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Transcript of PENNSVILLE SCHOOL DISTRICT & Instruction... · PENNSVILLE SCHOOL DISTRICT ... property ownership,...
PENNSVILLE SCHOOL DISTRICT http://www.state.nj.us/education/cccs/standards/9/Aligned to the 2009 New Jersey Core
Curriculum Content Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST
CENTURY GLOBAL SKILLS
Content Area: Social Studies
Course Title: U.S. History AP Grades Level: 11-12
UNIT PACE BASED ON BLOCK SCHEDULE
Unit I: 1491-1607 5 class periods
Unit II: 1607-1754
7 class periods
Unit III: 1754-1800 10 class periods
Unit IV: 1800-1848 9 class periods
Unit V: 1844-1877 11 class periods
Unit VI: 1865-1898
11 class periods
Unit VII: 1890-1945 13 Class Periods
Unit VIII: 1945-1980
11 Class Periods
Unit IX: 1980 Present
6 Class Periods
Date Created: 8/6/2014
Board Approved On: August 25, 2014
Unit I: 1491-1607
On a North American continent controlled by American Indians, contact among the
peoples of Europe, the Americas, and West Africa created a new world.
Essential Questions:
1. What skills must students use to think and write like historians do?
2. What themes will provide a framework for the study of AP US History?
3. Why have people migrated to, from and within North America?
4. In what ways did native communities adapt to the distinct regions of North America?
Enduring Understandings:
1. Students will need to master the skills of:
a. Chronological reasoning
b. Comparison and contextualization
c. Crafting historical arguments from historical evidence
d. Historical interpretation and synthesis
2. There are seven Thematic Learning Objectives for the AP US History course, which are
topics of historical inquiry to explore throughout the course. The objectives are:
a. Identity
b. Work, exchange, and technology
c. Peopling
d. Politics and power
e. America in the world
f. Environment and geography—physical and human
g. Ideas, beliefs, and culture
3. Societies responded to the lack of natural resources in the Great Basin and the western
Great Plains by developing largely mobile lifestyles. Some societies developed a mixed
agricultural and hunter-gatherer economy that favored permanent settlements.
4. Natural environments contributed to the development of distinct regional identities,
institutions, and conflicts in the pre-contact period through the independence period.
Key Terms:
1. Transoceanic migrations
2. Beringia
3. Althapascan
4. Pueblo
5. Chinook
6. Iroquois
7. Maize
8. Smallpox
9. Horses
10. Sugar
11. Silver
12. Joint-stock company
13. Bartolome de Las Casas
14. Mestizo
15. Taino
16. Spanish Mission system
17. Plestitocene Overkill
Objectives:
1. Students will be able to:
a. demonstrate understanding of ways that gender, class, ethnic, religious, regional,
and other group identities changed in different eras.
b. Students demonstrate understanding of ways that changes in markets,
transportation, and technology have affected American society.
c. demonstrate understanding of ways that different labor systems have developed
over time.
d. demonstrate understanding of why people have migrated to, from, and within
North America.
e. demonstrate understanding of how changes in migration and population patterns
have affected American life.
f. demonstrate understanding of how different political and social groups competed
for influence over society and government in colonial North America and the
United States.
g. demonstrate understanding of the relationship among events in North America
and the United States and contemporary events in the rest of the world.
h. demonstrate understanding of the various ways in which interactions with the
natural environment shaped the institutions and values of various groups living in
North America from prior to European contact through the Civil War.
i. Demonstrate understanding of how economic and demographic changes affected
the environment and led to debates over use and control of the environment and
natural resources.
j. Demonstrate understanding of how and why moral, philosophical, and cultural
values changed in what would become the United States.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
1. Colonization and
Settlement
North American
Colonial societies
adapted European
governmental,
economic, and
cultural institutions
and ideologies to meet
their needs in the New
World.
A. Civics, Government,
and Human Rights
6.1.12.A.1.b Analyze how gender,
property ownership,
religion, and legal
status affected
political rights.
B. Geography,
People, and the
Environment
6.1.12.B.1.a Relate regional
geographic variations
(e.g., climate, soil
conditions, and other
natural resources) to
economic development
in the New World.
C. Economics,
Innovation, and
Technology
6.1.12.C.1.a Explain how
economic ideas and
the practices of
mercantilism and
capitalism conflicted
during this time
period.
6.1.12.C.1.b Determine the extent to
which natural
resources, labor
systems (i.e., the use of
indentured servants,
African slaves, and
immigrant labor), and
entrepreneurship
contributed to
economic development
in the American
colonies.
D. History, Culture,
and Perspectives
6.1.12.D.1.a Explain the
consequences to
Native American
groups of the loss of
their land and people.
8.1 Educational
Technology All
students will use
digital tools to access,
manage, evaluate, and
synthesize
information in order
to solve problems
individually and
collaboratively and to
Effective use of
digital tools assists in
gathering and
managing
information.
8.1.12.E.1 Develop a systematic
plan of investigation
with peers and experts
from other countries
to produce an
innovative solution to
a state, national, or
worldwide problem or
issue.
create and
communicate
knowledge.
Suggested Lesson Activities:
1. Students will be broken into small groups and given a pre-Columbian Native American
society to research online. Students acting as a researcher will interview an individual of
one of the societies researched to determine their potential of this group assimilating into
the future American societies of the 17th
and 18th
centuries.
2. Modified Socratic seminar students will present information about the particular tribe that
they researched. Interview questions are taken from the “American Lives in Two
Centuries: What is an American” online lesson plan.
Differentiated Learning:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability.
Suggested Formative Assessments:
1. Students working in groups create “Mystery Native American” posters.
2. Discussion and debate. This will serve as a basis for a larger writing assignment.
3. Students will define the nine historical thinking skills assessed in this course, in their own
words. Students will create a poster to be hung around the room for reference throughout
the course.
Suggested Summative Assessments:
1. Unit one test.
2. Essay to be scored using college board rubric.
Unit II: 1607-1754
Europeans and American Indians maneuvered and fought for dominance, control , and
security in North America, and distinctive colonial and native societies emerged.
Essential Questions:
1. How did the diverse patterns of European colonization by countries such as Spain,
France, and England impact Native Americans socially, economically, and
politically from the 15th
through the 18th
centuries?
2. What factors impacted the political, social, and economic development of the
colonial regions (New England colonies, the middle colonies, and the Southern
colonies?
3. How did slavery in the British colonies differ from slavery in the Spanish and
Dutch colonies?
Enduring Understandings:
1. Spain sought to establish tight control over the process of colonization in the
Western Hemisphere and to convert and or exploit the native population. French
and Dutch colonial efforts involved relatively few Europeans and used trade
alliances and intermarriage with American Indians to acquire furs and other
products for export to Europe. The English established colonies based on
agriculture and sent large number of settlers to acquire land and populate
settlements. This lead to hostile interactions with American Indians.
2. Environmental and geographical variations, including climate and natural
resources, contributed to regional differences in what would become the British
colonies.
3. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and
cross-racial sexual unions with native peoples, English colonies attracted both
males and females who rarely intermarried with either native peoples or Africans,
leading to the development of a rigid racial hierarchy.
Key Terms:
New England
1. Protestant
Reformation
2. Separatists--
Pilgrims
3. Reformers—
Puritans
4. Mayflower
Compact
5. MA Bay Colony
6. Anglican Church
7. Established
Churches
8. J. Winthrop
9. Calvinism
10. Puritan emphasis
on education
11. Anne Hutchinson/
Roger Williams
South
1. Joint-stock
company
2. VA—purpose,
problems, failure,
success
3. Jamestown
4. Indentured
Servitude
5. Headright system
6. Olaudah Equiano
7. Maryland—Lord
Baltimore
8. MD Act of
Toleration
9. Bacon’s Rebellion
10. Carolina’s plan of
settlement,
proprietors, feudal-
manorial system,
nobility serfs
11. Salutary Neglect
Middle Colonies
1. Dutch in New
Amsterdam
2. Anglo-Dutch
War
3. New Sweden
4. Quakers—John
Fenwick Salem,
NJ
5. William Penn
6. Religious
toleration
7. Philadelphia,
NYC,
Baltimore—
seaports, urban
diversity
Political
1. Theory of
representative
government
2. Colonial
Assemblies
3. Rise of the lower
house
4. New England—
town meetings
5. Type of colonial
government—
royal, proprietary,
self-governing
6. Glorious
revolution-John
Locke
7. The
Enlightenment
8. Benjamin
Franklin
9. Natural law/rights
10. Prime Minister
Wapole—“Let
Sleeping Dogs
Lie”
11. Salutary Neglect
Religious
1. Religious motives
and aims of RI,
PA, MD
2. The Great
Awakening
3. Presbyterians,
Baptists
Economic
1. Mercantilism—
features, rationale,
impact on British
trade,
2. Impact on different
colonial regions
(NE shipping,
South colonial
economy, Middle
food production)
3. Navigation acts
4. Triangle trade—
overly simplistic
Social
1. Colonial class
structure
2. Yeomen
3. Master,
journeyman,
apprentice
4. Free laborer,
tenant farmer,
indentured
servant, slaves
5. Women’s roles—
legal and cultural
restrictions
Objectives:
Students will be able to:
a. Differentiate between imperial goals, cultures, and the North American
environments that different empires confronted led Europeans to develop diverse
patterns of colonization
b. Identify how the European colonization efforts in North America stimulated
intercultural contact and intensified conflict between the various groups of
colonizers and native peoples.
c. Explain how the increasing political, economic, and cultural exchanges within the
“Atlantic World” had a profound impact on the development of colonial societies
in North America.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
1. Colonization and
Settlement
North American
Colonial societies
adapted European
governmental,
economic, and
cultural institutions
and ideologies to meet
their needs in the New
World.
A. Civics,
Government, and
Human Rights
6.1.12.A.1.a Explain how British
North American
colonies adapted the
British governance
structure to fit their
ideas of individual
rights, economic
growth, and
participatory
government.
6.1.12.A.1.b Analyze how gender,
property ownership,
religion, and legal
status affected political
rights.
B. Geography,
People, and the
Environment
6.1.12.B.1.a Relate regional
geographic variations
(e.g., climate, soil
conditions, and other
natural resources) to
economic
development in the
New World.
C. Economics,
Innovation, and
Technology
6.1.12.C.1.a Explain how
economic ideas and
the practices of
mercantilism and
capitalism conflicted
during this time
period.
6.1.12.C.1.b Determine the extent to
which natural
resources, labor
systems (i.e., the use of
indentured servants,
African slaves, and
immigrant labor), and
entrepreneurship
contributed to
economic development
in the American
colonies.
D. History, Culture,
and Perspectives
6.1.12.D.1.a Explain the
consequences to
Native American
groups of the loss of
their land and people.
8.1 Educational
Technology All
students will use
digital tools to access,
manage, evaluate, and
synthesize
information in order
to solve problems
individually and
collaboratively and to
create and
communicate
knowledge.
F. Critical Thinking,
Problem Solving, and
Decision-Making
8.1.12.F.1 Select and use
specialized databases
for advanced research
to solve real-world
problems.
Suggested Lesson Activities:
1. Socratic seminar to determine which European nation had the greatest impact on the
Native American societies in areas they colonized between the 15th
century and 1754.
2. Geography and mapping assignment. Students will be grouped then assigned a colonial
region. They will be given a map of the region and then they will create a list of
characteristics of the region, by placing their findings on chart paper. Students will then
be asked which region would have been most geographically and economically similar to
England and most likely to have competed with her? Which region would have been
favored by England because of the resources it could provide?
3. Students read a list of settlers who came to Jamestown on the first of three voyages and
make some generalizations about the people on the list. After discussing the articles,
students compare settlers’ experiences in both colonies based on information in the
readings. They then work in groups to analyze evidence found at a cemetery in Patuxent
Point, MD. Based on the evidence, students draw conclusions about life in the 17th
century
Chesapeake region and determine whether the conclusions they reach support, refute, or
modify what they have previously learned from their textbook and ancillary articles.
Differentiated Learning:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessments:
1. Identify and explain the turning point in relations between Native Americans and the
Europeans for each of the three colonizing countries.
2. Discussion of Chesapeake and New England DBQ from 1993 exam.
3. Two paragraph essay on a related topic.
Suggested Summative Assessments:
1. Units 1-2 assessment, 15 multiple choice questions and free response essay from AP
curriculum framework.
Unit III: 1754-1800
British imperial attempts to reassert control over its colonies and the colonial reaction to
these attempts produced a new American republic, along with struggles over the new
nation’s social, political, and economic identity.
Essential Questions:
1. How did Britain’s victory over France in the Seven Years War lead to new conflicts in
North America?
2. How did the perceived and real constraints on the colonists’ economic activities and
political rights spark a colonial independence movement and war with Great Britain?
3. How did the Declaration of Independence reflect the colonists’ belief in the superiority of
republican self-government based on the natural rights of the people?
4. What were the major compromises of the Constitutional Convention and the major
arguments for and against the ratification of the Constitution?
Enduring Understandings:
1. English population growth and expansion into the interior disrupted existing French-
Indian fur trade networks and caused various Indian nations to shift alliances among
competing European powers. After the British defeat of the French, white-Indian
conflicts continued to erupt as native groups sought both to continue trading with
Europeans and to resist the encroachment of British colonists on traditional tribal lands.
2. Great Britain’s massive debt from the Seven Years’ War resulted in renewed efforts to
consolidate imperial control over North American markets, taxes, and political
institutions—actions that were supported by some colonists but resisted by others.
3. The colonists’ belief in the superiority of republican self-government based on the natural
rights of the people found clearest American expression in Thomas Paine’s Common
Sense and in the Declaration of Independence.
4. Difficulties over trade, finances, and interstate and foreign relations, as well as internal
unrest, led to calls for significant revisions to the Articles of Confederation and a stronger
central government.
Key Terms: French and Indian War; Albany Congress; Proclamation of 1763; William Pitt;
James Wolfe; Edward Braddock; Pontiac; Stamp Act Congress; Intolerable Acts; Continental;
Quartering Act; The Association; Stamp Act; Committees of Correspondence; Hessians;
Loyalists; Navigation Acts; Declaratory Act; First Continental Congress; Sugar Act 1764;
Townshend Acts; "Virtual" representation; Boycott; The Boards of Trade; Sons of Liberty;
Quebec Act; King George III; George Grenville; John Adams; Declaration of Independence;
Loyalists/Tories; Whigs/Patriots; Treaty of Paris of 1783; Second Continental Congress;
Common Sense; John Jay; Mercenaries; Natural Rights Theory; Privateering; Thomas Jefferson;
Marquis de Lafayette; Admiral de Grasse; Patrick Henry; Comte de Rochambeau; Richard Henry
Lee; John Paul Jones; Charles Cornwallis; Thomas Paine; Benedict Arnold; John Burgoyne;
George Washington; William Howe; The Federalist; Confederation; Constitution of the United
States; Anti-Federalists; Shays's Rebellion; Federalists; Articles of Confederation; Electoral
College; Land Ordinance of 1785; Three-Fifths Compromise; Northwest Ordinance; Popular
Sovereignty; Great Compromise; Republicanism; Checks & Balances; Mobocracy; Daniel
Shays; Alexander Hamilton; James Madison; Primogeniture Federation; Abigail Adams; Bill of
Rights; Assumption; Cabinet; 9th Amendment; 10th Amendment; Faction; Political party; Bank
of the United States; Whiskey Rebellion; Jay’s Treaty; Excise tax; Battle of Fallen Timbers;
Protective tariff; State’s rights; Compact theory of national government; Pickney’s Treaty; XYZ
Affair; Alien and Sedition Acts; Neutrality Proclamation of 1793; Treaty of Greenville;
Washington’s Farewell Address; Virginia and Kentucky Resolutions; Judiciary Act of 1789;
Citizen Genet; Anthony Wayne; Talleyrand; James Madison; Henry Knox
Objectives:
Students will be able to:
a. Identify that throughout the second half of the 18th
century, various American Indian
groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and
the U.S. government.
b. Identify how new experiments with democratic ideas and republican forms of
government, as well as other new religious, economic, and cultural ideas, challenged
traditional imperial systems across the Atlantic World.
c. Analyze how migration within North America, cooperative interaction, and competition
for resources raised questions about boundaries and policies, intensified conflicts among
peoples and nations, and led to contests over the creation of a multiethnic, multiracial
national identity.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
1. Colonization and
Settlement
North American
Colonial societies
adapted European
governmental,
economic, and
cultural institutions
and ideologies to
meet their needs in
the New World.
A. Civics,
Government, and
Human Rights
6.1.12.A.1.b Analyze how gender, property
ownership, religion, and legal
status affected political rights.
C. Economics,
Innovation, and
Technology
6.1.12.C.1.a Explain how economic ideas
and the practices of
mercantilism and capitalism
conflicted during this time
period.
6.1.12.C.1.b Determine the extent to which
natural resources, labor
systems (i.e., the use of
indentured servants, African
slaves, and immigrant labor),
and entrepreneurship
contributed to economic
development in the American
colonies.
D. History, Culture,
and Perspectives
6.1.12.D.1.a Explain the consequences to
Native American groups of
the loss of their land and
people.
2. Revolution and
the New Nation
The war for
independence was
the result of
growing
ideological,
political,
geographic,
economic, and
religious tensions
resulting from
Britain’s
centralization
policies and
practices.
The United States
Constitution and
Bill of Rights were
designed to provide
a framework for the
A. Civics,
Government, and
Human Rights
6.1.12.A.2.a Analyze the intellectual
origins of the major ideas
expressed in the Declaration
of Independence.
American system of
government, while
also protecting
individual rights.
Debates about
individual rights,
states’ rights, and
federal power
shaped the
development of the
political institutions
and practices of the
new Republic.
6.1.12.A.2.b Evaluate the importance of the
Declaration of Independence,
the Constitution, and the Bill
of Rights to the spread of
democracy around the
world.
6.1.12.A.2.d Compare and contrast the
arguments of Federalists and
Anti-Federalists during the
ratification debates, and assess
their continuing relevance.
6.1.12.A.2.e Explain how judicial review
made the Supreme Court an
influential branch of
government, and assess the
continuing impact of the
Supreme Court today.
B. Geography,
People, and the
Environment
6.1.12.B.2.a Analyze how the United
States has attempted to
account for regional
differences while also striving
to create an American
identity.
6.1.12.B.2.b Evaluate the effectiveness of
the Northwest Ordinance in
resolving disputes over
Western lands and the
expansion of slavery.
C. Economics,
Innovation, and
Technology
6.1.12.C.2.a Analyze the problems of
financing the American
Revolutionary War and
dealing with wartime inflation
and profiteering.
6.1.12.C.2.b Explain the effects of
inflation, debt, and attempts
by new state and national
governments to rebuild the
economy by addressing issues
of foreign and internal trade,
banking, and taxation.
D. History, Culture,
and Perspectives
6.1.12.D.2.a Analyze contributions and
perspectives of African
Americans, Native Americans,
and women during the
American Revolution.
6.1.12.D.2.c Relate events in Europe to the
development of American
trade and American foreign
and domestic policies.
6.1.12.D.2.e Determine the impact of
African American leaders and
institutions in shaping free
Black communities in the
North.
Suggested Learning Activities:
1. Creation of a graphic organizer detailing the events of the French and Indian War.
2. Students will create a chart focusing on British Legislation between 1763-1775. Students
will then list of reasons why 1763 is a turning point and categorize the reasons as
applying to colonial—British relations, colonial—Native American relations, or British—
Native American relations and present their findings.
3. Use primary and secondary sources to determine to conduct a debate regarding whether
the colonies should declare their independence and separate from England in May 1776.
Students will play the role of either pro-separation or in favor of remaining with England.
4. Primary source evaluation
5. Think-Pair-Share
6. Students will read the Articles of Confederation and discuss the relationship between the
overall results of the revolution and the writing of the Articles of Confederation. Each
small group of students analyzes a primary source document that shows either a strength
or weakness of the government under the Articles of Confederation.
7. Socratic Seminar about The Federalist papers.
Differentiated Learning:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessments:
1. Analyze and compare two political cartoons.
2. Discussion and debate.
Suggested Summative Assessments:
1. 15 multiple choice questions and DBQ 2004 – The French and Indian War DBQ 1999
– The American Revolution
Unit IV: 1800-1848
The new republic struggled to define and extend democratic ideals in the face of rapid
economic, territorial, and demographic changes.
Essential Questions:
1. What changes and continuities in democracy did Americans experience between 1800-
1848?
2. What were the motives for the various land acquisitions of the United States between
1800-1848?
3. What were the beliefs underlying the doctrine of Manifest Destiny?
Enduring Understandings:
1. The United States developed the world’s first modern mass democracy and celebrated a
new national culture, while Americans sought to define the nation’s democratic ideals
and to reform its institutions to match them.
2. US interests in increasing foreign trade, expanding its national borders, and isolating
itself from European conflicts shaped the nation’s foreign policy and spurred government
and private initiatives.
3. Struggling to create an independent global presence, US policymakers sought to
dominate the North American continent and to promote foreign trade.
Key Terms:
Thomas Jefferson
James Madison
James Monroe
John Quincy Adams
Andrew Jackson
Martin Van Buren
William Henry Harrison
James K. Polk
Election of 1800
Judiciary Act of 1801
Midnight Judges
John Marshall—Supreme
Court Cases
Two Party System
Federalists
Democratic-Republicans
Hartford Convention
War Hawks
Aaron Burr
Whig Party
Era of Good Feeling
Corrupt Bargain
Spoils System
Alexis de Tocqueville
LA Purchase
Lewis and Clark
Trail of Tears
Oregon Territory
Republic of Texas
Erie Canal
Market Revolution
Henry Clay
American System
Bank Wars
Pet Banks
Panic of 1837
MO Compromise
Tariff of Abominations
Nullification Crisis
Force Bill
Republican Motherhood
Early immigration—Irish,
German
Early Industrialization
Essex decision
Leopard-Chesapeake
incident
Orders in Council 1806-07
Nonintercourse Act
Impressments
Embargo Act
Monroe Doctrine
Barbary Pirates
Napoleon
War of 1812
Treaty of Ghent
Adams Onis Treaty
Objectives:
Students will be able to:
a. Identify how the Federal Government divided power among the three branches of
government and why this took place.
b. Explain how the United States forged a distinctly American culture that differed
greatly from Old World cultures that were once prevalent.
c. Predict the possible side effects of the recent American acquisition of land in terms of
the slavery debate.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
2. Revolution and the
New Nation
The war for
independence was the
result of growing
ideological, political,
geographic,
economic, and
religious tensions
resulting from
Britain’s
centralization policies
and practices.
The United States
Constitution and Bill
of Rights were
designed to provide a
framework for the
American system of
government, while
also protecting
individual rights.
A. Civics,
Government, and
Human Rights
6.1.12.A.2.d Compare and contrast
the arguments of
Federalists and Anti-
Federalists during the
ratification debates,
and assess their
continuing relevance.
Debates about
individual rights,
states’ rights, and
federal power shaped
the development of
the political
institutions and
practices of the new
Republic.
6.1.12.A.2.e Explain how judicial
review made the
Supreme Court an
influential branch of
government, and
assess the continuing
impact of the
Supreme Court today.
6.1.12.A.2.f Examine the
emergence of early
political parties and
their views on
centralized
government and
foreign affairs, and
compare these
positions with those
of today’s political
parties.
B. Geography,
People, and the
Environment
6.1.12.B.2.a Analyze how the
United States has
attempted to account
for regional
differences while also
striving to create an
American identity.
6.1.12.B.2.b Evaluate the
effectiveness of the
Northwest Ordinance
in resolving disputes
over Western lands
and the expansion of
slavery.
C. Economics,
Innovation, and
Technology
6.1.12.C.2.b Explain the effects of
inflation, debt, and
attempts by new state
and national
governments to
rebuild the economy
by addressing issues
of foreign and internal
trade, banking, and
taxation.
D. History, Culture,
and Perspectives
6.1.12.D.2.a Analyze contributions
and perspectives of
African Americans,
Native Americans,
and women during the
American Revolution.
6.1.12.D.2.c Relate events in
Europe to the
development of
American trade and
American foreign and
domestic policies.
6.1.12.D.2.e Determine the impact
of African American
leaders and
institutions in shaping
free Black
communities in the
North.
F. Critical Thinking,
Problem Solving, and
Decision-Making
8.1.12.F.1 Select and use
specialized databases
for advanced research
to solve real-world
problems.
Suggested Learning Activities
1. Philosophical Chairs (Federalists vs. Anti-Federalists); Liberty vs. Law & Order
2. Modern Topics- Amendment Issues; Strict interpretation vs. loose interpretation of
Constitution
3. Press Conference- oral presentation – (Alexander Hamilton vs. Thomas Jefferson);
George Washington- duties and office of President
Differentiated Learning
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessments:
1. Four Corners
2. Exit tickets
3. Essay on related topic
4. Think Pair Share
Suggested Summative Assessments:
1. Free Response Questions
2. Document Based Questions
3. Oral Presentations
4. Test 15 multiple-choice questions
5. Quiz
Unit V: 1844-1877
As the nation expanded and its population grew, regional tensions, especially over slavery,
led to a civil war—the course and aftermath of which transformed American society.
Essential Questions:
1. What were the similarities and differences between Northern and Southern societies?
2. What were the arguments for and against slavery, and why did proposals made to resolve
the issue of slavery in the territories fail?
3. Why did conflicts result from international and domestic migration between 1844-1877?
4. How were citizenship rights, equal protection of the laws, and voting rights granted to
African Americans stripped away between Reconstruction and the latter part of the 19th
century?
Enduring Understandings:
1. The birth of industry in Northern societies was tied directly to the institution of slavery in
the south.
2. Proponents of slavery used evidence in the Bible to help justify their claim that slavery
was an acceptable practice. The strongest legal defense of slavery was that the
Constitution allowed slavery during this time period. Opponents of slavery point to the
violence and coercion that is widely attributed to the slavery system. The divisive issue of
slavery could not be solved by proposals and could only be solved by war.
3. Economic and political upheaval was a result of the international and domestic
migrations between 1844-1877.
4. African Americans were stripped of many of their new found freedoms through the
passage of Jim Crow laws and de facto segregation policies practiced in northern and
southern regions alike.
Key Terms:
1. Lincoln-Douglas debates
2. Compromise of 1850
3. Fugitive Slave Law
4. KS-NE Act
5. Know Nothings
6. Bleeding KS
7. Dred Scott
8. Lecompton Constitution
9. John Brown’s Raid
10. Panic of 1857
11. Emancipation Proclamation
12. 13th
Amendment
13. 14th
Amendment
14. 15th
Amendment
Objectives:
Students will be able to:
a. Evaluate the political compromises on the issue of slavery and explain why there was no
lasting agreement.
b. Identify the causes of Southern secession from the Union following the Republican Party
victory in the election of 1860.
c. Evaluate the long term implications of the Dred Scott decision.
d. Identify how the Civil War effected the north and the south politically, economically, and
socially.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
3. Expansion and
Reform
Multiple political,
social, and economic
factors caused
American territorial
expansion.
The rapid expansion
and transformation of
the American
economy contributed
to regional tensions,
social reform,
political
compromises, and an
expansion of
democratic practices.
A. Civics,
Government, and
Human Rights
6.1.12.A.3.a Assess the influence
of Manifest Destiny
on foreign policy
during different time
periods in American
history.
6.1.12.A.3.g Determine the extent
to which state and
local issues, the press,
the rise of interest-
group politics, and the
rise of party politics
impacted the
development of
democratic
institutions and
practices.
6.1.12.A.3.h Analyze the various
rationales provided as
a justification for
slavery.
B. Geography,
People, and the
Environment
6.1.12.B.3.a Assess the impact of
Western settlement on
the expansion of
United States political
boundaries.
D. History, Culture,
and Perspectives
6.1.12.D.3.a Determine how
expansion created
opportunities for some
and hardships for
others by considering
multiple perspectives.
6.1.12.D.3.c Assess how states'
rights (i.e.,
Nullification) and
sectional interests
influenced party
politics and shaped
national policies (i.e.,
the Missouri
Compromise and the
Compromise of
1850).
4. Civil War and
Reconstruction
The Civil War was
caused by ideological,
economic, and
political differences
about the future
course of the nation.
A. Civics,
Government, and
Human Rights
6.1.12.A.4.a Analyze the ways in
which prevailing
attitudes,
socioeconomic
factors, and
government actions
(i.e., the Fugitive
Slave Act and Dred
Scott Decision) in the
Efforts to reunite the
country through
Reconstruction were
contested, resisted,
and had long-term
consequences.
North and South (i.e.,
Secession) led to the
Civil War.
6.1.12.A.4.b Analyze how ideas
found in key
documents (i.e., the
Declaration of
Independence, the
Seneca Falls
Declaration of
Sentiments and
Resolution, the
Emancipation
Proclamation, and the
Gettysburg Address)
contributed to
demanding equality
for all.
6.1.12.A.4.d Judge the
effectiveness of the
13th, 14th, and 15th
Amendments in
obtaining citizenship
and equality for
African Americans.
B. Geography,
People, and the
Environment
6.1.12.B.4.b Analyze the impact of
population shifts and
migration patterns
during the
Reconstruction
period.
C. Economics,
Innovation, and
Technology
6.1.12.C.4.a Assess the role that
economics played in
enabling the North
and South to wage
war.
6.1.12.C.4.b Compare and contrast
the immediate and
long-term effects of
the Civil War on the
economies of the
North and South.
D. History, Culture,
and Perspectives
6.1.12.D.4.d Relate conflicting
political, economic,
social, and sectional
perspectives on
Reconstruction to the
resistance of some
Southern individuals
and states.
6.1.12.D.4.e Analyze the impact of
the Civil War and the
14th Amendment on
the development of
the country and on the
relationship between
the national and state
governments.
5. The Development
of the Industrial
United States
Technological
developments and
unregulated business
practices
revolutionized
transportation,
manufacturing, and
consumption and
changed the daily
lives of Americans.
The Industrial
Revolution and
immigration had a
powerful impact on
labor relations,
C. Economics,
Innovation, and
Technology
6.1.12.C.5.a Analyze the economic
practices of various
business organizations
(i.e., corporations and
monopolies)
regarding the
production and
marketing of goods,
and explain the
positive or negative
impact of these
practices on the nation
and on individuals.
urbanization, the
environment, and
cultural values and
created tensions
between ethnic and
social groups.
6.1.12.C.5.b Compare and contrast
economic
development of the
North, South, and
West in the post-Civil
War period.
F. Critical Thinking,
Problem Solving, and
Decision-Making
8.1.12.F.1 Select and use
specialized databases
for advanced research
to solve real-world
problems.
F. Critical Thinking,
Problem Solving, and
Decision-Making
Suggested Learning Activities:
1. Philosophical Chairs
a. Free Soldiers vs. Abolitionists
b. Merits of Manifest Destiny
2. Mock Trial- John Brown (Hero or Terrorist)
3. Lincoln Douglas Debates- Document Station
4. Lincoln-Douglas Debates- Press Conference
a. Lincoln
b. Douglas
Differentiated Instruction:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assignments:
1. Letter to the editor.
2. Short essay.
Suggested Summative Assessments:
Unit VI: 1865-1898
The transformation of the United States from an agricultural to an increasingly industrialized and
urbanized society brought about significant economic, political, diplomatic, social,
environmental, and cultural changes.
Essential Questions:
1. What factors facilitated the transformation of the United States from an agricultural to an
increasingly industrialized and urbanized society in the Gilded Age?
2. How did both industrialization and the development of labor systems that accompanied
industrialization in the late 19th
century shape US society and workers’ lives?
3. What were the inequalities by immigrants, minorities, and women, and how did
reformers attempt to address them?
Enduring Understandings:
1. Revolutions in technology and transportation made it possible for the United States to
transform itself from a predominantly agrarian society to an increasingly industrialized
society.
2. Industrialization and the accompanying labor systems relied less on skilled labor and
focused primarily on heavily supervised unskilled labor to boost production. This led to
an increase in competition between the two groups and declining working conditions.
3. Many minorities and immigrants were excluded from industry for fear of competition and
loss of jobs.
Key Terms:
urbanization/tenements
immigration
unionization
vertical and horizontal consolidation
imperialism
trusts/monopolies
New Immigrants
Chinese Exclusion Act
Homestead Act
Pacific Railroad Act
William Jennings Bryan --Cross of Gold
New South
Sharecropping
Social Darwinism
Nativism
Conspicuous consumption
Homestead Strikes
Pullman Strikes
Knights of Labor
AFL
Populism
Farming Technology--steel plow, combine
etc…
Conservation
Political Machines, Boss Tweed and the
Tweed Ring Scandal
NAWSA and WCTU
Destruction of the Buffalo
Reservations and the Dawes Act
Morrill Land Grant Act
Little Big Horn and Wounded Knee
Laissez-faire
Pendleton Civil Service Act
Interstate Commerce Act
Plessy v. Ferguson
Carnegie and the Gospel of Wealth
Edward Bellamy, “Looking Backwards”
Booker T. Washington and Tuskegee
Institute
Ida B. Wells
Rocky Mountain School
Objectives:
Students will be able to:
a. Identify the causes and effects for the rise in Big Business.
b. Predict the impact the industrial revolution had on American culture for minorities,
women, and immigrants.
c. Critically examine the cultural and intellectual movements during this time period.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
4. Civil War and
Reconstruction
The Civil War was
caused by ideological,
economic, and
political differences
about the future
course of the nation.
Efforts to reunite the
country through
Reconstruction were
contested, resisted,
and had long-term
consequences.
B. Geography,
People, and the
Environment
6.1.12.B.4.b Analyze the impact of
population shifts and
migration patterns
during the
Reconstruction
period.
C. Economics,
Innovation, and
Technology
6.1.12.C.4.b Compare and contrast
the immediate and
long-term effects of
the Civil War on the
economies of the
North and South.
D. History, Culture,
and Perspectives
6.1.12.D.4.d Relate conflicting
political, economic,
social, and sectional
perspectives on
Reconstruction to the
resistance of some
Southern individuals
and states.
5. The Development
of the Industrial
United States
Technological
developments and
unregulated business
practices
revolutionized
transportation,
manufacturing, and
consumption and
changed the daily
lives of Americans.
The Industrial
Revolution and
immigration had a
powerful impact on
labor relations,
urbanization, the
environment, and
cultural values and
created tensions
between ethnic and
social groups.
A. Civics,
Government, and
Human Rights
6.1.12.A.5.a Relate industrial
growth to the need for
social and
governmental reforms
6.1.12.A.5.b Assess the impact of
governmental efforts
to regulate industrial
and financial systems
in order to provide
economic stability.
C. Economics,
Innovation, and
Technology
6.1.12.C.5.a Analyze the economic
practices of various
business organizations
(i.e., corporations and
monopolies)
regarding the
production and
marketing of goods,
and explain the
positive or negative
impact of these
practices on the nation
and on individuals.
D. History, Culture,
and Perspectives
6.1.12.D.5.b Evaluate how events
led to the creation of
labor and agricultural
organizations that
protect the rights of
workers.
6.1.12.D.5.d Relate varying
immigrants’
experiences to gender,
race, ethnicity, or
occupation.
6. The Emergence of
Modern America:
Progressive Reforms
Progressive reform
movements promoted
government efforts to
address problems
created by rapid
industrialization,
immigration, and
unfair treatment of
women, children, and
minority groups.
A. Civics,
Government, and
Human Rights
6.1.12.A.6.a Evaluate the
effectiveness of
Progressive reforms in
preventing unfair
business practices and
political corruption
and in promoting
social justice.
An expanding market
for international trade
promoted policies that
resulted in America
emerging as a world
power.
6.1.12.A.6.b Evaluate the ways in
which women
organized to promote
government policies
(i.e., abolition,
women’s suffrage,
and the temperance
movement) designed
to address injustice,
inequality, workplace
safety, and
immorality.
B. Geography,
People, and the
Environment
6.1.12.B.6.b Compare and contrast
issues involved in the
struggle between the
unregulated
development of
natural resources and
efforts to conserve
and protect natural
resources during the
period of industrial
expansion.
C. Economics,
Innovation, and
Technology
6.1.12.C.6.a Evaluate the
effectiveness of labor
and agricultural
organizations in
improving economic
opportunities for
various groups.
6.1.12.C.6.b Determine how
supply and demand
influenced price and
output during the
Industrial Revolution.
F. Critical Thinking,
Problem Solving, and
Decision-Making
8.1.12.F.1 Select and use
specialized databases
for advanced research
to solve real-world
problems.
Suggested Lesson Activities:
1. Philosophical Chairs
A. Robber Barons or Captains of Industry? (Connection with today)
B. Why are people poor? Document Activity (Connection with today)
C. Should the government get involved in business? (Outsourcing debate)
D. What should be the role of unions? (Unions and labor movements)
Differentiated Learning:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessments:
1. List and defend choices.
2. Short essay with follow up debate.
Suggested Summative Assessments:
1. Free Response Questions
2. Document Based Questions
3. Oral Presentations
4. Test
5. Quiz
Unit VII: 1890-1945
An increasingly pluralistic United States faced profound domestic and global challenges, debated
the proper degree of government activism, and sought to define its international role.
Essential Questions:
1. Who were the Progressives, what problems did they want to solve, and how successful
were the reforms they championed?
2. How did events and beliefs during the period 1914-1920 shape US foreign policy?
3. What continuities and changes were evident in US foreign policy between the end of
World War I and World War II?
4. What were the major arguments for and against immigration restriction?
5. How did new technologies and changing demographics result in conflicts and cultural
expressions in the 1920s?
Enduring Understandings:
1. Progressives articulated American fears of corruption, the excesses of industrial
capitalism, and urban growth. They were diverse but believed Americans needed a new
social consciousness.
2. The United States was initially neutral at the onset of WWI. The neutrality was partially
based on the large number of 1st generation Irish and German-Americans living in this
country during this time. As events such as the sinking of the Lusitania and attacks on US
shipping interest increased, the United States started to play a more involved role in
WWI.
3. In the years following WWI, the US pursued a unilateral foreign policy that used
international investment, peace treaties, select military intervention to promote a vision of
international order, even while maintaining US isolationism, which continued to the late
1930s. The involvement of the US in WWII, while opposed by most Americans prior to
the attack on Pearl Harbor, vaulted the US into global political and military prominence
and transformed both American society and the relationship between the US and the rest
of the world.
4. The global ramifications of WWI and wartime patriotism and xenophobia, combined with
social tensions created by increased international migration, resulted in legislation
restricting immigration from Asia and from southern and eastern Europe.
Key Terms:
McKinley Tariff Act 1890
Homestead Strike 1892
Plessey v Ferguson
Sherman Anti-Trust Act
US Steel, Carnegie, Rockefeller
Labor Unrest
Jane Addams—Hull House
Pullman Strike
Muckrakers
Election of 1896
New Immigrants
NAACP
Roosevelt Corollary/Monroe Doctrine
Cuban Revolution
Spanish American War
Teller Amendment
Open Door Policy
Progressive Movement
Wilson’s 14 Points
Treaty of Versailles
New Deal
Objectives:
Students will be able to:
a. Identify how the foreign policy of the US evolved from the Spanish-American War to
the end of WWII.
b. Examine how a revolution in communications and transportation technology helped
to create a new mass culture and spread modern values and ideas, even as cultural
conflicts between groups increased under the pressure of migration, world wars, and
economic distress.
c. Evaluate the successes of government, political and social organizations had in
addressing the effects of large-scale industrialization, economic uncertainty, and
related social changes such as urbanization and mass migration.
Standards
Content Statement Strand CPI# Cumulative Progress
Indicator
9.1 21st-Century Life
& Career Skills
All students will
demonstrate the
creative, critical
thinking,
collaboration, and
The ability to
recognize a problem
and apply critical
thinking and problem-
solving skills to solve
the problem is a
lifelong skill that
develops over time.
9.1.12.A.1 Apply critical
thinking and problem-
solving strategies
during structured
learning experiences.
problem-solving skills
needed to function
successfully as both
global citizens and
workers in diverse
ethnic and
organizational
cultures. The ability to
recognize a problem
and apply critical
thinking and problem-
solving skills to solve
the problem is a
lifelong skill that
develops over time.
7. The Emergence of
Modern America:
World War I
United States
involvement in World
War I affected
politics, the economy,
and geopolitical
relations following the
war.
A. Civics,
Government, and
Human Rights
6.1.12.A.7.a nalyze the reasons for
the policy of
neutrality regarding
World War I, and
explain why the
United States
eventually entered the
war.
6.1.12.A.7.c Analyze the Treaty of
Versailles and the
League of Nations
from the perspectives
of different countries.
B. Geography,
People, and the
Environment
6.1.12.B.7.a Explain how global
competition by
nations for land and
resources led to
increased militarism.
C. Economics,
Innovation, and
6.1.12.C.7.b Assess the immediate
and long-term impact
Technology of women and African
Americans entering
the work force in
large numbers during
World War I.
D. History, Culture,
and Perspectives
6.1.12.D.7.a Evaluate the
effectiveness of
Woodrow Wilson’s
leadership during and
immediately after
World War I.
6.1.12.D.7.b Determine the extent
to which propaganda,
the media, and special
interest groups shaped
American public
opinion and American
foreign policy during
World War I.
8. The Emergence of
Modern America:
Roaring Twenties
The 1920s is
characterized as a
time of social,
economic,
technological, and
political change, as
well as a time of
emerging
isolationism, racial
and social tensions,
and economic
problems.
A. Civics,
Government, and
Human Rights
6.1.12.A.8.c Relate social
intolerance,
xenophobia, and fear
of anarchists to
government policies
restricting
immigration,
advocacy, and labor
organizations.
C. Economics,
Innovation, and
Technology
6.1.12.C.8.a Analyze the push-pull
factors that led to the
Great Migration.
9. The Great
Depression and World
War II: The Great
Depression
The Great Depression
resulted from
government economic
policies, business
practices, and
individual decisions,
and it impacted
business and society.
A. Civics,
Government, and
Human Rights
6.1.12.A.9.a Analyze how the
actions and policies of
the United States
government
contributed to the
Great Depression.
C. Economics,
Innovation, and
Technology
6.1.12.C.9.a Explain how
government can adjust
taxes, interest rates,
and spending and use
other policies to
restore the country’s
economic health.
10. The Great
Depression and World
War II : New Deal
Aimed at recovery,
relief, and reform,
New Deal programs
had a lasting impact
on the expansion of
the role of the national
government in the
economy.
A. Civics,
Government, and
Human Rights
6.1.12.A.10.c Evaluate the short-
and long-term impact
of the expanded role
of government on
economic policy,
capitalism, and
society.
C. Economics,
Innovation, and
Technology
6.1.12.C.10.b Compare and contrast
the economic
ideologies of the two
major political parties
regarding the role of
government during
the New Deal and
today.
11. The Great
Depression and World
War II: World War II
The United States
participated in World
War II as an Allied
force to prevent
military conquests by
Germany, Italy, and
Japan.
Domestic and military
policies during World
War II continued to
deny equal rights to
African Americans,
Asian Americans, and
women.
A. Civics,
Government, and
Human Rights
6.1.12.A.11.a Evaluate the
effectiveness of
international
agreements following
World War I in
preventing
international disputes
during the 1920s and
1930s.
6.1.12.A.11.c Determine if
American policies
regarding Japanese
internment and
actions against other
minority groups were
a denial of civil rights.
C. Economics,
Innovation, and
Technology
6.1.12.C.11.a Apply opportunity
cost and trade-offs to
evaluate the shift in
economic resources
from the production
of domestic to
military goods during
World War II, and
analyze the impact of
the post-war shift
back to domestic
production.
D. History, Culture,
and Perspectives
6.1.12.D.11.c Explain why women,
African Americans,
Native Americans,
Asian Americans, and
other minority groups
often expressed a
strong sense of
nationalism despite
the discrimination
they experienced in
the military and
workforce.
Suggested Learning Activities:
1. Philosophical Chairs-
A. Isolationism vs. US involvement (Key events: Lusitania, Zimmerman Note)
B. How should Germany be punished? Fourteen Points vs. Treaty of Versailles
C. War and Anti-Immigration sentiment- making connections with the present
Middle East)
2. Propaganda Analysis – examining propaganda posters from the war- what does this tell
us about social, political, religious, and economic issues?
3. Research Project- Federal Reserve
A. What was its original purpose? What is its purpose now?
B. How has the FED evolved over time?
C. What role does banking play in global conflicts?
Differentiated Learning
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessments:
1. Short essay
2. Worksheet
3. Analyze editorial or political cartoon.
Suggested Summative Assessments:
1. Short essay
2. Long essay
Unit VIII: 1945-1980
After WWII, the US grappled with prosperity and unfamiliar international responsibilities
while struggling to live up to its ideals.
Essential Questions:
1. In what ways did Cold War foreign policies impact domestic agendas and lead to public
debates and protests by the American people?
2. How did the US work to stem the growth of communism in its new position as a world
power, from the Harry S Truman through the Jimmy Carter administrations?
3. How did the liberal ideas prevalent in the US after WWII help to unintentionally energize
a new conservative movement within the US?
Enduring Understandings:
1. The increase in military spending in the US during the Cold War siphoned resources from
other domestic programs, lead many in America to question the military industrial
complex that President Eisenhower warned of.
2. The US government aggressively pursued any claims of communism in the film industry
and inside the government itself through many organizations.
3. The growing tide against liberalism during the second half of the 20th
century had much
to do with size and scope of the federal government and the failure to address key issues.
Key Terms:
UN
Truman Doctrine
Truman Doctrine
Containment
Korean War
Vietnam War
Suez Crisis
U2 Crisis
Limited Test Ban Treaty
Hiroshima/Nagasaki
Berlin Airlift
Tonkin Gulf Resolution
Geneva Accord
Domino Theory
Cuban Missile Crisis
Moon Landing
Interstate Highway Act
Flexible Response
Tet Offensive
Marshall Plan
Brinksmanship
NATO
Peace Corps
HUAC
Alger Hiss
Winston Churchill
Stalin
Hollywood 10
Mao Zedong
Objectives:
Students will be able to:
a. Appraise the policy of containment as a policy to prevent the spread of communism
with historical facts to judge its success.
b. Formulate changes in US society that led to the postwar boom.
c. Compare this time period with an earlier one to show similarities and differences.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
12. Postwar United
States: Cold War
Cold War tensions
between the United
States and communist
countries resulted in
conflict that
influenced domestic
and foreign policy for
over forty years.
A. Civics,
Government, and
Human Rights
6.1.12.A.12.a Analyze ideological
differences and other
factors that
contributed to the
Cold War and to
United States
involvement in
conflicts intended to
contain communism,
including the Korean
War, the Cuban
Missile Crisis, and the
Vietnam War.
6.1.12.A.12.b Examine
constitutional issues
involving war powers,
as they relate to
United States military
intervention in the
Korean War, the
Vietnam War, and
other conflicts.
B. Geography,
People, and the
Environment
6.1.12.B.12.a Evaluate the
effectiveness of the
Marshall Plan and
regional alliances in
the rebuilding of
European nations in
the post World War II
period.
C. Economics,
Innovation, and
Technology
6.1.12.C.12.a Explain the
implications and
outcomes of the Space
Race from the
perspectives of the
scientific community,
the government, and
the people.
6.1.12.C.12.c Analyze how
scientific
advancements
impacted the national
and global economies
and daily life.
6.1.12.C.12.d Assess the role of the
public and private
sectors in promoting
economic growth and
ensuring economic
stability.
D. History, Culture,
and Perspectives
6.1.12.D.12.b Analyze efforts to
eliminate
communism, such as
McCarthyism, and
their impact on
individual civil
liberties.
6.1.12.D.12.c Evaluate how the
development of
nuclear weapons by
industrialized
countries and
developing counties
affected international
relations.
6.1.12.D.12.d Compare and contrast
American public
support of the
government and
military during the
Vietnam War with
that of other conflicts
13. Postwar United
States: Civil Rights
and Social Change
The Civil Rights
movement marked a
period of social
turmoil and political
reform, resulting in
the expansion of
rights and
opportunities for
individuals and
groups previously
discriminated against.
A. Civics,
Government, and
Human Rights
6.1.12.A.13.b Analyze the
effectiveness of
national legislation,
policies, and Supreme
Court decisions (i.e.,
the Civil Rights Act,
the Voting Rights Act,
the Equal Rights
Amendment, Title
VII, Title IX,
Affirmative Action,
Brown v. Board of
Education, and Roe v.
Wade) in promoting
civil liberties and
equal opportunities.
B. Geography,
People, and the
Environment
6.1.12.B.13.a Determine the factors
that led to migration
from American cities
to suburbs in the
1950s and 1960s, and
describe how this
movement impacted
cities.
C. Economics,
Innovation, and
Technology
6.1.12.C.13.a Explain how
individuals and
organizations used
economic measures
(e.g., the Montgomery
Bus Boycott, sit
downs, etc.) as
weapons in the
struggle for civil and
human rights.
6.1.12.C.13.c Determine the
effectiveness of social
legislation that was
enacted to end
poverty in the 1960s
and today.
6.1.12.C.13.d Relate American
economic expansion
after World War II to
increased consumer
demand.
D. History, Culture,
and Perspectives
6.1.12.D.13.b Compare and contrast
the leadership and
ideology of Martin
Luther King, Jr., and
Malcolm X during the
Civil Rights
Movement, and
evaluate their
legacies.
Suggested Learning Activities:
1. Divide students into small groups and provide groups with primary and secondary
sources relating to one of the following measures taken by the fderal government to
promote greater racial justice: desegregation of the military during Truman’s
administration, Brown v. BOE.
2. Use SOAPStone strategy to analyze one of the documents listed.
3. Use Venn diagram to compare New Deal with Great Society.
Differentiated Learning:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessment
1. Short essay
2. Long essay
Suggested Summative Assessment:
Summative assessment combined with unit 9
Unit IX: 1980-Present
As the US transitioned to a new century filled with challenges and possibilities, it experienced
renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to
economic globalization and revolutionary changes in science and technology.
Essential Questions:
1. What were the continuities and changes in the US foreign policy initiatives of presidents
Reagan to Obama?
2. How did globalization and technological, economic, and demographic changes bring
benefits to some Americans and burdens to others?
Enduring Understandings:
1. The Reagan administration pursued a reinvigorated anti-Communist and interventionist
foreign policy that set the tone for later administrations.
2. Demographic changes intensified debates about gender roles, family structures, and racial
and national identity. New migrants affected US culture in many ways and supplied the
economy with an important labor force, but their undocumented citizenship status
became the focus of intense political, economic, and cultural debates.
Key Terms:
NAFTA
Iran Contra
Iran Hostage situation
Camp David Accords
Medicare
Medicaid debates
September 11th
Perestroika
Glasnost
Income gap
Yuppies
Reagonomics
Election of 1980-84
AIDS epidemic
SDI
Desert Storm
World Trade Organization
Bosnia
Kosovo
Objectives:
Students will be able to:
a. Identify the major divisions in American society at the end of the 20th
century
b. Explain Reagan’s approach to foreign policy and how it differed from Jimmy Carter’s
c. Identify causes for the widening income gap.
Standards:
Content Statement Strand CPI# Cumulative Progress
Indicator
14. Contemporary
United States:
Domestic Policies
Differing views on
government’s role in
social and economic
issues led to greater
partisanship in
government decision
making.
The increased
economic prosperity
and opportunities
experienced by many
masked growing
tensions and
disparities
experienced by some
individuals and
groups.
Immigration,
educational
opportunities, and
social interaction have
led to the growth of a
multicultural society
A. Civics,
Government, and
Human Rights
6.1.12.A.14.c Assess the merit and
effectiveness of recent
legislation in
addressing the health,
welfare, and
citizenship status of
individuals and
groups.
with varying values
and perspectives.
6.1.12.A.14.d Analyze the
conflicting ideologies
and actions of
political parties
regarding spending
priorities, the role of
government in the
economy, and social
reforms.
B. Geography,
People, and the
Environment
6.1.12.B.14.a Determine the impact
of recent immigration
and migration patterns
in New Jersey and the
United States on
demographic, social,
economic, and
political issues.
D. History, Culture,
and Perspectives
6.1.12.D.14.c Determine the impact
of the changing role
of labor unions on the
economy, politics, and
employer-employee
relationships.
Suggested Learning Activities:
1. Analyze primary source from this time period from Reagan, Pat Robertson, Newt
Gingrich. Use SOAPSTone. 2-3 min speech that responds to the following questions: To
what extent did the ideas of the conservative analyzed by the group mirror the ideas of
leading 1960s conservatives? Why did conservatives achieve only some of their political
and policy goals?
2. Student research project from one president of the time period. Three most important
foreign policy initiatives of their assigned president and explain which foreign policies
represented continuity and which represented change from the foreign policies of their
immediate predecessor.
Differentiated Learning:
1. Students will be paired by abilities and strengths.
2. Lessons can be differentiated in content, process, and or product. Students will be paired
by the amount of background knowledge.
3. Primary source selection is based on student ability
Suggested Formative Assessment:
1. Short essay
Suggested Summative Assessment:
1. Time capsule project