content area: social studies - shore regional high school district

SHORE REGIONAL HIGH SCHOOL DISTRICT

West Long Branch, New Jersey

Content Area: Social Studies

Course: Contemporary Global Topics in United States History

Mr. Leonard Schnappauf, Superintendent/Principal

Dr. Robert McGarry, Director of Curriculum and Instruction

BOARD OF EDUCATION

Anthony F. Moro, Jr., President Tadeusz “Ted” Szczurek, Vice President

Nancy DeScenza David Baker

Elizabeth Garrigal Diane Merla

Russell T. Olivadotti Ronald O’Neill

Frank J. Pingitore Paul Rolleri

Date of Last Revision and Board Adoption: 8/27/2009

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Social Studies

Contemporary Global Topics in United States History

REVISION PREPARED BY

David Osis Scott Ruddy

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Table of Contents

Social Studies Program Mission Statement…………………………………………………………………………………………….…4

Course Description and “Big Ideas”……………………………………………………………………………….…………………..….4

Essential Questions ……………………………………………………………………………………………………………………….4

Primary (P) Content Area and Secondary (S) Areas of Focus…………………………………………………………………………….5

Benchmark Objectives………………………………………………………………………………………………………………….…5

Scope and Sequence……………………………………………………………………………………………………………………… 6

Learning Resources………………………………………………………………………………………………………………………..6

Grading Procedures………………………………………………………………………………………………………………………. 6

Course Evaluation…………………………………………………………………………………………………………………………7

New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course…………………………….7

Units of Study…………………………………………………………………………………………………………………………....14

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Social Studies Program Mission Statement It is the mission of the Shore Regional High School Social Studies program to continue the development of students who are civic minded individuals and culturally, socially, geographically, and politically aware, and possess respect and tolerance for global diversity. Through a sequence of required courses designed with purposeful cross-curricular collaborations and activities requiring critical thinking, reading comprehension, and analytical and persuasive communication, the Social Studies program is designed to help students explore and engage in the study of history and the social sciences. The program faculty strives to foster the development of the individual as well as academic and social responsibility and intellectual curiosity.

Course Description and “Big Ideas” This course completes the sequence of study of United States history and includes units of study based upon the following themes: Human Rights, Human Nature, Prejudice and Discrimination, Genocide, The Holocaust, Moral Courage, and Responsibility. Students will use a variety of sources provided by the teacher such as readings from the State curriculum on Holocaust education, curriculum from the Southern Poverty Law Center, various periodicals, and video material. Students will create their own textbook from teacher notes and handouts and from written response to video material.

“Essential Questions”

Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions:

1. What should the role and responsibility of government be? 2. How do individuals define their role in today’s society? What role do I envision for myself? 3. What defines one’s culture? 4. What should the role and responsibility of an economic system be for its citizenry? 5. How do the elements of geography affect the development of humanity? 6. How are present events and conditions related to those of the past?

The course also reinforces learning of other Standards and CPI’s already mastered and contributes to the development of mastery of other standards in the areas of language arts, the visual and performing arts, technology and careers.

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Primary (P) Content Area and Secondary (S) Areas of Focus

Benchmark Objectives

These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled.

Scope and Sequence This represents the order in which units or the “big ideas” of the course are taught. The specific unit content, CPI’s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The Units included in this course include:

1. The Funky Seventies: Was there an end to the social activism of the sixties? 2. The Big Eighties and the End of the Cold War: Who really won? 3. Our Political System: Can we/should we trust the government? 4. The Wired Nineties. Was the Clinton and Bush Era a new kind of politics? 5. Rise of Muslim Extremism and Anti-American Sentiments: It is religion or culture? 6. How culture reflects society and reactions to itself: What do fashions and fads say about a society?

Learning Resources

1. Primary source material. 2. Itunes 3. New York Times

NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts 5. Science 9. Career Education and Consumer/ Family/ Life Skills 2. Health and Physical Education 6. Social Studies P 3. Language Arts Literacy 7. World Languages 4. Mathematics 8. Technology Literacy

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Grading Procedures The final course proficiency grade will be the average of the four marking period grades and the department prepared mid-year and final examinations aligned with NJCCCS/CPI and benchmarks for the period of history studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as:

1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI’s) 2. Records of oral participation in classroom discussions related to unit objectives 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Research paper and Oral Defense assessment

Course Evaluation

Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant mid-term and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions:

1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI’s? 3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI’s designated to be reinforced,

introduced, and developed?

In this course, the goal is that a minimum of 95% of the pupil’s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed.

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New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Primary: Social Studies

6.1 ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS.

Cumulative Progress Indicator

A. Social Studies Skills Addressed in this course?

1 Analyze how historical events shape the modern world. 2. Formulate questions and hypotheses from multiple perspectives, using multiple sources. 3. Gather, analyze, and reconcile information from primary and secondary sources to support or reject hypotheses.

4. Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credulity and evaluating bias.

5. Evaluate current issues, events, or themes and trace their evolution through historical periods. 6. Apply problem-solving skills to national, state, and local issues and propose reasoned solutions. 7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events.

8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias, and discuss strategies used by the government, political candidates, and the media to communicate with the public.

6.2 (CIVICS) ALL STUDENTS WILL KNOW, UNDERSTAND AND APPRECIATE THE VALUES AND PRINCIPLES OF AMERICAN DEMOCRACY AND THE RIGHTS, RESPONSIBILITIES, AND ROLES OF A CITIZEN IN THE NATION AND THE WORLD.

Cumulative Progress Indicator A. Civic Life, Politics and Government

Addressed in this course?

1. Analyze how reserved and jointly held powers in the United States Constitution result in tensions among the three branches of government and how these tensions are resolved (e.g., Marbury v. Madison-1803; Federalist #78; United States v. Nixon-1974, claims of Executive Privilege by Presidents Nixon, Clinton, and Bush).

2. Apply the concept of the rule of law to contemporary issues (e.g., impeachment of President Clinton, use of Executive Privilege, recess appointments to federal courts, the Senate's advise and consent process, and the use of litmus tests).

3. Analyze how individual responsibility and commitment to law are related to the stability of American society. 4. Evaluate competing ideas about the purpose of the national and state governments and how they have changed over time (e.g., the American version of federalism, the powers of the federal government and the states, differing interpretations of Article I, Sections 8-10).

5. Discuss how participation in civic and political life can contribute to the attainment of individual and public good.

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6. Evaluate ways that national political parties influence the development of public policies and political platforms, including political action committees, McCain-Feingold Act, platform committees, and political campaigns.

7. Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government and the media.

B. American Values and Principles 1. Analyze major historical events and important ideas that led to and sustained the constitutional government of the United States, including the Constitutional Convention of 1787, the Judiciary Act of 1789, the first Cabinet under George Washington, and Amendments 1-15.

2. Propose and justify new local, state, or federal governmental policies on a variety of contemporary issues (e.g., definition of marriage, voting systems and procedures, censorship, religion in public places

3. Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States.

4. Discuss how a common and shared American civic culture is based on commitment to central ideas in founding-era documents (e.g., United States Constitution) and in core documents of subsequent periods of United States history (e.g., Washington's Farewell Address; Seneca Falls Declaration of Sentiments and Resolutions-1848; The Gettysburg Address; President Franklin Roosevelt's "Four Freedoms" speech -1941; President Kennedy's Inaugural Address-1961; the 17th, 19th, and 24th Amendments; Martin Luther King Jr.'s "I Have a Dream" speech and the "Letter from Birmingham Jail").

5. Analyze the successes of American society and disparities between American ideals and reality in American political, social, and economic life and suggest ways to address them (e.g., rights of minorities, women, physically and mentally challenged individuals, foreign born individuals).

6. Explore the importance and presence of voluntarism and philanthropy in America and examine the role of local, state, national, and international organizations such as the American Red Cross, the Salvation Army, and the Rotary.

C. The Constitution and American Democracy 1. Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.

2. Analyze, through current and historical examples and Supreme Court cases, the scope of governmental power and how the constitutional distribution of responsibilities seeks to prevent the abuse of that power.

3. Compare the American system of representative government with systems in other democracies such as the parliamentary systems in England and France.

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4. Compare and contrast the major constitutional and legal responsibilities of the federal government for domestic and foreign policy and describe how disagreements are resolved.

5. Describe the nature of political parties in America and how they reflect the spectrum of political views on current state and federal policy issues.

6. Explain the federal and state legislative process and analyze the influence of lobbying, advocacy groups, the media, and campaign finance on the development of laws and regulations.

D. Citizenship 1. Evaluate the characteristics needed for effective participation in civic and political life. 2. Compare and contrast the rights and responsibilities of government and its citizens as delineated in the United States Constitution, the New Jersey Constitution of 1947, and the United Nations’ Universal Declaration of Human Rights.

3. Compare and contrast the benefits of American citizenship (e.g., habeas corpus, secret ballots, freedom of movement and expression) with those of citizens of other nations, including democratic and non-democratic countries.

4. Recommend ways that citizens can use knowledge of state or federal government policies and decision-making processes to influence the formation, development, or implementation of current public policy issues (e.g., First Amendment right to petition for redress of grievances).

5. Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.

E. International Education: Global Challenges, Cultures, and Connections 1. Compare and contrast key past and present United States foreign policy actions (e.g., diplomacy, economic aid, humanitarian aid, military aid) and positions (e.g., treaties, sanctions, interventions) and evaluate their consequences.

2. Analyze and evaluate United States foreign policy actions and positions, including the Monroe Doctrine, the Mexican Cession, the Truman Doctrine, the Cold War, the world-wide struggle against terrorism, and the Iraq War.

3. Describe how the world is organized politically into nation-states and alliances and how these interact with one another through organizations such as the European Union, North Atlantic Treaty Organization (NATO), the United Nations, the World Court, and the Group of Seven Industrialized Nations (G7).

4. Analyze and evaluate the interconnections of local, regional, and national issues with global challenges and issues, and recommend possible solutions.

5. Discuss how global interconnections can have both positive and negative consequences (e.g., international companies, transfer of jobs to foreign plants, international security and access to transportation).

6. Investigate a global challenge (e.g., hunger, AIDS, nuclear defense, global warming) in depth and

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over time, predict the impact if the current situation does not change, and offer possible solutions. 7. Participate in events to acquire understanding of complex global problems (e.g., Model United Nations, international simulations, field trips to government sites).

8. Justify an opinion or idea about a global issue while showing respect for divergent viewpoints. 9. Discuss the impact of technology, migration, the economy, politics, and urbanization on culture. 10. Compare and contrast common social and behavioral practices in various cultures (e.g., birth, marriage, death, gender issues, family structure, health issues).

11. Participate in activities that foster understanding and appreciation for diverse cultures (e.g., world language instruction, student exchange, clubs, international forums, community service, speaker programs, arts, sports).

12. Analyze the impact of communication networks, technology, transportation, and international business on global issues.

13. Analyze how the media presents cultural stereotypes and images and discuss how this impacts beliefs and behaviors.

14. Connect the concept of universal human rights to world events and issues. 15. Compare and contrast current and past genocidal acts and other acts of hatred and violence for the purposes of subjugation and exploitation (e.g., Holocaust, Native Americans, Irish famine, Armenia, Ukrainian collectivization, Cambodia, Rwanda) and discuss present and future actions by individuals and governments to prevent the reoccurrence of such events.

6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF UNITED STATES AND NEW JERSEY HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE. L. Contemporary America (1968-present) 1. Examine the administration of American presidents, beginning with President Richard M. Nixon, as a means to

analyze political and economic issues in contemporary America, including domestic policy and international affairs.

2. Investigate the economic and social patterns in contemporary New Jersey, including shifts in immigration patterns, urban decline and renewal, important New Jersey Supreme Court rulings (e.g., Mount Laurel decision), and the issue of preserving open space.

3. Describe the growth of the technology and pharmaceutical industries in New Jersey. 4. Analyze United States domestic policies, including the civil rights movement, affirmative action, the labor and

women's movements, conservatism vs. liberalism, the post-industrial economy, free trade, and international trade agreements such as the North American Free Trade Agreement (NAFTA) and General Agreement on Tariffs and Trade (GATT).

5. Compare and contrast key events and people associated with foreign policy, including the fall of communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United States involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and the war on terrorism.

6. Compare and contrast population trends and immigration and migration patterns in the United States (e.g.,

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growth of Hispanic population, demographic and residential mobility). 7. Discuss major contemporary social issues, such as the evolution of governmental rights for individuals with

disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and the modern feminist movement.

6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN UNDERSTANDING OF KEY ECONOMIC PRINCIPLES.

Cumulative Progress Indicator A. Economic Literacy


1. Describe different types of local, state, and federal taxes such as sales, income, and social security, discuss how deductions, exemptions, and credits reduce taxable income, and explain the difference between a progressive and regressive tax.

2. Describe the purposes of social security and Medicare. 3. Explain and interpret basic economic indicators, including Gross Domestic Product (GDP), Consumer Price Index (CPI) the rate of economic growth, the poverty rate, the deficit and national debt, and the trade deficit.

4. Identify entrepreneurs in the community and describe the risks and rewards of starting a new business. 5. Discuss how a market economy experiences periodic business cycles of prosperity and recession and that the federal government can adjust taxes, interest rates, spending, and other policies to help restore economic health.

6. Analyze federal and state budgets, and discuss the proportional share of government spending to major elements such as education, social programs, public safety, military, foreign aid, and welfare.

7. Analyze the impact of supply and demand on market adjustments and prices (e.g., real estate and interest rates).

8. Define basic terms associated with international trade such as imports, exports, quotas, embargoes, tariffs, and free trade.

9. Compare and contrast forms of insurance that protect individuals from loss or damage (e.g., life, property, health, disability, personal liability, bank deposits).

10. Explain how changes in exchange rates impact the purchasing power of people in the United States and other countries.

B. Economics and Society 1. Compare and contrast the roles of the United States government and the private sector in the United States economy (e.g., Federal Reserve System, United States Mint, Stock Exchange).

2. Evaluate international trade principles and policies. 3. Analyze labor and environmental issues affecting American citizens raised by economic globalization and free trade pacts.

4. Discuss the value and role of free and fair competition versus the social need for cooperation and how business, industry, and government try to reconcile these goals.

5. Analyze the importance of economic issues to politics and be able to distinguish the economic views of different political parties.

6. Analyze the connections and potential effects of the widening gap between the rich and the poor in the United States, the decline in labor union membership since 1950, rapidly advancing technology, globalization, and

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problems of public schools. 7. Compare and contrast the causes and consequences of discrimination in markets, employment, housing, business, and financial transactions.

8. Evaluate the activities and impact in various countries of major international institutions including the World Bank, the International Monetary Fund, and the World Trade Organization.

9. Describe how clearly defined and enforced property rights (e.g., copyright laws, patents) are essential to a market economy.

6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT.

Cumulative Progress Indicator A. The World in Spatial Terms


1. Discuss the application of geographic tools and supporting technologies, such as GIS, GPS, the Internet, and CD databases.

2. Use maps of physical and human characteristics of the world to answer complex geographical questions. 3. Analyze, explain, and solve geographical problems using maps, supporting technologies, and other graphical

representations. 4. Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on

Earth. 5. Apply spatial thinking to understand the interrelationship of history, geography economics, and the

environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

B. Places and Regions 1. Analyze and compare the functions and spatial arrangements of cities both locally and globally. 2. Evaluate how human interaction with the physical environment shapes the features of places and regions. 3. Analyze why places and regions are important factors to individual and social identity.

C, Physical Systems 1. Assess relationships between soil, climate, plant, and animal life and how this impacts the distribution of

ecosystems. 2. Analyze the effects of both physical and human changes in ecosystems, such as acid rain, ozone layer, carbon-

dioxide levels, and clean water issues.

D. Human Systems 1. Analyze the impact of human migration on physical and human systems. 2. Explain the spatial-technological processes of cultural convergence (cultural adaptations over distances) and

divergence (separating effects of cultural diffusion over distances). 3. Analyze the historic movement patterns of people and their goods and their relationship to economic activity.

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4. Analyze the processes that change urban areas. 5. Analyze how cooperation and conflict influence the control of economic, political, and social entities on Earth.

E. Environment and Society 1. Discuss the global impacts of human modification of the physical environment (e.g., the built environment). 2. Discuss the importance of maintaining biodiversity. 3. Analyze examples of changes in the physical environment that have altered the capacity of the environment to

support human activity, including pollution, salinization, deforestation, species extinction, population growth, and natural disasters.

4. Compare and contrast the historical movement patterns of people and goods in the world, United States, and New Jersey and analyze the basis for increasing global interdependence.

5. Evaluate policies and programs related to the use of local, national and global resources. 6. Analyze the human need for respect for and informed management of all resources (sustainability), including

human populations, energy, air, land, and water to insure that the earth will support future generations. 7. Describe how and why historical and cultural knowledge can help to improve present and future environmental

maintenance. 8. Delineate and evaluate the environmental impact of technological change in human history (e.g., printing press,

electricity and electronics, automobiles, computer, and medical technology).

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Unit 1: The Funky Seventies: Was there an end to the social activism of the sixties?

Unit Question(s) Objectives Resources Formative Assessment Strategies

Pacing Guide

Marking Period

1. How important is social activism to American Society?

2. Can the American Presidency change global politics?

3. Are American minorities better off than they were thirty years ago?

Students will be able to:

1. Describe how Nixon “Vietnamizes” the War. 2. Explain the reasons Nixon goes to China. 3. Evaluate the women’s Rights Movement and the ERA. 4. Explain who Cesar Chavez was and the Farm Workers Movement. 5. Reasons why Native Americans occupied Alcatraz. 6. Evaluate the legacy of the First Earth Day. 7. Evaluate the Gerald Ford years: The only unelected president. 8. Describe the Carter Years and their impact on American Society.

1. Vietnam War Primary Source Material.

2. Nixon goes to China PowerPoint.

3. ERA Formal Questions.

4. Cesar Chavez Biographical Sketch.

5. The “Alcatraz” Incident.

6. Earth Day Historical Analysis.

7. Ford Years Primary Source Analysis.

8. Jimmy Carter Source Questions.

1. Class discussion

2. Teacher prepared questioning

3. Teacher interview in small group setting

4. Main idea summarization

5. Teacher “walkabout” to check for understanding

6. Brief in-class written response

Four Weeks 1

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Standards

Instructional Activities, Methods, and Assignments

Unit Summative Assessment(s)

6.1.A.1-8

6.2.A.1-7

6.2.B.1-6

6.2.C.1-6

6.2.D.1-5

6.2.E.1-15

6.4.L.1-7

6.5.A.1-10

6.5.B.1-9

1. Class discussion Vietnam War primary source material analysis.

2. Class discussion in coordination with Nixon goes to China PowerPoint.

3. Formal question and answer session on ERA material and impact.

4. Computer generated Internet search concerning Cesar Chavez.

5. Video segment the “Alcatraz” Incident followed by rousing class discussion.

6. Earth Day historical analysis followed by a current event search on today’s events.

7. Ford years: primary source analysis followed by a small group presentation.

8. Jimmy Carter Source Questions along with Round Robin style movement.

1. Knowledge Quizzes

2. Formal Test Assessment

3. Alternative Test Assessment

4. Essay Portfolio

5. Group Projects and Presentations

6. Individual Projects and Presentations

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Unit 2: The Big Eighties and the End of the Cold War: Who really won?


Pacing Guide

Marking Period

1. Who really won the Cold War?

2. Was Soviet style communism truly evil?

3. Are we still fighting the Cold War today?


1. Describe 1980s American Culture and Propaganda. 2. Evaluate Relations/Competition: Space Race, Détente, Arms Race, Salt Talks, Détente ends. 3. Describe the Soviet Invasion of Afghanistan (Charlie Wilson’s War.) 4. Understand the basics of the Velvet Revolution. 5. Describe the events Poland and Hungary Disbanding. 6. Investigate the tearing down of the Berlin. 7. Evaluate the reasons for German Reunification. 8. Understand the reasons for the break up of the Soviet Union 9. Evaluate the Post-Cold War Threats in the World Today.

1. Video segment “Rocky IV.”

2. Cold War antics PowerPoint.

3. Video segment “Charlie Wilson’s War.”

4. Velvet Revolution Primary Source Analysis.

5. Lech Walesa Biographical Sketch.

6. Primary Source Analysis, “Mr. Gorbachev, tear down this wall.”

7. German Reunification Power Point.

8. Soviet Union Internet project

9. North Korea update.

1. Class discussion






Four Weeks 1

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Standards



6.1.A.1-8

6.2.A.1-7

6.2.B.1-6

6.2.C.1-6

6.2.D.1-5

6.2.E.1-15

6.4.L.1-7

6.5.A.1-10

6.5.B.1-9

1. Video segment “Rocky IV.” With class questioning and written response.

2. Cold War antics PowerPoint and small group work.

3. Video segment “Charlie Wilson’s War.” With class questioning and written response.

4. Velvet Revolution Primary Source Analysis and role-playing activity.

5. Internet search and small group presentation on Lech

6. Primary Source Analysis, “Mr. Gorbachev, tear down this wall.” And role-playing activity.

7. German Reunification Power Point and class discussion.

8. Soviet Union Internet project with individual presentation.

9. Current Event project concerning North Korea.




4. Essay Portfolio



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Unit 3: Our Political System: Can we/should we trust the government?


Pacing Guide

Marking Period

1. Can we trust the government?

2. Should we trust the government?

3. How much influence should the government have in our lives?


1. Describe the events of the Gulf of Tonkin Incident. 2. Understand the elements of Stagflation.

3. Describe the events of the Watergate/Nixon Impeachment scandal. 4. Evaluate the basics of the Iran Contra Affair. 5. Understand the AIDS Crisis of the 1980s. 6. Describe the events surrounding the assassinations of President Omar Torrijos of Panama and President Jaime Roldas of Ecuador. 7. Describe the events of the Clinton Impeachment. 8. Begin to understand the reasons behind the 9/11 attacks and Weapons of Mass Destruction ties to Iraq.

9. Define pork Barrel spending.

1. Gulf of Tonkin Primary Source Documents.

2. Stagflation Worksheet.

3. Nixon, Watergate PowerPoint.

4. Iran Contra guided reading assignment.

5. Video segment, “AIDS in America.”

6. Assassination Primary Source.

7. Clinton Impeachment PowerPoint.

8. 9/11 Attacks Primary Source.

9. Pork Barrel worksheet.

7.

1. Class discussion






Four Weeks 2

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Standards



6.1.A.1-8

6.2.A.1-7

6.2.B.1-6

6.2.C.1-6

6.2.D.1-5

6.2.E.1-15

6.4.L.1-7

6.5.A.1-10

6.5.B.1-9

1. Gulf of Tonkin Primary Source Documents and small group presentations.

2. Class discussion and stagflation Worksheet.

3. Nixon, Watergate PowerPoint presentation and then teacher questioning technique.

4. Iran Contra guided reading assignment with critical thinking questions.

5. Video segment, “AIDS in America.” followed by a rousing class discussion.

6. Assassination Primary Source work with individual presentations.

7. Clinton Impeachment PowerPoint and Internet guided search.

8. 9/11 Attacks Primary Source and journal writing experiment.

9. Pork Barrel worksheet and individual class presentation.




4. Essay Portfolio



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Unit 4: Was the Clinton and Bush(s) Eras a New Kind of Politics?


Pacing Guide

Marking Period

1. How different were the Presidencies of George H.W. Bush, Bill Clinton, and George W. Bush?

2. Do the Democratic and Republican live up to the platforms they claim to stand for?


1. Describe the presidency H.W. Bush and the Gulf War. 2. Understand the presidency of William Jefferson Clinton. 3. Understand the presidency of George W. Bush. 4. Describe the dot.com revolution. 5. Answer the question: do the major political parties really stick to their platforms and follow their roots?

1. Gulf War PowerPoint.

2. Primary Source Clinton Years.

3. dot.com revolution internet project.

4. George W. Bush PowerPoint

5. Political Party Role-play activity.

1. Class discussion






Two Weeks 2

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Standards



6.1.A.1-8

6.2.A.6

6.4.L.4-7

6.5.A.1-10

6.5.B.1-9

1. Gulf War PowerPoint followed by a class discussion.

2. Primary Source Analysis concerning the Clinton Years.

3. dot.com revolution internet project with small group presentation.

4. George W. Bush PowerPoint

5. Political Party Role-play activity, “What if the Democrats and Republicans came to dinner?




4. Essay Portfolio



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Unit 5: Rise of Muslim Extremism and Anti-American Sentiments: It is religion or culture?


Pacing Guide

Marking Period

1. What are the causes of Muslim Extremism?

2. Where do anti-American sentiments come from?

3. Is extremism caused by differences in religion or culture?


1. Understand the history of Israel and Palestine. 2. Describe 1979 Iranian Revolution and then compare it with the French Revolution, Russian Revolution, and Fascism. 3. Evaluate the similarities between extremism and revolutions. 4. Understand the history of modern terrorism. 5. Describe the events of the Lebanon bombing of 1980, Iran hostages, Pan Am Bombing and Libya, Bombing of World Trade Center, 9/11 and others. 6. Evaluate America’s role in the world today and decide if it is Globalization or Global Imperialism.

1. Solving the problems of the Middle East writing response.

2. Revolutions group project.

3. Extremism and revolutions PowerPoint.

4. Modern terrorism internet project.

5. Extremism events research and presentation.

6. Class debate: globalization or global imperialism.

1. Class discussion






Four Weeks 2

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Standards



6.1.A.1-8

6.2.A.1-7

6.2.B.1-6

6.2.C.1-6

6.2.D.1-5

6.2.E.1-15

6.4.L.1-7

6.5.A.1-10

6.5.B.1-9

1. Class discussion and then solving the problems of the Middle East writing response.

2. Revolutions group project with class presentations.

3. Extremism and revolutions PowerPoint followed by an intense class discussion.

4. Modern terrorism internet project and individual presentation.

5. Extremism events research and presentation.

6. Class debate: globalization or global imperialism.




4. Essay Portfolio



24

Unit 6: How culture reflects society and reactions to itself: What do fashions and fads say about a society?


Pacing Guide

Marking Period

1. What do fashions and fads say about our society?

2. Can a song change society?

3. Does gangsta rap negatively influence teenagers?


1. Describe the music styles of the 1970s including disco, punk, and funk.

2. Evaluate the 1980s music culture including pop and early rap. 3. Understand the influence of political songs such as: “Born in the USA,” and “Land of Confusion.” 4. Evaluate the influence of the 1990s music styles such as grunge and gangster rap. 5. Compare two landmark videos: “Thriller,” and “Smells like teen spirit.”

1. Class project, “music styles of the 1970s.”

2. Big 80s Internet project.

3. Politics and music primary source analysis.

4. Class project, “music styles of the 1990s.”

5. Music video analysis, “Thriller,” and “Smells like teen spirit.”

1. Class discussion






Four Weeks 2

25

Standards



6.1.A.1-8

6.2.A.1-7

6.2.B.1-6

6.2.C.1-6

6.2.D.1-5

6.2.E.1-15

6.4.L.1-7

6.5.A.1-10

6.5.B.1-9

1. Class project, “music styles of the 1970s.” with peer evaluation and class project.

2. Big 80s Internet project with individual presentations.

3. Politics and music primary source analysis with teacher questioning.

4. Class project, “music styles of the 1990s.” with peer evaluation and class project.

5. Music video analysis, “Thriller,” and “Smells like teen spirit.” With class discussion.




4. Essay Portfolio



26

Unit 7: Morality and Moral Courage

Unit Question(s) Objectives Resources Formative Assessment

Strategies Pacing Guide

Marking Period

1. Should/can everyone have the same morals and values?

2. What does it take to prove one has moral courage?


1. Define Morality, Ethics, Ethical Dilemmas, Moral Relativity, Conscience and Moral Courage. 2. Evaluate whether or not an individual has or displays moral courage. 3. Describe an historical figure with moral courage.

1. Class discussion






Two Weeks 3

Standards



6.1.A.1-8

1. Morality PowerPoint

2. Discuss/Debate different aspects of Morality.

3. Research and Create PowerPoint on an historical figure who displays moral courage.

1. Book, Philosophy

2. Morality PowerPoint

3. Internet Research




4. Essay Portfolio



27

Unit 8: Non-Violence


Pacing Guide

Marking Period

1. Is Non-violence an effective means of invoking change?

2. Could non-violent movements solve current world conflicts?


1. Define the theories of non-violence and civil disobedience. 2. Compare the philosophies of Gandhi, Martin Luther King, Jr., and Nelson Mandela. 3. Describe the non-violent campaigns of Indian Independence, American Civil Rights, and Anti-Apartheid in South Africa.

1. Henry David Thoreau, Civil Disobedience

2. Gandhi, Hind Swaraj

3. Martin Luther King, Jr., I Have a Dream.

4. Nelson Mandela, Presidential Speech.

5. Gandhi, Movie

6. Gandhi, Documentary

7. Civil Rights Movement, PowerPoint.

8. I Have A Dream, Documentary

9. Nelson Mandela, Documentary.

1. Class discussion






Two Weeks 3

28

Standards



6.1.A.1-8

6.3.G.2

6.4.K.6

1. Discuss Henry David Thoreau’s concept of Civil Disobedience and Non-Violence 2. Interpret Gandhi’s “Hind Swaraj” 3. Discuss Clips from “Gandhi” 4.Watch Documentaries on Gandhi and Nelson Mandela 5. Watch and interpret King’s “I Have a Dream Speech” 6. Fill out Civil Rights Graphic Organizer. 7. Interpret Mandela’s Presidential Speech. 8. Compare the writings/theories of Gandhi, King, and Mandela 9. Investigate a current conflict in the world and recommend or not recommend a non-violence campaign.




4. Essay Portfolio



29

Unit 9: Stereotypes and Prejudice


Pacing Guide

Marking Period

1. Why do people stereotype? 2. Are prejudices and stereotypes hurtful or helpful? 3. How can we judge when a law or action is fair or biased?


1. Discuss reasons people stereotype. 2. Understand the controversial atmosphere surrounding the Rodney King verdict and the O.J. Simpson Trials. 3. Debate the use of racial profiling. 4. Analyze situations of potential bias. 5. Debate the concept of hate crimes.

1. Film, Crash 2. Articles from PBS.org “Does Race Exist?” 3. discoveryschool.com 4. http://www.law.umkc.edu 4. procon.org, primary source excerpts. 5. Film, “American History X”

1. Class discussion






Three Weeks

3

30

Standards



6.1.A.1-8

6.2.A.3

6.2.B.5

6.4.L.7

1. Define Stereotypes and Bias 2. Do Labeling and Stereotypes activity. 3. Watch film, Crash with discussion questions. 3. Do “Is this racist” activity. 4. Compare and Contrast the Rodney King and O.J. Simpson Trials. 5. Watch Film, American History X, and discuss. 6. Do Stereotypes and Bias Poster Project.




4. Essay Portfolio



31

Unit 10: Holocaust and Genocide


Pacing Guide

Marking Period

1. Why do many average citizens allow genocides to happen or even participate in them? 2. What are common aspects and stages of all genocides? 3. Who is responsible to prevent and stop genocides from occurring in the world?


1. Describe the events of the Holocaust of Nazi Germany, the Killing Fields of Cambodia, and Genocide in Rwanda. 2. Recognize the common aspects and stages of most genocides. 3. Describe the current situation in the Darfur Region of the Sudan. 4. Debate actions that could be taken to remedy or improve the situation in Darfur.

1. www.schoolhistory.co.uk 2. Hitler’s Rise to Power, PowerPoint. 3. Film, Schindler’s List 4. The Killing Fields, PowerPoint. 5. Film Clip, The Killing Fields. 6. Genocide in Rwanda, PowerPoint. 7. Film Hotel Rwanda. 8. www.genocide.org, The Eight Stages of Genocide 8. The New Jersey Coalition Booklet on Darfur

1. Class discussion






Four Weeks 4

32

Standards



6.1.A.1-8

6.2.E.15

6.3.F.2

6.3.G.1

6.3.H.3

1. Interpret and Discuss primary sources on Nazi Propaganda. 2. Discuss the Nuremburg Laws. 3. Watch Schindler’s List 4. Discuss the Killing Fields PowerPoint 5. Watch clips from, The Killing Fields. 6. Discuss Genocide in Rwanda, PowerPoint. 7. Watch, Hotel Rwanda. 8. Do Eight Stages of Genocide Project. 9. Do Darfur Primary Source Activity. 10. Write “Who is Responsible?” essay.




4. Essay Portfolio



33

Unit 12: Domestic Terrorism



Marking Period

1. Why do people do acts to cause destruction to their school, workplace, or country? 2. Who’s fault is it? 3. Can domestic terrorism be prevented? How?


1. Describe the events of the Columbine High School Shooting. 2. Understand various workplace shootings. 3. Describe the events of the Oklahoma City Bombing and the Unabomber. 4. Debate actions that could be taken to prevent acts of violence and domestic terrorism.

1. www.usatoday.com 2. Primary Resources, Columbine 3. Bowling for Columbine, film 4. Various Primary Sources, Workplace Shootings. 5. Various Primary Resources, Oklahoma City Bombing and Unabomber.

1. Class discussion






2 weeks 4

34

Standards



6.1.A.1-8

1. Discuss the events of Columbine. 2. Watch Bowling for Columbine and debate its messages. 3. Interpret Primary Sources on various workplace shootings, Oklahoma City Bombings, and the Unabomber. 4. Brainstorm and debate solutions. 5. Safety Video/Pamphlet Project.




4. Essay Portfolio



35

Unit 13: Individual Rights Vs. The Common Good



Marking Period

1) What are rights and what are not rights?

2) When is the common

good more important than individual rights?

3) When should the

government intervene on free choice?


1. Define natural rights, civil rights, and communitarians. 2. Analyze issues from different moral perspectives. 3. Create legislation to solve current domestic issues.

1. Eyewitness Companions, Philosophy, book. 2. Individual Rights vs. Common Good, PowerPoint 3. www.procon.org 4. www.balancedpolitics.org 5. Thank You for Smoking, film 6. The Constitution, 2nd amendment. 7. Population control, PowerPoint. 8. Dead Man Walking, film. 9. No Fly List, ACLU 10. Rendition, film. 11. Pledge of Allegiance and flag burning, PowerPoint. 12. Wishing It Away, short story.

1. Class discussion






4 weeks 4

36

Standards



6.1.A.1-8

1. Individual Rights vs. Common Good, PowerPoint 5. Watch Thank You for Smoking, film and discuss freedom of choice. 6. Interpret, The Constitution, 2nd amendment and debate/discuss gun control. 7. Discuss Population control, PowerPoint and discuss. 8. Discuss Abortion and read Wishing It Away. 9. Watch Dead Man Walking and discuss. 10. Discuss/Debate Capital Punishment, Euthanasia, and Suicide. 9. Watch Rendition and discuss/debate the Use of torture. 10. Discuss/debate the No Fly List and airline safety regulations. 11. Discuss/debate the Pledge of Allegiance and flag burning, PowerPoint.




4. Essay Portfolio

