Time Frame: Great Depression and New Deal State Frameworks

Social Studies Curriculum Guide

Franklin High School

Broad Topic/Unit Title: Time Frame:

Great Depression and New Deal 3-4 Weeks

State Frameworks:

USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the

Great Depression. (H, E)

A. restrictive monetary policies

B. unemployment

C. support for political and 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

USII.12 Analyze the important policies, 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 Federal Deposit Insurance Corporation

B. the Securities and Exchange Commission

C. the Tennessee Valley Authority

D. the Social Security Act, the National Labor Relations Act

E. the Works Progress Administration

F. the Fair Labor Standards Act

Institutions

A. the American Federation of Labor

B. the Congress of Industrial Organizations

C. the American Communist Party



USII.13 Explain how the Great Depression and the New Deal affected American society. (H)

A. the increased importance of the federal government in establishing economic and social policies

B. the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics

Essential Questions

What is an economy?

What defines a person’s

standard of living?

What is the role of

government in the

economy?

To what extent is a

person responsible for

his/her financial

security?

Learning Objectives

Students will understand:

- how an economic

depression impacts

people

- the short and long

term causes of the

Great Depression

- President Hoover’s

and President

Roosevelt’s economic

policies

- The criticisms of

President Roosevelt’s

New Deal

Skills

SWBAT:

Examine the impact of

an economic depression

Analyze the long term

and short term causes of

the Great Depression

Compare and Contrast

the economic policies of

Herbert Hoover and

Franklin D. Roosevelt

Analyze the criticisms

of Roosevelt and the

new Deal

Judge the effectiveness

of the New Deal

Essential Vocabulary

- Price supports

- credit

- stock market

- Dust Bowl

- Shantytowns, soup

kitchens, bread lines

- Direct relief

- Herbert Hoover

- Classical economic

theory/“do-nothing”

approach

- Boulder Dam

- Federal Home Loan

Bank Act

- Reconstruction Finance

Corporation

- Bonus Army

- Franklin Delano

Roosevelt

- Election of 1932

- Keynesian economic

theory

- Glass-Steagall Banking

Act of 1933 (FDIC)

- Federal Securities Act

- Eleanor Roosevelt

- Huey Long

- Charles Coughlin

- Securities and

Exchange Commission

Accommodations/Extensions

Utilize textbook resources

(ie. Reading Guide) to help

access curriculum

Provide extra time to

complete homework and

assessments

Modify expectations in

research and presentation

(length, amount of sources,

etc)

Assessments modified with

limited number of questions,

word banks and open

response options

Analyze the debate over the

short and long term causes of

the global Great Depression

(E)



- Tennessee Valley

Authority

- Social Security Act

- National Labor

Relations Act

- Works Progress

Administration

- Fair Labor Standards

Act

- American Federation of

Labor

- Congress of Industrial

Organizations

- American Communist

Party

Resources:

The Americans (Chapter 22 and 23)

The Hard Times by Studs Terkel

Library of Congress website: Great Depression Images

Dorothea Lange: Photographs

FDR’s Inaugural Address

FDR’s Fireside Chats

Huey Long’s Share our Wealth

After the Fact: Chapter on Great Depression (Dust Bowl)

A People’s History of the United States Howard Zinn

ABC Clio: Great Depression

Common Learning Experiences:

“Cinderella Man” film

“Great Debaters” film

“Seabiscuit” film



Textbook video on the Dust bowl

Dust bowl photograph carousel

Primary Source Comparison of Classical v. Keynesian economic theories (essay/chart)

Stock Market Introduction

Common Assessment Items:

Tests

Quizzes

Stock Market tutorial

Alphabet Soup expert group project

US History II Curriculum

FHS Social Studies Department

Broad Topic/Unit Title: World War II Pacing Guide: 2-3 weeks

Learning Standards:

USII. 14 Explain the strength of American isolationism after WWI and analyze its impact on US foreign policy.

US II. 15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of WWII

and summarize the major battles 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)

Fascism in Germany

German rearmament and militarism of the Rhineland

Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland

Japan’s invasion of China and the Rape of Nanking

Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam

conferences

US II. 16 Explain the reasons for dropping the atomic bomb on Japan and discuss the short and long term effects.

US II. 17 Explain important domestic events that took place during the war.

Essential Questions

How does war impact the

civilian?

What considerations are

taken into account when

creating a foreign policy?

Objectives


The Rise of the Axis

Powers and the start of

World War II

The shift in American

foreign policy from

isolationism to its

involvement in WWII

Skills

SWBAT:

Identify the leaders of

the Axis and Allied

Powers

Explain the rise of

fascism and militarism

Analyze American

foreign policy decisions

leading up to World War

II

Vocabulary

Fascism

Militarism

Isolationism

Neutrality Act

Axis powers

Allied Powers

Lend Lease Plan

Atlantic Charter

George Marshall

Nisei

Executive Order 9066

WPB

Dwight Eisenhower




access curriculum



assessments




etc)

The major battles in the

European and Pacific

theatres during WWII

The controversy

surrounding the usage of

the atomic bomb

The impact of the war on

the American home front

Identify major battles

and key figures of World

War II

Assess Truman’s

decision to use the

atomic bomb

Assess the impact of

World War II on the

American home front

George Patton

D-Day

Harry Truman

Battle of the Bulge

Douglas MacArthur

Island Hopping

Kamikaze

Manhattan Project

Robert Oppenheimer

Hiroshima and Nagasaki

Yalta and Potsdam

Conferences

United Nations



word banks and open

response options

Resources:

The Americans (Chapters 24 and 25)

Four Freedoms- FDR

Quarantine Speech- FDR

Atlantic Charter

Einstein’s letter to FDR

Declaration of War-FDR

Band of Brothers by Stephen Ambrose (film as well)

“Night and Fog”- film

“Why we dropped the bomb” Peter Jennings

“After the Fact”- the decision to drop the bomb

Common Labs/Experiences/Lessons:

Mapping exercise (identify countries and battles)

View Band of Brothers mini-series

Read and analyze Band of Brothers

Create class debate regarding the decision to drop the bomb

Analyze various primary sources from World War II era

Assessments:

Test and Quizzes

Debate essay

Soldier’s scrapbook

Book analysis

Unit Plan: US History II

Franklin Public Schools

Broad Topic/Unit Title: World War I Pacing Guide:_1-2 Weeks_

Learning Standards:

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)

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

Essential Questions

What factors can

precipitate global

conflict?

Under what

circumstances should a

nation go to war?

Objectives


- The long term causes

of World War I

- The short and long

term causes of US

entrance into WWI

- The impact of the

war on the American

homefront

- President Wilson’s

vision of global

diplomacy

Skills

SWBAT:

Explain the four long

term causes of World

War I.

Analyze the short term

and long term causes of

US entry into World

War I


World War I on the

American home front

Evaluate President

Wilson’s global vision of

diplomacy


Nationalism

Imperialism

Militarism

Alliance system

Allies

Central Powers

Archduke Franz

Ferdinand

Trench warfare

The Lusitania

Zimmerman Note

Isolationism &

Neutrality

Selective Service Act

1917

Conscientious objector

Mechanized warfare

War Industries Board

Espionage and Sedition

Acts

The Great Migration

Wilson’s Fourteen Points

League of Nations

Treaty of Versailles

(1919)




access curriculum



assessments




etc)



word banks and open

response options

Resources:

- The Americans (Chapter 19)

- The Zimmerman Note

- Woodrow Wilson’s “Peace Without Victory” speech (1917)

- Woodrow Wilson’s request for Declaration of War

- Woodrow Wilson’s “Fourteen Points” speech (1918)

- “Four Minute Men” Speeches

- Creel Committee (CPI) propaganda posters

- Declaration of Neutrality (1914)

- US v. Schenck case

- 20th

Century Series (DVD)

- America’s Time: The Century (VHS/DVD)


- Analyzing wartime propaganda

- Examine Wilson’s diplomacy (Fourteen points and Treaty of Versailles)

Assessments:

- Unit Test



Broad Topic/Unit Title: 1960s Society, Politics and Economy Pacing Guide: 2-3 weeks

Learning Standards:

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.

USII.25: Analyze the origins, goals, and key events of the Civil Rights movement.

USII.26: Describe the accomplishments of the civil rights movement.

USII.27: Analyze the causes and course of the women’s rights movement in the 1960s and 1970s.

USII.28: Analyze the important domestic policies and events that took place during the presidencies of President Kennedy, Johnson, and

Nixon.

Essential Questions

How do Supreme Court

decisions impact

American society?

How does a war

become unpopular?

Objectives


- the importance of the civil

rights movement

- the conflicts of the Vietnam

war

- the space race

- the Kennedy administration

- the crises that developed

over Cuba

- Cold War symbolisms

- the Great Society

- the Warren Court

Skills

SWBAT: - Analyze political cartoons

for content and bias

- Explain the role that

television plays in today’s

politics

- Recognize Cold War

terminology

- Describe the new military

policy of the Kennedy

administration

- Summarize the crises that

developed over Cuba

- Summarize the New

Frontier domestic and foreign

agendas

- Summarize the goals of

Johnson’s Great Society

- Identify the reforms of the

Warren Court

- Explain how legalized

segregation deprived African

Americans of their rights as

Vocabulary - Election 1960

- Camelot

- New Frontier

- Peace Corps

- Alliance for Progress

- Bay of Pigs (61)

- Berlin Wall (61)

- Cuban Missile Crisis

- “hot-line”

- Limited Test Ban Treaty

- “flexible response”

- SNCC (60)

- Freedom Riders

- James Meredith

- March on Washington

- Ngo Dihn Diem

- Ho Chi Minh

- Space Race

- JFK Assassination

- Election of 1964

- Great Society Programs

- Freedom Summer (64)

- Civil Rights Act 1964




access curriculum



assessments




etc)



word banks and open

response options

citizens

- Evaluate the

accomplishments of the civil

rights movement

- Selma Campaign (65)

- Voting Rights Act 1965

- Segregation

- Nation of Islam

- Malcolm X

- Stokely Carmichael

- Black Power

- Black Panthers

- Anti-War movement

- Credibility Gap

- Tonkin Gulf Resolution

- U.S. troop escalation

- “living room” war

- draft

- National Organization for

Women

- “feminism”

- Betty Friedan

- The Feminine Mystique

- Tet Offesive

- My Lai Massacre

- MLK Assassination (68)

- RFK Assassination (68)

- United Farm Workers

- Civil Rights Act 1968

- Counterculture

- New Left

- Students for a Democratic

Society

- Haight-Ashbury

- Election of 1968

- Vietnamization (69)

- “Nixon Doctrine”

- “stagflation”

- “Silent Majority”

- The Beatles

Resources:

The Americans (Chapters 28, 29, 30, 31)

- Eisenhower farewell address

- JFK Inaugural Address

- Eyes on the Prize

- 13 Days

- JFK Civil Rights Speech (June 1963)

- Mississippi Burning

- Ghosts of Mississippi

- Malcolm X

- Letter from Birmingham Jail

- Tonkin Gulf Resolution

- Fannie Lou Hamer: Why We Need the Vote

- Warren Court Cases

- JFK: “American University Speech”

- 1968 Tom Brokaw

- Summer of Love


JFK Library

Political cartoon jigsaw

Cuban Missile Crisis role play

Civil Rights newscast

Assessments:

Unit Test



Broad Topic/Unit Title: Progressivism Pacing Guide:_3 weeks_

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

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)

Essential Questions

What is the role of

government?

How does a reform

movement evolve?

Objectives


- the precipitating factors

that led to the

Progressive movement

- the five main goals of

the Progressive

movement

- the changing role of

government in the


- the political, social, and

economic impacts of the


Skills

SWBAT:

Explain the political,

social, and economic

goals and achievements

of Progressivism

Identify the leaders of

the Progressive

movement

Analyze the increasing

influence of women in

the political and social

spheres of America

Distinguish the

Progressive ideals and

policies of T. Roosevelt,

Taft, and Wilson

Explain the significant

impact of the Election of

1912 on the presidency

and the impact of

Wilsonian reform on the

economy


recall

initiative

referendum

Prohibition

muckrakers

16th

-19th

Amendments

women’s suffrage

Square Deal

Upton Sinclair

Meat Inspection Act

Pure Food and Drug Act

US Forest Service

Elkins Act

Hepburn Act

conservation

Booker T. Washington

NAACP

W.E.B. DuBois

Ida Tarbell

NAWSA

NWP

Election of 1912

Clayton Ant-Trust Act

Federal Trade

Commission

Federal Reserve Act

New Freedom




access curriculum



assessments




etc)



word banks and open

response options

Resources:


-The Jungle-Sinclair

- Iron-Jawed Angels

- Triangle Shirtwaist Factory primary source

- creation of the Federal Reserve System (overview)

- seminal primary source reading: “The New Nationalism” speech (1910), T. Roosevelt

- Progressivism political cartoons

- American Time: The Century (VHS/DVD)

-www.digitalhistory.uh.edu


- mock Election of 1912

- analysis of political cartoon

Assessments:

- Unit Test

- “Progressive Playoffs”

- media analysis of Iron-Jawed Angels



Broad Topic/Unit Title: Industrialization, Immigration, and Urbanization Pacing Guide:_1-2 weeks_

Learning Standards:

USII.1 Explain the various causes of the Industrial Revolution. (H, E)

USII.2 Explain the important consequences of the Industrial Revolution. (H, E)

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)

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

Essential Questions

What are the costs and

benefits of rapid

industrialization?

What are the experiences

of immigrants?

What are the

consequences of rapid

urbanization?

Objectives


- The factors that led

to Industrialization

- The social, cultural,

political and

economic impact of

Industrialization

- Causes and effects of

immigration

- Causes and effects of

rapid urbanization

Skills

SWBAT:

Identify and describe the

factors of

industrialization


industrialization on

American workers

Describe the experiences

of immigrants in

America

Explain the nature of the

demographic shift of

America’s population to

cities

Evaluate the effects of

industrialization,

urbanization and

immigration on

American society


Wright Brothers

Alexander Graham Bell

Thomas Edison

George Eastman

Andrew Carnegie

John D. Rockefeller

George Pullman

Eugene Debs

Mother Jones

Unions-

I.W.W.

Knights of Labor

AFL

Samuel Gompers

Social Darwinism

Capitalism

Vertical Integration

Horizontal Integration

Gilded Age

Nativism

Chinese Exclusion Act

Gentleman’s Agreement

Ellis Island

Emma Lazarus

Angel Island

Tenements

Mass transit




access curriculum



assessments




etc)



word banks and open

response options

Political machines

Resources:

- The Americans (Chapter 14-16)

-How the Other Half Lives/Images-Jacob Riis

-Tenament.org

-Ellis Island-Virtual Tour

-The Jungle-Sinclair

-Autobiography-Mother Jones

-The Breadgivers-Yezeirska

-Wealth and Its Uses-A. Carnegie

-Communist Manifesto

-Homestead Strike-10 Days that Changed American History (video)

-Speeches-E. Debs

-Gilded Age political cartoons

-I.W.W. poster

-Orville Wright Diary

-Kodak Camera advertisement

-The Brooklyn Bridge

-Immigrant stories


-Nineteen-Hundred (PBS-DVD)

-The Most Dangerous Woman in America (DVD)

-www.digitalhistory.uh.edu


- Exploring photography of Jacob Riis and Lewis Hines

- Virtual tour of Ellis Island

- Analysis of political cartoons

Assessments:

- Unit Test

- Collage



Broad Topic/Unit Title: Imperialism Pacing Guide:_1-2 Weeks_

Learning Standards:

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)

Essential Questions

What factors can

precipitate global

conflict?

To what extent is

Imperialism justified?

Objectives


- The reasons that

America became an

imperial power

- The debate that took

place regarding

American imperialism

- the impact of

imperialism at home and

abroad

Skills

SWBAT:

- describe the political,

social, and economic

catalysts for Imperialism

- Locate and label

American imperial

possessions

- Define and give

examples of T.

Roosevelt’s “Big Stick”

diplomacy, Taft’s

“Dollar Diplomacy”,

Wilson’s “Missionary

Diplomacy”


Nationalism

Imperialism

Anti-Imperialist League

Militarism

Great White Fleet

Sanford B. Dole

Alfred T. Mahan

Queen Lilliuokalani

Jose Marti

Yellow Journalism

U.S.S. Maine

Spanish-American War

George Dewey

Rough Riders

San Juan Hill

Platt Amendment

Louis Munoz

Foraker Act

Philippines

Emilio Aguinaldo

Filipino-American War

Treaty of Paris

John Hay

“Open Door Notes”

Boxer Rebellion

Panama Canal

Roosevelt Corollary

John Pershing

Pancho Villa




access curriculum



assessments




etc)



word banks and open

response options

Resources:


- Maps

- The Influence of Sea Power Alfred T. Mahan

- Platform of the Anti-Imperialist League

- A Plea for Annexation John Stevens

- Decision on the Philippines Pres. McKinley

- In Favor of Imperialism Albert Beveridge

- Jose Marti

- War Prayer Mark Twain

- 20th




- Map

- Debate

- Political cartoons

- Yellow journalism

Assessments:

- Unit Test

- Case Study



Broad Topic/Unit Title: Post WWII America (1945-1959 Pacing Guide: 2-3 weeks

Learning Standards:

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,

USII.19: Analyze the source and with a map of the world, locate the areas of Cold War Conflict between the US and the USSR.

USII.22: Analyze the causes and consequences of important domestic Cold War trends,

USII.23: Analyze the following domestic policies of Presidents Truman and Eisenhower,

USII.24: Analyze the roots of anticommunism as well as the origins and consequences of McCarthyism

Essential Questions

How does economic

prosperity affect

society and culture?

How does a nation

become a

“superpower”?

Objectives

Students will

understand:

- origins of Cold

War

- impact on

domestic and

foreign policy

- formation of

post-war military

alliances

- Social and

cultural changes

in America

- Reasons for

economic growth

and inequity in

America

Skills

SWBAT:

- compare /

contrast

American and

Soviet economic

and political

systems

- analyze political

cartoons to

understand the

impact of the

Cold War on the

home front

- locate Cold war

“hotspots”

(mapping)

- evaluate

prevailing social

norms and

family dynamics

Vocabulary - Satellite nations

- Containment,

- Cold War,

- Truman Doctrine

- Marshall Plan,

- Berlin Airlift,

- North Atlantic

Treaty

Organization

(NATO)

- Mao Zedong,

- Chiang Kai-shek

- 38th parallel,

- Korean War,

- HUAC

- Alger Hiss

- Ethel and Julius

Rosenberg

- McCarthyism

- Eisenhower

Doctrine

- Brinkmanship




access curriculum



assessments




etc)



word banks and open

response options

- interpret the rise

of consumerism

through

advertisements

- Nikita Krushchev

- GI Bill of Rights

- Dixiecrat

- Fair Deal

- Baby boom

- Dr. Jonas Salk

- Consumerism

- White flight

- Leavittown

- Dr. Spock

- Beatniks

- Ozzie & Harriet

syndrome

Resources:

The Americans (Chapters 26 & 27)

Primary Source Documents (Speeches, Political Cartoons, Advertisements)

Film: “Atomic Café”


Cold War “hot spots”

Mapping

Political Cartoon analysis

50’s Carousel

Propaganda films (Duck and Cover, etc.)

Elvis Video

Assessments:

Test and Quizzes

Debate essay

Book analysis

50’s Poster

Create “political cartoons”

50’s Cafe



Broad Topic/Unit Title: 2000’s Pacing Guide: 2-3 weeks

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

A. the Supreme Court case, Bush v. Gore

B. the growing influence of the Republican Party in the South and the consolidation of the Democratic Party’s hold on the coasts

USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.(H, C)

A. America’s response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington,

D.C.

Essential Questions

Can global terrorism be

stopped?

Has racial equality and

harmony been achieved

at the start of the

twenty-first century?

Should the United States

use military force to

support democracy in

Eastern Europe? In the

Middle East? In the

world?

Can the United States

maintain its

unprecedented

prosperity? (policies of

the Federal Reserve

System; balancing the

Objectives (students will understand how)

Assess the outcome of

the 2000 Presidential

Elections

Explain the goals and

achievements of George

W. Bush’s domestic and

foreign policies

Analyze the impact of

terrorist attacks on the

United States

Summarize the policy

goals and actions of the

Obama Administration

Summarize the Great

Recession and then

evaluate the

Skills (SWBAT):

Vocabulary

George W. Bush

Barack Obama

No Child Left Behind Act

Axis of Evil

Taliban

Osama Bin Laden

Islamic Fundamentalist

Patriot Act

Department of Homeland

Security

War on Terror

Mission Accomplished

Speech – May, 1 2003

Colin Powell

WMD – Weapons of Mass

Destruction

Tea Party Movement

Great Recession

TARP – Troubled Asset

Relief Program

Accommodations/

Extensions

Utilize textbook

resources (ie.

Reading Guide) to

help access

curriculum


complete homework

and assessments

Modify expectations

in research and

presentation (length,

amount of sources,

etc)

Assessments

modified with limited

number of questions,

word banks and open

Federal budget;

international trade and

the global economy;

inflation factor; etc.)

Do political parties

serve the public interest

and further the cause of

democracy?

Should Americans be

optimistic about the

future?

government’s responses o Alan Greenspan

o Ben Bernanke

Healthcare Reform of 2008

Foreign Policy in the Middle

East

o Operation Iraqi

Freedom

o Troop Surge - Iraq

Hillary Rodham Clinton

John McCain

Hurricane Katrina-2005

o Levee

o Ray Nagin

Government shutdown

response options

Resources:

Textbooks:

- The Americans – McDougal Littell p. 1066-1087

Supplementary Sources:

- George W. Bush – War on Terror Speech

- Patriot Act

- Mission Accomplished Speech – May, 1 2003

- Films:

i.


- Debate on

-

Assessments:

Multiple Choice Tests

Free-Response Questions

Document-Based Questions

Primary Source Readings

Quizzes



Broad Topic/Unit Title: 1990s Pacing Guide: 2-3 weeks

Learning Standards: USII.30 Describe some of the major economic and social trends of the late 20

th 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

USII.31 Analyze the important domestic policies and events of the Clinton presidency. (H, E)

A. the passage of the North American Free Trade Agreement (NAFTA) in 1993

B. President Clinton’s welfare reform legislation and expansion of the earned income tax credit

C. the first balanced budget in more than 25 years

D. the election in 1994 of the first Republican majority in both the House and Senate in 40 years

E. tax credits for higher education

F. the causes and consequences of the impeachment of President Clinton in 1998

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

A. the Supreme Court case, Bush v. Gore

B. the growing influence of the Republican Party in the South and the consolidation of the Democratic Party’s hold on the coasts

USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives.(H, C)

A. the invasion of Panama and the Persian Gulf War

B. American intervention in Somalia, Haiti, Bosnia-Herzegovina, and Kosovo

C. the attempts to negotiate a settlement to the Israeli-Palestinian conflict

D. America’s response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington,

D.C.

Essential Questions


Skills (SWBAT):

Vocabulary

President Bill Clinton

Accommodations/

Extensions

When should a president

be removed from office?

Should Presidents be

blamed/credited for the

economy?

Is it the responsibility of

the United States today

to be the world’s

“policeman?”

How does

multiculturalism affect

society?

The shifting economy

of the 1990s impacted

workers and industries.

How advances in

technology affected

communication and

science.

How was Clinton a New

Democrat.

The debate regarding

the promotion of

multiculturalism.

New foreign policy

challenges.

Evaluate the impact of

Clinton’s foreign and

domestic economic

policies.

Analyze the success and

failures of American

foreign policies in a post

Cold War world.

Assess the rationale of

multiculturalism.

Define the New Democrat.

Vice President Al Gore

Hillary Clinton

Monica Lewinsky

President George H.W. Bush

H. Ross Perot

Newt Gingrich

Bob Dole

Ralph Nader

George W. Bush

Dick Cheney

Temporary workers

Bill Gates

Dr. Ellen Ochoa

James Baker III

Supreme Court Appointments

o Clarence Thomas

o Conservative shift

“New” Democrat

Health care reform

World Trade Center 1993

Oklahoma City Bombing

1995

Waco, Texas

Columbine 1999

Foreign Relations (Politics)

o U.S.-Russia relations

o U.S.-China relations

o Bosnia

o Serbs

o Rwanda / Somalia

o Good Friday Accords

Foreign Relations (Economic)

o North American Free

Trade Agreement

(NAFTA)

o World Trade

Organization (WTO)

Contract with America

Utilize textbook

resources (ie.

Reading Guide) to

help access

curriculum


complete homework

and assessments

Modify expectations

in research and


amount of sources,

etc)

Assessments



word banks and open

response options

Whitewater

Income gap

It’s the economy stupid

Service sector

The New Economy

o Downsizing

o Dotcoms

General Agreement on Tariffs

and Trade (GATT)

Information superhighway

Internet

Telecommute

Telecommunications Act of

1996

NASA in the 1990s

Human Genome Project

Genetic engineering

PC – Political Correctness

Don’t ask don’t tell

Immigration policies

(Proposition 187)

New Right & Evangelicals

Music – Grunge movement

(Kurt Cobain) & Gangsta Rap

– (Tupac vs. Biggie)

Spike Lee

Resources:

Textbooks:

- The Americans – McDougal Littell p. 1066-1087


- Maya Angelou – On the Pulse of Morning (http://etext.lib.virginia.edu/etcbin/toccer-

new2?id=AngPuls.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1)

- Clinton’s Inaugural Address

- Contract with America

- Films:

https://www.google.com/search?client=firefox-a&rls=org.mozilla:en-US:official&biw=939&bih=521&q=-%09Maya+Angelou&spell=1&sa=X&ei=EkgXU_QOx8qRB_-MgJgE&ved=0CCMQvwUoAA

http://etext.lib.virginia.edu/etcbin/toccer-new2?id=AngPuls.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1

http://etext.lib.virginia.edu/etcbin/toccer-new2?id=AngPuls.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1

i. Clinton (PBS Documentary)

ii. White Man Can’t Jump & Do the Right Thing


- Debate on multiculturalism

-

Assessments:





Quizzes



Broad Topic/Unit Title: The Reagan Era – 1980s Pacing Guide: 2-3 weeks

Learning Standards: 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

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

Essential Questions

How do government

regulations impact the

economy and society?

Is a war of ideology

winnable?


What were the economic

policies of the Reagan

Administration

How did the Reagan

Administration fight the

Cold War?

How did materialism lead

to the “Me Generation”

What economic, social, &

political factors led to the

emergence of the New

Right?

Skills (SWBAT):

Demonstrate knowledge

of Reagan’s economic

policy

Analyze foreign policy

objectives during the

Reagan and Bush

administrations

Describe the popular

material culture that began

to emerge during the

1980s

Explain the emergence of

the New Right

Vocabulary

New Right

Recession of 1981 & 1982

Reaganomics

“Voodoo Economics”

Crash of 1987

Deregulation

Perestroika

Iran-Contra Affair

Computer Age

Yuppies

Supply-side economics

Star Wars (SDI)

Challenger Tragedy

Grenada

Sandinistas

Invasion of Panama

Accommodations/

Extensions

Utilize textbook

resources (ie.

Reading Guide) to

help access

curriculum


complete homework

and assessments

Modify expectations

in research and


amount of sources,

etc)

Manuel Noriega

Moral Majority

War on Drugs: “Just say No”

Geraldine Ferraro

Sandra Day O’Connor

William Rehnquist

George Herbert Walker Bush

Gulf War

o Operation Desert

Storm

o Gulf War Syndrome

o No Fly zones

o No Blood for Oil

o Saddam Hussein

o Dick Cheney

o Colin Powell

o Norman Schwarzkopf

A.I.D.S.

Olympics of 1984

Black Monday (Wall Street)

Savings & loan Scandal

Berlin Wall

Glasnost

Tiananmen Square

Assessments



word banks and open

response options

Resources:

Textbooks:

- The Americans – McDougal Littell


- Reagan’s Evil Empire Speech

- Oliver North hearing

- Challenger articles

- Documentaries on end of Soviet Union and Berlin Wall

- Assorted maps

- Inspiration software

- Films:

i. A new world – ABC Documentary – The Century

ii. MTV clips

iii. The “Me Generation”

iv. VHS 1- 70s, 80s, 90s


- Iran/Contra trial/hearings

- Music analysis & subcultures in America

Assessments:





Quizzes



Broad Topic/Unit Title: 1970s Society, Politics and Economy Pacing Guide: 2-3 weeks

Learning Standards:

USII.27: Analyze the causes and course of the women’s rights movement in the 1970s.

USII.28: Analyze the important domestic policies and events that took place during the Nixon presidency

Essential Questions

What happens when people

lose trust in government?

What are the costs and

benefits of power?

Objectives


- Foreign policies of Nixon

administration (Vietnam, SE

Asia, China, Soviet Union)

- Foreign policies of Ford &

Carter administrations (Iran,

Human rights, Middle East)

-Economic stresses

(inflation/stagflation, energy

crisis) and attempted policies

- Environmentalism

-Women’s fight for equality

(ERA, NOW, Roe v. Wade)

-Watergate and its impact

-Evolution of Civil Rights

movement (Southern

strategy, Busing crisis,

affirmative action)

-Social-cultural changes

Skills

SWBAT: - Analyze the causes of

economic crises of the

decade

- Evaluate the impact of

social movements during the

1970s

- Evaluate progress in the

civil rights movement

- Identify the political and

social crises of the 1970s

- Compare/contrast foreign

policies of the Nixon, Ford

and Carter administrations

Vocabulary

Kent State

Clean Air Act

Environmental

Protection Agency

Nixon visits China

Wage-price controls

My Lai massacre

Pentagon Papers

Watergate

Election of 1972

Vietnamization

Greenpeace

Détente

Real Politik

Henry Kissinger

Spiro Agnew

Roe v. Wade

Gerald Ford

Stagflation

Jimmy Carter

Human rights

Camp David Accords

Panama Canal

Harvey Milk

SALT II

Iran Hostage Crisis

1980 Olympics

Ronald Reagan

Election of 1980




access curriculum



assessments




etc)



word banks and open

response options

Resources:

The Americans (Chapters 28, 29, 30, 31)

Watergate taped White House Conversations.

Newspaper Articles on Energy Crisis

Documents on Hostage Crisis

Sections of Camp David Accords

PowerPoint

Inspiration software

Films: Argo. Miracle. Milk,


Examining Watergate documents

Political Cartoon Analysis

Map Skills

Assessments:

Unit Test

Unit Plan

US History II

Broad Topic/Unit Title: 1920’s Pacing Guide: 1-2 Weeks

Learning Standards: USII.10 Describe how the battle between traditionalism and modernity manifested itself in the major historical trends and events after World War I and

throughout the 1920s. (H)

A. the Boston police strike in 1919

B. the Red Scare and Sacco and Vanzetti

C. racial and ethnic tensions

D. the Scopes Trial and the debate over Darwin’s On the Origins of Species

E. Prohibition

Essential Questions

To what extent may the

success of the few hide

the problems of the

many?

In what ways can a

decade be considered

“unique”?

Objectives


- the social changes in

America during the

1920’s

- the political changes

in America during

the 1920’s

- the economic

changes in America

during the 1920’s

Skills

SWBAT:

identify the important

social changes of the

1920’s.


political changes of the

1920’s


economic changes of the

1920’s

assess the impact of the

social, political, and,

economic changes on

the United States


Red Scare and Palmer

Raids

Isolationism, Nativism,

and, Conservativism

Sacco and Vanzetti

Rebirth of the Ku Klux

Klan

Boston Police Strike

Warren G. Harding and

Normalcy

Calvin Coolidge

Prohibition

Scopes Monkey Trial

“The New Woman”

“The Lost Generation”

Harlem Renaissance

“The Jazz Age”




access curriculum



assessments




etc)



word banks and open

response options

Resources:

The Americans (Chapter 20-21)

Chapter 26 (For the Record) A collection of primary documents

A. Mitchell Palmer, The Case Against the Reds

The Scopes Trial, excerpts from Inherit the Wind

Ken Burns’ “Prohibition” and “Jazz”

Bill Moyer’s “A Walk through the 20th

Century”

America’s Time: The Century (VHS/DVD)

20th



Differentiate the various changes (political, social, economic) of the 1920’s

Analyze landmark judicial cases and impact on 1920’s society

Critique documentaries to provide a visual representation of the period

Listen to different Jazz pieces (Gershwin’s Rhapsody in Blue, Armstrong, Ellington)

Read different literary works (Fitzgerald, Hughes, Hemingway, St. Vincent-Millay)

View works of art (Dadiism, Frank Lloyd-Wright, O’Keefe)

Assessments:

Magazine/Children’s book Project

Unit tests and quizzes

Time Frame: Great Depression and New Deal State Frameworks

Documents

Transcript of Time Frame: Great Depression and New Deal State Frameworks