Course Code: 2100310

Course Pacing Guide Course Code: 2100320 Course Name: United States History Honors

Unit Title I: Civil War, Reconstruction and Western

Growth

Unit Essential Question: How did the Civil

War and the policies of Reconstruction affect the history of the United States?

Semester 1 Grading Period: 1

(24 days)

Concept: Civil War

Concept: Reconstruction Concept: Manifest Destiny and Western Settlement

Standard(s):

SS.912.A.2.1,SS.A.912.A.1.1,SS.A.912.1.2,SS.A.912.1.3

,SS.A.912.1.4,SS.A.912.1.7

LA.1112.1.6.1,1.6.2,1.6.3,LA.1112.2.2.,LA.1112.2.3

Standard(s): SS.912.2.2.,SS.A.2.3,SS.A.2.4,SS.A.2.5. L

A.1112.1.6.1,1.6.2,1.6.3,2.2.2,2.2.3

Standard(s): SS.912.A.1.7,SS.A.912.2.7,

L A.1112.1.6.1,1.6.2,1.6.3,LA.2.2.2,LA.2.2.3

Lesson Essential Question:

What were the causes of the Civil War?

How did the military strategies used by each side during

the War affect its outcome?

How did political and social events of the early 1800’s

lead up to the Civil War?

How did the Emancipation Proclamation affect the course

of the War?

Lesson Essential Questions:

What Reconstruction plans were developed for the South

after the war?

How did the 13th, 14th and 15th Amendments influence

the rights of African Americans?

How did the role of African Americans change

throughout Reconstruction?

Lesson Essential Questions:

What accelerated the westward movement of the 1860s?

How did Western immigration affect the Native

American experience?

How did the Civil War and Reconstruction impact the

western migration of the U.S. after the Civil War?

Vocabulary: Sectionalism, popular sovereignty, Dred

Scott decision, Underground Railroad, Uncle Tom's

Cabin, secession, Confederacy ,Fort Sumter,

Emancipation Proclamation, Gettysburg Address,

Appomatox Court House

Vocabulary: Reconstruction, Freedman's Bureau, Radical

Republicans, scalawags, carpetbaggers, sharecropping,

Ku Klux Klan, Jim Crow Laws, 13th,14th,15th

Amendments, civil rights, impeachment

Vocabulary: assimilation, Dawes Act, Homestead Act,

exodusters, the Grange, Populism, vigilantes, open range,

Great Plains, treaties, territory/statehood,

nomadic/sedentary, manifest destiny, Comstock Lode,

”Sooners”, persistent, maverick, sod, blizzard, Battle of

the Little Bighorn, A Century of Dishonor

http://publish.learningfocused.com/5642425/6/5642426













javascript:void(false);




























Course Pacing Guide Resources: word wall, audio-visual

materials,geography maps,charts, timelines,

McGraw-Hill United States History Lessons 3-5

Stanford Reading Like a Historian

Curriculum: Unit 5 Civil War and Reconstruction

(http://sheg.stanford.edu/?q=node/45)

The 1850’s: The Road to

Secession(http://pptpalooza.net) (PowerPoint)

Resources: continued from left…. Resources: word-wall, audio-visual materials,

geographical maps, charts, graphs, timelines,graphic

organizers(comparative/contrasting cultural

characteristics of Native Americans to westward settlers;

obstacles and solutions for settlers))

McGraw-Hill United States History Chapter 2, Lessons

1-3

Additional Information:

Primary/Secondary Source Reading: The Narrative of

the Life of Frederick Douglass


“Reconstruction”:http://pptpalooza.net (PowerPoint)


*Videostreaming: “We Shall Remain”;

www.pbs.org/wgbh/amex/weshallremain

Primary/Secondary Sources:

http://www.eyewitnesstohistory.com/knee.htm-

“Massacre at Wounded Knee”

http://sheg.stanford.edu/?q=node/45

http://www.eyewitnesstohistory.com/knee.htm-“Massacre

http://www.eyewitnesstohistory.com/knee.htm-“Massacre

Course Pacing Guide

Course Code: 2100320 Course Name: United States History Honors

Unit Title II:

Industrialization, Immigration, and Urbanization

Unit Essential Question:

How did rapid growth and industrialization impact immigration, farming, urbanization, western migration and the

labor movement?

Semester: 1 Grading Period: 1

(16 days)

Concept:

Industrialization: Industrial Revolution

Concept:

Immigration

Concept:

Urbanization

Standard(s): SS.912.A.2.2, SS.A912.2.3,

SS.A.912.A.3.1,SS.A.912.3.2, SS.A.912.3.3,

SS.A.912.3.4, SS.A.912.3.5,

SS.A.912.3.6,SS.A.912.A.3.10, SS.A.912.3.9,

LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2

Standard(s): SS.A.912.1.3, SS.A.912.3.7, SS.A.912.3.8

LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2

Standard(s):

SS.A.912.3.8, SS.A. 912.3.11, SS.A.912.13,

LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2


What factors contributed to rapid industrialization of the

nation after the Civil War?

How did the new inventions change Americans' way of

life?

Who were the significant inventors of the Industrial

Revolution, including African Americans and women?

How did the inventions of the Industrial Age improve the

lives of consumers?

What were the similarities and differences between the

first and second Industrial Revolutions in the United

States?

How did wealthy businessmen like Henry Flagler and

Henry Plant influence Florida's history?


How and why were the experiences of European

immigrants different from those of Asian immigrants?

How were expectations of immigrants to the U.S. in the

late 1800’s/early 1900’s different from the expectations

of earlier immigrants?

How did European immigrants of the late 1800’s/early

1900’s change American society?

How do the experiences of today’s immigrants to the

U.S. compare to those of immigrants in the late 1800’s

and early 1900’s?


How did the change from an agrarian society, to an

industrial society contribute to the “urbanization of the

U.S?”

How did the immigration of the late 1800’s/early 1900’s

contribute to urbanization in the U.S?

How did “urbanization” contribute to reforms in

American society?

How does the name “Gilded Age” reflect both optimism

and pessimism of the era?

Course Pacing Guide Vocabulary:

Bessemer process, industrialization, consumerism,

tariff, laissez-faire, Gilded Age, trusts, labor union,

strike, scabs, philanthropists, tycoons, open shop, closed

shop, blacklisted, gross domestic product (gdp), social

ills, reform, scope, perspective, monopoly, cooperatives

Vocabulary:

Ellis Island, melting pot, nativism, Chinese Exclusion

Act, urbanization, political machine, cultural assimilation

Vocabulary:

class system, poverty, amenities, mass transit,

political machine, corruption, urban migration,

inhabitants, skyscrapers, speculation, urban development,

domestic servants, tenements, graft, socialite, reformers,

political party, urbanization

Resources:

word wall, audio-visual materials, geography maps,

charts, timelines, McGraw-Hill United States History

Chapter 4, Lessons 1-4

* PowerPoint Palooza American History

PowerPoints: Closing the Western Frontier: The

Incorporation of America; Growth of the Labor

Movement (http://pptpalooza.net/)

Resources:

word wall, audio-visual materials, graphic organizers,

geography maps, charts, timelines, McGraw-Hill United

States History Chapter 4, Lesson 1

Primary source reading: “Immigration”(with Emma

Lazarus poem “The New Colossus”)

http://www.digitalhistory.uh.edu/historyonline/us29.cfm

Resources:


charts, timelines, McGraw-Hill United States History

Chapter 4, Lesson 2


Question: How has the scope of American Government

changed as a result of the Industrial Age?

“How to Do a DBQ (Document Based Question):

pptpalooza.net apush



Primary/secondary source info:

http://www.digitalhistory.uh.edu/other_documents/other_

documents.cfm









http://pptpalooza.net/

Course Pacing Guide

Course Code: 2100320 Course Name: U.S. History Honors

Unit Title III: Progressive Era


How did the social and political reform movements known as Progressivism

attempt to correct problems in society created by industrialization and changing

populations?

Semester 1: Grading Period: 2

(12 days)

Concept: Progressivism and the Era of Reform

Concept: Progressivism and Politics Concept: Reforms/Accomplishments

Standard(s): SS.A.912.A.1.4, SS.A.912.1.7,

SS.A.912.3.2, SS.A.3.6, SS.A.912.3.6, SS.A.912.3.8,

SS.A.3.12, LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2,

LA.1112.6.3, LA.1112.2.2.2

Standard(s): LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2,

LA.1112.6.3, LA.1112.2.2.2 SS.A.912.3.8,

Standard(s):

LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2


How was the Progressive Era different from previous

time-periods in American History?

How did the Industrial Revolution lead to the Progressive

Era?


How did the Progressive Movement attempt to correct

the problems caused by industrialization?

How did Theodore Roosevelt's Square Deal advance the

Progressive Movement?

How did Taft's cautious approach anger Progressives and

split the party?

What financial and political reforms were accomplished

in the Wilson Presidency?

How did the accomplishments of the Progressive Era

compare to the attempted reforms that they tried to

accomplish for the “working man?”


How are the reforms of the Progressive Era reflected in

contemporary American society?

How was the 19th Amendment’s passage a reflection of a

century of “liberal thought”?

What differences have been reflected in America’s

history as a result of the passage of the 19th Amendment?






Social Darwinism, social reform, realism, class system,

leisure, saloons, socialism, popular culture,

“ragtime,”vaudeville, punctuality, efficiency, interest

rates,

prohibition, muckrakers, 17th Amendment, suffrage,

recall, suffragists

Vocabulary:

direct election(U.S. Senators), secret ballot, primaries,

general elections, civil service,

inflation, deflation, interstate commerce, regulations,

cooperatives, graduated income tax, debate, spoils

system, political patronage, tariffs, status quo, legislation,

judicial interpretation, vague, suffrage, 19th Amendment

Vocabulary:

Pure Food and Drug Act, conservation, , Federal Trade

Commission, antitrust, 19th Amendment, trustbusting,

Federal Reserve System

Resources:


charts, timelines, McGraw-Hill United States

History Chapter 4, Lesson 3

* Stanford Reading Like a Historian

Curriculum: Unit 8:

Progressivism (http://sheg.stanford.edu/?q=node/45

)


PowerPoints: Late Nineteenth Century

Urbanization; The Progressive Umbrella

(http://pptpalooza.net/)

Resources:

word wall, audio-visual materials, geography

maps, charts, timelines, McGraw-Hill United States


Resources:


charts, timelines, McGraw-Hill United States



Documentary History Readings:

(Philanthropy) John D. Rockefeller-N.Y. Times, May24,

1937


(Populism) Omaha Platform of the Populist Party (1892)


















Course Pacing Guide


Unit Title IV: America As a World Power


What motivated the United States to become imperialistic and enter the race for colonial territory? What political,

social and economic changes resulted from the acquisition of additional foreign territory beyond the continental

United States? How did the acquisition of territory beyond our borders impact the United States politically and

economically?


(11 days)

Concept:

Imperialism

Concept:

Western Expansionism and Influence

Concept:

Imperialism and foreign policy in Asia and the Pacific

Standard(s): SS..912.A.1.2, SS.912.A.1.3, SS.912.A.1.4

,SS.912.A.4.4, SS.912.A.4.1, LA.1112.2.2,

LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2

Standard(s): SS.912.A.1.2, SS.912.A.4.1, SS.912.A.1.4,

SS.912.A.4.2, SS.912.A.4.4

Standard(s):

SS.912.A.4.1, SS.912.A.1.2


How does imperialism affect the history and development

of a region?

What motivated the United States to acquire additional

territory beyond our borders?

Why was the United States interested in acquiring

Alaska?’ Hawaii?

Why did we go to war with Spain in1898? What was the

outcome?

Was the U.S. justified to go to war with Spain?

Should the United States have kept control of the territory

that we acquired?


How did the continued status of Puerto Rico

as an acquired territory affect both its inhabitants and

foreign policy?

How did the building of the Panama Canal by the U.S.

affect its political image in the Western Hemisphere?

How did U.S. intervention in Mexico during the

Wilson Administration affect the U.S.’ “standing” in the

international arena?

What are the contemporary parallels to President

Theodore Roosevelt’s “big stick” approach to foreign

policy?


Why was the Open Door Policy in China promoted by

the United States?

How did the Open Door Policy provide opportunities to

“westernize” China?











Imperialism, annexation, monarchy, cultural superiority,

yellow journalism, Rough Riders, “Open Door Policy”,

autonomy, intervention, sphere of influence, alliances,

lucrative trade, diplomacy, access, expansionism,

guerillas, expedition, reform, discontent, Pan-

Americanism, “U.S.S. Maine”

Vocabulary:

Platt Amendment, protectorate, commonwealth,

Roosevelt Corollary, dollar diplomacy, revolution,

colonial rule,

Monroe Doctrine

Vocabulary:

“Open Door Policy”, Boxer Rebellion, trade alliance,

sphere-of-influence, imports/exports,

Great White Fleet, traditional society, “westernized,”

global, colonial rule, exclusive,

ports, world power

Resources:





PowerPoints: America Becomes an Imperial

Power (http://pptpalooza.net/

Resources:





PowerPoints: America Becomes an Imperial

Power (http://pptpalooza.net/)

Resources:



States History Chapter 5, Lessons 1 & 2


“America Becomes Imperialistic”

http://www.digitalhistory.uh.edu/database/article_display

.cfm?HHID=191

Documentary History Readings: “Corollary to the

Monroe Doctrine” (Theodore Roosevelt)


DBQ: If the U.S.S. Maine had not been destroyed, would

the Spanish-American War have occurred? Why or why

not?

“Our Blundering Foreign Policy” (Henry Cabot Lodge-

1895)














Course Pacing Guide


Unit Title V: World War I


How did the US entry into WWI change our foreign policy and increase our involvement in world affairs?


(10 days)

Concept: Nationalism and Militarism

Concept: U.S. Involvement in WWI Concept: Effects of WWI and the Treaty of Versailles

Standard(s): SS.912.A.1.2,SS.912.A.1.4,SS.912.A.4.5,

LA.1112.1.6.1,LA.1112.2.2,LA.2.2.3,LA.2.6.3.1,

Standard(s):

SS.912.A.1.4, SS.912.A.4.5,SS.912.A.4.6,SS.A.912.7,

SS.912.A.4.8, SS.912.A.4.9

,LA.1112.1.6.1,LA.1112.2.2,LA.2.2.3,LA.2.6.3.1,

Standard(s):

SS.912.A.1.4, SS.912.A.4.5,SS.912.A.SS.912.5.5,

SS.912.A.4.10, SS.912.G.1.2

LA.1112.1.6.1, LA.1112.2.2, LA.2.2.3


How can nationalism lead to a country to become

militaristic?

How do the political events of Europe lead to World War

I?

How do alliances determine foreign policy/foreign policy

decisions?


How did the emergence of new technologies make WW I

different from previous wars fought?

How were the experiences of women and African-

Americans during the World War I era

comparable to other Americans?

How did World War I affect Americans of different

ethnic backgrounds and heritage (ie: German-Americans,

Jewish-Americans, Hispanic-Americans, etc.)?

How did the role of minority groups in American society

change as a result of the war effort?


How was the ending of WWI a “victory for

none” and a “challenge for all?”

Considering the purpose of the League of Nations, why

did the United States fail to support it by becoming a

member?

How did the Treaty of Versailles, and WWI itself

contribute to the eventuality of World War II?


Nationalism, imperialism, militarism, Allies, Central

Powers, trench warfare, no man's land.

Self-determination, propaganda, empires, annexation,

ultimatum, independent, economic domination,

transatlantic, endorse, prosperity, neutrality, trigger,

mobilization, alliances, heirs, nation, contraband,

ethnicity

Vocabulary:

ethnic heritage, weaponry, dissenters, zeppelin, network,

armistice, convoys, adequately, integrate, “Doughboys”,

flank, offensive, Communism, afflict, flawed, abdicate,

turmoil, cost of living, impose, deport, detain, “Red

Scare”, radicals, riots, looting, draft(conscription),

legitimacy, “Lusitania”, victory gardens, coordinate,

allocate, civilian, unrestricted, U-Boats, “Zimmerman

Telegram”, espionage

Vocabulary:

Treaty of Versailles, demobilization, entangling,

armaments, undermine, perspective, resolve,

compromise, ratify, devastation, colonial, republic,

transition

Resources:

word walls, audio-visual materials, maps, graphs, charts,

timelines, graphic organizers,

McGraw-Hill United States History Chapter 7, Lesson 1

Resources:


Resources:


“Treaty of Versailles” (excerpts)

http://www.fordham.edu/halsall/mod/1919verailles.html


Video/text presentation: World War I

http://www.pbs.org/greatwar/chapters/index.html


PowerPoint Palooza American History

PowerPoints: WWI- America on the Home Front: The

"Poster War" (http://pptpalooza.net/)


Students should examine excerpts from the Treaty of

Versailles from a German perspective to predict public

opinion over conditions of the Treaty.

DBQ on the Versailles Treaty and Woodrow Wilson’s

“Fourteen Points”










Course Pacing Guide


Unit Title VI: The Roaring ‘20’s, Prosperity and Change


How did the political, social and economic issues of the 1920's bring the nation great prosperity and at the same time

establish the causes of the Great Depression?


(13 days)

Concept: Post-War Issues

Concept: Changes in the economic and political status of

American minorities met with both support and

resistance.

Concept: Consumer goods and the installment plan

fueled the business boom of the 1920's.

Standard(s): LA.1112.1.6.1, LA.1112.2.2.2,

SS.912.A.1.2, SS.912.A.1.3,SS.912.A.5.1, SS.912.A.5.2,

SS.912.A.5.3, SS.912.A.5.4, SS.A. 5.5

Standard(s): LA.1112.1.6.1, LA.1112.2.2.2,

LA.1112.2.2.3, SS.912.A.1.4, SS.912.A.5.1,

SS.912.A.5.2, SS.912.A.5.6, SS.912.A.5.7, SS.912.A.5.8,

SS.912.A.5.9, SS.912.A.5.10., SS.A.1.2, SS.912.H.1.3

Standard(s): LA.1112.1.4.1, LA.1112.2.2.3,

SS.912.A.1.2,SS.A.1.4, MA.912.A.2.2, SS.912.A.5.11


How did a desire to return to normalcy after World War I

and a fear of foreigners and communism lead to a climate

of isolationism?

How does the role of “labor” in American society change

after World War I?

What were the causes and consequences of the Red

Scare?

How had the cultural identity of the United States

changed between the 19th and 20th centuries?


How did the lives of American minorities change during

this era?

How did changes in migration, immigration, and union

organization influence the growth of the KKK?

How were the views of Marcus Garvey, Booker T.

Washington and W.E.B. Dubois reflected in the events of

the post-war era?

How did the migration of African Americans to northern

cities affect their lives and political involvement?

How did the Harlem Renaissance and jazz influence

literature and music?


What was the impact of the automobile in the 1920's?

How did new conveniences and new ways to pay for

them make the economy less stable?

How did the boom of the 1920's affect growth in

Florida?

How has the cultural identity of the United States

changed over time?

http://publish.learningfocused.com/5642475/6/5642476/














nativism, recession, tariffs, propose, scandal, labor

unions, grievances, fringe benefits, strike,

evolution, creationism, quotas, “scapegoat”,

fundamentalism

racial unrest, general strike, conspiracy, party platform,

Cabinet, isolationism, collective security , communism,

anarchists, Sacco and Vanzetti, Red Scare, Prohibition,

Jazz Age

Vocabulary:

KKK, the “Great Migration,” Harlem Renaissance,

intimidation, Black Nationalism, NAACP, catalyst,

alienate, impacted, “Rosewood”, lynchings

Vocabulary:

Consumer, Stock market, prosperity, recession, inflation,

installment buying, disposable income, mass production,

advertising, market, per capita income, commuters, mass

transit, revolutionized, credit, accumulate, debt, status

symbols

Resources:

word wall, audio-visual materials, graphic

organizers, geography maps, charts, timelines,

McGraw-Hill United States History Chapter 7,

Lesson 4

Resources:

word wall, audio-visual materials, graphic

organizers, geography maps, charts, timelines,


Lesson 5

American History Units (with primary/ secondary

sources):

http://www.learner.org/courses/amerhistory/units/

Resources:

Graphic organizers, word wall, charts/graphs,


Lesson 2


“World War I and the ‘20’s(connections)

(http://sheg.stanford.edu/?q=node/45)

“Roaring 20’s”:

http://www.u-s-history.com/pages/h1564.html

Additional information:

“Harlem Renaissance”:

http://www.ushistory.org/us/46e.asp


“Prosperity of the ‘20’s”:

http://www.1920-30.com/business/

DBQ: “The Most Significant Changes in America to-

date…..” (from the Civil War to the Roaring ‘20’s)







Course Pacing Guide


Unit Title VI: the Great Depression


What caused the Great Depression and how did the United States survive and recover from it?


(17 days)

Concept: Consumerism and Economics

Concept: Uneven Distribution of Income Concept: New Deal Economics

Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,

MA.912.A.2.1, MA.912.A.2.2

SS.912.A.5.11, SS.912.A.5.12, SS.A.912.5.4

Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,

MA.912.A.2.1, MA.912.A.2.2,

SS.912.A.5.11, SS.912.A.5.12, SS.A.912.5.4

Standard(s): LA.1112.1.6.1, LA.1112.2.2.2,

LA.1112.2.2.3

SS.912.A. 1.2, SS.912.A.1.3, SS.912.A.1.4,

SS.912.A.5.11,


What issues with industry, farmers, and consumers

contributed to the economic crash?

How did speculation and buying on margin affect the

stock market?

What was the impact of bank and business failures and a

high protective tariff on the economic conditions of the

1920’s?


How did the Depression affect cities and rural area in

similar and different ways?

What changes did minorities and women face in this era?

What was President Hoover's response to the economic

situation, and how did the American public feel about

this response?


How did liberals and conservatives differ in their

opposition to the New Deal?

How did the focus of the Second New Deal change from

that of the first New Deal?

How did the efforts of President Roosevelt and the New

Deal legislation attempt to solve the problems of the

Great Depression?

Vocabulary:

speculation, buying on margin, stocks, stock market, bull

market/bear market, collapse, invest, consumerism,

credit, plummet, stock market, real estate speculation,

bank failure, supply and demand, Federal Reserve, Bank

runs, default, depositors, reserve

Vocabulary:

Dust Bowl, colleague, foreclosure, “Bonus Army”,

“rugged individualism”, impoverished, budget deficit,

tariffs, “soup kitchens”, soap operas, unionize

Vocabulary:

relief efforts, public works projects, economic recovery,

foreclosure, “ stimulate the economy, polio, “landslide”,

depression, recession, gold standard, bank holidays,

ideology, regulate, “fireside chats”, mortgage, FDIC,

SEC, deficit spending, arbitration/mediation, Social

Security Act, coalition, “court-packing”, safety net, TVA,

Wagner Act, conservation



























Course Pacing Guide Resources:

Word walls, audio-visual aids, graphic organizers, time-

lines, graphs and charts,


&2

Resources:


lines, graphs and charts,


&2

Resources:


lines, graphs and charts

McGraw-Hill United States History Chapter 10, Lessons

1-3


Primary & secondary sources for “The Great

Depression”(N.Y. Times):

http://topics.nytimes.com/top/reference/timestopics/subje

cts/g/great_depression_1930s/index.html

DBQ: How did the “Dust Bowl” mirror the rest of

America in characteristics, cause, and impacts?


United streaming and othe4 audio/ visual materials;

excerpts from primary source documents and The Grapes

of Wrath to illustrate the Great Depression's toll on

individuals


sources):



“The Depression and WWII”:


“WPA”:



Course Pacing Guide


Unit Title VII: World War II and the Holocaust


How did the United States become involved in World War II and mobilize to eventually defeat the Axis Powers?


Concept: World War

Concept: the United States at War Concept: The Holocaust

Standard(s): SS.912.G.2.1, SS.912.G.4.2, SS.912.G.4.3,

SS.912.A.1.2, SS.912.A.1.3, SS.912.A.1.4, SS.912.A.6.1,

SS912.A.6.2, SS.912.A.6.3, LA.1112.1.6.1,

LA.1112.2.2.2, MA.912.A.2.2


SS.912.A.6.2,SS.912.A.6.4, SS.912.A.6.5,

SS.912.A.6.15, LA.1112.1.6.1, LA.1112.2.2.2,

MA.912.A.2.2


SS.912.A.6.1.2, SS.G.1.2,

, LA.1112.1.6.1, LA.1112.2.2.2, MA.912.A.2.2


Why did the United States cling to isolationism in

response to the rise of dictatorships in the 1930's?

What policies did the U.S. government create that

appeared to circumvent those isolationist ideals?

What fueled the rise of totalitarianism?

How did the policy of appeasement contribute to the

outbreak of war in Europe?

How did the Soviet Union's non-aggression pact with

Germany contribute to the start of hostilities?


What strategies did the Allies employ to win the war in

Europe and liberate the continent?

How did the United States support our allies before

actually declaring war?

What strategies did the United States use to “turn the

tide” in the Pacific and defeat Japan?

How did the federal government's action influence

civilian life during the war?

How did the U.S .economy change during WWII?

How did World War II affect population movement in the

U.S., the growth of cities, and racial tensions, with both

African Americans and Japanese Americans?


Why were Jews targeted for persecution and annihilation

by the Nazis?

What was Hitler's" Final Solution"?

How were the Nuremberg trials used to promote

international justice?

How was anti-Semitic sentiment expressed by other (than

Germany) countries during the time-period that Hitler

was persecuting the Jews?

Vocabulary:

military draft, dictatorship, authoritarianism, fascism,

exploitation, appeasement, pacts, alliances, prime

minister, neutral, “puppet government,” legislation,

isolationism, civil war, replenish, internationalism,

escalate, strategic, intelligence, underestimated, cabinet,

resources/raw materials, negotiations, Axis Powers,

Allies, Third Reich

Vocabulary:

Pearl Harbor, segregation, integrated, internment camps,

clerical/industrial, zoot suits, refinery, deemed,

legislation, rationing, victory gardens, “code talkers”,

amphibious, Tuskeegee Airmen, “island-hopping,”

kamikazes, periphery, convoys, D-Day, occupation-army,

V-E Day, napalm, Manhattan Project, nuclear, Hiroshima

& Nagasaki, stockpile, fortified, morale, infamy , nuclear

radiation, “Korematsu v. United States”

Vocabulary:

ethnicity, Nuremberg Laws, anti-Semitism, persecution,

synagogue, retaliation, terrorize, refugees, concentration

camps, extermination camps, genocide, crematorium,

prejudice, atrocities, visa, passport, confiscate, ghetto,

“undesirables”, prominent, propaganda, immigration

quotas, forge, passports, detain, scapegoats

















Course Pacing Guide Resources: word wall, audio-visual aids, graphic

organizers, geography maps, primary source information,


Lessons 1-2

Resources:

word wall, audio-visual aids, graphic organizers,

geography maps, primary source information

McGraw-Hill United States History Chapter 10, Lesson

2; Chapter 12, Lessons 1-4

Resources:


geography maps, primary source information


Nonfiction Reading:

Diary of Anne Frank, Night (Elie Wiesel)


“World War II”:


World War II:

www.nationalww2museum.org

WWII:

http://www.digitalhistory.uh.edu/modules/ww2/index.cf

m


Primary Source Information: Compare/contrast FDR’s

“Day of Infamy” speech with President Bush’s “War on

Terrorism” speech

“World War II:

http://pptpalooza.net/PPTs/AHAP/BoogieWoogieBugleB

oy.ppt#295,35,Slide 35


Primary source readings:

http://topics.nytimes.com/top/reference/timestopics/subje

cts/w/world_war_ii_/index.html

Research Projects: “Significant Battles of WWII”-

What if………………..(speculate/ theorize if events

and circumstances were altered)

http://www.nationalww2museum.org/

Course Pacing Guide

Course Code:: 2100320 Course Name: United States History Honors

Unit Title VIII: Post-World War II and the Cold War


How were the 1950's and early 1960's an era of peacetime prosperity and Cold War tension for the United States?


(15 days)

Concept: Post-War America

Concept: the Cold War Concepts: New Frontier and the Great Society

Standard(s): SS.912.A.1.1, SS.912.1.2, SS.912.A.1.3,

SS.912.A.1.4, SS.912.A.1.6, SS.912.1.7,

SS.912.A.6.15,SS.912.A.7.1, SS.912.A.7.2,

LA.1112.2.2, LA.1112.1.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2, SS.912.H.1.1

Standard(s): LA.1112.2.2.2, LA.1112.2.2.3,

SS.912.A.7.4, SS.912.A.1.4, SS.912.G1.2,

SS.912.A.6.10, SS.912.A.6.12, SS.912.A.6.13,

SS.912.A.6.8

Standard(s): LA.1112.2.2.2, LA.1112.2.2.3,

LA.1112.1.6.1, LA.1112.1.6.3,MA.912.A.2.2,

SS.912.A.7.3, SS.912.A.7.4, SS.912.A.7.17,

SS.912.A.7.8, SS.912.A.1.4, SS.912.A.6.15


How did the "Baby Boom," new business organizations,

the automobile, and the growth of suburbs change life in

the 1950's?

How did the relative prosperity of Americans who

benefited from the post war economy to those who did

not?

How did the ending of World War II bring about an era

of economic prosperity to the United States?

What impact did television and music have on Americans

in this era?


How did World War II contribute to the development of

the Cold War era?

How did the Truman, Eisenhower and Kennedy

administrations change U.S. military policy in order to

contain communism?

How did the Bay of Pigs invasion affect the relationship

between Cuba and the United States?

How was the Cuban Missile Crisis averted?


How was the 1960 Presidential Election different from

previous presidential elections?

In what areas did the New Frontier promise progress, and

how successful was it?

How did the Great Society spark reforms for civil rights,

poverty and health care?

How did the administrations of Presidents Kennedy and

Johnson change American society (both short and long-

term) ?

What was the impact of changing immigration policies

during the latter half of the 20th Century?





















“baby boom”, closed shop/open shop, legislative agenda,

states’ rights, subsidies, wage and price controls,

scrutinize, interstate, abundance, The Affluent Society,

blue collar/white collar, conformity, franchises,

multinational corporation, mass media, generation gap,

“rock ‘n ’roll”, poverty line, urban renewal, Appalachia,

entity, middle class, urban renewal, Braceros

Vocabulary:

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, military

superiority/inferiority, conventional weaponry, Middle

East, Taiwan,

flexible response

Vocabulary:

“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, socialistic, moderate, Peace Corps, VISTA,

despair, subsidies, HUD, Medicare/Medicaid, confine,

bias, discrimination, civil rights, Warren Court, juvenile

delinquency

Resources:


geography maps, McGraw-Hill United States History


“The ‘50’s and ‘60’s:

http://kclibrary.lonestar.edu/decade50.html

“American Culture of the ‘50’s”:

http://pptpalooza.net/PPTs/AHAP/1950sAmericanCultur

e.ppt#279,24,9A. Well-Defined Gender Roles

Resources:

Word wall, graphic organizers, geography maps, audio-

visual aids, McGraw-Hill United States History Chapter

13, Lessons 1-3; Chapter 15, Lesson 2

“Cold War Timeline”:

http://library.thinkquest.org/10826/timeline.htm

“U-2 Incident” (Primary documents)

http://avalon.law.yale.edu/20th_century/u2.asp

Resources:

Word wall, graphic organizers, geography maps, audio-

visual aids, McGraw-Hill United States History Chapter

15, Lessons 1 and 3

“Kennedy’s Challenge to Americans”:

http://www.jfklibrary.org/JFK/Historic-Speeches.aspx

“Johnson’s Great Society”:

http://www.ushistory.org/us/56e.asp

http://kclibrary.lonestar.edu/decade50.html

http://library.thinkquest.org/10826/timeline.htm

http://www.jfklibrary.org/JFK/Historic-Speeches.aspx

Course Pacing Guide


Unit Title IX: The Vietnam Era


When and why did the U.S. believe military involvement in southeast Asia was important to U.S. defense?

What was the public reaction to our involvement in Vietnam?

What lessons should we (the U.S.) have learned from our involvement in Vietnam?


(8 days)

Concept: Origin of the Vietnam War

Concept: America’s Involvement Concept: A Divided Nation

Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,

SS.912.A.6.13, SS.912.A.6.14, SS.912.G.1.2

Standard(s): ): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, SS.912.A.6.13, SS.912.A.6.14,

SS.912.G.1.2, SS.912.A.1.4, SS.912.A.7.4,

SS.912.A.7.10

Standard(s): ): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, SS.912.A.6.13, SS.912.A.6.14,

SS.912.G.1.2, SS.912.A.1.4, SS.912.A.7.4,

SS.912.A.7.10


Why did the U.S. feel obligated to support French

colonialism in Vietnam?

How did economics play a role in America’s involvement

in Vietnam?

What were the series of events that led to U.S.

involvement in Vietnam?

How was the Vietnam War different from earlier U.S.

wars?


How did America’s involvement in Vietnam change

during the Kennedy and Johnson Administrations?

How did the military tactics used by the Vietcong prevent

the United States from making use of its technologically

superior military?

How were the ideologies of Hawks and Doves at odds

over the Vietnam War?

How did the events of 1968 influence public opinion in

regard to the War?


What impact did the media have on public opinion?

How did the ideologies and actions of the Hawks and

Doves impact the War?

What was meant by "Peace with Honor?"

What is the War Powers Act and how has it been used in

recent history?

What challenges did our troops face when they returned

to the states?















colonialism, Indochina, revolutionaries, nationalism,

imperialism, domino theory, guerillas, tactics, bombard,

escalate, appealed,

fortified, traditional, strategic, plotting, region,

Ho Chi Minh, stalemate

Vocabulary:

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, sanctuaries, My Lai

Vocabulary:

Liberal/conservative/moderates, credibility gap,

contradict, administration, affirm, personnel, deferment,

corruption, draft, lottery system, draft cards, Twenty-

Sixth Amendment, condemn, 1968 and 1972 Presidential

Elections, induction, Vietnamization, moral agony, Kent

State Tragedy, “War Powers Act”, POWS/ MIAs,

conscientious objectors, “Pentagon Papers”, national

security

Resources: word wall, audio-visual aids, geography

maps (Asia), graphic organizers, McGraw Hill United


Resources): word wall, audio-visual aids, geography

maps (Asia), graphic organizers, McGraw Hill United

States History Chapter 17, Lessons 2-3

Resources:

word wall, audio-visual aids, geography maps (Asia),

graphic organizers, McGraw Hill United States History



PowerPoint Palooza: American History PowerPoints: The

Vietnam War (http://pptpalooza.net/)

“Vietnam War”(history, timeline, more)

http://www.pbs.org/battlefieldvietnam/index.html


“Vietnam War”:

http://www.digitalhistory.uh.edu/modules/vietnam/index.

cfm

Vietnam (Primary source documents-excerpts)

http://vietnam.vassar.edu/abstracts/index.html


“Vietnam Protest Movement”:

http://www.history.com/topics/vietnam-war-protests

Research Mini-Project: ‘Analyze the Vietnam War

from various viewpoints and present a position-paper

supporting or opposing the War.(MLA citing for

references)


http://www.digitalhistory.uh.edu/modules/vietnam/index.cfm

http://www.digitalhistory.uh.edu/modules/vietnam/index.cfm

Course Pacing Guide

Course Code: 2100310 Course Name: United States History

Unit Title X: New Challenges and Limitations


How can the President lose or restore the nation's trust?

How can a nation achieve equity for all?


(7 days)

Concept: Corruption and Scandal

Concept: Domestic Issues of the ‘70’s and 80’s Concept: Foreign Policy Decisions

Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,

SS.912.H.1.5, SS.912.A.7.10, SS.912.A.7.11,

SS.912.A.7.17

Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, LA.1112.2.2.2,

LA.1112.2.2.3,MA.912.A.2.2, SS.912.A.1.4

SS.912.H.1.5, SS.912.A7.3, SS.912.A.7.8, SS.912.A.7.9,

SS.912.A.7.12

Standard(s): LA.1112.1.6.1, LA.1112.1.6.2,

LA.1112.1.6.3, LA.1112.2.2.2, LA.1112.2.2.3,

MA.912.A.2.2, SS.912.A.7.12, SS.912.A.7.14,

SS.912.A.1.2, SS.A.912.A.1.3, SS.912.A.1.4


Why did the involvement of President Nixon in the

Watergate scandal force him to become the first President

to resign from office?

How does Watergate compare with other presidential

scandals both in the actions of the President and the

reaction of the American people?

How did the Nixon Administration shape the public’s

attitude toward “government?”


How did President Nixon’s “New Federalism” reflect a

new conservatism in government policies?

How did economics, energy, the environment and human

rights define the presidencies of Ford and Carter?

How did national and international events of the 1970’s

and ‘80’s bring about a “shift’ in American public

opinion?


How did the Arab Oil Embargo impact the economic,

cultural and political development of the U.S?

What was the significance of Nixon's reaching out to the

communist powers of the Soviet Union and the People's

Republic of China?

What roles did the Helsinki Accords, the Mayaguez

incident, a human rights foreign policy, the Camp David

Accords, and the Iran hostage crisis play in the success or

failure of the Ford and Carter administrations?

Vocabulary:

Watergate, incident, scandal, executive privilege, turmoil,

resentment, quell, obstruct, impeachment, conviction,

FBI, campaign, ethics, presidential pardon, wield,

jurisdiction, “Nixon’s Southern Strategy”,

Vocabulary:

federalism, impounded, welfare system, AFDC, inflation,

“stagflation”, tight money policy, National Energy Act,

human rights, "Silent Spring", Earth Day, Environmental

Protection Agency, Three Mile Island, conformity,

“campus unrest”, counterculture, communes, hippies,

traditional, rationality, feminism, gender, NOW, Equal

Rights Amendment, Title IX, compatibility, stereotyping,

grievance, “Roe vs. Wade”, police power, reverse

discrimination, parochial/public schools, PUSH, Nation

of Islam

Vocabulary:

OPEC, detente, Salt I Treaty, embargo, deregulation,

instability, rationing, Panama Canal Treaty, busing,

affirmative action, Camp David Accords, buffer, Shah,

embassy, repressive, Iranian Hostage Crisis, broker,

westernize, clergy, malfunction, regime






















Course Pacing Guide Resources: word wall, audio-visual aids, time-line graph,

graphic organizers, McGraw Hill United States History,

Chapter19, Lesson 2

Resources: word wall, audio-visual aids, time-line graph,


Chapter 19, Lesson 1

Resources: word wall, audio-visual aids, time-line graph,


Chapter19, Lessons 1, 3,4


“Watergate”:

www.washingtonpost.com/watergate

“Watergate”: (primary source material)

http://www.youtube.com/watch?v=nFID6Qkwh88


“1970’s Energy Crisis”:

http://cr.middlebury.edu/es/altenergylife/70's.htm


sources):



“Iranian Hostage Crisis”:

http://www.jimmycarterlibrary.gov/documents/r_ode/ind

ex.phtml

http://www.washingtonpost.com/watergate

http://cr.middlebury.edu/es/altenergylife/70's.htm

Course Pacing Guide

Course Code: 2100310 Course Name: United States History

Unit Title XI:

The Conservative Movement and Contemporary History


What motivated so many Americans to embrace the conservative movement of the 1980's? What is the legacy of the

conservative movement?


Concept: Conservatism

Concept: Foreign Affairs (at the end of the century) Concept: Centrism and the Clinton Presidency

Standard(s): LA.1112.6.1, LA.1112.6.2, LA.1112.6.3,

LA.1112.2.2.2, LA.1112.2.2.3, SS.912.A.1.2,

SS.912.A.7.12, SS.912.A.7.17, SS.912.A.6.4.2,

MA.912.A.2.2


LA.1112.2.2.2, LA.1112.2.2.3,

SS.912.A.7.11, SS.912.A.1.4, SS.912.A.7.12,

SS.912.A.1.2, SS.912.A.1.3, SS.912.A.1.4


LA.1112.2.2.2, LA.1112.2.2.3, SS.912.A.1.2,

SS.912.A.1.3, SS.912.A.1.4, SS.912.A.7.12,

SS.912.A.7.14, SS.912.G.4.3


How and why was the “conservative coalition” formed?

What groups formed the conservative coalition?

What were the goals and policies of the conservative

movement?

How did “Reaganomics” reflect the conservative

philosophy of the 1980’s?

How did the Reagan and Bush appointees change the

direction of the Court?


Between the 1980's and 1992, how did U.S. policies

regarding Central America differ from those regarding

Europe?

How did the collapse of communist states in Eastern

Europe and the USSR impact our foreign policy and

international relations?

Why did the United States get involved in the Persian

Gulf War?


How did the political and social changes brought about

by the Clinton Presidency change America from previous

decades and administrations?

How did the international events faced by the Clinton

Administration compare to that of previous

administrations?

How did Immigration Policy change during the Clinton

Years?

How did “terrorism” reflect a new foreign policy concern

for the twenty-first century?

How did the terrorist acts of “9/11” impact America’s

economic, political and immigration policies?

























Moral Majority, “New Right”, “trickle down theory”,

deregulation, coalition, economic recovery,

liberal/conservative/moderate (centrist), landslide, tax

burden, televangelists, Sunbelt, suburb , social turmoil,

surpass, supply-side economics, deficit-spending, Senate

confirmation, revenues, yuppies, patrons, social activists,

domestic/international, downsizing, capital gains tax,

grassroots movement, retain, government gridlock,

repress

Vocabulary:

“evil empire”, Strategic Defense Initiative, rebels,

contras/Sandinistas, Iran-Contra Scandal, “mutually

assured destruction”, perestroika, glasnost, terrorism,

collapse, “new world order”, drug trafficking,

dictatorship, Persian Gulf War

Vocabulary:

polling, modified, unprecedented, AmeriCorps, Family

Medical Leave Act, NRA, “Contract With America”,

balance budget amendment, third party, Oklahoma City

Bombing, impeachment, perjury, Bosnia, ethnic

cleansing, NATO, PLO, “obstruction of justice”,

amnesty, refugee, allocate, INS, Homeland Security,

Patriot Act, telecommute, euro, World Trade Center,

ozone layer, global warming, protocol


maps (U.S.), graphic organizers, timelines,

McGraw- Hill United States History Chapter 20, Lessons

1-3


maps (Latin America, Middle East, Asia, Europe),

graphic organizers, timelines,

McGraw- Hill United States History Chapter 20, Lessons

1-3


maps (Latin America, Middle East, Asia, Europe),

graphic organizers, timelines,

McGraw- Hill United States History Chapter 20,

Lesson 4, Chapter 21 Lessons 1-3


“The New Conservatism of the ‘80’s”(primary and

secondary text, slides, info.)

http://www.history.com/topics/1980s

Documentary History Readings: “Ronald Reagan’s

First Inaugural Address”(1981)


“Iran Contra Scandal” (primary/secondary/slides,video)

http://www.brown.edu/Research/Understanding_the_Iran

_Contra_Affair/index.php


sources):



“The Clinton Presidency” (powerpoint presentation)

http://www.foothilltech.org/krenger/american_hist/curren

t_events/clinton.pdf

Documentary History Readings with analysis:

“NAFTA News Conference”-President Clinton (Nov.

17, 1993)

President Bush’s Address to the Nation”

(Jan. 16, 1990)

Documents

Course Code: 2100310