Goal  Objective  Block 90 minute class 

Traditional 45‐55 minute class 

Goal 1:  Rebellion  1.01  2  4   1.02  2  4   1.03  2  4        Goal 2:  Expansion and Reform  2.01  3  6   2.02  0.5  1   2.03  0.5  1   2.04  2  4   2.05  0.5  1   2.06  1  2        Goal 3:  Crisis, CW, Reconstruction  3.01  1  2   3.02  1  2   3.03  3  6   3.04  2  4   3.05  0.5  1        Goal 4:  The Great West  4.01  1  2   4.02  1.5  3   4.03  1  2   4.04  0.5  1.5        Goal 5:  Industrial Society  5.01  2  4   5.02  1  2   5.03  1  2   5.04  2  4        Goal 6:  Imperalism  6.01  1  2   6.02  3  6   6.03  1.5  3        Goal 7:  Progressive Period  7.01  1  2   7.02  3  6   7.03  1  2   7.04  1  2 

       Goal 8:  America & Great  War  8.01  2  4   8.02  2  4   8.03  2  4        Goal 9:  Prosperity & Depression  9.01  2  4   9.02  2  4   9.03  2  4   9.04  1  2   9.05  2  4        Goal 10:  WWII Era  10.01  2  4   10.02  3  5  10.03  2 4 10.04  2 4 10.05  0.5 1.5 Goal 11:  Recovery, Prosperity, Turmoil  11.01  1  2   11.02  2  4   11.03  1  2   11.04  3  6   11.05  2  4   11.06  2  4        Goal 12:  US Since 1980ʹs  12.01  1  2   12.02  1  2   12.03  1  2   12.04  1  2   12.05  1  2   12.06  1  2 

Total Instructional Classes  84  168 Introductory Review  2  4 

Final Review  2  4 EOC Tests  2  4 

Total  Instructional, Review, and Testing classes  90  180 

Competency Goal 1: The New Nation: Identify Investigate Assess the Effectiveness of the Institutions of the Emerging Republic. Objective 1.01 Identify the major domestic issues and conflicts experienced by the nation during the Federalists Period. Activity: Complete a “Mystery Document” exercise. After researching philosophies of Thomas Jefferson and Alexander Hamilton, students are given famous quotes and statements (from Primary Documents) produced by Jefferson and Hamilton. Discuss quotes and have students identify which quotes Jefferson or Hamilton authored. Create campaign posters and speeches supporting Jefferson or Adams during the Election of 1800. Hamilton/Jefferson Compare on Economics- Charlotte Book Goal 3

Competency Goal 1: The New Nation: Identify Investigate Assess the Effectiveness of the Institutions of the Emerging Republic. Objective 1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, African American, and other ethnic groups. Activity: Contrast American Indian and US citizens’ cultural views toward land ownership and religion. Complete chart and map exercises illustrating how the cotton gin increased the demand for slaves and accelerated settlement of lands occupied by American Indians.

Competency Goal 1: The New Nation: Identify Investigate Assess the Effectiveness of the Institutions of the Emerging Republic. Objective 1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations. Activity: Design “bumper stickers” protesting or supporting American military action during the XYZ Affair. Examine the OGRABME cartoon. Compare and contrast Washington’s Farewell address to current U.S. foreign policy issues.

Competency Goal 2: Expansion and Reform- The learner will assess the competing forces of expansionism. Objective 2.01: Analyze the effects of territorial expansion and the admission of new states to the Union 1801 to 1850 Activity: Territorial Map- Charlotte 4.1 Map Growth-Charlotte Book Analyze the painting “Trail of Tears”. Use an analysis sheet to answer questions. http://www.rosecity.net/tears/ Picture and Trail of Tears Map are available at this site.

Goal 2: Expansion and Reform- The learner will assess the competing forces of expansionism. Objective 2.02: Describe how the growth of national and sectionalism were reflected in art, literature and language. Activity: Allow students to present, in art or literature, examples of how this time period displayed a new sense of nationalism. This is a good website for the Hudson River School. http://www.artcyclopedia.com/history/hudson-river-school.html American Literature Sheet- Charlotte Book At this site you will find information about the Reform movement. In includes links to specific people in all aspects of reform. http://www.brainyencyclopedia.com/encyclopedia/r/re/reform_movement.html

Competency Goal 2: Expansion and Reform- The learner will assess the competing forces of expansionism. Objective 2.03: Distinguish between the economic and social issues that led to sectionalism and nationalism. Activity: Create a print ad for one of the inventions of the time period. List of Inventors (Charlotte Book) At this website you will find The Original Patent Petition for the Cotton Gin. There are also activities that include: Creative Writing, Debate, Role Play, and Connections Past to Present. http://www.exploredc.org/link.php?url=http://www.nara.gov/education/cc/main.html

Competency Goal 2: Expansion and Reform- The learner will assess the competing forces of expansionism. Objective 2.04: Assess political events, issues, and personalities that contributed to sectionalism and nationalism. Activity: Choose a perspective and debate. “The US became more democratic or less democratic during the age of Jackson.” Class activity with sectionalism- including debate can be found at www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/US_History/USH0023.html

Competency Goal 2: Expansion and Reform- The learner will assess the competing forces of expansionism. Objective 2.05: Identify the major reform movements and evaluate their effectiveness. Activity: Create a display on the “reform” of student’s choice. Create a theme song to support a reform movement.

Competency Goal 2: Expansion and Reform- The learner will assess the competing forces of expansionism. Objective 2.06: Evaluate the role of religion in the debate over slavery and other social movements and issues. Activity: Have students find pictures of “tent” meetings or gathering when circuit ministers visited communities. What common factors are seen in these pictures? This web site contains primary source documents, music and lesson plans to help teach abolition and other social issues. www.iath.virginia.edu/utc/abolitn/abhp.html

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation. Objective 3.01: Trace the economic, social and political events from the Mexican War to the outbreak of the Civil War. Activity: On a map of the U.S. identify the following areas: Slave and Free States, Kansas and Nebraska territories, areas open to slavery under the terms of the Missouri Compromise, Compromise of 1850, and proposed routes of the transcontinental railroad. Socratic Seminar on Dred Scott- Charlotte Book goal 5 Pre Civil War Time Line Scramble- Charlotte Book goal 5

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation. Objective 3.02: Analyze and assess the causes of the Civil War. Activity: Chart Activity – Charlotte Book Using excerpts from Uncle Tom’s Cabin and identify arguments used by abolitionists and southerners to denounce and defend slavery.

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation. Objective 3.03: Identify political and military turning points of the Civil was and assess their significance to the outcome of the conflict. Activity: Civil War chart- Charlotte Book Describe the new military technologies that were developed in the war and describe the effects they had on the war and its outcomes. On a map of the United States draw and explain the Union’s Anaconda Plan. On the same map identify the “turning point” battles. Chart the advantages/disadvantages for the Union and the Confederacy Goal 5 Charlotte Book Examine Matthew Brady photographs and complete photo analysis sheets. Visit http://www.memory.loc.gov/ammem/cwphtml/cwphome.html

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation. Objective 3.04: Analyze the political, economic and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end. Activity: Charlotte activity Goal 5.4 Events and People that helped/hindered Reconstruction Discuss ways the South resisted/supported Reconstruction This is a good site for a Reconstruction lesson plan. The class is divided into groups and must research topics that divide Black and White Americans. http://score.rims.k12.ca.us/activity/unbusiness/

Competency Goal 3: Crisis, Civil War and Reconstruction (1848-1877) - The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation. Objective 3.05: Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government. Activity: Divide the class into two groups: one support of states rights, on in support of federal supremacy. Each group will analyze the historical arguments for their position and present to the class. Conduct a class discussion using the 13th, 14th and 15th Amendments to determine how these Amendments were influential in establishing Federal Supremacy.

Competency Goal 4: The Great West and the Rise of the Debtor (1860-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation. Objective 4.01: Compare and contrast the difference groups of peoples who migrated to the West and describe the problems they experienced. Activity: Write letters to your parents explaining your reasons for moving west, the experiences along the way, and the conditions at our new location. Create a chart showing all the groups who went west; why, and the results of their quest. Oregon Trail Game

Competency Goal 4: The Great West and the Rise of the Debtor (1860-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation. Objective 4.02: Evaluate the impact that settlement in the West had upon different groups of people and the environment. Activity: Prove or disprove this quote: “The American cowboy was actually a dirty, overworked laborer who fried his brains under a prairie sun, or rode endless miles in rain and wind to mend fences or look for lost calves.” The Cowboy, Time Life Make a list of “Western” Style that exists throughout our culture. Use the art analysis sheet to examine Frederic Remington and paintings. This lesson plan uses Primary Source documents from Amelia Bloomer urging suffrage in the West. There are 6 activities included with this document. http://www.exploredc.org/link.php?url=http://www.nara.gov/education/cc/main.html

Competency Goal 4: The Great West and the Rise of the Debtor (1860-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation. Objective 4.03: Describe the causes and effects of the financial difficulties that plagued the American farmer and trace the rise and decline of Populism. Activity: Hold a town meeting to air the views of different groups-farmers, skilled workers, business owners, cowboys, ranchers, etc. on the passage of the Interstate Commerce Act. Read the Cross of Gold Speech. Contrast the speech to the depiction of Bryan from the cover of Judge Magazine, September 1896, “The Sacrilegious Candidate.”

Competency Goal 4: The Great West and the Rise of the Debtor (1860-1896) - The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation. Objective 4.04: Describe innovations in agricultural technology and business practices and assess their impact on the West. Activity: Collect photos and any other representations of the coming of the railroad to the West. Who is in the pictures? Why? Use http://cprr.org/Museum/Exhibits.html Create a catalog of the newest tools available to the farmers and ranchers. Compare the catalog to an early mail order catalog of the time period.

Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political and social life in America. Objective 5.01: Evaluate the influence of immigration and rapid industrialization on urban life. Activity: Inventions Worksheet- Charlotte Goal 6.1 Review primary documents and photographs of the period, and write letters to friends and family in your “home” country describing a new life in America. Debate whether the “melting pot” theory is an accurate phrase for America 1877-1900. Design pamphlets replicating earlier ones distributed to new arrivals in America. Immigrant worksheet- Charlotte Goal 6 Compare positive and negative aspects of maintaining the existence of ethnic neighborhoods.

Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political and social life in America. Objective 5.02: Explain how business and industrial leaders accumulated wealth and wielded political and economic power. Activity: Robber Baron Worksheet-Goal 6 Charlotte Read excerpts of the “Gospel of Wealth” and discuss to what extent Carnegie and the others practiced the philosophy. Discuss the responsibilities today’s corporate leaders have that the captains of industry did not.

Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political and social life in America. Objective 5.03: Assess the impact of labor unions on industry and the lives of workers. Activity: Labor Union Worksheet Charlotte 6.3 Labor Union TimeLine Charlotte 6.3 Work cooperatively to form a union. Each group should develop rules for membership, goals, plans to reach goals, and expected results. Share with class.

Competency Goal 5: Becoming an Industrial Society (1877-1900) - The learner will describe innovations in technology and business practices and assess their impact on economic, political and social life in America. Objective 5.04: Describe the changing role of government in economic and political affairs. Activity: Review the political cartoons of Thomas Nast and create new cartoons to address issues of the era. www.thomasnast.com Generate questions that should be on a civil service exam and compare the new questions to actual sample questions from the original exam.

Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power. Objective 6.01: Examine the factors that led to the United States taking an increasingly active role in world affairs. Activity: Examine or draw political cartoons that represent supporting and opposing views of imperialism. There are several activities on imperialism at http://www.smplanet.com/imperialism/teacher.html .

Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power. Objective 6.02: Identify the areas of the United States military, economic, and political involvement and influence. Activity: Design a chart that details the specifics of United States involvement in Cuba, Hawaii, Latin America/Caribbean, and Asia/Pacific. Analyze and discuss some example of “yellow journalism” from the period and from today. Possible assignment can be found at: www.successlink.org/great/g1025.html White Mans Burden - Charlotte Book .Chart from Charlotte Book Map from Charlotte Book Map the pattern of United States imperial activities around the world.

Competency Goal 6: The emergence of the United States in World Affairs (1890-1914) - The learner will analyze causes and effects of the United States emergence as a world power. Objective 6.03: Describe how the policies and actions of the United States government impacted the affairs of other countries. Activity: Create a chart comparing Roosevelt, Taft, and Wilson’s foreign policies in Latin American and the Caribbean. Include the outcomes of actions. Activities on Imperialism can be found at http://www.smplanet.com/imperialism/teacher.html

Competency Goal 7: The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period. Objective 7.01: Explain the conditions that led to the rise of Progressivism. Activity: Divide the class into reform groups giving each group a problem to resolve from their perspective. Suggested groups may include: Presidential Cabinet, State Governors, Women’s Clubs, Ethnic groups) Read and discuss an excerpt from The Jungle. Using a local paper have students find examples of “Muckraking” articles based on Roosevelt’s definition of a Muckraker.

Competency Goal 7: The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period.

Objective 7.02: Analyze how different groups of Americans made economic and political gains in the Progressive Period. Activity: Compare the party platforms for the election of 1912. Determine which candidate was the true progressive. Justify you position. Using the music of a popular song, students will rewrite the words to become a “trust-busting” song. Students should present songs to the class.

Competency Goal 7: The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period. Objective 7.03: Evaluate the effects of racial segregation on different regions and segments of the United States’ society. Activity: Compare the lives of Booker T. Washington and W.E.B. Dubois and how they turned adversity into triumph. Divide the class in half. One side will represent the State of Louisiana and the other will present Homer Plessy. Students should prepare arguments and the opposing side can question those arguments. Administer the Alabama Literacy Test to students. The test is found at: http://www.ccle.fourh.umn.edu/literacy.pdf

Competency Goal 7: The Progressive Movement in the United States (1890-1914) - The learner will analyze the economic, political, and social reforms of the Progressive Period.

Objective 7.04: Examine the impact of technological changes on economic, social and cultural life in the United States. Activity: Demonstrate the process of assembly line. Place desks side by side and assign a task for the class to complete. Each student will have an individual job to complete. Speed up, add demands. Ask for reflections. In groups, students should choose one of the major inventions/inventors of the turn of the century. (airplane, movies, coca cola, automobile, Kodak cameras, modern sewing machines, etc). Students should create an advertisement that highlights the product.

Competency Goal 8: The Great War and Its Aftermath (1914-1930)- The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920’s Objective 8.01: Examine the reasons why the United States remained neutral at the beginning of World War I, but later became involved. Activity: Create and compare maps of Europe in 1914 and 1918, and discuss the reasons for changes. Research how European countries viewed the United States and neutrality. Compare pro and con war propaganda posters and explain their influence on the United State’s decision to go to war. A large 20’s cooperative activity can be found at http://www.teachers.net/lessons/posts/3022.html.

Competency Goal 8: The Great War and Its Aftermath (1914-1930)- The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920’s. Objective 8.02: Identify political and military turning points of the war and determine their significance to the outcome of the conflict. Activity: Listen to George M. Cohan’s “Over There” and discuss the impact of patriotic music on the war effort. Words and music can be found at http://www.mce.k12tn.net/ww1/over_there.htm Identify similarities and differences in strategies, tactics, and weaponry of World War I and the Spanish-American War.

Competency Goal 8: The Great War and Its Aftermath (1914-1930)- The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920’s. Objective 8.03: Assess the political, economic, social and cultural effects on the war on the United States and other nations. Activity: Discuss ways in which WWI contributed to the growing revolution in Russia. This website focuses on the Zimmerman Telegram and includes activities like decoding a fictitious message. http://www.teachersfirst.com/ushistory/autoframe.htm?http://www.nara.gov/education/teaching/zimmermann/zimmerma.html Describe correlations on restrictions on civil liberties during WWI and other periods of United States military conflicts. Develop pictorial representations of these terms: liberty bonds, ration books, demobilization, victory gardens, and ultra nationalism.

Competency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic, social and political changes of the decades of “The Twenties” and “The Thirties”. Objective 9.01: Elaborate on the cycle of economic boom and bust in the 1920’s and 1930’s. Activity: Write a letter to President Hoover about the state of the economy in 1929. Propose ways the economy can be improved. Use political cartoons to analyze public reactions to political and economic events of the time period. Plan a 1920’s fair to include music, movies and new invention. Have students create the scoring rubric. Invite other classes to attend. Study the photographs of Dorothea Lange and hold a discussion on the “mood” of the nation as displayed in her work. Assorted pictures including the Migrant Mother can be found at: http://www.masters-of-photography.com/L/lange/lange_ 20’s chart from the Charlotte Book

Competency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic, social and political changes of the decades of “The Twenties” and “The Thirties”. Objective 9.02: Analyze the extent of prosperity for different segments of society during this period. Activity: Make a list of the economic problems of the 20’s that led to the stock market crash. Examine the effects of these problems on different segments of society. Play the song and interpret the lyrics of “Brother, Can You Spare A Dime”. Add a new set of verses for later economic downturns. Music and lyrics can be found at: http://www.kcmetro.cc.mo.us/pennvalley/biology/lewis/crosby/brother.html Collect and display examples of the many ways segments of the society did not experience prosperity.

Competency Goal 9: Prosperity and Depression (1919-1939) - The learner will appraise the economic, social and political changes of the decades of “The Twenties” and “The Thirties”. Objective 9.03: Analyze the significance of social, intellectual and technological changes of lifestyle in the United States. Activity: Create a radio show typical of the 20’s and 30’s: broadcast live. Using a graphic organized illustrate the quote; “the 1920’s were either the best of times or the worst of times.” Compare Prohibition in the 1920’s to the debate over drug use today. Create a “Hooverville” scenario with a soup kitchen, breadlines and handouts. Reflect and volunteer in a current soup kitchen. Dust Bowl information and activities can be found at: http://grace.speakeasy.net/~living/guides/dust-teach.pdf

Competency Goal 9: Prosperity and Depression (1919-1939)-The learner will appraise the economic, social and political changes of the decades of “The Twenties” and “The Thirties”. Objective 9.04: Describe challenges to traditional practices in religion, race and gender. Activity: Design a graphic organized to illustrate the changing role of women in these decades. Use key terms related to changes like flapper, ear bobs, etc. Harlem Renaissance Chart from Charlotte Book

Competency Goal 9: Prosperity and Depression (1919-1939)-The learner will appraise the economic, social and political changes of the decades of “The Twenties” and “The Thirties”. Objective 9.05: Assess the impact of the New Deal reforms in enlarging the role of the federal government in American life. Activity: Listen to a recording of a “Fireside Chat”. Write a response. Two recordings can be found at: http://historywired.si.edu/object.cfm?ID=309 New Deal Chart from the Charlotte Book Create a poem, rap or dance movement explaining the variety of New Deal programs of alphabet soup. Using http//newdeal.feri.org/attic/index.htm find the Dear Mrs. Eleanor Roosevelt letter. Read and write a response making recommendations for assistance.

Competency Goal 10: WW II and the beginning of the Cold War (1930-1963) – The learner will analyze the US involvement in WW II and the war’s influence on international affairs in the following decades. Objective 10.01 Identify military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict Activity Suggest alternatives to neutrality and appeasement in the 1930’s Highlight the rise of dictatorships in Europe that led to declaration of war. Map activity on regions of aggression during WW II Competency Goal 10: WW II and the beginning of the Cold War (1930-1963) – The learner will analyze the US involvement in WW II and the war’s influence on international affairs in the following decades Objective 10.2 Identify Military, political, and diplomatic turning points of the war and determine their significance to the outcome and aftermath of the conflict

Activities Write a newspaper article on the attack on Pearl Harbor for a US and Japanese newspaper. Hold a panel discussion on the concepts of genocide and relate them to different periods of history. Competency Goal 10: WW II and the beginning of the Cold War (1930-1963) – The learner will analyze the US involvement in WW II and the war’s influence on international affairs in the following decades. Objective 10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life Activities Discuss how the war changed society, i.e. Suburbs, baby boom, working women, and the GI bill. Write a paper on how the government intervened with free society during WWII. Write a newspaper article to cover the Northern Migration. Include gains and causes for African Americans. In a mock presidential cabinet meeting, discuss the events of Japanese internment and relocation.

This lesson is a cooperative learning activity where the students compare capitalism and communism. http://www.teachers.net/lessons/posts/1750.html

Competency Goal 10: WW II and the beginning of the Cold War (1930-1963) – The learner will analyze the US involvement in WW II and the war’s influence on international affairs in the following decades. Objective 10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War. Activities Scenario: On an airline flight you are seated next to a key leader of the era. What three Questions would you ask to get an understanding of their role in the Cold War? Videotape an episode of “You Are There” from one of the hot spots of the Cold War. On a desk map label all the areas where the U.S. military was involved from 1945-1960.

Competency Goal 10: WW II and the beginning of the Cold War (1930-1963) – The learner will analyze the US involvement in WW II and the war’s influence on international affairs in the following decades. Objective 10.05: Assess the role of organizations established to maintain peace and examine their continuing effectiveness. Activities: Conduct an Internet search of each of the organizations that have been designed to promote peace. What are the missions and goals of each? Hold a NATO dinner party. Plan who attends, the theme, and what will be served. Decide who is invited and where each guest will sit. What are the conversations you hear among the dinner quests related to peace.

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. Objective 11.01: Describe the effects of the Cold War on economic, political and social life in America. Activities: Form two groups: Debate the question: “Did the RED SCARE violate U.S. citizen’s constitutional rights? Design your own fallout shelter and list essentials that you would have with you.

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. Objective 11.02: Trace major events of the Civil Rights Movement and evaluate its impact. Activities: Describe how these terms are applied to the Civil Rights Movement: civil disobedience, urban riots, Dixiecrats, Freedom Riders, and Greensboro Sit-ins. At this web site there are several Civil Rights Activities including a Civil Rights Leaders Chart and a Primary Source Writing Rubric. http://www.learnnc.org/learnnc/lessonp.nsf/docunid/929435FC3606C1F085256D3C00599CB3?opendocument This is a site with a Webquests for the Civil Rights era. http://www.okcps.org/hs/john_marshall/Webquests/civil%20rights%20webquest.htm

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. Objective 11.03: Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements in the United States’ society. Activities: Using these terms, describe the social movements of the decades: feminist’s hippies, Rock n ’roll, beatniks. Compare leaders of the feminist’s movement and the American Indian Movement. How were each successful? What problems were unique to each? Create multimedia presentations demonstrating the differences in youth culture in the 50’s and 60’s: focusing on literature, music, fads, slang, etc.

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. Objective 11.04: Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society. Activities: Analyze the relationship between the Gulf of Tonkin Resolution and the War Powers Act. Identify the common themes in War Protest songs of the era. Actual Vietnam photos can be seen at The Vietnam War Photo Album, www.geocities.com/~nam_album/

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. Objective 11.05: Examine the impact of technology innovations that have impacted American life. Activities: Compare job possibilities for women in the 1950’s and today. Where are the “glass ceilings” now? Create multimedia presentations that demonstrate how technology has changed the way U.S. citizens live their everyday lives. Design a “Moon” backdrop for the class and reenact the MAN ON THE MOON initiatives. Include all missions tried. Create a collage wall of all the medicines and machines developed in this time period; include polio vaccines, birth control pills, and artificial hearts, etc. Create an artwork that represents the differences in the sunbelt, rustbelt, and frost-belt of the U.S.

Competency Goal 11: Recovery, Prosperity, and Turmoil (1945-1980) - The learner will trace economic, political, and social developments and assess their significance for the lives of Americans during this time period. Objective 11.06: Identify events and the actions and reactions of the government official and citizens, and assess the social and political consequences. Activities: Debate: Resolved: The U.S. government should provide, at no charge, minimum necessities for each of its citizens living below the poverty level. Discuss the impact of the assassinations of the period on U.S. citizens At this website there are lesson plans on Vietnam. http://www.askasia.org/teachers/Instructional_Resources/Lesson_Plans/Vietnam/LP_vietnam_2.htm Analyze the image of the United States after the Vietnam years.

Competency Goal 12: The United States since the Vietnam War (1973-Present)-The learner will identify and analyze trends in domestic and foreign affairs of the United States during the time period. Objective 12.01: Summarize significant events in foreign policy since the Vietnam War Activities: This site has vocabulary and activities to explain Foreign Policy after the Vietnam War. http://165.29.91.7/asms_teaching_units/Teaching_Units/Humanities/US_Foreign_and_Military_Policy.pdf Explain the decline of the Soviet Union using these terms: glasnost and perestroika

Competency Goal 12: The United States since the Vietnam War (1973-Present)-The learner will identify and analyze trends in domestic and foreign affairs of the United States during the time period. Objective 12.02: Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States’ citizens. Activities: Compare the U.S. government’s case against Microsoft to Anti-trust cases in the late nineteenth century. Debate whether or not students agree that flag burning or other anti-patriotic activities should be declared unconstitutional. Check to see what businesses or agencies in the community have political action committees. Invite a speaker to explain what they do and why.

Competency Goal 12: The United States since the Vietnam War (1973-Present)-The learner will identify and analyze trends in domestic and foreign affairs of the United States during the time period. Objective 12.03: Identify and assess the impact of economic, technological, and environmental changes in the United States. Activities: Interview members of the community to ask how lives have changed over the past 30 years for the better or the worse. This site provides a lesson plan to look at technology, environmental and economic issues. http://school.discovery.com/lessonplans/programs/technologyatwork2/ Compare current corporate magnates to the “robber baron’ of the late nineteenth century. Discuss their business practices, current anti-trust lawsuits and their philanthropy.

Competency Goal 12: The United States since the Vietnam War (1973-Present)-The learner will identify and analyze trends in domestic and foreign affairs of the United States during the time period. Objective 12.04: Identify and assess the impact of social, political, and cultural changes in the United States. Activities: What concerns do the senior citizens have about Health Care? Use the heads of Carter and Ford to compare their administrations.

Competency Goal 12: The United States since the Vietnam War (1973-Present)-The learner will identify and analyze trends in domestic and foreign affairs of the United States during the time period. Objective 12.05: Assess the impact of growing racial and ethnic diversity in American society. Activities: This is a site on multiculturalism and includes lesson plans. http://faculty.tamu-commerce.edu/espinoza/s/buster-p-657.html This website includes diversity icebreakers. www.nwlink.com/~donclark/leader/diverse2.html

Competency Goal 12: The United States since the Vietnam War (1973-Present)-The learner will identify and analyze trends in domestic and foreign affairs of the United States during the time period. Objective 12.06: Assess the impact of twenty-first century terrorist activity on American society. Activities: Compare the Patriot Act to other limits on civil liberties during times of national crisis. Map out the locations of terrorist activity at the beginning of the 21st century. Discuss how the United States is perceived by other nationalities.

Generic Websites for US History Political Cartoons: http://www.boondocksnet.com/gallery/political_cartoons.html http://www.lex5.k12.sc.us/chs/politicalcartoonpainter82000.htm Web-quests: http://ectc.aaps.k12.mi.us/integration/hs_wq_amer_hist.html http://sesd.sk.ca/teacherresource/webquest/ss.htm#High_School Wide Variety of Lesson Plans: http://memory.loc.gov/learn/lessons/theme.html http://members.aol.com/MrDonnHistory/American.html http://members.aol.com/MrDonnHistory/2American.html http://school.discovery.com/lessonplans/ushis.html http://www.besthistorysites.net?USHistory-shtml http://www.archives.gov/digital_classroom/teaching_with_documents.html http://www.nytimes.com/learning/teachers/lessons/americanhistory.html