United States History Des Moines Public Schoolssocialstudies.dmschools.org/uploads/1/3/1/7/13178121/us... · Web viewThe Des Moines Public Schools Curriculum guide contains the prioritized

United States History Des Moines Public Schools

2017-18 Curriculum guide

*US History

Schools: East, Hoover, Lincoln, North, Roosevelt, Scavo

1 semester – .5 credit

The United States History course provides students with the analytical skills and factual knowledge to deal critically with the problems and materials in our nation’s history. Instructional units invite students to travel from the events leading to the Revolutionary War through the present day. Students learn to assess historical materials – their relevance to a given problem, reliability, and importance – and to weigh the evidence and interpretations presented in historical scholarship. Students will also develop the skills to present reasons and evidence clearly and persuasively in writing.

Link to Course Resources: http://socialstudies.dmschools.org/us-history.html

*This course is scheduled for revision in 2018-2019

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http://socialstudies.dmschools.org/us-history.html

Unit Content and Skill Standards Unit Content and Skill Standards

Unit 1Colonial Roots

History Standards: 9-12.H.1, 9-12.H.3Common Core Literacy in History/Social Science Standards:11-2.RH.7, 11-12.W.1

Unit 5 Imperialism and World War I


Unit 1America’s Foundations


Unit 6Boom and Bust

History Standards: 9-12.H.3, 9-12.H.7, 9-12.H.8Common Core Literacy in History/Social Science Standards:11-12.RH.9, 11-12.W.1

Unit 2Expansion


Unit 7World War II


Unit 3Civil War and Reconstruction


Unit 8Cold War Era: Cold War and Vietnam


Unit 4Migrations and Industry Change America

Common Core Literacy in History/Social Science Standards:11-2.RH.7, 11-12.W.1

Unit 8Cold War Era: Social, Political Movements


Unit 9Post-Cold War Era

Common Core Literacy in History/Social Science Standards:11-12.RH.9, 11-12.W.1

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Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When the time comes to identify the Topic Score for a topic, the teacher looks at all of the pieces of the Body of Evidence for that topic. The table to the right describes what Topic Score a student receives based on what the Body of Evidence shows. The scores listed on this table are the only valid scores that may be entered into the Topic Score assignment in a grade book.

DMPS Grading Resources: grading.dmschools.org

The common core state standard code is located on each scale.The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.

3

Evidence shows the student can...

Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4

4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4

3.5

Demonstrate all learning targets from Level 2 and Level 3

3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets

2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3

1.0

Produce no evidence appropriate to the learning targets at any level

0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Unit 1: Colonial Roots and America’s Foundations

How did we become a nation? 6 weeks

Enduring Understandings Suggested Texts and ResourcesThis course is designed to be a survey experience in United States History. For many students, this is the only course in United States history he or she will take in high school. We are committed to telling a compelling story of our country’s history to help students think critically about where we’ve been and where we will go as a nation. Students will learn about our country’s past from multiple perspectives and through the use of primary and secondary sources.

In this unit, students learn about the path from colonies to country. Between 1607 and 1733, English settlers established 13 colonies in North America. The interaction between settlers and Native Americans often had tragic consequences for indigenous populations. The development of colonial economies and governments were an indication of the ideals on which the United States would be founded.

Beginning in the 1760s, some American colonists grew increasingly unhappy with British rule. Eventually, they rebelled and declared independence. During the revolution, American forces wore down and defeated the larger and more experienced British army. In 1783, the United States became an independent country. After the war, the states formed a loose confederation of states, but soon after realized this arrangement did not satisfy the need for a stronger central government. The process of writing and ratifying the U.S. Constitution would provide the foundation for the country.

History Alive!A Nation and Its Ideals: Chapters 4, 5, 6, and 7

NBC Learn Early Claims ResourcesNBC Learn Road to Revolution ResourcesNBC Learn Colonial Era Doc ResourcesNBC Learn New Nation Resources

Primary Documents:Mayflower Compact, Declaration of IndependenceBoston Massacre Engraving, Join or Die PropagandaArticles of Confederation, Common SenseFederalist Papers 10/51, The ConstitutionGeorge Washington’s Farewell Address

DBQ ProjectDBQ: Valley Forge: Would you have quit?DBQ: How did the Constitution guard against tyranny?Primary Sources Site: http://www.masshist.org/revolution/index.htmlStanford History Education Group: https://sheg.stanford.edu/

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.htmlLink to US History Curriculum 101 Office Mix: https://mix.office.com/watch/zg36wdqvjlw4

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https://mix.office.com/watch/zg36wdqvjlw4


http://newsela.com/

http://school.nettrekker.com/

http://www.learn360.com/index.aspx

http://www.masshist.org/revolution/index.html

http://archives.nbclearn.com/portal/site/k-12/sharedlist?addpnum=1427390264876&uid=4c809df9d8b26648280a8278c91ffb7c&lid=17417483




Scales

Topic 4 3 2

Colonial Roots(H.1 and H.3)

In addition to meeting the learning goal, a connection is made to one or more of the following: a development from a different historical period, era, or place or a course theme that is not the current focus.

3A- Identify historical patterns (motivations and outcomes) between Europeans and Native American peoples (H.1).

3B – Compare and contrast the development and cultures of colonial regions (H.3).

2A-Identify and describe the relationships between Native American societies and Europeans (i.e. French, Spanish, and English).

2B – List the characteristics of the New England, the Middle, and the Southern colonial regions. Distinguish between voluntary and involuntary migration.

America’s Foundations(H.2 and H.4)


3A- Trace the development of demands for independence between the colonists and the British (H.2).

3B- Explain how key individuals and groups within the colonies did or did not strive towards independence (H.4).

3C- Explain the ways in which American founding documents reflected republican values (H.2).

2A- List the strategies and tactics leading to the war for independence.

2B - Identify viewpoints held by key individuals and groups (Loyalists and Patriots; minority groups).

2C- Describe the main idea of founding documents (Declaration of Independence, Articles of Confederation, Constitution).

Using Information

from Sources(RH.7)

In addition to meeting the learning goal, the response assesses one or more of the following:

Reliability of the source(s) Usefulness of the source(s) Limitations of the source(s)

Both documents are used as evidence and analyzed in order to answer a question or solve a historical problem by including more than one of the following:

Author’s point of view Purpose of the document Intended audience Historical context

Uses documents as evidence to answer a question or solve a historical problem. The response is a summary or description, not an analysis of the documents.

Writing Arguments

(W.1)

In addition to meeting the learning goal, the writing goes beyond the grade level expectation by connecting the information to one or more of the following: a development from a different historical period, situation, era, or geographical area or a connection to a another course theme.

Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.

Organize claim(s) and evidence clearly (chronologically, thematically, etc.).

Develop claim(s) with logical reasoning, accurate data, evidence, and examples.

Provide a concluding statement (a sentence or a paragraph).

A level 2 writing sample introduces a claim, but fails to meet the learning goal in two or more of the following areas:

Organization Use of evidence Conclusion

*A level 1.5 writing sample fails to include a claim.

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Unit 2: Expansion

What opportunities and conflicts occurred as America expanded? 4 weeks

Enduring Understandings Suggested Texts and ResourcesIn this unit, students analyze history through the theme of expansion. The United States experienced geographic, political, economic, and social changes in the first half of the 1800s. During this time, the nation expanded from 13 states along the Atlantic coast to a huge nation that spanned a continent. Students examine both domestic and foreign policy of the early 1800s.

History Alive!The Growth of an Challenges to American Ideals: Chapter 8Building an Empire: Chapter 19 and Chapter 20

DBQ ProjectDBQ: How “free” were free Blacks in the North?DBQ: Was the United States justified in going to war with Mexico?Stanford History Education Group: https://sheg.stanford.edu/

NBC Learn Jefferson/LP ResourcesNBC Learn War of 1812 ResourcesNBC Learn Jacksonian ResourcesNBC Learn Texas/MexAmWar ResourcesNBC Learn Reform ResourcesNBC Learn A New Nation Collection

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html Link to US History Curriculum 101 Office Mix: https://mix.office.com/watch/zg36wdqvjlw4

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http://newsela.com/



http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427924092637&sb=airpublish&so=descending&ip=25&pi=b431369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true






Scales

Topic 4 3 2

Expansion(H.5 and H.6)


3A- Explain how economic, social, or demographic changes led to the development of regional identities (H.3 and H.5).

3B- Compare and contrast the experiences of different peoples moving to and living in the West (H.6).

2A- Recognize different regions in the United States (North, South, West).-Identify economic, social, and demographic concepts such as: industrialism, slave economy, cash crops, abolitionism, and immigration.

2B- Recognize how boundaries were claimed and how lives changed for various groups who were moving to and living in the West.

Using Information from

Sources(RH.7)






Writing Arguments

(W.1)









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Unit 3: Civil War and Reconstruction

Was the Civil War inevitable? 5 weeks

Enduring Understandings Suggested Texts and ResourcesIn the mid-1800s, the United States was deeply divided over slavery. By 1860, a series of events had widened this gulf to the breaking point. The election of Abraham Lincoln as president that year triggered a secession crises that led to the Civil War.

Students explore this divisive war and the reconstruction of a nation that followed. The Civil War lasted four years and cost over 600,000 lives. It was by far the most destructive conflict ever wage don American soil.

The Reconstruction era lasted from 1865 to 1877. During these years, biracial governments were established across the South. These governments expanded the rights and opportunities of former slaves. But when Reconstruction ended, the South returned to “white man’s rule.” Students analyze the efforts made during Reconstruction and think critically about what might have been done differently.

History Alive!Civil War and Reconstruction: Chapters 9, 10 and 11

DBQ ProjectDBQ: The Battle of Gettysburg: Why was it a turning point?DBQ: North or South: Who killed Reconstruction?

NBC Learn Causes of the Civil War ResourcesNBC Learn War ResourcesNBC Learn Results of War ResourcesNBC Learn Civil War Collection

NBC Learn Civil War CollectionNBC Learn Reconstruction Collection

Stanford History Education Group: https://sheg.stanford.edu/


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http://newsela.com/



http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427924040077&sb=airpublish&so=descending&ip=25&pi=83d2369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427924003304&sb=airpublish&so=descending&ip=25&pi=8241369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427913719162&sb=airpublish&so=descending&ip=25&pi=8241369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true




Scales

Topic 4 3 2

Civil War and Reconstruction

(H.1 and H.8)


Example: Evaluate to what extent the Civil War and Reconstruction successfully resolved the issue of sectionalism.

3A- Explain how historical events fueled sectionalism (H.1).

3B – Trace the development of Southern demands for independence (H.8).

3C- Critique whether or not Reconstruction improved the conditions for Black Americans in the South (H.1).

2A- Identify and describe concepts underlying sectionalism (i.e. slavery, political divisions, and economic objectives).

2B- Identify events and issues leading to the Civil War.

2C –Identify goals and outcomes of Reconstruction with regard to slavery and reunification of the nation.

Using Information

from Sources(RH.7)






Writing Arguments

(W.1)









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Unit 4: Migrations and Industry Change America

How were Americans affected by the transformation from a rural to an urban society? 3 weeks

Enduring Understandings Suggested Texts and ResourcesStudents explore the theme of change over time in this unit to explore the migration of settlers West, relations with different groups of Native Americans, industrialization, mass immigration, and the creation of a labor movement. Settlement of the West in the mid and late 1800s brought opportunities for some Americans. This migration also sparked conflict and tragedy as settlers invaded Native American homelands.

Innovations in technology and business boosted American industry in the late 1800s. Large steel, oil, and railroad corporations dominated the economy, with little governmental control. Industrial expansion produced greater access to goods and services, and it improved standards of living for some Americans, but certainly not all. Factory owners often treated their workers poorly, imposing low wages, long hours, and poor working conditions. Many workers joined labor unions to fight for better treatment and the raise their standard of living. But hostility between labor unions and employers sometimes led to violence.

At the same time, large numbers of immigrants came to the U.S. Most emigrated from Europe, but many also arrived from Asia and other parts of North America. They all saw the United States as a land of opportunity but they faced many challenges entering the United States, learning American culture, and facing threats from nativists. Americans faced social, political, and environmental problems at the turn of the century as a result of rapid changes in the U.S.

History Alive!Growing Pains and Gains: Chapters 12, 13, 14, and 15Progressivism: Chapters 16, 17 and 18

History Alive!Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16

NBC Learn Unit 4 Western Frontier ResourcesNBC Learn Western Development CollectionNBC Learn Unit 4 Industrialization ResourcesNBC Learn Industrial America Late 1800s CollectionNBC Learn Unit 4 Immigration and Gilded AgeNBC Learn Urban Society Late 1800s Collection



Scales

Topic 4 3 2



http://newsela.com/



http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427917968382&sb=airpublish&so=descending&ip=25&pi=0a51369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true


http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427917713383&sb=airpublish&so=descending&ip=25&pi=019bc567d99e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true


http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427917688526&sb=airpublish&so=descending&ip=25&pi=fb93369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true


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Unit 5: Imperialism and World War I

What pushed America toward imperialism and into World War I? 4 weeks

Enduring Understandings Suggested Texts and ResourcesIn this unit, students briefly revisit two topics deeply addressed in the 9th grade course: 20th Century World History. Students explore these themes from the American perspective.

During the 1800s, U.S. foreign policy was guided by two goals. The first was to keep the United States free of foreign alliances and out of foreign conflicts (isolationism) and the second was to expand the United States across the North American continent (imperialism).

As a result of imperialist actions and the Spanish-American war, the United States became a world power with overseas territories. In the eyes of many, the United States had become an imperialist nation.

The outbreak of war in Europe had many underlying causes including militarism, alliances, and nationalism – the United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies. During the war, the federal government worked to mobilize the country for war. Tensions existed as the need for unity was weighed against the rights of Americans to express their opposition to the war.

History Alive!Imperialism: Chapters 19, 20 and 21World War I: Chapters 22, 23, 24, and 25

DBQ ProjectDBQ: Should the United States have annexed the Philippines?

World War I Primary Documents: http://wwi.lib.byu.edu/index.php/Main_Page

NBC Learn World War I ResourcesNBC Learn Progressivism Resources



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http://newsela.com/





http://wwi.lib.byu.edu/index.php/Main_Page

Scales

Topic 4 3 2

Imperialism and World

War I (H.1 and H.8)


3A – Explain why some Americans supported imperialism in the late 1800s/early 1900s and the consequences of U.S. actions (H.8).

3B – Trace the development of America’s path from neutrality to involvement in World War I (H.1). 3C – Explain how American participation in World War I impacted the nation (H.8).

2A – Identify areas of U.S. imperialist actions in the late 1800s to early 1900s (Cuba, Philippines, Puerto Rico).

2B – Identify and describe concepts including: isolationism, the Lusitania, the Zimmermann telegram, neutrality, propaganda.

2C – Recognize effects of World War I on the nation.

Analyzing Multiple Sources (DBQ)(RH.9)



Uses at least three documents to make a claim in order to answer a question or solve a historical problem.

The response analyzes the documents to use as evidence by including more than one of the following:


Uses documents as evidence to make a claim in order to answer a question or solve a historical problem.

The response is a summary or description, not an analysis of documents used.

Writing Arguments

(W.1)









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Unit 6: Boom and Bust

How did the boom of the 1920s and the bust of the 1930s lead to permanent changes in America? 4 weeks

Enduring Understandings Suggested Texts and ResourcesThe ideas of “boom” and “bust” drive the learning in this unit centered on life in the 1920s followed by the Great Depression.

The elections of 1920 launched a decade-long Republican era in national politics. During that time, Harding, Coolidge, and Hoover worked to return the nation to “normalcy” after the war. New ideas brought change to American popular culture in the Roaring Twenties. Most of these changes occurred in urban areas, while rural areas stayed quite traditional. In cities, creative energy of writers, artists, filmmakers, and musicians, as well as innovations by businesspeople and inventors, all contributed to new directions in American life.

However, the United States became a deeply divided nation during the 1920s. Tensions arose between traditionalists, with their deep respect for long-held cultural and religious values, and modernists, who embraced new ideas, styles, and social trends.

The Great Depression was triggered by the stock market crash of 1929, but many other causes contributed to what became the worst economic crisis in U.S. history. Americans were anything but united in their responses to the Great Depression.

History Alive!Progressivism: Chapters 16, 17 and 18The Twenties: Chapters 26, 27, 28 and 29The Great Depression and the New Deal: Chapters 30, 31, 32 and 33

Documents“I Too, Sing America” Langston Hughes; Stock Market Crash Newspaper HeadlinePhoto: Dorthea Lange; FDR Inaugural Speech; “Share Our Wealth” Huey Long; WPA Creations

DBQ ProjectDBQ: Progressivism: Where will you put your million dollars?DBQ: Prohibition: Why did American change its mind?DBQ: What caused the Dust Bowl?

NBC Learn The New Era 1920s CollectionNBC Learn Great Depression and New Deal Collection



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http://newsela.com/



http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427921533762&sb=airpublish&so=descending&ip=25&pi=97b2369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427921473259&sb=airpublish&so=descending&ip=25&pi=8e42c567d99e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

Scales

Topic 4 3 2

1920s and 1930s

(H.3, H.7, H.8)


3A- Apply understandings of the conflict between traditionalism and modernity (H.3).

3B- Explain how innovations in the 1920s impacted the development and interactions of societies (H.7).

3C- Evaluate to what extent the New Deal impacted the living conditions of Americans during the Great Depression (H.8).

2A-Identify concepts such as: prohibition, women’s issues (suffrage), immigration, nativism, White supremacy, evolution, etc.

2B-Define terms such as: mass production, aviation, automobile, radio, film, advertising, infrastructure

2C-Recall concepts such as: buying on credit, buying on margin, laissez faire, stock market.-Identify causes of the Great Depression.-Identify effects of the Great Depression.-Recognize the intent of the New Deal.

Analyzing Multiple

Sources (DBQ)(RH.9)


Reliability of the source(s) Usefulness of the source(s) Limitations of the

source(s)






Writing Arguments

(W.1)









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Unit 7: World War II

How did America move from economic ruin to a world super power? 4 weeks

Enduring Understandings Suggested Texts and ResourcesIn this unit, students revisit two topics deeply addressed in the 9th grade course: 20th Century World History. However, in this course, students explore World War II from the American perspective.

In 1941, The United States entered World War II as one of the Allied powers. The war had a great impact on Americans. Some aided the war effort by joining the armed forces, while others stayed home to produce military equipment and supplies. Many tended victory gardens, recycled goods, and used ration coupons. Minority groups continued to struggle for equality. The war lasted until 1945 and the U.S. played a major role in both fronts – Europe and the Pacific. At the end of the war, the U.S. vowed not to repeat the mistakes of World War I. With the other Allies, it worked to establish ways of avoiding future conflicts and dealing with war crimes. At home, Congress passed legislation to help returning veterans rejoin postwar society. Unfortunately the benefits of the GI Bill of Rights were only fully realized by White Americans, while minorities returned from war to face continued segregation and inequalities.

In the postwar period, clear differences emerged between the U.S. and the Soviet Union. During the Cold War, the superpower conflict that began in Europe, expanded to China and other parts of the world, influencing life at home in dramatic ways.

History Alive!World War II: Chapters 34, 35, 36, and 37The Early Cold War: Chapters 38, 39, and 40

DBQ ProjectDBQ: Why did Japan attack Pearl Harbor?DBQ: The Geography of the Cold War: What was Containment?

NBC Learn U7 World War II ResourcesNBC Learn The Second World War CollectionNBC Learn Beginning of the Cold War Collection



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http://newsela.com/



http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427921780707&sb=airpublish&so=descending&ip=25&pi=f270369be49e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true

http://archives.nbclearn.com/portal/site/k-12/browse?addinum=1427921709833&sb=airpublish&so=descending&ip=25&pi=4a57c567d99e0210VgnVCM10000075c1d240RCRD&cp=/html/nbcarchive/chapters/6960369be49e0210VgnVCM10000075c1d240RCRD.xml&io=0&cl=view_thumb%20view_large%20view_collapsed&ls=true


Scales

Topic 4 3 2

WWII(H.5 and H.8)


3A – Trace the development of events that led the U.S. to involvement in World War II (H.8).

3B – Explain how the U.S. economy changed due to World War II and how these changes impacted daily life on the home front for various groups (H.5).

2A – Identify the following concepts or events: neutrality, isolationism, militarism, nationalism, Lend-Lease Act, Cash-and-Carry, and Pearl Harbor.

2B – Identify and describe concepts including: rationing, mobilization, wartime industries, women and minorities in the work force.

Analyzing Multiple

Sources (DBQ)(RH.9)








Writing Arguments

(W.1)









17

Unit 8: Cold War Era

In what ways did America transform from a culture of conformity to a culture of rebellion? 6 weeks

Enduring Understandings Suggested Texts and ResourcesThe driving question of this unit, “How did America go from conformity to rebellion?” shapes our understanding of America’s changes from the 1950s to the 1970s.

In the 1950s, it seemed as though it was a time of prosperity for the United States. The economy boomed and millions of working-class families became affluent enough to move up to the middle class. Popular culture was a powerful force and the advent of new technologies and television increased the spread of this American culture. However, millions of “socially invisible” Americans lived in poverty.

Segregation remained widespread in the U.S. after the war, especially in the South. There were also signs of change – desegregation in sports and the military. Civil rights organization were growing stronger and the landmark court case Brown v. Board heralded the beginning of the modern civil rights movement. The movement inspired many Americans to stand up for their rights such as women, Latinos, American Indians, Asian Americans, gay Americans, disabled Americans, etc.

The Vietnam conflict also played a role in the nation’s transition from conformity to rebellion. Initial support for American intervention waned over time, leading to a frustrated, cynical public.

History Alive!The Fifties: Chapters 41 and 42The Civil Rights Movement: Chapters 43, 44, 45, and 46The Sixties: Chapters 47, 48, and 49The Vietnam War: Chapters 50, 51 and 52

DBQ ProjectDBQ: What made Cesar Chavez an effective leader?

NBC Learn Unit 8 Civil Rights ResourcesNBC Learn Unit 8 1968 ResourcesNBC Learn Unit 8 Social MovementsNBC Learn Unit 8 Vietnam Resources



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http://newsela.com/







Scales

Topic 4 3 2

The Cold War and Vietnam

(H.1, H.8)


3A- Summarize how the U.S. tried to contain communism during the Cold War (H.6).

3B – Explain the effects of the Vietnam conflict both at home and abroad (H.8).

2A – Identify concepts such as: Cold War, communism, democracy, Iron Curtain, containment, domino theory, NATO, Warsaw Pact, Korean War, developing nations

2B – Recall causes of the conflict: division of Vietnam, Gulf of Tonkin -Recognize concepts such as: Viet Cong, war of attrition, credibility gap, hawks vs. doves, My Lai, Vietnamization

Social, Political

Movements (H.3, H.4)


3A- Evaluate to what extent key individuals and groups of the Civil Rights Movement achieved their goals (H.4).

3B- Explain how the political and social changes of the Cold War era led to a conservative backlash (H.3).

2A- Identify key individuals and groups in the Civil Rights Movement and describe the movement’s goals.-Explain how the Civil Rights changed the politics and/or social life of the United States.

2B- Identify different social movements and the counterculture. -Recognize political changes in the Cold War era (i.e. Great Society, silent majority, political party shifts).

Analyzing Multiple

Sources (DBQ)(RH.9)



Uses at least three documents to make a claim in order to answer a question or solve a historical problem.The response analyzes the documents to use as evidence by including more than one of the following:




Writing Arguments

(W.1)


Introduce a knowledgeable claim, establish the significance of the claim, and distinguish from opposing claims.

Organize claim(s) and evidence clearly Develop claim(s) with logical reasoning,

accurate data, evidence, and examples. Provide a concluding statement (a

sentence or a paragraph).




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Unit 9: Post-Cold War Era

In what ways did American policies change in the post-Cold War era? 2 weeks

Enduring Understandings Suggested Texts and ResourcesThe end of the Cold War era brought many changes to both domestic and foreign policies in the United States. Furthermore, the attacks of 9/11 left Americans with a new sense of vulnerability and prompted a war to eliminate the threat of terrorism. The war on terror—at home and abroad—posed the challenge of balancing our founding ideals with our desire for security.

History Alive!Ending the Cold War: Chapter 56U.S. Foreign Policy in a Global Age: Chapter 589/11 and Its Aftermath: Debating America’s Founding Ideals: Chapter 59Stanford History Education Group: https://sheg.stanford.edu/

Scales

Topic 4 3 2

Analyzing Multiple

Sources (DBQ)(RH.9)



Uses at least three documents to make a claim in order to answer a question or solve a historical problem.The response analyzes the documents to use as evidence by including more than one of the following:




Writing Arguments

(W.1)









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