a set of documents that support their assigned position. Then have each group deliver its proposed course of action as part of a policy debate. � Review the events of the Cuban missile crisis with students. Have students examine a map of the crisis. Then have students create political cartoons on the Cuban missile crisis. Display the cartoons. Guide students in a discussion of the sequence of events that led to the signing of the Limited Nuclear Test Ban Treaty. Have students view and/or listen to JFK’s American University Commencement Address. Discuss JFK’s message and any changes its may signified in terms of Cold War tensions. � Have students complete an outline map of the Vietnam War. � Divide the class into small groups for a simulation on U.S. policy in Vietnam. Assign each group one of the following positions: Americanize the war, and fight to win. Escalate the conflict slowly and control the risks. Limit involvement and negotiate a


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withdrawal. Pull out now—unilateral withdrawal. Give each group a set of documents that support their assigned position. Then have each group deliver its proposed course of action as part of a policy debate. � Give students a series of key terms and people dealing with the Vietnam War. Then have students work in groups to devise a graphic organizer showing how the terms and people relate to each other. Also have each group write a thesis statement that explains the interrelationships.

USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)

Students will KNOW: � The causes, course, and consequences of the Vietnam War. � The diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. � The resolution of the Vietnam War. � Concern about the spread of communism led to U.S. to become increasingly involved in Vietnam. � As the U.S. sent increasing numbers of troops to defend South Vietnam, some Americans began to question the war. � As the war dragged on and increasingly appeared to be unwinnable, deep divisions developed in American society. � President Nixon eventually ended U.S. involvement in Vietnam, but the war had

� Divide the class into small groups for a simulation on U.S. policy in Vietnam. Assign each group one of the following positions: Americanize the war, and fight to win. Escalate the conflict slowly and control the risks. Limit involvement and negotiate a withdrawal. Pull out now—unilateral withdrawal. Give each group a set of documents that support their assigned position. Then have each group deliver its proposed course of action as part of a policy debate. � Give students a series of key terms and people dealing with the Vietnam War. Then have students

� Outline maps � Graphic organizers � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Simulations � Reports � Primary source analyses � Political cartoons � Chronology � Time lines � Document-based essays � Interviews � Presentations � Posters � Advisory memos � Debates � Letters

February


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lasting effects.

Students will be able to DO: � Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. � Complete an outline map of the Vietnam War. � Participate actively in a simulation on U.S. policy in Vietnam. � Make a graphic organizer on the Vietnam War and write a thesis statement explaining interrelationships. � Conduct research. � Conduct an interview on the Vietnam War. � Write a foreign policy advisory memo to President Kennedy. � Create a debate poster. � Write document-based essays. � Write a television news report on LBJ’s escalation in Vietnam. � Prepare a fact sheet for the Paris Peace Talks. � Write a reflective journal entry on whether or not JFK would have deescalated the conflict. � Participate in a debate over the Gulf of Tonkin incident and resolution. � Actively engage in a sit-in dealing with the Vietnam War. � Actively engage in a mock trial of Lt. William Calley.

work in groups to devise a graphic organizer showing how the terms and people relate to each other. Also have each group write a thesis statement that explains the interrelationships. � Have students do research to find out what was known about napalm at the time and about the short- and long-term effects of these chemicals. Then create a report that analyzes the ways in which veterans, Vietnamese civilians, the U.S. military, and other groups have managed these effects. � As an anchor at a local news station, you will be interviewing two Vietnam veterans. Prepare a list of ten questions and explain why you think the questions would be important ones to ask. Perhaps you know someone you could interview; if so, include their responses. � Have students devise questions to ask someone who lived through the Vietnam War. Interview plans should call for information regarding name, age in 1968, location of residence in the 1960s, family background, educational background, attitudes about the war, the draft, protests, and so forth. Have the students share their findings or invite their interviewee

� Editorials � Flow chart � �


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� Analyze and evaluate primary and secondary sources. � Write advisory memos to JFK and LBJ. � Participate in a debate on the Gulf of Tonkin incident and the imperial presidency. � Write soldiers’ letters home. � Write news reports on the Tet Offensive and its impact of the American mood and war effort. � Create a platform, slogan or multimedia presentation for a candidate in the election of 1968. � Write an editorial critiquing Nixon’s decision to bomb Cambodia and to conceal the action. � Make posters on the Kent State University and Jackson State College incidents. � Create political cartoons on the election of 1968. � Create a flow chart on the process of ending Vietnam War.

to speak to the class. � Ask students to create a poster announcing a college campus debate on the pros and the cons of the war. The goal of the poster is to get students to come to the debate. � Have students act as if they are members of an American delegation at the Paris Peace Talks. As members of the delegation, students will prepare a fact sheet of terms, places, and names that will be used during the negotiations. Students must provide a brief two- or three- line definition of each word. � Have students read an excerpt of Schlesinger’s The Imperial

Presidency and identify a list Nixon’s abuses of power. Then have students write a document-based essay on the imperial presidency. � Have students analyze a set of documents dealing with JFK’s and LBJ’s decisions to escalate the conflict in Vietnam. Then have them read Robert Dallek’s essay on JFK and Vietnam in I Wish I’d Been

There. Then ask students to write a reflective journal entry on whether or not they think Kennedy would have deescalated U.S. involvement in Vietnam if he had not been assassinated. Discuss the reasons


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why the U.S. escalated involvement. Evaluate the containment policy. � Guide students in a discussion about the increasing level of U.S. participation in Vietnam under President Kennedy. Remind students that every president has foreign policy advisers and that opinions among advisers differ. Organize students into small groups. Have each group write a foreign policy advisory memo to President Kennedy regarding Vietnam. In their memos students should suggest at least three possible policies that the U.S. could follow in Vietnam, and predict the consequences of each policy. � Guide students in a discussion about the overthrow of Diem and the increasing U.S. involvement in Vietnam. Ask students if they believe the U.S. government should be involved in removing corrupt leaders from office. Have students write a television news report about the Gulf of Tonkin incident and why President Johnson believes that this is the right course for the nation. � Have students read two accounts of the Gulf of Tonkin incident, one by President Johnson and the other by Senator Morse. Have the class compare and contrast the two.


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Discuss the Gulf of Tonkin incident and the Gulf of Tonkin Resolution and whether or not an escalation was necessary. Conduct a class debate. � Assign students roles for a simulated sit-in on the Vietnam War. Have students conduct research on their role. Then manage the sit-in. Discuss the sit-in movement, SDS, the debate between the hawks and the doves, and the protests. � Conduct a mock trial of Lt. William Calley for his involvement in the My Lai massacre. Assign students roles. Have them conduct research. Simulate the trial. � Have students do document-based investigation on the Vietnam War and then write a document-based essay explaining how the Vietnam War affected the presidencies of LBJ and Nixon and describing how presidential power changed during the Vietnam War. � Guide students in a review of General Westmoreland’s search and destroy missions and pacification program. Have students read primary sources that support the tactics and sources that oppose the tactic. Organize the class into small groups to identify biases in the sources. Then evaluate


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Westmoreland’s policies. � Have students do research on the hardships U.S. troops faced in Vietnam. Then have students compose soldiers’ letters home that describe the conditions and hardships in Vietnam. Next have them compare their own letters to actual soldiers’ letters. Discuss what they learned from the exercise. � Review the issue of the draft and the Vietnam War. Have students work in pairs to develop a list of reasons why the draft during the Vietnam War came to be viewed by some as unfair to the poor and minorities. Have students read their lists to the class. � Have students do research about nurses in the Vietnam War. Then ask them to write short articles describing the lives of nurses in Vietnam during 1968. � Have students conduct research on the Tet Offensive. Review the importance of the siege of Khe Sanh. Pair students, and have each pair write an article for a U.S. newspaper about the beginning of the Communist attack on the base. Have volunteers read their reports. View and/or listern to Cronkite’s famous “mired in stalemate” broadcast. Have students evaluate


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his assessment of U.S. policy in Vietnam. � Organize students into small groups and have each group make a list of the problems Johnson faced early in 1968. Have volunteers share their lists with the class, and create a large class list. Have each group discuss possible solutions to each of the problems facing Johnson and add proposed solutions to their list. Have students use information from their group list to write an advisory memorandum to the president outlining steps that he might take to solve the problems or greatly improve the situation in Vietnam. Have students read their advisory memos to the class. � Review information about the election of 1968 by having students complete a chart comparing and contrasting the platforms of Humphrey, Nixon, and Wallace. Organize students into small groups and have each group create campaign slogans for each of the candidates. Have students create a speech or multimedia presentation outlining the candidate’s position on the Vietnam War. Have volunteers present the platform, speech or presentation to the class. Then have students analyze a map of the


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election and answer a series of interpretive questions. � After researching the election of 1968, divide the class into pairs to create political cartoons about Nixon and Humphrey. Display and discuss the creations. � Have students conduct research about Nixon’s decision to bomb Cambodia and why and how he concealed the bombings. Have students write an editorial from the perspective of an American citizen in the 1970s. Have volunteers read their editorials. Discuss Nixon and the development of an imperial presidency. � Have students investigate the shootings at Kent State University and Jackson State College. Divide the class into pairs to design a poster commemorating the deaths and injuries of the students. Display and discuss the posters. As an extension, students could write a poem or song lyrics about the events. � Guide students in a discussion of the My Lai massacre. Organize students into small groups to list proposals for the U.S. Army to help ensure that this type of incident does not recur. Share ideas, and create a class list. Have students take a


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survey on the rules of war. Then have them analyze the rules established by the Lieber Code, Nuremberg Charter, Geneva Convention, and Law of Land Warfare. Discuss the rules of war that the participants in the My Lai massacre violated and the reasons why. Then have the class analyze excerpts from the transcripts of Lt. Calley’s trial. Discuss inconsistencies and conflicting evidence. Have them read the court’s concurring and dissenting opinions. Ask the students whose arguments are the strongest. � Have students create a flow chart that shows the process involved in ending the war. �

USII.21 Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. (H, E) Seminal Primary Documents

to Read: President John F. Kennedy, Inaugural Address (1961)

Students will KNOW: � The failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. � The U.S. undertook the difficult challenge of defending freedom around the world. � President Reagan took a hard line against communism around the world. � Communist regimes collapsed under the pressure of democratic and capitalistic changes. � In 1988 Reagan’s vice president, George

� Review the Soviet invasion of Afghanistan and the ways in which it heightened Cold-War tensions. Show students video clips of the so-called “miracle on ice” to capture the mood of the nation in the early 1980s. Then have students analyze Reagan’s “Evil Empire” speech. Ask students to detect a shift in doctrine or policy. They should see that Reagan sought to destroy communism and rejected previous policies of containment and détente.

� Outline maps � Graphic organizers � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Political cartoons � Broadcasts � Notes � Time lines � Document-based essays � Accounts of the fall of the Berlin Wall

May


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to Consider: President Ronald Reagan, Speech at Moscow State University (1988)

H.W. Bush, won election to a term that saw dramatic changes in the world. Students will be able to DO: � Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. � Analyze and evaluate primary and secondary sources. � Create an original political cartoon. � Complete an outline map of the world during the 1980s. � Make and deliver an oral presentation. � Write a television commentary and present it to the class. � Create a television broadcast about the INF treaty. � Write notes for a museum exhibit. � Make an annotated and illustrated time line of Reagan’s actions in trouble spots around the world. � Write a document-based essay. � Write an account of the fall of the Berlin Wall. � Make a time line of the collapse of the Soviet Union.

Ask students to predict the impact of this change in policy. � Give students statistics dealing with defense spending from 1980 to 1988. Have students compare defense spending in 1980, shortly before Reagan took office, with that near the end of his presidency in 1988. Ask students to draw conclusions based on the data. � Guide students in a discussion of the increase in military spending during the Reagan administration and the steps that led to the end of the Cold War. Have students work in pairs to analyze the cartoon “Reagan’s Defense Buildup.” Is the cartoon fair, accurate, and unbiased? Have students explain their reasoning. Record student responses for all to see. Have students create a political cartoon showing the same point as the one in “Reagan’s Defense Buildup.” Have volunteers share their cartoons. Discuss the criticism that Reagan’s massive military spending came at the expense of other valuable programs. � Have students locate the regions and countries discussed in the course textbook. Have students color code the maps as they study Reagan and the Cold War.


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� Divide students into small groups. Have each group write a script for one of the meetings between Reagan and Gorbachev. Have volunteers from each group read their script to the class. � Review with the class Gorbachev’s reforms of glasnost and perestroika. Discuss the ways in which these reforms contributed to a warming of U.S.-Soviet relations and the collapse of the Soviet Union. Have students paraphrase Gorbachev’s Speech to the United Nations, 1988. Discuss Gorbachev’s message. � Have students analyze Reagan’s “Boys of Pointe du Hoc” speech. Have students work in pairs to paraphrase Reagan’s speech. Ask students what the speech reflects about Reagan’s political attitudes. Then have students write a television commentary about the speech and present it to the class. � Guide students in a discussion of the Cold War and the events that led to the creation of the INF treaty by Reagan and Gorbachev. Organize students into small groups. Have each group work together to create a television broadcast about the 1988 meeting between the two leaders and their embrace in Red Square.


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Possible topics for students to cover include the evil empire speech, the SDI initiative, and the historic nature of the meeting. Have students create a script for their broadcast. Have groups deliver their broadcasts. � Have students complete the following on-line activity: As a news anchor who reported the collapse, you had five minutes each evening to explain what happened that day. You have been asked by a museum to provide a copy of the notes that you used for your broadcast. Create notebook pages that can be displayed in the museum exhibit. � Have students read Reagan’s “Tearing Down the Berlin Wall” Speech and complete a primary source analysis worksheet created by the National Archives. � Guide students in a review of President Reagan’s actions in the trouble spots of Central America, Lebanon, Grenada, and South Africa. Tell students that time lines provide a means to see the sequence of events, and they can be used to draw conclusions and identify cause and effect, as well. Have students create their own time lines of Reagan’s policies in these trouble


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spots. Ask students to present their time lines. � Have students work in small groups to list similarities and differences in the ways that Reagan handled foreign conflicts during his presidency. Create a class list for all to see and copy as notes and a study tool. Ask students how Reagan helped to bring about the end of the Cold War. � Give students a document set dealing with the Iran-Contra affair. After students have analyzed the sources, ask them: What was the Iran-Contra affair? Why was the affair illegal? How did the affair undermine President Reagan? � Divide the class into small groups to make graphic organizers showing the steps on the way to the breakup of the Soviet Union. � Have students write a document-based essay dealing with the collapse of the Soviet Union. � Have students work in small groups to talk about the events surrounding the fall of the Berlin Wall. Then have them read or view an account of the fall of the Berlin Wall. Play them songs dealing with the fall of the Berlin Wall as they read the lyrics. Then have them work in pairs to write concise


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“eyewitness” accounts and illustrate them. Have students share the accounts. � Divide the class into pairs to make an annotated and illustrated time line of the collapse of the Soviet Union.

CONTENT STANDARD - Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980 USII.22 Analyze the causes and consequences of important domestic Cold War trends. (H, E) A. economic growth and declining poverty B. the baby boom C. the growth of suburbs and home-ownership D. the increase in education levels E. the development of mass media and consumerism

Students will KNOW: � The causes and consequences of important domestic Cold War trends. � Following the end of World War II, the U.S. faced the challenge of returning to life during peacetime. � The presidency of Dwight D. Eisenhower was shaped in large part by the Cold War and related conflicts. � Television was a major influence on American culture in the 1950s, mirroring larger changes in technology and culture. Students will be able to DO:

� Analyze the causes and consequences of important domestic Cold War trends. � Analyze and evaluate post-war economic policies. � Analyze the economic growth and prosperity the nation experienced after World War II. � Interview a World War II veteran and draw conclusions based on the interview. � Create a magazine’s table of contents dealing with the postwar economy. � Write document-based essays.

� Have students analyze primary and secondary sources dealing with Truman’s postwar wage-price policies. Then ask them to answer the following: What economic dangers did the U.S. face at the conclusion of World War II? How would you characterize Truman’s policies? Are Truman’s comments of November 1946 optimistic or pessimistic? Explain. Ask students to consult statistical data as well as their textbooks in order to answer a series of interpretive questions about the economy between World War II and 1960. How would you describe the U.S. economy between 1945 and 1960? Give evidence to support your answer. In 1958, John Kenneth Galbraith’s The Affluent Society was published. Was he correct in describing the U.S. as “affluent”? Support your answer. Pinpoint economic and social dangers suggested by the statistics. How would you rate the overall

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Document-based essay � Essay � Statistical analysis � Primary source analyses � Table of contents � Reaction � Interview � Chronology � Report � Brochure January -

February


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� Write a series of journal entries from the perspective of a student in the 1950s. � Make an annotated and illustrated chronology of the roles of women in postwar America. � Analyze and evaluate primary and secondary sources. � Write a reaction to the ways in which television programs of the 1950s depict women. � Write an essay in which they analyze the costs and benefits of these trends toward consensus and conformity. � Write a report on television of the 1950s. � Create a brochure on the popular culture of the 1950s.

effectiveness of Truman’s economic policies? Of Eisenhower’s economic programs? What advice would Truman and Eisenhower have given to Kennedy regarding the economy? Conduct a class discussion about students’ generalizations. � Organize the class into groups Have each group develop a series of questions to ask a World War II veteran about the GI Bill of Rights and its benefits. Then locate World War II veterans for students to interview. You may invite the veterans to speak to the class as well. Have students deliver presentations on their research. � Divide the class into small groups. Have each group prepare a special issue entitled “The Postwar Economy” for a weekly news magazine. Have each group create a table of contents listing ten articles that would appear in this issue. Have students write a brief summary of each of the magazines articles listed in their table of contents. In addition have students prepare a list of charts, graphs, and photographs to illustrate the articles. Have volunteers from each group present the table of contents to the class. Use presentations as a basis for discussing the postwar economy as a


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class. � Have students write a document-based essay that explains how the Cold War affected domestic policy and American society. � Ask students to write a series of journal entries from the perspective of a student in the 1950s. � Have students work in small groups to complete an annotated and illustrated chronology of these events dealing with “Postwar Rosie”: baby boom, rise of suburbia, publication of The Feminine

Mystique by Betty Friedan, formation of NOW, unsuccessful campaign for the ERA, and Roe v.

Wade. The class will reconvene to discuss the extent to which attitudes about women’s roles in society changed after World War II. � Ask students to read an article by an advocate of the cult of domesticity and critic of women’s liberation. Divide students into small groups to make a chart comparing the role of women in the 1950s to the role of women today. The class will discuss student findings. Then have the class analyze clips of an episode of Leave

It to Beaver or Father Knows Best. Next have students write a reaction to the way in which the show


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depicts women of the 1950s. Guide students in a discussion of the role of women in postwar America. � Guide students in a discussion of the growth of suburbia. Give students a document set dealing with Levittowns, such as photographs, ads, and poems. Discuss conformity, the rise of consumerism, and migration to the Sunbelt. Have students write an essay in which they analyze the costs and benefits of these trends toward consensus and conformity. � Give students copies of automobile ads of the 1950s. Divide the students into pairs to have them analyze the ads and draw conclusions about the psychology of the times as it pertained to consumer behavior. � Have students write a document-based essay dealing with the interstate highway system and the ways in which it impacted the U.S. � Using the internet, students could conduct research to learn more about popular television programs of the 1950s. Then create a report that explains the appeal of those programs in the 1950s and why some of those programs remain popular among some audiences today. Refer to specific examples


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from your research � Ask students to conduct research on popular culture in the 1950s. Imagine you are the owner of a time-travel agency. Create a brochure to advertise a trip back to the 1950s. Be sure your brochure includes both pictures and informational text for the potential traveler.

USII.23 Analyze the following domestic policies of Presidents Truman and Eisenhower.(H) A. Truman’s Fair Deal B. the Taft-Hartley Act (1947) C. Eisenhower’s response to the Soviet’s launching of Sputnik D. Eisenhower’s civil rights record

Students will KNOW: � The domestic policies of Truman and Eisenhower. � Americans faced the challenge of returning to life during peacetime. � The presidency of Dwight D. Eisenhower was shaped in large part by the Cold War and related conflicts. � In the mid 1900s, the civil rights movement began to make major progress in correcting the national problem of racial segregation.

Students will be able to DO: � Analyze and evaluate the domestic policies of Truman and MacArthur. � Analyze and evaluate statistics as forms of historical evidence. � Conduct an interview on the GI Bill of Rights and draw conclusions based on informed judgment.

� Have students analyze primary and secondary sources dealing with Truman’s postwar wage-price policies. Then ask them to answer the following: What economic dangers did the U.S. face at the conclusion of World War II? How would you characterize Truman’s policies? Are Truman’s comments of November 1946 optimistic or pessimistic? Explain. Ask students to consult statistical data as well as their textbooks in order to answer a series of interpretive questions about the economy between World War II and 1960. How would you describe the U.S. economy between 1945 and 1960? Give evidence to support your answer. In 1958, John Kenneth Galbraith’s The Affluent Society was published. Was he correct in describing the U.S. as “affluent”?

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Interviews � Reports � Brochures � Tables of contents � Essays � Primary source analyses � Graphic organizers � Document-based essays � Journal entries � Posters � Evaluation of Eisenhower’s civil rights record � Revision of textbook section on the origins of the civil rights movement � Time lines on the origins of the civil rights movement � News reports and political cartoons � Supreme Court decision � Editorials.

January - March


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� Make a table of contents of a magazine issue dealing with the postwar economy. � Write an essay analyzing and evaluating Truman and his Fair Deal. � Design a graphic organizer on the election of 1948. � Prepare and deliver a report on the 1952 election. � Write a document-based essay dealing with Eisenhower and Cold War fears. � Conduct historical research. � Write an analysis of Nixon’s Checkers speech. � Write journal entries dealing with Cold War fears of nuclear war. � Conduct an interview on the events of the 1950s and draw conclusions based on informed judgment. � Make a poster for the Federal Civil Defense Administration. � Analyze and evaluate primary and secondary sources. � Evaluate Eisenhower’s civil rights record. � Rewrite the section of their textbooks dealing with the origins of the civil rights movement. � Make a time line on the origins of the civil rights movement. � Write news reports on the Little Rock crisis and massive resistance. � Write an essay about Brown. � Write a Supreme Court decision on segregation. � Write an editorial on the Little Rock Nine.

Support your answer. Pinpoint economic and social dangers suggested by the statistics. How would you rate the overall effectiveness of Truman’s economic policies? Of Eisenhower’s economic programs? What advice would Truman and Eisenhower have given to Kennedy regarding the economy? Conduct a class discussion about students’ generalizations. � Organize the class into groups Have each group develop a series of questions to ask a World War II veteran about the GI Bill of Rights and its benefits. Then locate World War II veterans for students to interview. You may invite the veterans to speak to the class as well. Have students deliver presentations on their research. � Divide the class into small groups. Have each group prepare a special issue entitled “The Postwar Economy” for a weekly news magazine. Have each group create a table of contents listing ten articles that would appear in this issue. Have students write a brief summary of each of the magazines articles listed in their table of contents. In addition have students prepare a list of charts, graphs, and photographs to illustrate the articles. Have


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volunteers from each group present the table of contents to the class. Use presentations as a basis for discussing the postwar economy as a class. � Have students read about Truman’s Fair Deal. Then have them write a concise essay answering the following: In what ways did Truman succeed, and in what ways did he fail? � Guide students in a discussing why so many Americans believed that Republican Thomas Dewey would win the presidential election in 1948. Then divide the class into small groups to design graphic organizers of the 1948 election. Graphic organizers should include information dealing with President Truman’s record, splits in the Democratic party, the election and its results. � Organize the class into an even number of small groups. Assign one of the two presidential candidates in the election of 1952, Eisenhower or Stevenson, to each group. Have each group use both primary and secondary sources to conduct research on its candidate, focusing on why he was chosen to run for president and his positions on the issues in the election. Have each


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group prepare a report based on its research and present it to the class. Conduct a discussion of the two candidates based on student reports. Then ask students which candidate they would vote for in the 1952 election. Keep a tally. Compare the class’s election results with those of the 1952 election. � Ask to students to analyze Richard Nixon’s famous “Checkers” speech. Then have students write a brief analysis of the emotional appeal of this speech. � Have students write a document-based essay dealing with Eisenhower and Cold War fears. � Have students conduct research about Sputnik, the Cold War arms race, and the ways that Americans prepared for nuclear war. Students ought to Imagine that they are living during the Cold War. Ask them to write a journal entry describing how you feel about what is happening in your country. Use specific historical examples as you discuss your feelings. � Show students Duck and Cover. Guide students in a discussion of civil defense drills and fallout shelters. Ask students whether these drills or shelters would have any real benefit in the event of a nuclear war,


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or whether the chief benefit was psychological, in helping to alleviate fears of nuclear war. � Organize the class into small groups. Have each group develop a series of questions that they would like to ask someone who lived during the Cold War. Have students locate a person who lived through the 1950s and conduct an interview based on their questions. Have students share their findings with the class. Then discuss the interviews and the similarities and differences between the subjects’ experiences. Have students evaluate the reasons for the differences. � Show students a broadcast of Eisenhower’s Farewell Address as they follow along with a copy of the speech. Then discuss the ways in which the “military-industrial complex” threatened American freedom. � Guide students in a discussion of civil defense and the goals of the Federal Civil Defense Administration. Pair students. Have each pair develop a theme and design of a poster for the Federal Civil Defense Administration. The purpose of the posters should be to promote citizen preparedness in the event of a nuclear war. Review


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poster themes with each pair and either approve their ideas or help the students come up with a suitable idea. Have each pair create a poster illustrating its theme. Display the posters. � Ask students to brainstorm possible American reactions to another nation, such as China or Russia, sending humans to Mars before the U.S. List students’ responses on the board. Ask students what they know about Sputnik and Americans’ reactions to it. Divide the class into three groups. Assign each group an editorial reacting to Sputnik. Each group must be prepared to state and defend the main idea(s) of its assigned editorial. Have each group read the other two editorials and write two critical questions for each. Each group will present the main ideas of its assigned editorial to the class. Have each group respond to both of the other groups’ questions or criticisms. Reconvene the class. Conclude by asking students which response to the launch of Sputnik seems most logical and reasonable and why they favor that response. Have students write a paragraph stating which position they would have taken if they had been alive in


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1957 and why. Evaluate how Americans’ reacted to Sputnik within the context of the Cold War. � Have students read and discuss the article—“The Boycott That Changed Dr. King’s Life”. As students read the article they will record the author’s thesis, three main arguments or pieces of evidence used in support of the thesis, and any examples of bias or faulty reasoning. The class will analyze and discuss the new evidence cited by historian and biographer Clayborne Carson. How did the boycott change King’s life? What did you learn? � Have students analyze documents dealing with the origins of the modern civil rights movement, 1954-1956. Have students record the author, title, the purpose, type of source, audience, the main idea, three pieces of supporting evidence, and any examples of bias and faulty reasoning. Students will then report their findings to the class. Conduct a class discussion on the following: What was the basis rationale for the Plessy v. Ferguson decision of 1896? How did the Brown decision address the traditional argument for “separate but equal” educational facilities? What sort of evidence


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supported the Supreme Court’s new position? What do the documents reveal about the motives behind “massive resistance” to desegregation of the public schools? How does the Sass argument compare with President Eisenhower’s television speech? As you review the evidence, decide which motives were uppermost in the thinking of the resistance. What was the relationship between the Brown decision and the forces that led to the Montgomery bus boycott? Do the documents shed light on the reasons resistance to segregation became so firm in Montgomery in 1955? What evidence do the documents provide concerning the origins of the modern civil rights movement? Did the drive toward desegregation and the removal of discrimination reflect situational problems, such as personal crises and ad hoc responses? What other factors are evident in the rise of the demand for social and political justice? How did the civil rights crisis of the 1950s reflect traditional political and constitutional issues? What did the clashes at Little Rock and Montgomery indicate about the evolution of American federalism? Why did Eisenhower choose to


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intervene in Little Rock? Using evidence from the documents, support or refute the “great man” theory of history as an explanation for the acceleration of the civil rights movement in the 1950s. What alternative hypotheses can be offered to explain the quickening of the reform impulse on the issues of race relations? After the discussion, ask students to grade Eisenhower’s record on civil rights and include a rationale and supporting information for the grade they issue. � Tell students that the school administration has issued a new rule giving seniors preferential seating in all school facilities, including classrooms, the bus, cafeteria, auditorium, and gymnasium. A failure to comply will result in administrative punishment, including detentions and suspensions. In effect, you must give your seat up to a senior or face the consequences. Ask students to respond to the policy. Draw a parallel between the scenario and the conditions of public transportation in Montgomery, Alabama in the 1950s. Make a list on the board. Have students reread the section of their textbooks on the Montgomery bus boycott. Then ask students to


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add items to the list on the board in a “chalk and talk” format. Have students read the recollections of E.D. Nixon and Rosa Parks and take notes. Then have students add to the list on the board. Next students will break into small groups to rewrite the section in their textbooks dealing with the Montgomery bus boycott. Discuss students’ findings. � Guide students in a discussion about life for African Americans during the period after Reconstruction and through the Great Depression of the 1930s. Record student ideas for all to see. Have students copy the information onto their papers. Organize the class into small groups. Have students review and analyze the points on their lists. Then have each group create an annotated and illustrated time line showing events prior to 1954 that led to the civil rights battle. � Write the following statement for students to see: Separate is not equal. Have students copy the statement onto their own papers. Organize the class into pairs, and have each pair identify an example from their study of U.S. history that supports this statement. Have students write a brief explanation of


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how this example supports the statement. Have volunteers share their examples with the class, and create a class list for all to see. Guide students in a discussion of the events, how they are similar, and how they are different. � Have students review information about massive resistance. Then ask students to develop a newspaper report of the resistance movement in Little Rock, Arkansas. Have volunteers read their news reports to the class. Then have students make political cartoons depicting massive resistance. � Remind students that much has been written about Brown v. Board. Have students locate and read at least three secondary source documents about the case. Then have them compile a chart that shows details of the case and similarities and differences among the secondary sources. Then have students compose an essay that provides a summary of the case and then compares and contrasts the documents they used. Then discuss the reliability of primary and secondary sources. � Have students review information in the text about the 1956 Supreme Court decision that led to the


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desegregation of public buses. Have students develop their own Supreme Court decision, a paragraph explaining why bus segregation was unconstitutional. Have volunteers read their decisions to the class. Guide students in a discussion of the reactions of whites to the actions of African Americans during the bus boycott. Have students explain why nonviolent protests can be very effective ways to correct social injustices. � Have students make a graphic organizer on the legal and social victories of the civil rights movement. � Ask students to study the history of the Little Rock Nine. Then have them write an editorial detailing the events and asserting their opinion on what took place in Little Rock.

USII.24 Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism. (H) People A. Whittaker Chambers B. Alger Hiss C. Edgar Hoover D. Senator Joseph McCarthy E. Julius and Ethel

Students will KNOW: � The roots of domestic anticommunism as well as the origins and consequences of McCarthyism. � The start of the Cold War and events at home helped trigger a second Red Scare.

Students will be able to DO: � Analyze and evaluate primary and secondary sources dealing with the Cold War and McCarthyism.

� Have students analyze political cartoons dealing with the Truman Doctrine, the Marshall Plan, NATO, and the containment policy. Have them complete cartoon analysis worksheets created by the National Archives. � Have students analyze a document set dealing with the Truman Doctrine and the containment policy. Discuss the rationale behind the policy. Have

� Cartoon analysis sheets � Essay � Simulation � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Graphic organizer � Socratic seminar � Document-based essays � Mock trials � Encyclopedia articles � Editorials

January - February


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Rosenberg Institutions A. the American Communist Party (including its close relationship to the Soviet Union) B. the Federal Bureau of Investigation (FBI) C. the House Committee on Un-American Activities (HUAC)

� Participate actively in a simulation dealing with the origins of the Cold War. � Write an essay critiquing the containment policy. � Participate actively in a simulation on the Cold War. � Complete a graphic organizer dealing with McCarthyism. � Conduct research on McCarthyism, and answer a series of interpretive questions. � Participate actively in a Socratic seminar on McCarthyism. � Make an encyclopedia article on the Communist takeover of China. � Write an editorial denouncing McCarthy’s tactics. � Write a report on McCarthyism. � Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism.

students write an essay evaluating the “sweeping nature” of the containment policy, � Manage a simulation on the origins of the Cold War. Divide the class into small groups. Assign each of the groups one of the following positions: Impose an American peace. Contain communism firmly and vigilantly. Coexist and compromise. Avoid entanglements with foreign nations. Give each group a set of documents that support its assigned position. Then have each group present its position to the class as part of debate. � Have students read newspaper accounts of the Korean War. Then discuss how Americans perceptions of the war had changed. Discuss the frustrations Americans felt waging a limited war. Discuss why the Korean War is often considered America’s “forgotten war.” � Begin class by informing a selected student that I have been informed he/she has been copying homework and therefore I am not going to count any homework points for this grading period. Let the scenario play itself out for a brief period and then debrief. Point out how difficult it was for the student to mount a creditable defense. Ask

� Reports


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the student to share the frustration he/she felt. Tell students that what happened to their classmate happened to too many Americans during the McCarthy Era. Ask students to define “McCarthyism.” Display the definition of “McCarthyism.” Explain that “McCarthyism” entered the English language in the 1950s as a term describing “public accusation of disloyalty to one’s country, especially through pro-Communist activity, in many instances unsupported by proof, or based on slight, doubtful, or irrelevant evidence.” Explain to students that they will be examining to what extent this definition accurately describes Joseph McCarthy’s crusade and techniques. Students will read “I Was Blacklisted” and complete a graphic organizer on the causes and effects of McCarthyism. Conduct a class discussion focusing on the following points: How did the value of loyalty challenge the value of liberty? In what ways were the rights of the accused violated? Which value dominated America at the time? Why? Which value dominates America now? Which of the following quotations illustrates primary concern with loyalty, which


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with liberty, and which attempts to reconcile the two? Read three quotations by John Howard Lawson (testimony before HUAC), the Alliance for the Preservation of American Ideals, and Edward G. Robinson (testimony before HUAC). Have students cite examples of the conflict between liberty and loyalty today. � Have students analyze and evaluate a set of documents dealing with McCarthyism. Assign each student a document to be the “expert” on. Each student must record the author, title, the purpose, type of source, audience, the main idea, three pieces of supporting evidence, and any examples of bias and faulty reasoning. Students will report their findings to the class. Conduct a class discussion on the following: What were the sources of anticommunism in the postwar United States? What evidence do the documents provide to explain domestic support for Joseph McCarthy and his predecessors? What was the basis for the anticommunist appeal? What were the similarities and differences between the Red Scare of 1919 and the anticommunism of the Truman years? Consider the instigators,


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targets, duration, and the implications of the two movements. Using the loyalty program as a point of departure, evaluate the Truman administration as a carrier of the liberal social, economic, and political tradition. How did the demands of the Cold War domestic environment influence the prospects for reform? What did “liberalism” mean in the immediate postwar years, and how was it affected by the anticommunist crusade? Why did American opponents of communism focus their attention on the motion picture industry between 1947 and 1951? In what way did the HUAC hearings document the charges against Hollywood? What were the constitutional and civil liberties issues at stake during the second Red Scare? What evidence of these concerns can be found in the documents? How did the accused respond to the assault against them? With what results? � Have students use their textbooks and the Internet to conduct research in groups to find answers to the following: What originally prompted Senator McCarthy to make his infamous speech claiming he held in his hand the names of 205 known communists in the State


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Department? We were sure that the Soviets were not intelligent enough to build their own atomic bomb. We felt vindicated when Klaus Fuchs, the Rosenbergs and several others were convicted as spies. How did these events help/hurt the Red Scare mood? After we found out that the Soviets had the atomic bomb, we became increasingly sensitive about threat to internal security. How did this feeling pave the way for McCarthy’s Red Scare? Did the Red Scare violate the constitutional rights of American citizens? Explain. List and explain the four major pieces of anticommunist legislation. To what extent were these laws effective in accomplishing their objectives? Explain the American public’s initial faith in McCarthy. Why did the Senate hold the Army-McCarthy hearings in 1954? How did the hearings lead to Senator McCarthy’s downfall? How does the media portray communism today? � After students have read primary and secondary sources on McCarthyism, conduct a Socratic seminar discussion. Students sit in a circle and use primary and secondary sources to answer questions posed by the teacher. The


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less the teacher talks the better. While the teacher will moderate, prompt, and redirect discussion when necessary, the students must discuss the answers and cite supporting evidence from the sources. Based on the readings, does the definition of McCarthyism in the dictionary accurately describe McCarthy’s crusade and techniques? Why or why not? Provide examples. What was it about the Wheeling Speech that caused it to have such an impact? Why was McCarthy so effective in rousing the nation in the early days of his crusade against domestic communism? “The reason why we find ourselves in a position of impotency is not because our only powerful potential enemy has sent men to invade our shores,” Senator McCarthy claimed in his Wheeling Speech, “but rather because of the traitorous actions of those who have been treated so well by this nation.” Why did McCarthy consider the U.S. impotent? Was he correct? Who were the perpetrators of the “traitorous actions” and what were those actions, according to Joseph McCarthy? Was McCarthy a patriot? Were the Soviets a real or imaginary enemy in the early 1950s? What does it mean to be


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loyal in America? What are the best ways to promote loyalty? While McCarthy came to personify the era, he was only the most visible component of a crusade against political nonconformity. Why were Americans so susceptible to McCarthyism? Is America of today immune to this kind of political tactic? Kenneth Colegrove wrote, “The brutal charges of Senator McCarthy were a natural reaction to the pugnacious refusal of the Truman administration to assist congressional investigation of the loyalty of federal employees.” Should the executive branch investigate the loyalty of civil servants? If so, by what means? What would constitute evidence of disloyalty? Was the Truman administration aggressive enough in searching for disloyal bureaucrats? Describe the character of Joseph McCarthy. What kind of constituency did he attract? The Progressive concluded that McCarthy advanced the aims of communism more than he restrained. Evaluate this view. Article I, section 6, of the Constitution says of Senators and Representatives that “for any Speech or Debate in either House, they shall


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not be questioned in any other Place.” What is the meaning of this clause? Would it prevent someone such as Drew Pearson from answering charges made against him on the Senate floor by Joseph McCarthy? Argue the case for and against amending the Constitution to delete this clause. Senator Joseph McCarthy is said to have used innuendo, half-truths, guilt by association, and smear tactics in attacking his opponents. Analyze the senator’s attack on Drew Pearson and his questioning of General Ralph Zwicker and judge the effectiveness and the fairness of his tactics. Based on his testimony, did General Zwicker do anything improper? Some scholars have suggested that the Red Scare of the late 1940s and early 1950s was the product of domestic political conflicts rather than conflicts between the U.S. and the communist bloc. They assert, in fact, that tensions between the U.S. and the Soviet Union were in large measure a by-product of domestic American power struggles. What reasoning can be offered to support and refute this view? What was the impact of McCarthyism? What lessons should we learn from the McCarthy Era?


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� Organize a mock trial of Alger Hiss. Assign roles. Have students conduct research on the case. Then conduct the trial. Debrief by discussing the real but limited Communist threat posed by espionage as well as the fairness of the trial. � Have students write a document-based essay on McCarthyism and Cold War fears. � Organize a mock trial of Ethel and Julius Rosenberg. Assign roles. Have students conduct research on the case. Then reenact the trial. Debrief by discussing the real but limited Communist threat as well as the fairness of the trial. � Organize the class into small groups. Have half of the groups research the life and politics of Mao Zedong and the other half the life of Chiang Kai-shek and the politics of Nationalist China. Have each group develop an encyclopedia article in which they discuss the history of the Communist takeover of mainland China and the establishment of a Nationalist government in Taiwan. Have them conclude their articles by discussing current relations between China and Taiwan. Have the groups present their articles to the class. � To help students understand the


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U.S. government’s actions to fight communism in the U.S. and how these actions affected Americans’ daily lives during the Cold War, have students create a graphic organizer showing the way in which the government took action to limit the spread of communism within the country. Have volunteers share their organizers with the class. Guide students in a discussion of the ways in which the loss of basic, constitutional rights might affect our everyday lives. Ask students if they believe the government should restrict individual rights in order to protect the public. � Have students write a newspaper editorial in which they denounce the tactics used by Joseph McCarthy. Have volunteers read their editorials to the class. Remind students that McCarthy often used fake evidence to discredit people. � Have students research McCarthyism and the Second Red Scare. Then ask them to write a report explaining why Americans were so afraid of communism and how McCarthy used this fear to promote his accusations.


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USII.25 Analyze the origins, goals, and key events of the civil rights movement. (H) People A. Robert Kennedy B. Martin Luther King, Jr. C. Thurgood Marshall D. Rosa Parks E. Malcolm X Institution the National Association for the Advancement of Colored People (NAACP) Events A. Brown v. Board of

Education (1954) B. the 1955-1956 Montgomery Bus Boycott C. the 1957-1958 Little Rock School Crisis D. the sit-ins and freedom rides of the early 1960s E. the 1963 civil rights protest in Birmingham F. the 1963 March on Washington G. the 1965 civil rights protest in Selma H. the 1968 assassination of Martin Luther King, Jr.

Students will KNOW: � The origins, goals, and key events of the civil rights movement. � The struggles African Americans faced in fighting discrimination. � The civil rights movement made inroads into racial segregation. � Civil rights became a nationwide movement during the 1960s. � Continued inequalities caused many to lose faith in the civil rights movement. � The civil rights movement was in decline by the 1970s, but its accomplishments continued to benefit American society. Students will be able to DO: � Analyze the origins, goals, and key events of the civil rights movement. � Analyze and evaluate primary and secondary sources. � Evaluate Eisenhower’s civil rights record. � Rewrite the section of their textbooks dealing with the origins of the civil rights movement. � Make a time line on the origins of the civil rights movement. � Write news reports on the Little Rock crisis and massive resistance. � Write an essay about Brown. � Write a Supreme Court decision on segregation. � Write an editorial on the Little Rock Nine. � Analyze the struggles that African Americans faced fighting discrimination.

� Have students read and discuss the article—“The Boycott That Changed Dr. King’s Life”. As students read the article they will record the author’s thesis, three main arguments or pieces of evidence used in support of the thesis, and any examples of bias or faulty reasoning. The class will analyze and discuss the new evidence cited by historian and biographer Clayborne Carson. How did the boycott change King’s life? What did you learn? � Have students analyze documents dealing with the origins of the modern civil rights movement, 1954-1956. Have students record the author, title, the purpose, type of source, audience, the main idea, three pieces of supporting evidence, and any examples of bias and faulty reasoning. Students will then report their findings to the class. Conduct a class discussion on the following: What was the basis rationale for the Plessy v. Ferguson decision of 1896? How did the Brown decision address the traditional argument for “separate but equal” educational facilities? What sort of evidence supported the Supreme Court’s new position? What do the documents reveal about the motives behind

� Evaluation of Eisenhower’s civil rights record � Revision of textbook section on the origins of the civil rights movement � Time lines on the origins of the civil rights movement � News reports and political cartoons � Supreme Court decision � Editorials. � Teacher-generated quiz or test with matching, multiple choice, and open-response. � Cooperative learning � Journal entries � Debate � Simulation � Socratic seminar discussion � Posters � Essays � Cartoons � Phone conversations � Newspaper ads � Short stories � Interviews � Graphic organizers � Eulogies � Annotated maps � � � �

January - April


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to Read: Reverend Martin Luther King’s, “I Have A Dream” speech and his Letter

from Birmingham City Jail

(1963), President Lyndon Johnson, speech to Congress on voting rights (March 15, 1965)

� Conduct research. � Participate actively in a debate over nonviolent direct action and integration and the Black Power movement. � Participate actively in a simulation of a black leadership conference held in 1966. � Participate in a Socratic seminar discussion on the sit-in movement. � Locate an article on the Freedom Rides, and write an essay about the bias in the article. � Design recruitment posters for CORE and SNCC. � Create a phone conversation about integration at the University of Alabama. � Design political cartoons on opposing viewpoints in the civil rights movement. � Create newspaper ads critiquing King’s tactics in the Birmingham campaign. � Develop an interview of a Freedom Summer Project volunteer. � Write a short story about the obstacles faced by Voter Education Project workers. � Create a graphic organizer comparing and contrasting the traditional civil rights movement with the Black Power movement. � Write a eulogy for Martin Luther King, Jr. � Write campaign slogans for Jesse Jackson. � Write a newspaper about a civil rights leader’s accomplishments. � Make annotated maps of the struggle for civil rights in Mississippi.

“massive resistance” to desegregation of the public schools? How does the Sass argument compare with President Eisenhower’s television speech? As you review the evidence, decide which motives were uppermost in the thinking of the resistance. What was the relationship between the Brown decision and the forces that led to the Montgomery bus boycott? Do the documents shed light on the reasons resistance to segregation became so firm in Montgomery in 1955? What evidence do the documents provide concerning the origins of the modern civil rights movement? Did the drive toward desegregation and the removal of discrimination reflect situational problems, such as personal crises and ad hoc responses? What other factors are evident in the rise of the demand for social and political justice? How did the civil rights crisis of the 1950s reflect traditional political and constitutional issues? What did the clashes at Little Rock and Montgomery indicate about the evolution of American federalism? Why did Eisenhower choose to intervene in Little Rock? Using evidence from the documents, support or refute the “great man”


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theory of history as an explanation for the acceleration of the civil rights movement in the 1950s. What alternative hypotheses can be offered to explain the quickening of the reform impulse on the issues of race relations? After the discussion, ask students to grade Eisenhower’s record on civil rights and include a rationale and supporting information for the grade they issue. � Tell students that the school administration has issued a new rule giving seniors preferential seating in all school facilities, including classrooms, the bus, cafeteria, auditorium, and gymnasium. A failure to comply will result in administrative punishment, including detentions and suspensions. In effect, you must give your seat up to a senior or face the consequences. Ask students to respond to the policy. Draw a parallel between the scenario and the conditions of public transportation in Montgomery, Alabama in the 1950s. Make a list on the board. Have students reread the section of their textbooks on the Montgomery bus boycott. Then ask students to add items to the list on the board in a “chalk and talk” format. Have students read the recollections of


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E.D. Nixon and Rosa Parks and take notes. Then have students add to the list on the board. Next students will break into small groups to rewrite the section in their textbooks dealing with the Montgomery bus boycott. Discuss students’ findings. � Guide students in a discussion about life for African Americans during the period after Reconstruction and through the Great Depression of the 1930s. Record student ideas for all to see. Have students copy the information onto their papers. Organize the class into small groups. Have students review and analyze the points on their lists. Then have each group create an annotated and illustrated time line showing events prior to 1954 that led to the civil rights battle. � Write the following statement for students to see: Separate is not equal. Have students copy the statement onto their own papers. Organize the class into pairs, and have each pair identify an example from their study of U.S. history that supports this statement. Have students write a brief explanation of how this example supports the statement. Have volunteers share their examples with the class, and


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create a class list for all to see. Guide students in a discussion of the events, how they are similar, and how they are different. � Have students review information about massive resistance. Then ask students to develop a newspaper report of the resistance movement in Little Rock, Arkansas. Have volunteers read their news reports to the class. Then have students make political cartoons depicting massive resistance. � Remind students that much has been written about Brown v. Board. Have students locate and read at least three secondary source documents about the case. Then have them compile a chart that shows details of the case and similarities and differences among the secondary sources. Then have students compose an essay that provides a summary of the case and then compares and contrasts the documents they used. Then discuss the reliability of primary and secondary sources. � Have students review information in the text about the 1956 Supreme Court decision that led to the desegregation of public buses. Have students develop their own Supreme Court decision, a paragraph


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explaining why bus segregation was unconstitutional. Have volunteers read their decisions to the class. Guide students in a discussion of the reactions of whites to the actions of African Americans during the bus boycott. Have students explain why nonviolent protests can be very effective ways to correct social injustices. � Have students make a graphic organizer on the legal and social victories of the civil rights movement. � Ask students to study the history of the Little Rock Nine. Then have them write an editorial detailing the events and asserting their opinion on what took place in Little Rock. � Show the class a video of King’s “I Have A Dream” speech as students read the text of the document. Ask students: What is King’s message? What are his goals? What tactics does he advocate? Why did many black leaders begin to question nonviolent direct action and integration in the mid-1960s? Create two columns on the board with “King” and “X” as the headings. Have students brainstorm words or phrases that come to mind when they think of each man. Break students into small


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groups. Have students read a series of quotations by King and X, but keep the authors are kept anonymous. The students will try to discern the identity of the author of each quotation. Reveal the correct answers and incorrect responses to begin a discussion of why we have fixed images of King and X. Have students use the Internet and an article entitled “The Unfinished Dialogue” to research the lives of King and X before they became national figures. Then divide the class into small groups to list five major events in each man’s life that they believe helped shape their roles in the African American freedom struggle. Students ought to consider factors such as family, church, education, and the experience each man had with whites while growing up. Reconvene the class so that each group can share its findings by writing the events on the board. Then the class will attempt to reduce the larger list down to the five most important events. Next students will explore the lives of King and X from 1964-1965, a time during which King’s and X’s positions began to converge. Ask students to work in small groups to analyze the following documents: X’s letter to


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King, King’s statement following X’s death, X’s “The Ballot or the Bullet,” and King’s statement on Black Power. Each group must address the following: What most surprised you about what you read in these documents? Why? How does this information affect your original perception of Malcolm X and Martin Luther King, Jr.? List three ways in which you see the ideas of Dr. King and Malcolm X converging. Then have students compose a concise journal entry that discusses their original perceptions about King and X and how they changed throughout the lesson. The class will then discuss the kind of effect this realization might have on their attitudes or beliefs regarding other historical and/or public figures. Have students will read “The Angry Children of Malcolm X” by Julius Lester. The class will discuss the following: In what ways does Lester repudiate King’s vision as expressed in his “I Have A Dream” speech? What alternative vision does Lester provide? Who presents the more realistic view of race relations in America? Why? � Give students a document set on the Black Power movement to analyze. Break the class into groups


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to answer questions such as the following: What is the unifying theme found in most of the documents? How would you account for the central argument expressed? Why did a portion of the community find the Black Power concept attractive? Define the term “black nationalism.” What is the relationship between the principles of Islam and the nationalist argument? Why was Malcolm X such an electrifying and compelling leader for his followers? What was the relationship between his ideas and the development of the Black Power movement? What was the perspective of Black Power supporters on the successes and failures of the old civil rights movement? How would you explain the views of the new militants? In what way did their prescriptions and methods depart from the existing traditions of the civil rights movement? According to the findings of the National Commission of Civil Disorders, what were the sources of the rioting and violence in the summer of 1967? In what ways did these findings coincide with the social analysis of Black Power advocates? How did their proposed solutions


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compare? To what extent have conditions changed since 1967? What do the documents reveal about the age and class composition of the Black Power movement? What elements in the African American population did its supporters represent? How would you explain that support? In what way do the documents supply evidence of the relationship between Black Power goals and the objectives and aspirations of the broader African American community in the United States? � Give students the Kerner Commission’s report on civil disorders. Have students paraphrase the commission’s conclusions. Have students use the Internet and Benjamin Muse’s The American Negro Revolution: From Nonviolence to Black Power to research race riots of the 1960s. Have each student will research one of the following: Harlem (July, 1964), Watts (Aug. 1965), Newark (July 1967), Detroit (July 1967), and Springfield (July 1967). Students should find out how and why it started and how it progressed. Students will share their findings with the class. Divide the class into two groups, one that supports


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nonviolent direct action and integration and another that supports the use of violence in self-defense and revolution as well as Black Power. Conduct a debate. Each side will alternate by delivering arguments in favor of their position. � Simulate a black leadership conference held in 1966 in which participants debate the best approach for the civil rights movement to take. Assign students roles such as Elijah Muhammad, Malcolm X, Stokeley Carmichael, H. Rapp Brown, James Farmer, James Baldwin, and Martin Luther King, Jr. Have them conduct research on their roles and divisions within the civil rights movement. Organize a round table discussion in which the students represent their assigned roles and positions. � After students have read primary and secondary sources on the sit-in movement, conduct a Socratic seminar discussion. Students sit in a circle and use primary and secondary sources to answer questions posed by the teacher. The less the teacher talks the better. While the teacher will moderate, prompt, and redirect discussion when necessary, the students must discuss the answers and cite


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supporting evidence from the sources. Why was the sit-in an effective tactic to attack segregation in the South? “We will soon wear you down by our capacity to suffer,” Martin Luther King, Jr. said in reference to the tactic of nonviolent direct action, “and in winning our freedom we will so appeal to your heart and conscience that we will win you in the process.” Under what conditions in America or any other society would such a tactic be viable? Many observers in the 1960s criticized the civil rights movement for failing to make its case solely within the courts, the legislative halls, and other established forums. Was this valid criticism? Compare the attitudes and objectives expressed by Martin Luther King, Jr. in his “I Have a Dream” speech with those of H. Rap Brown excerpted from Die Nigger Die. Are these attitudes and objectives contradictory or compatible? Though Dick Gregory never advocated violence, his statement implies that African Americans were as justified in their struggle for liberty to use violence as were the Founding Fathers in their day. Debate this point. H. Rap Brown maintains that the civil rights


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movement was not aimed at integration. Explain and evaluate his view. Have students listen to an audio clip of King’s “I Have a Dream” speech. Have the students analyze the speech and explain why it is considered the most memorable address of the period. How close has America come to realizing the various dreams King expressed in his speech at the Lincoln Memorial on August 28, 1963. � Guide students in a discussion about sit-ins and Freedom Rides. Focus the discussion on the importance of the nonviolent tactics used by CORE and SNCC to achieve their goals. Organize the class into small groups. Have each group develop a membership recruitment campaign for either CORE or SNCC. Students should create slogans, banners, and recruiting posters. Posters should include pertinent details about the goals of the organization and explain what is expected of members. Groups should also develop a short recruitment speech that could be given to potential members. Have volunteers from each group present the campaign materials, and have one volunteer from each group present the


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recruitment speech to the class. � Have students conduct outside research to learn more about the Freedom Riders and the reaction they received while in the South. Have students find articles written at the time of the Freedom Rides. Ask students to write an essay in which they analyze the bias in the articles they have found. Have students attach copies of the articles to their essays. Then have volunteers present their primary source to the class. As an extension, visit the Freedom Riders Web site and obtain a copy of Mississippi Governor Musgrove’s proclamation honoring the Freedom Riders. Read it to the class and guide students in a discussion of the ways viewpoints and attitudes change over time. � Guide students in a discussion about Charlayne Hunter and Hamilton Holmes’s decision to attend the University of Georgia, where they would be the first and only African American students. Have students write a series of five journal entries from the viewpoint of a student at the university who supports integration. Journal entries should be written for the first days that the two young African Americans attended class. Have


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students answer these questions: What were the days like for white students? What were they like for Hunter and Holmes? How might the media have covered the events? Have volunteers read their journals to the class. � Ask students to analyze political cartoons dealing with the civil rights movement, such as “Climbing Toward Equality.” Then divide the class into pairs to create two political cartoons dealing with aspects of the civil rights movement that reflect opposing viewpoints. Display the cartoons for the class to see. � Have students write a document-based essay on the differing goals and strategies of the civil rights movement. � Organize students into pairs. Have each pair develop a telephone conversation in which one student is telling the other about the integration at the University of Alabama. The other student will ask questions about what happened when Vivian Malone and James Hood began attending the university. Have volunteers read their phone conversations to the class. Guide students in a discussion of the integration of the


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southern universities. Call the students’ attention to George Wallace’s famous statement on segregation. Have students explain why Wallace made these comments and then stepped aside and allowed integration to continue. � Guide students in a discussion of the nonviolent campaign for civil rights waged by Martin Luther King, Jr. Have students conduct outside research using reliable Internet sites or traditional print sources to find three quotes from Martin Luther King, Jr. about the fight for civil rights. Have students create posters with their quotes. Have students share their posters and read their quotes to the class. Have students include a short essay explaining why they chose the quotes and the significance of these quotes. � Have students research the life, times, and writings of Martin Luther King, Jr. and Malcolm X. Then divide the class into pairs to write a dialogue between King and X. Ask volunteers to perform their conversations before the class. � After the class has analyzed King’s Letter from a Birmingham

Jail, guide students in a discussion of King’s Birmingham campaign as well as the full-page ad in the


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Birmingham newspaper written by white clergymen. Remind students that the ad attacked King’s actions as extreme and unjustified. Have students write a new full-page newspaper ad responding to King and the points he makes in his letter. Have volunteers read their ads to the class. Then guide students in a discussion of the presentations. Did King persuade most groups to understand his viewpoint? Why or why not? � Guide students in a discussion about the successes and failures of the Voter Education Project. Have students take notes during the discussion. Have students use their notes to write a short story describing the obstacles faced by project workers and the reasons for eventual success. Have volunteers read their short stories to the class. As an extension, have students write a one-act play about the daily life of a voter education worker. � Review the Freedom Summer Project. Point out that most of the volunteers were college students. Have students work in small groups to develop a radio interview for the Freedom Summer volunteers. Have students present their interviews to the class.


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� Have students make an annotated and illustrated time line of the civil rights movement. � After having students conduct outside research, view and critique the film Mississippi Burning. Debrief by discussing the films positive attributes as well as distortions. � Have students examine images from the Selma campaign. Then divide the class into pairs to discuss their reactions to the images. Then have them write short essays explaining whether or not these images show a bias about what happened in Selma. Have students share their essays with the class. Guide students in a discussion of the Selma campaign. � Have students read about the landmark Supreme Court case Reynolds v. Sims, including the decision written by Chief Justice Warren and the dissent written by Justice Harlan. Have students find commentary about the opinions. Then have students analyze the impact of the case. Guide students in a discussion of the case and other important cases dealing with civil rights, such as Bell v. Maryland. � Divide the class into groups to create graphic organizers showing


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the differences between the traditional civil rights movement and the Black Power movement. � Review King’s legacy. Explain that his assassination shocked the nation. Then have students work in pairs to prepare eulogy for King. Then have volunteers read their eulogies. Guide students in a review of the accomplishments and shortcomings of the civil rights leader. � Have students write a document-based essay addressing the role government should have in enforcing equal rights for Americans. � Guide students in a discussion about the accomplishments of the civil rights movement and the ways in which the changes made in the 1960s and 1970s benefit all Americans today. Organize the class into groups. Have each group create a poster with a visual diagram, chart, or table that shows the accomplishments of the civil rights movement. Display the posters. Guide students in a review of the importance of the leaders, their sacrifices, and their contributions to American society. � Remind students that Jesse Jackson ran presidential campaigns


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in 1984 and 1988; he won significant support from many groups, not just the African American community. Organize the class into groups. Have students create a series of three presidential campaign slogans for Jackson. Share slogans. Then discuss the recent election of President Obama and his platform. � Have students choose several of the recipients of the Freedom Award given by the National Civil Rights Museum. Then have them read about their accomplishments and write a newspaper article about their commitment to nonviolence for civil rights. Students ought to include details about the methods they used to promote civil rights. � Have students follow the oral histories of some of the thousands of volunteers who came to Mississippi. Take a Mississippi state map and identify the areas mentioned in the oral histories. Have students add a brief narrative of the progress that was made and the events that occurred across the state.

USII.26 Describe the accomplishments of the civil rights movement. (H, E)

Students will KNOW: � The accomplishments of the civil rights movement.

� Show the class a video of King’s “I Have A Dream” speech as students read the text of the

� Teacher-generated quiz or test with matching, multiple choice, and open-response.

February - April


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A. the 1964 Civil Rights Act and the 1965 Voting Rights Act B. the growth of the African American middle class, increased political power, and declining rates of African American poverty

� The civil rights movement began to make major progress in correcting the problem of racial segregation. � The quest for civil rights became a nationwide movement in the 1960s as African Americans won political and legal rights. � Segregation was largely abolished. � In the 1960s, African Americans gained voting rights and political power in the South, but only after a bitter and hard-fought struggle. � Continued social and economic inequalities caused many young African Americans to lose faith in the civil rights movement and integration and seek alternative solutions. � The civil rights movement was in decline by the 1970s, but its accomplishments continued to benefit American society. Students will be able to DO:

� Describe the accomplishments of the civil rights movement. � Analyze the struggles that African Americans faced fighting discrimination. � Conduct research. � Participate actively in a debate over nonviolent direct action and integration and the Black Power movement. � Participate actively in a simulation of a black leadership conference held in 1966. � Participate in a Socratic seminar discussion

document. Ask students: What is King’s message? What are his goals? What tactics does he advocate? Why did many black leaders begin to question nonviolent direct action and integration in the mid-1960s? Create two columns on the board with “King” and “X” as the headings. Have students brainstorm words or phrases that come to mind when they think of each man. Break students into small groups. Have students read a series of quotations by King and X, but keep the authors are kept anonymous. The students will try to discern the identity of the author of each quotation. Reveal the correct answers and incorrect responses to begin a discussion of why we have fixed images of King and X. Have students use the Internet and an article entitled “The Unfinished Dialogue” to research the lives of King and X before they became national figures. Then divide the class into small groups to list five major events in each man’s life that they believe helped shape their roles in the African American freedom struggle. Students ought to consider factors such as family, church, education, and the experience each man had with whites while growing

� Cooperative learning � Journal entries � Debate � Simulation � Socratic seminar discussion � Posters � Essays � Cartoons � Phone conversations � Newspaper ads � Short stories � Interviews � Graphic organizers � Eulogies � Annotated maps


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on the sit-in movement. � Locate an article on the Freedom Rides, and write an essay about the bias in the article. � Design recruitment posters for CORE and SNCC. � Create a phone conversation about integration at the University of Alabama. � Design political cartoons on opposing viewpoints in the civil rights movement. � Create newspaper ads critiquing King’s tactics in the Birmingham campaign. � Develop an interview of a Freedom Summer Project volunteer. � Write a short story about the obstacles faced by Voter Education Project workers. � Create a graphic organizer comparing and contrasting the traditional civil rights movement with the Black Power movement. � Write a eulogy for Martin Luther King, Jr. � Write campaign slogans for Jesse Jackson. � Write a newspaper about a civil rights leader’s accomplishments. � Make annotated maps of the struggle for civil rights in Mississippi.

up. Reconvene the class so that each group can share its findings by writing the events on the board. Then the class will attempt to reduce the larger list down to the five most important events. Next students will explore the lives of King and X from 1964-1965, a time during which King’s and X’s positions began to converge. Ask students to work in small groups to analyze the following documents: X’s letter to King, King’s statement following X’s death, X’s “The Ballot or the Bullet,” and King’s statement on Black Power. Each group must address the following: What most surprised you about what you read in these documents? Why? How does this information affect your original perception of Malcolm X and Martin Luther King, Jr.? List three ways in which you see the ideas of Dr. King and Malcolm X converging. Then have students compose a concise journal entry that discusses their original perceptions about King and X and how they changed throughout the lesson. The class will then discuss the kind of effect this realization might have on their attitudes or beliefs regarding other historical and/or public figures. Have students will read


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“The Angry Children of Malcolm X” by Julius Lester. The class will discuss the following: In what ways does Lester repudiate King’s vision as expressed in his “I Have A Dream” speech? What alternative vision does Lester provide? Who presents the more realistic view of race relations in America? Why? � Give students a document set on the Black Power movement to analyze. Break the class into groups to answer questions such as the following: What is the unifying theme found in most of the documents? How would you account for the central argument expressed? Why did a portion of the community find the Black Power concept attractive? Define the term “black nationalism.” What is the relationship between the principles of Islam and the nationalist argument? Why was Malcolm X such an electrifying and compelling leader for his followers? What was the relationship between his ideas and the development of the Black Power movement? What was the perspective of Black Power supporters on the successes and failures of the old civil rights movement? How would you explain the views of the new militants? In


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what way did their prescriptions and methods depart from the existing traditions of the civil rights movement? According to the findings of the National Commission of Civil Disorders, what were the sources of the rioting and violence in the summer of 1967? In what ways did these findings coincide with the social analysis of Black Power advocates? How did their proposed solutions compare? To what extent have conditions changed since 1967? What do the documents reveal about the age and class composition of the Black Power movement? What elements in the African American population did its supporters represent? How would you explain that support? In what way do the documents supply evidence of the relationship between Black Power goals and the objectives and aspirations of the broader African American community in the United States? � Give students the Kerner Commission’s report on civil disorders. Have students paraphrase the commission’s conclusions. Have students use the Internet and Benjamin Muse’s The American Negro Revolution: From


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Nonviolence to Black Power to research race riots of the 1960s. Have each student will research one of the following: Harlem (July, 1964), Watts (Aug. 1965), Newark (July 1967), Detroit (July 1967), and Springfield (July 1967). Students should find out how and why it started and how it progressed. Students will share their findings with the class. Divide the class into two groups, one that supports nonviolent direct action and integration and another that supports the use of violence in self-defense and revolution as well as Black Power. Conduct a debate. Each side will alternate by delivering arguments in favor of their position. � Simulate a black leadership conference held in 1966 in which participants debate the best approach for the civil rights movement to take. Assign students roles such as Elijah Muhammad, Malcolm X, Stokeley Carmichael, H. Rapp Brown, James Farmer, James Baldwin, and Martin Luther King, Jr. Have them conduct research on their roles and divisions within the civil rights movement. Organize a round table discussion in which the students represent their assigned roles and positions.


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� After students have read primary and secondary sources on the sit-in movement, conduct a Socratic seminar discussion. Students sit in a circle and use primary and secondary sources to answer questions posed by the teacher. The less the teacher talks the better. While the teacher will moderate, prompt, and redirect discussion when necessary, the students must discuss the answers and cite supporting evidence from the sources. Why was the sit-in an effective tactic to attack segregation in the South? “We will soon wear you down by our capacity to suffer,” Martin Luther King, Jr. said in reference to the tactic of nonviolent direct action, “and in winning our freedom we will so appeal to your heart and conscience that we will win you in the process.” Under what conditions in America or any other society would such a tactic be viable? Many observers in the 1960s criticized the civil rights movement for failing to make its case solely within the courts, the legislative halls, and other established forums. Was this valid criticism? Compare the attitudes and objectives expressed by Martin Luther King, Jr. in his “I Have a Dream” speech


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with those of H. Rap Brown excerpted from Die Nigger Die. Are these attitudes and objectives contradictory or compatible? Though Dick Gregory never advocated violence, his statement implies that African Americans were as justified in their struggle for liberty to use violence as were the Founding Fathers in their day. Debate this point. H. Rap Brown maintains that the civil rights movement was not aimed at integration. Explain and evaluate his view. Have students listen to an audio clip of King’s “I Have a Dream” speech. Have the students analyze the speech and explain why it is considered the most memorable address of the period. How close has America come to realizing the various dreams King expressed in his speech at the Lincoln Memorial on August 28, 1963. � Guide students in a discussion about sit-ins and Freedom Rides. Focus the discussion on the importance of the nonviolent tactics used by CORE and SNCC to achieve their goals. Organize the class into small groups. Have each group develop a membership recruitment campaign for either CORE or SNCC. Students should


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create slogans, banners, and recruiting posters. Posters should include pertinent details about the goals of the organization and explain what is expected of members. Groups should also develop a short recruitment speech that could be given to potential members. Have volunteers from each group present the campaign materials, and have one volunteer from each group present the recruitment speech to the class. � Have students conduct outside research to learn more about the Freedom Riders and the reaction they received while in the South. Have students find articles written at the time of the Freedom Rides. Ask students to write an essay in which they analyze the bias in the articles they have found. Have students attach copies of the articles to their essays. Then have volunteers present their primary source to the class. As an extension, visit the Freedom Riders Web site and obtain a copy of Mississippi Governor Musgrove’s proclamation honoring the Freedom Riders. Read it to the class and guide students in a discussion of the ways viewpoints and attitudes change over time. � Guide students in a discussion


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about Charlayne Hunter and Hamilton Holmes’s decision to attend the University of Georgia, where they would be the first and only African American students. Have students write a series of five journal entries from the viewpoint of a student at the university who supports integration. Journal entries should be written for the first days that the two young African Americans attended class. Have students answer these questions: What were the days like for white students? What were they like for Hunter and Holmes? How might the media have covered the events? Have volunteers read their journals to the class. � Ask students to analyze political cartoons dealing with the civil rights movement, such as “Climbing Toward Equality.” Then divide the class into pairs to create two political cartoons dealing with aspects of the civil rights movement that reflect opposing viewpoints. Display the cartoons for the class to see. � Have students write a document-based essay on the differing goals and strategies of the civil rights movement. � Organize students into pairs.


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Have each pair develop a telephone conversation in which one student is telling the other about the integration at the University of Alabama. The other student will ask questions about what happened when Vivian Malone and James Hood began attending the university. Have volunteers read their phone conversations to the class. Guide students in a discussion of the integration of the southern universities. Call the students’ attention to George Wallace’s famous statement on segregation. Have students explain why Wallace made these comments and then stepped aside and allowed integration to continue. � Guide students in a discussion of the nonviolent campaign for civil rights waged by Martin Luther King, Jr. Have students conduct outside research using reliable Internet sites or traditional print sources to find three quotes from Martin Luther King, Jr. about the fight for civil rights. Have students create posters with their quotes. Have students share their posters and read their quotes to the class. Have students include a short essay explaining why they chose the quotes and the significance of these quotes.


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� Have students research the life, times, and writings of Martin Luther King, Jr. and Malcolm X. Then divide the class into pairs to write a dialogue between King and X. Ask volunteers to perform their conversations before the class. � After the class has analyzed King’s Letter from a Birmingham

Jail, guide students in a discussion of King’s Birmingham campaign as well as the full-page ad in the Birmingham newspaper written by white clergymen. Remind students that the ad attacked King’s actions as extreme and unjustified. Have students write a new full-page newspaper ad responding to King and the points he makes in his letter. Have volunteers read their ads to the class. Then guide students in a discussion of the presentations. Did King persuade most groups to understand his viewpoint? Why or why not? � Guide students in a discussion about the successes and failures of the Voter Education Project. Have students take notes during the discussion. Have students use their notes to write a short story describing the obstacles faced by project workers and the reasons for eventual success. Have volunteers


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read their short stories to the class. As an extension, have students write a one-act play about the daily life of a voter education worker. � Review the Freedom Summer Project. Point out that most of the volunteers were college students. Have students work in small groups to develop a radio interview for the Freedom Summer volunteers. Have students present their interviews to the class. � Have students make an annotated and illustrated time line of the civil rights movement. � After having students conduct outside research, view and critique the film Mississippi Burning. Debrief by discussing the films positive attributes as well as distortions. � Have students examine images from the Selma campaign. Then divide the class into pairs to discuss their reactions to the images. Then have them write short essays explaining whether or not these images show a bias about what happened in Selma. Have students share their essays with the class. Guide students in a discussion of the Selma campaign. � Have students read about the landmark Supreme Court case


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Reynolds v. Sims, including the decision written by Chief Justice Warren and the dissent written by Justice Harlan. Have students find commentary about the opinions. Then have students analyze the impact of the case. Guide students in a discussion of the case and other important cases dealing with civil rights, such as Bell v. Maryland. � Divide the class into groups to create graphic organizers showing the differences between the traditional civil rights movement and the Black Power movement. � Review King’s legacy. Explain that his assassination shocked the nation. Then have students work in pairs to prepare eulogy for King. Then have volunteers read their eulogies. Guide students in a review of the accomplishments and shortcomings of the civil rights leader. � Have students write a document-based essay addressing the role government should have in enforcing equal rights for Americans. � Guide students in a discussion about the accomplishments of the civil rights movement and the ways in which the changes made in the 1960s and 1970s benefit all


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Americans today. Organize the class into groups. Have each group create a poster with a visual diagram, chart, or table that shows the accomplishments of the civil rights movement. Display the posters. Guide students in a review of the importance of the leaders, their sacrifices, and their contributions to American society. � Remind students that Jesse Jackson ran presidential campaigns in 1984 and 1988; he won significant support from many groups, not just the African American community. Organize the class into groups. Have students create a series of three presidential campaign slogans for Jackson. Share slogans. Then discuss the recent election of President Obama and his platform. � Have students choose several of the recipients of the Freedom Award given by the National Civil Rights Museum. Then have them read about their accomplishments and write a newspaper article about their commitment to nonviolence for civil rights. Students ought to include details about the methods they used to promote civil rights. � Have students follow the oral histories of some of the thousands of


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volunteers who came to Mississippi. Take a Mississippi state map and identify the areas mentioned in the oral histories. Have students add a brief narrative of the progress that was made and the events that occurred across the state.

USII.27 Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. (H) A. Betty Friedan and Gloria Steinem B. the birth control pill C. the increasing number of working women D. the formation of the National Organization of Women in 1967 E. the debate over the Equal Rights Amendment F. the 1973 Supreme Court case, Roe v. Wade

Students will KNOW: � The causes and course of the women’s rights movement in the 1960s and 1970s. � In the 1960s women struggled to achieve social justice. � The movement for the ERA. � The efforts feminists such as Friedan and Steinem were able to make through the 60s � The controversy surrounding birth control. � The increase in working women along with reasons and effects. � The formation of NOW and the tactics they implemented. � The debate over the ERA and its ultimate failure. � The Supreme Court Case Roe v. Wade and the implications of its result. � The continued debate that surrounds Roe v.

Wade. Students will be able to DO:

� Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. � Analyze how the civil rights movement

� Have students make a chronology of the women’s rights movement. � Guide students in a discussion about the revival of the women’s rights movement in the U.S. Ask students to identify specific issues that revived the women’s rights movement. Have students work in pairs to write a summary of the class discussion. Have students work in pairs to write an advisory memo to the president summarizing the findings of the Presidential Commission on the Status of Women. In their memos, have students include proposals on ways to remedy the “bad news” of the Commission’s report. Have volunteers read their memos to the class. � Have students make a cause-and-effect table for the women’s rights movement. � Have students read excerpts of Betty Friedan’s The Feminine

Mystique. Then ask: What was the

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Memos � Charts � Lincoln-Douglass-style debate on key women’s rights issues. � Collages or multimedia presentations � Political cartoons � Charts and visuals � Thesis statements � �

April


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inspired women to fight against social, political, and economic inequality. � Write a memorandum to the president on the status of women and proposing ways to remedy problems. � Make a cause-and-effect chart on the women’s liberation movement. � Identify the major players and goals of the women’s rights movement of the 60s-70s. � Debate the issue that is Roe v. Wade and with an open mind. � Debate the issue that is the Equal Rights Amendment. �Take part in a Lincoln/Douglass style debate. � Create political cartoons on both sides of the women’s rights debate. � Make collages or multimedia presentations on the women’s rights movement. � Analyze and evaluate primary and secondary sources. � Develop a thesis to explain the failure of the ERA. � Create a visual to illustrate a position on the ERA.

major conclusion of Friedan’s book? In what ways was the civil rights movement similar to the women’s rights movement? � After examining the Women’s Rights movement students will break off into six groups. Each group will be responsible for arguing the side for three of the major debates of the time: Roe v. Wade, birth control, and the ERA. Keeping in mind the delicate nature of these topics, spend plenty of time on prepping just to be able to objectively approach all of these subjects. Students will also have to create an argument for each of the sides themselves for if nothing else to prevent perhaps a personal attack on someone’s beliefs. As an extension, advanced students could prepare a short research paper on their argument and have it cover both sides of the debate they’re facing in depth. � Guide students in a discussion of the issues that resulted in the women’s liberation movement. Have students work in small groups to answer this question: How have women today benefited from the women’s rights movement of the 1960s? Have students take notes during their small group discussions.


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Have students use their notes to create two political cartoons: one that represents the traditional roles of women in the past and one that represents women today. � Have students make collages or multimedia presentations on the women’s rights movement. � Give students an outline of the ERA and its history. Have students analyze editorials on the ERA. Have students answer these questions in the form of a chart: What arguments do the women in the readings give in favor of a passage of the ERA? What arguments do the women in the readings give for opposing the passage of the ERA? Divide students into small groups to develop a thesis explaining the failure of the ERA. Have groups create a visual to illustrate its position on the ERA.

USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H) A. the space exploration program

Students will KNOW:

� The important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. � JFK brought energy, initiative, and important new ideas to the presidency. � LBJ used his political skills to push Kennedy’s proposals through Congress and expand them with his own vision of the Great

� Give students a list of ideals from the New Frontier and Great Society. Also provide them with a list of acts and programs making up the New Frontier and Great Society. Then have students complete a chart that addresses major provisions and the ideals each strives to realize. Divide the class into groups to cite specific

� Teacher-generated quiz or test with matching, multiple choice, and open-response. � Charts and thesis statements � Storyboard or collage � Document-based essay � Slogan, poster, and speech � Letter � Posters


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B. the assassination of President Kennedy C. Johnson’s Great Society programs D. Nixon’s appeal to “the silent majority” E. the anti-war and counter-cultural movements F. the creation of the Environmental Protection Agency (EPA) in 1970 G. the Watergate scandal (including the Supreme Court case, U.S. v. Nixon)

Society. Students will be able to DO: � Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. � Analyze and evaluate Kennedy’s New Frontier and Johnson’s Great Society. � Complete a chart on the major provisions and vision of the New Frontier and Great Society. � Devise a thesis statement explaining the significance of the New Frontier and Great Society. � Write a letter on JFK and the New Frontier. � Conduct research. � Analyze and evaluate primary and secondary sources. � Make a storyboard or collage on the Warren Court’s decisions. � Write a document-based essay comparing and contrasting Kennedy’s New Frontier and Johnson’s Great Society. � Write a letter to LBJ. � Make a Goldwater campaign slogan, poster, and speech. � Design posters promoting the Great Society. � Create political cartoons on the Great Society.

pieces of evidence that show how the New Frontier and Great Society filled in gaps in Roosevelt’s New Deal, the Great Society implemented ideals of the New Frontier, the Great Society solidified the Democratic party’s hold on elderly, black, and urban voters, the Great Society raised expectations but did not silence dissent, and the Great Society improved the quality of American life. Then have each group develop a thesis statement on the significance of the New Frontier and Great Society. � After students have analyzed Kennedy’s Inaugural Address, guide students in a discussion of Kennedy’s New Frontier, his vision, and plans for the nation. Have students write a letter that an American teenager in 1960 might have written to a pen pal in Europe describing the new young president, his beautiful wife, and how the president plans to make the country better for all Americans. Have volunteers read their letters. � Give students a list of the Warren Court’s decisions. Tell students that the decisions had a huge impact on American society and that these cases continue to protect the rights of American citizens. Organize the

� Political cartoons �


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class into small groups. Have students in each group select one of the Warren Court decisions. Have students find out more on the decision and the changes the law made in the protection of individual rights. When students have finished with their research, have each group create a storyboard or an illustrated collage of the Warren Court’s decisions. � Have students write a document-based essay comparing and contrasting Kennedy’s New Frontier and Johnson’s Great Society. � Organize the class into small groups. Have each group make a list of the strengths that LBJ brought to the presidency and the obstacles he faced. Have students use the information in their lists to write a letter to LBJ encouraging him to use his strengths to overcome the obstacles facing him. � Have students conduct outside research about the 1964 presidential campaign and the way in which Barry Goldwater conducted his campaign. Organize students in small groups. Have each group use its research to prepare a campaign slogan, poster, and speech that Goldwater might have given during the campaign. Have students


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incorporate quotes from Goldwater into their speeches. Show students campaign ads from the election of 1964. Guide students in a discussion of the reasons why some viewed Goldwater as a dangerous extremist. � Have students use their chart on the Great Society to create a series of four posters that promote the Great Society. Students could focus on improving education, the environment, civil rights, and public safety. Display the posters. � Have students analyze the cartoon “Maestro of the 88.” Have them explain the message of the cartoon. Then have students create two new cartoons featuring Johnson and Great Society legislation. One cartoon should be a positive reflection of Great Society goals and one should focus on the great costs the government incurred when they began to implement these programs. Have volunteers display and explain their cartoons to the class. �

CONTENT STANDARDS - Contemporary America, 1980-2001

USII.29 Analyze the presidency of Ronald Reagan. (H, E) A. tax rate cuts

Contemporary America

Students will KNOW:

�The term Reaganomics and its applications. �The major moments of the Cold War while Reagan is at the helm � The appointees on the Supreme Court

Complete worksheet on the Trickle Down Effect. Watch clips from movies such as Miracle, Red Dawn and even Rocky

Test on Contemporary America Trickle Down Effect worksheet Essay on Conservative Movement

9


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B. anticommunist foreign and defense policies C. Supreme Court appointments D. the revitalization of the conservative movement during Reagan’s tenure as President E. the replacement of striking air traffic controllers with non-union personnel

� The Reagan tax cuts and their influence � The conservative movement’s return to the United States � the replacement of striking air traffic controllers and the long term union repercussions Students will be able to DO: �Access the pros and cons of Reaganomics, while fully understanding all of the aspects that come along with it. �Identify the major answers that need to be found when appointing a supreme court justice. Controversy abound � Explain the Defense boom of the 1980s

IV to identify our current position socially in the Cold War. Students will compare the conservative movement to that of the New Deal. Compare the policies and the different times that these presidents were facing. Appointing a Supreme Court Justice Activity **Advanced - Create a poster, news video, newspaper, radio broadcast, or song covering a major piece of domestic news from the 60s-70s

USII.30 Describe some of the major economic and social trends of the late 20th century. (H, E) A. the computer and technological revolution of the 1980s and 1990s B. scientific and medical discoveries C. major immigration and demographic changes such as the rise in Asian and Hispanic immigration (both legal and illegal) D. the weakening of the nuclear family and the rise in

Current Events

Students will KNOW:

�The start of the information age and its beginnings. �The major discoveries and breakthroughs of the late 20th Century �The Concept of Globalization �The next wave of immigrants now shifting towards Asians and Hispanics �The evolving concepts of family life as we know in contemporary America vs. the old traditional outlook Students will be able to DO:

� Explain the far reaching trends of globalization and how it is going to effect the students in their futures. �Students will be able to explain, predict, and

Students will investigate the term, Globalization and its implications on the world they live in. Students will list out all of the technology they use on a day to day basis and then figure out when exactly it was all invented. Students will also list out the next step for all of these products. For example, what’s going to come after an iphone. How could that be improved? Students will look back on all of the major immigration movements in American history and how this one

Test on Contemporary America Immigration Worksheet showing the major immigrations in our nation’s history. Original Story on the nuclear family Advanced – Pen Pal information packet

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divorce rates utilize the Information Age �Students will be able to market at least one new major discovery of the late 20th century into the 21st century �Students will be able to explain and predict current trends in immigration/demographic changes �Identify the weakening idea of the traditional family vs. the 21st century but more importantly explain the causes of it and the direction the family of the 21st century appears to be headed.

is similar. Students will write an original story that shows two families meeting together on a reality tv show. A family from 1959 and a family from 2009. Students will be sure to focus on all of the differences on how the nuclear family is weakening. **Advanced – Students will develop a pen pal relationship from someone outside of North America through a Global Student forum designed for networking amongst schools from different countries. Ideally their pen pal will be currently taking a Social Studies class of some sort to exchange certain types of information

USII.31 Analyze the important domestic policies and events of the Clinton presidency. (H, E) A. the passage of the North American Free Trade Agreement (NAFTA) in 1993 B. President Clinton’s welfare reform legislation and expansion of the earned income tax credit C. the first balanced budget in more than 25 years

Contemprary America

Students will KNOW: �The long lasting goals/motives/effects of NAFTA and the controversy that surrounds it to this day. �Clinton’s take on welfare reform and income tax credits through the Clinton Administration �The significance or lack thereof a Balanced Budget for Clinton and the GOP Congress �How the GOP achieved majority in both House and Senate and the significance of it �The issues surrounding Tax Credits for higher education and our government’s current plans towards higher education

Students will receive a packet arguing the pros and cons to NAFTA from 1993 through today. The students will then write a persuasive essay on whichever side they want to support. As a class we will examine the many different controversies surrounding the issues and simply the situations where it appears that more free trade agreements are eminent and their stakes on globalization.

NAFTA Debate Test on the Clinton Administration Essay on what student believes the long lasting legacy of Clinton will be.

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D. the election in 1994 of the first Republican majority in both the House and Senate in 40 years E. tax credits for higher education the causes and consequences of the impeachment of President Clinton in 1998

�The Clinton Impeachment situation and the final overall legacy placed on the Clinton Administration Students will be able to DO: �Write a persuasive essay arguing either for or against NAFTA �Compare and contrast the welfare reform and efforts from the Clinton legislation with the policies(domestic) of Bush and Reagan. �Explain the current situation our gov’t is taking with higher education �Discuss the current Democratic majority and how it came to be vs. the GOP majority of 1994 and how it came to be. �Chronicle the twelve years of GOP majority until the Democrats grabbed it in 2006 �Explain the long lasting legacy that Bill Clinton will leave.

Compare and contrast the strong tariffs of our country’s beginning with the idea and concept of free trade

Examine the balanced budget presented by Clinton despite the liberal agenda. Afterwards we’ll examine how real vs. perceived was this accomplishment Compare and contrast the policies driven by the Clinton/GOP Congress vs. the Reagan administration After completing section on Clinton, we’ll write an essay on the legacy that Clinton leaves behind **ADVANCED – Students will pick a side on the argument and in class we will actively debate the pros and cons of the NAFTA. After dealing with NAFTA the debate will open out to dealing with the overall ideas of free trade in the global world

USII.32 Explain the importance of the 2000 presidential election. (H, C)

Students will KNOW: �The importance and controversy of the 2000 election

We will begin by discussing the legacy of the Bush Administration. From there we will talk about the

Participation. Map Activity to be passed in

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A. the Supreme Court case, Bush v. Gore the growing influence of the Republican Party in the South and the consolidation of the Democratic Party’s hold on the coasts

�The sectionalism that is building through party politics �The Supreme Court case’s rulings of the 2000 election �The Party Platform of the Bush/Cheney ticket �The Party Platform of the Gore/Lieberman ticket Students will be able to DO:

�Map out the sectionalism of today’s current party politics and theorize the reasons for it �Compare and contrast a Bush presidency v. a Gore presidency �Judge the Supreme Court case for themselves

environmentalist named Al Gore, not the politician named Al Gore. Students will then compare and contrast the differences between the two, plus offer their “What if” scenarios if we had Gore instead of Bush in the events of 2001-2009 We will map out how Bush won the election and lead that into discussion on party politics. **ADVANCED Students will write a newspaper article for January 20th, 2009(Or 2005) following 8(or only 4) years of Al Gore as opposed to 8 years of Bush. The article should explain who we are electing into office to succeed Gore. The mood of the country. The state of the union, etc.

“What If” Scenarios ADVANCED: Newspaper Article building off of the “What If” Scenarios

USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.(H, C) A. the invasion of Panama and the Persian Gulf War B. American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo C. the attempts to negotiate

Modern Foreign

Relations

Students will KNOW: �The strategies, motives, and actions taken by America in respects to foreign affairs in the late 20th and early 21st Centuries.

�The successes(debatable?) of the Persian

Gulf War �The U.N. interventions in humanitarian conflicts throughout the world led primarily by the U.S. �America’s attempts at “Peace in the Middle East” talks

Students will list out the Mission Statement/Goals of the State Department. From there we will trace those current issues and problems through all of our most recent diplomatic initiatives.

Students will design a flow chart on recent American Foreign Policy. Test on Contemporary America

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a settlement to the Israeli-Palestinian conflict D. America’s response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C.

�The immediate reactions globally to 9/11 �The movement from war on terror to war on Iraq �Current strategies and actions of the State Department

Students will be able to DO: �Identify the current actions of our military and goals of our State Department �Make connections between Iraq with other American “conflicts” �Define the term Humanitarian Intervention �Make an argument for/against the Iraq war �Understand the consequences/cause and effect of America’s foreign policy of the Bush Administration

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HISTORY AND GEOGRAPHY CONCEPTS AND SKILLS 1. Apply the skills of pre-kindergarten through grade seven.

Skills are named in PK-7 curriculum documents.

2. Identify multiple ways to express time relationships and dates (for example, 1066 AD

is the same as 1066 CE, and

both refer to a date in the

Students will KNOW: �How to measure time and how others have measured time in the past Students will be able to DO:

Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress, and sequences throughout history

A rubric on their timelines will be applied as passed in

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eleventh or 11th century,

which is the same as the

1000s). Identify countries that use a different calendar from the one used in the U.S. and explain the basis for the difference. (H)

�Create a timeline

3. Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

Students will KNOW: �How to measure time and how others have measured time in the past Students will be able to DO: �Create a timeline

Students will use TimeLiner 5.1 on a variety of assignments throughout the year to get a good understanding of progress, cause and effect, etc. through history

A rubric on their timelines will be applied as passed in

Throughout

4. Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

Students will KNOW: �How to read and create a chart based on quantitative information

Students will be able to DO: �Use and create graphs that can be measured

Throughout the course students will be required to read graphs that show production numbers, population, etc and often times create their own graphs based on information given.

Typically are in worksheet form. Throughout

5. Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

Students will KNOW: �The difference between cause and effect, sequence of events and a correlation of events chart. Students will be able to DO:

�Find the differences between when given information in the following varieties: Cause and Effect, Sequential, or Correlation of events.

Throughout the course students will be seeing several different ways of viewing relationships. Often times they will also be required to express what the relationship they’re seeing truly is.

Throughout the year, sometimes as just a warmup, so assessment would be participation based.

Throughout

6. Distinguish between long-term and short-term cause and effect relationships. (H, G, C, E)

Students will KNOW: �Difference between short-term and long-term cause and effect relationships Students will be able to DO:

As so much in history is based on cause and effect, throughout course students examine the different cause and effects leading to specific events

Compilation of various essays throughout the year, for example learning about the cause and effect of the treaties from the end of World War I, into causing WWII, into creating the U.N. Into the Cold War,

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�Make distinctions between the types of cause and effect relationships.

into the war on Terrorism. A history course is a series of short-term and long-term relationships.

7. Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

Students will KNOW: �that there are big connections, sometimes real connections, sometimes perceived connections in all things throughout history Students will be able to DO: �Make connections. On all types of levels

When looking back in history it is important to make connections. Throughout the course students will be asked to make connections of older cases/moments to what is going on in current day, which in today’s age is very easy

A regular basis. Mostly simply through participation grade.

Throughout

8. Interpret the past within its own historical context rather than in terms of present-day norms and values. (H, E, C)

Students will KNOW: �how to interpret the past in its own context as opposed to through the glasses of a student living in current time Students will be able to DO: �Look at an event as someone from the time being studied. E.G. The Supreme Court Case: Dred Scott v. Sanford

Students are often required to think as an individual of the time period we’re studying through roleplaying or simply critical thinking.

Throughout Throughout

9. Distinguish intended from unintended consequences. (H, E, C)

Students will KNOW: �The differences between intended v. unintended consequences. Students will be able to DO: �Distinguish intended from unintended consequences.

Motives for laws are what they are: Ignorance not a defense Involuntary v. Voluntary manslaughter, etc.


10. Distinguish historical fact from opinion. (H, E, C)

Students will KNOW: �The differences between fact and opinion when looking at history Students will be able to DO: �Distinguish historical fact from opinion

One of the primary objectives in a history class is recognizing bias so

to be able to analyze and dig through the bias is an overlapping

theme.


11. Using historical maps, locate the boundaries of the

Students will KNOW: �The locations of the major world empires

While discussing our history of imperialism we briefly touch on

Locate the powers on the map with approximate years of being the dominant

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major empires of world history at the height of their powers. (H, G)

throughout the history of the world on a political map. Students will be able to DO: �locate the major empires of world history on a political map

history’s super powers and locate them on the world map:

Roman Chinese Iroquois Aztec Zulu British American

empire.

CIVICS AND GOVERNEMENT CONCEPTS AND SKILLS 12. Define and use correctly the following words and terms: Magna Carta,

parliament, habeas corpus,

monarchy, and absolutism. (C)

Foundations of American Government

Students will KNOW:

� Some of the basic fundamental ideas and documents we used in creating our own Constitution. �The definitions of some basic keywords of government’s history Students will be able to DO: �Define the terms over to the side and be able to recall where and how they were used. �Explain how the terms influenced the development of America’s core beliefs

While examining the foreign influences on our government used by our founding fathers we will investigate Europe’s government. Students will split into groups with one group investigating different government’s of the day: England’s government of 1215 England’s government of 1600 England’s government of 1776 France’s government of 1776 The potential government ideas of the Enlightenment

Students presenting their findings to the classroom. Participation and Oral Presentation rubric guidelines passed out.

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GENERAL ECONOMICS CONCEPTS AND SKILLS 13. Define and use correctly mercantilism, feudalism,

economic growth, and

entrepreneur. (E)

Current Events Unit at

End of the Year

Students will KNOW: �The definitions of mercantilism, feudalism,

economic growth, and entrepreneur and are able to use in sentences Students will be able to DO:

�Define and use correctly mercantilism,

feudalism, economic growth, and

entrepreneur

Through use and examples students will be able to explain some basic

terms in founding economic principles.

Founding of the U.S. Government Test

*ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

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14. Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen. (E)

Students will KNOW: � How people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen Students will be able to DO: � Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that opportunity costs are those benefits that are given up once one alternative is chosen

Students are given a mock budget that they will be in charge of meeting. The Executive and Legislative branches will work together to find the best use of the money offered.

Participation in Mock Budget Case Study 10

15. Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)

Students will KNOW:

� How financial markets, such as the stock market, channel funds from savers to investors

Students will be able to DO: �Explain how financial markets, such as the stock market, channel funds from savers to investors

After an initial lesson on the stock market we will then begin a short, once a week mock stock market project using the daily papers.

Progress on the market will determine grade.

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16. Define and use correctly gross domestic product,

economic growth, recession,

depression, unemployment,

inflation, and deflation. (E)

Students will KNOW: �how to Define and use correctly gross

domestic product, economic growth,

recession, depression, unemployment,

inflation, and deflation. Students will be able to DO:

� Define and use correctly gross domestic

product, economic growth, recession,

depression, unemployment, inflation, and

deflation.

In an interactive lecture, students and teacher will discuss the definitions of the aforementioned words

On the economics unit test these words will need to be defined. *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

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17. Explain how opportunity Students will KNOW: Students as a class will be put in a Participation and notebook grade 10


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costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E)

� how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits Students will be able to DO: � Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits

situation in chess where they are faced with the decision to trade a piece for better position and to then explain their rationale. Afterwards we’ll then begin a quick discussion on marginal costs and benefits can beget tradeoffs

18. Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)

Students will KNOW:

� How competition among sellers lowers costs and prices, and encourages producers to produce more

Students will be able to DO: � Explain how competition among sellers lowers costs and prices, and encourages producers to produce more

After basic discussions on supply and demand, students will theorize on buying in bulk and why lower costs in larger numbers are better. McDonalds case example. Dollar Menu

Participation and essay question to be on the Economics unit test *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

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19. Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)

Students will KNOW: � The role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price Students will be able to DO:

� Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price.

Gas Case Study on price of gasoline at the current market value. Who determines the Oil at $99 a barrel stat?

Responses in case study to be graded. 10

20. Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E)

Students will KNOW: � How the earnings of workers are affected by the market value of the product produced and worker skills.

Consumer economy, Case Study with Ford in the early 20th century.

To be discussed prior to Economic Unit Test *ADV – Advanced test open response/essays opposed to the more fill

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Students will be able to DO: � Describe how the earnings of workers are affected by the market value of the product produced and worker skills.

in the blank, multiple choice essay of standard class

21. Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation. (E)

Students will KNOW:

� The causes of inflation and explain who benefits from inflation and who suffers from inflation. Students will be able to DO:

� Identify the causes of inflation and explain who benefits from inflation and who suffers from inflation.

Opening lecture in Economy Unit first brings in Supply & Demand Relate to early 20th century efforts to force inflation by farmers. Discussion on inflation in today’s world economy

Participation 10

22. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)

Students will KNOW: �. The definitions and differences between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. Students will be able to DO:

�. Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service.

After defining absolute and comparative advantage to students open to discussion.

Terms to be on Economics Unit Test *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

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23. Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)

Students will KNOW: � How changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries Students will be able to DO:

� Explain how changes in exchange rates

Relating to Gas Case Study and the price of gasoline today. Discuss our current monetary backing and how it will effect other countries on a day to day basis

Short answer question on Economics Unit Test *ADV – Advanced test open response/essays opposed to the more fill in the blank, multiple choice essay of standard class

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affect balance of trade and the purchasing power of people in the United States and other countries

24. Differentiate between fiscal and monetary policy. (E)

Students will KNOW: �The differences between fiscal and monetary policy Students will be able to DO: � Differentiate between fiscal and monetary policy.

Students will define and explain the terms fiscal and monetary policies and then their uses

Short Answer question on economics unit test.

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U.S. ECONOMICS SKILLS 25. Explain the basic economic functions of the government in the economy of the United States. (E)

Current Events Unit at End of Year

Students will KNOW: � The basic economic functions of the government in the economy of the United States. Students will be able to DO:

� Explain the basic economic functions of the government in the economy of the United States.

Explain in interactive lecture before leading into Mock Budget meeting with Executive and Legislative branches of government

Mock Budget Discussion report to be passed in

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26. Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)

Students will KNOW:

� The development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System Students will be able to DO: � Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System

After an interactive lecture on the history and actions of the Fed as well as the Bank of the United States students will independently research current actions taken by the Fed

Students will have to fill out research guide on the Fed based on the websites offered.

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27. Identify and describe laws and regulations adopted in the United States to promote

Students will KNOW: � The laws and regulations adopted in the United States to promote economic

Regulation vs. Free Trade debate in class after a short interactive discussion on pros and cons.

Students will be required to fill in a research guide worksheet on their policy.

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economic competition. (E, H) competition

Students will be able to DO: � Identify and describe laws and regulations adopted in the United States to promote economic competition

Students will each be assigned to a specific economic policy and have to research the given article

Time depending, students will present their law/regulation and why its important.

28. Analyze how federal tax and spending policies affect the national budget and the national debt. (E)

Students will KNOW: � How federal tax and spending policies affect the national budget and the national debt. Students will be able to DO: � Analyze how federal tax and spending policies affect the national budget and the national debt.

Explain in interactive lecture before leading into Mock Budget meeting with Executive and Legislative branches of government

Mock Budget report to be passed in 10