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17 Days
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Colonialism to the Constitution
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| (1) |
SS.11.1.a.1 |
Students will trace European contact with Native Americans including the Dutch, the English, the French and the Spanish. |
| (1) |
SS.11.1.a.2 |
Students will examine the impact of European colonization on Native Americans who eventually lost much of their land and experienced a drastic decline in population through diseases and armed conflict. |
| (1) |
SS.11.1.b.1 |
Students will examine the impact of geographic factors on patterns of settlement and the development of colonial economic systems. |
| (1) |
SS.11.1.b.2 |
Students will examine the factors influencing variations in colonial social structures and labor systems. |
| (1) |
SS.11.1.b.3 |
Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution. |
| (1) |
SS.11.1.c.1 |
Students will examine colonial political institutions to determine how they were influenced by Enlightenment ideas, British traditions such as the Magna Carta, and the colonial experience. |
| (1) |
SS.11.1.c.2 |
Students will examine colonial democratic principles by studying documents such as the Mayflower Compact and the Maryland Toleration Act of 1649, colonial governmental structures such as New England town meetings and the Virginia House of Burgesses, and the practice of the right of petition in New Netherland. |
| (1) |
SS.11.2.a.1 |
Students will examine British efforts to gain greater political and economic control such as the Proclamation of 1763, the Stamp Act, the Townsend Acts, the Tea Act, the Boston Massacre, and the Coercive Acts, and colonial reactions to these efforts. |
| (1) |
SS.11.2.b.1 |
Students will examine the purpose of and the ideas contained in the Declaration of Independence and consider its long term impact. |
| (1) |
SS.11.2.b.2 |
Students will examine the impact of the Revolutionary War on workers, African Americans, women, and Native Americans. |
| (2) |
SS.11.2.c.1 |
Students will examine the weaknesses and successes of government under the Articles of Confederation. |
| (2) |
SS.11.2.c.2 |
Students will explore the development of the Constitution, including the major debates and their resolutions including compromises over representation, taxation, and slavery. |
| (3) |
SS.11.2.c.3 |
Students will examine the structure, power, and function of the federal government as created by the Constitution, including key constitutional principles such as the division of power between federal and state government, the separation of powers at the federal level, the creation of checks and balances, the sovereignty of the people, and judicial independence. |
| (2) |
SS.11.2.c.4 |
Students will examine the key points of debate expressed in the Federalist Papers and the Antifederalist Papers, focusing on the protection of individual rights and the proper size for a republic. |
| (1) |
SS.11.2.c.5 |
Students will examine the rights and protections provided by the Bill of Rights and to whom they initially applied. |
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Students will examine: How geography impacted Early America? How has the idea of self-government developed? How British actions cause the desire for independence? How problems with the Articles of Confederation caused the need for change in a new governing document? What are the main ideas of the Constitution?
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Chapters:
Early America
Democracy and the American Revolution
Critical Period
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Jamestown
Iroquois Confederacy
System of permanent slavery
Middle Colonies
French and Indian War
Native Americans
Southern Colonies
Consent of the governed
Stamp Act
Proclamation of 1763
Common Sense
New England Town Meetings
Boston Tea Party
Salutary Neglect
“No taxation without representation”
Intolerable Acts
Battle of Saratoga
Treaty of Paris
Albany Plan of Union
Federalists Papers
Supremacy Clause
Constitutional Convention
Shay’s Rebellion
Virginia Plan
Amendment Process
New Jersey Plan
Articles of Confederation
Unwritten Constitution
Checks and Balances
Federalism
Elastic Clause
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Identify geographic features, define terms, compare and contrast British abuses and Colonial responsibilities. Analyze and discuss checks and balances and Federalism to better interpret the Constitution
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Homework, Nearpod, Tests, Civic Literacy Essays
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17 days
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The Three Branches of Government
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| (2) |
SS.11.10.a.3 |
Students will examine judicial actions and legislative achievements during the movement such as Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, Heart of Atlanta Motel, Inc. v. United States (1964) and Voting Rights Act of 1965. |
| (2) |
SS.11.10.b.1 |
Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations: * Modern women’s movement (e.g., The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade) * Native Americans (e.g., American Indian Movement, Russell Means, native identity and land claims) * Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm Workers) * People with disabilities (e.g. Individuals with Disabilities Education Act [1975], Americans with Disabilities Act [1990] ) * Rights of accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright [1963], Miranda v. Arizona [1966]) * Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986, continuing debates over immigration reform) * Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts for equal legal rights) * Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan’s policy) * Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District [1969], New Jersey v. TLO [1985]) |
| (3) |
SS.11.2.c.3 |
Students will examine the structure, power, and function of the federal government as created by the Constitution, including key constitutional principles such as the division of power between federal and state government, the separation of powers at the federal level, the creation of checks and balances, the sovereignty of the people, and judicial independence. |
| (1) |
SS.11.2.d.4 |
Students will examine Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden, and analyze how these decisions strengthened the powers of the federal government. |
| (2) |
SS.11.5.a.3 |
Students will evaluate the effectiveness of state and federal attempts to regulate business, by examining the Supreme Court decision in Wabash, St. Louis & Pacific R.R. v. Illinois (1886), the Interstate Commerce Act (1887), the Sherman Antitrust Act (1890), and President Theodore Roosevelt’s trust‐busting role as evidenced in Northern Securities Co. v. United States (1904). |
| (2) |
SS.11.8.b.2 |
Students will examine the reasons for President Roosevelt’s executive order for Japanese removal, the impact of removal on Japanese people living in the United States, and the Supreme Court’s decision in Korematsu v. United States (1944). |
| (2) |
SS.11.9.a.6 |
Students will examine reasons for declining public confidence in government, including America’s involvement in Vietnam, student protests, the growing antiwar movement, and the Watergate affair. |
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Students will examine: What are the requirements for Federal Officials? What is the lawmaking process? What are the roles of the President? What is the Electoral College process? What is the impeachment process? How is the impact of Supreme Court decisions on American Society?
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Chapters:
Legislative and Executive Branch
Judicial Branch
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Senate
House of Representatives
Reapportionment
Filibuster
Census
Veto
Precedent
Impeachment
State of the Union Address
President’s Cabinet
22nd Amendment
Electoral College
Marbury vs. Madison
McCulloch vs. Maryland
Gibbons vs. Ogden
Dred Scott vs. Sandford
Plessy vs. Ferguson
Northern Securities vs. United States
Schenck vs. United States
Korematsu vs. United States
Brown vs. Board of Education
Mapp vs. Ohio
Engel vs. Vitale
Gideon vs. Wainwright
Miranda vs. Arizona
Tinker vs. Des Moines School District
NY Times vs. United States
Roe vs. Wade
United States vs. Nixon
New Jersey vs. T.L.O.
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Cite Supreme Court cases, list methods of flexibility of the Constitution, define terms, apply Amendments
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Teacher may choose:
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Homework, Nearpod, Tests, Civic Literacy Essays
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18 days
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Early Presidents and the Rise of Sectionalism
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| (2) |
SS.11.2.c.1 |
Students will examine the weaknesses and successes of government under the Articles of Confederation. |
| (2) |
SS.11.2.c.2 |
Students will explore the development of the Constitution, including the major debates and their resolutions including compromises over representation, taxation, and slavery. |
| (3) |
SS.11.2.c.3 |
Students will examine the structure, power, and function of the federal government as created by the Constitution, including key constitutional principles such as the division of power between federal and state government, the separation of powers at the federal level, the creation of checks and balances, the sovereignty of the people, and judicial independence. |
| (2) |
SS.11.2.c.4 |
Students will examine the key points of debate expressed in the Federalist Papers and the Antifederalist Papers, focusing on the protection of individual rights and the proper size for a republic. |
| (1) |
SS.11.2.d.1 |
Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address. |
| (1) |
SS.11.2.d.2 |
Students will examine Hamilton’s economic plan, the debate surrounding the plan, and its impact on the development of political parties. |
| (1) |
SS.11.2.d.3 |
Students will examine the tradition of a peaceful transfer of power established in the presidential election of 1800 and compare it to the presidential election of 2000, focusing on the roles of the Electoral College and Congress in 1800 and the Electoral College and the Supreme Court in 2000. |
| (1) |
SS.11.3.a.1 |
Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine strengthened nationalism. |
| (1) |
SS.11.3.a.2 |
Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy. |
| (1) |
SS.11.3.a.3 |
Students will examine Jackson’s presidency noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia (1832), including the controversy concerning the Indian Removal Act and its implementation. |
| (1) |
SS.11.3.b.1 |
Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis. |
| (1) |
SS.11.3.b.2 |
Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin). |
| (1) |
SS.11.3.b.3 |
Students will examine the emergence of the women’s rights movement out of the abolitionist movement, including the role of the Grimké sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848). |
| (1) |
SS.11.3.b.4 |
Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican‐American war, the Compromise of 1850, the Kansas‐Nebraska Act, the Dred Scott decision, and John Brown’s raid. |
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Students will examine: What are the precedents set by Early Presidents? What was the impact of the War of 1812? What was the impact of Andrew Jackson’s Presidency? What was the impact of Territorial Expansion? What was the beginning of the Abolition Movement? What major events led to the Civil War?
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Chapters:
Putting the Constitution into Effect
Westward Expansion
Coming of the Civil War
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Monroe Doctrine
Whiskey Rebellion
Era of Good Feelings
Loose Construction
Tecumseh
Strict Construction
Impressment
Washington’s Farewell Address
Embargo of 1807
Sedition Act
Louisiana Purchase
XYZ Affair
Harriet Beecher Stowe
Spoils System
Worcester vs. Georgia
Seneca Falls Convention
Frederick Douglas
Manifest Destiny
Trail of Tears
John Brown
Underground Railroad
Horace Mann
Dorothea Dix
Uncle Tom’s Cabin
John Brown
Popular Sovereignty
Lincoln-Douglas Debates
Secede
Missouri Compromise
Fugitive Slave Act
Bleeding Kansas
Kansas-Nebraska Act
Compromise of 1850
Confederate States of America
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Discuss American Nationalism, Define terms, Analyze Jacksonian Democracy, Examine impact of Territorial Expansion, List causes of the War
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Teacher may choose:
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Homework, Nearpod, Tests, Civic Literacy Essays
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12 days
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The Fall and Rebuilding of the Union
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| (1) |
SS.11.3.c.1 |
Students will compare the relative strengths of the Union and the Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons the North prevailed over the South and the impact of the war. |
| (1) |
SS.11.3.c.2 |
Students will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation. |
| (1) |
SS.11.3.c.3 |
Students will analyze the ideas expressed in the Gettysburg Address, considering its long‐term impact. |
| (1) |
SS.11.4.a.1 |
Students will examine the 13th, 14th, and 15th amendments and consider the role of Radical Republicans in Reconstruction. |
| (1) |
SS.11.4.a.2 |
Students will investigate the ways individuals, groups, and government institutions limited the rights of African Americans, including the use of Black Codes, the passage of Jim Crow laws, the Ku Klux Klan, restrictions on voting rights, and Supreme Court cases including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896). |
| (1) |
SS.11.4.a.3 |
Students will examine the ways in which freedmen attempted to build independent lives including activities of the Freedmen’s Bureau, creation of educational institutions, and political participation. |
| (1) |
SS.11.4.a.4 |
Students will examine the impact of the election of 1876 and the compromise of 1877on African Americans. |
| (2) |
SS.11.4.c.1 |
Students will examine the economic impacts of the Homestead Act (1862) and the Pacific Railway Act (1862) on westward expansion. |
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Students will examine: How did Lincoln attempt to avoid the Civil War? What were the strengths and weaknesses of the Union and Confederacy? What were the Union and Confederate battle strategies? What was the impact of the Civil War? What were the differing plans for Reconstruction? What was the impact of the Reconstruction Amendments? What was the development and long term impact of Black Codes of Jim Crow Laws?
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Chapters:
Civil War
Reconstruction
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Gettysburg Address
Battle at Appomattox Court House
Transcontinental Railroad
Writ of Habeas Corpus
Pacific Railway Act
Battle of Gettysburg
Homestead Act
Fort Sumter
Clara Barton
Battle of Vicksburg
Sharecropping
Reconstruction
Jim Crow Laws
Grandfather Clause
Ku Klux Klan
Black Codes
Poll Taxes
Literacy Tests
Compromise of 1877
13th Amendment
14th Amendment
15th Amendment
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Analyze link between Territorial Expansion and Slavery. Discuss strengths and weaknesses of the Civil War.
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Teacher may choose:
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Homework, Nearpod, Tests, Civic Literacy Essays
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26 days
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Rise of America 1865-1920
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| (1) |
SS.11.4.b.1 |
Students will examine the exclusion of women from the 14th and 15th amendments and the subsequent struggle for voting and increased property rights in the late 19th century, including the work of Susan B. Anthony. |
| (2) |
SS.11.4.c.1 |
Students will examine the economic impacts of the Homestead Act (1862) and the Pacific Railway Act (1862) on westward expansion. |
| (1) |
SS.11.4.c.2 |
Students will examine the effect of federal policies on Native Americans on the Great Plains including reservation policies, the Dawes Act (1887), and forced acculturation efforts (Carlisle Indian School). |
| (1) |
SS.11.4.d.1 |
Students will analyze relevant provisions of the Treaty of Guadalupe Hidalgo as compared with the actual treatment of Mexicans and Mexican Americans in the Southwest, including California, from 1848 to 1900. |
| (1) |
SS.11.4.d.2 |
Students will examine the contributions of Chinese to the national economy and reasons for nativist opposition to their continued immigration (Chinese Exclusion Act of 1882). |
| (1) |
SS.11.5.a.1 |
Students will examine the technological innovations that facilitated industrialization considering energy sources, natural resources, transportation, and communication. |
| (1) |
SS.11.5.a.2 |
Students will examine the growth of industries under the leadership of businessmen such as John D. Rockefeller, Andrew Carnegie, J.P. Morgan, and Henry Ford and analyze their business practices and organizational structures. |
| (2) |
SS.11.5.a.3 |
Students will evaluate the effectiveness of state and federal attempts to regulate business, by examining the Supreme Court decision in Wabash, St. Louis & Pacific R.R. v. Illinois (1886), the Interstate Commerce Act (1887), the Sherman Antitrust Act (1890), and President Theodore Roosevelt’s trust‐busting role as evidenced in Northern Securities Co. v. United States (1904). |
| (1) |
SS.11.5.b.1 |
Students will examine demographic trends associated with urbanization and immigration between 1840 and 1920, including push‐pull factors regarding Irish immigration and immigration from southern and eastern Europe. |
| (1) |
SS.11.5.b.2 |
Students will examine problems faced by farmers between 1870 and 1900 and examine the goals and achievements of the Grange Movement and the Populist Party. |
| (1) |
SS.11.5.b.3 |
Students will examine the attempts of workers to unionize from 1870 to 1920 in response to industrial working conditions, including the Knights of Labor, the American Federation of Labor, the American Railway Union, the International Ladies Garment Workers’ Union, and the International Workers of the World, considering actions taken by the unions and the response to these actions. |
| (1) |
SS.11.5.b.4 |
Students will examine Progressive Era reforms, such as the 16th and 17th amendments (1913) and the establishment of the Federal Reserve System (1913). |
| (1) |
SS.11.5.b.5 |
Students will examine the efforts of the woman’s suffrage movement after 1900, leading to ratification of the 19th amendment (1920). |
| (1) |
SS.11.5.b.6 |
Students will trace the temperance and prohibition movements leading to the ratification of the 18th amendment (1919). |
| (1) |
SS.11.5.b.7 |
Students will trace reform efforts by individuals and the consequences of those efforts including: * Jane Addams and Hull House * Jacob Riis’ How the Other Half Lives * New York Governor Theodore Roosevelt and the Tenement Reform Commission * Upton Sinclair’s The Jungle and the Meat Inspection Act * Margaret Sanger and birth control * Ida Tarbell’s The History of the Standard Oil Company * Ida Wells and her writings about lynching of African Americans * Booker T. Washington’s contributions to education, including Tuskegee Institute * W. E. B. Du Bois and the founding of the National Association for the Advancement of Colored People (NAACP), the publication of The Crisis and the Silent Protest (1917) |
| (1) |
SS.11.6.a.1 |
Students will examine factors such as the economic and strategic interests that led the United States to seek foreign markets, resources, and coaling stations, including interest in Hawaii. |
| (1) |
SS.11.6.a.2 |
Students will investigate the causes and effects of the Spanish‐American War, evaluating Spanish, Cuban, and United States interests and actions. |
| (1) |
SS.11.6.a.3 |
Students will examine debates between anti‐imperialists and imperialists surrounding ratification of the Treaty of Paris of 1898 and annexation of the Philippines. |
| (1) |
SS.11.6.a.4 |
Students will investigate expanding American influence in the Caribbean and Latin America through the creation of the Panama Canal and the Roosevelt Corollary. |
| (1) |
SS.11.6.b.1 |
Students will investigate the reasons for President Wilson’s shift from neutrality to involvement in World War I. |
| (1) |
SS.11.6.b.2 |
Students will examine Wilson’s goals as expressed in the Fourteen Points, his role at the Versailles Peace Conference, and the compromises he was forced to make to gain approval for the League of Nations. |
| (1) |
SS.11.6.b.3 |
Students will examine reasons President Wilson was unsuccessful in gaining support for Senate ratification of the Treaty of Versailles. |
| (1) |
SS.11.6.c.1 |
Students will investigate the effects of mobilization on the United States economy, including the role and contributions of women and African Americans in the war effort. |
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Questions: Students will examine: How the rise of big business impacted Government policy? How the movement to cities changed American Society? How the arrival of immigrants led to the rise of Nativism? How muckrakers sought to expose corruption and problems of inner cities? How increasing US global involvement has changed America's standing in the world?
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Chapters:
Gilded Age
Immigration and Industry
Progressive Era
Rise of American Power
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In re Debs 1895
Tenant Farming
American Federation of Labor
Corporation
Labor Union
Monopoly
Sherman Antitrust Act
Standard Oil Company
Philanthropist
Laissez Faire
Robber Baron
Social Darwinism
Populist Party
Tenements
The Grange
Political Machines
Dawes Act
Jane Adams
Sioux Wars
Nativism
Literacy Tests
Melting Pot
Assimilation
Know Nothing Party
Progressive Movement
Muckraker
Federal Reserve System
How the Other Half Lives
Forest Reserve Act
The Jungle
Trust-Busting
Prohibition
The Square Deal
Pure Food and Drug Act
NAACP
19th Amendment
Open Door Policy
League of Nations
Big Stick Policy
Red Scare
Yellow Journalism
Espionage Act
Maine (the boat)
War Industries Board
Roosevelt Corollary
Unrestricted Submarine Warfare
Food Administration
Zimmerman Telegram
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Analyze impact of Urban life. Analyze impact of increasing immigration. Compare efforts to address inner city problems. Analyze increasing foreign involvement.
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Teacher may choose:
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Homework, Nearpod, Tests, Civic Literacy Essays
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11 days
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Prosperity through Collapse
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| (1) |
SS.11.6.c.2 |
Students will investigate the causes and effects of the Great Migration on American society. |
| (1) |
SS.11.6.c.4 |
Students will examine the relationship between postwar recession, fear of radicals, xenophobia, and the Red Scare (1919–1921). |
| (1) |
SS.11.7.a.1 |
Students will examine the cultural trends associated with the Roaring Twenties, including women’s efforts at self‐expression and their changing roles. |
| (1) |
SS.11.7.a.2 |
Students will examine the impact of Prohibition on American society. |
| (1) |
SS.11.7.a.3 |
Students will examine change in immigration policy as reflected by passage of the Quota Acts of the 1920s. |
| (1) |
SS.11.7.a.5 |
Students will examine the key issues related to the Scopes trial. |
| (1) |
SS.11.7.b.1 |
Students will examine literary and artistic contributions associated with the Harlem Renaissance and its impact on national culture. |
| (1) |
SS.11.7.b.2 |
Students will examine the rise of African American racial pride and Black Nationalism including the role of Marcus Garvey. |
| (1) |
SS.11.7.c.1 |
Students will examine the reasons for economic prosperity during the 1920s. |
| (1) |
SS.11.7.c.2 |
Students will examine the underlying weaknesses of the economy that led to the stock market crash of 1929 and the Great Depression. |
| (1) |
SS.11.7.c.3 |
Students will compare and contrast the responses of Presidents Herbert Hoover and Franklin Roosevelt to the Great Depression. |
| (1) |
SS.11.7.c.4 |
Students will examine the human and environmental causes of the Dust Bowl and its effects. |
| (1) |
SS.11.7.c.5 |
Students will evaluate President Roosevelt’s leadership during the Depression including key legislative initiatives of the New Deal, expansion of federal government power, and the constitutional challenge represented by his Court packing effort. |
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Students will examine: What was the impact of WWI on American society? What were the reasons for the rise of the Bull Market? What were the changes in American cultural values? What were threats to Civil Liberties? What were the causes of Economic collapse? How was the impact of depression including dust bowl conditions of the Midwest? What were the differing tactics of Presidents Hoover and Roosevelt in combating the depression?
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Chapters:
The Roaring 20s
The Great Depression
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Sacco and Vanzetti Trial
Great Migration
Palmer Raids
Teapot Dome Scandal
The Red Scare
Coolidge Prosperity
Harlem Renaissance
Bull Market
The Lost Generation
Flappers
Mass Consumption
Return to Normalcy
Deficit Spending
Black Tuesday
Wagner Act
Great Depression
Social Security Act
Rugged Individualism
Security Exchange Act
The Bonus Army
CCC, TVA, WPA
Hoovervilles
The New Deal
Dust Bowl
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Analyze impact of irresponsible business practices. Examine changing cultural values. Analyze the effect of the collapsing economy on American Society. Compare and contrast attempts to solve economic problems
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Teacher may choose:
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Homework, Nearpod, Tests, Civic Literacy Essays
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14 days
|
World in Conflict
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| (1) |
SS.11.8.a.1 |
Students will examine reasons for the passage of the Neutrality Acts (1935–1937) and consider the national debate as a shift to pro‐Allied policies including “cash and carry” and Lend‐Lease. |
| (1) |
SS.11.8.a.2 |
Students will trace ongoing negotiations with Japan and United States efforts to stop Japanese aggression without resorting to war and without appeasing Japanese demands. |
| (1) |
SS.11.8.a.3 |
Students will examine the impact of the Japanese attack on Pearl Harbor. |
| (1) |
SS.11.8.a.4 |
Students will examine President Roosevelt’s leadership during World War II, including his role as commander in chief and his diplomatic efforts to maintain the Grand Alliance. |
| (1) |
SS.11.8.a.5 |
Students will examine how technological advancements altered the nature of war and the extent of its devastation, including the use of air power over civilian targets and President Truman’s decision to use the atomic bomb against the Japanese cities of Hiroshima and Nagasaki. |
| (1) |
SS.11.8.b.1 |
Students will examine United States mobilization efforts and wartime production and their effects on unemployment rates. |
| (2) |
SS.11.8.b.2 |
Students will examine the reasons for President Roosevelt’s executive order for Japanese removal, the impact of removal on Japanese people living in the United States, and the Supreme Court’s decision in Korematsu v. United States (1944). |
| (1) |
SS.11.8.b.3 |
Students will examine the contributions of women, African Americans, Native Americans, Asian Americans, Mexican workers, and Mexican Americans to the war effort, as well as the discrimination they experienced in the military and workforce. |
| (1) |
SS.11.8.c.1 |
Students will investigate American officials' knowledge of the Holocaust, evaluating the degree to which intervention may have been possible. |
| (1) |
SS.11.8.c.2 |
Students will examine the contributions of Supreme Court Justice Robert Jackson and his arguments made as Chief Prosecutor for the United States at the Nuremberg War Crimes trials. |
| (1) |
SS.11.8.c.3 |
Students will investigate the role of Eleanor Roosevelt in creating the United Nations Universal Declaration of Human Rights. |
| (1) |
SS.11.9.a.1 |
Students will trace key decisions made at wartime conferences as they applied to Poland, Eastern Europe, and postwar Germany, and note how continuing disagreements over these decisions helped bring about the start of the Cold War. |
| (1) |
SS.11.9.a.2 |
Students will trace United States containment policies including the Truman Doctrine (1947), the Marshall Plan (1948), and the North Atlantic Treaty Organization (1949), and actions taken during the Berlin blockade, and consider how they represent a shift in American foreign policy. |
| (1) |
SS.11.9.a.3 |
Students will examine domestic concerns about the spread of communism and the rise of McCarthyism. |
| (1) |
SS.11.9.a.4 |
Students will examine the impact of Truman’s decision to fight a limited war in defense of South Korea. |
| (1) |
SS.11.9.a.5 |
Students will trace the United States involvement in Vietnam, including President Johnson’s decision to escalate the fighting in Vietnam. |
| (2) |
SS.11.9.a.6 |
Students will examine reasons for declining public confidence in government, including America’s involvement in Vietnam, student protests, the growing antiwar movement, and the Watergate affair. |
| (1) |
SS.11.9.a.7 |
Students will examine the congressional effort to limit presidential power through the War Powers Act. |
| (1) |
SS.11.9.b.1 |
Students will trace the acceleration of the nuclear arms race from the detonation of an atomic bomb by the Soviet Union in 1949 through 1969, including the effect of Sputnik and the Space Race. |
| (1) |
SS.11.9.b.2 |
Students will examine Soviet motives for placing missiles in Cuba and the impact of the Cuban missile crisis on Soviet‐American relations leading to the adoption of the Nuclear Test Ban Treaty. |
| (1) |
SS.11.9.b.3 |
Students will examine the policy of détente and its effect on the nuclear arms race. |
| (1) |
SS.11.9.c.1 |
Students will examine United States foreign policy toward the Middle East, including the recognition of and support for the State of Israel, the Camp David Accords, and the interaction with radical groups in the region. |
| (1) |
SS.11.9.d.1 |
Students will trace factors leading to the fall of the Berlin Wall and the end of the Cold War, including American policies, Soviet economic problems, Soviet efforts at reform, and the loss of Soviet control over Eastern Europe. |
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Students will examine: How does the US attempt to stay neutral? How did the US enter and what was its role in war? What was the domestic impact of the war? What was the impact of Neuremberg? What were the different US strategies on achieving containment? What was the impact of Vietnam on American Society? What was changing US-Soviet relations? What was the impact of the Cold War on Civil Liberties? What was the effect of the baby boom?
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Chapters:
World War II
The Cold War
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Universal Declaration of Human Rights
Cash and Carry
Nuremberg Trials
Munich Agreement
Holocaust
Lend-Lease Act
Executive Order 9066
Pearl Harbor
Potsdam Conference
D-Day Invasion
Manhattan Project
Yalta Conference
Cold War
Containment
Marshall Plan
Iron Curtain
NATO
Arms Race
Nuclear Test Ban Treaty
Domino Theory
Gulf of Tonkin Resolution
Vietnamization
McCarthyism
GI Bill
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Analyze both Global and Domestic impact of World War II. Compare evolving US policy on the post war world stage.
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Teacher may choose:
Guided Notes, Primary Sources, Online Resources, Textbook
|
Homework, Nearpod, Tests, Civic Literacy Essays
|
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13 days
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Civil RIghts and Contemporary America
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| (1) |
SS.11.10.a.1 |
Students will examine the role and impact of individuals such as Rev. Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X in the movement and their perspectives on change. |
| (1) |
SS.11.10.a.2 |
Students will examine the role of groups such as the National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), and Student Non‐Violent Coordinating Committee (SNCC) in the movement, their goals and strategies, and major contributions. |
| (2) |
SS.11.10.a.3 |
Students will examine judicial actions and legislative achievements during the movement such as Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, Heart of Atlanta Motel, Inc. v. United States (1964) and Voting Rights Act of 1965. |
| (1) |
SS.11.10.a.4 |
Students will analyze the significance of key events in the movement including the Montgomery bus boycott, federal intervention at Little Rock, Arkansas, the Birmingham protest, and the March on Washington. |
| (2) |
SS.11.10.b.1 |
Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations: * Modern women’s movement (e.g., The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade) * Native Americans (e.g., American Indian Movement, Russell Means, native identity and land claims) * Brown Power (Chicano) movement (e.g., Cesar Chavez, United Farm Workers) * People with disabilities (e.g. Individuals with Disabilities Education Act [1975], Americans with Disabilities Act [1990] ) * Rights of accused (e.g., Mapp v. Ohio [1961], Gideon v. Wainwright [1963], Miranda v. Arizona [1966]) * Immigration (e.g., Immigration Act of 1965, Immigration Act of 1986, continuing debates over immigration reform) * Gay Rights and the LGBT movement (e.g., Stonewall Inn riots [1969], efforts for equal legal rights) * Environment (e.g., Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan’s policy) * Student rights (e.g., Engel v. Vitale [1962], Tinker v. Des Moines School District [1969], New Jersey v. TLO [1985]) |
| (1) |
SS.11.10.b.2 |
Students will thoroughly investigate at least one of the efforts above. |
| (1) |
SS.11.10.c.1 |
Students will compare and contrast the economic policies of President Johnson (Great Society) and President Reagan (Reaganomics) regarding the size and role of the federal government. |
| (1) |
SS.11.10.c.2 |
Students will examine the causes of the financial panic of 2008 and the federal government‘s response to the Great Recession. |
| (1) |
SS.11.10.c.3 |
Students will examine the debates over the role of the government in providing a social safety net including the stability of the Social Security Trust Fund and Medicare Trust Fund, as well as changes under Obamacare. |
| (1) |
SS.11.11.a.1 |
Students will examine the decision of President George H. W. Bush to oppose Iraq’s invasion of Kuwait. Students will evaluate the positive and negative consequences of the Persian Gulf War. |
| (1) |
SS.11.11.a.2 |
Students will trace United States foreign policy regarding Bosnia, Rwanda, and Kosovo, exploring the tension between defending human rights and the reluctance to intervene stemming from the Vietnam syndrome. |
| (1) |
SS.11.11.b.1 |
Students will trace the reactions to the September 11, 2001, attacks, including responses of the American public, the authorization of the War on Terror, the invasion of Afghanistan, and the passage of the USA PATRIOT Act. |
| (1) |
SS.11.11.b.2 |
Students will examine the decision to invade Iraq based on allegations concerning weapons of mass destruction and trace the course of the war. |
| (1) |
SS.11.11.b.3 |
Students will evaluate the USA PATRIOT Act, including constitutional issues raised about the violation of civil liberties by the federal government’s electronic surveillance programs. |
| (1) |
SS.11.11.c.1 |
Students will examine the positive and negative consequences of globalization in relation to the United States economy. |
| (1) |
SS.11.11.c.2 |
Students will investigate the role of multinational corporations and their influence on both the United States economy and on other countries around the world. |
| (1) |
SS.11.11.c.3 |
Students will examine the economic relationship and the strategic rivalry between the United States and China. |
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Students will examine: What were the differing attempts and tactics of African Americans to obtain equal rights? What were the differing attempts and tactics of women to obtain equal rights? What were the differing attempts and tactics of Hispanic Americans to obtain equal rights? What were the differing attempts and tactics of Native Americans to obtain equal rights? What were the differing attempts and tactics of Disabled Americans to obtain equal rights? What were the differing attempts and tactics of LGBTQA+ to obtain equal rights? What were the different domestic policies of President Kennedy through the current President? What were the major issues facing America in the areas of politics, economic, social, security and environment?
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Chapters:
The Civil Rights Movement
Modern America
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Jackie Robinson
Civil Rights Movement
Rosa Parks
Montgomery Bus Boycott
Martin Luther King Jr.
Civil Disobedience
Birmingham, Alabama
March on Washington
Civil Rights Act of 1964
Malcolm X
Title IX
Affirmative Action
Great Society
Watergate
Camp David Accords
Iran Hostage Crisis
Supply Side (Reagonomics or Trickle Down) (Ronald Reagan)
Patriot Act
Department of Homeland Security
Corporate Bailouts
Lobbying
Outsourcing
Environmental Protection Agency
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Analyze attempts and success of various groups to obtain equal rights. Discuss issues facing Modern America
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Teacher may choose:
Guided Notes, Primary Sources, Online Resources, Textbook
|
Homework, Nearpod, Tests, Civic Literacy Essays
|
