AP UNITED STATES HISTORY...Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SOCIAL STUDIES

AP UNITED STATES HISTORY

COURSE DESCRIPTION

Grade Level: 11-12 Department: Social Studies Course Title: AP United States History Credits: 5 Course Code: 020350

Board of Education adoption date: August 22, 2011

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee

Ms. Laurie Floyd Ms. Jennifer Guirguis

Supervisors

Mr. Peter Krais

Mr. David Bleakley Ms. Judith Newins Mr. Stanley Koba Ms. Michelle Lilley Ms. Shanna Howell

AP US History - Introduction Introduction

Course Philosophy The Advanced Placement United States History course is designed to help students develop the analytical skills and factual knowledge necessary to examine, analyze, and evaluate major themes in American history from the late 1800s to the present day. This course is designed to provide students with opportunities to study major historical themes and to analyze the immediate and long term impact of these themes on American society. The topics students will study include politics, citizenship, economics, reform, environmental transformations, religious movements, demographic changes, globalization, the American identity, culture, and war and diplomacy. Students taking this Advanced Placement United States History course will also explore a variety of historical interpretations and perspectives as they become aware of the significance of historical events on different segments of American society, as well as the global community. At the end of this course, students will emerge with the knowledge and skills to achieve a successful score on the Advanced Placement exam, as well as confident informed individuals who are able to meet the demands and challenges of twenty‐first century life.

Course Description In the Advanced Placement United States History course, students will 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 clearly and persuasively. While this course focuses on the history of the United States, it is also heavily geared towards helping students become twenty‐first century learners by preparing them for college and their future careers. In order to achieve the goal of developing twenty‐first century learners, students in this course will interact with various forms of technology throughout the course including online research databases, Moodle courseware, Web 2.0 applications, and advanced computer software applications.

Course Map and Proficiencies/Pacing

Course Map

Relevant Standards Enduring Understandings

Essential Questions

Assessments

Diagnostic Formative Summative

6.1.12A.5a, b 6.1.12.B.5.b 6.1.12.C.5.a,c 6.1.12D.5a,b,c,d 6.1.12.C.6.a,b,c 6.1.12.D.6.a RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Technological advancements influence society

How can industrialization have positive and negative effects on society, the economy, and politics?

Anticipatory set Pre‐test Do Now Discussion Moodle discussions

Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubrics Simulation rubric Moodle discussions

Test Free response or document based question essay Debate rubrics Political cartoon rubrics Technology project assessment rubrics Research rubrics

6.1.12.A.5.c 6.1.12.B.5.a 6.1.12.C.5. b,c 6.1.12.D.5.b,d RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Ideological conflicts and changes can transform politics, the economy, and society

What conflicts have emerged and continue to cause strife between rural and urban sectors of society? Why is immigration such a contentious issue in American history?




6.1.12.B.6.a 6.1.12.D.6.b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

There were social, political, and economic reasons for American imperialism

What motivates America's desire for global intervention?




6.1.12.B.6.a 6.1.12.D.6.b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

American imperialism had consequences for both the U.S. and overseas

How has the role of the United States in the world changed over time? How does America promote but also hinder the growth of democracy in the world and at home?What obligation does the United States have to the people in its colonies?


Discussion Cooperative Group Assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubrics Simulation rubric Moodle discussions


6.1.12.A.6.a,b,c 6.1.12.D.6.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Laws change to reflect progress and evolution in society

How are economic and social problems alleviated or solved by the powers of government? How has the American political system changed as democratic ideals were expanded to more stakeholders?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubric Graphic organizer rubric Case study rubric Primary source rubric Moodle discussions

Test Free response or document based question essay Primary source evaluation rubric Project assessment rubric Technology assessment rubric Debate rubric

6.1.12.A.7.a,c 6.1.12.B.7.a 6.1.12.D.7.a,b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

There are social, political, and economic reasons for war and conflict

How is American involvement in foreign affairs often an ideological crusade to preserve democracy? What makes an effective president?How do the mistakes of one conflict lead to another?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Forum rubric

Test Free response or document based question essay Technology assessment rubric

6.1.12.C.7.a RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Technological advancements can impact war

How does technology impact warfare and the effects of the war?




6.1.12.A.7.b 6.1.12.C.7.b 6.1.12.D.7.b RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Civil liberties may be restricted in times of crisis

How are civil liberties challenged during national emergencies and conflicts? What role does propaganda play in uniting a country?




6.1.12.A.8.a,b,c 6.1.12.B.8.a 6.1.12.C.8.a,b 6.1.12.D.8.b RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Ideological conflicts and changes can transform politics, the economy, and society

How have changes and challenges to traditional American norms and values led to a culture of conformity and conflict? How do cultural movements influence American policies and values? How do counterculture movements influence American policies and values?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric Reflection rubric

Test Free response or document based question essay Technology assessment rubric Debate rubric

6.1.12.B.9.a 6.1.12.C.9.a,b,c,d 6.1.12.D.9.a,b 6.1.12.A.10.a,b,c 6.1.12.B.10.a 6.1.12.C.10.a,b 6.1.12.D.10.a,b,c,d RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Conflicts prompt political, social and economic change What accounts for

ideological changes in the government and society? What accounts for ideological shifts of political parties? What is the responsibility of the government towards its people? How do various parts of the economy affect other parts of the economy?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric Debate rubric Political cartoon rubric

Test Free response or document based question essay Visual or oral presentation rubric

6.1.12.A.9.a 6.1.12.C.9.a 6.1.12.A.10.a,b,c 6.1.12.B.10.a 6.1.12.C.10.a, b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

The role and scope of the government can change in reaction to different circumstances

What accounts for ideological changes in the government and society? How has the role and responsibility of the federal government and president expanded? What accounts for ideological shifts in the views and followers of political parties? What is the responsibility of the government towards its people?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric Debate rubric Political cartoon rubric

Test Free response or document based question essay Visual or oral presentation rubric

6.1.12.A.11.c,e 6.1.12.D.11.c,d,e RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Democracy guarantees individual rights and liberties

How is American involvement in foreign affairs often an ideological crusade to promote and maintain democracy? What role does propaganda play in fostering a sense of nationalism? How has war transformed America's social, political, cultural, and economic landscape?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Political cartoon rubric Primary source evaluation Reflection rubric Cooperative group assessment Evaluation sheets

Test Free response or document based question essay Technology assessment or activity rubric Presentation rubric

6.1.12.D.7.c 6.1.12.A.11.a,b,d 6.1.12.B.11.a 6.1.12.C.11.a,b 6.1.12.D.11.a,b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Military outcomes are unpredictable

How can one person or a small group of individuals impact history? How can technology impact history?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Political cartoon rubric Primary source evaluation Reflection rubric Cooperative group assessment Evaluation sheets

Test Free response or document based question essay Technology assessment or activity rubric Presentation rubric

6.1.12.C.12.a,c,d 6.1.12.D.12.b,c 6.1.12.B.13.a,b 6.1.12.C.13.b,d 6.1.12.D.13.f,d RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Technological advancements influence and change society

How does technology impact warfare and society?How can consumerism affect society and its population?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric

Test Free response or document based question essay Technology assessment or activities rubric Project assessment

6.1.12.A.12.a,b,c 6.1.12.B.12.a 6.1.12.C.12.a 6.1.12.D.12.a,b,c 6.1.12.A.13.a,b.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

There are social, political, and economic reasons for war and conflict

How do ideological differences lead to conflict between countries? How can wars be fought without weapons? How does the role of the United States in the world change over time?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions


6.1.12.D.12.b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Civil liberties may be restricted in times of crisis

How can a democratic society balance personal freedoms and national security?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions


6.1.12.A.13.a,b,c 6.1.12.B.13.a 6.1.12.C.13.a,c 6.1.12.D.13.a,b,c 6.1.12.D.13.f RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Achieving equality is a challenging but worthwhile process

How can one person or a small group of individuals impact history? How are civil rights obstacles challenged by minority groups and the Supreme Court?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Primary source analysis Debate rubric Political cartoon rubric Document shuffle rubric

Test Free response or document based question essay Technology assessments or activities Research rubric Interview rubric

6.1.12.D.12.d,e 6.1.12.A.13.a,c 6.1.12.B.13.a,b 6.1.12.C.13.c,d 6.1.12.D.13,c,d,f RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Cultural norms and values change as society progresses

How do cultural movements impact American policies and values? How do counterculture movements impact American policies and values? How has the American political system changed as democratic ideals have been expanded to more stakeholders?




6.1.12.A.12.b,c 6.1.12.D.12.d,e 6.1.12.A.14.a 6.1.12.D.14.a 6.1.12.A.15.a,b,c,d,e,f 6.1.12.B.15.a 6.1.12.C.15.a,b 6.1.12.D.15.a,b,c,d 6.1.12.A.16.a RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Military outcomes are unpredictable

How can the media influence public opinion and in turn military strategy and diplomatic decisions? What role does the U.S. have in promoting democracy in the world?




6.1.12.A.14.a‐h 6.1.12.B.14.a‐d 6.1.12.C.14.a‐d 6.1.12.D.14.a‐f 6.1.12.A.15.a‐f 6.1.12.B.15.a 6.1.12.C.15.a,b 6.1.12.D.15.a‐d 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.a‐c 6.1.12.D.16.a‐c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Technological advancements influence and change society

How have industrialization and technology transformed the social, cultural, and economic landscape of the U.S.?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubrics

Test Free response or document based question essay

6.1.12.C.13.c 6.1.12.A.14.a‐h 6.1.12.B.14.c,d 6.1.12.C.14.a‐c 6.1.12.D.14.a‐e 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.c 6.1.12.D.16.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

The role and scope of the government can change in reaction to different circumstances

How does corruption and dishonesty in government impact public opinion and policy? How has the role of the United States relative to the world changed over time?How does America promote but also hinder the growth of democracy?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubrics

Test Free response or document based question essay

6.1.12.A.14.a‐h 6.1.12.B.14.a‐d 6.1.12.C.14.a‐d 6.1.12.D.14.a‐f 6.1.12.A.16.a‐c 6.1.12.C.16.a‐c 6.1.12.D.16.a‐c 6.1.12.C.3.a 6.1.12.D.5.a 6.1.12.D.6.a 6.1.12.D.10.d 6.1.12.A.13.c RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9

Cultural norms and values change as society progresses

Is US society and politics becoming more or less fragmented?


Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Presidential evaluation Forum rubric Graphic organizer rubric

Test Free response or document based question essay Research paper New Jersey history presentation Technology assessments\activities Presentation rubric

6.1.12.D.14.a 6.1.12.A.15.a‐f 6.1.12.B.15.a 6.1.12.C.15.a,b 6.1.12.D.15.a‐d 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.a‐c 6.1.12.D.16.a‐c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 RH 11‐12.10

America is part of a global community

How has the role of the federal government changed and expanded over time? How can the US adjust to new foreign enemies? What is the "new world order" after the Cold War ends?


Discussion Cooperatives group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Presidential evaluation Forum rubric Graphic organizer rubric

Test Free response or document based question essay Research paper New Jersey History presentation Technology assessments or activities Presentation rubric

Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s) Recommended Duration

Unit 1: Post Reconstruction Era

Enduring Understandings: Technological advancements influence society. Ideological conflicts and changes can transform politics, the economy, and society. At the conclusion of this unit, students will be able to: 1. Evaluate the origins and consequences of the corruption that dominated politics during the Gilded Age. 2. Explain the impact of industrialization had on America socially, politically, and economically. 3. Assess the impact of the closing of the western frontier.

2‐3 weeks

Unit 2: Imperialism

Enduring Understandings: There were social, political, and economic reasons for American imperialism. American imperialism had consequences for the U.S. and overseas. At the conclusion of this unit, students will be able to: 1. Describe America's role and leadership in the global community. 2. Evaluate the arguments of imperialism and their relationship to the Constitution. 3. Assess America's new role in the world.

2‐3 weeks

Unit 3: The Progressive Era

Enduring Understandings: Laws change to reflect progress and evolution in society. At the conclusion of this unit, students will be able to: 1. Explain how different social groups sought to utilize the government to implement solutions to economic and social problems.

2 weeks

Unit 4: World War I

Enduring Understandings: There are social, political and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis, Technology can affect war and conflict. At the conclusion of this unit, students will be able to: Describe America's role and leadership in the global community. Assess the effect that war had on the home front.

2 weeks

Unit 5: The 1920s

Enduring Understandings: Ideological conflicts and changes can transform politics, the economy, and society. Cultural norms and values change as society progresses.

At the conclusion of this unit, students will be able to: 1. Evaluate American isolationism in the interwar period. 2. Explain the conformity and conflict of the 1920s. 3. Assess the impact of consumer prosperity on the economy.

3 weeks

Unit 6: The Depression and New Deal

Enduring Understandings: Conflicts prompt political, social, and economic change. The role and scope of the government can change in reaction to different circumstances. At the conclusion of this unit, students will be able to: 1. Describe the causes that led to the stock market crash and Great Depression. 2. Evaluate the successes and effects of the New Deal. 3. Assess how different groups of people were affected by the Great Depression and then the New Deal.

3 weeks

Unit 7: World War II

Enduring Understandings: Democracy guarantees individual rights and liberties. Nationalism is impact by domestic and foreign forces. Military outcomes are unpredictable.

At the conclusion of this unit, students will be able to:

1. Assess American isolationism and fear of getting involved in the conflicts in the 1930s in Europe. 2. Evaluate the path that led America into WWII. 3. Explain the long term and short term impact of an Allied‐led victory. 4. Evaluate the mobilization effort on the American home front that led to an Allied victory in the war.

3‐4 weeks

Unit 8: The 1950s and Cold War

Enduring Understandings: Technological advancements change society. There are social, political and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis. At the conclusion of the unit, students will be able to: 1. Describe how the Cold War started and the role that the United States and Soviet Union each played in it. 2. Evaluate the impact that post war prosperity had on politics and society. 3. Assess the changes that various minority groups experienced.

2‐3 weeks

Unit 9: The 1960s

Enduring Understandings: Achieving equality is a challenging but worthwhile process. Cultural norms and values change as society progresses. Military outcomes are unpredictable. At the conclusion of this unit, students will be able to: 1. Evaluate the foreign policies of the 1960s and the impact on domestic attitudes. 2. Assess the many different aspects of the civil rights movement in bringing about social reform and equality.

2‐3 weeks

Unit 10: The 1970s

Enduring Understandings: Technological advancements change society. The role and scope of the government can change in reaction to different circumstances. Military and foreign conflict outcomes are unpredictable. At the conclusion of the unit, students will be able to: 1. Assess the reasons fro the loss of faith in the government and the impact of those views on politics and society. 2. Evaluate the impact of negative outcomes in foreign conflicts like Vietnam and the Iran Hostage Situation had on politics and foreign affairs. 3. Describe population and societal changes of the 1970s.

1 week

AP Exam Review 2 weeks

Unit 11: The 1980s & 1990s

Enduring Understandings: Cultural norms and values change as society progresses. America is part of a global community.

At the conclusion of this unit, students will be able to: 1. Evaluate the programs and policies of the New Right. 2. Assess how budget deficits limited the federal government. 3. Explain the impact of the partisan conflicts of the decades.

3‐4 weeks

Unit 01 - AP US History

Unit Plan

Enduring Understandings: Technological advancements influence society. Ideological conflicts and changes can transform politics, the economy, and society. Essential Questions: How can industrialization have positive and negative effects on society, the economy, and politics? What conflicts have emerged and continue to cause strife between rural and urban sectors of society? Unit Goals: SWBAT: 1) Evaluate the origins and consequences of the corruption that dominated politics during the Gilded Age. 2) Explain the impact industrialization had on America socially, politically, and economically. 3) Assess the impact of the closing of the frontier. Recommended Duration: 2‐3 weeks NJCCCS: 6.1.12.A.5a‐c; 6.1.12.B.5.a,b; 6.1.12.C.5.a,c; 6.1.12.D.5.a‐d; 6.1.12.C6a‐c; 6.1.12.D.6.a Common Core English/ Language Arts Literacy in Social Studies: RH11‐12.1‐3; RH11‐12.6; RH11‐12.7‐9

Guiding/Topical Questions

Content/Themes/Skills Resources and Materials

Suggested Strategies Suggested Assessments

What political issues defined the Gilded Age?

Party positions and issues in the presidential elections from 1876‐1896 Causes, extent, and results of political corruption during the Gilded Age Analyze primary and secondary sources Create/analyze visual presentations Debate relevant topics

Student textbook and primary document book Access to Moodle Access to Facts on File

Have students participate in a class discussion/debate comparing and contrasting the quality of politicians in the Gilded Age with those of the previous age, such as Clay, Jackson, Webster, and Lincoln View Thomas Nast's cartoons from the Gilded Age particularly those on Boss Tweed. Have students respond to a forum on Moodle on the topic of the Tweed scandal as both an event and symbol of the generally corrupt atmosphere of the Gilded Age

Written tests and quizzes Debate rubrics Forum rubrics (for Moodle post) Political cartoon rubrics

What impact did the transcontinental railroad have on Western settlement and Native Americans?

Technological developments in the South and the West Conflicts between Native Americans and white settlers in the West Analyze primary and secondary sources Integrate technology

Student textbook and primary document book Web 2.0 Tools

Students can create a timeline of the Sioux experience from Little Big Horn to Wounded Knee and after, placing the Indian Wars in the context of white encroachment Have students create a poster to examine the phases of economic activity in the West, including mining, raising cattle, and agriculture. Have students also focus on how the entry of corporate investment capital shaped western development

Written tests and quizzes Timeline rubric Research rubric Project assessments Technology assessments rubrics

What major events and technologies marked the rise of industrialization and urbanization at the turn of the twentieth century?

Effects of industrialization and urbanization on society, the economy, and politics Analyze primary and secondary sources Debate relevant topics Analyze primary and secondary sources Integrate technology

Student textbook and primary document book Access to primary source documents ‐ Facts on File

Lead a class discussion on the central role the railroads played in the late 19th century. Have students answer questions and discuss how the railroads not only moved goods and people but also dominated politics, employed workers, promoted farms and cities, and created the models for American big business

Written tests and quizzes Open‐ended questions Debate/discussion rubrics

How were corporations, trusts, and monopolies formed; what impact did they have on American society?

Advances in technology and the effects on the rise of new industries Goals and reputations of robber barons Analyze primary and secondary sources Integrate technology Debate relevant topics

Student textbook and primary document book

Have students examine the impact of big business and the new industrial corporations on the American economy and American life. Have students explain in a one‐page reflection paper how Andrew Carnegie and John D. Rockefeller represent how the new corporate industrial organizers became widely celebrated heroes as well. Have students consider their effects not only on the economy but also American culture Have students participate in a Moodle forum examining the "corrupt" J.P. Morgan gold deal of 1895 as a symbol of what many Americans saw as the capture of the federal government by big business. Have students determine Morgan's importance as a political and economic figure, in addition to whether or not he deserved the villainous treatment he received from critics

Written tests and quizzes Reflection paper rubric Open‐ended questions Project assessments Technology assessments rubrics Debate rubrics Forum rubrics

What factors contributed to the rise of labor unions and the labor movement?

Rise of industrialization and urbanization and the impact on working conditions for adults and children Analyze primary and secondary sources Compose position papers/statements


Students can use primary and secondary sources to answer the following questions: Why did American workers have such trouble responding to the new industrial conditions of labor? Why were business and the middle‐class public generally hostile to allowing workers to organize as industry did? Why did the American Federation of Labor survive, while the Knight of Labor collapsed and disappeared? Students can discuss/debate their findings in a whole class discussion activity

Written tests and quizzes Open‐ended questions Debate rubrics

How did nativist attitudes impact and limit opportunities for "new" immigrants to the United States?

Effects and limitations of immigrations (new versus old immigrants) Debate relevant topics Analyze primary and secondary sources

Opposing Viewpoints in American History book Film clips from streaming video: Gangs of New York

Students can conduct research and conduct a class debate on the following topic: Resolved: Excluding Chinese immigrants Runs Counter to the Spirit of America (source: Opposing Viewpoints) Have students examine and discuss primary sources that highlight the nativist feelings towards the "new" immigrants. Have students view clips from Gangs of New York that illustrate the "new" immigrant experience in America. Conduct a class discussion afterwards

Written tests and quizzes Debate rubric Open‐ended questions Debate rubrics Forum rubrics

How did the closing of the western frontier impact farmers in the late 19th century?

Development of farmer's organizations Impact of the western frontier on American culture and society Analyze primary sources Compose position papers and statements

Access to excerpts from primary sources

Have students read excerpts from Frederick Jackson Turner's The Significance of the Frontier in American History (1893) and Richard White's The Middle Ground (1991). Have students compare and contrast each author's understanding of the essential characteristics of the west in a five paragraph essay. Present findings during a class debate

Written tests and quizzes Essay rubric Open‐ended questions Technology assessments and activities Debate rubrics

How did industrialization impact farmers in the late 19th century?

Industrialization and advances in technology and their impact on the rise of new industries Analyze primary and secondary sources Debate relevant topics


Have students review the rise of the Populists and the Populist Platform. Then have students read excerpts from Richard Hofstadter's The Age of Reform (1955) and Lawrence Goodwyn's Democratic Promise: The Populist Moment in America (1976) Discussion questions 1) What does each of these historians see as the essential character of populism? 2) How does each historian see the relationship between populism and the new corporate industrial order of the late 19th century? 3) How would each historian assess the strong Populist undercurrent in American political thinking?

Written tests and quizzes Primary source evaluation Open‐ended questions rubric Technology assessments and activities Discussion rubric

What were the major issues in the election of 1896 and why is the election considered a "realigning election?"

Monetary issues (free silver versus the gold standard) Interpret charts and graphs Analyze statistics to find patterns Analyze primary and secondary sources

Student textbook and primary document book Maps, charts, and graphs from the 1896 presidential election

Election of 1896 Simulation Activity ‐ assign students the role of a person from 1896 (for example, a farmer, urban dweller, a factory worker, a factory owner) and then have students participate in a mock election, voting how the person they are representing would have voted. Debrief after the simulation ‐ show students a map of voting patterns in this election and discuss its overall significance

Written tests and quizzes Open‐ended questions Simulation rubric

Differentiation A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Utilize pre‐tests to assess where individual students need to begin study of a given topic.

Make assessment an ongoing, interactive process.

Set benchmarks and break larger tasks into smaller tasks.

Technology Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live web pages and/or web quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft word programs such as Publisher, PowerPoint, and Excel. Specifically in this unit students will use Moodle to participate in online forums and discussions evaluating the industrial, urban, and political themes of the late 1800s. Students will also actively use Facts on File to locate primary sources on Native Americans, immigration, the western frontier, and the election of 1896.

College and Workplace Readiness This unit and the AP US History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Specifically, in this unit, students will use research and debate skills to evaluate the industrial and political issues of the late 1800s which have helped to establish the modern American industrial, urban, and political landscape.


Unit Plan

Enduring Understandings: There were social, political, and economic reasons for American imperialism. American imperialism had consequences for the United States and overseas. Essential Questions: How has the role of the United States in the world changed over time? What motivates America's desire for global intervention? How does America promote, but also hinder, the growth of democracy in the world and at home? What obligation does the United States have to the people in its colonies? Unit Goals: SWBAT: Describe the events and reasons that led the United States into an imperialistic policy. Evaluate the effect that the United States’ imperialistic policy had on the United States as well as the places it controlled or traded with (including up to present day). Analyze the debate and arguments for and against US colonialism and intervention. Recommended Duration: 2‐3 weeks NJCCCS: 6.1.12.B.6.a 6.1.12.D.6.b Common Core English/Language Arts Literacy in Social Studies: RH.11‐12.1,2,3, RH 11‐12.6, RH 11‐12.7,8,9


Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What economic, social, and political forces prompted American imperialism in the late 1800s and early 1900s?

Foreign policy before the Spanish American War. The effect of the Industrial Revolution on foreign policy European country's colonial grabs in Asia and Africa Religious and "moral" reasons for expansion Critical thinking Analyzing primary and secondary sources working in groups

Textbook Document book Interactive media

Cooperative group activity. Divide the class into at least 3 groups and have them use maps, documents, and their textbook to create a list of reasons why the US would begin to look outwards in the late 1800s. Give each group one category to make a list for: social, political, or economic reasons. Share, compare, and contrast. Students can create their own DBQ or answer the sample ones from the College Board.

Document based question essays Open‐ended questions Rubric scoring guide

What events led to the United States to declare war on Spain?

Events and key figures that led the US to declare war on Spain The war was fought in both Cuba and the Philippines Map analysis Timeline creation Primary and secondary document analysis Critical thinking

Textbook Document book and other documents Interactive media

Students can create a timeline to show the events and key people that led to the US declaring war on Spain. In a class discussion, decide which people and events had the most influence on McKinley. Analyze examples of the "yellow press" How much influence did they have then? How much influence do they have now?

Open‐ended questions

Technology assessments/activities

Forum rubrics

Would ruling another nation be compatible with the basic American ideals of democracy and self‐government?

The Filipino Insurrection The Insular Cases Democratic ideals of the US Debate Critical Thinking Analysis of documents and political cartoons

Textbook Document book and other documents Interactive media

Read the debate documents in the document book. Have the students debate the topics from both the perspective of then and now Create a political cartoon opposing Bryan or McKinley

Debate rubrics Political cartoon rubrics

How did the US change and affect the territories and countries that it owned and/or traded with?

Democratic ideals of the US Extent of the American Empire Platt Amendment and Foraker Act Research and evaluation of database and internet sources Critical thinking Analysis of documents Presentation skills Working in groups

Textbook Document book and other documents Interactive media Internet and computer access

Students can research the influence of the US on Hawaii, China, the Philippines, Guam, Puerto Rico, Panama, and Cuba. In cooperative groups, present student findings

Written tests and quizzes Open‐ended questions Forum rubrics

How were the foreign policies of Theodore Roosevelt, William Taft, and Woodrow Wilson similar and different?

“Big Stick" Diplomacy Dollar Diplomacy Moral Diplomacy graphic organizer creation Analysis of primary and secondary sources Critical thinking

Textbook Document book and other documents Interactive media Internet and computer access DVD and player A Man, A Plan, A Canal video

View A Man, A Plan, A Canal and discuss orally or analyze through writing Create a graphic organizer that compares and contrasts the three presidents’ policies and the effects of each

Written tests and quizzes


Forum rubrics

What comparisons to present United States foreign policy can be drawn?

Puerto Rico and Guam today Guantanamo Bay Comparisons to Afghanistan, Iraq, and Libya Research and evaluation of database and Internet sources Critical thinking Analysis of documents Presentation skills Working in groups

Textbook Document book and other documents Interactive media Internet and computer access

The teacher can gather anti‐war and anti‐imperialism quotes from the early 1900s and today and then the students can analyze them to "guess" which is from today and which are from the early 1900's. Students can locate and analyze current events articles that deal with Puerto Rico and Guam and Guantanamo Bay Class discussion on US policy in Libya, Afghanistan, and Iraq to compare to the Filipino Insurrection and Panama Revolution.



Debate rubrics

Forum rubrics

Differentiation

A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning will be used whenever possible. Teacher support can be given. Teacher can model desired skills.

Technology

Students will use the internet to locate relevant information. They will practice evaluating websites and information found online. Students will also use interactive media for presentations.

College and Workplace Readiness

This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals.

Unit 03 - AP US History Unit Plan

Enduring Understandings: Laws change to reflect progress and evolution in society. Essential Questions: How are economic and social problems alleviated or solved by the powers of government? How has the American political system changed as democratic ideals were expanded to more stakeholders? Unit Goals: SWBAT: 1) Explain how different social groups sought to utilize the government to implement solutions to economic and social problems. Recommended Duration: 2 weeks NJCCCS: 6.1.12.A.6.a‐c; 6.1.12.D.6 Common Core English/ Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH 11‐12.7‐9




What social and economic changes in the late 19th century prompted the broad reforms of the progressive era?

Major issues and concerns resulting from rapid industrialization and urbanization Major principles and programs of the Progressive Era including political, social, and economic programs Analyze primary and secondary sources Create position statements/papers

Student textbook and primary document book Access to Facts on File

Primary Source Readings & Response: Have students read excerpts from muckrakers such as Steffens, Tarbell, and Sinclair. Have students write a brief response to each excerpt outlining how each journalist aroused public concern and promoted involvement in progressive reform. Have students select a current topic or issue they feel needs reform and have them write a magazine article as a muckraker where they can use a productivity suite to complete this assignment. Students will present their research to the class

Written tests and quizzes Primary source evaluation rubric Project assessments Technology assessments rubric Creative or investigative writing rubric

What was the "Progressive Umbrella"?

Varied goals and success and challenges of the progressive reformers Analyze primary and secondary sources Evaluate major progressive era issues

Student textbook and primary document book Internet access: Facts on File

Graphic Organizer: Have students analyze the various elements that made up the progressive coalition. Create an "umbrella chart" detailing the different groups in the progressive coalition, as well as each groups' goals, accomplishments, and limitations

Written tests and quizzes Open‐ended questions Graphic organizer rubric Technology assessments rubrics

How successful were the accomplishments and reforms at the local, state, and national levels of government that were supported by progressives?

Major principles and programs of the Progressive era, including political, economic, and social programs Evaluate direct democracy and government efficiency in the progressive time period Analyze primary and secondary sources Debate relevant issues

Student textbook and primary document book Internet access Access to Facts on File

Case Study: Have students complete a case study on a city or state as an example of the conflicts and achievements of progressivism. Examples are Cincinnati, Cleveland, and Wisconsin. Have students share their case studies with the class

Written tests and quizzes Open‐ended questions Technology assessments rubric Case study rubric

How did the social and economic changes that gave rise to progressivism lead women into public life as reformers and workers?

Successes and challenges of the woman suffrage movement and key women involved in the movement Debate relevant topics Analyze primary and secondary sources


Debate: in groups have students use primary and secondary sources to prepare for an informal debate in which they will represent personalities from the progressive era that were for and against woman suffrage

Written tests and quizzes Primary source rubric Technology assessments/activities Debate rubrics

What was Theodore Roosevelt's agenda for reform under the Square Deal?

Business regulation Progressive era presidents and elections Analyze primary and secondary sources

Student textbook and primary document book Access to Facts on File Internet access

Class discussion on consumer protection and environmental conservationism as examples of "middle class" concerns that progressive political leaders promoted. Have students research and create a multimedia presentation for the class concerning the evolution of consumer protection and environmentalism

Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments or activities Debate rubrics Forum rubrics Political cartoon rubrics

How was Taft's progressive program more cautious than Theodore Roosevelt's?

Business regulation Progressive era presidents and elections Analyze primary and secondary sources

Student textbook and primary document book Internet access

Have students create a chart comparing and contrasting the goals, successes, and challenges of Roosevelt's accomplishments as a progressive president and Taft's accomplishments as a progressive president Have students create a document based question essay on the presidents of the progressive era

Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments rubrics

What were the similarities and differences between Roosevelt's New Nationalism and Wilson's New Freedom?

Business regulation Progressive era presidents and elections Analyze primary and secondary sources Debate relevant topics


Venn Diagram: Have students create a Venn diagram comparing and contrasting Theodore Roosevelt's regulatory New Nationalism and Wilson's more libertarian New Freedom. Then, have students decide which they would have supported if they were alive at the time and why. Post to a forum on Moodle.

Written tests and quizzes Open‐ended questions Technology assessments or activities Forum rubrics

What was the legacy of the Progressive Era?

Major precedents and principles and programs of the Progressive Era including political, economic, and social programs Debate relevant topics Analyze primary and secondary sources


Class discussion and debate on the following topic: Historians generally call the decades from the 1880s to the 1910s the "Progressive Era." Given the limitations and new problems that emerged during this time, as well as the achievements of progressive reform, do you think the name is warranted? What other names might be suggested for this era?

Written tests and quizzes Technology assessments rubric Debate rubrics

Differentiation A wide variety of assessments and strategies can be used to compliment the individual learning experience.Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Various forms of technology will be used throughout this unit. Cooperative learning techniques will be employed throughout the unit. Highlight critical features in lesson or textbook.

Technology Opportunities for students to use technology to participate in relevant activities and real‐world activities include: have students create live web pages and/or Web Quests that pertain to information in this unit, have Students use a variety of Web 2.0 applications to further their technological knowledge. These applications include all multimedia presentation. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through a multimedia suite. Specific technology will be used to help students conduct research on primary sources. Also the Internet will be used to help students use various websites to research current issues that need to be brought to the public eye, similar to the muckrakers of the Progressive Era.

College and Workplace Readiness This unit and the AP US History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. This unit will help students learn how to research current social/political problems, develop possible solutions, and then attempt to implement those solutions.


Unit Plan

Enduring Understandings: There are social, political, and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis. Technology can affect war and conflict. Essential Questions: How is America involvement in foreign affairs often an ideological crusade to preserve democracy? How are civil liberties challenged during national emergencies and conflicts? What role does propaganda play in uniting a country? What makes an effective president? How do the mistakes of one conflict lead to another? Unit Goals: SWBAT: Describe why World War I started and why America was initially reluctant to enter World War I. Evaluate how the war affected women, minorities, and dissenters. Analyze Wilson's peace plan and the final Treaty of Versailles. Recommended Duration: 2‐3 weeks NJCCCS:6.1.12.A.7.a,b,c 6.1.12.B.7.a 6.1.12.D.7.a,b 6.1.12.C.7.a,b Common Core English/Language Arts Literacy in Social Studies: RH.11‐12.1,2,3, RH 11‐12.6, RH 11‐12.7,8,9



How did World War I start in Europe and what was the United States' initial reaction to it?

Background events leading to the war starting in Europe The arguments for and against neutrality The factors that made true neutrality difficult The events that led the US to finally declare war Analyzing primary and secondary source Debate skills

Student textbook Access to primary sources in student primary document book and/or the Internet

In groups, the students will use their document book to find quotes for and against neutrality. The groups will present their quotes and explain the debate over the United States’ involvement in the war and why it was so difficult for the United States’ to truly remain neutral

Open‐ended questions Technology assessments or activities Debate rubrics Forum rubrics

How was propaganda used to encourage support and volunteerism?

Impact of the war on the American home front Propaganda messages of the war Creating propaganda messages

Computer access to create posters using a productivity suite. Access to the internet

After looking over real propaganda posters of World War I, have the students brainstorm possible propaganda messages for the wars the United States is involved in today. The students can create their own propaganda posters for messages appropriate to Iraq or Afghanistan but in the format and manner of World War I


Project assessments

Technology assessments or activities

How were dissenters treated?

The Sedition and Espionage Acts Discussion and debate skills

Student textbook Student primary document book Access to the internet

In cooperative groups, have the students find examples of dissenters and their treatment in World War I. The students can describe their findings and then debate the effect on democracy

Open‐ended questions Debate rubrics Forum rubrics

How did WW I benefit women and minorities?

The Flu epidemic The Great Migration Women in the work place Effect of the war on the 19th Amendment Chart making

Student textbook Student primary document book

Students can create a chart that shows how the US home front is affected by WW I

Test/quiz questions Class discussion

Why did Wilson face resistance to his peace plan?

The Treaty of Versailles and Fourteen Points The Senatorial debate over the Treaty of Versailles and The League of Nations

Student textbook Student primary document book Access to the internet

Students, using their primary document book will read the Fourteen Points and then read Theodore Roosevelt's criticism of it. Discuss who was correct in their assessments In co‐op groups, after researching the Treaty of Versailles, the students will rewrite the Treaty of Versailles with the goal to avoid World War II


Technology assessments / activities

Debate rubrics

Forum rubrics

Differentiation

A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in co‐op groups and teacher will offer one on one help when necessary. Teacher can substitute other internet websites for multimedia presentations.

Technology

Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster and Animoto. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel.




Unit Plan

Enduring Understandings: Ideological conflicts and changes can transform politics, the economy, and society. Essential Questions: How have changes and challenges to traditional American norms and values led to a culture of conformity and conflict? How do cultural movements influence American policies and values? Unit Goals: SWBAT: 1) Evaluate American isolationism in the interwar period. 2) Explain the conformity and conflict of the 1920s. 3) Assess the impact of consumer prosperity on the economy. Recommended Duration: 3 weeks NJCCCS: 6.1.12.D.7.c; 6.1.12.A.8.a‐c; 6.1.12.B.8.a;6.1.12.C.8.a,b; 6.1.12.D.8.b Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH 11‐12.7‐9




What were the changing roles of women and African Americans in the 1920s?

Social and cultural aspects of prosperity Impact of changing social and cultural elements of society for women and minority groups Analyze primary and secondary sources Debate relevant topics

Student textbook and primary document book Access to Facts on File

Primary Source Activity: Have students read the primary sources in Ch. 32 Sec. D in the American Spirit, "New Goals for Women' and then respond to the following questions in a five paragraph essay or as a Moodle post: In what ways was the urbanized economic order of the 1920s a new frontier for women? Does an emphasis on gender difference or gender equality form a better basis for public policy? In groups, have students consider the role of both black and white artists in changing American culture in the 1920s. Specifically, students may examine Fitzgerald and Hughes and reflect on their similar concerns and where their outlook was different

Written tests and quizzes Open‐ended questions Technology assessments rubrics Debate rubrics Forum rubrics

What economic changes in the 1920s resulted in drastic changes for the future of the United States?

Pros and cons of the laissez‐faire economy and business policies of the 1920s Debate relevant topics


Have students debate and discuss how the automobile exemplified the opportunities and risks of the 1920s consumer culture Class discussion on the human consequences of the depression for the unemployed and those who feared unemployment and found their living standard severely reduced

Written tests and quizzes Open‐ended questions Technology assessments/activities Debate rubrics Forum rubrics

How did the conflict between fundamentalists and modernists affect American society during the 1920s?

Social and cultural aspectsof prosperity Fundamental conflicts of the 1920s Debate relevant topics Analyze primary and secondary sources Compose position/reflection papers

Student textbook and primary document book Film/ excerpts Inherit the Wind Access to Facts on File

Class discussion on the Scopes Trial as a climatic point in the conflicts over religion and culture in the 1920s. Have students read excerpts or view clips from Inherit the Wind Evaluate the ideology and actions of the Ku Klux Klan in the 1920s. Write a two‐page reflection on the similarities and differences in relation to the Klan of the Reconstruction Era

Written tests and quizzes Open‐ended questions Technology assessments/activities Reflection rubrics

How did the laissez‐faire policies of Harding, Coolidge, and Hoover impact the economy of the 1920s?

Pros and cons of the laissez‐faire economy and business policies of the 1920s Assess the Republican ascendancy of the 1920s Evaluate/debate relevant topics Assess primary and secondary sources


Create a graphic organizer that explains and evaluates the central features of Republican economic and political conservatism in the 1920s ‐ such as pro‐business government, hostility to progressive social and economic regulation, and high tariffs to isolate the American economy from the troubled world economy

Written tests and quizzes Open‐ended questions Technology assessments/activities Debate rubrics

How did growing social fears of the 1920s impact public policy and opinion?

Social and cultural aspects of prosperity Feelings in support of isolationism and nativism Debate relevant topics Integrate technology


Moodle Post and Response Forum: Why did the United States, which had welcomed so many millions of immigrants for nearly a century, suddenly become so fearful of immigration in the 1920s that it virtually ended mass immigration for two decades?

Written tests and quizzes Open‐ended questions Technology assessments/activities Forum rubrics

What new forms of entertainment and cultural revolutions emerged during the 1920s?

Evolution of entertainment and culture in the 1920s as compared to previous decades Debate relevant topics Analyze primary and secondary sources


Students will create (in groups) a class presentation that incorporates class discussion, clips, and readings on the radical cultural transformations in moral and sexual values brought by developments such as movies, birth control, jazz, and literature. Reflection paper to follow up class activities Discussion/Moodle post on the rise of the "consumer culture" and its impact on traditional and moral social causes

Written tests and quizzes Project/presentations assessments Technology assessments/activities Forum rubrics

Differentiation

A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will use different forms of technology to appeal to their different learning styles. Cooperative learning activities will be employed. Use ‘expert groups’ to help teach key ideas.

Set benchmarks and break larger tasks into smaller tasks.

Technology

Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live web pages and/or Web Quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications will be multimedia presentation based. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through a productivity suite. Specific technology will be used to help students participate in online forums and discussions to extent content area instruction beyond the classroom.


This unit and the AP US History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. In this unit, students will learn the basic tenants of the economy and how laissez‐faire governing can impact the economy. Students will be able to examine how consumerism, credit, and overspending can impact the economy.


Unit Plan

Enduring Understandings: Conflicts prompt political, social and economic change. The role and scope of the government can change in reaction to different circumstances.

Essential Questions: What accounts for ideological changes in the government and society? How has the role and responsibility of the federal government and the president expanded? What accounts for shifts in the views and followers of political parties? What is the responsibility of the government towards its people? How do various parts of the economy affect other parts of the economy? Unit Goals: SWBAT: explain and analyze how the economic and political policies of the 1920s led to the Stock Market crash and the prolonged depression. Evaluate the effectiveness of the New Deal programs designed to bring relief, recovery, and reform. Debate the role and expansion of the government. Recommended Duration: 3 weeks NJCCCS: 6.1.12.A.9.a 6.1.12.B.9.a 6.1.12.C.9.a,b,c,d 6.1.12.D.9.a,b 6.1.12.A.10.a,b,c 6.1.12.B.10.a 6.1.12.C.10.a,b 6.1.12.D.10.a,b,c,d Common Core English/Language Arts Literacy in Social Studies: RH.11‐12.1,2,3, RH 11‐12.6, RH 11‐12.7,8,9



What role should the government play in public life, especially in terms of aiding those in need?

Indicators of economic weaknesses in the 1920s. Significance of stock speculation and the stock market crash. Reading and analyzing primary and secondary source material

Internet Resources

sing old New York Times articles, and in co‐op groups, the students can read the headlines and articles leading up to the crash. They can present their findings on the following questions: What caused the crash? How aware were people of the warning signs leading up to the crash? How did people react to the crash?

Written tests and quizzes Open‐ended questions Forum Rubrics

Was the New Deal a revolutionary or an evolutionary response to the economic and social effects of the Great Depression?

Rugged Individualism The responsibility of the federal government and tracing the growth of the federal government New deal programs and agencies Researching and information processing skills Debate skills Document based question writing

The Internet with access to History in Dispute, Facts on File and EBSCO host.

Have a formal or "walking debate" about the pros and cons of the overall New Deal Program. (For a walking debate, students find various quotes, statistics, facts etc. and write them on note cards. The "pros" stand on one side of the room, the "cons" on another. Each side takes turns reciting their quote, fact, etc. If the students on the other side agree with the statement and are "moved" by it, they walk to the other side of the room.) Have the students answer the New Deal Document Based Questions from the college board website (2003). Have students find more recent articles about debate over Social Security. Have students read and discuss them and then present their findings to the class on the following questions: 1. Is the debate similar to the more recent one on Healthcare reform? 2. What issues are there with Social Security today? 3. What other "safety net" programs came after the New deal? 4. Why is it difficult to change Social Security now?

Written tests and quizzes Document based questions Essays Open‐ended questions Debate rubrics Forum rubrics

What were the criticisms of the New Deal?

Critics and criticisms of the New Deal. The "court packing" scheme and debate. Analyzing primary source material Organizing information

Student text book and primary source reader Streaming video: Huey Long Kingfish speech

In their American Spirits, have the students read the selections in Chapter 34, Section C: "Voices of Protest". Have the students create a graphic organizer that shows the names of the critics, their criticisms, and how successful they were Students can create a political cartoon to criticize or support the New Deal

Written tests and quizzes Political cartoon rubric

How did the Great Depression and New Deal impact the country and society in the long and short term?

Impact on individuals and society due to New Deal and Depression Shifts in philosophies and ideas due to the New Deal Analyzing photos and firsthand accounts Using technology Web 2.0 applications Creating visual presentations Interpreting charts and graphs.

A computer with internet access to locate photos or charts. Web 2.0 applications for a multimedia application

The teacher can find photos and charts, or have the students locate them, that show the impact of the Great Depression/New Deal. Have the students analyze them with the national archives worksheet and present their findings to the class Have the students create a 2‐D or 3‐D or computer created visual representation that answers this question "The legacy of the New Deal is..." The teacher can find firsthand accounts or have the students locate them to read about how various groups (farmers, women, people from cities, etc.) fared in the Great Depression. The students can write journals or reactions to the accounts that they have read. These can be shared with the class so that there can be a discussion on which groups seemed to survive better

Presentation rubric Test questions Class discussion

How did the Great Depression and New Deal contribute to the realignment of political parties during the 1930s?

Realignment of the political parties Women and African Americans in the Democratic party Regionalism and politics Research skills Creating a timeline, graphic organizer

Multimedia presentation using a computer with Internet access or Facts on File Student textbook

Using Prezi, Microsoft Word or Microsoft Paint, the students will create a timeline/graphic organizer that shows how the Democratic and Republican began to realign with Franklin Roosevelt's election

Visual presentation rubric

Differentiation A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in cooperative groups and teacher will offer one on one help when necessary. Break assignments into smaller, more manageable parts that include structured directions for each part.

Technology Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, and Prezi among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Research and informational skills will be practiced using the internet and databases like Facts on File.

College and Workplace Readiness This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals.


Unit Plan

Enduring Understandings: Democracy guarantees individual rights and liberties. Military outcomes are unpredictable. Essential Questions: How is American involvement in foreign affairs often an ideological crusade to promote and maintain democracy? What role does propaganda play in fostering a sense of nationalism? How has war transformed America's social, political, cultural, and economic landscape? How can one person or small group of individual’s impact history? Unit Goals: SWBAT: Assess American isolationism and the fear of getting involved in the conflicts in the 1930s in Europe. Evaluate the path that led America into WWII. Evaluate the long term and short term impact of an Allied‐led victory. Evaluate the mobilization effort on the American home front that led to an Allied victory in the war. Recommended Duration: 3‐4 weeks NJCCCS: 6.1.12.D.11a‐e; 6.1.12.B.11.a; 6.1.12.C.11.a,b;6.1.12.11.a‐e Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH12.6; RH11‐12.7‐9



How can poor economic conditions and the emergence of a "mob mentality" effect the willingness of individuals to follow extremist leaders and ideas?

Conditions leading to the rise of dictators in Europe American isolationist foreign policy in the 1920s and early 1930s Analyze political cartoons Analyze primary and secondary sources

Student textbook and primary document book Internet access to Access to Facts on File

Discuss the interwar period and the impact of the Great Depression on the United States and the global economy Have students view and then create political cartoons that document the rise of dictators in Europe ‐ Mussolini, Hitler, Stalin, as well as Tojo on Japan Conduct a class discussion on why even though Americans opposed the dictatorial doctrines of the interwar period, they did not want to fight against them initially Have students create their own political cartoons of the era and present them to the class

Written tests and quizzes Open‐ended questions Technology assessments/activities Debate rubrics Presentation rubrics Political cartoon rubrics

To what extent should the United States become involved in international affairs and conflicts?

American isolationist foreign policy in the 1920s and early 1930s Response to aggression (nonintervention and neutrality) Analyze primary and secondary sources

Excerpts from Nye Committee findings (Facts on File) or The American Spirit Excerpts from All My Sons Internet access

Have students read excerpts from the findings of the Nye Committee after World War I Have the students evaluate the "merchants of death" and read excerpts from the play All my Sons Then have students participate in a debate over whether or not the US should have entered WWII earlier than 1941 Write a reflection forum post on Moodle to debrief

Written tests and quizzes Primary source evaluation Open‐ended questions Project assessments Technology assessments rubric Debate rubrics Forum rubrics

How and to what extent did American foreign policy evolve during WWII?

American isolationist foreign policy in the 1920s and early 1930s Response to aggression (nonintervention and neutrality) Analyze primary and secondary sources Debate relevant topics


Have students pretend that they are an isolationist or an internationalist between 1939 and 1941 Have students support or reject FDR's strategy of increasing aid at each stage of WWII, but never so rapidly as to hand the isolationists a political victory Have students debate their research or have students complete the activity as a five paragraph essay

Written tests and quizzes Essay rubric Open‐ended questions Technology assessments/activities Debate rubrics

What factors led to U.S. entry into WWII?

United States Relationship with Japan prior to 1941 Changing United States’ responses to aggression after 1941 Analyze primary source documents

Documentary: Pearl Harbor: Seven Views of Defiance (can be accessed at discoveryeducation.com)

Have students view the TLC documentary, Pearl Harbor: Seven Views of Defiance and write a reaction to the reasons for the attack and United States involvement in the war

Reflection rubric

How did American and Allied military strategies impact the outcome of World War II?

Major military campaigns in the Atlantic and Pacific ‐ success and challenges Interpret charts, maps, and graphs Analyze primary and secondary sources

Student textbook and primary document book WWII Maps ‐ Interactive maps found online. Such as at Access to Facts on File

Have students complete a graphic organizer using maps and primary sources to focus on explaining the strategic military decisions of the war, including an emphasis on the fact that Americans and the Allies were essentially fighting two wars that required different strategies (collaboration and cultural differences) Have students research and create a Document Based Question on military strategy in World War II Then have students answer the question

Written tests and quizzes Document based question essays Open‐ended questions Technology assessments rubric

How did the contributions of minority groups during WWII serve as an impetus for change and equality after the war?

American mobilization for the war on the home front Social impact of the war on women, African Americans, and Japanese Americans Integrate technology Analyze primary and secondary sources

Student textbook and primary document book Internet access Access to primary and secondary sources (The American Spirit)

Have students, in groups, research and create a glog using Glogster.com on the social changes brought about due to American involvement in WWII Topics should include: women, African Americans, Japanese Americans, Native Americans, and Mexican Americans. Have groups present their findings to the class

Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments/activities rubric Presentation rubric Cooperative group assessment rubrics

How was propaganda used to impact public opinion and support for World War II?

American mobilization for war Analyze primary sources ‐ specifically World War II era propaganda posters Create a reflection paper on a selected topic

Student textbook and primary document book Internet/computer access Access to Facts on File

Have each student find a propaganda poster or film from WWII Have students print out their propaganda poster and write a one‐page explanation/analysis of the poster he/she selected Share posters and analysis with the class

Written tests and quizzes Technology assessments/activities Reflection rubric Presentation rubric

How did new technology impact World War II?

Impact of technology on military campaigns and the home front of World War II Debate relevant topics Analyze primary and secondary sources

Student textbook and primary document book Information on Lincoln‐Douglas debate format Clips on the damage inflicted by the atom bomb

Have students participate in a Lincoln‐Douglas Style debate on whether or not the United States was justified in using the atomic bombs on Japan in August 1945 Use primary and secondary sources to conduct research and formulate arguments Class may also be split into smaller groups to debate the impact of other forms of technology on WWII ‐ such as the airplane, etc Students should evaluate the debate skills and research of their peers

Written tests and quizzes Open‐ended questions Technology assessments/activities Debate rubrics Evaluation sheets

How did human rights violations during World War II guide American and world policies following the war?

Wartime diplomacy and conferences Plans for the United Nations Analyze primary and secondary sources

Student textbook and primary document book Copies of Human Rights Covenant from the United Nations Film: Nuremberg

Discuss the Holocaust with the students Then have students view excerpts from the film Nuremberg Follow up with a class discussion on the film Have students review the Human Rights Covenant of the United Nations and explain in an essay the origins of the document in WWII and its impact and legacy

Essay rubric

How did economic, social, and political organization on the home front contribute to the success of the United States in World War II?

Social, economic, and political impact of the war on the American home front during and after World War II Analyze primary and secondary sources Develop a position on selected topics

Access to Facts on File

Have students view and analyze graphs, charts, and primary source documents in the American Pageant and the American Spirit that outline the impact of World War II on the American home front. Have students determine the factors that contributed most to the success of the United States in World War II and write a persuasive essays with their findings.

Written tests andquizzes Open‐ended questions Project assessments Technology assessments /activities Persuasive essay rubric

Differentiation A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning techniques will be employed. Highlight critical features in the lessons and textbook.

Intersperse lecture with small group discussion. A variety of interactive maps and film clips will be used to appeal to different learning styles.

Technology

Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live webpages and/or Web Quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Students will use interactive WWII websites to conduct research and view film clips to further emphasize the impact of WWII on the U.S. and the world.


This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will be able to evaluate how military, social, political, and economy solutions can be employed to solve complex problems.

Unit 08 - AP US History Unit Plan

Enduring Understandings: Technological advancements influence and change society. There are social, political, and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis. Essential Questions: How does technology impact warfare and society? How can consumerism affect society and its population? How do ideological differences lead to conflict between countries? How can wars be fought without weapons? How does the role of the United States in the world changed over time? How can a democratic society balance personal freedoms and national security? Unit Goals: SWBAT: Explain how and why America emerged from WW II as the world's strongest economic power. Evaluate the causes and impact of minority movements in 1950s. Assess the causes and effects of the global ideological conflict between the United States and the Soviet Union and evaluate how this conflict impacted American society. Recommended Duration: 2‐3 weeks Standards: 6.1.12.A.12.a,b,c 6.1.12.B.12.a 6.1.12.C.12.a,c,d 6.1.12.D.12.a,b,c 6.1.12.A.13.a,b.c 6.1.12.B.13.a,b 6.1.12.C.13.b,d 6.1.12.D.13.f,d RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9

Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

How did the post‐World War II goals of the United States and the Soviet Union lead to the Cold War?

Cold War policies and events Critical thinking Analyzing primary and secondary sources Working in groups Essay writing

Student textbook and primary document book A computer with internet access and productivity suite

Have students create their own document based question on the causes of the Cold War

Document based question Essay rubric

What was the impact of containment and a fear of communism on the domestic and foreign policy of the United States?

Cold War policies and events The Red Scare in the United States Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills

Student primary document book Have the students read George Kennan's document in the document reader and write about or discuss the pros and cons of following his policies and what effect the document had on Cold War policy


Forum rubrics

What were the immediate and long range effects of McCarthyism and the Red Scare?

Cold War hysteria causes and effects Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills

Video on the Red Scare or Senator McCarthy

Have the students watch a video on the 50s Red Scare or a biography on Senator McCarthy or a Streaming video clip In co‐op groups, discuss the significance of the hearings and draw parallels to more recent events. Discuss the implications of the Red Scare or a similar "witch hunt" today

Open‐ended questions Forum rubrics

What economic and social problems faced Americans after World War II?

Fair Deal and Modern Republicanism policies Role of labor unions Rise of the middle class Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills Information organization skills


Have the students create a graphic organizer of the domestic problems facing Truman and Eisenhower after World War II Have students read excerpts from Harrington's The Other America and analyze the limitations of prosperity in the 1950s and today

Quiz and test questions Open‐ended questions

How were the 1950s an era of conformity and conflict?

Growth of suburbs Treatment of minorities Origins of the counterculture Consumerism and pop culture Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills Evaluate internet sources Organizing visual information

Access to a computer with the Internet and productivity suite as well as multimedia presentation tools

Using the Internet, create a graphic organizer/collage that represents the conformity of the 1950s in a document or a Web 2.0 application View a scene of a 50s sitcom like Leave it to Beaver. Discuss how television can reflect and represent society and think/discuss about what television show reflect/represent society today

Technology assessments/activities Forum rubrics

What were the origins of the Civil Rights Movement in the 1950s?

Foundations of the Civil Rights Movement Key leaders of the early Civil Rights Movement Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills Organizing information

Student textbook Video clips from Eyes on the Prize or from streaming video

Have students create a timeline of early Civil Rights events and discuss the causes and effects of each event View and discuss or write about a video clip about The Brown vs. BOE case, the integration of the military, the integration of baseball, or the Little Rock Nine. Why are these events significant?

Test and quiz questions Open‐ended questions Project assessments Forum rubrics

Differentiation

A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in co‐op groups and teacher will offer one on one help when necessary.

Technology

Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Students will evaluate sources found online.


This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals.


Unit Plan

Enduring Understandings: Achieving equality is a challenging but worthwhile process. Cultural norms and values change as society progresses. Military outcomes are unpredictable. Essential Questions: How can one person or a small group of individuals impact history? How are civil rights obstacles challenged by minority groups and the Supreme Court? How can the media influence public opinion and subsequently military strategy and diplomatic decisions? How do cultural movements impact American policies and values? How do counterculture movements impact American policies and values? How has the American political system changed as democratic ideals have been expanded to more stakeholders? Unit Goals: SWBAT: Evaluate the foreign policies of the 1960s and the impact on domestic attitudes. Assess the many different aspects of the civil rights movement in bringing about social reform and equality. Recommended Duration: 2‐3 weeks NJCCCS: 6.1.12.D.12.a,d,e; 6.1.12.A.13.a‐c; 6.1.12.B.12.a,b; 6.1.12.D.13.b,e Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH 11‐12.7‐9



What were the key strategies and goals of Civil Rights leaders during the 1960s? How did the goals of the movement evolve throughout the decade?

Key legislation, Supreme Court Decisions, and leaders and tactics of the Civil Rights Movement Analyze primary and secondary sources Develop of position paper


Have students examine primary and secondary sources on Martin Luther King Jr.'s life and work to explain the principles of the nonviolent civil rights movement. Have students discuss or write a reflection paper on how King came under assault from some whites and African Americans during his lifetime for being either too militant or not militant enough Have students read Malcolm X's "The Ballot or the Bullet" and compare it to Martin Luther King Jr.'s "Letter from a Birmingham Jail" in an essay

Written tests and quizzes Primary source analysis Open‐ended questions Essay rubric Technology assessments/activities

What were the successes and limitations of the Civil Rights movement in the 1960s?

Key legislation, Supreme Court Decisions, and leaders and tactics of the Civil Rights Movement Technology integration Analyze primary and secondary sources


Students can create a timeline of the Civil Rights movement using a web 2.0 application. Have students outline and evaluate the success and the challenges of the movement in the timeline

Technology assessments/activities rubric Research rubric

What were the short and long term effects of John F. Kennedy's foreign policy decisions?

Cold War policies (arms race, space race) Cold War events (Bay of Pigs, Cuban Missile Crisis, Hot Line) Develop a five paragraph essay ‐ Debate relevant topics


In a five paragraph essay, have students explain the Kennedy administration's activism in the Cold War, comparing and contrasting success in dealing with the Soviets (Cuban Missile Crisis) and frustrations dealing with the Third World (Bay of Pigs) Have students evaluate/debate the concept of John Kennedy as a "Cold Warrior."

Open‐ended questions Technology assessments/activities Debate rubrics

What were the goals of John Kennedy's New Frontier?

Domestic policies and programs of John Kennedy's New Frontier Analyze primary and secondary source documents

Student textbook and primary document book Internet access Interview guidelines

Create a graphic organizer outlining the goals of John Kennedy's New Frontier and its impact on public participation in the 1960s. Have students interview family members, etc. about their opinions/perspectives on John Kennedy's domestic policies and leadership in the 1960s

Written tests and quizzes Open‐ended questions Interview rubric Technology assessments/activities

What were the goals of Johnson's Great Society?

Domestic policies and Programs of Lyndon Johnson's Great Society Analyze primary source documents


In The American Spirit, have students read Ch. 39 Section B ‐ primary sources on Johnson's Great Society including goals and criticisms. Have students respond to questions #2 on page 513 in the book

Open‐ended question rubric

What were the short and long term effects of Johnson's foreign policy, particularly the conflict in Vietnam?

Significant military events of the Vietnam Conflict U.S. involvement in Vietnam under John Kennedy, Lyndon Johnson, Richard Nixon, and Gerald Ford Conduct research Debate relevant topics Analyze primary and secondary sources


Have students research and prepare for a debate on American involvement in Vietnam Describe the escalation of the Vietnam War. Explain the political as well as the military side of the war ‐ for example the constant fear that the Saigon government would collapse if the United States did not provide greater support

Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments/activities Debate rubrics Forum rubrics Political cartoon rubrics

How did the media impact public opinion and government decisions in the 1960s?

Domestic response to the war in Vietnam Elections of the 1960s Analyze primary source documents Create a document based question

Student textbook and primary document book Access to Facts in File Sample document based questions from AP Central website

Have students create a document based question on the impact of the media on public opinion and the Vietnam War. Then have students develop a response to the Document Based Question they created

Written tests and quizzes Document based question essay rubric Open‐ended questions Technology assessments/activities

How did the culture of the 1960s conflict with the culture of the 1950s?

Elections of the 1960s Counterculture movement Analyze primary and secondary source documents

Student textbook and primary document book Access to primary source documents

In groups or individually, have students examine the cultural rebellions of the 1960s in relation to traditional American values like distrust of authority and individualism. Have students examine the "sexual revolution" and the changes in the family as they impacted broader issues of public authority and the role of institutions like school and the church. Have students complete a primary source document shuffle to complete this task

Written tests and quizzes Primary source analysis Technology assessments/activities Document shuffle rubric

Differentiation A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning techniques will be employed. Technology will be used to appeal to the different learning/research styles of the students.

Technology

Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live webpages and/or web quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Students will use different websites and film clips to conduct research and further examine the major issues of the 1960s.


This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will study how cultural and countercultural movements can impact society in the short term and long term. Students will also learn how to evaluate a topic from a variety of perspectives which will help them in the workplace as different opinions are presented.


Unit Plan

Enduring Understandings: Technological advancements influence and change society. The role and scope of the government can change in reaction to different circumstances. Military and foreign conflict outcomes are unpredictable.

Essential Questions: How does corruption and dishonesty in government impact public opinion and policy? How has the role of the United States in the world changed over time? How does America promote, but also hinder, the growth of democracy? How have industrialization and technology transformed the social, cultural, and economic landscape of the United States? Unit Goals: SWBAT: Analyze the effect that the loss of Vietnam and Watergate had on the policies and the psyche of the United States. Describe the stalemate and stagnation of the 1970s. Recommended Duration: 1 week Standards: 6.1.12.A.12.b,c 6.1.12.D.12.d,e 6.1.12.C.13.c 6.1.12.A.14.a‐h 6.1.12.B.14.c,d 6.1.12.C.14.a‐c 6.1.12.D.14.a‐e 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.c 6.1.12.D.16.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9



How did the Vietnam war end and how did it affect the United States policies and psyche?

Vietnam and the Peace talksSaigon falling War Powers Act and its effect on future presidents Comparisons to Iraq and Afghanistan Critical thinking Discussion and writing skills

Textbook, primary sources, streaming video

Read historiography on Vietnam and its effect on future United States policies. Discuss in class or write an essay on it. Watch video clips of Kent State, the fall of Saigon and other events linked to Vietnam in the 1970s

Written tests and quizzes Essays rubric Open‐ended questions Forum rubrics

What was Watergate and how did it affect public perception of the government?

the events of Watergate and key people involved Ford and the pardon Critical thinking, primary and secondary source analysis, discussion and/or writing skills

All the Presidents Men, textbook, the Nixon Library website (internet access), primary documents book, interactive whiteboard, present headlines and articles about present president use EBSCO Host to find articles.

Read or view excerpts from All the Presidents Men. Listen to Nixon tape excerpts and discuss. Create a timeline of Watergate events and discuss the different ways Nixon could have handled himself and the decisions he made. Discuss how presidents are scrutinized today and debate whether that is a good or bad thing for the country


Open‐ended questions Forum Rubrics

Compare and contrast the successes and failures of Nixon, Ford, and Carter; what role does the media play in our assessment of presidents and policies?

Domestic and foreign policies of each president National issues like the gas crisis, Bicentennial, stagflation, affirmative action, and forced bussing Critical thinking, primary and secondary source analysis, discussion and/or writing skills

Textbook, primary sources, streaming video, or interactive white boards

Evaluate and grade Nixon, Ford, and Carter in domestic and foreign policies View Streaming videos and Hulu clips of actual speeches, press conferences as well as satirical skits about them on shows like Saturday Night Live

Written tests and quizzes Open‐ended questions Forum rubrics

How does American foreign policy affect the lives of citizens at home and abroad?

The gas crisis, Three Mile Island, Iran Hostage Situation and the boycotting of the 1980 Olympics Critical thinking, primary and secondary source analysis, discussion and/or writing skills

Textbook, primary sources, streaming video using LCD projector or interactive white board, EBSCO Host

Have students read newspaper articles from the 1970's describing events that would have affected citizens and analyze their impact in discussion or writing View the streaming video Carter/Reagan debates and/or news reports from various events



Forum rubrics

Differentiation

A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in co‐op groups and teacher will offer one on one help when necessary.

Technology

Students will use school based databases to locate articles. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel.




Unit Plan

Enduring Understandings: Cultural norms and values change as society progresses. America is part of a global community. Essential Questions: How has the role of the federal government changed and expanded over time? How can the US adjust to new international adversaries? What is the "new world order" following the end of the Cold War? Is U.S. society and politics becoming more or less fragmented? What is New Jersey's role in United States History? Unit Goals: SWBAT: Evaluate the programs and policies of the New Right. Assess how budget deficits limited the federal government. Explain the impact of the partisan conflicts of the decades. Explore America's role in the "New World Order." Recommended Duration: 4‐5 weeks NJCCCS: 6.1.12.A.14.a‐h; 6.1.12.B.14.a‐d; 6.1.12.C.14.a‐d; 6.1.12.D.14a‐f; 6.1.12.A.15.a‐f; 6.1.12.B.15.a; 6.1.12.C.15a,b; 6.1.12.D.15.a‐d; 6.1.12.A.16.a‐c; 6.1.12.B.16.a; 6.1.12.C.16.a‐c.6.1.12.D.16a‐c Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH11‐12.7‐9



What lead to the rise of the conservative movement in the 1980s?

Elections of the 1980s Economic challenges and successes Republican conservatism Analyze primary and secondary sources Interpret maps, charts, and graphs


Have students conduct research on the rise of conservatism in the 1980s Using their research, have students participate in a discussion on Reagan's ability to link economic social‐policy and foreign‐policy conservative principles into a political coalition Have students debate the success and failures of Reagan's supply‐side economics and the polarization of the "culture wars" Students can also complete an evaluation/rating of Reagan's domestic and foreign policies

Written tests and quizzes Research rubric Open‐ended questions Project assessments Technology assessments/activities Presidential evaluation rubric

How did women's roles and women's issues expand in the 1980s and 1990s?

Elections of the 1980s Growing influence of the women's movement Create presentation Present a verbal product to the class


In groups, have students examine the growing role of women and women's issues in politics in the 1980s and 90s Have students complete a case study and create a presentation on one of the following women ‐ Sandra Day O'Connor, Diane Feinstein, Hilary Clinton, Geraldine Ferarro, Ruth Bader Ginsberg, etc

Written tests and quizzes Open‐ended questions Project assessments Technology assessments/activities Presentation rubric

What was the extent and importance of American involvement in Third World countries in the late 1980s?

Foreign policy successes and limitations of the Reagan, Bush, and Clinton Administrations Develop a five paragraph essay Formulate opinions Integrate technology

Student textbook and primary document book Internet access Access to Moodle

In a five paragraph essay or Moodle forum, have students research and discuss the importance of the "Third World" in American foreign policy in the 1980s and 90s Have students evaluate the military and economic involvement of the United States in underdeveloped countries and the perception of this involvement to the global community

Written tests and quizzes Essay rubric Open‐ended questions Project assessments Technology assessments/activities Forum rubrics

What was the status of the Cold War in the 1980s?

Foreign policy successes and limitations of the Reagan, Bush, and Clinton Administrations Develop a reflection paper Conduct research Analyze primary and secondary sources

Student textbook and primary document book Access to Facts on File Internet Access

Have students evaluate Ronald Reagan's stance on the Cold War as compared to the presidents of the 1970s In a reflection paper have students consider the American policies and internal changes in the Soviet Union as a means to moving closer to ending the Cold War later in the 1980s

Written tests and quizzes Open‐ended questions Technology assessments/activities Essay rubric

How did the ideological status of the 1990s differ from that of the 1980s?

Domestic policy agendas of Reagan, Bush, and Clinton Formulate opinions Debate relevant topics


Have students create a graphic organizer on the ideas and politics of Bill Clinton in the 1990s Specifically, have students examine Clinton's attempt to steer a middle course between conservative Republicans and more liberal Democrats in issues such as welfare, social security, civil rights, and the environment

Written tests and quizzes Document based question essays Open‐ended questions Technology assessments or activities Graphic organizer rubric

What role does the U.S. play in a post Cold War world?

Foreign policy under Bush andClinton Research print and Internet sources Evaluate sources for bias Formulate thesis statements and arguments

Student textbook and primary document book Access to internet and library resources and databases

Find historiography articles for the students to read on the legacy of Bush and Clinton Debate or discuss in class Assign a formal research paper to the students on a Late 20th century topic

Written tests and quizzes Open‐ended questions Research rubrics

How has New Jersey been affected by United States History and how has United States History affected New Jersey?

The role of New Jersey in United States History, including: WPA projects, Seabrook Farms, Race Riots of the 1960s, the growth of suburbs Research print and Internet sources ‐ evaluate sources for bias Create a visual presentation

Access to internet and library resources and databases

Have the students research and present a project about New Jersey history, emphasizing New Jersey's role in United States History Present the material using a Web 2.0 application that has multimedia capabilities

Research and presentation rubric

Differentiation

A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning techniques will be used. Technology will be used to appeal to the different learning styles of the students.

Technology

Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live webpages and/or web quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Various research websites on the 1980s and 1990s will be used in this unit.


This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. This unit will help students again understand the economy and how the economy can have a ripple effect on other aspects of society.

Documents

AP UNITED STATES HISTORY...Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document