Upload
ngodieu
View
218
Download
5
Embed Size (px)
Citation preview
Revised 06/05/11
High School American History/
American History Honors
Pacing Guide and Curriculum Map
Revised 06/05/11 2
Preface
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s):
o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended
Academic Vocabulary are:
o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
Revised 06/05/11 3
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn
o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily:
o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o Pacing
o Objective
o Essential questions, content and understanding, benchmarks, and assessment
o Appendix/ resources
Revised 06/05/11 4
STRATEGIES FOR HONORS AMERICAN HISTORY Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). In an effort to boost the rigor and better prepare our high school students for Advanced Placement courses this document has been prepared as a guide for Honors teachers.
Instruction should be based on content / skills from the Lake County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a textbook or any specific resource.
Use the Essential Question for each unit as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Essential Content and Understandings you are focusing on each day. They should be visible and discussed before and after instruction.
Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons).
Students should conduct research projects and/or papers. Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level
1 items that involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.
Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.
Revised 06/05/11 5
Required Instruction for Social Studies 11th Grade American History
The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 11. This does not imply, however, that non-highlighted items cannot be addressed as appropriate.
The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction states:
(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.
(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following:
(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.
(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.
(c) The essentials of the United States Constitution and how it provides the structure of our government.
(d) Flag education, including proper flag display and flag salute.
(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts.
Revised 06/05/11 6
(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.
(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.
(k) The history of the state.
(o) The study of Hispanic contributions to the United States.
(p) The study of women’s contributions to the United States.
(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.
(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable.
1003.421 Recitation of the Declaration of Independence.--
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.
Revised 06/05/11 7
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
The Florida Statutes may be viewed online at http://flsenate.gov/statutes.
Revised 06/05/11 8
Social Studies Skills and Concepts Matrix
This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment.
The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced.
For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. Grade Level: The number in the second slot identifies the grade level. Strand: The letter in the third slot identifies the strand, such as A for American History, W for World History, etc. Standard: The number in the third slot identifies the general standard under the strand Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard.
SS.8.A.1.1
Subject Area: SS Social Studies
LA Language Arts
Grade
Level
Strand:
A=American
History
G=Geography
E=Economics
C=Civics &
Government
W=World
History
H=Humanities
Standard
Number
Benchmark
Number
Revised 06/05/11 9
GEOGRAPHY SKILLS AND CONCEPTS
Skills and Concepts K
1
2
3
4
5
6
7
8
9
10
11
12
Introduction Benchmark
Globe and maps are models of Earth, countries, states, etc. I
D
M R R R R R R R R R R SS.K.G.1.2
Location of home address, city, state, county, and country I D D D M R R R R R R R R SS.K.G.2.2 Relative location (near, far, up, down, over, under) I D D M R R R R R R R R R SS.K.G.1.1 Cardinal directions I D D M R R R R R R R R R SS.K.G.1.3 Equator I D M R R R R R R R R SS.2.G.1.3 Continents I D D M R R R R R R R SS.2.G.1.3 Countries of North America (U.S., Canada, Mexico) I D D D D M R R R R R SS.2.G.1.4 Four oceans I D D M R R R R R R R SS.2.G.1.3 Intermediate directions (NE, NW, SE, SW) I D D D M R R R R R R SS.2.G.1.1 State capital of Florida I D M R R R R R R R R SS.2.G.1.2 Washington, D.C., location I D D M R R R R R R R SS.2.G.1.2 Hemispheres I D D D M R R R R R R SS.2.G.1.3 Map parts: title, scale, grid, legend, compass rose I D D D M R R R R R R SS.2.G.1.1 Prime Meridian, International Dateline I D D D M R R R R R R SS.2.G.1.3 Thematic maps (population, precipitation, vegetation, etc.) I D D D D D M R R R R SS.2.G.1.1 Identify map types: physical, political 1 D D M R R R R R R SS.3.G.1.4 Landforms, water bodies I D D D D D D M R R SS.3.G.2.4 Name and location of 50 states I D D D M R R R R R SS.3.G.2.3 Time zones I D D D D D D D M R SS.2.G.1.3 U.S. regions I D D D D M R R R R SS.3.G.2.2 Latitude/longitude I D D M R R R R R SS.4.G.1.4 Tropic of Cancer/Tropic of Capricorn I D D M R R R R R SS.4.G.1.4 Global regions: climate, vegetation, economic, etc. I D D D M R R SS.6.G.6.1 Map projections I D D D M R R SS.6.G.1.2
I = Introduce D = Develop M = Mastery R = Reinforce
Revised 06/05/11 10
RESEARCH SKILLS AND CONCEPTS
Skills and Concepts K
1
2
3
4
5
6
7
8
9
10
11
12
Introduction Benchmark
Provides supporting details of answer from text I D D D D D D D D D M R R LA.K.1.7.3 Media skills – student knows how to find materials in the media center I D D D D D D M R R R R
LA.2.6.2.2 SS.1.A.1.2
Identify and use dictionary, encyclopedia, almanac, atlas I D D D D D M R R R R LA.2.6.2.2 Identify fact and opinion I D D D D M R R R R LA.3.6.3.1 Search engines – student can use an internet search engine to research I D D D D M R R R R
LA.3.6.2.1 SS.3.A.1.2
Oral history – interviewing skills I D D D D D D D M R LA.3.6.1.1 Check validity of information from research/text I D D D M R R R LA.5.6.2.1 Identify strong vs. weak arguments I D D D D D M LA.6.1.7.5 Identify and use articles, periodicals, journals I D D D M R LA.7.2.2.4
I = Introduce D = Develop M = Mastery R = Reinforce
SOCIAL STUDIES SKILLS AND CONCEPTS
Skills and Concepts
K
1
2
3
4
5
6
7
8
9
10
11
12
Introduction Benchmark
Identify, analyze and use primary/secondary sources I D D D D D D D M R R R R SS.K.A.1.2 Create timelines – chronological order I D D D D D D D M D R R R SS.K.A.1.1 Charts/graphs/photo analysis I D D D D D D D D M R R LA.1.2.2.1 Cause/effect I D D D D D D D D M R R LA.1.1.7.5 Compare and contrast I D D D D D D D M R R LA.2.1.7.7 Point of view I D D D D D D D M R R LA.2.3.3.1 Create timelines using a scale I D D D M R R SS.6.W.1.1 Analyze current events I D D M R SS.8.A.1.3 Political cartoons I D D M R SS.8.A.1.2
I = Introduce D = Develop M = Mastery R = Reinforce
Revised 06/05/11 11
CIVIC AWARENESS CONCEPTS
Skills and Concepts K
1
2
3
4
5
6
7
8
9
10
11
12
Introduction Benchmark
Concept of voting I D D D D M R R R R R R R SS.K.C.2.3 Declaration of Independence (STATE STATUTE) I D D D D D D D M R R R R SS.K.A.2.2 Identify Abraham Lincoln I D D D D D D D M R R R R SS.K.A.2.4 Identify George Washington as first President of the U.S.A. I D D M R R R R R R R R R SS.K.A.2.4 Martin Luther King was an influential leader of the Civil Rights Movement of the 20th century I D D D D D D D D D D M R SS.K.A.2.4 Patriotic holidays that represent America I D D D D D D D D D D M R SS.K.A.2.2 Patriotic symbols that represent America I D D D D D D D D D D M R SS.K.A.2.5 U.S.A. is a nation of immigrants I D D D D M R R R R R R R SS.K.A.2.3 Citizens have the right and responsibility to participate in the government I D D D D D D D D D M R SS.1.C.2.1 Our government is headed by the President I D D M R R R R R R R SS.3.C.3.1 Our state is headed by the Governor I D D D D D M R R R R SS.3.C.3.1 Global/American concept of servitude I D D D D D M R R R R SS.2.C.2.4 Government officials are elected by the people I D D D D M R R R R SS.3.C.1.2 America won independence from England in the American Revolution I D D M R R R R SS.5.A.5.3
I = Introduce D = Develop M = Mastery R = Reinforce
Revised 06/05/11 12
Next Generation Sunshine State Standards for Social Studies and Health Related to Character Education
The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporate required instruction related to Character Education into the standards. The intent was to include character education as a learning progression that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for grades K – 8. For high school courses, these character education standards will be included as part of required Social Studies courses in the Florida Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies and Health Education standards: Patriotism: -Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. -- SS.912.C.1.1 -Identify the expansion of civil rights and liberties by examining primary documents (e.g., Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965). -- SS.912.C.2.9 Citizenship: -Evaluate the importance of political participation and civic participation. -- SS.912.C.2.2 -Experience the responsibilities of citizens at the local, state, or federal levels (e.g., registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election). -- SS.912.C.2.3 3 -Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. -- SS.912.C.2.6 Charity: -Conduct a service project to further the public good (e.g., school, community, state, national, international). -- SS.912.C.2. Racial, Ethnic, and Religious Tolerance: -Describe various socio-cultural aspects American life including arts, artifacts, literature, education, and publications. -- SS.912.A.1.7 -Analyze the impact of the Holocaust during World War II on Jews as well as other groups. -- SS.912.A.6.3 -Examine efforts to expand or contract rights for various populations during World War II (e.g., women, African Americans, German Americans, Japanese Americans, Native Americans, Hispanic Americans, Italian Americans). -- SS.912.A.6.4 -Assess human rights policies of the United States and other countries. -- SS.912.C.4.3 Cooperation: -Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzes the potential consequences, and considers the alternatives. -- SS.912.E.2.2
Revised 06/05/11 13
High School American History (Block Schedule) First 4.5-weeks
Civil War & Reconstruction
(1.5 weeks)
(SS.912.A.2.1 – SS.912.A.2.7)
Sectional Conflict
Women’s Suffrage
Major events and leaders
Emancipation Proclamation and
Gettysburg Address
Reconstruction
Effects on Native Americans
Post Reconstruction (2 weeks)
(SS.912.A.3.1 – SS.912.A.3.13)
Territorial expansion, western
movement, immigration,
urbanization & admission of new
states
Industrialization
The Gilded Age
Prejudice and discrimination
Progressive movement
DBQ: Was Andrew Carnegie a
Hero?
1 week buffer (testing, review, &
remediation)
**DBQs have been chosen to correlate
to benchmarks that will be tested on
American EOC.
**Florida History has been embedded
throughout the curriculum where
appropriate.
Second 4.5-weeks
US Role in World Affairs at Turn of the
Century (1 week)
(SS.912.A.4.1 – SS.912.A.4.4)
US political and economic policies
in Latin America, Asia, and the
Pacific
Spanish-American War
Panama Canal
World War I (.5 week)
(SS.912.A.4.5 – SS.912.A.4.11)
U.S. Involvement in WWI
14 Points and League of Nations
Treaty of Versailles
Roaring Twenties and the Great
Depression (2 weeks)
(SS.912.A.5.1 – SS.A.5.12)
Red Scare
Economic Boom
Social Changes
Causes of the Great Depression
Impact of Great Depression
New Deal
Civil Rights
DBQ- What Caused the Great
Depression? REQUIRED
1 week buffer (testing, review, &
remediation)
Third 4.5-weeks
World War II (1 week)
(SS.912.A.6.1 – SS.912.A.6.7)
Factors leading to US involvement
Major strategies, battles & turning
points
Role of minorities in war effort
Holocaust
War Effort on the Home Front
Japanese Internment
Outcomes of WWII
Civil Rights
Origins of the Cold War (1.5 weeks)
(SS.912.A.6.8 – SS.912.A.6.11)
Truman Doctrine/Containment
NATO
Communist China
Arms Race/Space Race
DBQ- Geography of the Cold War:
What Was Containment?
1950s (1 week)
(SS.912.A.6.12 – SS.912.A.6.13)
(SS.912.A.7.1 – SS.912.A.7.8)
Cold War Events: Korean War, Bay
of Pigs, Cold War Spies and
McCarthyism
Economic Boom/Consumer Society
Social Conformity and Backlash
Problem of Poverty
Civil Rights Movement
1 week buffer (testing, review, &
remediation)
Fourth 4.5-weeks
1960s (2 weeks)
(SS.912.A.6.14 – SS.912.A.6.15)
(SS.912.A.7.3 – SS.912.A.7.17)
Camelot
Cold War Events: Vietnam
War, Cuban Missile Crisis,
Impact of Cold War at Home
Great Society
Counterculture
Civil Rights Movement
DBQ-Martin Luther King and
Malcolm X: Whose
Philosophy Made the Most
Sense?-REQUIRED
Contemporary United States
(1.5 weeks)
(SS.912.A.7.7 – SS.912.A.7.17)
Nixon to Obama
Civil Rights
Foreign Policy towards Africa,
Asia, Caribbean, Latin
America, Middle East, and
Europe
United States in the Global
Economy
U.S. Domestic Policy:
Environmental Issues,
Immigration, Advances in
Science and Technology
1 week buffer (testing, review, &
remediation)
Revised 06/05/11 14
High School American History (Traditional Schedule) First Quarter
Civil War & Reconstruction
(3 weeks)
(SS.912.A.2.1 – SS.912.A.2.7)
Sectional Conflict
Women’s Suffrage
Major events and leaders
Emancipation Proclamation and
Gettysburg Address
Reconstruction
Effects on Native Americans
Post Reconstruction (4 weeks)
(SS.912.A.3.1 – SS.912.A.3.13)
Territorial expansion, western
movement, immigration,
urbanization & admission of new
states
Industrialization
The Gilded Age
Prejudice and discrimination
Progressive movement
DBQ: Was Andrew Carnegie a
Hero?
7 weeks instructional time
1 week Freedom Week
1 week buffer (testing, review &
remediation)
**DBQs have been chosen to correlate
to benchmarks that will be tested on
American EOC.
**Florida History has been embedded
throughout the curriculum where
appropriate.
Second Quarter
US Role in World Affairs at Turn of the
Century (2 weeks)
(SS.912.A.4.1 – SS.912.A.4.4)
US political and economic policies
in Latin America, Asia, and the
Pacific
Spanish-American War
Panama Canal
World War I (2 weeks)
(SS.912.A.4.5 – SS.912.A.4.11)
U.S. Involvement in WWI
14 Points and League of Nations
Treaty of Versailles
Roaring Twenties and the Great
Depression (3 weeks)
(SS.912.A.5.1 – SS.A.5.12)
Red Scare
Economic Boom
Social Changes
Causes of the Great Depression
Impact of Great Depression
New Deal
Civil Rights
DBQ- What Caused the Great
Depression? REQUIRED
7 weeks instructional time
1 week buffer (review & remediation)
1 week for mid-term exams
Third Quarter
World War II (3 weeks)
(SS.912.A.6.1 – SS.912.A.6.7)
Factors leading to US involvement
Major strategies, battles & turning
points
Role of US minorities in war effort
Holocaust
War Effort on the Home Front
Japanese Internment
Outcomes of WWII
Civil Rights
Origins of the Cold War (2.5 weeks)
(SS.912.A.6.8 – SS.912.A.6.11)
Truman Doctrine/Containment
NATO
Communist China
Arms Race/Space Race
DBQ- Geography of the Cold War:
What Was Containment?
1950s (2.5 weeks)
(SS.912.A.6.12 – SS.912.A.6.13)
(SS.912.A.7.1 – SS.912.A.7.8)
Cold War Events: Korean War, Bay
of Pigs, Cold War Spies and
McCarthyism
Economic Boom/Consumer Society
Social Conformity and Backlash
Problem of Poverty
Civil Rights Movement
8 weeks instructional time
1 week buffer (testing, review &
remediation)
Fourth Quarter
1960s (4 weeks)
(SS.912.A.6.14 – SS.912.A.6.15)
(SS.912.A.7.3 – SS.912.A.7.17)
Camelot
Cold War Events: Vietnam War,
Cuban Missile Crisis, Impact of
Cold War at Home
Great Society
Counterculture
Civil Rights Movement
DBQ-Martin Luther King and
Malcolm X: Whose Philosophy
Made the Most Sense?-
REQUIRED
Contemporary United States
(3 weeks)
(SS.912.A.7.7 – SS.912.A.7.17)
Nixon to Obama
Civil Rights
Foreign Policy towards Africa,
Asia, Caribbean, Latin America,
Middle East, and Europe
United States in the Global
Economy
U.S. Domestic Policy:
Environmental Issues,
Immigration, Advances in
Science and Technology
7 weeks instructional time
1 week buffer (review, remediation)
1 week for final exams
Revised 06/05/11 15
Objectives of Learning Civil War & Reconstruction (1.5 weeks)
The student will review knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
a) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women’s suffrage movements, and the
role of the states in the Union.
Academic Vocabulary: sectionalism, abolitionist, nullify, suffrage
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was the Civil War inevitable?
Was slavery the primary cause
of the Civil War?
The nation struggled to resolve sectional issues, producing
a series of crises and compromises.
These crises took place over the admission of new states
into the Union during the decades before the Civil War. The
issue was always whether the number of ―free states‖ and
―slave states‖ would be balanced, thus affecting power in
the Congress.
Economic divisions
The Northern states developed an industrial economy
based on manufacturing. They favored high protective
tariffs to protect Northern manufacturers from foreign
competition.
The Southern states developed an agricultural economy
consisting of a slavery-based system of plantations in
the lowlands along the Atlantic and in the Deep South,
and small subsistence farmers in the foothills and
valleys of the Appalachian Mountains. The South
strongly opposed high tariffs, which made the price of
imported manufactured goods much more expensive.
The growing division over slavery and states’ rights
As the United States expanded westward, the conflict
over slavery grew more bitter and threatened to tear the
country apart.
The abolitionist movement grew in the North, led by
William Lloyd Garrison, publisher of The Liberator, an
antislavery newspaper, and many New England
religious leaders, who saw slavery as a violation of
Christian principles. Southerners were afraid of
growing influence of abolitionist (Harriet Beecher
Stowe’s Uncle Tom’s Cabin).
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
Amerian History - Standard 2
Understands causes, course, and
consequences of the Civil War and
Reconstruction and its effects on the
American people.
Benchmarks:
SS.912.A.2.1 Review causes and
consequences of the Civil War.
Language Arts – Standard 6
Vocabulary Development
Benchmarks:
LA.1112.1.6.1 The student will use
new vocabulary that is introduced
and taught directly.
LA.1112.1.6.2 The student will
listen to, read, and discuss familiar
and conceptually challenging text.
LA.1112.1.6.3 The student will use
context clues to determine meanings
of unfamiliar words
Language Arts – Standard
Informal:
Word Wall Activity
Scaffolded Questions
Write a 2 page
conversation between a
Southerner and a
Northener who meet on a
train in the mid-1800s.
Have them talk about the
differences between their
lives. Optional: students
can write the conversation
as though it was text
messaging or instant
messaging.
Write a persuasive essay
that defends the economic
institution of slavery from
the South’s point of view.
Place students into
cooperative groups. Each
group has to create a
poster size graphic
organizer that illustrates
women’s rights/suffrage.
Draw a political cartoon
that illustrates Lincoln’s
statement: ―A house
Revised 06/05/11 16
Can legislative compromises
solve moral issues?
Slave revolts in Virginia, led by Nat Turner and
Gabriel Prosser, fed white Southern fears about slave
rebellions and led to harsh laws in the South against
fugitive slaves. Southerners who favored abolition
were intimidated into silence.
The admission of new states continually led to conflicts
over whether the new states would allow slavery
(―slave states‖) or prohibit slavery (―free states‖).
Numerous compromises were struck to maintain the
balance of power in Congress:
The Missouri Compromise (1820) drew an east-west
line through the Louisiana Purchase, with slavery
prohibited above the line and allowed below, except
that slavery was allowed in Missouri, north of the line.
In the Compromise of 1850, California entered as a
free state, while the new Southwestern territories
acquired from Mexico would decide on their own.
The Kansas-Nebraska Act of 1854 repealed the
Missouri Compromise line by giving people in Kansas
and Nebraska the choice whether to allow slavery in
their states (―popular sovereignty‖). This law produced
bloody fighting in Kansas as pro- and anti-slavery
forces battled each other. It also led to the birth of the
Republican Party that same year to oppose the spread
of slavery.
Southerners argued that individual states could nullify
laws passed by the Congress. They also began to insist
that states had entered the Union freely and could leave
(―secede‖) freely if they chose.
Abraham Lincoln, who had joined the new Republican
Party, and Stephen Douglas, a Northern Democrat,
conducted numerous debates when running for the U.S.
Senate in Illinois in 1858. Lincoln opposed the spread
of slavery into new states; Douglas stood for ―popular
sovereignty.‖
The Dred Scott decision by the Supreme Court
overturned efforts to limit the spread of slavery and
outraged Northerners, as did enforcement of the
Fugitive Slave Act, which required slaves who escaped
to free states to be forcibly returned to their owners in
the South.
Lincoln warned, ―A house divided against itself cannot
divided against itself
cannot stand.‖
Spectrum: Place the
following events that led
to the Civil War on a
spectrum from ―greatest
impact‖ to ―least impact:‖
Missouri Compromise, Nat
Turner Rebellion, Uncle
Tom’s Cabin, Compromise
of 1850, Kansas-Nebraska
Act, Dred Scott Decision,
John Brown’s Raid,
Secession. Have students
justify where they place
each event. What other
events would they add to
the spectrum?
Develop a timeline with 8-
10 events for one of the
following topics: spread of
slavery in the South;
growth of the Abolitionist
movement in the U.S.;
growth of the Anti-Slavery
movement throughout the
world.
Write a blog about your
experiences along the
Underground Railroad.
Write a newspaper article
about hearing a speech by
Sojourner Truth or
Frederick Douglass.
Formal:
Unit Test
Revised 06/05/11 17
stand.‖ The nation could not continue half-free, half-
slave. The issue must be resolved.
The women’s suffrage movement
At the same time the abolitionist movement grew,
another reform movement took root, to give equal
rights to women.
Seneca Falls Declaration
Roles of Elizabeth Cady Stanton and Susan B.
Anthony, who became involved in women’s suffrage
before the Civil War, but continued with the movement
after the war
Revised 06/05/11 18
Objectives of Learning Civil War & Reconstruction (1.5 weeks)
The student will review knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians (First Americans).
Academic Vocabulary: manifest destiny
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Have Native Americans been
treated fairly by the United
States government?
Impact on the American Indians (First Americans)
The belief that it was America’s ―Manifest Destiny‖ to
stretch from Atlantic to Pacific provided political
support for territorial expansion.
During this period of westward migration, the
American Indians were repeatedly defeated in violent
conflicts with settlers and soldiers and forcibly
removed from their ancestral homelands. They were
either forced to march far away from their homes (the
―Trail of Tears,‖ when several tribes were relocated
from Atlantic Coast states to Oklahoma) or confined to
reservations.
The Second Seminole War in Florida lasted from 1835-
1842 and was the longest, most expensive Indian war
fought in the United States. The objective of the
United States government was to remove the Seminole
Indians from Florida so that the cattle industry could
flourish without opposition.
The forcible removal of the American Indians from
their lands would continue throughout the remainder of
the 19th century as settlers continued to move west
following the Civil War.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
Amerian History - Standard 2
Understands causes, course, and
consequences of the Civil War and
Reconstruction and its effects on the
American people.
Benchmarks:
SS.912.A.2.7 Review the Native
American experience.
Informal: Word Wall Activity
Scaffolded Questions
Class Debate on Indian
Removal: ―Native
Americans: Accommodate
or Resist?‖
Create a scrapbook that
includes pictures and
stories of the ―Trail of
Tears‖ from a first-hand
perspective.
Create an illustrated
timeline of one of the
following: major
American Indian treaties;
American Indian Removal;
the major events of the
Second Seminole War.
Formal:
Unit Test
Revised 06/05/11 19
Objectives of Learning Civil War & Reconstruction (1.5 weeks)
The student will review knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
c) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and
Frederick Douglass.
Academic Vocabulary: secession, Confederacy
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Did any state have a right to
leave the Union?
The secession of southern states triggered a long and costly
war that concluded with Northern victory, a restoration of
the Union, and emancipation of the slaves.
The Civil War put constitutional government to its most
important test as the debate over the power of the federal
government versus states’ rights reached a climax. The
survival of the United States as one nation was at risk, and
the nation's ability to bring to reality the ideals of liberty,
equality, and justice depended on the outcome of the war.
Major events
Election of Lincoln (1860), followed by the secession
of several Southern states who feared that Lincoln
would try to abolish slavery
Ft. Sumter: Opening confrontation of the Civil War
Emancipation Proclamation issued after Battle of
Antietam
Gettysburg: Turning point of the Civil War
Appomattox: Site of Lee’s surrender to Grant
Florida in the Civil War
One of the founding members of the Confederacy
Because Florida was a major supply route (cattle, salt)
for the Confederacy, Union forces operated a blockade
of the entire state.
Only major battle: Battle of Olustee
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
Amerian History - Standard 2
Understands causes, course, and
consequences of the Civil War and
Reconstruction and its effects on the
American people.
Benchmarks:
SS.912.A.2.1 Review causes and
consequences of the Civil War.
Informal:
Word Wall Activity
Scaffolded Questions
Listen to and analyze the
lyrics and tone of Civil War
era songs (e.g. Bonnie Blue
Flag, Dixie, Battle Hymn of
the Republic). Have
students write their own
Civil War song.
Write two newspaper
editorials that first defend,
and then criticize the idea
that government should be
given more power in
wartime than peacetime.
Compare/contrast the U.S.
Constitution with the
Confederate Constitution.
Formal:
Unit Test
Revised 06/05/11 20
Objectives of Learning Civil War & Reconstruction (1.5 weeks)
The student will review knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
d) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address.
Academic Vocabulary: federation, sovereign
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Does Abraham Lincoln deserve
to be called the "Great
Emancipator?"
Lincoln’s Gettysburg Address said the the United States
was one nation, not a federation of independent states. That
was what the Civil War was about for Lincoln: to preserve
the Union as a nation of the people, by the people, and for
the people.
Lincoln believed the Civil War was fought to fulfill the
promise of the Declaration of Independence and was a
―Second American Revolution.‖ He described a different
vision for the United States from the one that had prevailed
from the beginning of the Republic to the Civil War.
Emancipation Proclamation
Freed those slaves located in ―rebelling‖ states
(seceded Southern states)
Made the destruction of slavery a Northern war aim
Discouraged any interference of foreign governments
Gettysburg Address
Lincoln described the Civil War as a struggle to
preserve a nation that was dedicated to the proposition
that ―all men are created equal‖ and that was ruled by a
government ―of the people, by the people, and for the
people.‖
Lincoln believed America was ―one nation,‖ not a
collection of sovereign states. Southerners believed that
states had freely joined the union and could freely
leave.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
Amerian History - Standard 2
Understands causes, course, and
consequences of the Civil War and
Reconstruction and its effects on the
American people.
Benchmarks:
SS.912.A.2.1 Review causes and
consequences of the Civil War.
Essay topic: Some
historians refer to the
Civil War as ―The
Second American
Revolution.‖ Assess the
validity of this title in
terms of the effects of
the war on the United
States (consider
liberty, labor, federal
power, and American
unity).
Create a pictorial
representation of either
the Emancipation
Proclamation or the
Gettysburg Address.
Write a blog on the
following topic: How
was the U.S.
Constitution both a
document that was used
to initially protect
slavery and later the tool
used to gain freedom for
all Americans?
Revised 06/05/11 21
Objectives of Learning Civil War & Reconstruction (1.5 weeks)
The student will review knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by
e) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the
Constitution of the United States of America.
Academic Vocabulary: Reconstruction, legitimate, abolish, transcontinental
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Should the South have been
treated as a defeated nation or
as rebellious states?
The war and Reconstruction resulted in Southern
resentment toward the North and Southern African
Americans and ultimately led to the political, economic,
and social control of the South by whites.
The economic and political gains of former slaves were
temporary.
Political effects
Lincoln’s view that the United States was one nation
indivisible had prevailed.
Lincoln believed that since secession was illegal,
Confederate governments in the Southern states were
illegitimate and the states had never really left the
Union. He believed that Reconstruction was a matter of
quickly restoring legitimate state governments that
were loyal to the Union in the Southern states.
Lincoln also believed that once the war was over, to
reunify the nation the federal government should not
punish the South but act ―with malice towards none,
with charity for all… to bind up the nation’s
wounds….‖
The assassination of Lincoln just a few days after Lee’s
surrender at Appomattox enabled Radical Republicans
to influence the process of Reconstruction in a manner
much more punitive towards the former Confederate
states. The states that seceded were not allowed back
into the Union immediately, but were put under
military occupation.
Radical Republicans also believed in aggressively
guaranteeing voting and other civil rights to African
Americans. They clashed repeatedly with Lincoln’s
successor as President, Andrew Johnson, over the issue
of civil rights for freed slaves, eventually impeaching
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
Amerian History - Standard 2
Understands causes, course, and
consequences of the Civil War and
Reconstruction and its effects on the
American people.
Benchmarks:
SS.912.A.2.2 Assess the influence of
significant people or groups on
Reconstruction
SS.912.A.2.3 Describe the issues that
divided Republicans during the early
Reconstruction era.
SS.912.A.2.4 Distinguish the freedoms
guaranteed to African Americans and
other groups with the 13th
, 14th, and 15
th
Amendments to the Constitution.
SS.912.A.2.5 Assess how Jim Crow
Laws influenced life for African
Americans and other racial/ethnic
minority groups.
SS.912.A.2.6 Compare the effects of the
Black Codes and the Nadir on freed
people and analyze the sharecropping
system and debt peonage as practiced in
Informal:
Word Wall Activity
Scaffolded Questions
Reconstruction Report
Card: In cooperative
groups, have the students
outline the three plans
for Reconstruction.
Have them assess a letter
grade to each plan. Each
group will have to justify
their grades.
Analyze political
cartoons relating to
Reconstruction. Then
create your own that
focuses on the 13th
, 14th
,
or 15th
Amendments.
Read and analyze
majority and dissenting
opinions from Plessy v.
Ferguson to determine
merits of both sides.
DBQ Project – Mini-
Q’s: ―North or South:
Who Killed
Reconstruction?‖
Impeachment of Andrew
Johnson – Impeachment
Revised 06/05/11 22
him, but failing to remove him from office.
The three ―Civil War Amendments‖ to the Constitution
were added:
13th Amendment: Slavery was abolished
permanently in the United States.
14th Amendment: States were prohibited from
denying equal rights under the law to any American.
15th Amendment: Voting rights were guaranteed
regardless of ―race, color, or previous condition of
servitude‖ (former slaves).
The Reconstruction period ended following the extremely
close presidential election of 1876. In return for support in
the electoral college vote from Southern Democrats, the
Republicans agreed to end the military occupation of the
South. Known as the Compromise of 1877, this enabled
former Confederates who controlled the Democratic Party
to regain power. It opened the door to the ―Jim Crow Era‖
and began a long period in which African Americans in the
South were denied the full rights of American citizenship.
Economic and social impact
The Southern states were left embittered and
devastated by the war. Farms, railroads, and factories
had been destroyed throughout the South, and the cities
of Richmond and Atlanta lay in ruins. The South would
remain a backward, agriculture-based economy and the
poorest section of the nation for many decades
afterward.
African Americans suffered in the New South as Black
codes oppressed them politically and socially and the
sharecropping and debt peonage systems enslaved
them economically.
The North and Midwest emerged with strong and
growing industrial economies, laying the foundation
for the sweeping industrialization of the nation (other
than the South) in the next half-century and the
emergence of the United States as a global economic
power by the beginning of the 20th century.
The completion of the Transcontinental Railroad soon
after the war ended intensified the westward movement
of settlers into the states between the Mississippi River
the United States.
Examine key events and peoples in
Florida history as they relate to United
States history.
Simulation Game
Create a poster that
shows all of the
resources that the
Freedmen’s Bureau had
to offer Freedmen.
Create a powerpoint
entitled: ―After
Reconstruction:
Problems of African
Americans in the South.‖
Have students use the
loc.gov website to obtain
primary source
documents that highlight
problems of African
Americans in the South
during and after
Reconstruction.
Students should explain
possible solutions to the
problems and cite
arguments for and
against these solutions.
Create a t-shirt for the
Transcontinental
Railroad. One the front
of the shirt, students
should highlight the
positive effects of the
completion of the
Transcontinental
Railroad. On the back of
the shirt, students should
highlight the negative
effects of the completion
of the Transcontinental
Railroad. Students can
bring in a t-shirt to use
or draw a t-shirt on
Revised 06/05/11 23
and the Pacific Ocean.
Florida During Reconstruction
Florida readmitted to the United States on July 25,
1868.
Jacksonville and Pensacola reemerge as major port
cities for lumber and forest products to rebuild the
nation’s cities.
Cotton production never reaches pre-war levels. Freed
slaves hired as sharecroppers in an effort to regain hold
on cotton market.
Large-scale commercial agriculture grew in
importance, particularly cattle-raising and citrus.
Florida plays a major role in the election of Rutherford
B. Hayes in 1876.
poster board.
Formal:
Unit Test
Revised 06/05/11 24
Objectives of Learning Post Reconstruction (2 weeks)
The student will demonstrate knowledge of how the nation grew and changed after Reconstruction by
a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new
states to the Union.
Academic Vocabulary: industrialization, immigration, nativist
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Who was to blame for the
problems of American farmers
after the Civil War?
In the late nineteenth and early twentieth centuries,
economic opportunity, industrialization, technological
change, and immigration fueled American growth and
expansion.
Westward movement
Following the Civil War, the westward movement of
settlers intensified into the vast region between the
Mississippi River and the Pacific Ocean.
The years immediately before and after the Civil War
were the era of the American cowboy, marked by long
cattle drives for hundreds of miles over unfenced open
land in the West, the only way to get cattle to market.
Many Americans had to rebuild their lives after the
Civil War and moved west to take advantage of the
Homestead Act of 1862, which gave free public land in
the western territories to settlers who would live on and
farm the land.
Southerners and African Americans, in particular,
moved west to seek new opportunities after the Civil
War.
New technologies (for example, railroads and the
mechanical reaper), opened new lands in the West for
settlement and made farming more prosperous. By the
turn of the century, the Great Plains and Rocky
Mountain region of the American West was no longer a
mostly unsettled frontier, but was fast becoming a
region of farms, ranches, and towns.
After the Civil War, farming expanded and crop prices
fell. Farmers organized in protest against the railroads,
eastern manufacturers and banks. Groups like the
Grange, Farmer’s Alliance and the Populist Party were
born of this protest.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 3:
Analyze the transformation of the
American economy and the changing
social and political conditions in response
to the Industrial Revolution.
Benchmarks:
SS.912.A.3.1 Analyze the economic
challenges to American farmers and
farmers’ responses to these challenges in
the mid to late 1800’s.
SS.912.A.3.2 Examine the social,
political, and economic causes, course,
and consequences of the second Industrial
Revolution that began in the late 19th
century.
SS.912.A.3.3 Compare the first and
second Industrial Revolutions in the
United States.
SS.912.A.3.7 Compare the experience of
European immigrants in the east to that of
Asian immigrants in the west (the
Chinese Education Act, Gentlemen’s
Agreement with Japan).
SS.912.A.3.8 Examine the importance of
Informal:
Word Wall Activity
Scaffolded Questions
Write a blog about your
experience as an
American cowboy
during a cattle drive.
Create an advertisement
about an upcoming
protest of local farmers
against the railroad.
Journal Prompt: Was
Immigration in the U.S.
a Melting Pot or aTossed
Salad?
Create a poster:
Push/Pull Factors: Old
Immigration vs. New
Immigration.
Interpret charts and
graphs to understand
changes in voting
patterns.
Interpret political
cartoons by Thomas
Nast and other Gilded
Age cartoonists (using
Revised 06/05/11 25
Did America fulfill the dreams
of immigrants?
Immigrants flock to America.
Prior to 1871, most immigrants to America came from
northern and western Europe (Germany, Great Britain,
Ireland, Norway, and Sweden). During the half-century
from 1871 until 1921, most immigrants came from
southern and eastern Europe (Italy, Greece, Poland,
Russia, and present-day Hungary and Yugoslavia), as
well as Asia (China and Japan).
Like earlier immigrants, these immigrants came to
America seeking freedom and better lives for their
families.
Immigrants made valuable contributions to the
dramatic industrial growth of America during this
period. Chinese workers helped to build the
Transcontinental Railroad. Immigrants worked in
textile and steel mills in the Northeast, the clothing
industry in New York City, and Slavs, Italians, and
Poles worked in the coal mines of the East. They often
worked for very low pay and in dangerous working
conditions to help build the nation’s industrial strength.
During this period, immigrants from Europe entered
America through Ellis Island in New York harbor.
Their first view of America was often the Statue of
Liberty, standing nearby, as their ships arrived
following the voyage across the Atlantic.
Immigrants began the process of assimilation into what
was termed the American ―melting pot.‖ While often
settling in ethnic neighborhoods in the growing cities,
they and their children worked hard to learn English,
adopt American customs, and become American
citizens. The public schools served an essential role in
the process of assimilating immigrants into American
society.
Despite the valuable contributions immigrants made to
building America during this period, immigrants often
faced hardship and hostility. There was fear and
resentment that immigrants would take jobs for lower
pay than American workers, and there was prejudice
based on religious and cultural differences.
Mounting resentment led Congress to limit
immigration, through the Chinese Exclusion Act of
1882 and Immigration Restriction Act of 1921. These
social change and reform in the late 19th
and 20th
centuries (class system,
migration from farms to cities, Social
Gospel movement, role of settlement
houses and churches in providing services
to the poor).
SS.912.A.3.11 Analyzed the impact of political
machines in United States cities in
the late 19th
and early 20th
centuries.
SS.912.A.3.13 Examine key events and
peoples in Florida history as they relate to
United States history.
SOAPStone or
APPARTS).
Analyze Emma Lazarus’
poem ―The New
Colossus‖ and determine
to what degree its
message is a
continuation and
departure from the intent
of the French who gifted
the Statue of Liberty to
the U.S.
Analyze settlement
maps.
Create an Illustrated
Timeline on anti-
immigration feelings and
Nativism.
Analyze attitudes on
immigration through
examining political
cartoons.
Create a t-chart on the
pros and cons of the
growth of cities in
America.
Formal:
Unit Test
Revised 06/05/11 26
laws effectively cut off most immigration to America
for the next several decades; however, the immigrants
of this period and their descendants continued to
contribute immeasurably to American society.
Migration from the farm to the city also added to
competition for jobs and urban problems causing a
class system to develop that caused much resentment.
The Social Gospel movement, churches and settlement
houses served to address the working poor’s problems.
In 1900, most Floridians lived within 50 miles of the
Georgia border. The population explosion began with
the great land boom in the early 1900s as Florida went
from an undiscovered frontier to a land speculator’s
paradise.
Cigar manufacturing took root in the immigrant
communities – Cubans in Tampa (Ybor), Jose Marti
Growth of Cities
As the nation’s industrial growth continued, cities such
as Chicago, Detroit, Cleveland, Pittsburgh, and New
York grew rapidly as manufacturing and transportation
centers. Factories in the large cities provided jobs, but
workers’ families often lived in harsh conditions
crowded into tenements and slums.
The rapid growth of cities caused housing shortages
and the need for new public services, such as sewage
and water systems and public transportation. New York
City began construction of the world’s first subway
system around the turn of the 20th century, and many
cities built trolley or streetcar lines.
Political machines controlled local governments in
many cities. Many of these machines were run by
corrupt politicians. Reformers fought to break the grip
that these machines had on cities.
Admission of new states
As the population moved westward, many new states in the
Great Plains and Rocky Mountains were added to the
Union. By the early 20th century, all the states that make up
the continental United States, from Atlantic to Pacific, had
been admitted.
Revised 06/05/11 27
Objectives of Learning Post Reconstruction (2 weeks)
The student will demonstrate knowledge of how the nation grew and changed after Reconstruction by
b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that
improved life in the United States.
Academic Vocabulary: migration
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was the rise of industry good
for the United States?
DBQ – Was Andrew Carnegie
a Hero?
During the period from the Civil War to World War I, the
United States underwent an economic transformation that
involved a developing industrial economy, the expansion of
big business, the growth of large-scale agriculture, and the
rise of national labor unions and industrial conflict.
Technological change spurred growth of industry primarily
in northern cities.
Inventions/Innovations
Corporation (limited liability)
Bessemer steel process
Light bulb (Thomas Edison) and electricity as a source of
power and light
Telephone (Alexander Graham Bell)
Airplane (Wright Brothers)
Assembly line manufacturing (Henry Ford)
Peanut Butter and Over 300 Peanut Products (Washington
Carver)
Carbon Filament for Light Bulb (Lewis Latimer)
Hair Growth Lotion, First female black millionaire (Madam
C.J. Walker)
Industrial leaders
Andrew Carnegie (steel)
J.P. Morgan (finance)
John D. Rockefeller (oil)
Cornelius Vanderbilt (railroads)
Florida - Henry Flagler (railroads and hotels)
Florida - Jose Marti (cigar manufacturing)
Reasons for economic transformation
Government policies of laissez-faire capitalism and special
considerations (e.g., land grants to railroad builders)
The increasing labor supply (from immigration and
migration from farms)
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 3:
Analyze the transformation of the
American economy and the changing
social and political conditions in response
to the Industrial Revolution.
Benchmarks:
SS.912.A.3.1 Analyze the economic
challenges to American farmers and
farmers’ responses to these challenges in
the mid to late 1800’s.
SS.912..A.3.2 Examine the social,
political, and economic causes, course,
and consequences of the second Industrial
Revolution that began in the late 19th
century.
SS.912.A.3.4 Determine how the
development of steel, oil, transportation,
communication, and business practices
affected the United States economy.
SS.912.A.3.5 Identify significant
inventors of the Industrial Revolution
including African Americans and women.
SS.912.A.3.6 Analyze changes that
occurred as the United States shifted from
Informal:
Word Wall Activity
Scaffolded Questions
Publish a newspaper
about the Rise of
Industrial America.
Create a powerpoint on
the new inventions.
Experiential Exercise:
Assembly Line Activity.
Labor and Management
Talk it Out.
Identify important
African American
inventors of the late 19th
and early
20th centuries (e.g.
Elijah McCoy, Garrett
Morgan, Lewis Latimer).
Formal:
Unit Test
Revised 06/05/11 28
America’s possession of a wealth of natural resources and
navigable rivers
Florida’s Growth at the Turn of the Century
The Internal Improvement Act (1855) stimulated the
initial efforts to drain the southern portion of the state
in order to convert it to farmland.
Potential investors became interested in enterprises that
extracted resources from the water and land, such as
sponge harvesting in Tarpon Springs, phosphate
mining in SW, and the citrus industry.
Development of industries prompted the construction
of railroads and canals.
Beginning in 1870s, northern flocked to Florida to
enjoy its natural beauty and mild climate.
Henry Flagler and Henry Plant – railroads and hotels.
Steamboats tours on Florida’s winding rivers were a
popular attraction for tourists.
agrarian to an industrial society.
SS.912.A.3.10 Review different
economic and philosophic ideologies.
SS.912.A.3.13 Examine key events and
peoples in Florida history as they relate to
United States history.
Revised 06/05/11 29
Objectives of Learning Post Reconstruction (2 weeks)
The student will demonstrate knowledge of how the nation grew and changed after Reconstruction by
c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B.
Du Bois.
Academic Vocabulary: discrimination, segregation
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Should African Americans
have more strongly resisted the
government's decision to
abandon the drive for equality?
(Booker T. Washington's
"accommodation" v. W.E.B.
Dubois's "agitation"
approaches)
Discrimination and segregation against African Americans
intensified and took new forms in the late nineteenth
century and early twentieth century.
African Americans disagreed about how to respond to the
developments.
Discrimination and segregation against African
Americans
Laws limited African American freedoms.
After reconstruction, many Southern state governments
passed ―Jim Crow‖ laws forcing separation of the races
in public places.
Intimidation and crimes were directed against African
Americans (lynchings).
African Americans looked to the courts to safeguard
their rights.
In Plessy v. Ferguson, the Supreme Court ruled that
―separate but equal‖ did not violate the 14th
Amendment, upholding the ―Jim Crow‖ laws of the
era.
During the early 20th century, African Americans
began the ―Great Migration‖ to Northern cities in
search of jobs and to escape poverty and discrimination
in the South.
Florida history
By 1900 the state's African Americans numbered more
than 200,000; 44 percent of the total population. This
was the same proportion as before the Civil War, and
they were effectively disfranchised.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 3:
Analyze the transformation of the
American economy and the changing
social and political conditions in response
to the Industrial Revolution.
Benchmarks:
SS.912.A.3.13 Examine key events and
peoples in Florida history as they relate to
United States history.
Informal:
Word Wall Activity
Scaffolded Questions
Create a SPRITE chart
on the effects of the Jim
Crow Laws.
Have students read the
Supreme Court Case
Plessy v. Ferguson and
then draw a
cartoon/comic strip that
highlights the main
points of the case.
Write a journal entry as
if you are an African
American migrating
from a southern state to a
northern city in 1900.
Write a 2 page
conversation between
Booker T. Washington
and W.E.B. DuBois in
the form of instant
messaging/text
messaging.
Revised 06/05/11 30
White Democrats proceeded to pass Jim Crow
legislation establishing racial segregation in public
facilities and transportation.
For more than six decades, white Democrats controlled
virtually all the state's seats in Congress, which were
apportioned based on the total population of the state
rather than only on those voting.
White paramilitary groups (KKK) ensured that Florida
would remain a one-party state.
African American responses
Ida B. Wells led an anti-lynching crusade and called on
the federal government to take action.
Booker T. Washington believed the way to equality
was through vocational education and economic
success; he accepted social separation.
W.E.B. Du Bois believed that education was
meaningless without equality. He supported political
equality for African Americans by helping to form the
National Association for the Advancement of Colored
People (NAACP).
To escape segregation, lynchings, and civil rights
suppression, 40,000 African Americans migrated from
Florida to northern cities in the Great Migration from
1910-1940. Many were recruited for jobs with the
Pennsylvania Railroad.
Many of Florida’s blacks were interested in having
their own towns – Eatonville, first incorporated black
community in the nation, 1887.
Bethune Cookman College in Daytona Beach began in
1904 as a school for black girls under the leadership of
a dynamo named Mary McLeod Bethune.
Florida A&M University - which stands for
Agricultural and Mechanical - was chartered in
Tallahassee in October 1887 as the State Normal
College for Colored Students.
Formal:
Unit Test
Revised 06/05/11 31
Objectives of Learning Post Reconstruction (2 weeks)
The student will demonstrate knowledge of how the nation grew and changed after Reconstruction by
d) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the use of labor unions, and the success of the women’s
suffrage movement.
Academic Vocabulary: progressive, referendum, inititative,
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Did populism provide an
effective solution to the nation's
problems?
Reconstruction through the early twentieth century was a
time of contradictions for many Americans. Agricultural
expansion was accomplished through wars against the
Plains Indians (First Americans), leading to new federal
Indian policies. Industrial development raised the standard
of living for millions of Americans, but also brought about
the rise of national labor unions and clashes between
industry and labor. Social problems in rural and urban
settings gave rise to third-party movements and the
beginning of the Progressive Movement.
The Progressive Movement used government to reform
problems created by industrialization (Theodore
Roosevelt’s ―Square Deal‖ and Woodrow Wilson’s ―New
Freedom‖).
Working conditions for labor
Dangerous working conditions
Child labor
Long hours, low wages, no job security, no benefits
Company towns
Employment of women
Goals of Progressive Movement
Government controlled by people
Guaranteed economic opportunities through
government regulation
Elimination of social injustices
Progressive accomplishments In local governments
New forms to meet needs of increasing
urbanization (commission and council manager)
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 3:
Analyze the transformation of the
American economy and the changing
social and political conditions in response
to the Industrial Revolution.
Benchmarks:
SS.912.A.3.9 Examine causes, course,
and consequences of the labor movement
in the late 19th
and early 20th
centuries.
SS.912.A.3.10 Review different
economic and philosophic ideologies.
SS.912.A.3.12 Compare how different
nongovernmental organizations and
progressives worked to shape public
policy, restore economic opportunities,
and correct injustices in American life.
SS.912.A.3.13 Examine key events and
peoples in Florida history as they relate to
United States history.
Informal:
Word Wall Activity
Scaffolded Questions
Meet the Press:
Roundtable discussion of
Progressive thinkers
(Andrew Carnegie, John
Rockefeller, Ida Tarbell,
Mother Jones, W.E.B.
DuBois, Robert
LaFollette, etc.).
DBQ Project – Mini-
Q’s: ―Progressivism:
Where Will You Put
Your Million Dollars?‖
Write two editorials
about child labor. One
should be from the
perspective of a factory
owner that uses child
labor. The other should
be from the perspective
of a concerned citizen
that is against child
labor, exposing its
negative aspects.
Optional: students can
write a third editorial
about child labor of the
21st century around the
Revised 06/05/11 32
How well did Presidents
Roosevelt, Taft, and Wilson
promote progressive goals in
national policies?
Can workers attain economic
justice without violence?
In state governments
Referendum
Initiative
Recall
In elections
Primary elections
Direct election of U.S. Senators (17th
Amendment)
Secret ballot
In child labor
Muckraking literature describing abuses of child
labor
Child labor laws
Impact of labor unions
Organizations
Knights of Labor
American Federation of Labor (Samuel Gompers)
American Railway Union (Eugene V. Debs)
Industrial Ladies’ Garment Workers Union
Strikes
Haymarket Square
Homestead Strike
Pullman Strike
Gains
Limited work hours
Antitrust laws
Sherman Anti-Trust Act—Prevents any business
structure that ―restrains trade‖ (monopolies)
Clayton Anti-Trust Act—Expands Sherman Anti-
Trust Act; outlaws price-fixing; exempts unions
from Sherman Act
Women’s suffrage
Was a forerunner of modern protest movement
Benefited from strong leadership (e.g., Susan B.
Anthony)
Encouraged women to enter the labor force during
World War I
Resulted in 19th Amendment to the Constitution
Florida experience with women’s suffrage
Women’s suffrage movement in Florida originated in
world.
RAFT Writing
assignment on working
in a factory.
Create an informercial
on one of the following
topics: referendum,
initiative, primary
elections, direction
election of U.S.
Senators, secret ballot.
Create an ABC Book
about muckraking, child
labor laws, labor unions,
and strikes.
Create a poster on one of
the following topics:
monopolies, trusts, and
antitrust laws.
Journal Topic:
―Women’s Suffrage:
Why the West First?‖
Create a newscast about
the Rosewood Killings.
Formal:
Unit Test
Revised 06/05/11 33
Tampa through the initiative of Ella C. Chamberlain in
1892.
Equal Suffrage League of Orlando formed in 1913, led
by Rev. Mary Safford, an internationally known
Unitarian minister who had retired to Orlando in 1911.
Safford became a galvanizing force for women's
suffrage in Florida. In 1913 she spoke during a public
hearing in Tallahassee on a proposed state
constitutional amendment to give women the vote,
which passed but did not receive a majority.
Women allowed voting in Orlando city elections in 1919.
But Florida was among the very last states to add its
approval to the 19th Amendment — in May 1969,
almost 50 years after the amendment passed Congress
in 1919.
Revised 06/05/11 34
Objectives of Learning US Role in World Affairs at turn of Century (1 week)
The student will demonstrate knowledge of the emerging role of the United States in world affairs at turn of the century by
a) explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.
Academic Vocabulary: realism, idealism
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was American foreign policy
during the 1800s motivated
more by realism or idealism?
Did the press cause the
Spanish-American War?
Many 20th century American foreign policy issues have
their origins in America’s emergence as a world power at
the end of the 19th century. America’s intervention in
World War I ensured her role as a world power for the
remainder of the century. The growing role of the United
States in international trade displayed the American urge to
build, innovate, and explore new markets.
Creation of international markets
Open Door Policy—Secretary of State John Hay
proposed a policy that would give all nations equal
trading rights in China.
Dollar diplomacy—President Taft urged American
banks and businesses to invest in Latin America. He
promised that the United States would step in if unrest
threatened their investments.
Growth in international trade occurred from the late
1800s to World War I—the first era of a true ―global
economy.‖
Latin America
Spanish American War (Florida, in particular Tampa,
provided a training ground for US troops headed to
Cuba, as well as a refuge for Cubans’ desires to be free
of Spanish rule.)
Puerto Rico was annexed by the United States.
The United States asserted the right to intervene in
Cuban affairs.
Panama Canal and the role of Theodore Roosevelt
United States encouraged Panama’s independence from
Colombia.
Parties negotiated a treaty to build the canal.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 4:
Demonstrate an understanding of the
changing role of the United States in
world affairs through the end of World
War I.
Benchmarks:
SS.912.A.4.1 Analyze the major factors
that drove United States imperialism.
SS.912.A.4.2 Explain the motives of the
United States acquisitions of the
territories.
SS.912.A.4.3 Examine cause, course, and
consequences of the Spanish-American
War.
SS.912.A.4.4 Analyze the economic,
military, and security motivations of the
United States to complete the Panama
Canal as well as major obstacles involved
in its construction.
Informal:
Word Wall Activity
Scaffolded Questions
Create a spectrum that
shows American Foreign
Policy and how it has
changed over the years:
―Isolationsim to
Imperialism.‖
DBQ Project – Mini-
Q’s: ―Should the United
States Have Annexed the
Philippines?‖
Using a Venn Diagram,
compare and contrast the
annexation of Texas and
the annexation of
Hawaii.
Make a graphic
organizer that analyzes
the causes and effects of
the Mexican-American
and Spanish
American wars.
Create a poster of war
propaganda found in
newspaper articles from
the Spanish-American
War.
Revised 06/05/11 35
Should the United States have
acquired possessions overseas? Asia and the Pacific
Hawaii—U.S. efforts to depose Hawaii’s monarchy; U.S.
annexation of Hawaii
Philippines—Annexed after Spanish American War
Open Door Policy—Urged all foreigners in China to obey
Chinese law, observe fair competition
Map the land
acquisitions of the
United States relating to
the Spanish-American
War.
Interpret political
cartoons relating to the
Spanish American War
and then draw your own
original political cartoon.
Perspectives Paper:
China vs. U.S. – Open
Door Policy.
Formal:
Unit Test
Revised 06/05/11 36
Objectives of Learning World War I (.5 week)
The student will demonstrate knowledge of the role of the United States in World War I by
a) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty
ratification and the League of Nations.
Academic Vocabulary: alliance, self-determination, mandate
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was it in the national interest of
the United States to stay neutral
or declare war in 1917?
While American entry into World War I ensured Allied
victory, the failure to conclude a lasting peace left a bitter
legacy.
U.S. involvement in World War I
The war began in Europe in 1914 when Germany and
Austria-Hungary went to war with Britain, France, and
Russia.
For three years, America remained neutral, and there
was strong sentiment not to get involved in a European
war.
The decision to enter the war was the result of
continuing German submarine warfare (freedom of the
seas) and American ties to Great Britain.
Americans wanted to ―make the world safe for
democracy.‖ (Wilson)
America’s military resources of soldiers and war
materials tipped the balance of the war and led to
Germany’s defeat.
American mobilization for war created new
government legislation and actions such as the
Selective Service Act, War Industries Board, war
bonds, Espionage Act, Sedition Act, and Committee of
Public Information.
Americans of different backgrounds (African
Americans, Hispanics, Jewish Americans, Native
Americans, Asian Americans, women, conscientious
objectors, and dissenters) participated in the war effort
and had different had while serving at home and in
Europe.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 4:
Demonstrate an understanding of the
changing role of the United States in
world affairs through the end of World
War I.
Benchmarks:
SS.912.A.4.5 Examine causes, course,
and consequences of United States
involvement in World War I.
SS.912.A.4.6 Examine how the United
States government prepared the nation for
war with war measures (Selective Service
Act, War Industries Board, war bonds,
Espionage Act, Sedition Act, Committee
of Public Information).
SS.912.A.4.7 Examine the impact of
airplanes, battleships, new weaponry and
chemical warfare in creating new war
strategies (trench warfare, convoys).
SS.912.A.4.8 Compare the experiences
Americans (African Americans,
Hispanics, Asians, women, conscientious
objectors) had while serving in Europe.
SS.912.A.4.9 Compare how the war
Informal:
Word Wall Activity
Scaffolded Questions
Frayer Model:
militarism, alliances,
imperialism,
nationalism.
Locate and identify the
different WW I alliances
on a map. Create a key.
Develop an illustrated
timeline that
demonstrates the causes
and effects of WWI.
Analyze various
propaganda techniques
used during WWI (war
posters, music, etc.) to
determine their
effectiveness. Place
them along a spectrum
from most effective to
least effective.
Make a poster that
compares and contrasts
the military technology
of the Civil War with
that of WW I.
Revised 06/05/11 37
Should the United States fight
wars to make the world safe for
democracy?
Should the United States have
ratified or rejected the Treaty of
Vesailles?
Fourteen Points Wilson’s plan to eliminate the causes of war
Key ideas:
Self-determination
Freedom of the sea
League of Nations
Mandate system
Treaty of Versailles
The French and English insisted on punishment of
Germany.
A League of Nations was created.
National boundaries were redrawn, creating many new
nations.
League debate in United States
Objections to U.S. foreign policy decisions made by an
international organization, not by U.S. leaders
Senate’s failure to approve Treaty of Versailles
impacted German Americans, Asian
Americans, African Americans, Hispanic
Americans, Jewish Americans, Native
Americans, women and dissenters in the
United States.
SS.912.A.4.10 Examine the provisions of
the Treaty of Versailles and the failure of
the United States to support the League of
Nations.
SS.912.A.4.11 Examine key events and
peoples in Florida history as they relate to
United States history.
Build a 3-D model of
trench warfare. Label its
components.
Break the class up into
groups. Assign each
group a topic: Selective
Service Act, War
Industries Board, war
bonds, Espionage Act,
Sedition Act, and
Committee of Public
Information. Groups
have to make a 60
second skit that
highlights the main
points of their topic.
Write an essay on the
following topic: ―Did the
Treaty of Versailles
cause WWII?‖
Write an editorial on
whether or not the U.S.
should join the League
of Nations.
Formal:
Unit Test
Revised 06/05/11 38
Objectives of Learning Roaring Twenties and the Great Depression (2 weeks)
The student will demonstrate knowledge of the role of the United States in world affairs and domestic issues in the twenties and thirties by
a) describing the economic, political, and social conditions that characterized the Roaring Twenties.
Academic Vocabulary: radical, recession, prohibition
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was the decade of the 1920s a
decade of innovation or
conservatism?
Did the Republican Era of the
1920s bring peace and
prosperity to all Americans?
Fear of Radicalism
The Treaty of Versailles and the Russian Revolution
caused some Americans to fear radical change.
The Red Scare was a period when the government
sought out communist and other radicals. Many of
these people were deported for their views.
The Sacco and Vanzetti case was an example of public
hysteria brought about by fear of foreigners and
radicals in the United States.
Economic Boom
After a short post-war recession, the American
economy began steady growth that lasted most of the
1920s, bringing prosperity to many Americans.
America becomes a consumer society.
Henry Ford ushered in the age of the automobile which
changed American manufacturing and business
practices.
Florida Land Boom
Money Migration: Americans had the means (money,
time off, automobile) that allowed for travel to Florida.
Florida land in 1921 appeared to be an instrument of
future success (speculation). Brought in middle aged,
middle class Americans, many with their families to
the state.
Use of binder boys to start land transactions
To placate the needs of investors, the rural,
conservative Florida Legislature liberalized rules for
the development of horse and dog racing, providing the
rural counties get a disapportionate share. That was
hardly a concern to booming Miami, whose vices
included illegal casinos and drinking parlors.
Entire cities created by land developers (Davis Islands,
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
Benchmarks:
SS.912.A.1.7 Describe various socio-
cultural aspects of American life
including arts, artifacts, literature,
education, and publications.
American History Standard 5:
Analyze the effects of the changing
social, political, and economic conditions
of the Roaring Twenties and the Great
Depression.
Benchmarks:
SS.912.A.5.1 Discuss the economic
outcomes of demobilization.
SS.912.A.5.2 Explain the causes of the
public reaction (Sacco and Vanzetti,
labor, racial unrest) associated with the
Red Scare.
SS.912.A.5.4 Evaluate how the
economic boom during the Roaring
Twenties changed consumers, businesses,
manufacturing and marketing practices.
SS.912.A.5.5 Describe efforts by the
United States and other world powers to
avoid future wars.
Informal:
Word Wall Activity
Scaffolded Questions
Create a t-chart listing
cultural and
technological changes
from the1920s with their
impacts.
Write a skit using 1920s
slang. Perform it in front
of the class.
Create a poster about the
Flapper, focusing on
changes in dress,
attitudes, and freedoms.
Using moviemaker,
create a music video of
the music of the 1920s.
Create a graphic
organizer on a leisure
activity in the 1920s:
radio, movies, sports,
etc.
Design a mural that
highlights the
achievements of the
Harlem Renaissance.
Create a scrapbook of
Revised 06/05/11 39
Did the 19th Amendment
radically change women's role
in American life?
Temple Terrace, Marco Island, Naples, Miami Beach)
Tin-Can Tourists
The Muck Bowl along Lake Okeechobee
Land Bust in 1925 and Hurricane of 1926
Social Change
The 1920s were a time of changing attitudes and
culture.
Women underwent profound changes in dress,
attitudes, and freedoms. The nineteenth amendment
was passed in 1920 and gave women the right to vote.
Movies, radio, sports and fads became American
pastimes in the 1920s, filling newly found leisure time.
The Harlem Renaissance was a flowering of African
American culture in the 1920s.
The 18th
amendment to the Constitution made the
manufacturing, selling and transporting of alcohol
illegal. Prohibition had a tremendous effect on
American society and gave birth to bootlegging and
speakeasies. It was repealed in 1933 with the 21st
amendment.
American traditions were rocked as fundamentalists
and evolutionist went to battle in the 1920s in the
Scopes trial and as nativist responded to immigration
with a resurgence of the Ku Klux Klan.
Florida history- Florida lost several talented African
American minds because of its racial policies. A.
Philip Randolph went to NYC and started the
Pullman’s Union; James Weldon Johnson of
Jacksonville left and founded the NAACP.
SS.912.A.5.6 Analyze the influence that
Hollywood, the Harlem Renaissance, the
Fundamentalist movement, and
prohibition had in changing American
society in the 1920s.
SS.912.A.5.7 Examine the Freedom
Movements that advocated Civil Rights
for African Americans, Latinos, Asians,
and women
SS.912.A.5.9 Explain why support for
the Ku Klux Klan varied in the 1920s
with respect to issues such as anti-
immigration, anti-African American, anti-
Catholic, anti-Jewish, anti-women, and
anti-union ideas.
SS.912.A.5.10 Analyze support for and
resistence to civil rights for women,
African Americans, Native Americans
and other minorities.
SS.912.A.5.12 Examine key events and
peoples in Florida history as they relate to
United States history.
the Gangsters and G-
Men of the 1920s.
Simulation: Recreate the
Sacco and Vanzetti Trial
in the courtroom.
RAFT writing
assignment on the
Scopes Trial. Optional:
take on the role of an
inanimate object from
the courtroom.
Journal Prompt: What
led to the resurgence of
the KKK in the 1920s?
Formal:
Unit Test
Revised 06/05/11 40
Objectives of Learning Roaring Twenties and the Great Depression (2 weeks)
The student will demonstrate knowledge of the role of the United States in world affairs and domestic issues in the twenties and thirties by
b) explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.
Academic Vocabulary: speculation, tariffs
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was the Great Depression
inevitable?
Did Franklin Roosevelt's "New
Deal" weaken or save
capitalism?
The New Deal altered permanently the role of American
government in the economy. It also fostered changes in
people’s attitudes toward government’s responsibilities.
Organized labor acquired new rights, as the New Deal set in
place legislation that reshaped modern American
capitalism.
Causes of the Great Depression
Over speculation on stocks using borrowed money that
could not be repaid when the stock market crashed in
1929 and stock prices collapsed
Federal Reserve’s failure to prevent widespread
collapse of the nation’s banking system in the late
1920s and early 1930s, leading to severe contraction in
the nation’s supply of money in circulation
High protective tariffs that produced retaliatory tariffs
in other countries, strangling world trade (Tariff Act of
1930, popularly called the Hawley-Smoot Act)
Impact
Unemployment and homelessness
Collapse of financial system (bank closings)
Political unrest (growing militancy of labor unions)
Farm foreclosures and migration
Impact on foreign economies
Florida had suffered its own economic collapse in
1926. People in the North and Midwest canceled their
Florida vacations. Many of Florida's bailout taxes, such
as a huge seven cent tax on gasoline, hurt Florida in
competing for the dollars of automobile travelers.
New Deal (Franklin Roosevelt)
This program changed the role of the government to a
more active participant in solving problems.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 5:
Analyze the effects of the changing
social, political, and economic conditions
of the Roaring Twenties and the Great
Depression.
Benchmarks:
SS.912.A.5.3 Examine the impact of
foreign economic policy during the
1920s.
SS.912.A.5.4 Evaluate how the
economic boom during the Roaring
Twenties changed consumers, businesses,
manufacturing and marketing practices.
SS.912.A.5.11 Examine causes, course,
and consequences of the Great
Depression and the New Deal.
SS.912.A.5.12 Examine key events and
peoples in Florida history as they relate to
United States history.
Create an Illustrated
Storybook about the
Roaring Twenties and
the Great Depression.
Analyze political
cartoons from the
Depression era to
determine the
perception of various
Americans during this
time.
Locate important
locations on a map
associated with the Dust
Bowl.
Create a t- chart that
demonstrates the
different programs that
FDR created during the
100 Days.
Using a graphic
organizer, compare and
contrast how Hoover and
FDR dealt with the
Depression.
Interpret photographs of
the era such as those
taken by Dorothea Lange
and evaluate their
impact.
Revised 06/05/11 41
Roosevelt rallied a frightened nation in which one in
four workers was unemployed. (―We have nothing to
fear, but fear itself.‖)
Relief measures provided direct payment to people for
immediate help (Works Progress Administration—
WPA).
Recovery programs were designed to bring nation out
of depression over time (Agricultural Adjustment
Administration—AAA).
Reform measures corrected unsound banking and
investment practices (Federal Deposit Insurance
Corporation—FDIC).
Social Security Act offered safeguards for workers.
Florida During the New Deal:
The New Deal had its biggest impact in states where high
unemployment, low wages, and poor working conditions
were a fact of life. All three of those elements were found
in many areas of Florida. TheAgricultural Adjustment Act
provided a much needed subsidy to many Panhandle
farmers. The National Recovery Act bolstered wages and
protected the status of Florida's weak labor unions. There
were plenty of road construction projects left over from the
Land Bust for the Public Works Administration, the largest
being the development of a monstrous dirt dike around
Lake Okeechobee to prevent a future tidal wave in
hurricanes and to control water flow.
Florida was the last Southern state to enact unemployment
insurance measures in conformity with the Social Security
Act. Florida was already known as a retirement state, but
Florida's retiree population, while supportive of most of the
New Deal, was not well organized. Other Floridians feared
the retirement requirements would later burden the
Sunshine State with a huge retired population that would
discourage growth.
Analyze Dust Bowl
ballads from Woody
Guthrie (APPARTS or
Sound Analysis
workshop).
Conduct research and
report on New Deal
projects conducted in
Lake County.
Debate the topic of
Social Security reform.
Analyze economic
statistics from 1929 to
1939 to determine the
impact of New Deal
policies on economic
growth.
Revised 06/05/11 42
Objectives of Learning World War II (1 week)
The student will demonstrate knowledge of World War II by
a) identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl
Harbor.
Academic Vocabulary: neutrality, isolationism
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Could World War II have been
prevented?
The United States gradually abandoned neutrality as events
in Europe and Asia pulled the nations toward war.
The war in Europe
World War II began with Hitler’s invasion of Poland in
1939, followed shortly after by the Soviet Union’s
invasion of Poland from the east and the Baltic
countries.
During the first two years of the war, the United States
stayed officially neutral as Germany overran France,
most of Europe, and pounded Britain from the air (the
Battle of Britain). In mid-1941, Hitler turned on his
former partner and invaded the Soviet Union.
Despite strong isolationist sentiment at home, the
United States increasingly helped Britain. It gave
Britain war supplies and old naval warships in return
for military bases in Bermuda and the Caribbean. Soon
after, the Lend-Lease Act gave the President authority
to sell or lend equipment to countries to defend
themselves against the Axis powers. Franklin
Roosevelt compared it to ―lending a garden hose to a
next-door neighbor whose house is on fire.‖
The war in Asia
During the 1930s a militaristic Japan invaded and
brutalized Manchuria and China as it sought military
and economic domination over Asia. The United States
refused to recognize Japanese conquests in Asia and
imposed an embargo on exports of oil and steel to
Japan. Tensions rose but both countries negotiated to
avoid war.
While negotiating with the U.S. and without any
warning, Japan carried out an air attack on the
American naval base at Pearl Harbor, Hawaii, on
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.1 Examine causes, course
and consequences of World War II on the
United States and the world.
SS.912.A.6.2 Describe the United States’
response (Neutrality Acts, Cash and
Carry, Lend-Lease Act) in the early years
of World War II.
Informal:
Word Wall Activity
Scaffolded Questions
Map: Label a map of the
Axis Powers, the Allies,
and the neutral countries.
Make a key. Ask
students to predict which
alliance the U.S. would
join and why.
Write Four: Have
students write a
paragraph on each of the
following terms –
Isolationism, Neutrality
Acts, Destroyers-for-
bases, Lend-Lease Act.
Formal:
Unit Test
Revised 06/05/11 43
December 7, 1941. The attack destroyed much of the
American Pacific fleet and killed several thousand
Americans. Roosevelt called it ―a date that will live in
infamy‖ as he asked Congress to declare war on Japan.
After Pearl Harbor, Hitler honored a pact with Japan
and declared war on the United States. The debates
over isolationism in the United States were over. World
War II was now a true world war and the United States
was fully involved.
Florida During World War II
With the start of World War II, Florida emerged as a
key training center (Camp Blanding became Florida’s
fourth largest city). Other major bases included Eglin
Field near Pensacola where Jimmy Doolittle's bombers
trained before their dramatic 1942 raid on Japan; Drew
and McDill airfields at Tampa; Dale Mabry Field at
Tallahassee, where the famous, all-black, 99th Fighter
Squadron trained; the naval bases at Pensacola,
Jacksonville, Key West, Miami and Ft. Pierce; and
Camp Gordon Johnston at Carrabelle, which was the
Army's major amphibious training center.
Florida's strategic location made the state vital for
national defense, and dozens of military installations
were activated before and during the war. Planes and
ships from Florida's bases helped protect the sea lanes
in the Atlantic Ocean, Gulf of Mexico and the
Caribbean. Florida was viewed as an important first
line of defense for the southern United States, the
Caribbean Basin, and the Panama Canal.
German U-Boats sank over twenty-four ships off of
Florida's Atlantic and Gulf Coasts. Many ships could
be seen burning from areas along the coast by
Floridians and tourists. In late February 1942, German
submarines attacked four merchant ships right off the
east coast of Florida near Cape Canaveral. German
spies were able to come on shore at Ponte Vedra (near
Jacksonville). They were captured before they could
blow up Florida's railroad lines and stop the shipment
of war supplies.
Revised 06/05/11 44
Objectives of Learning World War II (1 week)
The student will demonstrate knowledge of World War II by
b) describing the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing
(D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan.
Academic Vocabulary: counteroffensive, kamikaze, island hopping, mobilization
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Should the United States have
aided the Allies against the
Axis powers?
Wartime strategies reflect the political and military goals of
alliances, resources on hand, and the geographical extent of
the conflict.
Allied strategy
America and its allies (Britain and the Soviet Union,
after being invaded by Germany), followed a ―Defeat
Hitler First‖ strategy. Most American military
resources were targeted for Europe.
In the Pacific, American military strategy called for an
―island hopping‖ campaign, seizing islands closer and
closer to Japan and using them as bases for air attacks
on Japan, and cutting off Japanese supplies through
submarine warfare against Japanese shipping.
Axis strategy
Germany hoped to defeat the Soviet Union quickly,
gain control of Soviet oil fields, and force Britain out
of the war through a bombing campaign and submarine
warfare before America’s industrial and military
strength could turn the tide.
Following Pearl Harbor, Japan invaded the Philippines
and Indonesia and planned to invade both Australia and
Hawaii. Its leaders hoped that America would then
accept Japanese predominance in Southeast Asia and
the Pacific, rather than conduct a bloody and costly war
to reverse Japanese gains.
Major battles and military turning points
North Africa
El Alamein—German forces threatening to seize Egypt
and the Suez Canal were defeated by the British. This
defeat prevented Hitler from gaining access to Middle
Eastern oil supplies and potentially attacking the Soviet
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.1 Examine causes, course
and consequences of World War II on the
United States and the world.
SS.912.A.6.6 Analyze the use of atomic
weapons during World War II and the
aftermath of the bombings.
Informal:
Word Wall Activity
Scaffolded Questions
Map analysis of major
battle regions of WWII.
Create a timeline of key
WWII battles in Europe,
Africa and the Pacific
including the outcome &
effect of the battles.
Analyze photos of the D-
Day invasion. Write a
diary entry as though
you were part of the
invasion that day.
Pick 3 islands in the
Pacific and create a
poster that depicts the
fighting that took place
there. Photos and text
are required.
In an essay, analyze the
causes and effects of
actions taken by
Germany, Japan, and
Italy and the reactions of
Britain, France and the
United States.
Revised 06/05/11 45
Should the U. S. employ atomic
(... nuclear) weapons to defeat
its enemies in war?
Union from the south.
Europe
Stalingrad—Hundreds of thousands of German soldiers
were killed or captured in a months-long siege of the
Russian city of Stalingrad. This defeat prevented
Germany from seizing the Soviet oil fields and turned
the tide against Germany in the east.
Normandy landings (D-Day)— American and Allied
troops under Eisenhower landed in German-occupied
France on June 6, 1944. Despite intense German
opposition and heavy American casualties, the landings
succeeded and the liberation of western Europe from
Hitler had begun.
Pacific
Midway—In the ―Miracle of Midway,‖ American
naval forces defeated a much larger Japanese force as it
prepared to seize Midway Island. Coming only a few
months after Pearl Harbor, a Japanese victory at
Midway would have enabled Japan to invade Hawaii.
The American victory ended the Japanese threat to
Hawaii and began a series of American victories in the
―island hopping‖ campaign that carried the war closer
and closer to Japan.
Iwo Jima and Okinawa—The American invasions of
the islands of Iwo Jima and Okinawa brought
American forces closer than ever to Japan, but both
invasions cost thousands of American lives and even
more Japanese lives, as Japanese soldiers fought
fiercely over every square inch of the islands and
Japanese soldiers and civilians committed suicide
rather than surrender.
Use of the atomic bomb—Facing the prospect of
horrendous casualties among both Americans and Japanese
if American forces had to invade Japan itself, President
Harry Truman ordered the use of atomic bombs on the
Japanese cities of Hiroshima and Nagasaki to force the
Japanese to surrender. Tens of thousands of people were
killed in both cities. Shortly after the bombs were used, the
Japanese leaders surrendered, avoiding the need for
American forces to invade Japan.
Analyze primary &
secondary sources using
APPARTS or
SOAPStone (e.g.
political cartoons,
propaganda,
photographs, FDR’s Day
of Infamy speech).
Compare/contrast the
Battles of Iwo Jima and
Okinawa from both an
American and Japanese
perspective. Note any
similarities/differences.
Debate America’s
decision to make and
drop the atomic bomb.
Formal:
Unit Test
Revised 06/05/11 46
Objectives of Learning World War II (1 week)
The student will demonstrate knowledge of World War II by
c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.
Academic Vocabulary: minority
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
How did minority participation
in World War II reflect social
conditions in the United States?
World War II solidified the nation’s role as a global power
and ushered in social changes and established reform
agendas that would preoccupy public discourse in the
United States for the remainder of the 20th century. Women
entered into previously male job roles as African
Americans and others struggled to obtain desegregation of
the armed forces and end discriminatory hiring practices.
Minority participation
African Americans generally served in segregated
military units and were assigned to non-combat roles
but demanded the right to serve in combat rather than
support roles.
All-Minority military units
Tuskegee Airmen (African American) served in
Europe with distinction.
Nisei regiments (Asian American) earned a high
number of decorations.
The all-black 99th
Fighter Squadron trained at Dale
Mabry Field in Tallahassee
Additional contributions of minorities
Communication codes of the Navajo were used (oral, not
written language; impossible for the Japanese to break).
Mexican Americans also fought, but in units not segregated.
Minority units suffered high casualties and won numerous
unit citations and individual medals for bravery in action.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.4 Examine efforts to expand
or contract rights for various populations
during World War II.
Informal:
Word Wall Activity
Scaffolded Questions
Research a military unit
from World War II that
was comprised of
minorities. Compose a
song that highlights the
accomplishments of the
unit. Lyrics must be
read aloud in class and
sung for extra credit.
Create a mobile of at
least 3 different minority
groups that participated
in WWII.
Examine oral histories
from WWII and
nominate a minority that
you believe is deserving
of recognition for their
efforts. What award do
they deserve and why?
Formal:
Unit Test
Revised 06/05/11 47
Objectives of Learning World War II (1 week)
The student will demonstrate knowledge of World War II by
d) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.
Academic Vocabulary: genocide, homeland
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Could the United States have
done more to prevent the
Holocaust?
Specific groups, often the object of hatred and prejudice,
face increased risk of discrimination during wartime.
Terms to know
Genocide: The systematic and purposeful destruction of a
racial, political, religious, or cultural group
Final solution: Germany’s decision to exterminate all Jews
Affected groups
Jews
Poles
Slavs
Gypsies
―Undesirables‖ (homosexuals, mentally ill, political
dissidents)
Significance
In the Nuremberg trials, Nazi leaders and others were
convicted of war crimes.
The Nuremberg trials emphasized individual responsibility
for actions during a war, regardless of orders received.
The trials led to increased demand for a Jewish homeland.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.3 Analyze the impact of the
Holocaust during World War II on Jews
as well as other groups.
SS.912.A.6.7 Describe the attempts to
promote international justice through the
Nuremberg Trials.
Informal:
Word Wall Activity
Scaffolded Questions
Frayer Model: prejudice,
discrimination, genocide.
Create a Holocaust
exhibit for your school’s
media center. It should
include primary source
documents for all
affected groups.
Read excerpts from the
Nuremberg War Crimes
Trials. Debate what
punishments were
warranted by those on
trial.
Formal:
Unit Test
Revised 06/05/11 48
Objectives of Learning World War II (1 week)
The student will demonstrate knowledge of World War II by
e) describing the war effort of the United States and effects of the war on the home front.
Academic Vocabulary: rationing, draft, internment, censorship
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
How important was the home
front in the United States'
victory in World War II?
Success in the war required the total commitment of the
nation’s resources. On the home front, public education and
the mass media promoted nationalism.
Economic resources
U.S. government and industry forged a close working
relationship to allocate resources effectively.
Rationing was used to maintain supply of essential products
to the war effort.
War bonds and income tax were used for financing the war.
Business retooled from peacetime to wartime production
(e.g., car manufacturing to tank manufacturing).
Human resources
More women and minorities entered the labor force as men
entered the armed forces.
Citizens volunteered in support of the war effort.
Military resources
The draft/selective service was used to provide personnel
for the military.
Contributions to a war effort come from all segments of a
society. Women entered into previously male job roles as
African Americans and others struggled to obtain
desegregation of the armed forces and end discriminatory
hiring practices.
Women during World War II
Women increasingly participated in the workforce to
replace men serving in the military (e.g., Rosie the Riveter).
They typically participated in non-combat military roles.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.4 Examine efforts to expand
or contract rights for various populations
during World War II.
SS.912.A.6.5 Explain the impact of
World War II on domestic government
policy.
SS.912.A.6.15 Examine key events and
peoples in Florida history as they relate to
United States history.
Informal:
Word Wall Activity
Scaffolded Questions
Read a primary source
account of a women
working in a factory
during WWII. Have
students redesign a
―Rosie the Riveter‖
poster.
Write a blog about your
experience on the home
front during WWII. It
should include rationing,
war bonds, and the draft.
Research and debate
President Roosevelt’s
decision to relocate and
intern people of Japanese
and European descent
during World War II.
Research and discuss
Japanese war crimes
against the Chinese and
American prisoners of
war during World War
II.
Analyze WWII
Revised 06/05/11 49
African Americans during World War II
African Americans migrated to cities in search of jobs in
war plants.
They campaigned for victory in war and equality at home.
Prejudice, coupled with wartime fears, can affect civil
liberties of minorities.
Reasons for internment
Strong anti-Japanese prejudice on the West Coast
False belief that Japanese Americans were aiding the enemy
Internment of Japanese Americans
Japanese Americans were re-located to internment camps.
Internment affected Japanese American populations along
the West Coast. The Supreme Court upheld the
government’s right to act against Japanese Americans
living on the West Coast of the United States. A public
apology was eventually issued by the U.S. government.
Financial payment was made to survivors.
During World War II, the media and entertainment
industries saw their role as supporting the war effort by
promoting nationalism.
Media/Communications assistance
The U.S. government maintained strict censorship of
reporting of the war.
Public morale and ad campaigns kept Americans focused
on the war effort.
The entertainment industry produced movies, plays, and
shows that boosted morale and patriotic support for the war
effort as well as portrayed the enemy in stereotypical ways.
World War II presented economic opportunities for women,
blacks and Hispanics in Florida who moved into
professions previously dominated by white males. Despite
some friction, race relations were relatively peaceful during
the war, as black Americans in particular worked toward
the "Double V" victory abroad against fascism and victory
at home against racial prejudice.
propaganda. Place at
least 5 examples along a
spectrum from least
effective to most
effective. Offer a
justification for your
placement on the
spectrum.
Create a newscast of life
on the home front during
WWII that focuses on
the experiences of
minority groups.
Formal:
Unit Test
Revised 06/05/11 50
Objectives of Learning World War II (2 weeks)
The student will demonstrate knowledge of World War II by
f) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan.
Academic Vocabulary: partition, occupation, communism
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was World War II a "good
war?‖
Wars have political, economic, and social consequences.
Postwar outcomes
The end of World War II found Soviet forces
occupying most of Eastern and Central Europe and the
eastern portion of Germany.
Germany was partitioned into East and West Germany.
West Germany became democratic and resumed self-
government after a few years of American, British and
French occupation. East Germany remained under the
domination of the Soviet Union and did not adopt
democratic institutions.
Following its defeat, Japan was occupied by American
forces. It soon adopted a democratic form of
government, resumed self-government, and became a
strong ally of the United States.
Europe lay in ruins, and the United States launched the
Marshall Plan which provided massive financial aid to
rebuild European economies and prevent the spread of
communism.
The United Nations was formed near the end of World
War II to create a body for the nations of the world to
try to prevent future global wars.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.9 Describe the rationale for
the formation of the United Nations,
including the contribution of Mary
McLeod Bethune.
Informal:
Word Wall Activity
Scaffolded Questions
Create two visual
metaphors about the
Cold War – one from an
American perspective
and one from a Soviet
perspective.
Compare & contrast
post-WWII political &
economic aims of the
United States and the
Soviet Union.
Create a flow chart of
the events leading to the
Cold War.
Imagine that the year is
1947 or 1948, and then
write a three-paragraph
letter to President
Truman in which you
indicate either their
support or opposition to
the Marshall Plan.
Formal:
Unit Test
Revised 06/05/11 51
Objectives of Learning Cold War (1.5 weeks)
The student will demonstrate knowledge of United States foreign policy post World War II by
a) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism and the role of the North Atlantic
Treaty Organization (NATO) in Europe.
Academic Vocabulary: socialism, containment, diplomatic, nuclear
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Were the methods used by the
United States to contain
communism justified?
The Cold War set the framework for global politics for 45
years after the end of World War II. It also influenced
American domestic politics, the conduct of foreign affairs,
and the role of the government in the economy after 1945.
The Cold War was essentially a competition between two
very different ways of organizing government, society, and
the economy: the American-led western nations’ belief in
democracy, individual freedom and a market economy, and
the Soviet belief in a totalitarian state and socialism.
Origins of the Cold War
The Cold War lasted from the end of World War II
until the collapse of the Soviet Union in 1989.
The United States and the Soviet Union represented
starkly different fundamental values. The United States
represented democratic political institutions and a
generally free market economic system. The Soviet
Union was a totalitarian government with a communist
(socialist) economic system.
The Truman Doctrine of ―containment of
communism‖ was a guiding principle of American
foreign policy throughout the Cold War, not to roll it
back but to keep it from spreading and to resist
communist aggression into other countries.
The North Atlantic Treaty Organization (NATO) was
formed as a defensive alliance among the United States
and western European countries to prevent a Soviet
invasion of Western Europe. Soviet allies in Eastern
Europe formed the Warsaw Pact and for nearly 50
years both sides maintained large military forces facing
each other in Europe.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 6:
Understand the cause and course of
World War II, the character of the war at
home and abroad, and its reshaping of the
United States role in the post-war world.
Benchmarks:
SS.912.A.6.10 Examine causes, course,
and consequences of the early years of the
Cold War (Truman Doctrine, Marshall
Plan, NATO, Warsaw Pact).
SS.912.A.6.11 Examine the controversy
surrounding the proliferation of nuclear
technology in the United States and the
world.
SS.912.A.6.12 Examine causes, course,
and consequences of the Korean War.
SS.912.A.6.13 Analyze significant
foreign policy events during the Truman,
Eisenhower, Kennedy, Johnson, and
Nixon administrations.
SS.912.A.6.14 Analyze causes, course,
and consequences of the Vietnam War.
Informal:
Word Wall Activity
Scaffolded Questions
In three paragraphs,
compare Soviet style
communism and
American capitalism and
explain why the United
States has always
favored the latter.
Design a mural in a
group about the policy of
containment and/or the
Iron Curtain.
Write Four: write a
paragraph about each of
the following: George F.
Kennan, George C.
Marshall, Truman
Doctrine, Marshall Plan.
Roundtable Discussion:
Have students take on
the role of key figures of
the Cold War. They
must answer questions in
first-person.
NATO vs. Warsaw Pact:
Revised 06/05/11 52
The communist takeover in China shortly after World
War II increased American fears of communist
domination of most of the world. Rather than strong
allies, however, the communist nations of China and
the Soviet Union eventually became rivals for territory
and diplomatic influence, a split which American
foreign policy under President Nixon in the 1970s
exploited.
After the Soviet Union matched the United States in
nuclear weaponry in the 1950s, the threat of a nuclear
war that would destroy both countries was ever-present
throughout the Cold War. America, under President
Eisenhower, adopted a policy of ―massive retaliation‖
to deter any nuclear strike by the Soviets.
Impact of the Cold War at home
The fear of communism and the threat of nuclear war
affected American life throughout the Cold War.
During the 1950s and 1960s, American schools
regularly held drills to train children what to do in case
of a nuclear attack, and American citizens were urged
by the government to build bomb shelters in their own
basements.
The Cold War made foreign policy a major issue in
every presidential election during the period.
The heavy military expenditures throughout the Cold
War benefited Virginia’s economy proportionately
more than any other state, especially in Hampton
Roads, home to several large naval and air bases, and
Northern Virginia, home to the Pentagon and numerous
private companies that contract with the military.
A strong military was the key to America’s victory over the
Soviet Union in the Cold War.
Millions of Americans served in the military during the
Cold War. Their service was often at great personal and
family sacrifice, yet they did their duty.
American military forces during the Cold War
During the Cold War era, millions of Americans served in
the military, defending freedom in wars and conflicts that
SS.912.A.6.15 Examine key events and
peoples in Florida history as they relate to
United States history.
a) label a map that shows
the countries that joined
each alliance b) compare
and contrast NATO and
the Warsaw Pact by
writing two songs (one
about each).
Map interpretation of the
development of the
Korean War over time.
Journal: ―If you were the
U.S. President during the
Korean War, would you
ordered MacArthur to
cross the 38th
parallel
and invade North
Korea?‖
Debate the topic:
―Should MacArthur have
been removed from
power?‖
Examine oral histories of
soldiers of the Korean
War. Write a blog about
your experience in a
specific battle during the
war.
Create a visual metaphor
for the term ―police
action.‖
Write an editorial that
answers the question:
―Did the war in Korea
represent a triumph or a
failure of American
foreign policy?‖
Revised 06/05/11 53
were not always popular. Many were killed or wounded. As
a result of their service, the United States and American
ideals of democracy and freedom ultimately prevailed in the
Cold War struggle with Soviet communism.
Florida history
During the Cold War, Florida's coastal access and
proximity to Cuba encouraged the increased development
of bases built during WWII and other military facilities.
Due to the low latitude of the state, Florida was chosen in
1949 as a test site for the country's nascent missile program.
Patrick Air Force Base and the Cape Canaveral launch site
began to take shape as the 1950s progressed. By the early
1960s, the Space Race was in full swing. As programs were
expanded and employees joined, the space program
generated a huge boom in the communities around Cape
Canaveral. To date, all manned orbital spaceflights
launched by the United States, including the only men to
visit the Moon, have been launched from Kennedy Space
Center.
Create a cartoon that
shows the ―domino
theory.‖
Formal:
Unit Test
Further Reading:
Cold War in South
Florida Historic
Resource Study
Revised 06/05/11 54
Objectives of Learning 1950s (1 week)
The student will demonstrate knowledge of the United States during the 1950s by
a) explaining the American role in the Koream War and Cold War fears at home.
Academic Vocabulary: McCarthyism, stalemate
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Should the United States have
feared internal communist
subversion in the 1950's?
The U. S. government’s anti-Communist strategy of
containment in Asia led to America’s involvement in the
Korean and Vietnamese Wars. The Vietnam War
demonstrated the power of American public opinion in
reversing foreign policy. It tested the democratic system to
its limits, left scars on American society that have not yet
been erased, and made many Americans deeply skeptical of
future military or even peacekeeping interventions.
Cold War Spies and McCarthyism
The convictions of Alger Hiss, and Julius and Ethel
Rosenberg for spying for the Soviet Union, and the
construction of nuclear weapons by the Soviets using
technical secrets obtained through spying, increased
domestic fears of communism.
Senator Joseph McCarthy played on American fears of
communism by recklessly accusing many American
governmental officials and citizens of being communists
based on flimsy or no evidence. This led to the coining of
the term McCarthyism, or the making of false accusations
based on rumor or guilt by association.
The Korean War
American involvement in the Korean War in the early
1950s reflected the American policy of containment of
communism.
After communist North Korea invaded South Korea,
American military forces led a counterattack that
drove deep into North Korea itself. Communist
Chinese forces came into the war on the side of North
Korea and the war threatened to widen, but eventually
ended in a stalemate with South Korea free of
communist occupation.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
Benchmarks:
Revised 06/05/11 55
Objectives of Learning 1950s (1 week)
The student will demonstrate knowledge of the United States during the 1950s by
b) describing the social and economic changes that occurred after the war.
Academic Vocabulary: economic boom, conformity, affluence, popular culture
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Were the 1950's a time of great
peace, progress, and prosperity
for all Americans?
Age of Affluence
Between 1945-1960, the total value of goods produced
in the United States increased 250% and the U.S.
enjoyed a period of economic growth and prosperity.
During the 1950s many people left the cities to live in
the suburbs and a new lifestyle was formed. Marriage, Family and a Baby Boom
Returning veterans and higher incomes led to a
population increase of nearly 20% in the 1950s. This
period is known as the ―Baby Boom‖ had a powerful
impact on American society, especially on the role of
women.
Consumerism
A consumer society and American culture
characterized by rock n roll, television and cars was
born of this prosperous period.
Problem of Poverty Not all segments of American society enjoyed the same
level of prosperity in the 1950s. Farmers and migrant
workers suffered from low crop prices due to huge food
surpluses. As the middle class moved out of the cities they
left the urban poor behind. Poor southern African
Americans and poor western Hispanics moved into the
Northern cities increasing the problems of poverty there.
Cultural Changes
Currents of Nonconformity
Television
Pop Culture
Women in the workplace
Informal:
Word Wall Activity
Scaffolded Questions
Research the reaction of
Florida residents
following Brown v.
Board of Education.
Interview 2-3 people
about their personal
recollections of the era.
Formal:
Unit Test
Revised 06/05/11 56
Did the civil rights movement
of the 1950's expand
democracy for all Americans?
By interpreting its powers broadly, the Supreme Court can
reshape American society.
Brown v. Board of Education
Supreme Court decision that segregated schools are unequal
and must desegregate
Key people
Thurgood Marshall —NAACP Legal Defense Team
Harry T. Moore— Civil Rights Activist
Florida’s response
Harry T. Moore (founder of Florida’s branch of
NAACP) killed by home bombing in December 1951.
Tallahassee Bus Boycott, 1956
Massive Resistance—Closing some schools
Establishment of private academies
White flight from urban school systems
Black migrations northward – by 1960 blacks
accounted for 18% of the state’s population, a much
smaller percentage than in 1900 when blacks accounted
for 44% of the state’s population.
Revised 06/05/11 57
Objectives of Learning 1960s (2 weeks)
The student will demonstrate knowledge of United States during the 1960s by
a) explaining the American role in Vietnam and with Cuba.
Academic Vocabulary: Vietnamization, exiles, insurgency, escalate, war of attrition
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Should the president be able to
wage war without
congressional authorization?
Did the war in Vietnam bring a
domestic revolution to the
United States?
Did American presidents have
good reasons to fight a war in
Vietnam?
The Vietnam War
American involvement in Vietnam also reflected the
Cold War policy of containment of communism.
Beginning in the 1950s and continuing into the early
1960s, the communist government of North Vietnam
attempted to install through force a communist
government in South Vietnam. The United States
helped South Vietnam resist.
The American military buildup in Vietnam began
under President John Kennedy. After Kennedy’s
assassination in 1963, the buildup was intensified
under President Lyndon Johnson.
The scale of combat in Vietnam grew larger over the
course of the 1960s. American military forces
repeatedly defeated the North Vietnamese forces in the
field, but could not force an end to the war on
favorable terms by fighting a limited war.
The country became bitterly divided. While there was
support for the American military and conduct of the
war among many Americans, others opposed the war
and active opposition to the war mounted, especially on
college campuses.
After Johnson declined to seek re-election, President
Nixon was elected on a pledge to bring the war to an
honorable end. He instituted a policy of
―Vietnamization,‖ withdrawing American troops and
replacing them with South Vietnamese forces while
maintaining military aid to the South Vietnamese.
Ultimately ―Vietnamization‖ failed when South
Vietnamese troops proved unable to resist invasion by
the Soviet-supplied North Vietnamese Army, and
President Nixon was forced from office by the
Watergate scandal. In 1975, both North and South
Vietnam were merged under communist control.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.10 Analyze the
significance of Vietnam and
Watergate on the government and the
people of the United States.
Revised 06/05/11 58
Unlike veterans of World War II, who returned to a
grateful and supportive nation, Vietnam veterans
returned often to face indifference or outright hostility
from some who opposed the war.
It was not until several years after the end of the war
that the wounds of the war began to heal in America,
and Vietnam veterans were recognized and honored for
their service and sacrifices.
Cuba
Cuba was also a site of Cold War confrontations.
Fidel Castro led a communist revolution that took
over Cuba in the late 1950s. Many Cubans fled to
Florida and later attempted to invade Cuba and
overthrow Castro. This ―Bay of Pigs‖ invasion
failed.
In 1962, the Soviet Union stationed missiles in
Cuba, instigating the Cuban Missile Crisis.
President Kennedy ordered the Soviets to remove
their missiles and for several days the world was
on the brink of nuclear war. Eventually, the Soviet
leadership ―blinked‖ and removed their missiles.
Florida’s role
The Cuban Revolution of 1959 led to a large wave of
Cuban immigration into South Florida, which
transformed Miami into a major center of commerce,
finance and transportation for all of Latin America.
Many of these Cubans would later participate in the
failed Bay of Pigs Invasion.
Florida’s proximity (90 miles from Cuba) made it a
frontline during the Cuban Missile Crisis.
Revised 06/05/11 59
Objectives of Learning 1960s (2 weeks)
The student will demonstrate knowledge of United States during the 1960s by
b) describing the differences in society and the domestic policies of Kennedy and Johnson.
Academic Vocabulary: counterculture, the establishment, generation gap
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Does the image of John F.
Kennedy outshine the reality?
Did the "Great Society"
programs fulfill their promises?
Age of Camelot
In President John Kennedy’s inaugural address, he pledged
that the United States would ―pay any price, bear any
burden, meet any hardship, support any friend, oppose any
foe, in order to assure the survival and the success of
liberty.‖ In the same address, he also said, ―Ask not what
your country can do for you; ask what you can do for your
country.‖
In the early 1960s, President John Kennedy pledged
increased support for the American space program. The
race to the moon continued through the 1960s. U.S.
astronaut John Glenn was the first American to orbit the
Earth. In 1969, American astronaut Neil Armstrong was the
first person to step onto the moon’s surface. He proclaimed,
―That’s one small step for a man, one giant leap for
mankind.‖
President Kennedy, a World War II veteran, was
assassinated in 1963 in Dallas, Texas, in an event that
shook the nation’s confidence and began a period of
internal strife and divisiveness, especially spurred by
divisions over U.S. involvement in Vietnam.
Great Society
Johnson’s Great Society was his domestic policy that he
hoped would end poverty. He started programs like Head
Start, Job Corps, Volunteers in Service to America
(VISTA), and the Department of Housing and Urban
Development (HUD).
Counterculture
As the 1960s progressed, widespread tensions
developed in American society that tended to flow
along generational lines regarding the war in Vietnam,
race relations, sexual mores, women's rights, traditional
modes of authority, experimentation with psychoactive
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.13 Analyze the attempts
to extend New Deal legislation
through the Great Society and the
successes and failures of these
programs to promote social and
economic stability.
Revised 06/05/11 60
drugs, and differing interpretations of the American
Dream.
New cultural forms emerged, including the pop music
of the British band The Beatles and the concurrent rise
of hippie culture, which led to the rapid evolution of a
youth subculture that emphasized change and
experimentation.
The need to address minority rights of women, gays,
the handicapped, and many other neglected
constituencies within the larger population came to the
forefront as an increasing number of primarily younger
people broke free from the constraints of 1950s
orthodoxy in a desire to create a more inclusive and
tolerant social landscape.
The Sexual Revolution of the 1960s and 70s.
The Vietnam War, and the protracted national divide
between supporters and opponents of the war, were
arguably the most important factors contributing to the
rise of the larger counterculture movement.
The often violent confrontations between college
students (and other activists) and law enforcement
officials became one of the hallmarks of the era.
The era essentially commenced in earnest with the
assassination of President John F. Kennedy. It ended
with the termination of U.S. combat military
involvement in the communist insurgencies of
Southeast Asia and the end of the military draft in
1973, and ultimately with the resignation of disgraced
President Richard M. Nixon in August, 1974.
Revised 06/05/11 61
Objectives of Learning 1960s (2 weeks)
The student will demonstrate knowledge of United States during the 1960s by
c) describing the importance of the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.
Academic Vocabulary: counterculture, the establishment, generation gap
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Is civil disobedience the most
effective means of achieving
racial equality?
Did the civil rights movement
of the 1960's effectively change
the nation?
African Americans, working through the court system and
mass protest, reshaped public opinion and secured the
passage of civil rights legislation.
1963 March on Washington
Participants were inspired by the ―I Have a Dream‖
speech given by Dr. Martin Luther King, Jr.
The march helped influence public opinion to support
civil rights legislation.
The march demonstrated the power of non-violent,
mass protest.
Civil Rights Act of 1964
The act prohibited discrimination based on race,
religion, national origin, and gender.
It also desegregated public accommodations.
President Lyndon B. Johnson played an important role
in the passage of the act.
Voting Rights Act of 1965
The act outlawed literacy tests.
Federal registrars were sent to the South to register
voters.
The act resulted in an increase in African American
voters.
President Lyndon B. Johnson played an important role
in the passage of the act.
NAACP
Challenged segregation in the courts
Malcolm X and the Black Panthers
Other groups felt that violence was a means that was
necessary to make real progress.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.5 Compare nonviolent and
violent approaches utilized by groups
(African Americans, women, Native
Americans, Hispanics) to achieve civil
rights.
SS.912.A.7.6 Assess key figures and
organizations in shaping the Civil Rights
Movement and Black Power Movement.
SS.912.A.7.7 Assess the building of
coalitions between African Americans,
whites, and other groups in achieving
integration and equal rights.
SS.912.A.7.8 Analyze significant
Supreme Court decisions relating to
integration, busing, affirmative action, the
rights of the accused, and reproductive
rights.
SS.912.A.7.9 Examine the similarities of
social movements (Native Americans,
Informal:
Word Wall Activity
Scaffolded Questions
Design and/or sew a
quilt square that will
become part of a larger
Civil Rights Movement
Quilt. One quilt for each
group: African
Americans, women,
Native Americans, and
Hispanics.
Read the ―I Have a
Dream‖ speech given my
Dr. Martin Luther King,
Jr. Write an editorial
response to the speech.
Create graphic
organizers for the Civil
Rights Act of 1964, the
Voting Rights Act of
1965, and the NAACP.
Write a recruiting poster
for the NAACP.
Design a political
cartoon on the ―glass
ceiling.‖
Research three women
Revised 06/05/11 62
Did the Warren Supreme Court
expand or undermine the
concept of civil liberties?
Other Civil Right Movements
Many other groups sought for civil rights and followed in
the footsteps of the African American civil rights
movement.
Native Americans-AIM
Hispanics-Caesar Chavez
Americans with Disabilities
Women’s Rights Movement
The National Organization for Women (NOW) was
created in 1966 with the purpose of bringing about
equality for all women. NOW was one important group
that fought for the Equal Rights Amendment (ERA).
This amendment stated that "equality of rights under
the law shall not be denied or abridged by the United
States or any state on account of sex." The amendment
died in 1982 because not enough states had ratified it.
ERAs have been included in subsequent Congresses,
but have still failed to be ratified.
In the 1960s and 1970s the birth control movement
advocated for the legalisation of abortion and large
scale education campaigns about contraception by
governments.
Roe v. Wade (1973)
Gender worker diversity has altered the workplace.
Supreme Court Decisions for Civil Rights
Busing
Integration
Affirmative Action
Rights of the Accused
Florida history
Tallahassee Bus Boycott, 1956
St. Augustine Movement, 1963-64
Integration of public beaches and pools
Integration of public schools
Hispanics, women, anti-war protestors) of
the 1960s and 1970s.
SS.912.A.7.3 Examine the changing
status of women in the United States
from post-World War II to the
present.
SS.912.A.7.17 Examine key events
and peoples in Florida history as they
relate to United States history.
that were the first to
enter a male-dominated
field. Make a foldable
about their
achievements.
Formal:
Unit Test
Revised 06/05/11 63
Objectives of Learning Contemporary United States (1.5 weeks)
The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by
a) analyzing the successes and failures of the seven previous U.S. presidents.
Academic Vocabulary: stagflation, détente, executive privilege, moral majority, liberal, conservative
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Was the Watergate scandal a
sign of strength or weakness in
the United States system of
government?
Did the policies of the Reagan
administration strengthen or
weaken the United States?
Did the United States win the
Cold War?
Nixon
Escalation of bombing campaign in Vietnam,
Vietnamization
China visit, 1972 (Ping Pong Diplomacy)
Development of the space shuttle program
Détente and SALT I
OPEC embargo
Watergate
– Scandal of the Nixon’s administration
– Cover up turned this into a crisis
– Woodward and Bernstein
– Nixon resignation
Ford & Carter
Helsinki Accords & Cold War Détente
Worst economic crisis since Great Depression
Continued Civil Rights strides including Women’s
rights and Busing
Iran Hostage Crisis, 1979
Soviet Invasion of Afghanistan and US boycott of
1980 Moscow Olympics
Reagan
Challenged moral legitimacy of the Soviet Union; for
example, speech at Berlin Wall (―Mr. Gorbachev, tear
down this wall‖)
Increased U.S. military and economic pressure on the
Soviet Union
Both internal and external pressures caused the
collapse of the Soviet Union.
– Internal problems of the Soviet Union
– Increasing Soviet military expenses to compete
with the United States
– Rising nationalism in Soviet republics
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.8 Analyze significant
Supreme Court decisions relating to
integration, busing, affirmative
action, the rights of the accused, and
reproductive rights.
SS.912.A.7.10 Analyze the
significance of Vietnam and
Watergate on the government and the
people of the United States.
SS.912.A.7.12 Analyze political,
economic, and social concerns that
emerged at the end of the 20th
century and into the 21st century.
SS.912.A.7.17 Examine key events
and peoples in Florida history as they
relate to United States history.
Informal:
Word Wall Activity
In a Venn Diagram,
compare/contrast
Roosevelt’s New Deal
with Johnson’s Great
Society.
Then and Now: Research
an agency from
Johnson’s Great Society.
Make a comparison of
what its mission/vision
was when it was created
to what it is today. Infer
what caused a change
over time.
Create a cartoon about
the Watergate Scandal
and the reaction to it of
the American people.
Design a t-shirt about
immigration since 1950.
Scaffolded Questions
Formal:
Unit Test
Revised 06/05/11 64
Should Bill Clinton be
considered an effective
president?
Should we change the way that
we elect our Presidents?
– Fast-paced reforms (market economy)
– Economic inefficiency
– Gorbachev ―glasnost‖ and ―perestroika‖ (openness
and economic restructuring)
Reaganomics
War on Drugs
George Bush
Deregulation of Wall Street and Big Business
Fall of Berlin Wall (1989) and the collapse of the
Soviet Union (1991)
Military operations in Panama and the Persian Gulf
Economic recession and broken ―no new taxes‖ pledge
Bill Clinton
Economic Policies (Middle Class Tax Cut)
NAFTA
Immigration policies
Monica Lewinski scandal and impeachment trial
Military operations in Somalia and Bosnia
Counter-terrorism policies
George W. Bush
Election of 2000 controversy (Florida)
Foreign Policy
o Withdrawal from Kyoto Protocols
o Terrorist attacks – 9/11/2001
o War on Terror (Afghanistan & Iraq)
Response to Hurricane Katrina
Economic policies – recession beginning in 2007
Barack Obama
Economic Policies
Foreign Policies
o Iraq and Afghanistan
o START arms control treaty with Russia
o Libya
o Death of Osama bin Laden
Revised 06/05/11 65
Objectives of Learning Contemporary United States (1.5 weeks)
The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by
b) describing the importance of the continuation of civil rights in the 1970s and 1980s.
Academic Vocabulary: civil disobedience, integration, affirmative action, feminism
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Has the women's movement for
equality in the United States
become a reality or remained a
dream?
Should Affirmative Action
programs be continued to
overcome the effects of past
injustice and discrimination?
Women’s Rights
Increased participation of women in the labor force
An increasingly large percentage of America’s labor force
Many working mothers
Women in nontraditional jobs
Sandra Day O’Connor was the first woman to serve on
the United States Supreme Court.
Sally Ride was the first female astronaut in the United
States.
Role of courts in providing opportunities
Issues of working women
Need for affordable day care
Equitable pay
―Pink collar‖ ghetto (low prestige, low paying jobs)
―Glass ceiling‖ (perception that career advancement for
women is not equal to men)
Equal Rights Amendment
Proposed amendment to the United States
Constitution.
Originally written by Alice Paul and, in 1923, it
was introduced in the Congress for the first time.
In 1972, it passed both houses of Congress, but
failed to gain ratification before its June 30, 1982
deadline
Supreme Court Decisions for Civil Rights
Busing
Integration
Affirmative Action
Rights of the Accused
SS.912.A.7.8 Analyze significant
Supreme Court decisions relating to
integration, busing, affirmative action, the
rights of the accused, and reproductive
rights.
SS.912.A.7.9 Examine the similarities of
social movements (Native Americans,
Hispanics, women, anti-war protestors) of
the 1960s and 1970s.
SS.912.A.7.3 Examine the changing
status of women in the United States
from post-World War II to the
present.
SS.912.A.7.17 Examine key events
and peoples in Florida history as they
relate to United States history.
Design a political
cartoon on the ―glass
ceiling.‖
Research three women
that were the first to
enter a male-dominated
field. Make a foldable
about their
achievements.
Formal:
Unit Test
Revised 06/05/11 66
Objectives of Learning Contemporary United States (1.5 weeks)
The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by
c) analyzing the foreign policy of the late 20th
century and into the 21st century.
Academic Vocabulary: ethnicity, ethnic cleansing, nation building, terrorism
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Are peace and stability in the
Middle East vital to the United
States' economy and national
security?
Was the United States justified
to fight a war to remove
Saddam Hussein from power?
Should the United States have
used military force to support
democracy in Eastern Europe?
Can global terrorism be
stopped?
Africa
U.S. Response to Independence Movements, Civil Wars,
Genocides and Aids
Asia
Recognition of the People’s Republic of China
U.S. Reaction to Tiananmen Square
Caribbean
U.S. Relations with Cuba
Latin America
U.S. Response to Independence Movements
Chile
Panama Canal
Nicaragua (Iran-Contra Affair)
Panama-Manuel Noriega/War on Drugs
Middle East
Arab-Israeli Tensions
Camp David Accords
American Hostages in Iran
Persian Gulf War
War in Iraq
Europe
U.S. Reaction to War in the Balkans
War on Terror
1993 Attack on World Trade Center
9/11
War in Afghanistan
Patriot Act
Department of Homeland Security
War in Iraq
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.11 Analyze the foreign
policy of the United States as it
relates to Africa, Asia, the Caribbean,
Latin America, and the Middle East.
SS.912.A.7.12 Analyze political,
economic, and social concerns that
emerged at the end of the 20th
century and into the 21st century.
SS.912.A.7.14 Review the role of
the United States as a participant in
the global economy (trade
agreements, international
competition, impact on American
labor, environmental concerns).
SS.912.A.7.15 Analyze the effects
of foreign and domestic terrorism on
the American people.
SS.912.A.7.17 Examine key events
and peoples in Florida history as they
Informal:
Word Wall Activity
Scaffolded Questions
Diplomat Discussion:
Assign the roles of U.S.
Diplomats to Africa,
Asia, the Caribbean,
Latin America, and the
Middle East. Have a
class discussion about
what issues each would
face, questions they
might be asked, how
they might view
diplomats in other
regions, which diplomats
could work together, etc.
Write a blog about your
experience in Tiananmen
Square.
Write your own DBQ on
one of the following
topics: Panama Canal,
Iran-Contra Affair,
Noriega. The DBQ
should include a
background essay, hook
exercise, and 10-15
documents. Students
will exchange their DBQ
with another student and
Revised 06/05/11 67
relate to United States history.
then complete that DBQ.
Create a 9/11
Commemorative
Marker.
Write an editorial on the
Patriot Act.
Create a graphic
organizer that
compares/contrasts
immigration to the U.S.
from the 19th
century,
20th
century, and 21st
century. Be sure to
include the reaction of
the American citizens.
Research 5 items that
have been invented by
immigrants. Make an
illustrated timeline.
Using moviemaker,
Formal:
Unit Test
Revised 06/05/11 68
Objectives of Learning Contemporary United States (1.5 weeks)
The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by
d) reviewing the role of the United States as a participant in the global economy.
Academic Vocabulary: European Union, trade deficit
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
Should the United States
restrict foreign trade?
Should the United States drill
for oil in Alaska? Off shore?
Trade Agreements
NAFTA
International Competition
China
India
Impact on American Labor
U.S. jobs going overseas
Environmental Concerns
Global Warming
Impact of Population Growth
Pollution
Drilling for Oil in the United States
Florida
Everglades Restoration Plan
Hurricane Andrew and 2004 Hurricane Season
Off-Shore Drilling and Gulf Oil Spill (2010)
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.12 Analyze political,
economic, and social concerns that
emerged at the end of the 20th
century and
into the 21st century.
SS.912.A.7.14 Review the role of the
United States as a participant in the global
economy.
SS.912.A.7.17 Examine key events and
peoples in Florida history as they relate to
United States history.
Informal:
Word Wall Activity
Scaffolded Questions
Create a t-chart on the
benefits and burdens of
NAFTA.
Create a poster about
―global economy.‖
Analyze trends in labor
statistics over the past 50
years.
Design a t-shirt about an
environmental concern
of the 21st century.
Write 3 practical ways to
help minimize the
concern.
Formal:
Unit Test
Revised 06/05/11 69
Objectives of Learning Contemporary United States (1.5 weeks)
The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by
e) describing contemporary domestic issues and their effects on society as a whole.
Academic Vocabulary: NASA, white collar, telecommunications
Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment
How has the accessibility to
improved technology and
communications affected
American culture?
Should limits be placed on
freedom of expression during
times of national crisis?
(Example: Wiki leaks)
Does the media have too much
influence over public opinion?
Does the United States have a
Dramatic advances in technology have affected life in
America in many significant areas.
The American space program was a triumph of American
technological prowess.
Technology can make communication and information
more accessible.
Over the past three decades improved technology and
media have brought about better access to communication
and information for rural areas, businesses, and individual
consumers. As a result, many more Americans have access
to global information and viewpoints.
Examples of technological advances
Cable TV/24-hour news (CNN)
Personal computers
Cellular phones
World Wide Web
Changes in work/school/health care Telecommuting
Distance learning
Growth in white collar careers
Medical Advances
Immigration New immigrant groups have increased American diversity
and redefined American identity.
New and increasing immigration to the United States has
been taking place from many diverse countries, especially
Asian and Latin American countries.
Reasons for immigration
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.12 Analyze political,
economic, and social concerns that
emerged at the end of the 20th
century and into the 21st century.
American History Standard 1:
Use research and inquiry skills to analyze
American history using primary and
secondary sources.
American History Standard 7:
Understand the rise and continuing
international influence of the United
States as a world leader and the impact of
contemporary social and political
movements on American life.
SS.912.A.7.12 Analyze political,
economic, and social concerns that
emerged at the end of the 20th
century and into the 21st century.
SS.912.A.7.17 Examine key events
Informal:
Word Wall Activity
Scaffolded Questions
Create a scrapbook of
the American space
program through the
decades.
Write an essay that
discusses the impact of
four different
technological advances
of the 21st century.
Create a t-chart on the
pros/cons of distance
learning.
Create a powerpoint of
at least 5 medical
advances of the 21st
century.
Formal:
Unit Test
Informal:
Word Wall Activity
Scaffolded Questions
Create a scrapbook of
the American space
program through the
decades.
Revised 06/05/11 70
fair and effective immigration
policy?
Should stricter laws regulating
firearms be enacted?
Is the death penalty (capital
punishment) a "cruel and
unusual punishment" (and thus
unconstitutional)?
Should lobbies and pressure
groups be more strictly
regulated?
Do political parties serve the
public interest and further the
cause of democracy?
Political freedom
Economic opportunity
Effects of immigration
Bilingual education/English as a Second Language (ESL)
courses
Effects on public policy (Cuban Americans and policy
toward Cuba)
Politics/voting
Challenges caused by illegal immigration
Contributions of immigrants
Popularity of ethnic food, music, and the arts
Role in labor force
Crime
While the crime rate had risen sharply in the late 1960s
and early 1970s, bringing it to a constant all-time high
during much of the 1980s, it has declined steeply since
1993.
Despite the recent stagnation of the homicide rate,
however, property and violent crimes overall have
continued to decrease, though at a considerably slower
pace than in the 1990s.
Brady Bill
Three Strikes Law (passed in 11 states)
American Politics
Lobby Reform and Campaign Reforms
Social Issues and Government Regulation
Tea-Party Movement
Bipartisan Government
Environmental Issues
Offshore Oil Drilling
Global Warming
Country’s Dependency on Foreign Oil
Alternative Fuels
and peoples in Florida history as they
relate to United States history.
SS.912.A.7.16 Examine changes in
immigration policy and attitudes
toward immigration since 1950.
Write an essay that
discusses the impact of
four different
technological advances
of the 21st century.
Create a t-chart on the
pros/cons of distance
learning.
Create a powerpoint of
at least 5 medical
advances of the 21st
century.
Formal:
Unit Test