DETROIT PUBLIC SCHOOLSdetroitk12.org/admin/academic_affairs/docs/pacing_guides... · Web viewRead Section 4 pp. 28-35 using Guided Reading Strategies 1.4 p. 4 Using the Constitution

DETROIT PUBLIC SCHOOLSDivision of Academic Affairs

OFFICE OF HISTORY, SOCIETY AND CULTURE

CURRICULUM INSTRUCTIONAL SEQUENCE AND PACING GUIDE

Grade 9 UNITED STATES HISTORY AND GEOGRAPHY

2009-2010

DETROIT PUBLIC SCHOOLS

Robert C. Bobb Emergency Financial Manager

Barbara Byrd Bennett, EsqChief Academic Auditor

Sherry UleryDeputy Chief of Academic Affairs

Office of History, Society and CultureSheryl Jones

Director

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Revised by the Office of History, Society and Culture

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DETROIT PUBLIC SCHOOLSDIVISION OF ACADEMIC AFFAIRS


Table of Contents

Introduction to Curriculum Instructional Sequence and Pacing Guide...........................................3

Curriculum Instructional Sequence and Pacing Charts Team.........................................................4

Legend to Pacing Guide...................................................................................................................4

Course Description...........................................................................................................................5

Expectations for Success on Michigan Merit Exam........................................................................6

Curriculum at a Glance....................................................................................................................7

A One Year Course

Curriculum Instructional Sequence and Pacing ChartUnit 1: Eras 1-5 ~ Foundations in United States History...............................................................8 and Geography - MEAP Preparation

Unit 2: Era 6~ The Development Of An Industrial, Urban, And Global United States...............15 (1870-1930)

Unit 3: Era 7 ~ The Great Depression And World War II (1920-1945)......................................19

Unit 4: Era 8 ~ Post World War II United States (1945-1989)....................................................22

Unit 5: Era 9 ~ America In A New Global Age...........................................................................29

Unit 6: A Changing Home Front (1954 – 1978)...........................................................................35


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Introduction to Curriculum Instructional Sequence and Pacing Guide

A Planning ToolThis instructional sequence and pacing guide is a tool to be used in planning and implementing the district's curriculum. Teachers are responsible for developing lesson plans of main concepts. The format makes transparent the connections among curriculum (what to teach), instruction (materials, activities and strategies) and assessment (what was learned). The Curriculum Instructional Sequence and Pacing Guides for all subjects provide the overall curricular framework for what students will know and be able to do when they graduate from Detroit Public Schools. Pacing the sequence of instruction within a subject and a grade level assures that students are provided the opportunity to experience the full scope of a rigorous curriculum

Effective InstructionSpecifically, the pacing guides connect the components of effective instruction by:

1. Showing the alignment of district outcomes with state (including MEAP) and national content standards;

2. Detailing recommend instructional strategies, instructional materials and suggested assessments; and

3. Indicating frequent, common assessments that can be used to monitor student achievement and to provide interventions, as necessary.

A Coherent CurriculumConsistent use of these pacing guides will:

1. Ensure educational equity - all students will have access to the same high quality curriculum;

2. Ensure that there is coherence with regard to what to teach, what instructional materials to use, what research based teaching strategies should be used, and how to assess student attainment;

3. Ensure what students are taught is logically connected to student achievement;4. Make it easier for students who move among schools within a school year to become

acclimated to their new schools and classes;5. Provide the curricular structure which enables teachers to focus on instruction;6. Guide a sequence of instruction within and across grade levels; and7. Ensure the curriculum is aligned and consistent with state and federal standards.

These pacing guides were developed by committees of teachers, administrators and other instructional specialists who were charged to make a user-friendly document that will help teachers design lessons which meet students' needs and lead to high achievement. These guides are works in-progress. Periodically, teachers will assess the impact of these pacing guides on their classroom instruction.

"Curriculum matters: If it is in the curriculum, teachers are likely toteach it; if teachers teach it, students are likely to learn it."

Adapted from: Buehl, Doug. 2001. Classroom Strategies for Interactive Learning


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Curriculum Instructional Sequence and Pacing Guide TeamAsaka, Philander Iroha, Okezie Robinson, JacquelineBennett, Robert Jenkins, Mary Robinson, KennethBusch, Denise Limage, Deborah Rooks, Lorraine

Clemons, Cathleen Lockridge, Rita Scott, DeborahCrowley, Ann McMurtry, Keith Smith-Dawson, DebraCry, Leonard Odom, Donya Spencer, Belinda

Friday, Christina Onwuzurike, Pauline Unaegbu, Peter-ClaverGivan, Jerry Pappas, Geraldine Weir, William

Greene, Sylvia Parker, Norma Wilson, BarbaraHighsaw, Charlene Pruitt, Deborah Wright, BrendaHornbuckle, Pamela Reaves, Edna

Sheryl Jones, Director

L EGEND TO P ACING G UIDE

CCC = Cross Curricular ConnectionsCCV = Core Cultural ValuesCDV = Core Democratic ValuesELPS = Electronic Library of Primary ResourcesFA = Formal AssessmentIDR = In-Depth ResourcesPE = Pupil EditionPWE = Persuasive Writing EssayTBDBT = To Be Determined by TeacherTE = Teacher’s EditionTRK = Teacher Resource Kit


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United States History and Geography Course Description

This full year course introduces students to the history of the United States with a focus

on the post-Civil War Industrial Age to the present day. The United States History and

Geography Course begins with a review of the middle school concepts that can also be

utilized as a standardized test preparation. Weeks 1-5 review how historians learn about

the past, a variety of primary sources, sourcing and contextualizing strategies to examine

and ask questions about the past. Beginning with Era 6, grade 9 students learn about

major political, philosophical, and historical under-pinnings of our government.

Throughout the course, students analyze how ideas of freedom and equality have shaped

our collective past and explore implications for the future. Adopting a chronological

approach, students analyze their causes and effects of events in the nation’s past. In this

historical study of twentieth century America, students deepen their understanding of

major geographical themes, economic principles, and significant concepts in United

States government. Throughout the course, students learn to develop important

questions, conduct inquiry, and evaluate evidence.


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Expectations for Success on the Michigan Merit Exam

The content expectations listed below are those that MAY be assessed on the MME, and thus represent content knowledge and skills that should be taught before students take the MME.


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Social Studies

137 of 230 (60%) of TotalSocial Studies HSCE

USHG (U)Era 6

U6.1.1-5U6.2.1-4U6.3.2U6.3.3Era 7

U7.1.1-3U7.2.1-4

Era 8U8.1.1U8.1.2U8.2.1U8.2.2U8.2.4U8.3.1U8.3.3U8.3.4Era 9U9.1.1U9.1.2U9.2.1U9.2.2

30 Total

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DETROIT PUBLIC SCHOOLSOFFICE OF HISTORY, SOCIETY & CULTURE

Curriculum at a Glance

Text Reference:American Nation: In the Modern EraHolt, Rinehart and Winston, © 2003

Pacing Topic Units/ChaptersSemester 1September-October5 Weeks

Social Studies Review (Economics, Civics, History and Geography)

Unit 1 Eras 1-5Chapters 1-4 and supplemental activities

Week of September 17 Constitution Day Lesson

October-December10 weeks

A Nation Transformed (1860-1910) Unit 2Chapters 5-8

A World Power (1897-1920) Unit 3Chapters 9-12

January4 Weeks Prosperity and Crisis Unit 4

Chapters 13-15Semester 2

February3 Weeks

Prosperity and Crisis Unit 4Chapter 16

World Conflicts Unit 5Chapter 17

March4 Weeks World Conflicts Unit 5

Chapters 18-19April2 Weeks World Conflicts Unit 5

Chapter 20

1 Week A Changing Home Front Unit 6Chapter 21

May3 Weeks A Changing Home Front Unit 6

Chapter 22-24

1 Week Modern Times Unit 7Chapter 26

June1 Week Modern Times Unit 7

Chapter 27

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UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 1: The New Nation Prehistory – 1791 and Social Studies Review

Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): How did the ideals of freedom and equality influence American political society prior to 1877?Objectives/High School Content Expectations (HSCEs): 8-C2.1.1: Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Declaration of Independence, Articles of Confederation, selected Federalist Papers John Locke’s Second Treatise, and Montesquieu’s Spirit of Laws 8-C2.1.3: Explain how the Declaration of Independence reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism, and federalism. 8-E1.1 Describe how individuals, businesses, and government make economic decisions when confronting scarcity in the market economy. 8-G4.4 Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources.Cross Curricular Connections: Economics and GeographyTechnology Integration: Practice test taking strategies at go.hrw.com Keyword: SES T16, Use CNNfyi.com to find a country in which the U.S. is protecting basic human rights.Month - SeptemberWeek: 1

Key Concepts/Vocabulary: Stamp Act, Intolerable Acts, Declaration of Independence, revolution, federalists, anti-federalists, needs, wants, goods, services, producers, consumers, self-sufficiency, specialization, interdependence, barterCDV: freedom CCV: kujichagulia

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003

Bellwork/Do Now: List tips for taking a test What British laws and acts angered colonists? What might consumers hope to gain by boycotting a

company’s goods? List ultimate goals of American Revolution

Student Activities Discuss “Why History Matters Today” pp. xxxii-xxxiii Review Critical Thinking Strategies pp. S1-S3. Explore Standardized Test-Taking Strategies pp.S12-S15 Use Resources p. 3 Guided Reading Strategies 1.3 to read pp.

15-23 Complete (see SA pp. 3-4) Establishing Colonies (1600-1775)

graph activity (Answers: 1. Settlements ruled by settlers’ homelands 2. Dutch and Swedish 3. The British gained control of all land east of the Mississippi River 4. Religious freedom; economic opportunities 5. more than 1 million) 8-G4.4

Complete The Colonial Workers Web (see SA pp. 6-8) 8-E1.1 Complete Resources Geography Activity pp. 1-2, Boston at the

Start of the Revolution. 8-G4.4 Analyze the funding to the Revolution, Economics.

TE p. 22 8-E1.1 Analyze the various perceptions of freedom see p. 22 Great

Debates: Independence.8- C2.1.1 Analyze the Declaration of Independence pp. 24-27 8-C2.1.1

Assessment(s): Students debate whether the American Revolution achieved its ultimate goals, see TE p. 23 Extend 8-C2.1.1

In groups students create graphic organizers for sections of the Declaration of Independence and then orally share with class. 8-C2.1.1

Detroit Public SchoolsOFFICE OF HISTORY, SOCIETY AND CULTURECurriculum Instructional Sequence and Pacing Chart

UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 1: Social Studies Review and American Beginnings, Prehistory-1900

Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): (1) What is the role of the constitution? (2) How does our government’s checks and balances work? (3) What role do international organizations play? Objectives/High School Content Expectations (HSCEs) 7-C4.3.3 Explain why governments belong to different types of international and regional organizations. (e.g. United Nations (UN), North Atlantic Treaty Organizations, Organizations of Petroleum Exporting Countries (OPEC), European Union (EU), African Union (AU) and G-8 countries (leading economic/political). Describe the consequences of the American Revolution by analyzing their birth of an independent republican government; creation of Articles of Confederation; changing views on freedom and equality; and concerns over distribution of power within government, between government and the governed and among people. 8-U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal governments institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.

Cross Curricular Connections: EconomicsTechnology Integration: go.hrw.com Homework Practice Online, keyword: SE3HP1Month - SeptemberWeek: 2

Key Concepts/Vocabulary: federalist, anti-federalist, supremacy clause, republicanism, exports, importsCDV: federalism, representative government CCV: Ujima

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003 Chapter 1: The New Nation, Prehistory -1791

Bellwork/Do Now: Why might the framers have omitted the word

slavery from the original text of the Constitution? What were the weaknesses of the Articles of

Confederation? What were the basic differences between the

Federalists and the Anti-federalists?

Student Activities Constitution Day Observance week of September 17. (see

www.billofrights.org/ConstitutionDay; www.archives.gov/education/lessons/constitution-day/activities; or Learning Village resources)

Read Section 4 pp. 28-35 using Guided Reading Strategies 1.4 p. 4

Using the Constitution Handbook pp 39-66, outline the Constitution using resources The Constitution: Past, Present and Future- Outlining the Constitution, pp. 26-27 8-U3.3.4

Describe role of Congress using resources, The Constitution: Past, Present and Future-The Congress at Work p. 28. 8-U3.3.4

Explain the checks and balances of the branches of government using resources, The Constitution: Past, Present and Future-Checks and Balances

Complete Building Social Studies Skills , (Interpreting Maps and Analyzing Primary Sources) p. 37

Complete (see SA pp. 12-13) Forming a New Nation (1775-1800) graph activity (Answers: 1. Lexington and Concord 2. Recognized the independence of the United States and established its borders 3. To give up 4. Sold it to settlers 5. English) F1.3

Summarize the mission of the following international organizations: Red Cross/ Red Crescent, NATO, WTO, OPEC, AU, G-8 Countries 7.C4.3.3

Assessment(s): Section 4 - Review p. 35

PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-CoreCultural ValuesELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher

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http://www.archives.gov/education/lessons/constitution-day/activities

http://www.archives.gov/education/lessons/constitution-day/activities

http://www.billofrights.org/ConstitutionDay



Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): (1) How did the ideals of freedom and equality influence American political society prior to 1877? (2) How did America respond to geographic, economic, and demographic changes prior to 1877? (3) What were the contributing factors that led to the development of early economic regions in the United States? (4) How did economics influence the European slave trade?Objectives/High School Content Expectations (HSCEs): 8-F1.2 Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the birth of republican government, including the rule of law, inalienable rights, equality,and limited government, the development of governmental roles in American life, and competing views of the responsibilities of governments (federal, state, and local), changes in suffrage qualifications, the development of political parties, America’s political and economic role in the world. 8-U4.1.2 Explain the changes in America’s relationships with other nations by analyzing treaties with American Indian nations, Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. (C4). 8-U5.1.4 Describe how the following increased sectional tensions, the Missouri Compromise (1820); the Wilmot Proviso (1846); the Compromise of 1850 including the Fugitive Slave Act; the Kansas-Nebraska Act (1857) and subsequent conflict in Kansas; the Dred Scott v. Sandford decision (1857), changes in the party system (e.g., the death of the Whig Party, rise of the Republican party, and division of the Democratic party) (C2; C3) (National Geography Standard 13, p. 169) 8-U4.2.1 Comparing Northeast and the South – Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate. 8-U4.2.2 The Institution of Slavery – Explain the ideology of the institution of slavery, its policies, and consequences.Cross Curricular Connections: EconomicsTechnology Integration: Using CNNfyi.com, students research recent U. S. Congressional compromises.Month - SeptemberWeek: 3

Key Concepts/Vocabulary: free enterprise, loose construction, strict construction, judicial review, Bill of Rights, Louisiana Purchase, manifest destinyCDV: Common Good CCV: Ujamaa

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 2: The Expanding Nation, 1789-1861

Bellwork/Do Now: List reform movements of this era Why do you think Jefferson called the slave trade a,

“cruel war against human nature?” What caused the Texas Revolution and The Mexican

War?

Student Activities: Use Resources, Guided Reading Strategy 2.1 to read pp. 70-

78 The New Nation Takes Shape. 8-F1.2 Chart the differences between northern and southern society

using Life in the United States Before the Civil War using the Five Themes of Geography see p. 85 Section 2 Review question 3. 8-U4.2.1

Interpret the Bill of Rights using resources The Constitution: Past, Present and Future-Interpreting the Bill of Rights p. 34. 8-F1.2

Complete Guided Reading Strategy 2.3 Westward Expansion for pp. 86-91.

Complete Limiting Trade activity (see SA pp. 14-20). 8-U4.1.2

Explain and analyze the impact of: Pinckney’s Treaty, Louisiana Purchase and the Monroe Doctrine. 8-U4.1.2


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Describe how the following increased sectional tensions: The Missouri Compromise, the Compromise of 1850, including the fugitive slave act and the Dred Scott Decision. 8-U5.1.4

Assessment(s): Choose the 3 freedoms or rights in the Bill of Rights that you think are most important and support your opinion in

essay form. Complete Daily Quiz 2.2. Explain the economics and politics of slavery. 8-U4.2.2 Describe slavery resistance movements.


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Overarching Question: How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?Focus Question(s): (1) How did the ideals of freedom and equality influence American political society prior to 1877?(2) How did America respond to geographic, economic, and demographic changes prior to 1877? (3) How did America’s foundational values and principles influence United States’ foreign policy prior to 1877? (4) What was the effect of the institution of slavery?Objectives/High School Content Expectations (HSCEs): 8-U3.3.4 Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise. USHG - F2.1 Describe the major trends and transformations in American life prior to 1877 including: changing political boundaries of the United States, regional economic differences and similarities, including goods produced and the nature of the labor force, changes in the size, location, and composition of the population, patterns of immigration and migration, development of cities, changes in commerce, transportation, and communication, major changes in Foreign Affairs marked by such events as the War of 1812, the Mexican-American War, and foreign relations during the Civil War.Cross Curricular Connections: English Language ArtsTechnology Integration: go.hrw.com see p. 125 and TE p. 119Month - SeptemberWeek: 4

Key Concepts/Vocabulary: Robert E. Lee, conscription, habeas corpus, Ulysses S. Grant, Emancipation Proclamation, Gettysburg Address, war of attrition, total war, labor, supply, demand, profit, competition, free enterprise, resources, opportunity cost, trade-offs, scarcity, goods, servicesCDV: freedom, liberty, justice CCV: kujichagulia

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 3: The Civil War, 1861-1865

Bell Work/Do Now: In the Emancipation Proclamation, why did Lincoln

choose not to free all enslaved people? What is the, “unfinished work” Lincoln mentioned

in the Gettysburg Address? Interpret map p. 121 , the Final Campaigns, 1864-1865, p. 121

Interpret graph Casualties of the Civil War 1861-1865 p. 122

Student Activities Complete How Has the Constitution Shaped the Economic

System in the United States? (see SA pp. 21-26) 8-U3.3.4 Complete Writing and Critical Thinking, p. 102 to provide

perspectives about the Civil War using core democratic values. 8-F2.1

Using information from chapters 2 and 3, complete The Economics of Slavery activity (see SA p. 27) 6-E3.1.1

Complete activities 1 and 2 from Section 3 Review p. 117. 8-F2.1

Read and discuss Historical Documents: President Abraham Lincoln, The Gettysburg Address, p. 119. 8-F2.1

Describe the regions of the United States prior to the Civil War. See Regionalism, pp. 126-127. 8-U4.2.1

Review economic concepts using activity entitled, What is Stock: Who Owns McDonald’s? (see SA pp. 28-34) 7-E1.1.2

Write examples of how each core democratic value can be applied.

Explain the causes of the civil war.Assessment(s): Writing and Critical Thinking p. 123. 8-F2.1 Conduct research on the Civil War see Internet Connectivity TE p. 119. 8-F2.1


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Overarching Question: How and why did the meaning of freedom and equality in the United States change as a result of industrialization?Focus Question(s): (1) How did reconstruction effect African Americans? (2) How did the end of the war effect the nation?Objectives/High School Content Expectations (HSCEs): USHG - 8-U5.3.1 Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African-Americans. 8-U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1989 focusing on similarities and differences in: the treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s decision in Plessy v. Ferguson, and the response of African Americans.Cross Curricular Connections: Writing

Technology Integration: Homework Practice Online-go hcm.com-keyword: SE3 HP4Month - OctoberWeek: 5

Key Concepts/Vocabulary: amnesty, Black Codes, Reconstruction, John Wilkes Booth, Andrew Johnson, Fifteenth Amendment, Civil Rights Act of 1866, Fourteenth Amendment, Reconstruction Acts, Freedman’s Bureau, Fifteenth Amendment, Carpetbaggers, Ku Klux KlanCDV: federalism, common good CCV: umoja

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003

Bellwork/Do Now: Interpret map p. 146 How might race riots and lynching have shown that the

treatment of minorities represented on to the unmet challenges of Reconstruction?

Interpret charts p. 149m Changing Ways: The South Analyze and explain literature for this era, see Black

Writers During the Late 1800’s p. 151 Interpret map p. 155, African American Colleges Before

1900

Student Activities : Skill-building Strategies: Comparing Points of View p.

132 Complete Section Review p. 134, items 3, 4 and 5

8-U5.3.1 Follow directions for TE p. 137 Level 2, to write

newspaper editorial 8-U5.3.1 Use a graphic organizer to outline Congress’ plan for

Reconstruction, see Section Review p. 142, item 2 8-U6.1.1

Complete Section Review p. 147, items 1, 3 and 4 8-U6.1.1

Use Guided Reading Strategy 4.4 to read pp. 148-153 8-U6.1.1

Explain how Jim Crow and Plessy v. Ferguson effected African Americans in the south. 8-U6.1.1

Assessment(s): Writing and Critical Thinking: Evaluate and consider the goals, issues and events of Reconstruction, then write an essay

explaining how and why Reconstruction failed to achieve its goals. U5.3.1 Writing and Critical Thinking: Write an article comparing the New South and the antebellum South. Compare

economy, attitudes and political power. U5.3.1


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UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 2 ~ A Nation Transformed (1860-1910)

Overarching Question: How and why did the meaning of freedom and equality in the United States change as a result of industrialization?Focus Question(s): How did social political economic and geographical forces shape the expansion westward?Objectives/High School Content Expectations (HSCEs): 8-U4.2.3 Westward Expansion – Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, the Mexican-American War, and the idea of Manifest Destiny. USHG 6.1.4 Population Changes - Use census data from 1790 -1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.

Cross Curricular Connections: English Language ArtsTechnology Integration: CNNfyi.com-research new farming methodsMonth - OctoberWeek: 6

Key Concepts/Vocabulary: Bureau of Indian Affairs, Sitting Bull, George Armstrong Custer, Sand Creek Massacre, Battle of the Little Big horn, Wovoka, Massacre at Wounded Knee, Chief Joseph, Geronimo, Sarah Winnemucca, Dawes General Allotment ActCDV: CCV:

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 5: The Western Crossroads pp. 160- 189

Bell Work/Do Now: Interpret graph p. 163, Buffalo Population in the West,

1800-1889 Interpret chart: Cost of Establishing a Farm in 1870,

see p. 189 Interpret Map, p. 164, American Indian Reservations

and Battles to 1890

Student Activities : Graphic Organizer Activities “The Western

Crossroads,” p. 9 8-U4.2.3 American History Document-Based Questions Activities

pp. 37-39 Activity 5, Documents 1-3 8-U4.2.3 American History Document-Based Questions Activities

p. 44 Activity 8 8-U4.2.3 See TE p. 171, complete graphic organizer explaining

government actions to aid economic development in the west USHG 6.1.4

Write a short story using information from section 3 pp. 177-182 describing frontier life 8-U4.2.3

Create graphic organizer explaining how mining affected the U. S. during the late 1800’s USHG 6.1.4

Chapter Tutorials, chapter 5 p.17 8-U4.2.3

Assessment(s): Write an evidence based report explaining how geography affected the development of the west. USHG 6.1.4


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Overarching Question: How did new discoveries and inventions change American life and industry during this era?Focus Question(s): (1) How did industrial innovations transform American society? (2) How did business strategies change during the Second Industrial Revolution?Objectives/High School Content Expectations (HSCEs): USHG 6.1.1: Factors in the American Industrial Revolution – Analyze the factors that enabled the United States to become a major industrial power, including: 1) gains from trade; 2) organizational “revolution” (e.g., development of corporations and labor organizations; 3) advantages of physical geography; 4) increase in labor through immigration and migration; 5) economic policies of government and industrial leaders; and 6) technological advances. USHG 6.1.2: Labors Response to Industrial Growth – Evaluate the different responses of labor to industrial change including: 1) development of organized labor, including the Knights of Labor, American Federation of Labor, and the United Mine Workers; and 2) southern and western farmers’ reactions, including the growth of populism and the populist movement. Cross Curricular Connections: (1) Science & Technology p. 198 (Understanding Science and History). (2) Language Arts: Writing and Critical Thinking, p. 208 SE Technology Integration: go.hrw.com, and Changing Ways: Technology in daily Life, p. 197Month - OctoberWeek: 7 - 8

Key Concepts/Vocabulary/People: patent, transcontinental railroad, trunk lines, telegraph, Bessemer process, capitalism, free enterprise, communism, social Darwinism, corporation, trust, monopoly, vertical integration, horizontal integration, Sherman Antitrust Act, knights of Labor, American Federation of Labor, Great Upheaval Edwin L. Drake, Elijah McCoy, George Westinghouse, Alexander Graham Bell, Thomas Alva Edison, Lewis Latimer, Andrew Carnegie, John D. Rockefeller, Cornelius Vanderbilt, George Pullman. CDV: freedom of religion CCV: Ujima

Teaching Resources: Textbook: American Nation in the Modern Era, Holt,

Rinehart and Winston © 2003, Chapter 6: The Second Industrial Revolution (1865-1905), pp. 190-217

Internet Access, Go.hrw.com

Bellwork/Do Now: List the major inventions of this era that led to the

Second Industrial Revolution. USHG 6.1.1. Do Building Social Studies Skills questions 1,3 and 4 on

p. 217

Student Activities : Objective 2 Activity on p. 194 TE USHG 6.1.1 In pairs, do Skill-Building Strategies - Evaluating

Historical Actions, p. 206. USHG 6.1.1 Complete section 2, question 3 on p. 208. USHG 6.1.1 Identifying Cause and Effect, section 3, question 3 on p.

215 USHG 6.1.2 Read Philanthropy and the Gospel of Wealth on p. 204.

Write a half page argument in favor or against that philosophy. USHG 6.1.1

Analyze Primary Source on p. 211 and write a summary of Hubner’s observation in your own words. USHG 6.1.1

Assessment(s):(1) In groups, conduct a class debate on the most important invention that spurred the Second Industrial Revolution. USHG 6.1.1 (2) Assign Thinking Critically, questions 2 & 3 on p. 216.


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Overarching Question: How did America transform from a predominantly agricultural, commercial, and rural nation to a powerful industrial and more urban society between 1870 and 1930?Focus Question(s): (1) How did new immigrants impact American society during this era? (2) How did technological innovations alter the urban landscape?Objectives/High School Content Expectations (HSCEs): USHG 6.1.3 Urbanization – Analyze the changing urban and rural landscape by examining; - the location and expansion of major urban centers • the growth of cities linked by industry and trade • the development of cities divided by race, ethnicity, and class • resulting tensions among and within groups • different perspectives about immigrant experiences in the urban setting. USHG 6.1.4 Population Changes – Use census data from 1790-1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization. USHG 6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).Cross Curricular Connections: Technology Integration: (1) Internet Activity: go.hrw.com, p. 241. (2) CNN Presents America: Yesterday and Today Segment: Coming to America. (3) Objective 1 TE p. 227Month - NovemberWeek: 9

Key Concepts/Vocabulary/People: new immigrants, benevolent societies, Elisha Otis, mass transit, conspicuous consumption, Caroline Bartlettt, compulsory education laws, Frederick Law Olmsted, yellow journalism, Scott Joplin, tenements, skyscrapers. CDV: CCV:


Rinehart and Winston © 2003, Chapter 7: The Transformation of American Society (1865-1910), pp. 218-243


Bellwork/Do Now: Interpret the graph: Total Immigration to the United States,

1860-1900, p. 221 USHG 6.1.3. Answer the question to Changing Ways: Immigration Then

and Now, p. 222. Respond to the questions posed on Interpreting Maps -

Growing of Cities, 1880-1900, on p. 227 and Interpreting the Visual Record – Nouveau riche, p. 228.

Do Building Social Studies Skills questions 1 - 4 on p. 241.

Student Activities : Finding the Main Idea (question 4), p. 225, Section 1.

USHG 6.1.3, USHG 6.1.4, USHG 6.3.1 Objective 4 activity on p.230 TE USHG 6.3.1 Analyze and interpret the maps titled, America’s

Geography: Conquering Distance, pp. 242 & 243. USHG 6.1.4

Skill-Builder Strategies, p. 234. USHG 6.3.1

Assessment(s): Writing and Critical Thinking: Supporting a point of view, p. 225, section 1. USHG 6.1.4 Assign Building Your Portfolio – Alternative Assessment, p. 241. USHG 6.3.1 Research and prepare a significant problem or social issue that was created by America’s industrial and urban

transformation. Conduct research and prepare an oral and written report on a significant problem or social issue that was created by the

America’s industrial and urban transformation. Census data should be used as a resource. USHG 6.3.1


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Overarching Question: How did evolving ideas of liberty, and industrialization impact politics in America during the late 1800s? Focus Question(s): (1) What factors gave birth to political corruption in America, and how was it sustained? (2) How did the surge in industrialization affect farmers’ lives and what were their reactions?Objectives/High School Content Expectations (HSCEs): USHG 6.1.2: Labors Response to Industrial Growth – Evaluate the different responses of labor to industrial change including; - development of organized labor, including the Knights of Labor, American Federation of Labor, and the United Mine Workers, - southern and western farmers’ reactions, including the growth of populism and the populist movement. USHG 6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).Cross Curricular Connections: Language Arts: American Letters – Mark Twain’s Political Writings (Understanding Literature). TCRTechnology Integration: (1) Internet Activity: go.hrw.com, p. 247 (2) CNN Presents America: Modern Times Segment: George Washington Plunkitt and Tammany Hall.Month - NovemberWeek: 10

Key Concepts/Vocabulary/People: Gilded Age, political machines political bosses, graft, kickbacks, Alexander Shepherd, James Pendergast, George Washington Plunkitt, William Marcy Tweed, Thomas Nast, new immigrants, benevolent societies, Elisha Otis, mass transit, conspicuous consumption, Caroline Bartlettt, compulsory education laws, Frederick Law Olmsted, yellow journalism, Scott Joplin, tenements, skyscrapers. CDV: CCV:


Rinehart and Winston © 2003, Chapter 8 (1865-1900): Politics in the Gilded Age, pp. 244-269


Bellwork/Do Now: Assign History Makers Speak activity, p. 248 TE USHG 6.3.1 Have students do Economics: Graft in Action activity, p. 249 TE Respond to the questions posed on Interpreting Maps –

Agricultural Regions in 1900, on p. 261. Answer the questions on Changing Ways: The American Farmer,

p.262 Assign Building Social Studies Skills – Interpreting Maps and

Analyzing Primary Sources, p. 267

Student Activities: Facilitate Teach Objective 1 activity, levels 2 and

3, p.260 TE USHG 6.3.1 Assign Tammany Hall (American History

Political Cartoons) – Understanding Political Cartoons, p. 31. USHG 6.3.1

In groups, use graphic organizer to Teach Objective 2 (all levels), p. 261 TE USHG 6.1.2

Use Unit 2 Review – Building Your Portfolio (p. 268 & 269) to summarize the unit. USHG 6.1.2, USHG 6.3.1

Assessment(s): Thinking Critically: Evaluating, Question 3, p. 266. USHG 6.1.2, USHG 6.3.1 Writing About History - Summarizing, p. 266. USHG 6.1.2


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UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 3 ~ A World Power (1897-1920)

Overarching Question: How and in what ways did America’s industrial and urban transformation bring major unanticipated consequences? Focus Question(s): What problems were created by U. S. industrial growth between 1895 and 1930? Objectives/High School Content Expectations (HSCEs): USHG 6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies). USHG 6.3.2 - Causes and Consequences of Progressive Reform – Analyze the causes, consequences, and limitations of Progressive reform in the following areas • major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments • new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts) • the Supreme Court’s role in supporting or slowing reform: • role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell) • efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants. Cross Curricular Connections: (1) Literature: The Railroad’s Vast Influence, p. 278 TE (2) American Arts: Shaping Public Space, p.288. Technology Integration: 1. Internet Activity: go.hrw.com. (p. 272 TE) 2. Everyday Life in America Transparency 18: Progrssives and Children, Early 1900s. Month - NovemberWeek: 11

Key Concepts/Vocabulary/People: monopoly, blight, progressivism, muckrackers, Florence Kelley, Samuel Gompers, socialism, Lawrence Veiller, W. E. B. Dubois, Francis Willard, Society of American Indians, Americanization. CDV: freedom CCV: Kujichagulia


Rinehart and Winston © 2003, Chapter 9: The Age of Reform (1897-1920), pp. 272-295


Bellwork/Do Now: Assign Interpreting Graphs and Interpreting the Visual

Record, p. 275 Skill-Building Strategies: Interpreting the Visual

Record: Photographs, p. 278 Interpreting the Visual Record: Unsafe working

conditions, p. 282 and Factory, p. 283 Assign Interpreting Graphs: labor Union Membership,

1900 – 1920, p. 283 and Interpreting Maps: Lynchings, 1889 – 1918, p. 291

Assign Building Social Studies Skills – Interpreting Maps and Interpreting the Visual Record, p. 295

Student Activities: Apply Teach Objective 1 levels 2 and 3 on page 281 TE Copy and distribute People in History: Mary Elizabeth

Drier, p. 282 TE. Have students provide response to the activity. USHG 6.3.2

Do Creating a Time Line activity on p. 294 USHG 6.3.1 Copy and distribute Citizenship: American Indians and

Progressivism, p. 291. Have students write a reply to Roosevelt’s letter. USHG 6.3.2

Copy and distribute Citizenship: The Niagara Movement, p. 290 TE. Have students write an editorial condemning the Triangle Shirtwaist Fire and calling for labor reforms. USHG 6.3.2

Compare progressivism to populism USHG 6.3.1

Assessment(s): 1. Chapter 9, Test Form B, p. 44 (Chapter and Unit Tests handbook). USHG 6.3.1, USHG 6.3.2 2. Chapter 9, Geography Activity on p. 18 (Geography Activities Handbook).USHG 6.3.1, USHG 6.3.2


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Overarching Question: How successful were the Progressive reform and the women’s rights movement? Focus Question(s): (1) What were the consequences and limitations of Progressive reform? (2) What were the successes and failures of the women’s rights movement?Objectives/High School Content Expectations (HSCEs): USHG 6.3.2 - Causes and Consequences of Progressive Reform – Analyze the causes, consequences, and limitations of Progressive reform in the following areas: 1) major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments; 2) new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts); 3) the Supreme Court’s role in supporting or slowing reform; 4) role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell); and 5) efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants. USHG 6.3.3: Women’s Suffrage – Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (e.g., Susan B. Anthony, Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment.Cross Curricular Connections: (1) Literature: American Letters: Progressive Literature, p. 307

Technology Integration: CNN Presents America: Yesterday and Today, 1850 to the Present Segment: FDA on the Lookout Month - NovemberWeek: 12

Key Concepts/Vocabulary/People: initiative, Robert M. Lafollete, Hepburn Act, Theodore Roosevelt, reclamation, Woodrow Wilson, New Freedom, Federal Reserve Act, Alice Paul, nineteenth Amendment, Dalai Lama, square deal, Pure Food and Drug Act. CDV: equality CCV: kujichagulia


Rinehart and Winston © 2003, Chapter 10: Progressive Politicians (1900-1920), pp. 296-323


Bellwork/Do Now: Have students respond to Build on What You Know

questions on p. 296 TE USHG 6.3.2 Skill-Building Strategies: Interpreting Political

Cartoons, p. 301. Have students do Practicing the Skill. USHG 6.3.2

Interpreting the Visual Record: Labor, p. 304 and Interpreting Political Cartoons, p. 305. Answer the follow-up questions. USHG 6.3.2

Assign Building Social Studies Skills: Interpreting Maps and Interpreting Political Cartoons, p. 323. USHG 6.3.2

Student Activities: Read and analyze American Letters: Progressive Letters, p.

307. Have them respond to Understanding Literature questions. USHG 6.3.2

Do Creative Teaching Strategy: Progressive Politicians, - creating a collage, Ch. 10, p. 11 (Creative Teaching Strategies Handbook). USHG 6.3.2

Analyzing Information, section 2 review, p. 309. USHG 6.3.2

Complete Categorizing, section 4, question 2, p. 321. USHG 6.3.2 and 6.3.3

Read Citizenship: Third Parties and Secret Ballot, p. 299 TE, and The Galveston Hurricane, p.301 TE. Answer Critical Thinking questions that follow. USHG 6.3.2

Main Idea Activities 10.2: Progressive Politicians, Ch. 10, p. 65 (Main Idea Activities handbook). USHG 6.3.2

Assessment(s): (1) Prepare and present a report analyzing any of the following reformers or reform movements: Ida B. Wells, Madam C. J. Walker, Susan B. Anthony, Elizabeth Cady Stanton, Women’s Christian Temperance Union, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DeBois, Upton Sinclair, or Ida Tarbell. USHG 6.3.2, USHG 6.3.3 (2) Compare the activities of Presidents Roosevelt, Taft, and Wilson in enacting reform legislation. USHG 6.3.2 and 6.3.3


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Overarching Question: Where and how did the United States expand its influence between 1890 and 1914? Focus Question(s): (1) What major factors drove imperialism during the late 1800s? (2) What were the causes and consequences of American entanglements with Spain, China, Mexico, and in Latin America?Objectives/High School Content Expectations (HSCEs): USHG 6.2.1: Growth of U.S. Global Power – Locate on a map the territories (Cuba, Puerto Rico, Philippines, Hawaii, Panama Canal Zone) acquired by the United States during its emergence as an imperial power between 1890 and 1914, and analyze the role the Spanish American War, the Philippine Revolution, the Panama Canal, the Open Door Policy, and the Roosevelt Corollary played in expanding America’s global influence and redefining its foreign policy. Cross Curricular Connections: (1) Literature: American Letters: Literature of the Spanish-American War, p. 337(2) Science & Technology: The Panama Canal, p. 342Technology Integration: Everyday life in America Transparency 19: Photojournalism in the Spanish-American War. Month - DecemberWeek: 13

Key Concepts/Vocabulary/People: imperialism, Henry Cabot Lodge, Liliuokalani, Open Door Policy, Jose’ Marti, Emilio Aguinaldo, Roosevelt Corollary, dollar diplomacy, Porfirio Diaz, Venustiano Carranza. CDV: CCV:


Rinehart and Winston © 2003, Chapter 11: America and the World (1898-1917), pp. 324-353


Bellwork/Do Now: Respond to Build on What You Know questions on p. 324 TE.

USHG 6.2.1 Skill-Building Strategies: Interpreting Economic Data, p. 331.

Complete Practicing the Skill. Interpreting the Visual Record: San Juan Hill, p. 336 and

Interpreting Maps: Spanish-American War, 1898 p. 338. Answer the follow-up questions. USHG 6.2.1

Science & Technology: The Panama Canal, p. 342. Answer Understanding Science and History questions. USHG 6.2.1

Assign Building Social Studies Skills: Interpreting Graphs and Analyzing Primary Sources, p. 351 USHG 6.2.1

Student Activities: Apply Teach Objective 2, p. 328 TE USHG 6.2.1 Read and analyze American Letters: Literature of

the Spanish-American War, p. 337. Have them answer Understanding Literature questions. USHG 6.2.1

Assign Analyzing Information, question 3, section 3 review, p. 344. USHG 6.2.1

Assessment(s): 1. Writing About History, p. 350 USHG 6.2.1 (2). Alternative Assessment, p. 351. USHG 6.2.1


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Overarching Question: How did World War 1 shape America’s position in world affairs, as well as impact her relationship with the rest of the world in the early 1900s? Focus Question(s): 1) What were the causes of World War 1? 2) Why did the U. S. delay its entry and what was its role in shaping the course of the war? Objectives/High School Content Expectations (HSCEs): USHG 6.2.2 : WWI – Explain the causes of World War I, the reasons for American neutrality and eventual entry into the war, and America’s role in shaping the course of the war. USHG 6.2.3: Domestic Impact of WWI – Analyze the domestic impact of WWI on the growth of the government (e.g., War Industries Board), the expansion of the economy, the restrictions on civil liberties (e.g., Sedition Act, Red Scare, Palmer Raids), and the expansion of women’s suffrage. USHG 6.2.4: Wilson and His Opponents – Explain how Wilson’s “Fourteen Points” differed from proposals by others, including French and British leaders and domestic opponents, in the debate over the Versailles Treaty, United States participation in the League of Nations, the redrawing of European political boundaries, and the resulting geopolitical tensions that continued to affect Europe.Cross Curricular Connections: (1) Literature: Interpreting Literature as Historical Evidence, p. 376 (2) Science & Technology: Deadly Influenza, p. 372Technology Integration: CNN Presents America: Yesterday and Today, 1850 to the Present Segment: In the Trenches Month - DecemberWeek: 14-15

Key Concepts/Vocabulary/People: militarism, John P. Pershing, Allied Powers, Zimmerman Note, convoy system, Bernard Baruch, Juliette Gordon Low, Great Migration, League of Nations, Henry Cabot Lodge Fourteen Points, Bolsheviks, Treaty of Versailles, Espionage Act, Sedition Act, Selective Service Act, Central Powers. CDV: federalism CCV: kujichagulia


Rinehart and Winston © 2003, Chapter 12: World War 1 (1914-1920), pp. 354-385


Bellwork/Do Now: Use KWL to do Let’s Get Started, p. 356 TE. USHG 6.2.2 Read, analyze, and respond to Primary Source: The Sinking

of the Lusitania, p. 362. USHG 6.2.3 Interpreting Maps: WW1, 1914-1917, p. 359 and Europe

and the Middle East After WW1, p.379. Answer the follow-up questions. USHG 6.2.2 and USHG 6.2.4

Science & Technology: Deadly Influenza, p. 372. Have students answer Understanding Science and History questions. USHG 6.2.2

Assign Building Social Studies Skills: Interpreting Charts and Analyzing Primary Sources, p. 383. USHG 6.2.2

Student Activities: Apply Teach Objective 1, Level 2, p. 357 TE USHG

6.2.2 Use Teach Objective 2 (All Levels), p. 364 TE to help

students understand the events that led to U.S. entry into WW1. USHG 6.2.2

Assign Sequencing, question 2, section 3, p. 374. USHG 6.2.3

Have students do Categorizing, question 3, section 4, p. 381. USHG 6.2.4

Assign Building Your Portfolio (Unit 3 Review), pp. 384-385. USHG 6.2.2 and 6.2.3

Assessment(s):1) Writing About History, p. 382 USHG 6.2.3 2) Thinking Critically: Making Generalizations, p. 382. USHG 6.2.3


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UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 4 ~ Prosperity and Crisis

Overarching Question(s): How did domestic and international events affect the changing meaning of freedom and equality?

Focus Question(s): How did post war changes in society manifest themselves in cultural conflict?Objectives/High School Content Expectations (HSCEs): USHG 6.3.1 – Describe at least 3 significant problems or issues created by America’s industrial and urban transformation between 1895-1930. USHG 6.3.2 – Causes and consequences of Progressive Reform: efforts to expand and restrict the practices of democracy as reflected in post-civil war struggles of African Americans and immigrants. Cross Curricular Connections: Literacy, Music

Technology Integration: Research on the p. 407

Month: JanuaryWeek: 16

Key Concepts/Vocabulary: migration, riot, racism, discrimination, Ku Klux Klan, NAACP, Philip Randolph, lynching, black nationalism, Marcus Garvey, Americanize, assimilate, intolerance, quotasCDV: justice, equality, diversity CCV: Umoja, Ujamaa, Ujima

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 13: A Turbulent Decade (1919-1939), pp. 390-407

Bell Work/Do Now: TE: Let’s Get Started – List 3 historic reasons for

hostility toward migrants and immigrants, p. 403. Describe an incident in your life when you were treated

with hostility or suspicion because of your race. Text: p. 408 – Analyzing Primary Sources: Drawing

Inferences: Why would Mexicans immigrate to U.S. if conditions were so harsh? List 2.

List 3 reasons why Americans were fearful of immigrants in early 1900’s.

Student Activities: Interpreting Maps – to determine where African

Americans migrated to and list reasons for their migration north – p. 404 TB. USHG 6.3.1

Biography reading – A. Philip Randolph, Literature, Primary Source & Biography Readings, p. 77-78. Activity p. 78, imagine you are a writer for the Messenger. Write a brief editorial encouraging African Americans to stand up for their rights. USHG 6.3.1

Teach Objective 2-Level 1, p. 405 ATE. In groups of 2, students will create political buttons that describe how A. Philip Randolph and Marcus Garvey worked to end discrimination against African Americans. Display buttons and explain. USHG 6.3.1

Interpreting Maps to build social Studies Skills, p. 411 – Questions 1 & 2. USHG 6.3.1

Complete Graphic Organizer categorizing information, p. 409, #3. USHG 6.3.1

Writing Practice: It is 1922 and they are recent immigrants. Each student will write a one page letter to a relative back home describing and explaining the anti-immigrant sentiments of many Americans. p. 406 ATE. USHG 6.3.1

Write (create) words to song “The Ellis Island Blues’ using current music of today. Perform in class (group assignment), p. 408. USHG 6.3.1

Assessment: 1. Daily Quiz 13.3 USHG 6.3.12. Locate political cartoons and analyze. USHG 6.3.13. What’s your opinion (essay or debate issue): Restrictions on immigration hurt a country more than they help in the long

run, ATE p. 389. USHG 6.3.1 4. Would Garvey’s ideas of nationalism be as widely accepted today? Back to Africa movement? Yes or no, explain. PE-Pupil Edition TE-Teacher’s Edition IDR-In-Depth Resources CDV-Core Democratic Values CCV-CoreCultural ValuesELPS-Electronic Library of Primary Resources TRK-Teacher Resource Kit PWE-Persuasive Writing Essay FA-Formal Assessment CCC-Cross Curricular Connections (Includes writing integration, among Social studies & other content areas) TBDBT-To Be Determined by Teacher

25


USHG 6.3.1


26



Overarching Question(s): How did domestic and international events affect the changing meaning of freedom and equality?Focus Question(s): How did the economic, political and social/cultural choices in early 1900’s contribute to the Great Depression?Objectives/High School Content Expectations (HSCEs): USHG 7.1.1 The Twenties – Identify and explain the significance of the cultural changes and tensions in the “Roaring 20’s” including cultural movements such as the Harlem Renaissance and the “Lost Generation.”

Cross Curricular Connections: Music – vocal, instrumental, art, English literacy, drama

Technology Integration: Homework Practice Online keyword: SES HP14Month: JanuaryWeek: 17

Key Concepts/Vocabulary: Jazz, Blues, Harlem Renaissance, Harlem, Lost Generation. Key persons to include: Bessie Smith, Louis Armstrong, Langston Hughes, Zora Neale Hurston, Duke Ellington, Paul Robeson, James Weldon Johnson, Ernest Hemingway, F. Scott Fitzgerald, Diego Rivera, Frank Lloyd Wright, muralsCDV: justice, equality, diversity CCV: kuumba

Teaching Resources:Textbook: American Nation in the Modern Era, Hold, Rinehart and Winston © 2003, Chapter 14: The Jazz Age (1920-1929), pp. 412-434

Bell Work/Do Now: Infer: What do these terms have in common? The Jelly

Roll, Blues, Cotton Club, Duke Ellington, The Crisis, Langston Hughes, Jazz, Louis Armstrong.

What types of instruments were used to make Jazz music? Interpreting Visual Record, p. 431.

Interpret a map to determine the extent of African American settlement in Harlem in 1920’s.

Skim Ch. 14 – Section 3 and list artists, writers of Harlem Renaissance. Share and compare.

Who were writers of Lost Generation? What is the meaning of this term?

What experiences did the writers of the Lost Generation capture in their novels? p. 437 (Writing/Critical Thinking)

Diego Rivera is best known for?

Student Activities: Listen to a Blues & Jazz selection. Analyze the musical

selections? Determine how they are similar and different. What type to you prefer and why? USHG 7.1.1

Organize material – Graphic Organizer Activities, Artists of 1920’s-1930’s, p. 27. USHG 7.1.1

Main Idea Activities, p. 97-98, vocabulary, classifyin g information, reviewing facts. USHG 7.1.1

Analyze literature – Zora Neale Hurston & F. Scott Fitzgerald. The Jazz Age, p. 79-80 – Literature, Primary Source & Biography Readings. USHG 7.1.1

Writing activity, p. 80 – write entertaining short story depicting a distinct type of person from your community. USHG 7.1.1

Analyze mural and painting on p. 436. How do each address the impact of growing urban areas and increasing use of machinery on American life. USHG 7.1.1

Assessment: 1. Group Game: Who am I? Charades – based on key concepts/terms/people. USHG 7.1.12. Students will present a choral reading of James W. Johnson’s Black National Anthem or a dance interpretation of the

same. USHG 7.1.13. Field trip to DIA – Diego Rivera murals (describe characters, message, theme). USHG 7.1.14. Create a mural to depict concerns of students today. USHG 7.1.15. Complete daily Quiz 14.3. USHG 7.1.1


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Overarching Question(s): How did domestic and international events affect the changing meaning of freedom and equality?Focus Question(s): How did the economic, political, and social/cultural choices in early 1900’s contribute to the Great Depression?Objectives/High School Content Expectations (HSCEs): USHG 7.1.2 – Explain and evaluate the multiple causes and consequences of the Great Depression –including the economic and social toll of Great Depression –including unemployment and environmental conditions that affect farmers, industrial workers and families.

Cross Curricular Connections: Literature

Technology Integration: Hippocampus.com/Bonus Army for Herbert Hoover, Consumers Dust Bowl

Months: JanuaryWeeks: 18-19

Key Concepts/Vocabulary: Great Depression, Black Tuesday, Credit Stock Market, Bull market, Bear Market, GNP, Shanty towns, rugged individualism, self-relianceCDV: common good, justice CCV: umoja

Teaching Resources: Textbook: American Nation in the Modern Era, Hold,

Rinehart and Winston © 2003, Chapter 15: The Great Depression (1929-1933)

Document analysis worksheets www.archives.gov/education/lessons/worksheets Photographs www.loc.gov/rr/print/list/128migm.html

Bellwork/Do Now: What problems arise when consumers are encouraged to

spend beyond their means? Graphic Organizer Activity, p. 29. Write a letter to

describe what it was like to grow up in 1930’s. Main Idea Activity, p. 99 Organizing information – list

event that led to the Great Depression in chronological order.

Workbook: Literature, Primary Source and bio readings – readings and discussion activities.p. 85 The Depression Takes its Tollp. 87 A Shattering Spiritp. 89 Walt Disney

Student Activities: Create a Talk Show centered on personality from Great

Depression: 1. Create title of show.2. Select a person from the chapter, write

introduction of person and write 5 open-ended questions with answers.

3. Perform in class USHG 7.1.2 Students will analyze photograph that illustrate

devastating effects of Great Depression. pp. 444, 448, 449, 450, 451, 452, 460, 485 or (primary sources). USHG 7.1.2

Group Activity – (p. 464) Thinking Critically What type of programs would you have developed to ease burdens of urban residents/farmers during the depression? USHG 7.1.2

How did the Great Depression affect men and women differently? USHG 7.1.2

Create a dialogue between Oklahoma farmer and his wife contemplating abandoning their farm in 1930’s and moving to California (eye on history) p. 29 Black American bread winner 1930’s, just laid off. Create dialogue between yourself and spouse reflecting your feelings at the time as well as your plans for future. USHG 7.1.2

Main Idea Activity 15.2 – 15.3 Teacher’s Edition p. 462 – imagine you are volunteers on Franklin D. Roosevelt’s presidential campaign. Create a poster, flyer, button promoting FDR’s bid for presidency include slogan or statement explaining Roosevelt’s superiority over Hoover.

Assessment: Writing Assessment


28

http://www.loc.gov/rr/print/list/128migm.html

http://www.archives.gov/education/lessons/worksheets


Agree/Disagree: Support your point-of-view – 2 paragraphs1. Economy - As stock market crash will always result in severe economic depression2. In an economic depression everyone suffers equally, regardless of class, gender, and ethnic background.orAgree or DisagreeIt is the responsibility of the government to take care of its citizens during economic hard times. USHG 7.1.2

Create a model or graphic organizer that illustrates causes and results of Great Depression. USHG 7.1.2 Research, then compare and contrast Franklin Roosevelt’s and Barack Obama’s presidency policies USHG 7.1.2


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Overarching Question(s): How did the responses to Great Depression both reflect and then shape the meaning of Freedom in the United States?

Focus Question(s): How did the “New Deal” Impact American Life? Objectives/High School Content Expectations (HSCEs): USHG 7.1.3 The New Deal – Explain and evaluate Roosevelt’s New Deal Policies, including expanding the federal governments responsibility to protect environment, meet challenges of unemployed, address needs of farmers, poor, elderly.

Cross Curricular Connections: Science, Literature?

Technology Integration: www.hippocampus.com

Months: FebruaryWeeks: 20 - 21

Key Concepts/Vocabulary: New Deal, Franklin D. Roosevelt, Bank Holiday, Alphabet Programs, Dorothea Lange. Deficit, Dust Bowl, Relief, Reform, Recovery, First 100 DaysCDV: Common Good, Equality CCV:

Teaching Resources: Textbook: American Nation in the Modern Era, Hold,

Rinehart and Winston © 2003, Chapter 16: The New Deal (1933-1939), pp. 468-490

Computer www.hippocampus.com The New Deal USHG 7.1.3 DVD “The Grapes of Wrath”

Bellwork/Do Now: Respond (in writing) to Franklin D. Roosevelt quote “Let

me assert my firm belief that the only thing we have to fear is fear itself…The People of United States have not failed.”

Main Idea Ch. 16 – The New Deal p. 105-106

Student Activities: Students choose a New Deal Program telling its

purpose and determine if it was successful or not. (Life and Liberty) USHG 7.1.3

Analyze primary sources. Franklin D. Roosevelt – Inaugural Speech. USHG 7.1.3

Literature reading: Thoughts of young African Americans – Native Son. p. 91-92; Huey Long – Every Man A King; or Francis Perkins USHG 7.1.3

Analyze political cartoons from this era – use political cartoon analysis form USHG 7.1.3

Complete movie review of the “The Grapes of Wrath.” Using Motion Picture Analysis Worksheet (see Strategies Handbook p. ?????). USHG 7.1.3

Assessment: Compare and contrast “The Grapes of Wrath” with life during the depression in an essay. USHG 7.1.3


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http://www.hippocampus.com/

http://www.hippocampus.com/


UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 5 ~ World Conflicts

Overarching Question: How does the American desire to maintain the four freedoms (from want, from fear, of speech and of worship) change the United States’ role in the world?

Focus Question(s): How did nationalism and isolationism influence the escalation of global conflict?

Objectives/High School Content Expectations (HSCEs): USHG 7.2.1 Causes of WWII – Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war including: 1) the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement); 2) the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan; 3) United States neutrality; 4) the bombing of Pearl Harbor.

Cross Curricular Connections: Writing

Technology Integration: see Internet connect TE 499b for go.hrw.com

Month - FebruaryWeek: 22-23

Key Concepts/Vocabulary: isolationism, nationalize, Benito Mussolini, Kristallnacht, Axis Powers, appeasement, nonaggression pact, Winston ChurchillCDV: freedom CCV: Umoja

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 17: The Road to War (1921-1941), pp. 500-521

Bell Work/Do Now: Interpret the visual record, The Depression Abroad, p.

506 Interpret graph p. 508, Latin American Exports to the

United States, 1920-1940 Interpret graph p. 519 Interpret map, German and Italian Expansion, 1933-

1941 p. 520 Interpret map p. 522 Japanese Expansion, 1931-1941

Student Activities: Section 1 Review p. 506 1-4 USHG 7.2.1 Draw a political cartoon that illustrates U. S. foreign

policy after WWI USHG 7.2.1 Identify Latin American exports and explain how

geography impacts products exported USHG 7.2.1 Section 2 Review p. 511, 1-4 USHG 7.2.1 Use a graphic organizer to compare how aggressive

world leaders came to power and what their major policies were (Mussolini, Stalin, Hitler, Franco and Japanese Militarists) see p. 517 item 3. USHG 7.2.1

Guided Reading Strategy 17.4 USHG 7.2.1

Assessment(s): Compare modern isolationists and their views with those of pre World War II in essay accompanied by graphic

organizer. Why it Matters Today see p. 502 CNNfyi.com USHG 7.2.1 Prepare the narrative for a documentary entitled A History of U. S Relations in Latin America USHG 7.2.1 Describe the impact of the Great Depression on Latin American nations in a brief essay. USHG 7.2.1


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Overarching Question: How does the American desire to maintain the four freedoms (from want, from fear, of speech and of worship) change the United States’ role in the world?Focus Question(s): (1) How did nationalism and isolationism influence the escalation of global conflict?(2) How did America’s involvement in World War II affect the war abroad and life at home? (3) How did decisions at the end of World War II address concerns stemming from the aftermath of WWI, as well as events that transpired during the Second World War?Objectives/High School Content Expectations (HSCEs): USHG 7.2.1: Causes of WWII – Analyze the factors contributing to World War II in Europe and in the Pacific region, and America’s entry into war including: 1) the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement) 2) the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan 3) United States neutrality 4) the bombing of Pearl Harbor. USHG 7.2.2: U.S. and the Course of WWII – Evaluate the role of the U.S. in fighting the war militarily, diplomatically, and technologically across the world (e.g., Germany First strategy, Big Three Alliance, and the development of atomic weapons). USHG 7.2.3: Impact of WWII on American Life – Analyze the changes in American life brought about by U.S. participation in World War II including: 1) mobilization of economic, military, and social resources; 2) role of women and minorities in the war effort; 3) role of the home front in supporting the war effort (e.g., rationing, work hours, taxes); 4) internment of Japanese-Americans.USHG 7.2.4: Responses to Genocide – Investigate development and enactment of Hitler’s “final solution” policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel). Cross Curricular Connections: English Language ArtsTechnology Integration: Homework Practice Online keyword: SE3 HP18Month - MarchWeek: 24-25

Key Concepts/Vocabulary: War Production Board, internment, D-Day, Douglas MacArthur, George S. PattonCDV: freedom CCV: nia

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003 Chapter 18: Americans in World War II (1941-1945), pp. 526-554

Bell Work/Do Now: Interpret graph, Defense Expenditures, 1940-1945

p. 550 Interpret map, p. 540 Japanese American

Relocation, 1942-1945 Interpret map p. 547 World War II in Europe,

1942-1945 Interpret map, World War II in the Pacific, 1941-

1945, p.551 Interpret graph p. 555, Deaths in World War II

Student Activities: World War II journalism See TE p. 526 and go to

go.hrm.com keyword SE3 AN18. USHG 7.2.2 Compare and contrast Japanese Emperor Hirochito’s

justification of the attach on Pearl Harbor from Primary Source p. 529 with President Franklin D. Roosevelt’s perspective from American History Document-Based Questions Activities, Document 2 p. 74 USHG 7.2. 2

Section 1 Review p. 534 items 3 and 4 USHG 7.2.3 Analyze historical document, Four Freedoms by President

Franklin D. Roosevelt, p. 536. Students should discuss in their opinion whether or not most significant freedoms were addressed. USHG 7.2.2

Describe treatment of minority groups, see TE p. 539, Teach Objective 4, Levels 2 and 3. USHG 7.2.3

Section 2 Review p. 542 items 3-5 USHG 7.2.3 Conduct research and write essay on Holocaust, see TE

Teach Objective 4, Level 2, p. 545, Level 2. USHG 7.2.4 Write an editorial discussing whether U. S. was justified in

using the atom bomb against Japan. USHG 7.2.2

Interpret chart, Causes and Effects of World War II p. 557


32


USHG 7.2.2Assessment(s): Construct a propaganda poster that depicts the role of the U.S. in fighting the war militarily, diplomatically, and

technologically across the world. Use the poster in an oral presentation that explains the poster and evaluates the US role in the war. USHG 7.2.2, USHG 7.2.3

Write an essay that explains how the US participation in World War II resulted in American society moving toward and/or away from its core ideals found in the Declaration of Independence, US Constitution, and Bill of Rights. Use the documents provided, your knowledge of how the United States mobilized for the war effort, and the treatment of minorities during World War II. USHG 7.2.3

Write an essay that explains how the US participation in World War II resulted in American society moving toward and/or away from its core ideals found in the Declaration of Independence, US Constitution, and Bill of Rights. Use the documents provided, your knowledge of how the United States mobilized for the war effort, and the treatment of minorities during World War II. USHG 7.2.4


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Overarching Question: How have Americans addressed the tension between liberty and security to protect the idea of freedom?Focus Question(s): (1) How and why did conflicting ideologies and world views result in the Cold War? (2) How successful were the United States’ responses to the threat of communism at home and abroad? (3) How did the idea of freedom influence and reflect the Cold War era?Objectives/High School Content Expectations (HSCEs): USHG 8.1.1: Origins and Beginnings of Cold War – Analyze the factors that contributed to the Cold War including: 1) differences in civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.; 2) diplomatic decisions made at the Yalta and Potsdam Conferences (1945); 3) actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North Atlantic Treaty Organization (NATO), and Warsaw Pact). USHG 8.1.2: Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: 1) the development of a U.S. national security establishment, composed of the Department of Defense and Department of State, and the intelligence community; 2) the armed struggle with Communism, including the Korean conflict; 3) direct conflicts within specific world regions including Germany and Cuba, U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses to citizens and mass media)) 4) indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, and Guatemala); 5) the arms race. USHG 8.2.1: Demographic Changes – Use population data to produce and analyze maps that show the major changes in population distribution, spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the “Sunbelt.” USHG 8.2.2: Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by: describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment; and evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A (1970)).Cross Curricular Connections: Science and technology- identify the scientific and technological advances that impacted the Cold War.Technology Integration: www.CNNfyi.com Month - MarchWeek: 26 - 27

Key Concepts/Vocabulary: United Nations, Postdam Conference, Nuremberg Trials, Eleanor Roosevelt, Ralph Bunche, Zionism, Arab-Israeli War, Dwight Eisenhower, Nikita, Khrushchev, U-2 Incident, Douglas Mach Arthur, Mao Zedong, Chiang Kai-shek, Central Intelligence Agency, Joseph McCarthy CDV: liberty, freedom, common good CCV: umoja

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 19: The Cold War (1945-1960), pp. 558-587

Bell Work/Do Now: Interpret map p. 561, Occupied Germany, 1945-1950 Interpret map p. 570. Cold War Alliances in Europe,

1955 Interpret graph, The Nuclear Threat, 1955-1960, p. 577

Student Activities: See TE p. 561, Teach Objective 1, students will list

actions allies took to stabilize Germany and Japan. USHG 8.1.2

Use Skill-Building Strategies: Taking Notes to outline pp. 566-571, The Cold War Begins. USHG 8.1.1

Construct a graphic organizer to explain how the U.S. attempted to slow the spread of communism, see item 3 p. 578. USHG 8.2.2

Student Activities: (Cont’d.)


34

http://www.CNNfyi.com/


Construct a graphic organizer that describes the origins, setbacks, and successes of the American policy of “containing” the Soviet Union during the Cold War. Use the graphic organizer to engage in a small group discussion evaluating the U.S. policy of containment.

Using maps that show the major changes in population distribution, spatial patterns and density from 1900 to 1960, explain the changes over time with reference to events such as the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the “Sunbelt.” USHG 8.2.1

Prepare an outline that describes the domestic challenges and changes Americans faced during the Cold War (anti-communism/ McCarthyism, population growth, population density, and transportation needs) and evaluates policy decisions and legislative actions to meet these challenges. Use the outline to support arguments in a debate about the most significant domestic policy or legislative action instituted during the Cold War era. During the debate, identify at least two competing constitutional principles or fundamental values (e.g., liberty and authority, justice and equality, individual rights, and the common good). USHG 8.2.2

Complete America’s Geography: The Defenses of the Cold War, pp. 588-589. USHG 8.1.2

Assessment(s): See TE p. 560, Why it Matters Today, Describe the role the UN has recently played in world affairs. USHG 8.1.2 Choose one of the following thesis statements and defend it in writing.

1. Events during the Cold War changed American idea of freedom.2. The American idea of freedom at the end of World War II influenced the course of the Cold War. In your essay,

support your position with evidence from at least four events/issues during the Cold War (two domestic and two foreign events/issues). Also, identify an opposing argument and refute the argument based on evidence. USHG 8.1.2 and USHG 8.2.2


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Overarching Question: How have Americans addressed the tension between liberty and security to protect the idea of freedom?Focus Question(s): (1) What were the population and demographic trends in the U. S. after World War II? USHG 8.2.1 (2) What were the major domestic issues of Post WWII America and what were the policies designed to meet these issues? USHG 8.2.2 (3) How did Americans use core democratic values to shape competing perspectives on major legal cultural issues in post WWII America? USHG 8.2.4 (4) What were the key events, ideals, documents and organizations in the struggle for civil rights by African-Americans? USHG 8.3.1 (5) What were the causes and course of the women’s rights movement in 1960? USHG 8.3.3 (6) What were the successes and failures in civil rights and liberties for American minorities n the 20th century? USHG 8.3.4Objectives/High School Content Expectations (HSCEs): USHG 8.2.1: Demographic Changes – Use population data to produce and analyze maps that show the major changes in population distribution, spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the “Sunbelt.” USHG 8.2.2: Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by: 1) describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment; 2) evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A (1970)). USHG 8.2.4: Using core democratic values, analyze and evaluate the competing perspectives and controversies among Americans generated by U. S. Supreme Court decisions (e.g., Roe v Wade, Gideon, Miranda, tinker, Hazelwood), the Vietnam War (anti-war and counter-cultural movements), environmental movement, women’s rights movement, and the constitutional crisis generated by the Watergate scandal. USHG 8.3.1 Civil Rights Movement-Analyze the key events, ideals, documents, and organizations i9n the struggle for civil rights by African Americans including: 1) the impact of WWII and the Cold War (e.g., racial and gender integration of the military); 2) Supreme Court decisions and governmental actions (e.g. Brown v. Board (1954), Civil Rights Act (1957). Little Rock schools desegregation, Civil Rights Act (1964), voting Act (1965); 3) Protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955-1965). March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP). Southern Christian Leadership conference (SCLC), Students Non-violent coordinating Committee (SNCC), Nation of Islam, Black Panthers; 4) Resistance to Civil Rights. USHG 8.3.3 Women’s Rights-Analyze the causes and course of the women’s rights movement in the 1960’s and 1970’s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (Now), and the Equal Rights Amendment (ERA).Cross Curricular Connections: Science and Technology, p. 603, Jonas Salk’s Polio VaccineTechnology Integration: www.CNNfyi.com Month - AprilWeek: 28 – 29

Key Concepts/Vocabulary: GI Bill, Employment Act, Taft-Hartley Act, Committee on Civil Rights, Fair Deal, automation, baby boom, urban renewalCDV: equality CCV: kujichaglia

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 20: Society after World War II (1945-1960), pp. 590-615

Bell Work/Do Now: Interpret map p. 596, The Election of 1948 Interpret map, America on the Move, 1950-1960, p. 601

Student Activities: Section Review p. 597 USHG 8.2.2 American history Political Cartoons, cartoon 27 TCR,

p. 53, The Spread of Suburbia USHG 8.2.1 Guided Reading Strategy 20.3, TCR p. 71, USHG

8.3.1 Chart Protest movements, organizations, and civil

actions and their impact (e.g., integration of baseball, Montgomery Bus Boycott (1955-1965). March on


36



Washington (1963), freedom rides, National Association of the Advancement of Colored People (NAACP). Southern Christian Leadership conference (SCLC), Students Non-violent coordinating Committee (SNCC), Nation of Islam and Black Panthers USHG 8.3.1

Section 3 Review, item 4a. p. 615 USHG 8.3.1 and USHG 8.2.1

Teach objective 5, level 1 and 2 TE p. 614 USHG 8.2.1 - Examine case studies involving federal laws regarding equality and apply them to determine courses of action. See TCR Citizenship Simulations and Case Studies, Major Federal Equal Rights Laws pp. 73-75. USHG 8.2.4

Assessment(s): Assign groups to select one of the following issues and use core democratic values to analyze and evaluate the

competing perspectives and controversies among Americans generated by U. S. Supreme Court decisions: Roe v Wade, Gideon, Miranda, Tinker, Hazelwood, the Vietnam War (anti-war and counter-cultural movements), environmental movement, women’s rights movement, or the constitutional crisis generated by the Watergate scandal. Make group presentations to class. USHG 8.2.4

Write an essay explaining the background, outcome and impact of Brown v. Board of Education. USHG 8.3.1 Analyze U. S. efforts to control atomic weapons. See TE, objective 2, Levels 2 and 3, p. 568 USHG 8.2.1


37


UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 6 ~ A Changing Home Front

Overarching Question: How effective was the American “containment” policy towards the Soviet Union during the Cold War Era? Focus Question(s): How successful was America in the arms race and the direct conflict in Cuba and Germany during the Cold War? Objectives/High School Content Expectations (HSCEs): USHG 8.1.2: Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including; • direct conflicts within specific world regions including Germany and Cuba, • the arms race. USHG 8.2.2: Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by: • describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment. USHG 8.2.3: Comparing Domestic Policies – Focusing on causes, programs, and impacts, compare and contrast Roosevelt’s New Deal initiatives, Johnson’s Great Society programs, and Reagan’s market-based domestic policies.Cross Curricular Connections: Language Arts

Technology Integration: (1) Internet Activity: go.hrw.com. (2) America History Simulations CD-ROM: Race to the Moon. Month - AprilWeek: 30

Key Concepts/Vocabulary/People: Containment, Flexible response, hot line, John F. Kennedy, Lyndon B. Johnson, Peace Corps, Alliance for Progress, Fidel Castro, Berlin Wall, Cuban Missile Crisis, Lee Harvey Oswald, Warren Commission, New Frontier, Great Society, Rachel Carson, War on Poverty. CDV: CCV:


Rinehart and Winston © 2003, Chapter 21: The New Frontier and the Great Society (1961-1969), pp. 622-647


Bellwork/Do Now: Respond to the question on Interpreting Maps: The Election of

1960, p. 625 and The Cuban Missile Crisis, p. 629 Evaluate and justify your answer to the question on Citizenship:

The 1960 Presidential Election, p. 625 TE Do Economics: Defense Spending, p. 626 activity. Read and analyze Science and Technology: The Space Program,

and answer Understanding Science and History questions, p.628 Assign Building Social Studies Skills – Interpreting Maps and

Interpreting Political Cartoons, p. 64

Student Activities: Assign Geography: the Bay of Pigs activity on

p. 627 TE USHG 8.1.2 Evaluating historical/primary document:

Download President Kennedy’s Inaugural Address for students. In groups, have them read and analyze the document, and present their analysis to the general class. USHG 8.1.2

Assign Evaluating, question 2, section 2, p. 637. USHG 8.2.2

Outline the different goals and achievements of Presidents Kennedy and Johnson. USHG 8.2.3

Assessment(s): Research, then compare and contrast John F. Kennedy’s and Barack Obama’s presidency/policies.


38



Overarching Question: How did the Civil Rights Movement impact life for different groups in America during the 1960s? Focus Question(s): (1) Why did the civil rights leaders adopt nonviolent techniques and how effective was it? (2) Was the total value of the civil rights movement worth the total cost? Objectives/High School Content Expectations (HSCEs): USHG 8. 3.1 : Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including: 1) the impact of WWII and the Cold War (e.g., racial and gender integration of the military); 2) Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965)); 3) protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)); 4) resistance to Civil Rights. 8.3.2: Ideals of the Civil Rights Movement – Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address.Cross Curricular Connections: Literature Reading 22: Harper Lee’s Masterpiece.

Technology Integration: (1) Internet Activity: go.hrw.com. (2) America Music Selection 23: “He’s Got the Whole World in his Hands” Month - MayWeek: 31

Key Concepts/Vocabulary/People: Martin Luther King Jr., Freedom Riders, Civil Rights Act of 1964, Freedom Summer, Fannie Lou Hamer, Nation of Islam, Stokely Carmichael, Affirmative Action, University of California v. Bakke, NAACP, Black Panthers. CDV: CCV:


Rinehart and Winston © 2003, Chapter 22: The New Frontier and the Great Society (1960-1978), pp. 648-673


Bellwork/Do Now: Explain why a lot of Americans continued to oppose racial

equality during the 1960s and 1970s. Define nonviolence and explain why it is or is not a good

strategy to conflict resolution. Read Historical Document: Letter from Birmingham Jail by

Dr. Martin King Jr., p. 653 and write a brief argument in favor of or against the local religious leaders’ position.

Assign Interpreting Maps: Urban Unrest, 1965-1968, p. 665. Assign Building Social Studies Skills – Interpreting Maps and

Interpreting the Visual Record, p. 673

Student Activities: Facilitate Geography: Freedom Summer and Its

Lessons activity on p. 658 TE USHG 8.3.1 Debate the issue; was Malcom X’s approach to

the civil rights movement a blessing or a curse? USHG 8.3.1

Research and debate in groups, the pros and cons of Affirmative Action. USHG 8.3.2

Facilitate Creative Teaching Strategy: The Civil Rights Movement, p. 39 (Creative Teaching Strategies handbook). USHG 8.3.2

Assessment(s): Alternative Assessment: Building Your Portfolio, p. 673 TE USHG 8.3.1, USHG 8.3.2


39



Overarching Question: What forces sparked the Women’s Rights Movement and how did it alter the social and political landscape in America during the 1960s and 1970s? Focus Question(s): (1) What tactics did leaders of the women’s movement use in their quest to obtain equal rights and how successful was it? (2) How did the Civil Rights Movement inspire other groups, protests and agitations? Objectives/High School Content Expectations (HSCEs): USHG 8.3.3 : Women’s Rights – Analyze the causes and course of the women’s rights movement in the 1960s and 1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment (ERA)).USHG 8.3.4: Civil Rights Expanded – Evaluate the major accomplishments and setbacks in civil rights and liberties for American minorities over the 20th century including American Indians, Latinos/Latinas, new immigrants, people with disabilities, and gays and lesbians. USHG 8.2.4: Domestic Conflicts and Tensions – Using core democratic values, analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions (e.g., Roe v Wade, Gideon, Miranda, Tinker, Hazelwood), the Vietnam War (anti-war and counter-cultural movements), environmental movement, women’s rights movement, and the constitutional crisis generated by the Watergate scandal. Cross Curricular Connections: Arts: American Arts: Pop art, p.697.

Technology Integration: (1) Internet Activity: go.hrw.com. (2) CNN Presents America: Yesterday and Today Segment: Women and Sports.Month - MayWeek: 32

Key Concepts/Vocabulary/People: Betty Friedman, Equal Pay Act, Ce`sar Cha’vez , Brown Berets, La Raza Unida Party, American Indian Movement, Maggie Kuhn, counterculture, Mario Savio, Woodstock CDV: CCV:


Rinehart and Winston © 2003, Chapter 23: Struggles for Change (1963-1975), pp. 674-703


Bellwork/Do Now: Assign Let’s Get Started activity, p. 676 TE Copy and distribute, People in History: Angela Davis, p.

679 TE. Have students answer the follow-up question. Assign Interpreting Maps: The Chicano Movement, 1947-

1975, p. 686 Copy and distribute, In The News: Land Rights in New

Mexico, p. 685. Have students solve the question that follows.

Assign Building Social Studies Skills – Interpreting Maps and Analyzing Primary Sources, p. 701

Interpret Chart “Occupations of Women” p. 677

Student Activities: Teacher to Teacher activity on p. 677 TE USHG

8.3.3 Assign Teach Objective 2 activity, p. 678 TE USHG

8.3.3 Use graphic organizer, p. 693, section 3, question 2. USHG 8.3.4 Analyzing maps, America’s Geography: Urban America – maps of Los Angeles Areas 1920s and 1980s, pp. 702 & 703 USHG 8.3.3 Apply Teach Objective 1 on page 695 TE. USHG

8.2.4

Assessment(s): Writing About History: supporting a point of view, p. 700


40



Overarching Question: How did fundamental ideological differences between democracy and communism drag America into a long drawn-out war in Vietnam? Focus Question(s): (1) Was the total value of the quest to stop the spread of communism worth the total cost of the Vietnam war? (2) How has the Vietnam war influenced Americans? Objectives/High School Content Expectations (HSCEs): USHG 8.1.2: Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including; • direct conflicts within specific world regions including Germany and Cuba, U.S. involvement in Vietnam, and the foreign and domestic consequences of the war(e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media. USHG 8.2.4: Domestic Conflicts and Tensions – Using core democratic values, analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions (e.g., Roe v Wade, Gideon, Miranda, Tinker, Hazelwood), the Vietnam War (anti-war and counter-cultural movements), environmental movement, women’s rights movement, and the constitutional crisis generated by the Watergate scandal. Cross Curricular Connections: Language Arts: American Letters: Views of Vietnam, p.716.

Technology Integration: (1) Internet Activity: go.hrw.com. (p. 705). (2) The America Nation Video Program Segment: Vietnam and the Media; Teacher’s Guide, pp. 141-46.

Month - MayWeek: 33

Key Concepts/Vocabulary/People: Watergate scandal, Ho Chi Minh, domino theory, vietcong, Tonkin Gulf Resolution, doves, Tet Offensive, Henry Kissinger, George Wallace, Vietnamization, le Ly Hayslip. CDV: liberty, justice CCV: kujichagulli, nia


Rinehart and Winston © 2003, Chapter 24: Struggles for Change (1954-1975), pp. 704-735


Bellwork/Do Now: Assign Let’s Get Started activity, p. 706 TE Facilitate critical thinking activity, Economics: Southeast

Asia, p. 707 TE Assign Interpreting Maps: French Indochina, p. 707 and The

Vietnam Conflict, 1954-1975, p. 714. Read and analyze American Letters: Views of Vietnam, p.

716 (Understanding Literature) Assign Building Social Studies Skills – Interpreting Charts

and Analyzing Primary Sources, p. 733

Student Activities: Facilitate Science, Technology, and Society

activity on p. 708 TE USHG 8.1.2 Assign Government: The 1956 Election in Vietnam

exercise, p. 709 TE USHG 8.1.2 Copy and distribute Science, Technology, and

Society: Television and the War, p. 717 TE. Have students respond to critical thinking question. USHG 8.1.2

Apply Teach Objective 2 on page 709 TE, and Drawing Conclusion, question 2, section 4 on p. 731 USHG 8.2.4

Review historical concepts taught in unit 6, then assign Building Your Portfolio activity, pp. 734 and 735 USHG 8.2.4

Assessment(s): Evaluating - Was the total value of the quest to stop the spread of communism worth the total cost of the Vietnam war? Writing About History: supporting a point of view, p. 732.


41


UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 7 ~ Modern Times

Overarching Question: What impact has globalization had on the United States?Focus Question(s): (1) How has American politics changed in the late 20th and early 21st Centuries? (2) What role has the U.S. played in the post-Cold War world?Objectives/High School Content Expectations (HSCEs): USHG 9.1 The Impact of Globalization on the United States - Explain the impact of globalization on the United States’ economy, politics, society and role in the world. USHG 9.1.1 Economic Changes – Using the changing nature of the American automobile industry as a case study, evaluate the changes in the American economy created by new markets, natural resources, technologies, corporate structures, international competition, new sources and methods of production, energy issues, and mass communication. USHG 9.1.2 Transformation of American Politics – Analyze the transformation of American politics in the late 20th and early 21st centuries including: 1) growth of the conservative movement in national politics, including the role of Ronald Reagan; 2) role of evangelical religion in national politics; 3) intensification of partisanship; 4) partisan conflict over the role of government in American life; 5) role of regional differences in national politics. USHG 9.2 Changes in America’s Role in the World - Examine the shifting role of United States on the world stage during the period from 1980 to the present. USHG 9.2.1 U.S. in the Post-Cold War World – Explain the role of the United States as a super-power in the post-Cold War world, including advantages, disadvantages, and new challenges (e.g., military missions in Lebanon, Somalia, Haiti, Bosnia, Kosovo, and the Gulf War). Cross Curricular Connections: Science and technology- Technology Integration: CNNfyi.comMonth - MayWeek: 34

Key Concepts/Vocabulary: apartheid, Camp David Accords

CDV: common good CCV: Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 25: From Nixon to Carter (1968-1980) and Chapter 26: The Republican Revolution (1980-1992)

Bell Work/Do Now: Interpret map, Conflicts in the Middle East, 1948-

1981, p.758

Student Activities: Section 3 Review, p. 759, USHG 9.2.1 Carter: The Outsider as President Guided Reading

Strategies, TCR 25.3, p. 89. Reagan Comes to Power, Section 1 Review p. 775.

USHG 9.1.2 Bush and Life in the 1980’s, Guided Reading Strategy

26.3. USHG 9.2.1 Research and analyze how competition and

globalization impacted the automobile industry. USHG 9.1.1

Assessment(s): Research the impact of North American Free Trade Agreement (NAFTA), European Union (EU), chart findings

and summarize in essay form. USHG 9.1.1


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UNITED STATES HISTORY AND GEOGRAPHY ~ GRADE 9Unit 7 ~ Modern Times

Overarching Question: What impact has globalization had on the United States?Focus Question(s): (1) How has American politics changed in the late 20th and early 21st Centuries? (2) How have the attacks on 9/11 and the response to terrorism altered American domestic and foreign policies?Objectives/High School Content Expectations (HSCEs): USHG 9.1 The Impact of Globalization on the United States Explain the impact of globalization on the United States’ economy, politics, society and role in the world. USHG 9.1.2 Transformation of American Politics – Analyze the transformation of American politics in the late 20th and early 21st centuries including: 1) growth of the conservative movement in national politics, 2) the role of Ronald Reagan 3) role of evangelical religion in national politics 4) intensification of partisanship 5) partisan conflict over the role of government in American life 6) role of regional differences in national politics. USHG 9.2 Changes in America’s Role in the World Examine the shifting role of United States on the world stage during the period from 1980 to the present.USHG 9.2.2 9/11 and Responses to terrorism -Analyze how the attacks on 9/11 and the response to terrorism have altered American domestic and international policies (including e.g., the Office of Homeland Security, Patriot Act, wars in Afghanistan and Iraq., role of the United States in the United Nations, NATO).

Cross Curricular Connections: Economics, explain the economic impact of the events of 9/11.Technology Integration: www.CNNfyi.com Month - JuneWeek: 35

Key Concepts/Vocabulary: World Trade Center, Pentagon, Rudolph Giuliani, Colin Powell,CDV: patriotism CCV:

Teaching Resources:Textbook: American Nation in the Modern Era, Holt, Rinehart and Winston © 2003, Chapter 27: Launching the New Millennium (1990-Present)

Bell Work/Do Now: Interpret map p. 561, Occupied Germany, 1945-1950 Interpret map p. 570. Cold War Alliances in Europe,

1955 Interpret graph, The Nuclear Threat, 1955-1960, p. 577

Student Activities: George W. Bush’s Presidency, Section 4 Review p. 819

USHG 9.1.2 and USHG 9.2.2 September 11, 2001: A Day that Change the World,

Section 5 Review p. 825. USHG 9.2.2

Assessment(s): Create a PowerPoint presentation or report explaining how the attacks on 9/11 and the response to terrorism have

altered American domestic and foreign policies. WHG 9.2.2


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