unit 1: the gilded age lessons: railroads and invention

Unit 1: The Gilded Age Lessons: Railroads and Invention Transform the Nation Industrial Complexity v Agrarian Simplicity The Settling of the West The Lost Presidents Unit 2: American Imperialism Lessons: The Spanish American War and the Philippines Roosevelt and Panama Unit 3: Progressivism Lessons: Populism and Civil Rights

Theodore Roosevelt as Progressive Woodrow Wilson as Progressive The 16

th, 17

th, 18

th and 19

th Amendments

Unit 4: World War One Lessons: Causes, Strategies, Personalities and Innovations

The War at Home The Treaty of Versailles Debate Disillusion and The Lost Generation Unit 5: The 1920’s Lessons: Immigration Fads, Jazz, Cars, and Radio The Great Migration and The Great Flood The Great Bull Market Unit 6: The Great Depression and The New Deal Lessons: Hoover and the Bonus March FDR and the First 100 Days Critics of the New Deal Popular Culture in the 1930’s

Unit 7: World War Lessons: American Isolation and Neutrality FDR and Churchill Pearl Harbor, Major Battles, Generals, and Diplomacy The Arsenal of Democracy and Rosie the Riveter Japanese American Internment and the Holocaust The Atomic Bomb Unit 8: The Cold War Lessons: The Truman Doctrine and the Marshall Plan The Berlin Airlift, China and Korea McCarthyism The Roots of the Vietnam War Unit 9: The Fifties in America Lessons: Television Changes Everything The Development of the Suburbs The Civil Rights Movement Begins Again The Counter Culture of the 1950’s Unit 10: Kennedy, Johnson and Nixon Lessons: The Bay of Pigs and The Cuban Missile Crisis The Civil Rights Movement Continues The Assassination of John Kennedy Lyndon Johnson and the Great Society Lyndon Johnson and the Vietnam War Student Protest and 1968 Richard Nixon, Diplomat The Rise of Women in Politics and the Break In at Watergate Unit 11: Ford and Carter Lessons: The War in Vietnam ends A Crippled Economy Panics the Country Popular Culture in the 1970’s American Rejects Activist Government Unit 12: Ronald Reagan Lessons: Nationalism Reemerges Very Different Teams and Terms

Course Title: US History 2

Massachusetts History and Social Studies Curriculum Learning Standards: USII.1 - USII.2

Unit: The Gilded Age Lesson: Railroads and Inventions Transform the Nation

Essential Questions: What caused and what was the impact of the Industrial Revolution? Which institutions or individuals played significant roles? How were American traditions altered by the Industrial Revolution?

Detailed Curriculum Standards Skills/Objectives Resources Instructional Strategies Assessments

USII.1 Explain the various causes of the Industrial Revolution. (H, E) A. the economic impetus provided by the Civil War B. important technological and scientific advances C. the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt

After completion of the unit, students will be able to: Better explain the aftermath of the American Civil War as a force for change in the economic life, social life and political life of the United States

America: Pathways to the Present Chapter 13 Primary Sources, such as Adam Smith, Wealth of Nations, The Gospel of Prosperity by Carnegie Wealth Against the Commonwealth by Henry Demarest Lloyd Essays, Photographs, Poetry, Paintings, Sculpture, and Political Cartoons Secondary sources Teacher generated worksheets, questions, and study guides America: Pathways to the Present resources Video, Songs, and Power Point resources Brooklyn Bridge Video Freedom: The Story of US

10-2 Summarizing Processing Partners 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and Report Graphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Study Guides Write Your Own Best Test Relay Summary

Observation Homework Quizzes Writing assignment such as comparing Carnegie’s position on wealth to that of critics of Capitalism. or; An investigation into inventions of the late 1800's and their modern counterparts Types 1, 2 and 3 Collins Writing assignments Summative Unit Test

Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking Reading Primary Sources, Multiple Choice Question Practice

USII.2 Explain the important consequences of the Industrial Revolution. A. the growth of big business B. environmental impact C. the expansion of cities

Describe and analyze the impact of: A. Mass Production B. Innovation C. Captains of Industry, D. Urbanization E. Working conditions F. Environment

America: Pathways to the Present Chapter 13 Primary Sources, Essays, Photographs, Poetry, Paintings, Sculpture, and Political Cartoons Secondary sources Teacher generated worksheets, questions, and study guides America: Pathways to the Present resources Video, Songs, and Power Point resources Virtual Tour of the NYC Tenement Museum

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a

Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking Review of requirements for historical writing, ,

Common Core Literacy Standards: 1, 2,3, 6, & 7

Process and apply assigned readings and to evaluate opposing viewpoints from multiple sources

Common Core Writing Standards: 1 & 4

Write an argument in a clear voice supported in a balanced way by a range of available evidence

Essential Terms: Andrew Carnegie, John D. Rockefeller, Commodore Vanderbilt, Alexander Graham Bell, John and Washington Roebling, Thomas Edison, George Washington Carver, Promontory Point Utah, Leland Standford, Credit Mobilier Scandal,


Massachusetts History and Social Studies Curriculum Learning Standards: USII.3, USII.5

Unit: The Gilded Age


USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) Seminal Primary Documents to Read: Emma Lazarus, “The New Colossus” (1883) Younghill Kang, East Goes West (1937)

After completion of the unit, students will be able to: Describe the impact of immigration on city life, industrial growth, the union movement and American culture

America: Pathways to the Present Chapter 16 Emma Lazarus, “The New Colossus” (1883) Younghill Kang, East Goes West (1937) Primary Sources, Essays, Photographs, Poetry, Paintings, Sculpture, and Political Cartoons Secondary sources Teacher generated worksheets, questions, and study guides America: Pathways to the Present resources Video, Songs, and Power Point resources Ellis Island –Isle of Hope, Isle of Tears

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary

Observation Homework Quizzes Types 1, 2 and 3 Collins Writing assignments Summative Unit Test

Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E) A. the Knights of Labor B. the American Federation of Labor headed by Samuel Gompers C. the Populist Party D. the Socialist Party headed by Eugene Debs

Articulate the differences between the major unions and radical political parties; and be able to offer examples of their activities and strategies

America: Pathways to the Present Chapter 13.3, 13.4, Chapter 14 Pie in the Sky by Joe Hill Primary Sources, Essays, Photographs, Poetry, Paintings, Sculpture, and Political Cartoons Secondary sources Teacher generated worksheets, questions, and study guides America: Pathways to the Present resources Video, Songs, and Power Point resources

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion

Dialectical Note Taking

Common Core Literacy Standards: 1, 2,3, 6, & 7

Process and apply assigned readings and to evaluate opposing viewpoints from multiple sources


Write historical arguments in a clear voice supported in a balanced way by a range of available evidence

Essential Terms:


Massachusetts History and Social Studies Curriculum Learning Standards: USII.4

Unit: The Gilded Age


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

After completion of the unit, students will be able to: Debate the pros and cons of westward expansion on all the parties involved, as well as understanding the different forces at work in the process of expansion and closing of the frontier

America: Pathways to the Present Chapter 14 Speeches by the Nez Perce Leader Eyewitness account of Wounded Knee Battle The Paintings of Frederick Remington Buffalo Hunter Diary Primary Sources, Essays, Photographs, Poetry, Paintings, Sculpture, and Political Cartoons Secondary sources Teacher generated worksheets, questions, and study guides America: Pathways to the Present resources Video, Songs, and Power Point resources

Lecture and Discussion Role Playing Guided Reading and Watching Group Review and Reporting Shared Visual and Audio Interpretation Dialectical Note Taking 10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a

Observation Homework Quizzes Types 1, 2 and 3 Collins Writing assignments Summative Unit Test

Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

Common Core Literacy Standards: 1,2,3,6 & 8



Massachusetts History and Social Studies Curriculum Learning Standards: USII.6

Unit: American Imperialism Lessons: The Spanish American War and the Philippines Roosevelt and Panama

Essential Questions: What motivated McKinley to call for war against Spain? Who led the opposition to America’s involvement? Can the Filipino Insurrection be compared to past American wars?


USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E) A. the influence of the ideas associated with Social Darwinism B. the purchase of Alaska from Russia C. America’s growing influence in Hawaii leading to annexation D. the Spanish-American War E. U.S. expansion into Asia under the Open Door policy F. President Roosevelt’s Corollary to the Monroe Doctrine G. America’s role in the building of the Panama Canal H. President Taft’s Dollar Diplomacy I. President Wilson’s intervention in Mexico J. American entry into World War I Common Core Literacy Standards: 1,2,3,6 & 8 Common Core Writing Standards: 1 & 4

After completion of the lesson, students will be able to: Better articulate, discuss and debate the policy of Imperialism in connection to prior examples of American expansion: and to describe territorial acquisition from the mid 1860’s to the outbreak of World War 1.

America: Pathways to the Present Chapter 17, Chapter 19 McKinley‘s War Message William Jennings Bryan on Imperialism The White Man’s Burden by Kipling The Other White Man’s Burden – by Ernest Crosby The Platform of the Anti Imperialist League Political Cartoons from a variety of sources Primary Sources, Essays, Photographs, Poetry, Paintings, Sculpture, and Political Cartoons Secondary sources Teacher generated worksheets, questions, and study guides America: Pathways to the Present resources

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

Observation Homework Quizzes A writing assignment such as a comparison of the Spanish American War to past examples of American expansion or a document based question on the debate that surrounded the Filipino Insurrection or the Building of the Panama Canal Types 1, 2 and 3 Collins Writing assignments Summative Unit Test

Essential Terms: Imperialism, Empire, The USS Maine, Emilio Aguinaldo, Alfred Thayer Mahan, John Hay, Yellow Press, William Randolph Hearst, Rough Riders, Admiral Dewey, Manila, Havana , Open Door Notes, Thomas Reed, Anti Imperialist League.



Unit: Progressivism Lessons: Populism and Civil Rights, Theodore Roosevelt as Progressive, Woodrow Wilson as Progressive, The 16

th, 17

th, 18

th and 19

th Amendments

Essential Questions: What were the goals of the reform movements that developed in reaction to industrialization? Who were the leaders and what were the goals of the turn of the century civil rights movement?

In what ways was Theodore Roosevelt a Progressive? In what ways was Theodore Roosevelt a Conservative?

How was the Presidency of Woodrow Wilson the high moment of Progressive thought? Was Wilson a pragmatic politician or a political idealist? What was the motivation for each of the Constitutional Amendments of the Progressive Era?

Were there unforeseen consequences of any of these amendments?


USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E) People A. Jane Addams B. William Jennings Bryan C. John Dewey D. Robert La Follette E. President Theodore Roosevelt F. Upton Sinclair G. President William H. Taft H. Ida Tarbell I. President Woodrow Wilson Policies

A. bans against child labor B. the initiative referendum and its recall

C. the Sherman Anti-Trust Act (1890) D. the Pure Food and Drug Act (1906) E. the Meat Packing Act (1906) F. the Federal Reserve Act (1913) G. the Clayton Anti-Trust Act (1914) H. the ratification of the Nineteenth

Amendment in 1920

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

After completion of the lessons, students will be able to: Discuss the particulars of the Progressive age chronologically and thematically; and to: Describe to the complexity and contradictions of Theodore Roosevelt; and to: Describe and debate domestic policy during the Presidencies of William Howard Taft and Woodrow Wilson: and to: Describe the obvious and the unforeseen consequences of the Constitutional Amendments of the Progressive Era; and to: .

America: Pathways to the Present Chapter 18 Primary Sources including the US Constitution, excerpts from The Atlanta Exposition Address, Wilson's First Inaugural Address, excerpts from Elihu Root's Experiments in Government and William Allen White's, The Old Order Changeth Excerpts from The Jungle by Upton Sinclair Excerpts from How the Other Half Lives by Jacob RIIs Excerpts from the Shame of the Cities by Lincoln Steffens Photographs by Lewis Hine against Child Labor The Children’s Declaration of Independence (1913) Secondary Sources including Edmund Morris on Theodore Roosevelt, Louis Achincloss on Woodrow Wilson America 1900 video Triangle Shirt Waist Fire – American Experience

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games

Observation Homework assignments Reading Quizzes Summative Test on legislation, debates, and personalities of the era Writing assignments such as essays on Progressivism as an American tradition or comparing Theodore Roosevelt's accomplishments with those of Woodrow Wilson, or Types 1, 2 and 3 Collins Writing assignments

Super Structures of the World – Panama Canal Secondary Sources Power Point presentation on Lewis Hine and the advocacy for Child Labor Laws

The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H) A. Carrie Chapman Catt B. W.E.B. Du Bois C. Marcus Garvey D. the National Association for the Advancement of Colored People (NAACP) E. Alice Paul F. Booker T. Washington

Explain the roots of the Civil Rights Movement in the events and personalities of the turn of the century

America: Pathways to the Present Chapter 12, Chapter 16 "The Talented Tenth" by WEB Dubois "The Atlanta Exposition Speech" by Booker T. Washington The dissent from Plessy v Ferguson by Justice John Marshall Harlan Freedom The Story of Us Iron Jawed Angels

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle

Essay comparing the positions of Booker T. Washington and WEB DuBois.

Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking





Unit: World War One Lessons: Causes, Strategies, Personalities and Innovations, The War at Home, The Treaty of Versailles Debate, Disillusion and The Lost Generation

Essential Questions: What caused the First World War? Who were the leading figures of the war years? What innovations came about because of the war?

How did World War One alter American life at home? Were new institutions or policies introduced into American life in the war years?

Why was the Treaty of Versailles rejected by the American Senate? Who led the opposition to the treaty? What arguments were used by Wilson to gain support for the treaty?

How did America’s intellectual classes react to the war? How did the politics of the 20’s reflect the ideas of the times?

Detailed Curriculum Standard Skills/Objectives Resources Instructional Strategies Assessments

USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty. Seminal Primary Documents to Read: President Woodrow Wilson, “Peace Without Victory,” speech (1917)

After completion of the lessons, students will be able to: Articulate the basic causes and explain the consequences of the First World War: and to: Articulate the effects of the First World War on American life and traditions; and to: Discuss and debate the rejection of the Treaty of Versailles by the American Senate; and to:

America: Pathways to the Present Chapter 19 Secondary sources Primary Sources such as Helen Keller's Protest of US Involvement and President Wilson's War Message to Congress The Fourteen Points Article 10 of the Treaty of Versailles Video Presentations such as The Lost Battalion, Peter Jennings, The Century, and Chronicle on Sacco and Vanzetti

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching

Observation Homework assignments Reading Quizzes Summative Test Questions Types 1, 2 and 3 Collins Writing assignments A Later writing assignment comparing the First to the Second World War Possible Treaty of Versailles Simulation Role Play

Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

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

Articulate the complexity of the intellectual reaction to the First World War: also to understand and explain the political reaction to the war.

America: Pathways to the Present Chapter 19 Letters from Bartolomeo Vanzetti and Nicolo Sacco to Justice Thayer Fiorello Laguardia on Prohibition Primary Source on the Boston Police Strike Inherit the Wind clip Freedom the Story of Us

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please

Research and Oral Presentations on Assigned Topics from the 1920's

Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking



Essential Terms: Essential Terms: Georges Clemenceau, David Lloyd George, Vittorio Orlando, Kaiser Wilhelm, Tsar Nicholas, Archduke Franz Joseph, Nationalism, Militarism, Imperialism, Trench Warfare, Tanks and Planes, Attrition, Lusitania, Zimmerman Telegram, Neutrality, George Creel, Bernard Baruch, War Industries Board, Committee on Public Information, Four Minute Men, Schenk V. United States, Eugene V. Debs, Over There, Black Jack Pershing, Rainbow Brigade, Liberty Cabbage, Draft resistance, Red Scare, Palmer Raids, Ratification, Henry Cabot Lodge, Stroke, Dr. Grayson, Edith Gault Wilson, Barnstorming, Irreconcilables, Compromise, Popular Sovereignty, Article 10, League of Nations, Normalcy, Warren Harding, Boston Police Strike, Calvin Coolidge, The Jazz Age, Fitzgerald, Hemingway, Harlem Renaissance, Social Darwinism, Tea Pot Dome Scandal


Massachusetts History and Social Studies Curriculum Learning Standards: USII.11,USII.12,USII.13

Unit: The 1920's Lessons: The Great Bull Market, The Crash and FDR

Essential Questions: How did popular culture in the 1920’s reflect changes in American society? What was the impact of technology on society in the 1920’s?

What categorized the economic life of America in the 1920’s? How did the approach of FDR differ from that of Hoover?


USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. A. restrictive monetary policies B. unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman

After completion of the lessons, students will be able to: Better articulate the qualities that categorized the economic life of the country during the 1920’s and 1930's.

America: Pathways to the Present Chapter 21.3, Chapter 22 Rugged Individualism by Herbert Hoover The Commonwealth Club Speech by Franklin D. Roosevelt Franklin Roosevelt’s First and Second Inaugural Peter Jennings – The Century Cinderella Man Seabiscuit The Grapes of Wrath

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best

Observation Homework assignments Reading Quizzes Summative Test Questions Types 1, 2 and 3 Collins Writing assignments

Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

USII.12 Analyze the important polices, institutions, and personalities of the New Deal era. (H) People A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin Policies A. the establishment of the Federal Deposit Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act E. the National Labor Relations Act F. the Works Progress Administration G. the Fair Labor Standards Act Institutions A. the American Federation of Labor B. the Congress of Industrial Organizations C. the American Communist Party

Describe and debate the responses of Herbert Hoover and Franklin Roosevelt to the challenges of the Great Depression; and to, Articulate the range of programs initiated in the New Deal, describe the short term and long term impact of those programs on American life, and debate the alternatives offered in the moment and thereafter; and to,

America: Pathways to the Present Chapter 23 Everyman a King by Governor Huey Long Power Point on Alphabet Agencies Power Point on Pop Cultures You Tube Clip “American Dream” Surviving the Dust Bowl Riding the Rails Freedom the Story of US

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap


Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

USII.13 Explain how the Great Depression and the New Deal affected American society. A. the increased importance of the federal government in establishing economic and social policies B. the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics

Explain and connect impact of the Depression on the current day politics and economics.

Promised Land Video

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking


Common Core Literacy Standards:

1,2,3,6 & 8


Essential Terms: Herbert Hoover, Marcus Garvey, Back to Africa Movement, Harlem Renaissance, Langston Hughes, A Philip Randolph, NAACP, Duke Ellington, Cotton Club, Margin Buying, Pools, Andrew Mellon, Laissez Faire, Stock Manipulation, Selling Short, Al Smith, Joseph Kennedy, The Great Crash, Black Friday, Essential Terms: Anacostia Flats, General McArthur, Reconstruction Finance Corporation, Unemployment, Hyperinflation, Rugged Individualism, John Maynard Keynes Eleanor Roosevelt, Fireside Chats, Bank Holiday, CCC, WPA, FDIC, Harry Hopkins, Frances Perkins, Henry Wallace, Dust Bowl, Okies, The Grapes of Wrath, TVA, Huey Long, Charles Coughlin, Frances Townshend, Social Security, Every Man A King, Supreme Court Packing, Wendell Wilkie, Al Smith, Robert Taft, Herbert Hoover, Gone With the Wind, The Wizard of Oz, Bing Crosby, Radio Serials, Orson Welles, The 1939 World’s Fair, The Grapes of Wrath, William Faulkner, Paul Robeson, Katherine Hepburn, Marion Anderson, Scottsboro Boys


Massachusetts History and Social Studies Curriculum Learning Standards: USII.14, USII.15,

Unit: World War Two Lessons: American Isolation and Neutrality, FDR and Churchill, Pearl Harbor, Major Battles, Generals, and Diplomacy

Essential Questions: What prompted the Japanese to attack Pearl Harbor? Who was to blame for the scale of the losses at Pearl Harbor? Who were the Military personnel in positions of greatest authority? What were the Diplomatic steps taken to create a war plan?


USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. (H)

After completion of the lessons, students will be able to: Describe, discuss and debate American Foreign policy decisions in the 1920’s and 1930’s; and to:

America: Pathways to the Present Chapter 24.4

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers


Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

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

Seminal Primary Documents to Read: President Franklin Roosevelt, “Four Freedoms,” speech (1941) Seminal Primary Documents to Consider:

Describe the military and diplomatic decisions made by Franklin Roosevelt and Winston Churchill in the war years; and to: Better understand and articulate the complexity of the military and diplomatic events of the Second World War in the European and Pacific theatres; and to:

America: Pathways to the Present Chapter 24.1, 24.2, 24.3 President Franklin Roosevelt, “Four Freedoms,” speech (1941) Power Point on the Rockwell Four Freedoms Power Point on Battles and Military Leadership Interactive On Line Pearl Harbor Map Episode 2 – Day of Days Episode 9 Band of Brothers

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs


Justice Robert M. Jackson’s opinion for the Supreme Court in West Virginia State Board of Education v. Barnette (1943) and Learned Hand’s The Spirit of Liberty (1944)

Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking



Essential Terms: McArthur, Eisenhower, Halsey, Doolittle, Cordell Hull, Henry Stimson, Casablanca, Yalta, Potsdam, General Marshall, Tojo, Hirohito, “December 7, 1941”, Rommel, Patton, El Alamiein, Sicily, Midway, Leyte Gulf, Okinawa, Iwo Jima, Coral Sea, D- Day, Battle of the Bulge,



Unit: World War Two Lessons: Japanese American Internment and the Holocaust, The Atomic Bomb

Essential Questions: What was the quality of life at home during the Second World War? How did the role of women change during the war years? What factors contributed to the decision to intern Japanese Americans? What did Americans know about the Holocaust and what actions were taken to alleviate the loss of life? Who conceived, built and deployed the Atomic Bomb? What were the scientific obstacles to success on this project? What were the geopolitical consequences of the dropping of the Atomic Bomb?


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

After completion of the lessons, students will be able to: Discuss and debate the building and the dropping of the Atomic Bomb on Japan in August 1945.

America: Pathways to the Present Chapter 25 Einstein’s Letter and other primary sources concerning the Atomic Bomb Fog of War World War Two in Color – Triumph and Despair The Twisted Cross




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

Articulate the rapidity of change of American society during the Second World War; and to: Discuss and debate the internment of Japanese Americans and the choices of the American government concerning the Holocaust

America: Pathways to the Present Chapter 25 Freedom – The Story of US Peter Jennings – The Century Ken Burns – The War






Essential Terms: League of Their Own, Norman Rockwell’s Four Freedoms, War Bonds, Rationing, Black outs, Third Shifts, West Virginia v. Barnette, Nuremberg Laws, Manzinar, Racism, Nisei, Korematsu case, Dachau, Buchenwald, Anti Semitism, Israel, Einstein’s Letter, Manhattan Project, Oppenheimer, Groves, Enola Gay, Hiroshima, Nagasaki, Potsdam, Arms Race, Duck and Cover


Massachusetts History and Social Studies Curriculum Learning Standards: USII.18 USII.19,

Unit: The Cold War Lessons: The Truman Doctrine and the Marshall Plan, The Berlin Airlift, China and Korea,

Essential Questions: How did the goals of the United States and the Soviet Union diverge after the Second World War? What was the American response to the European crisis an d to Soviet expansionism? Where were some of the crisis spots in the emerging Cold War? What were the policy options for the United States; which were chosen?


USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies. A. the differences between the Soviet and American political and economic systems B. Soviet aggression in Eastern Europe C. the Truman Doctrine, the Marshall Plan, and NATO

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

After completion of the lessons, students will be able to: Discuss and debate the American response to Soviet expansionism after the Second World War; and to:

America: Pathways to the Present Chapter 26 The Truman Doctrine (1947), and George Kennan, “The Sources of Soviet Conduct” (1947)

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use


Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union. (H, G)

A. the Korean War B. Germany C. China D. the Middle East E. the arms race F. Latin America G. Africa H. the Vietnam War

Describe specific examples of the American policy of containment; Identify those places affected on a world map.

A. Taiwan B. Iron Curtain C. Berlin D. Korea E. Iran F. Vietnam

America: Pathways to the Present Chapter 26

Review of Geography themes and skills




Essential Terms: The Long Telegram, Rhine River, Fall of Berlin, Greek Crisis, Poland, Iron Curtain speech, Red Scare, NATO Peasant Nationalism, International Communism, NSC

68, Inchon Landing, CIA led overthrow of Mohammed Mosaddegh, Insubordination, Mao Zedong, Chiang Kai Shek, Dean Acheson


Massachusetts History and Social Studies Curriculum Learning Standards: USII.22, USII.23, USII.24

Unit: The Fifties Lessons: McCarthyism, Television Changes Everything, The Development of the Suburbs,

Essential Questions: How did the advent of television affect family life, political life, and economic life in America? Who were the shapers of this technology? What prompted the development of the suburbs? Were there unintended consequences to this development? Was there an internal threat to American security in the years following the Second World War? Who was Senator McCarthy, who were his targets, what were his strategies? What led to the decline of McCarthy’s influence?


USII.22 Analyze the causes and consequences of important domestic Cold War trends. A. economic growth and declining poverty B. the baby boom C. the growth of suburbs and home-ownership D. the increase in education levels E. the development of mass media and consumerism

After completion of the lessons, students will be able to: Explain the short term and long term impact, socially and politically, of television; and to: Explain the short term and long term impact of population growth and the development of a suburban lifestyle; and to: Discuss and debate the reservations of a vocal minority to the status quo in American life as the 1950’s came to a close.





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

Describe and compare the Civil Rights records of Presidents Truman and Eisenhower; and to: Return to New Deal Initiatives and understand revisions to those programs Examine the short term and long term impact of the Soviet Space program on American society


10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test


Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

USII.24 Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism. (H) People A. Whittaker Chambers B. Alger Hiss C. J. Edgar Hoover D. Senator Joseph McCarthy E. Julius and Ethel Rosenberg Institutions A. the American Communist Party (including its close relationship to the Soviet Union) B. the Federal Bureau of Investigation (FBI) C. the House Committee on Un-American Activities (HUAC)

Discuss and debate the goals and strategies of Senator Joseph McCarthy and his allies; and to: Understand the events and individuals that led to Senator McCarthy being censured; and to list and understand specific individuals blacklisted during the McCarthy period Anticipate the future events that were influenced by McCarthyism







Essential Terms: David Sarnoff, Milton Berle, Lucille Ball, Westerns, Baby Boomers, Teen Market, Elvis, Ed Sullivan, Edward R. Murrow, Sputnik, Levittown, Franchising, White Flight, Redlining, Interstate Highway Act, California Baseball, Urban Renewal, The Kinsey Report, Duck and Cover, Brown v. Board of Education, Emmett Till, Little Rock, Sit Ins, SCLC, SNCC, Medgar Evers, Martin Luther King Jr., Rosa Parks, Invisible Man, Howl, Rebel Without a Cause, Marlon Brando, On the Waterfront, Catcher in the Rye, Catch 22, Miles Davis, The Beats, On the Road, Buddy Holly, Eisenhower’s Farewell, Military Industrial Complex, Marilyn Monroe ,


Massachusetts History and Social Studies Curriculum Learning Standards: USII.20, USII.21,

Unit: The Cold War Lessons: The Roots of the Vietnam War, The End of the Cold War

Essential Questions: How did the history of Vietnam influence the American involvement there?


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

After completion of the lessons, students will be able to: Analyze and articulate the roots of American involvement in Vietnam and how that involvement evolved under successive American Presidents

America: Pathways to the Present Chapter 29, Chapter 31 Primary Sources




USII.21 Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. (H, E) Seminal Primary Documents to Read: President John F. Kennedy, Inaugural Address (1961) Seminal Primary Documents to Consider: President Ronald Reagan, Speech at Moscow State University (1988)

Discuss, debate and compare how the primary sources from the Presidencies of Eisenhower to that of Bush illustrate American foreign policy goals and impacted the collapse of the Soviet Union

America: Pathways to the Present Chapter 26, Chapter 27, Chapter 29, Chapter 32, Chapter 33 President John F. Kennedy, Inaugural Address (1961)






Essential Terms: Dien Ben Phu, French Indochina, Ho Chi Mihn, Treaty of Versailles, SEATO, Domino Theory, Geneva Accords, 17th

Parallel, Cuban Missile Crisis, Berlin Wall, Ngo Dinh Diem, Gulf of Tonkin Resolution, Henry Kissinger, Maxwell Taylor, Bay of Pigs Invasion, Gene McCarthy, Robert Kennedy, "The Wise Men", Robert McNamara, Dean Rusk, Body Counts, Napalm, Agent Orange, Limited War



Unit: The Modern Civil Rights Movement Lessons: The Civil Rights Movement Begins Again, Some Goals Realized

Essential Questions: What events and individuals brought the Civil Rights Movement back into prominence? What events and individuals created an opposition to the Civil Rights Movement? What evidence is there that the Civil Rights Movement achieved some of its goals?


USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H) People A. Robert Kennedy B. Martin Luther King, Jr. C. Thurgood Marshall D. Rosa Parks E. Malcolm X Institution A. the National Association for the Advancement of Colored People (NAACP) Events A. Brown v. Board of Education (1954) B. the 1955–1956 Montgomery Bus Boycott C. the 1957–1958 Little Rock School Crisis D. the sit-ins and freedom rides of the early 1960s E. the 1963 civil rights protest in Birmingham F. the 1963 March on Washington G. the 1965 civil rights protest in Selma H. the 1968 assassination of Martin Luther King, Jr. Seminal Primary Documents to Read: Reverend Martin Luther King’s, “I Have A Dream” speech and his Letter from Birmingham City Jail(1963), President Lyndon Johnson, speech to Congress on voting rights (March 15, 1965)

After the completion the lessons students will be able to: Discuss and debate the renewal of the Civil Rights Movement of Black Americans; and to: Identify the different approaches developed over time to address inequality in Civil Rights and the individuals central to developing those approaches Discuss and debate the reservations of a vocal minority to the changing status of Black Americans as the Civil Rights Movement developed

America: Pathways to the Present Chapter 28 Eyes on the Prize Parts 1 and 2 Freedom the Story of Us American Experience: The Murder of Emmitt Till 1968: The Year that Shaped a Generation Excerpts from The Children by David Halberstam




USII.26 Describe the accomplishments of the civil rights movement. A. the 1964 Civil Rights Act and the 1965 Voting Rights Act B. the growth of the African American middle class, increased political power, and declining rates of African American poverty

Create a timeline of the successful initiatives adopted that increased the integration of Black Americans into American Society, politically and socially,

America: Pathways to the Present Chapter 28 Eyes on the Prize Parts 1 and 2 Freedom the Story of Us American Experience: The Murder of Emmitt Till 1968: The Year that Shaped a Generation Excerpts from The Children by David Halberstam

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming


Lecture and Discussion Dialectical Note Taking



Essential Terms: , White Flight, Redlining, Urban Renewal, The Kinsey Report, Brown v. Board of Education, Emmett Till, Little Rock, Sit Ins, SCLC, SNCC, Medgar Evers, Martin Luther King Jr., Rosa Parks, Invisible Man, Voters Rights Act, James Meredith, Malcom X, Stokely Carmichael, Muhammad Ali, Voting Rights Act, Civil Rights Act, Freedom Summer, Selma, Birmingham, Pettis Bridge, Lyndon Johnson, John Lewis, March on Washington



Unit: Kennedy, Johnson and Nixon Lessons: The Assassination of John Kennedy, Lyndon Johnson and the Great Society, Student Protest and 1968, Richard Nixon, Diplomat, The Rise of Women in Politics and the Break In at Watergate

Essential Questions: How did American women come to a greater position of political influence in the early 1970’s?


USII.27 Analyze the causes and course of the women’s rights movement in the 1960s and1970s. (H) A. Betty Friedan and Gloria Steinem B. the birth control pill C. the increasing number of working women D. the formation of the National Organization of Women in 1967 E. the debate over the Equal Rights Amendment F. the 1973 Supreme Court case, Roe v. Wade

After completion of the lesson, students will be able to: Name the most influential women and events that expanded the role of women in American political life; and to: Better articulate emerging attitudes on how women participate in American society

America: Pathways to the Present Chapter 30 Freedom: The Story of US




USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. A. the space exploration program B. the assassination of President Kennedy C. Johnson’s Great Society programs D. Nixon’s appeal to “the silent majority” E. the anti-war and counter-cultural movements F. the creation of the Environmental Protection Agency (EPA) in 1970 G. the Watergate scandal (including the Supreme Court case, U.S. v. Nixon)

Better articulate how popular culture in the 1960's and 1970’s reflected the complexity of the era; and to: Better articulate the foreign policy practiced by President Richard Nixon, including détente and ping pong diplomacy The events connected with the resignation of President Nixon; and to: Better articulate the end of and the aftermath of the war in Vietnam; and to: Better discuss and debate the unique qualities of the economic life of the United States in the late 1970’s

America: Pathways to the Present Chapter 29, Chapter 32 Power Point presentation on the 1960’s and 1970’s using Time and Newsweek images from the time

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary Write A Rap


Carousel Brainstorming Lecture and Discussion Dialectical Note Taking



Essential Terms: Lee Harvey Oswald, Dealey Plaza, Conspiracy, Jack Ruby, Walter Cronkite, John Kennedy Jr., Space Race, Nuclear Test Ban, Assassination of Diem, Sam Giancanna, War on Poverty, Head Start, Medicare, Medicaid, Appalachia, Cesar Chavez, Michael Harrington, The Other America, Rachel Carson, Silent Spring, Ralph Nader, Unsafe at Any Speed, Hawks, Doves, Limited War, Politicizing the War, “Destroy the village, in order to save it.”, Senator Eugene McCarthy, Senator Robert F. Kennedy, Governor George Wallace, Richard Nixon, Hubert Humphrey, Students for a Democratic Society, Jerry Rubin, Tom Hayden, Chicago 7, Miami, Chicago, Draft resistance, Draft exemptions, Silent Majority, , China, Russia, Détente, Henry Kissinger, Vietnaminazation, ABM treaty, Shuttle Diplomacy, Gloria Steinem, Betty Friedan, NOW, Senator Sam Ervin, The Plumbers, Woodward and Bernstein, War Powers Act, George McGovern, H. R. Haldeman, John Erhlichman, John Dean, Roe v. Wade, The Equal Rights Amendment, Phyllis Schaflly, Gerald Ford, Nelson Rockefeller, Helicopters from Saigon, President Ford, Cambodia, Laos, Domino Theory, Homeless Veterans, Post Traumatic Shock, War Powers Act, Reform Congress of 1974, OPEC, Oil Embargo, Gas Lines, Inflation, Rationing, Gas Guzzlers, Big Three Auto makers, Lee Iococca, , Post Industrial Economy, Service Economy, Superfly, I Am Woman, Disco, Star Wars, Gay Activism, Pornography, Staying Alive, Born on the Fourth of July, Andy Warhol



Unit: Ronald Reagan and the last Decades of the Twentieth Century Lessons: Nationalism Reemerges, Very Different Teams and Terms, New Foreign Policy Challenges, William Clinton and Triangulation

Essential Questions: How did Ronald Reagan reenergize and refocus Americans toward their own success? What forces in society mirrored this “Reagan Revolution”? Why were the presidential terms of Ronald Reagan so different? What were some of the particulars that speak to the differences in each term? What were the new foreign policy challenges that faced George H. W.Bush and William Clinton?


USII.29 Analyze the presidency of Ronald Reagan. (H, E) A. tax rate cuts B. anticommunist foreign and defense policies C. Supreme Court appointments D. the revitalization of the conservative movement during Reagan’s tenure as President E. the replacement of striking air traffic controllers with non-union personnel

After completion of the lesson, students will be able to: Discuss and debate the legacies of the New Deal and the Great Society and their appropriateness in the late 1970’s; and to: Evaluate and analyze the rise of a modern conservative movement including Buckley, Goldwater, and Christian Evangelicals Better articulate the nature of Ronald Reagan’s personality and its ability to reenergize the United States; and to: Differentiate between Ronald Reagan’s first and second terms as President.

America: Pathways to the Present Chapter 33 President Reagan's Farewell Address Power Point Comparing President Reagan to President Carter

10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes


Write Your Own Best Test Relay Summary Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking

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

Compare and contrast immigration and demographic changes throughout the 20

th century.

Discuss technological changes as extensions of prior changes and analyze those that were unique or novel to the time


10-2 Summarizing Learning Buddies 3-2-1 Summarizing “The Important Thing About …” “Luck of the Draw” summarizing Paired Verbal Fluency Sorting Cards One-Word Summary Synectics Review Four Box Synectics One Question Quiz A-B-C Summarizer Ticket to Leave Give One, Get One Know, Want to Know, Learned, Will Use Shared Visual Analysis Read and ReportGraphic Organizers Draw a Picture/Diagram Learning Logs Thinking Logs Think, Pair, Share Reciprocal Teaching Last Word Board Games The Envelope Please Inside/Outside Circle Cheat Notes Write Your Own Best Test Relay Summary


Write A Rap Carousel Brainstorming Lecture and Discussion Dialectical Note Taking



Essential Terms: Tax Revolt, Proposition 2 ½, Proposition 13, 1980 US Hockey Team, Arms Race, New Federalism, Tax Cuts, Paul Volker, Entrepreneurship, Personal Computing, Apple, Microsoft, Rocky 4, Anti Communist Rhetoric, Mikail Gorbachev, Assassination attempt, James Brady, Donald Regan, Nancy Reagan, James Baker, Iran Contra, Bitberg Cemetery, Challenger Explosion, John Hinkley, Point Du Hoc, Star Wars Missile System