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

2013-2014 COURSE NAME: U.S. History

1

COURSE CODE: 2100310 COURSE NAME: United States History

UNIT TITLE: Civil War, Reconstruction and Western Expansion

UNIT ESSENTIAL QUESTION:

SEMESTER: 1

Grading Period: 1

CONCEPT CONCEPT CONCEPT

Civil War

Reconstruction Manifest Destiny

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

SS.912. A.2.1 SS.A.2.2, 2.3, 2.4, 2.5, 2.6 LACC.1112.RH.1.1, LACC.1112.RH.1.2,

LACC.1112.RH.2.6

SS.A. 2.7

LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION

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

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

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

VOCABULARY VOCABULARY VOCABULARY

Sectionalism, popular sovereignty, “Dred Scott vs. Sanford,” Underground Railroad, Uncle Tom’s Cabin, secession, Confederate, Emancipation Proclamation, “Gettysburg Address,” military strategy, chattel slavery, freedmen, “Copperheads”

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

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

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


2

RESOURCES

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

-Word Wall, U.S. map, timeline graph, McGraw-Hill Text Chapter 1, lesson 5, p. 67-70 -“Second Inaugural Address of Abraham Lincoln” (March 4, 1865) -“Jim Crow Laws”-Martin Luther King National Historic Site (online) -U.S. Constitution Amendments #13, 14, 15 -C-Palms: “Stanford Reading Like an Historian” Curriculum lesson 5.4: “Radical Republicanism”

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

Additional Information

1. Relate the Reconstruction Era to the Civil War (how it caused it to

happen, the issues of the War that had to be resolved, and the different

opinions on the process of Reconstruction).

2. What problems confronted President Johnson in trying to carry out

Lincoln’s ideas on Reconstruction? How were these resolved by the

Republican Congress?

3. Explain the relationship between the Freedmen’s Bureau and the 13th,

14t And 15th Amendments.

4. Using a graphic organizer to illustrate your answer, compare the

negative and positive effects of Reconstruction on the South.

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

What reasons would support Radical Republican plans over Lincoln and

Johnson’s?

http://pptpalooza.net/

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


3


UNIT TITLE: Immigration and Urbanization


SEMESTER: 1

Grading Period: 1


Industrialization

Immigration

Urbanization


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

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

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


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

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

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


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

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

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

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


4

RESOURCES

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

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

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



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

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


5


UNIT TITLE: Progressive Era


SEMESTER: 1

Grading Period: 2


Progressivism and the Reform Era

Progressive Politics Reforms and Achievements


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

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


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

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

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


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

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

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

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


6

RESOURCES

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

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

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


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

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

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

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


7


UNIT TITLE: America As A World Power


SEMESTER: 1

Grading Period: 2


Imperialism

Western Expansion and Influence

Foreign Policy in the Asian Realm


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

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

SS.912.A.4.2, 4.3


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

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


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

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

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

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


8

RESOURCES

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

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

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



9


UNIT TITLE: America As A World Power


SEMESTER: 1

Grading Period: 2


Imperialism Western Expansion and Influence Foreign Policy in the Asian Realm


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

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

SS.912.A.4.2, 4.3


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

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


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

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

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

RESOURCES

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

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

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


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


10


UNIT TITLE: World War I


SEMESTER: 1

Grading Period: 2


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


SS.912.A.4.5

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

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


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

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

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


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

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

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

RESOURCES

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

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

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


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

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


11


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


SEMESTER: 2

Grading Period: 3


Post-War Issues/Demobilization Support and Resistance for Minority Issues Consumerism and Credit


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

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

SS.912.A. 5.4, 5.11


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

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

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


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

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

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

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


12

RESOURCES

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

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

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


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

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

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

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


13


UNIT TITLE: The Great Depression


SEMESTER: 2

Grading Period: 3


Consumerism and Economics

Uneven Distribution of Income

New Deal Economics


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

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

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


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

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

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


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

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

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

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


14

RESOURCES

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

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

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


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


15


UNIT TITLE: World War II


SEMESTER: 2

Grading Period: 3


World War II The United States at War The Holocaust


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

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


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

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

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


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

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

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

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


16

RESOURCES

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

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

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


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

http://www.nationalww2museum.org/

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

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


17


UNIT TITLE: Post World War II and the Cold War


SEMESTER: 2

Grading Period: 3


Post World War II

The Cold War New Frontier and the Great Society


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

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


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

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

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


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

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

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

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


18

RESOURCES

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

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

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


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

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

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

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

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


19


UNIT TITLE: The Civil Rights Struggle


SEMESTER: 2

Grading Period: 3


Early Struggles

20th Century Efforts The Contemporary Movement


SS.912.A. 2.4, 2.5, 2.6, 5.7, 5.10 RH.11-12.4, 11-12.5

SS.912.A.4.8, 4.9,5.6,5.75.8,5.9,5.10 SS.912.A.7.2, 7.3, 7.5, 7.6, 7.7, 7.8, 7.9, 7.16 RH.11-12. 7-12.9, WHST.11-12.1-12.3


How did the events of early American history reflect the causes and effects of an early “ant-civil rights movement?”

How did legalized segregation affect the development of the United States?

How did the struggles of the later years of the struggle represent a wider “movement?”


chattel slavery, “Declaration of Independence,” “U.S. Constitution,” Civil War, Reconstruction, Slave codes, freedmen, “Jim Crow laws,” Second-class citizenry,” 13th/14th/15th Amendments, disenfranchisement, grandfather clause/literacy test//poll tax, precinct, KKK, racial intolerance, segregation/integration, states’ rights, discrimination, bias, heritage, “Plessey vs. Ferguson,” separate-but-equal,

NAACP, lynching, compromise, W.E.B. DuBois, Marcus Garvey, racism, sexism, suffrage, NOW, 19th Amendment, “Great Migration,” Harlem Renaissance, Anti-Defamation League, race riots, nativism, immigration quotas, “Rosewood,” “zoot suit riots,” internment camps, poverty level, termination policies, entity, gender discrimination

De facto/de jure segregation, “Brown vs. Board of Ed. Of Topeka(1954), political power, segregationists, “court-ordered desegregation, Little Rock (Ark.), bus boycott, SCLC, coalition, non-violent strategy, sit-ins, civil rights legislation, “Freedom Riders,” Black Panthers, Nation of Islam, Watts Riot, assassination, economic self-sufficiency, affirmative action, feminism, Title VII, Title IX, ERA, “Roe vs. Wade,” deportation, immigration, AIM, disability, Social Security, “grassroots effort,” social activism, auto-immune disease, lobbying, equity/equal, federal, EOC

Why did the struggle for civil rights become a multi-generational movement?


20

RESOURCES

-Word Wall, audio-visual aids, U.S. map, graphic organizers, timeline graph -McGraw-Hill textbook Chapters 1, p. 67-69, Ch. 3, p.109, Ch. 4, p. 133-137 -“Declaration of Independence” -“U. S. Constitution, Amendments 13, 14, 15”

-Word Wall, audio-visual aids, U.S. map, graphic organizers, timeline graph -McGraw-Hill text Chapters 6, p,165-166; Chapter 6, p.178-179; Ch. 8, p. 193-194, 201-202; Ch. 8, p.217-219, p.224-228; Ch. 12, p. 286-292; Ch. 15, p. 364-365 -CPALMS: Stanford Lesson 12.4 “Civil Rights Act” -CPALMS: Stanford lesson 12.6 “Montgomery Bus Boycott” -“Civil Rights Speech”-John F, Kennedy (1963)

-Word Wall, audio-visual aids, U.S. map, graphic organizers, timeline graph -McGraw-Hill text Chapters 15, p. 374-375; Ch. 16, p. 377-396; Ch. 18, p. 415-430; Ch. 19, p. 447-455 -“Roe vs. Wade: Associate Justice Harry A. Blackmun for the U.S. Supreme Court” (1973)



21


UNIT TITLE: The Vietnam Era


SEMESTER: 2

Grading Period: 3


Origin of the Vietnam War

America’s Involvement

A Divided Nation


SS.912.A. 6.13, 6.14

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

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


How did “colonialism” impact Vietnam?

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

How did differing ideologies impact the War?


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

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

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

How did the Vietnam War “define” America?


22

RESOURCES

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

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

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



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

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

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


23


UNIT TITLE: New Challenges and Limitations


SEMESTER: 2

Grading Period: 4


Corruption and Scandal Domestic Issues Foreign Policy Decision-Making


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

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


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

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

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


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

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

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

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


24

RESOURCES

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

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

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


http://www.washingtonpost.com/watergate

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

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

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

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

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

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

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

Documents