ADVANCED PLACEMENT UNITED STATES HISTORY · freehold regional high school district office of curriculum and instruction social studies department advanced placement united states

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SOCIAL STUDIES DEPARTMENT

ADVANCED PLACEMENT

UNITED STATES HISTORY

Grade Level: 11

Credits: 5

Course Code: 020350

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 31, 2015

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola

Mr. William Bruno Mrs. Elizabeth Canario

Mr. Samuel Carollo Mrs. Amy Fankhauser

Mrs. Kathie Lavin Mr. Michael Messinger

Central Administration Mr. Charles Sampson, Superintendent

Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction

Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction

Curriculum Writing Committee Mr. Kerry Eisman Ms. Laurie Floyd Mr. John Gibbs

Ms. Stacy Nisman Mr. Derek Reichenbecher

Ms. Victoria Quinn

Supervisors Mr. Oscar Diaz

Mr. Stanley Koba Mr. Peter Krais

Ms. Michelle Lilley Mr. Scott Liptzin

Ms. Judith Newins

COURSE SUMMARY

COURSE GOALS CG1: Students will analyze, critique, and in some cases, revise historiography by utilizing a variety of viewpoints and given evidence. CG2: Students will investigate major themes and patterns of American history and use this investigation to make connections between current and historical issues. CG3: Students will draw conclusions regarding bias, context, and message to formulate relevant and factually-based arguments.

COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: The study of history involves the investigation of multiple viewpoints, perspectives, and experiences that is ever-evolving as new evidence is discovered and/or discarded.

CEQ1a: What factors affect historiography? CEQ1b: Who determines what the "accepted" version of history is?

CEU2: Historical inquiry is complex and involves many skills like analysis, synthesis, contextualization, comparison, and causation.

CEQ2: What does it mean to think like a historian?

CEU3: History is cyclical with common themes present across geographical areas and time.

CEQ3: How can we learn from the mistakes and successes of the past and apply them to current real-world situations?

CEU4: Documents reflect attitudes and perspectives in the context of a particular time period and can be used to extract varying viewpoints based on background, experience, etc.

CEQ4a: How can historical contextualization and periodization lead to the greater understanding of a document? CEQ4b: How do personal experiences color meaning and message of a text?

020350: AP UNITED STATES HISTORY

COURSE PHILOSOPHY Advanced Placement United States History helps students develop the historical thinking skills to examine, analyze, and evaluate major themes in American history from the late 1800s to the present day. Students will explore a variety of historical interpretations and perspectives as they assess the significance of historical events on modern American society and the global community. At the end of this course, students will emerge as confident, informed individuals who are able to meet the demands and challenges of 21st century life with the knowledge and skills required to be active and meaningful participants in a democratic society.

COURSE DESCRIPTION In Advanced Placement United States History, students learn how to evaluate primary and secondary source materials, as well as how to weigh the evidence and interpretations presented in historical scholarship. This course will also teach students how to develop the skills necessary to arrive at conclusions on the basis of informed judgment and how to present their ideas in writing and/or verbally clearly and persuasively. While this course focuses on the history of the United States, it is also heavily geared towards helping students become 21st century learners by preparing them for college and their future careers. In order to achieve the goal of developing 21st century learners, students in this course will interact with various forms of technology throughout the course including online research databases and Web 2.0 applications. The themes students will study include American identity, work, exchange, and technology, peopling, politics and power, America in the world, physical and human geography and environment, ideas, belief, and culture.

UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

Unit 1: Gilded Age (1865-1898)

Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural to an industrialized, urbanized society, while applying appropriate historical thinking skills.

3-4 weeks

Unit 2: The Emergence of Modern America

(1890-1945)

Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical thinking skills.

14-15 weeks

Unit 3: Postwar Challenges at

Home and Abroad (1945-1980)

Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships abroad, and the rights of individuals and groups within the American populace, while applying appropriate historical thinking skills.

8-9 weeks

Unit 4: Globalization and New Challenges Home and

Abroad (1980-Present)

Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical thinking skills.

7-9 weeks

HISTORICAL THINKING SKILLS*

SKILL TYPE HISTORICAL

THINKING SKILL DESCRIPTION

I. Chronological Reasoning

1. Historical Causation The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation.

2. Patterns of Continuity and Change over Time

The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as the ability to relate these patterns to larger historical processes or themes.

3. Periodization

The ability to describe, analyze, evaluate, and construct the models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions or groups. How a historian defines historical periods depends on what the historian considers most significant – political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative.

II. Comparison and Contextualization

4. Comparison The ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological and geographical contexts. It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience.

5. Contextualization The ability to connect historical events and processes to specific circumstances of time and place and to broader regional, national, or global processes.

III. Crafting Historical Arguments from Historical Evidence

6. Historical Argumentation

The ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence – not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence.

7. Appropriate Use of Relevant Historical Evidence

The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works of art, archeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the content, authorship, purpose, format, and audience of such sources. It involves the capacity to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence while also noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects.

IV. Historical Interpretation and Synthesis

8. Interpretation

The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating points of view found in both primary and secondary sources.

9. Synthesis

The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present.

*from the AP United States History Course and Exam Description, 2014

HISTORICAL THEMES* THEME DESCRIPTION

Identity

This theme focuses on the formation of both American national identity and group identities in US history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of US history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conception of American national identity.

Work, Exchange, & Technology

This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.

Peopling

This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on US society.

Politics & Power

Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolution of tensions between liberty and authority in different periods of US history.

America in the World

In this theme, students should focus on the global context in which the US originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself.

Environment and Geography: Physical and Human

This theme examines the role of environment, geography and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their effort to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.

Ideas, Beliefs, & Culture

This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals.

*from the AP United States History Course and Exam Description, 2014


UNIT # 1: THE GILDED AGE (1865-1898) SUGGESTED DURATION: 3 - 4 weeks

UNIT OVERVIEW

UNIT LEARNING GOALS Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural to an industrialized, urbanized society, while applying appropriate historical thinking skills.

UNIT LEARNING SCALE

4 Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current challenges.

3

The student can:

make appropriate use of relevant historical evidence to analyze how political and economic issues defined the Gilded Age;

contextualize connections between major events and technologies that lead to the rise of industrialization and urbanization at the turn of the 20th century and beyond;

use historical argumentation to evaluate how prejudices impacted various groups within the United States;

synthesize the factors that led to the transition from an agricultural to urban society and the “closing of the west” in American history;

2 The student sometimes needs assistance from a teacher, makes minor mistakes, and/or can do the majority of level 3 performances.

1 The student needs assistance or makes larger errors in attempting to reach score 3 performances.

0 Even with help, the student does not exhibit understanding of performances listed in score 3.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity.

EQ1a: How does national growth affect individuals in a democratic society? EQ1b: How can individuals in a democratic system affect change on a national scale?

EU2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women.

EQ2a: Is it worth sacrificing the rights of individuals to encourage the growth of the nation? EQ2b: How can industrialization impact the evolution of society? EQ2c: Are societal subgroups more directly impacted by national change?

EU3: The "Gilded Age" witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

EQ3a: How can societal movements incite policy change at the national level? EQ3b: What factors can spark new political and social movements?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 6.1.12.A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic stability 6.1.12.A.5.b Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African Americans. 6.1.12.B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations. 6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities. 6.1.12.C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations. 6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period.

NJCCCS & COMMON CORE STANDARDS

6.1.12.C.5.c Analyze the cyclical nature of the economy and the impact of periods of expansion and recession on businesses and individuals. 6.1.12.D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New Jersey and the United States during this period. 6.1.12.D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. 6.1.12.D.5.c Assess the effectiveness of public education in fostering national unity and American values and in helping people meet their economic needs and expectations. 6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. 6.1.12.B.6.b Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during the period of industrial expansion. 6.1.12.C.6.a Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for various groups. 6.1.12.C.6.b Determine how supply and demand influenced price and output during the Industrial Revolution 6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


11-12.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG1 EU1, 2, 3 EQ 1a, 1b, 2b, 2c, 3b 6.1.12.A.5.a, b 6.1.12.A.6.c 6.1.12.C.5.a 6.1.12.D.5.a, b 6.1.12.D.6.a 11-12.RH.1, 2, 4, 5, 9 DOK 4

Students will complete an analysis and critique of historiography on a teacher chosen topic in order to justify a hypothesis relating to the Gilded Age, including but not limited to the following choices:

the rise of monopolies and the response of labor

urbanization and industrialization

the growth and changing role of the American government

the influx of immigrants and political responses

political corruption and legislative solutions

the struggles of agrarian America and their influence on politics

the role of minorities in American society

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE ELECTION OF 1896: Students will be assigned a role from the late 1800s, such as an African American sharecropper, a robber baron, a cowboy, an industrialist, etc. Students will research their assigned role and determine who they think they would have voted for in the 1896 election, based on the issues that affected them, their location, what political party they would have supported, their economic status, and other factors. They will present their findings to the class and also answer whether their imaginary role came to the correct conclusion about who to vote for in the 1896 election based on their assigned role or if they had actually voted against their own interests and why.

Students can be provided with a graphic organizer to help organize their research. Students can also view the History Channel series, The Men Who Built America, which showcases the political back-room deals regarding the election of 1896.

robber barons/titans of industry Populism William Jennings Bryan William McKinley Republicans free silver

Using historical interpretation and periodization, formulate a hypothesis about how social roles impacted voting patterns in the 1896 election Using contextualization, connect social and economic issues to political ideologies and election results

Using relevant historical evidence, develop a logical argument for their choice of candidate based on their assigned role Utilizing comparison and synthesis, students will critique their initial choice of candidate by synthesizing their choice with the appropriate historical evidence

Evaluate the historical periodization signified by the election of 1896

DOK 3, 4

THE GILDED AGE NAME GAME: Students will select a Gilded Age character from a provided list. They will research that individual, create a resume, and present a few key aspects about the significance of this individual and their impact on the Gilded Age and the present. They must utilize a kinesthetic motion to represent the main contribution of this individual to the Gilded Age or to the present. Students will then play the "name game." They will not only introduce their own character, with the assigned kinesthetic motion, but they will review all of the characters who have come before them, with assigned kinesthetic motions. Activity can be repeated over the course of the unit to ensure that all students get the opportunity to learn and repeat the kinesthetic motions.

Resume can be submitted digitally. Students can take notes while other students are presenting in order to help facilitate information recall.

Gilded Age monopoly Populism forgotten presidents robber baron/titans of industry patronage/spoils system industrialization urbanization closing of the frontier temperance labor unions

Interpret relevant information to create an appropriate kinesthetic motion that relates to a Gilded Age figure Compare the roles of different individuals in the Gilded Age Make appropriate use of relevant historical evidence to evaluate their impact on the Gilded Age and the present Utilize causation to show the role that technology and major events had on industrialization and urbanization. DOK 2, 3, 4


ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

THE “GOSPEL OF WEALTH:” Students will read Andrew Carnegie's "Gospel of Wealth," answering critical thinking questions and/or annotating the text. Students will then participate in a Socratic seminar. There will be an "inner circle" of students (5-8, depending on class size) who will have a discussion based on the “Gospel of Wealth.” Students will discuss suggested topics such as the effect industrialization and urbanization had on the lower classes, the treatment of various groups and social classes, the responsibility of the wealthy to use their money for the public good, the morality of direct charity, and the equal distribution of wealth. The students who are not in the "inner circle" are required to pay attention to the discussion, and they must summarize the argument of one of their classmates. All students in the "inner circle" are expected to participate a minimum of one time. After about 5 minutes, the "inner circle" rotates and a new group of students will take their spot in the inner circle. As a closure, students will indicate what point(s) they agree with, what point(s) they disagree with, and their overall opinion of the “Gospel of Wealth.”

Students can be given a guide on how to annotate. Students can be given suggested topics prior to discussion to help them focus their personal response.

Students can back-channel outer-ring responses to inner-ring conversations to reflect on their understanding and/or their discussion skills.

“Gospel of Wealth” Andrew Carnegie robber barons/titans of industry industrialization urbanization monopoly laissez-faire economics

Evaluate patterns of continuity and change over time to connect information from the time period to other relevant time periods to make a thoughtful, insightful observation on the “Gospel of Wealth” Interpret Carnegie's point of view on the role of the wealthy from relevant historical evidence Make appropriate use of relevant historical evidence to construct a relevant argument to present a valid point of view Contextualize information to critique and summarize other people's points of view Utilize contextualization and synthesis to draw connections between industrialization and urbanization and the welfare of various groups DOK 3, 4



HISTORIOGRAPHY DEBATE: Students will debate one of the following watershed topics in American historiography: the failure of Reconstruction or the closing of the West. Students can research on their own or be provided with readings that summarize the different viewpoints on the teacher-selected issue. They will then participate in a "walking debate." Once students have finished their reading, the teacher will ask them to move to a side of the room based on their point of view. They will have to defend their opinion and then, as their point of view changes, they will move to different areas of the room.

Students can be given a graphic organizer to help organize their research and to guide the formulation of their opinion. The teacher can provide relevant research. Students may use notecards with important quotes or other factual information to support their argument.

Jim Crow Laws Compromise of 1877 Ku Klux Klan sharecropping Plessy v. Ferguson (1896) 13th Amendment 14th Amendment 15th Amendment Dawes Act assimilation reservation system Wounded Knee Massacre Ghost Dance/Sun Dance

Utilize relevant historical evidence to develop a logical argument to support their point of view on the prescribed topic Employ comparison, contextualization, and synthesis to analyze various historical viewpoints Critique the relevant historical arguments related to the prescribed issue(s) Utilize contextualization and synthesis to revise their own historical arguments as a result of new evidence or opinions Evaluate patterns of continuity and change to connect the historical evidence to other appropriate time periods

Apply concepts from the unit to identify the historical causation of the prescribed topic Utilize periodization to interpret the closing of the west or the failure of Reconstruction DOK 3, 4

020350: AP UNITED STATES HISTORY UNIT #2: The Emergence of Modern America (1890 - 1945) SUGGESTED DURATION: 14 - 15 weeks

UNIT OVERVIEW UNIT LEARNING GOALS Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical thinking skills.

UNIT LEARNING SCALE 4 Students can identify patterns of continuity and change over time, connecting scale three performances to other relevant historical periods and current

challenges.

3 The student can:

historically argue how imperialism impacted the role of America on the world stage;

compare the role of isolationism to the role of intervention in American politics;

use causation to explain how distinct economic phenomena had a global impact in the onset of the Great Depression;

use appropriate historical evidence how cultural, societal, and economic changes impact the role and size of the American government;

synthesize how wars and an economic crisis affect the population and the movement of people to and around the United States contributing to the periodization of the era.




ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

EQ1a: To what extent should the government control aspects of the economy? EQ1b: How does massive technological and industrial growth affect the populace?

EU2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress.

EQ2a: How do changes in society affect the values of the populace? EQ2b: How does the addition of different cultures and ethnic groups affect government and society?

EU3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

EQ3a: Do powerful nations have a right and responsibility to influence world decisions? EQ3b: What are the consequences of global conflicts?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 6.1.12.A.6.a Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. 6.1.12.A.6.b Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. 6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies. 6.1.12.B.6.a Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.


6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power. 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war 6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war on individual rights (i.e., the Espionage Act and the Sedition Amendment). 6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries 6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism. 6.1.12.C.7.a Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I. 6.1.12.D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I. 6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and determine the impact of these policies on business and the consumer. 6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism. 6.1.12.A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting immigration, advocacy, and labor organizations. 6.1.12.B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands and other ineffective agricultural practices on people and the environment 6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration 6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women. 6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence. 6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values. 6.1.12.A.9.a Analyze how the actions and policies of the United States government contributed to the Great Depression. 6.1.12.B.9.a Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. 6.1.12.C.9.a Explain how government can adjust taxes, interest rates, and spending and use other policies to restore the country’s economic health. 6.1.12.C.9.b Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy. 6.1.12.C.9.c Explain the interdependence of various parts of a market economy (i.e., private enterprise, government programs, and the Federal Reserve System). 6.1.12.C.9.d Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability. 6.1.12.D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse. 6.1.12.D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. 6.1.12.A.10.a Evaluate the arguments regarding the role of the federal government during the New Deal era. 6.1.12.A.10.b Assess the effectiveness of governmental policies enacted during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals. 6.1.12.A.10.c Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society 6.1.12.B.10.a Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression. 6.1.12.C.10.b Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today. 6.1.12.D.10.a Analyze how other nations responded to the Great Depression. 6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents. 6.1.12.D.10.c Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.


6.1.12.D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation. 6.1.12.A.11.a Evaluate the effectiveness of international agreements following World War I (e.g., League of Nations, Treaty of Versailles, Washington Naval Conference, Kellogg- Briand Pact) in preventing international disputes during the 1920s and 1930s. 6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time 6.1.12.A.11.c Determine if American policies regarding Japanese internment and action against other minority groups were a denial of civil rights. 6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so. 6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides. 6.1.12.B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II. 6.1.12.C.11.a Evaluate the shift in economic resources from the production of domestic to military goods during World War II in terms of opportunity costs and trade-offs, and analyze the impact of the post-war shift back to domestic production. 6.1.12.C.11.b Relate new wartime inventions to scientific and technological advancements in the civilian world. 6.1.12.D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. 6.1.12.D.11.b Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II. 6.1.12.D.11.c Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce. 6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. 6.1.12.D.11.e Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations. CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG 1 EU 2, 3 EQ 2a, 3a, 3b 6.1.12.D.6.b; 6.1.12.A.7.a, c; 6.1.12.B.7.a; 6.1.12.C.7.a; 6.1.12.A.8.a, c; 6.1.1.2.C.8.b; 6.1.12.A.9.a; 6.1.12.B.9.a ;. 6.1.12.C.9.a, d; 6.1.12.A.10.b, c; 6.1.12.B.10.a, b; 6.1.12.C.10.b; 6.1.12.D.10.b, c; 6.1.1.12.A.11.a, b, c, d. 6.1.12.C.11.a; 6.1.12.D.11.a, c 11-12.RH.1, 2, 3, 4, 6, 7, 8, 9 11-12.WHST.1, 2, 4, 9, 10 DOK 3

Students will complete a DBQ essay assessing the impacts of the political, social, and economic changes on one or more of the following topics and their contribution to the emergence of America as a world power, including but not limited to the following choices:

the Spanish-American War and American imperialism

the Progressive Era

America's changing foreign policy

World War I

the culture and politics of the 1920s

the economics of the 1920s

the Great Depression and the New Deal

World War II

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE IMPERIALISM CLAIM GAME: Students will be broken into five equal teams. Each team will be given a predetermined number of different color post-its. Post-its will be used to "claim" items around the room. The stated goal is to create the "best" classroom by claiming items in the room. One team will be given more post-its than other groups (representing Great Britain), one team the least (representing the U.S.) The "U.S." should be instructed to go last, symbolizing America's late entrance into Imperialism. Students will be set free to "claim" items with the idea that they record all of their claims. The class should then discuss/negotiate items that have been claimed by multiple groups. Each student will then create a Venn diagram illustrating the similarities and differences between the Age of Imperialism and the Claim Game. Finally a class discussion will focus on how the U.S. eventually become imperialistic and how that impacted their role in the world.

Students may type chart or create poster showing similarities and differences. The teacher can provide a template for the Venn diagram to be filled out.

Students could create an online poster (using an application like Glogster or Canva) of their Venn diagram or to create a timeline and map of imperialistic gains.

Berlin Conference mercantilism Spanish-American War Treaty of Paris Philippines Guam Puerto Rico Cuba Teller Amendment Platt Amendment insular cases imperialism

Utilize historical causation develop a logical argument as to why the U.S. became an imperialist power Compare the path taken to imperialism by the U.S. to that of Great Britain, Germany and Japan Use relevant historical evidence to analyze global economic factors that led to imperialism Synthesize the various impacts that occurred in the U.S. and the world as a result of the Age of Imperialism DOK 3, 4

PROGRESSIVE DOCUMENTS: Students will be given a series of questions (e.g., What was the immigrant experience at the beginning of the 20th century? How did ”native” Americans react to the influx of immigrants at the beginning of the century? How did the government expand its role at this time?) that cover the relevant issues of the turn of the 20th century. The students will look for answers to the questions by searching for primary documents that a historian could use to answer those questions. The students will have to find multiple documents as evidence in order to be able to “answer” the questions given. The students will then explain how the documents actually answer the question, using direct quotes from the documents. They can also be required to compare their evidence with the information found in their textbook—does it add upon it or contradict it? Explain.

Students will be provided a graphic organizer. Suggestions for finding documents will be given. The teacher could limit the amount of documents that the student needs to find to one or two. Students create the projects digitally using programs like Prezi or Thinglink.

Progressive Era immigration unions Ku Klux Klan tenement suffrage muckrakers

Utilize research skills to obtain relevant historical evidence for primary source documents. Interpret documents about the Progressive Era Synthesize information and quotes from several documents to answer the questions at hand Utilize historical argumentation to contextualize, synthesize, and interpret the role of the government in dealing with social, economic, and political issues DOK 2, 3, 4



TREATY OF VERSAILLES: The students will be tasked to write a better Treaty of Versailles (i.e., one that is able to avoid another world war). The teacher will put the students into groups assigning each student a country to represent and provide them with a list of topics that must be covered in their new treaty—reparations, colonies, war blame, the Fourteen Points, loan payments, war criminals, etc. The students will “re-write” the treaty after research and group discussions and then present their new treaty to the class. The class will discuss which of the new treaties they think would have been successful in avoiding war and why, as well as what role, it any, the U.S. takes in dealing with post WW I Europe. Closure will include discussing the mistakes of the official Treaty of Versailles and what, if anything, could have been done differently citing historical evidence.

The teacher can provide dossiers on the countries involved that include what they hoped to accomplish with the Treaty. The teacher can provide a form or graphic organizer for the treaty that can be filled out by the groups.

Students can blog their reflections and closure after class. Students can use school based databases for research.

Treaty of Versailles Fourteen Points Woodrow Wilson League of Nations Article X David Lloyd George Georges Clemenceau reparations War Guilt Clause Armistice

Compare the points of view of different countries involved in the negotiating the outcome of World War I Revise the Treaty of Versailles by contextualizing relevant historical evidence to draw conclusions of what possibly could have avoided World War II Interpret the Fourteen Points and Treaty of Versailles Employing patterns of continuity and change, assess the possible success of the new treaties created using logical arguments based on historical record Utilize historical argumentation to evaluate the role of the U.S. in a post WW I world Draw conclusions pertaining to the historical causation of the Treaty of Versailles and its long lasting effects DOK 2, 3, 4

CHOICES SIMULATION: Students will participate in a Choices Program simulation that requires them to solve a problem in American history. The teacher will assign and organize roles and provide background information. Roles include Senate Foreign Relations Committee Members and various experts that will provide testimony. Topic options include American Imperialism (Annexation of the Philippines), America's membership in the League of Nations (Ratification of the Treaty of Versailles), and American isolationism leading up the World War II. Students will vote on an American course of action.

Differentiation will come in the form of different assigned roles. Teacher can also provide additional resources to assist in research and organization.

Spanish-American War Treaty of Paris annexation of the Philippines Emilio Aguinaldo Woodrow Wilson Henry Cabot Lodge Reservationists Irreconcilables 14 Points Treaty of Versailles Nye Committee America First Committee Washington Naval Conference Neutrality Acts Lend Lease

Utilize synthesis, comparison, and interpretation to revise and critique past American foreign policy and the role of the U.S. in the world Synthesize evidence and testimony in order to construct a coherent solution to the assigned problem Use historical argumentation to identify potential problems DOK 3, 4



CREATE YOUR OWN DBQ: PROGRESSIVES v. NEW DEAL: Students will be provided with the prompt, “How does the liberalism of FDR's New Deal in the 1930s compare to the reforms of the Progressive movement in the late 1890s and the early twentieth century?” They will be tasked with compiling documents that can be used to support their thesis to the question posed. They should come up with seven documents total and they must be able to explain the relevance of each document to the prompt and their thesis.

Students may be provided with an organizer to compile their research/documents. Students may be expected to use the documents they complied to answer the proposed question.

Progressive Movement laissez-faire temperance settlement houses Square Deal New Freedom Theodore Roosevelt William Taft Woodrow Wilson the New Deal Franklin Delano Roosevelt the "Forgotten Man" liberalism

Create a Document Based Question from a provided prompt using appropriate relevant historical evidence Compare and analyze varying viewpoints of an issue Employing patterns of continuity and change over time, connect economic, social and political issues that span various decades.

Develop a logical argument comparing and contrasting the periodization of the of the Progressive Era and of the New Deal DOK 3, 4

1920s ECONOMIC WARNING SIGNS: Students will research the economic warning signs leading up to the stock market crash of the 1920s. They will look for causes and effects, as well as actual statistics, and analyze why the warning signs were ignored. They will also research the present U.S. economy in order to compare and contrast the economic issues and statistics of the 1920s to today. The students can create a presentation to share their findings to the class or student groups could be assigned different issues to research and then “jigsaw” their findings with the rest of the class. A closure discussion could include discussing the question, “Is the U.S. presently ignoring similar economic warning signs and if so, what might be the effect of that?”

Students could work in pairs or groups. Some research could be supplied by the teacher. Graphic organizers to organize research and notes could be provided to the students.

stock market buying on margin credit price supports uneven distribution of wealth speculation Herbert Hoover Warren Harding Calvin Coolidge deficit debt Andrew Mellon

Use historical causation to research economic causes leading up to the Great Depression Investigate comparative economic indicators of present time Compare and contrast economic issues of time to the 1920s Interpret government reaction to economic warning signs DOK 2, 3, 4



DIPLOMACY DEBATE: Students will debate to what extent, if any, the U.S. compromised its ideals as it concluded the Second World War against the Axis Powers and planned for a post-war world in 1944-1945. This activity will encourage students to take a position on this question and defend it based on the documents they have read. Students can debate their positions with one another in groups or as individuals.

Option 1: Students can go straight from document analysis to debate, without sharing their findings first. Each position on the debate is guaranteed to be missing elements of the bigger picture and may therefore be reconsidered, revised, or rejected over the course of the debate. Option 2: Students can read and analyze documents as individuals or in groups, sharing their results out. They can then organize themselves into new groups based on their answer to the initial question.

At the conclusion of the debate, the teacher can poll students to see if the debate changed their original opinion, or ask students what specific evidence compelled them to change or not change their minds.

Grand Alliance Axis Powers Yalta Conference Atlantic Charter Declaration of the United Nations international monetary system Second Quebec Conference reparations division of Europe unconditional surrender Four Policemen

Compare and analyze varying viewpoints of an issue Synthesize evidence in order to construct a coherent argument to the debate Construct a plausible and persuasive argument with a clear, comprehensive, and analytical thesis, supported by relevant historical evidence Extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence while also noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects DOK 4


UNIT # 3: Postwar Challenges at Home and Abroad (1945-1980) SUGGESTED DURATION: 8-9 weeks

UNIT OVERVIEW UNIT LEARNING GOALS Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships abroad, and the rights of individuals and groups within the American populace, while applying appropriate historical thinking skills.


challenges.

3 The student can:

identify the historical causation that led to the polarization of the world into two separate political ideologies and the effects that it had at home and abroad;

contextualize and synthesize how different civil rights movements led to broad social and political changes in America;

utilize historical argumentation to assess and critique the varying views on the role of the American government at home and abroad;

evaluate patterns of continuity and change over time to investigate the different social, political, environmental, and economical views of mainstream and counterculture Americans.




ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences.

EQ1a: What is the scope of responsibility for powerful nations to aid other nations in the world? EQ1b: How can global conflict lead to mistrust and political division within a nation?

EU2: American liberalism, based on anticommunism and a firm belief in governmental effectiveness at home, reached its apex in the mid-1960s, resulting in various political and cultural responses.

EQ2a: How does the government affect social policies in the nation, addressing a demand for social change? EQ2b: Is the role of government to protect all of its citizens, regardless of gender, race, or social class?

EU3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment.

EQ3a: How have Americans struggled to find consensus over common values? EQ3b: How do changing economic and population patterns affect American life and the natural environment?

NJCCCS & COMMON CORE STANDARDS NJCCCS: 6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War. 6.1.12.A.12.b Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts. 6.1.12.A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy. 6.1.12.B.12.a Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post-World War II period. 6.1.12.C.12.a Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.


6.1.12.C.12.c Analyze how scientific advancements impacted the national and global economies and daily life. 6.1.12.C.12.d Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability. 6.1.12.D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East. 6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties. 6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations. 6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts. 6.1.12.D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. 6.1.12.A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities. 6.1.12.A.13.c Determine the extent to which changes in national policy after 1965 impacted immigration to New Jersey and the United States. 6.1.12.B.13.a Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities. 6.1.12.B.13.b Evaluate the effectiveness of environmental movements and their influence on public attitudes and environmental protection laws. 6.1.12.C.13.a Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights. 6.1.12.C.13.b Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation. 6.1.12.C.13.c Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending, employment, education). 6.1.12.C.13.d Relate American economic expansion after World War II to increased consumer demand. 6.1.12.D.13.a Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans. 6.1.12.D.13.b Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies. 6.1.12.D.13.c Analyze the successes and failures of women’s rights organizations, the American 31 Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities. 6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement. 6.1.12.D.13.e Explain why the Peace Corps was created and how its role has evolved over time. 6.1.12.D.13.f Relate the changing role of women in the labor force to changes in family structure 6.1.12.A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies. 6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States. 6.1.12.B.14.c Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions. 6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy. 6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society. 6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. 6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems. 6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.


6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy. 6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations. 6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations. 6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society. CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG 1 EU 1, 2 EQ 1b, 2a, 2b 6.1.12.A.12.a, b 6.1.12.B.12.a 6.1.12.C.12.a, c, d 6.1.12.D.12.b, d 6.1.12.A.13.b 6.1.12.B.13.a 6.1.12.C.13.d 6.1.12.D.13.a, b, c, d, f 6.1.12.A.14.b, d 6.1.12.D.14.a, d 6.1.12.A.15.b, c, d, f 6.1.12.C.15.a 11-12.WHST.1, 2, 4, 5, 7, 10 DOK 4

Students will craft a historical argument, synthesizing information from multiple sources to formulate a self-generated historiography hypothesis about America in the post-WWII world. The argument will deal with America’s role as world power, relationships abroad, and the rights of individuals and groups. Topics include, but are not limited to the following choices:

the early Cold War at home and abroad

the emergence of the United States as a superpower

technological and scientific advances

the rise of American consumerism and American culture in the 1950s

the Cold War in the 1960s

the counterculture and the rise of the youth movement in the 1960s

the role of the Supreme Court in the 1950s-1970s

the growth of American conservatism

the Cold War in the 1970s

the changing American presidency

Civil Rights movements of various minority and oppressed groups

the changing American economy from 1950-1979

varying presidential approaches to American foreign policy(i.e., containment, détente, realpolitik, human rights)

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE 1950s SCRAPBOOK: Students will create a scrapbook about an assigned topic from the 1950s including, but not limited to: McCarthyism, consumerism, conformity, white flight, civil rights movement, suburbanization, or other relevant topics from the 1950s. When assigned this topic, they will have to assume a role of someone affected by their specific topic. The scrapbook should contain relevant artifacts from the time period, such as news articles, letters (real or fabricated with relevant vocabulary), images, political cartoons, and advertisements that interpret a different person’s point of view from the 1950s.

Students may create a digital scrapbook instead of a physical scrapbook.

McCarthyism Cold War G.I. Bill Interstate Highway Act suburbanization Levittowns white flight beatniks conformity television

Using appropriate historical evidence, design a scrapbook that highlights the relevant information from their topic Analyze patterns of continuity and change in American history as relevant to their assigned topic Create a historical argument about their assigned topic through the perspective of an individual in the time period. Employ contextualization and synthesis to prove the perspective of their scrapbook DOK 3, 4



McCARTHYISM: Students will participate in a mock civil trial of Senator Joseph McCarthy. The American Army will be suing Senator McCarthy for libel and slander. Students will research the conflict between McCarthy and the Army, McCarthy’s rise to fame, McCarthyism, and other relevant information. Students will need to provide evidence for their side, relevant questions for all witnesses, and historical information as presented in their opening and concluding speeches.

Students may write a newspaper article to correspond with the trial or in lieu of the trial to correspond with their research.

Joseph McCarthy State Department McCarthyism slander libel defamation Cold War Communism Red Scare

Use relevant historical evidence to support their position Use historical argumentation and periodization to analyze the American reaction to the Cold War and the second Red Scare

Employ contextualization and synthesis to apply concepts learned in class relating to McCarthyism and the Cold War to a mock trial of Joseph McCarthy Synthesize classroom material to come to a conclusion about McCarthy’s actions during the early Cold War DOK 3, 4

CUBAN MISSILE CRISIS: The teacher will give students a brief introduction to the early events of the Cuba Missile Crisis. Students will play the role of JFK's cabinet during the crisis. The teacher will give students a hand out with potential responses to the crisis (amphibious assault, air strike, negotiation, and naval blockade). Students are to create a T- chart of the pros and cons of each option. Students should also rate each option in terms of which they feel is most aggressive to least aggressive, as well as try to interpret how the U.S. may be judged for its actions. Finally, students should select which option they feel is best for the United States. As a class, teacher led review of the pros and cons of each option, as well as the possible effect of each choice. Students will share which option they would have chosen and defend their choice.

This activity can be modified to be a group activity pairing stronger students with those who need more assistance.

Students can post their decision and justification Cuban Missile crisis on an online message board and respond to other's decisions.

Fidel Castro Nikita Khrushchev quarantine mutually assured destruction John F. Kennedy Bay of Pigs Invasion hot line military strategies geography of Cuba and the United States international waters

Utilize historical argumentation to analyze the risks and rewards of three potential responses to the Cuban Missile Crisis Evaluate patterns of continuity and change over time to assess the short and long term impact of each response Compare and interpret the United States' and Soviet views of the Cuban Missile Crisis DOK 3, 4



VIETNAM QR QUEST: Using BYOD technology students will tour the classroom moving from station to station. At each station they will use their own device to follow a QR link to Vietnam era sources. Examples include: video clips, political cartoons, graphs, speech excerpts, etc. Students will use the sources to answer questions and form hypotheses about the Vietnam era that answer these two main questions: Was the war winnable? What damage did the war do to our country as well as the world?

Students that require assistance may work in small groups. Use of smartphones in class to facilitate research and discovery.

French Indochina Dien Bien Phu Geneva Convention Tonkin Gulf incident Tonkin Gulf resolution Operation Rolling Thunder Tet Offensive Vietcong Army of the Republic of Vietnam North Vietnamese Army Vietnamization Dwight Eisenhower John F. Kennedy Lyndon B. Johnson Richard Nixon Robert McNamara Henry Kissinger

Synthesize the impact of the role of the US in Vietnam, evaluating patterns of continuity and change over time Utilize appropriate historical evidence and historical argumentation to critique the Johnson Administration’s handling of the situation in South Vietnam Contextualize the problems in Vietnam to domestic policy in America during the 1960's DOK 3,4

020350: AP UNITED STATES HISTORY UNIT 4: Globalization and New Challenges at Home and Abroad (1980-Present) SUGGESTED DURATION: 7 - 9 weeks

UNIT OVERVIEW UNIT LEARNING GOALS Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical thinking skills.


challenges.

3 The student can:

apply relevant historical information to critique the various views on the proper role of government and analyze the periodization of the time periods;

synthesize and contextualize the relationship between the end of the Cold War and changing world politics;

use patterns of continuity and change to apply relevant historical examples to contemporary political, social, and economic issues;

employ historical causation to form connections between technology and globalization.




ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government.

EQ1a: How can changing political views impact the role of government in a society? EQ1b: How have American values changed and remained the same over time?

EU2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and global role.

EQ2a: How do changes in governments abroad impact the policies and responsibilities of the United States? EQ2b: What responsibility does the United States have in the global community?

EU3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes.

EQ3a: What social, economic, and demographic changes does the U.S. experience as it enters the 21st century? EQ3b: Is the role of government to protect all of its citizens, regardless of gender, race, or social class?

NJCCS & COMMON CORE STANDARDS NJCCS: 6.1.12.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. 6.1.12.A.14.f Determine the extent to which nongovernmental organizations, special interest groups, third party political groups, and the media affect public policy. 6.1.12.A.14.g Analyze the impact of community groups and state policies that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools). 6.1.12.A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security. 6.1.12.B.14.a Determine the impact of recent immigration and migration patterns in New Jersey and the United States on demographic, social, economic, and political issues. 6.1.12.B.14.b Analyze how regionalization, urbanization, and suburbanization have led to social and economic reform movements in New Jersey and the United States. 6.1.12.C.14.a Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies.

NJCCS & COMMON CORE STANDARDS

6.1.12.C.14.b Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy 6.1.12.C.14.c Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society. 6.1.12.C.14.d Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey. 6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies. 6.1.12.D.14.b Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence. 6.1.12.D.14.c Determine the impact of the changing role of labor unions on the economy, politics, and employer-employee relationships. 6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society. 6.1.12.D.14.e Evaluate the role of religion on cultural and social mores, public opinion, and political decisions. 6.1.12.D.14.f Determine the influence of multicultural beliefs, products (i.e., art, food, music, and literature), and practices in shaping contemporary American culture. 6.1.12.A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure. 6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems. 6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations. 6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy. 6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations. 6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations. 6.1.12.B.15.a Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises. 6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy. 6.1.12.C.15.b. Assess economic priorities related to international and domestic needs, as reflected in the national budget. 6.1.12.D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States. 6.1.12.D.15.b. Compare the perspectives of other nations and the United States regarding United States foreign policy. 6.1.12.D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region. 6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism. 6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period. 6.1.12.A.16.b Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies. 6.1.12.A.16.c Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries. 6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources. 6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. 6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship.


6.1.12.C.16.c Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce. 6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives. 6.1.12.D.16.b Explain how and why technology is transforming access to education and educational practices worldwide. 6.1.12.D.16.c Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society CCSS: 11 -12.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 11-12.RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. 11-12.RH.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 11-12.WHST.1.A Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 11-12.WHST.1.BDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. 11-12.WHST.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 11-12.WHST.1.E Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2.A Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 11-12.WHST.2.B Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 11-12.WHST.2.C Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. 11-12.WHST.2.D Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 11-12.WHST.2.E Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 11-12.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.11-12.WHST.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


11-12.WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COMMON ASSESSMENT ALIGNMENT DESCRIPTION LG 1 EU1, 2, 3 EQ1a, 1b, 2a, 2b, 3a 6.1.12.A.14.d, f, h 6.1.12.B.14.a, b 6.1.12.C.14.b, c 6.1.12.D.14.a, b, d, e 6.1.12.A.15.a, b, c, d, e 6.1.12.B.15,a 6.1.12.C.15.a, b 6.1.12.D.15.c, d 6.1.12.A.16.a, b 6.1.12.B.16.a 6.1.12.C.16.a 6.1.12.D.16.b, c 11-12.RH.1, 2, 3, 6, 7, 8, 9 11-12WHST.1, 4, 5, 6, 7, 8, 9 DOK 4

Students will create a self-sustained research project analyzing the patterns of continuity and change over time in American history, and evaluating the outcome of their topic of choice by applying lessons from American history, while paying special attention to America's modern challenges at home and abroad in the post-Cold War world. Topics of choice may include, but are not limited to:

Reagan and the dismantling of the welfare state

American foreign policy in the 1980s

The end of the Cold War

Identifying and solving current issues facing the United States of America

The growth of technology

The rise of terrorism in the modern world

American domestic and foreign changes in the 1990s

Polarization of American politics from the 1990s to the present

The effect of technology and globalization on U.S. policy Examples of self-sustained research projects include, but are not limited to:

Creating your own DBQ

Analysis of a non-fiction historical work

Generating your own foreign policy paper for a modern problem using historical examples

Position paper addressing a modern political issue

Student-generated debate on a modern political issue

Simulation about a modern world crisis

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE WE DIDN’T START THE FIRE: Students, in groups, will define all of the people and events in the Billy Joel song, “We Didn’t Start The Fire.” After researching all of the people and events, students will add stanzas to the song to bring the song from 1989 to the present, including information about the U.S.’s post- Cold War role, new technology, and globalization. Students will present their new lyrics in front of the class and explain why they chose the events/conditions/people they included to represent history within the song. Students will also choose and present one modern popular song (within the past 3 years) that conveys something about the events/conditions/people they have described in their new lyrics to “We Didn’t Start the Fire.”

Students can make a slideshow of the terms that they have added using a platform like PowerPoint or Prezi.

Students can use YouTube to play the instrumental in the background while they present. Students can also use PowerPoint or Prezi to create a slideshow of their terms.

Cold War consumer culture conservatism containment globalization post-Cold War politics War on Terror

Utilize relevant historical evidence to interpret the meanings of the terms as found in the lyrics and connect it to relevant historical phenomena Using patterns of continuity and change over time, periodization, contextualization, and synthesis, create new lyrics to the song that are relevant to the key events in modern American history DOK 2, 4

VIDEO PROJECT: Students will choose a globalization and/or technology related issue that has had an impact on the nation into the 21st century. Students will then choose a song whose lyrics in some way reflect said issue. Students will then create a music video with images researched by them and/or video that connects to the lyrics of the song. Using a movie-making program, students are to create this historical music video. The opening scene of the video- before music starts- should be an introductory "slide" describing the history of the topic, historical similarities, and major issues involved. The video should close with a brief synopsis of the artist and why the song was written. This will be presented.

Students may use any of a number of computer or web based programs to create the video.

Students could work in groups. The teacher could provide a template for the project. The teacher could provide a list of possible songs. Students could create and perform an original song.

African American civil rights women’s rights LGBT rights other minorities’ civil rights anti-war sentiments anti-materialism sentiments

Utilize historical causation and appropriate use of relevant historical evidence to summarize historical issues over time Utilize patterns of continuity and change over time, as well as periodization, to connect concepts as they apply to various time periods Analyze issues and interpret their effect on various groups of people during different time periods Synthesize research by constructing a finished product that applies images and/or video to historical events

Evaluate and construct the history of the 21st century into discreet periods DOK 3, 4

SUGGESTED STRATEGIES ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE FOG OF WAR: Students will use prior coursework, the Choices Program Unit on the US Role in a Changing World, and the Errol Morris documentary The Fog of War to produce a unique and individual foreign policy memo. The memo will require them to prioritize the many challenges facing the United States in the 21st century, defend their choices based on historical outcomes, and apply past lessons and events to current and future problems.

Memo can be modified to include a speech to the class or a visual presentation. The teacher can supply a template to be used for the memo. Areas of the world and topics to be considered (i.e., terrorism, piracy, foreign aid) can be given to the students.

Students will connect to online surveys and compare their priorities to others around the world.

unilateral vs. multilateral actions pre-emption weapons of mass destruction terrorism

Utilize historical argumentation to create a meaningful set of priorities for the United States as a world power Use synthesis, contextualization, and comparison to critique past policies carried out by the United States Using patterns of continuity and change, connect past events to current and future problems Appropriately use and cite relevant historical evidence to justify a new American Foreign Policy DOK 3, 4

HOW’S THAT WORKING OUT FOR YOU? The students will pick a law, executive order, agency, or domestic policy that expanded the role of the federal government in some manner (i.e., Medicare, the EPA). The students will research the circumstances that brought about the law, executive order, agency, or domestic policy and then research their effect up to the present, including relevant statistics and data. The students will conclude with a final analysis of how effective the program is and ultimately what was the effect on our government, its role, and our nation as a whole. The students can write a paper or create a visual presentation for the class.

The teacher can create a list of possible topics and programs that can be researched. The teacher can provide the students with a template for their presentation or paper.

Students can use the internet and school based databases for their research. Students can use programs like Prezi for their presentation.

mandate federal agencies executive order new federalism regulation entitlements safety nets public works projects

Employ relevant historical evidence to research the causes and effects of a specific federal law, executive order, agency, or domestic policy, indicating patterns of continuity and change over time Interpret the effect of the federal program Synthesize data and historical evidence DOK 2, 3, 4