2013-2014 COURSE NAME: U.S. History 1 COURSE CODE: 2100310 COURSE NAME: United States History UNIT TITLE: Civil War, Reconstruction and Western Expansion UNIT ESSENTIAL QUESTION: SEMESTER: 1 Grading Period: 1 CONCEPT CONCEPT CONCEPT Civil War Reconstruction Manifest Destiny STANDARD(S) STANDARD(S) STANDARD(S) SS.912. A.2.1 SS.A.2.2, 2.3, 2.4, 2.5, 2.6 LACC.1112.RH.1.1, LACC.1112.RH.1.2, LACC.1112.RH.2.6 SS.A. 2.7 LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION How did the political and economic development of the United States lead to the American Civil War? How did the Reconstruction Period bring both problems and solutions to issues unresolved by the War? How did the Westward Movement alter the lives of Native Americans? VOCABULARY VOCABULARY VOCABULARY Sectionalism, popular sovereignty, “Dred Scott vs. Sanford,” Underground Railroad, Uncle Tom’s Cabin, secession, Confederate, Emancipation Proclamation, “Gettysburg Address,” military strategy, chattel slavery, freedmen, “Copperheads” Reconstruction, Freedmen’s Bureau, “Radical Republicans,” conservative--moderate-liberal- radical, scalawags/carpetbaggers, civil rights, Jim Crow laws, amendments, sharecropping, KKK, impeachment Cultural assimilation, Dawes Act, Homestead Act, “Exodusters,” the Grange, “Populism, “open range,” Great Plains, territory/statehood, nomadic/sedentary, Manifest Destiny, Comstock Lode, persistence, maverick, sod, blizzard, “Battle of the Little Bighorn” How did the Civil War and the subsequent policies of the Reconstruction Period affect the history of the United States? Era
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2013-2014 COURSE NAME: U.S. History
1
COURSE CODE: 2100310 COURSE NAME: United States History
UNIT TITLE: Civil War, Reconstruction and Western Expansion
Cultural assimilation, Dawes Act, Homestead Act, “Exodusters,” the Grange, “Populism, “open range,” Great Plains, territory/statehood, nomadic/sedentary, Manifest Destiny, Comstock Lode, persistence, maverick, sod, blizzard, “Battle of the Little Bighorn”
How did the Civil War and the subsequent policies of the Reconstruction Period affect the history of the United States? Era
2013-2014 COURSE NAME: U.S. History
2
RESOURCES
-Word Wall, U.S. map, timeline graphs, McGraw-Hill Text Chapter 1, lessons 3-5 -“Stanford Reading Like a Historian”-Curriculum Unit 5 Civil War and Reconstruction(http://sheg.stanford.edu/?q=node/45) -Powerpoint: “The 1850’s: the Road to Secession” (http://pptpalooza.net) -Primary/Secondary source reading: The Narrative of the Life of Frederick Douglass -“Florida’s Ordinance of Secession” (Jan. 10, 1861)
-Word Wall, U.S. map, timeline graph, McGraw-Hill Text Chapter 1, lesson 5, p. 67-70 -“Second Inaugural Address of Abraham Lincoln” (March 4, 1865) -“Jim Crow Laws”-Martin Luther King National Historic Site (online) -U.S. Constitution Amendments #13, 14, 15 -C-Palms: “Stanford Reading Like an Historian” Curriculum lesson 5.4: “Radical Republicanism”
-Word Wall, U.S. map, timeline graphs, graphic organizers (comparison/contrasting settlers to Native Americans) -McGraw-Hill Text Chapter 2, p. 71-88 Lessons 1-3 -Videostreaming: “We Shall Remain;” (www.pbs.org/wgbh/amex/weshallremain) -Primary/Secondary Readings: “Massacre at Wounded Knee” (http://www.eyewitnesstohistory.com/knee.htm)
Additional Information
1. Relate the Reconstruction Era to the Civil War (how it caused it to
happen, the issues of the War that had to be resolved, and the different
opinions on the process of Reconstruction).
2. What problems confronted President Johnson in trying to carry out
Lincoln’s ideas on Reconstruction? How were these resolved by the
Republican Congress?
3. Explain the relationship between the Freedmen’s Bureau and the 13th,
14t And 15th Amendments.
4. Using a graphic organizer to illustrate your answer, compare the
negative and positive effects of Reconstruction on the South.
5. Evaluate Lincoln and Johnson’s ideas on the process of Reconstruction.
What reasons would support Radical Republican plans over Lincoln and
Immigrant, nativism, Chinese Exclusion Act, quota, Ellis Island/Angel Island, cultural assimilation, urban/rural, steerage, famine, citizenship, naturalization, Catholicism/Protestantism, ethnic diversity, segregation
Skyscraper, tenement, social class, political machines, graft, corruption, assimilate, epidemics, Social Darwinism, philanthropy, “Gilded Age, ”individualism,” economic regulation, “Social Gospel Movement,” popular culture, perspective, ideology
How did rapid growth and industrialization of the 19th century impact the economic, social and political development of the United States?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-McGraw-Hill textbook Chapter 3, lesson 1-4, p.89-110 -Word Wall, U.S. map, timeline graphs, charts/graphs -Powerpoints: “Closing the Western Frontier,” “The Incorporation of America”, “Growth of the Labor Movement” (http://pptpalooza.net) -“Wealth” by Andrew Carnegie(1889)
-McGraw-Hill text Chapter 4, lesson 1, p. 111-117 -The Immigrants-A Historical Reader(Nextext-McDougal-Littell, 2001) -Word Wall, U.S. map, timeline graphs, immigration charts/graphs -“The New Colossus” by Emma Lazarrus (http://www.digitalhistory.uh.edu/historyonline/us29.cfm -C-Palms: Stanford Lesson 6.1
-McGraw-Hill text Chapter 4, lessons 2-5, p. 118-127 -The Immigrants-A Historical Reader(Nextext-McDougal-Littell, 2001) -Word Wall, U.S. map, timeline graphs, charts/graphs
How did the Progressive Era differ from previous time-periods in American History?
How did the Progressives attempt to resolve issues caused by effects of the Industrial Revolution?
How are the reforms of the Progressive Era reflected in contemporary American Society?
VOCABULARY VOCABULARY VOCABULARY
Social Darwinism, reforms, realism/romanticism, class system., leisure-time, saloons, socialism, ideology, “ragtime”, vaudeville, punctuality, efficiency, muckrakers, 16th Amendment, 17th Amendment, suffrage, recall, initiative, suffragists, civil rights, “Bill of Rights”
Direct election, primary/general election, secret ballot, precinct, poll, civil service, inflation/deflation, interstate commerce, regulation, cooperatives, graduated income tax, political patronage, tariffs, status quo, legislation, judicial interpretation, vague, suffrage, 19th Amendment
Liberal/conservative, conservation, Federal Trade Commission, anti-trust, proponent/opponent, Federal Reserve System, bureaucracy
How did the social and political reform movements known as “Progressivism” attempt to correct societal problems caused by the Industrial Revolution and changing populations?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word Wall, timeline graphs, audio-visuals -McGraw-Hill text Chapter 4, lesson 3, p. 122-127 -“Stanford Reading Like a Historian” Curriculum 8: Progressives (http://sheg.stanford.edu/?q=node/45)
-Word Wall, timeline graphs, audio visuals(political cartoons) -McGraw-Hill text Chapter 4, lesson 4, p. 128-132 -“Progressivism in the United States:” http://www.u-s-history.com/pages/h1061.html
-Word Wall, audio-visuals, timeline graph/ graphic organizers -McGraw-Hill text Chapter 4, lessons 1-4 -“Theodore Roosevelt and Trust-Busting”: http://www.ushistory.org/us/43b.asp -C-Palms: Progressivism and Women’s Suffrage:http://sheg.stanford.edu/upload/Lessons/Unit%208_Progressivism/Background%20on%20Woman%20Suffrage%20Lesson%20Plan.pdf
Additional Information
Extended Response, research, debate, DBQ topics: -How did the characteristics of the Industrial Revolution lead to the need for a “Progressive Movement?” -How did the concept of “Social Darwinism” conflict with the ideals of the Progressive Movement?
-How did the Progressives attempt to solve the problems of the Industrial Revolution? -How do the administrations of Presidents, Taft, T.R. Roosevelt, and Wilson reflect the influence of the Progressive Movement?
-How are progressive reforms of the past century reflected in contemporary America? -What differences have been reflected in America’s history as a result of the 19th Amendment?
How does “imperialism” affect the history and development of a region?
What motivated the U.S. to become imperialistic? How did the prospect of resources and markets affect the U.S. in its relations with the Pacific and Asiatic regions?
“Open Door Policy,” “Boxer Rebellion,” traditionalists, imports/exports, Great White Fleet, global, exclusive, world power, trade alliances, tariffs, resources
How did imperialism affect the political and economic development of the United States?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word Wall, audio-visual materials (McGraw-Hill), graphic organizers, U.S. map, Western Hemisphere map, World Political map, timeline graphs -McGraw-Hill textbook Chapter 5, lesson 1, p.139-145 -Powerpoint: “America Becomes an Imperial Power” (http:// pptpalooza.net) -“America Becomes Imperialistic:” (http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=191
-Word Wall, audio-visual materials (McGraw-Hill), graphic organizers, U.S. and Western hemisphere maps -McGraw-Hill textbook chapter 5, lesson 2, p.145-151 -“Corollary to the Monroe Doctrine, Theodore Roosevelt “(1904, 1905) -C Palms: “Stanford’s Reading Like a Historian” Curriculum Lesson 7.3
-Word Wall, audio-visual materials, world maps -McGraw-Hill textbook Chapter 5, lesson 3, p. 149, 152-154
Additional Information
2013-2014 COURSE NAME: U.S. History
9
COURSE CODE: 2100310 COURSE NAME: United States History
UNIT TITLE: America As A World Power
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 2
CONCEPT CONCEPT CONCEPT
Imperialism Western Expansion and Influence Foreign Policy in the Asian Realm
How does “imperialism” affect the history and development of a region?
What motivated the U.S. to become imperialistic? How did the prospect of resources and markets affect the U.S. in its relations with the Pacific and Asiatic regions?
“Open Door Policy,” “Boxer Rebellion,” traditionalists, imports/exports, Great White Fleet, global, exclusive, world power, trade alliances, tariffs, resources
RESOURCES
-Word Wall, audio-visual materials (McGraw-Hill), graphic organizers, U.S. map, Western Hemisphere map, World Political map, timeline graphs -McGraw-Hill textbook Chapter 5, lesson 1, p.139-145 -Powerpoint: “America Becomes an Imperial Power” (http:// pptpalooza.net) -“America Becomes Imperialistic:” (http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=191
-Word Wall, audio-visual materials (McGraw-Hill), graphic organizers, U.S. and Western hemisphere maps -McGraw-Hill textbook chapter 5, lesson 2, p.145-151 -“Corollary to the Monroe Doctrine, Theodore Roosevelt “(1904, 1905) -C Palms: “Stanford’s Reading Like a Historian” Curriculum Lesson 7.3
-Word Wall, audio-visual materials, world maps -McGraw-Hill textbook Chapter 5, lesson 3, p. 149, 152-154
Additional Information
How did imperialism affect the political and economic development of the United States?
2013-2014 COURSE NAME: U.S. History
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COURSE CODE: 2100310 COURSE NAME: United States History
UNIT TITLE: World War I
UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 2
CONCEPT CONCEPT CONCEPT
Nationalism Militarism: U.S. in World War I Effects of World War I and the Treaty of Paris
Minorities, dissenters, conscription, Treaty of Versailles, undermine, perspective, resolve, compromise, ratify, U.S. Senate, League of Nations, devastation, colonial, republic, transition, segregated/integrated
RESOURCES
-Word Wall, audio-visuals(include political cartoons), world and U.S. political maps, graphic organizers -McGraw-Hill textbook Chapter 7, lesson 1, p. 181-186 -C Palms: Stanford’s “Reading Like a Historian” Lesson 9.1 (primary/secondary documents U.S .’ entry into World War I)
-Word Wall, audio-visuals(include political cartoons), world and U.S. political maps, graphic organizers - McGraw-Hill textbook Chapter 7, lesson 1-3, p. 186-199 -“Woodrow Wilson’s War Message to Congress” (1917) -Video/text presentation: “World War I” (http://www.pbs.org/greatwar/chapters/index.html -Powerpoint: “America on the Home Front-the Poster War” (http://pptpalooza.net)
-Word Wall, audio-visuals(include political cartoons), world and U.S. political maps, graphic organizers -McGraw-Hill textbook, Chapter 7 lesson 4, p. 200-204 -C Palms: Stanford Education Curriculum’s “Reading Like a Historian” Lesson 9.2 (primary document analysis/ position defense)
Additional Information
How did World War I change American foreign policy and increase American involvement in global affairs?
How did post-war issues shape American society after World War I?
How were minority groups affected by the issues of the post-war era?
How did the effects of “consumerism” affect the economic stability of the United States after World War I?
VOCABULARY VOCABULARY VOCABULARY
“return to normalcy,” recession/inflation, graft, labor unions, quota system, racial unrest, isolationism, consumerism, collective security, “ Red Scare,” “Sacco and Vanzetti Case,” Prohibition, jazz, grievances, fringe benefits, evolution, creationism, “scapegoat,” propose/oppose, fundamentalism, conservative/liberal, communism, anarchy, party platform, Cabinet, ideology, “flappers”, mass media, popular culture
“Great Migration,” Harlem Renaissance,” intimidation, lynching, “Jim Crow,” Black Nationalism, alienate, catalyst, impacted, “Rosewood”, “Back to Africa Movement,” NAACP, Voting bloc, heritage, self-reliance, segregation/integration
Consumerism, disposable income, mass production, advertising, market, per capita income, commute, stock market, prosperity-inflation-recession-depression, installment-buying, mass transit, revolutionize, credit, accumulate, debt, status symbol, Federal Reserve Board, apr, necessities/luxuries, appliances, labor-saving, domestic servants, profit, “buying-on-margin”
How did the political, social and economic issues of the 1920’s bring the U.S. prosperity while, at the same time, establish the causes of the Great Depression?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word Wall, audio-visual materials, graphic organizers, U.S. map, timeline graphs -McGraw-Hill text Chapter 7, lesson 4, p. 200-204 -McGraw-Hill text Chapter 8, lessons 1-3, p.205-211; lesson 4, p.218-222 -“World War I and the ‘20’s “(connections) (http://sheg.stanford.edu/?q=node/45) -“Roaring ‘20’s:” (http://www.u-shistory.com/pages/h1564.html)
--Word Wall, audio-visual materials, graphic organizers, U.S. map, timeline graphs -McGraw-Hill text Chapter 8, lesson 3, p. 206-207 (timeline) -McGraw-Hill text Chapter 8, lesson 3, p. 218-220 -McGraw-Hill text, Chapter 8, lesson 5, p. 224-228 -“Harlem Renaissance:” (http://www.u-s-history.org/us/46e.asp) -CPalms: Stanford’s “Reading Like a Historian-W.E.B. DuBois and Booker T. Washington”(Stanford Lesson 8.5)
--Word Wall, audio-visual materials, graphic organizers, U.S. map, timeline graphs -McGraw-Hill text Chapter 8, lesson 2, p. 212-216 -McGraw-Hill text, Chapter 9, lesson 1, p. 229-236 -“Prosperity of the ’20:” (http://www.1920-30.com/business)
How did American involvement in World War II impact it socially, politically and economically?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word Wall, audio-visuals , world political maps (pre-WWI and contemporary), graphic organizers, timeline graph, political cartoons -McGraw-Hill textbook Chapter 11, lessons 1-2, p. 263-270 -“World War II:” (http://sheg.stanford.edu/?q=node/39) -“World War II:” (www.nationalww2museum.org) -“WWII:” (http://www.digitalhistory.uh.edu/modules/ww2/index.cfm
-Word Wall, audio-visuals, world political maps, graphic organizer, timeline graph, charts (comparison), political cartoons -McGraw-Hill text Chapter 11, lesson 2, p.271-275 -McGraw-Hill text Chapter 12, lessons 1-4, p.283-314 -“World War II:” (http:pptpalooza.net/PPTs/AHAP/BoogieWoogieBugleBoy.ppt#295,35,Slide35) -Primary Source comparison: FDR’s “Day of Infamy Speech” to George W. Bush’s “War on Terrorism” Speech
-Word Wall, audio-visuals, world political map, European political map, timeline graphs -McGraw-Hill text Chapter 11, lesson 3, p. 276-282 -Night by Elie Wiesel -Diary of Anne Frank -Primary Source Readings: (http://topics.nytimes.com/top/references/timestopics/subjects/w/world_war_ii_/index.html) -United States Holocaust Memorial Museum.org
How did the post-war era bring about economic prosperity to the United States?
How did World War II contribute to the development of the “Cold War?”
How did the ideas of the “New Frontier” and “Great Society” affect contemporary American society?
VOCABULARY VOCABULARY VOCABULARY
International, “baby boom,” suburbs, prosperity, closed shop/open shop, legislative agenda, states’ rights, subsidies, wage and price controls, scrutinize, interstate, abundance, The Affluent Society, blue collar/white collar, conformity, rebel, franchises, multinational, mass media, generation gap, “rock and roll,” poverty line, urban renewal, Appalachia, entity, middle class, “Bracero”
Communism, “limited war,” containment, Iron Curtain, appeasement, 38th Parallel, embark, Marshall Plan, Berlin Wall, NATO/SEATO, subversive, manipulate, perjury, Red Scare, blacklisting, espionage, McCarthyism, censure, nuclear fallout, massive retaliation, covert operation, imply, “peaceful coexistence,” “Truman Doctrine, Korean War, Bay of Pigs, Cuban Missile Crisis, superiority/inferiority, conventional weaponry, Middle East, Taiwan, flexible response
“New Frontier/ Great Society”, debate, “separation of Church and State,” popular vote/electoral vote, implement, assert, inflation, prominent, disabilities, Special Olympics, reapportionment, arbitrary, due process, space race, institute, NASA, CIA, Marxist, philosophy, liberal/conservative, profound, conspiracy, motorcade, stimulate, proportionate, consensus, poverty level, legacy, socialist, moderate, Peace Corps, VISTA, despair, subsidies, HUD, Medicare/Medicaid, Social Security, confine, bias, discrimination, civil rights, Warren Court, juvenile delinquency
How were the 1950’s and ‘60’s reflective of economic prosperity and international tension?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word wall, audio-visual aids, graphic organizers, U.S. and World political maps, timeline graph -McGraw-Hill textbook, Chapter 14, lessons 1-3, p. 341-358 -“The ‘50’s and 60’s: (http://kclibrary.lonestar.edu/decade50.html) “American Culture of the 1950’s:” -“Well-Defined Gender Roles:” (http://pptpalooza.net/PPTs/AHAP/1950’sAmerican Cultureppt#279,24,9A.
-Word wall, audio-visual aids, graphic organizers, U.S. and World political maps, timeline graph -McGraw-Hill text Chapter 13, lessons 1-3, p.315-340; Chapter 15, Lesson 2, p.367-370 “Cold War Timeline:” (http://library.think.quest.org/10826, /timeline.htm) -“U-2 Incident” (primary document) (http://avalon.law.yale.edu/20th_century/u2.asp)
-Word wall, audio-visual aids, graphic organizers, U.S. and World political maps, timeline graph -McGraw-Hill text Chapter 15, lessons1-3, p.359-379 “Kennedy’s Challenge to Americans:” (http://www.jfklibraryJFK/Historic-Speeches.aspx) “Johnson’s Great Society:” (http://wwwushistory.org/us/56e.asp)
De facto/de jure segregation, “Brown vs. Board of Ed. Of Topeka(1954), political power, segregationists, “court-ordered desegregation, Little Rock (Ark.), bus boycott, SCLC, coalition, non-violent strategy, sit-ins, civil rights legislation, “Freedom Riders,” Black Panthers, Nation of Islam, Watts Riot, assassination, economic self-sufficiency, affirmative action, feminism, Title VII, Title IX, ERA, “Roe vs. Wade,” deportation, immigration, AIM, disability, Social Security, “grassroots effort,” social activism, auto-immune disease, lobbying, equity/equal, federal, EOC
Why did the struggle for civil rights become a multi-generational movement?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word Wall, audio-visual aids, U.S. map, graphic organizers, timeline graph -McGraw-Hill textbook Chapters 1, p. 67-69, Ch. 3, p.109, Ch. 4, p. 133-137 -“Declaration of Independence” -“U. S. Constitution, Amendments 13, 14, 15”
-Word Wall, audio-visual aids, U.S. map, graphic organizers, timeline graph -McGraw-Hill text Chapters 6, p,165-166; Chapter 6, p.178-179; Ch. 8, p. 193-194, 201-202; Ch. 8, p.217-219, p.224-228; Ch. 12, p. 286-292; Ch. 15, p. 364-365 -CPALMS: Stanford Lesson 12.4 “Civil Rights Act” -CPALMS: Stanford lesson 12.6 “Montgomery Bus Boycott” -“Civil Rights Speech”-John F, Kennedy (1963)
-Word Wall, audio-visual aids, U.S. map, graphic organizers, timeline graph -McGraw-Hill text Chapters 15, p. 374-375; Ch. 16, p. 377-396; Ch. 18, p. 415-430; Ch. 19, p. 447-455 -“Roe vs. Wade: Associate Justice Harry A. Blackmun for the U.S. Supreme Court” (1973)
Additional Information
2013-2014 COURSE NAME: U.S. History
21
COURSE CODE: 2100310 COURSE NAME: United States History
Why did the U.S. feel “compelled” to become involved in Vietnam?
How did differing ideologies impact the War?
VOCABULARY VOCABULARY VOCABULARY
Colonialism, Indochina, revolutionaries, nationalism, imperialism, “domino theory,” guerilla tactics, bombard, escalate, appeal, Fortified, Ho Chi Minh, stalemate, peace accord, traditional, primitive, strategic, plotting, region
Military coup, limited war, “Gulf of Tonkin Resolution, ”unprovoked, skirmishes, international prestige, substantial, sustained, escalate, morale, “war of attrition,’ remote, napalm, Agent Orange, “Hawks/Doves,” Tet Offensive, My Lai Massacre
Liberal/conservative/moderate, credibility gap, contradict, administration, affirm, personnel, deferment, corruption, military industrial complex, drat, lottery system, draft cards, Twenty-Sixth Amendment, condemn, 1968 and 1972 Presidential Elections, induction, Vietnamization, moral agony, Kent State, “War Powers Act,” POWs/MIAs, conscientious objector, “pentagon Papers,” national security, Woodstock
How did the Vietnam War “define” America?
2013-2014 COURSE NAME: U.S. History
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RESOURCES
-Word Wall, audio-visual aids, U.S. and world maps, graphic organizers, charts/graphs(comparison/contrasting) -McGraw-Hill textbook Chapter 17, lesson 1, p. 397-402 -“The Vietnam War:” (http://pptpalooza.net) -“Vietnam War:” (http://wwww.pbs.org/battlefieldvietnam/index.html)
-Word Wall, audio-visual aids, U.S. and world maps, graphic organizers, charts/graphs(comparison/contrasting) -McGraw-Hill textbook Chapter 17, lesson 2-3, p. 402-405, 408-412 -“Vietnam War:” (http:/www.digitalhistory.uh.edu/modules/Vietnam/index.cfm) -Vietnam (primary source documents-excerpts): (http://vietnam.edu/astracts/index.html)
-Word Wall, audio-visual aids, U.S. and world maps, graphic organizers, charts/graphs(comparison/contrasting) -McGraw-Hill textbook Chapter 17, lessons 2-3, p. 405-411, 412-414 -“Vietnam Protest Movement:” (http://www.history/.com/topics/vietnam -war-protests)