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Social Studies Curriculum

United States History II

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Course Description USII

The major divisions of the course are (1) the social reform movements of the Twentieth Century, (2) the continuing evolution of American politics and political parties, (3) the role of the United States as a world power, (4) the major economic concepts that affect the growth and stability of the nation, and (5) the problems and solutions the United States confronted and utilized during this time period. Students will examine the ever-changing political, social, and economic developments in the United States, as well as world affairs, major wars, and both internal and external contemporary conflicts. The course is designed to provide learners with the knowledge, skills, and attitudes they need to be active, informed citizens and contributing members of their communities.

U.S. History II

PACING CHART

Unit Topic Duration

Unit 1 The Great Depression and World War II

(1929-1945)

6 Weeks

Unit 2 The Great Depression and World War II

(1929-1945)

6 Weeks

Unit 3 Postwar United States: Civil Rights and

Social Change (1945 to Early 1970’s)

6 Weeks

Unit 4 Post War United States:

Emergence of Modern USA in Today’s

World (1980-2000)

6 Weeks

Unit 5 Contemporary United States: International

Policies and Interconnected Global Society

6 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies Time/General

• Extra time for assigned tasks

• Adjust length of assignment • Timeline with due dates for

reports and projects • Communication system

between home and school • Provide lecture

notes/outline

Processing • Extra Response time • Have students verbalize

steps • Repeat, clarify or reword

directions • Mini-breaks between tasks • Provide a warning for

transitions • Reading partners

Comprehension • Precise step-by-step

directions • Short manageable tasks • Brief and concrete

directions • Provide immediate

feedback • Small group instruction • Emphasize multi-sensory

learning

Recall • Teacher-made checklist • Use visual graphic

organizers • Reference resources to

promote independence • Visual and verbal

reminders • Graphic organizers

Assistive Technology

• Computer/whiteboard • Tape recorder • Spell-checker • Audio-taped books

Tests/Quizzes/Grading • Extended time • Study guides • Shortened tests • Read directions aloud

Behavior/Attention • Consistent daily

structured routine • Simple and clear

classroom rules • Frequent feedback

Organization • Individual daily planner • Display a written agenda • Note-taking assistance • Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards 9-12 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. A. Civics, Government, and Human Rights

� 6.2.12.A.5.a Explain how and why differences in ideologies and policies between the United States and the U.S.S.R. resulted in a cold war, the formation of new alliances, and periodic military clashes.

� 6.2.12.A.5.bAnalyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate international conflicts.

� 6.2.12.A.5.d Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, and Sudan), and evaluate the responsibilities of the world community in response to such events.

� 6.2.12.A.5.e Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights.

� 6.2.12.A.6.a Evaluate the role of international cooperation and multinational organizations in attempting to solve global issues.

� 6.2.12.A.6.b Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, economic development, use of natural resources, and human rights.

� 6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

� 6.2.12.A.6.d Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.

� 6.3.12.A.2.e Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

B. Geography, People, and the Environment

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� 6.2.12.B.5.a Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.

� 6.2.12.B.5.b Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.

� 6.2.12.B.5.c Determine the impact of migration on the way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries.

� 6.2.12.B.5.d Analyze post-independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.

� 6.2.12.B.5.e Assess the role of boundary disputes and limited natural resources as sources of conflict. � 6.2.12.B.6.a Determine the global impact of increased population growth, migration, and changes in urban-rural

populations on natural resources and land use.

� 6.3.12.B.1 Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.

C. Economics, Innovation, and Technology

� 6.2.12.C.5.a Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II.

� 6.2.12.C.5.b Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.

� 6.2.12.C.5.c Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.

� 6.2.12.C.5.d Determine the challenges faced by developing nations in their efforts to compete in a global economy. � 6.2.12.C.5.e Assess the reasons for and consequences of the growth of communism and shift toward a market

economy in China. � 6.2.12.C.5.f Assess the impact of the European Union on member nations and other nations. � 6.2.12.C.5.g Evaluate the role of the petroleum industry in world politics, the global economy, and the environment. � 6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic

imbalances and social inequalities. � 6.2.12.C.6.b Compare and contrast demographic trends in industrialized and developing nations, and evaluate the

potential impact of these trends on the economy, political stability, and use of resources.

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� 6.2.12.C.6.c Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.

� 6.2.12.C.6.d Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.

D. History, Culture, and Perspectives

� 6.2.12.D.5.b Assess the impact of Gandhi’s methods of civil disobedience and passive resistance in India, and determine how his methods were later used by people from other countries.

� 6.2.12.D.5.c Assess the influence of television, the Internet, and other forms of electronic communication on the creation and diffusion of cultural and political information, worldwide.

� 6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.

� 6.2.12.D.6.a Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate the impact on traditional cultures and values.

English Language Arts & History/Social Studies Grades 9-10 Common Core Standards Craft and Structure:

� RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

� RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas:

� RH.9-10.7: Integrate quantitative or technical analysis (e.g.,, charts, research data) with qualitative analysis in print or digital text.

� RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.

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English Language Arts Standards » Writing » Grade 9-10 Text Types and Purposes:

� WHST.9-10.1: Write arguments focused on discipline-specific content. � WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes. Production and Distribution of Writing:

� WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

� WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge:

� WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

� WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

� WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.

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Grade: 11

Unit: I The Great Depression and World War II (1929-1945) 12 Weeks

Topic The Great Depression and World War II: The Great Depression The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society. The Great Depression and World War II: World War II The United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan. Domestic and military policies during World War II continued to deny equal rights to African Americans, Asian Americans, and women.

NJCCCS: 6.1.12.A.966.1.12.A.9.a 6.1.12.C.9.d 6.2.12.A.5.e, 6.2.12.A.6.a, 6.2.12.A.6.b, 6.2.12.A.6.c, 6.2.12.A.6.d, 6.3.12.A.2.e, 6.3.12.A.2.e, 6.2.12.B.5.a, 6.2.12.B.5.b, 6.2.12.B.5.c, 6.2.12.B.5.d, 6.2.12.B.5.e, 6.2.12.B.6.a, 6.3.12.B.1, 6.2.12.C.5.a, 6.2.12.C.5.b, 6.2.12.C.5.c, 6.2.12.C.5.d, 6.2.12.C.5.e, 6.2.12.C.5.f, 6.2.12.C.5.g, 6.2.12.C.6.a, 6.2.12.C.6.b, 6.2.12.C.6.c, 6.2.12.C.6.d, 6.2.12.D.5.b, 6.2.12.D.5.c, 6.2.12.D.5.d, 6.2.12.D.6.a Standards: CCSS: RH.11-12.3, RH.9-10.6, RH.9-10.7, RH.9-10.9, WHST.9-10.1, WHST.9-10.2, WHST.9-10.4, WHST.9-10.6, WHST.9-10.7, WHST.9-10.8, WHST.9-10.9

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections Evaluate various explanations for the 1929 stock market crash and determine which explanation best accords with textual evidence by examining the following economic conditions of the time period:

• Uneven distribution of wealth,

• Easy credit, • Stock market

speculation, • Overproduction of

consumer goods, and; • Weak farming

economy.

What factors caused the Stock Market Crash and the Great Depression? How did Market speculation contribute to the stock market crash? How did the “roaring 20’s” add to the financial meltdown? What role did wartime production play in the Depression?

Stock Market Simulation Game, Market Watch online Stock game monitoring of actual stock prices. SAS Curriculum Pathways 1929 Stock Market Simulation Wall Street Basics See PPS Website

The Great Depression: Photo Essay,

https://www.sascurriculumpathways.com/portal/Launch?id=612 FDR and the New Deal,

Steinbeck’s Grapes of Wrath Cinderella Man DVD, The New Deal: Hope For the Nation Cheryl Edwards, Discovery Enterprises, Ltd., Carlisle, MA, 1995

English/Language Arts: Media literacy is featured as students view a variety of non-print resources in order to make meaning of the development of American government and society. Global Awareness is integrated through the reaction of foreign governments to

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Standards: RH.11-12.3 6.1.12.A.9

ABC CLIO Overview of Crash Stock Market Crash (Overview) Stock Market Crash (Visual) Foreign Policy for a World Power, 1890-1914 (Visual) Textbook: The Americans SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ netTrekker https://school.nettrekker.com/goPage?np=sections/homepages/home.ftl

America’s civil rights struggle. Financial Literacy is integrated through the examination of the “other America”, where increasing poverty escalated Literature (Grapes of Wrath, Harlem Renaissance) Economics, Math English Language Arts: Reading, writing, speaking and listening are integrated throughout the unit as essential components of homework, classwork, and class participation. Media literacy is featured as students view a variety of non-print resources in order to make meaning of the development of American in order to make meaning of the development of

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

American government and society.

Compare and contrast the causes and outcomes of the stock market crash in 1929 with other periods of economic instability (e.g., the depression of 1807, the Long Depression of 1873, the Panic of 1907, the “double dip” of the 1980s, the Great Recession of 2008). Standards: 6.1.12.A.9.a 6.1.12.C.9.d

What similarities are there between today’s economic crises and the Great Depression?

What consistencies can we find in all great financial calamities?

Can we draw any conclusions on the best approach to address economic collapse?

What do you see as another possible outcome to the Great Depression?

Create a Digital Documentary: Creating Digital Documentaries http://www.digitaldocsinabox.org/images/GreatDepression/GreatDepression.html Essay: Explain the relationship between producers and consumers in a market economy, including how supply and demand determine the price of a good or service, in this time period and current times. Primary Sources: http://www.sascurriculumpathways.com/portal/Launch?id=1571

This Land Was Made for You and Me: Reading & Responding to Complex, High-Quality Informational Texts

ABC CLIO Suffering America, 1929-1939 (Overview) http://americanhistory.abc-clio.com/Topics/Display/1187189 NetTrekker: “Digital Docs in a Box” http://www.digitaldocsinabox.org/images/GreatDepression/GreatDepression.html

Book Report: The Grapes of Wrath

Media literacy Students view a variety of non-print resources in order to make make meaning of the development of American government and society.

Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression Standards: 6.1.12.B.9.a

How did the depression impact the lives of ordinary Americans in both rural and urban America?

DBQ: Unit IV What caused the Dust Bowl? Mini-Q’s in America History Vol. 2 1877-Present Essay/Quickwrite: What were the primary reasons for the Dust Bowl?

ABC CLIO: Photos Great Depression: farm Legislation: Soil Conservation Act (1935)

ELA Book Report: Fine Arts: Paint and or sketch Political Cartoons

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Can you explain what may have happened to the average farmer during the Great Depression?

What were some of the motives behind the agricultural segment of the economy during this time period?

Relate the experience for the average citizen dealing with the Dust Bowl.

FDR Speech Franklin D. Roosevelt: Call for Federal Responsibility speech (1932) Films: The Century, America’s Time “Stormy Weather” The Grapes of Wrath (1940) Cinderella Man (2005)

Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. Standards: 6.1.12.D.9.b

How did the New Deal impact the lives of women, African-Americans, Mexican-Americans, and Native-Americans?

What was the turning point that began the great migration?

What are some of the problems that cause people to seek greater opportunities elsewhere?

African Americans and the New Deal http://www.sascurriculumpathways.com/portal/Launch?id=36 Essay Conduct short research to compare and contrast the roles of Eleanor Roosevelt and Frances Perkins in promoting equality for women and minorities during the New Deal

SAS Curriculum Pathways Explore a historical narrative about Great Depression http://www.sascurriculumpathways.com/portal/ - /search?text="great depression"

English Language Arts: Primary and Secondary sources Farmers depressed since the 1920’s: describe what daily life was like for those people.

Determine the extent to which the Treaty of Versailles, war debt repayment, and international banking contributed to the worldwide economic collapse. Standards:

How did the government respond to the economic crisis of the early 1930’s? Was the USA leading the way in developing solutions to the worldwide

Photo Essay: http://www.sascurriculumpathways.com/portal/Launch?id=612

Make a Movie: Using primary documents. In groups of 2-4 create a music video or documentary film

SAS Curriculum Pathways Great Depression Photo Essay http://www.sascurriculumpathways.com/portal/ - /search?text="great depression"

Fine Arts: Compile a Photo Essay detailing images recreating eth experience of eth average citizen during the Great Depression. http://americanhistory.abc-

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

6.1.12.D.9.a

depression?

If the Treaty of Versailles were more equitable to all involved what may have happened to history?

detailing the Treaty and its effects

SAS Curriculum Pathways Great Depression Photo Essay http://www.sascurriculumpathways.com/portal/ - /search?text="great depression" Report on Farmers Farmers: Depressed since the 1920s (Overview) Cicero: Lesson Plan List 5 at least (5) factors the contributed to the Great Depression http://cicerosystems.com/history/unit/boom-and-bust/lesson_plan/2800/156

ABC-CLIO Description of Dust Bowl Dust Bowl Report on Farmers Farmers: Depressed since the 1920s (Overview)

clio.com/Search/Results?q=images%20of%20dust%20bowl&setcustomercontext=25364

Explain how the government uses monetary policy (e.g., interest rates, printed currency) to affect the nation’s economy. Standards: 6.1.12.C.9.a

How did New Deal programs address the goals of relief, recovery and reform? What are some of the problems in the government becoming so involved in the US economy? What do you see as another possible outcome had the government NOT become so involved in the rescue of the economy?

Jigsaw Activity: comparing the different ways the US Government can affect the economy.

Journal: Create a journal using a personal view point of a specific governmental policy failing to assist it’s citizens.

ABC CLIO: Suffering America, 1929-1939 Imagine that you are riding the rails in 1931. Before you left home, you had completed three years of high school. Write a letter to one of your former high school teachers telling

Auburn University: Depression Defined http://www.auburn.edu/~johnspm/gloss/depression

Economics: Explain US monetary policies during the Great Depression and today.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

about your experiences. http://americanhistory.abc-clio.com/Topics/Display/1187189?cid=71&terms=Suffering+America%2c+1929-1939

Evaluate the effectiveness of economic regulations and standards established during this time period in combating the Great Depression, including measures provided by the Glass-Steagall Act, and the Fair Labor Standards Act. Standards: WHST.11-12.4 6.1.12.C.9.c

How effective was early Legislation in combatting the Great Depression?

How did economic regulations like the Fair Labor Act facilitate change in the US economy?

What were some of the motives, beyond ending the Depression, behind the US government passing economic regulations like the Glass-Steagall act?

Prezi: Compare and contrast the conditions before and after the acts were instituted. NetTrekker Debate/Comparative Essay Research legislation from the Depression era and legislation currently proposed on the federal and state levels http://www.loc.gov/teachers/classroommaterials/lessons/depression/index.html

netTrekker: Stanford Education History Group http://sheg.stanford.edu/dust-bowl

Book Report: American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940

Explain how members of FDR’s “Brain Trust” and cabinet secretaries shaped the core ideologies and policies of the New Deal. Standards: 6.1.12.D.10.c

What were the goals of FDR’s New Deal, and how did he effectively communicate these goals? What are the possible consequences of a small group like the “Brain Trust” having such power over public policy? What influence has the

Essay: Evaluate how and why conflict developed over the New Deal between the Supreme Court and other branches of government by analyzing the decisions of Schechter v. U.S., and Butler v. U.S., as well as other primary source documents. netTrekker: Explain to students about the economic problems today. (They should have some background). Have students write a fireside chat of their own by selecting one of the economic problems facing America today

ABC CLIO: Great Depression Terms Defined http://americanhistory.abc-clio.com/Search/Display/248043?terms=depression+brain+trust

Fine Arts: Photo Essay compile a collection of photos the financial challenges of eth USA during the 1930’s early 40’s http://www.english.illinois.edu/maps/depression/photoessay.htm

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

policies introduced by the FDR administration had on your life?

http://americanhistory.mrdonn.org/depression-lesson1.html

Assess the effectiveness of New Deal programs (e.g., Civilian Conservation Corp, Tennessee Valley Authority) designed to protect the environment. Standards: 6.1.12.B.10.a WHST.9-10.9, 6.2.12.C.1.d

How did New Deal programs address the goals of relief, recovery and reform?

Do you believe the New Deal Programs effectively ended the Great Depression?

Can you see another possible solution to ending the Great Depression beyond the government becoming one of the largest employers of the day?

What influence will the existing programs from the New Deal have on America in your lifetime?

Essay; Draw evidence from informational texts to support analysis, reflection, and research to determine the economic ideological leanings of the two major political parties during the New Deal and today

ABC CLIO: Description of Government Body and Activities Explain the committees function and solutions developed for the drought. Great Plains Drought Area Committee

Found Poetry with Primary Sources: The Great Depression http://www.loc.gov/teachers/classroommaterials/lessons/poetry/ Cicero http://cicerosystems.com/history/units netTrekker https://school.nettrekker.com/goPage?np=sections/homepages/home.ftl

ELA: Write Poem/Prose of the era. Revealing the sentiment of the times.

Evaluate the impact of the New Deal’s expanded role of government with regard to economic policy (e.g., spending), capitalism (e.g., increased regulation), and society (e.g., government

How did the office of the presidency expand, and how did the three branches of government interact? Was the New Deal a

Mock Movie Trailer: Create a Mock Movie Trailer introducing the New Deal and its Mission.

SAS Curriculum Pathways FDR and the New Deal

ABC-CLIO – Braintrust member of FDR cabinet http://americanhistory.abc-clio.com/Search/Display/248043?terms=depression+brain+trust

Literature: What is Modernism? http://www.sascurriculumpathways.com/portal/Launch?id=1269 Economics:

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

assistance). Standards: 6.1.12.D.10.d

success or a failure? Do you think that the expanded governmental role in the economy during this time period, is a good thing or bad thing? What are the possible consequences of the US government playing such a pivotal role in the economy?

Marketing a New Product/Business: Develop a new product/business to be sold during the Great Depression. How would you develop and sell your product utilizing the government programs to advance business and employment.

netTrekker: What Role did Unions Play during the Great Depression? http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/unions/unions.html

Marketing new products and Businesses

Compare and contrast the leadership abilities of Franklin Delano Roosevelt with past presidents (e.g., T. Roosevelt, Wilson, Hoover) and recent presidents (e.g., Reagan, Obama). Standards: WHST.11-12.1 6.1.12.A.10.b

How did the administrations of other presidents compare to FDR’s during similar economic hardships?

Was FDR unique in his approach to the hardships facing the country?

How is the approach used by modern Presidents (Reagan) different than those from older administrations (Hoover)?

Can you distinguish between the methods used by various presidents in addressing economic challenges?

FDR and The New Deal: What did Roosevelt do to combat the Great Depression and what was controversial about what he did? http://www.sascurriculumpathways.com/portal/Launch?id=1256 ABC-CLIO What if Herbert Hoover had defeated Franklin D. Roosevelt for the U.S. presidency in 1932? Design a Questionnaire: Design a questionnaire to determine the different approaches used by the aforementioned presidents in dealing with the financial situations confronting them. Questionnaire Design http://www.fao.org/docrep/w3241e/w3241e05.htm

SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ - /search?text="great depression"

Fine Arts: Develop a collage of the different Presidents mentioned and a few defining moments of their respective Presidencies.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Also see PDF in Resources

Compare and contrast America’s response to the Great Depression with other nations (e.g., Germany, Italy, and Japan). Standards: 6.1.12.D.10.b

Was the USA leading the way in developing solutions to the worldwide depression?

How were the strategies used by the US different than those of other industrialized nations to ease the effects of the Great Depression?

Are their better solutions developed by other nations to stem the tide of the Great Depression?

Can we distinguish between the effects the Depression had other Nations and the USA?

Comparative Essay: The Great Depression in Canada during the 1930s. http://www2.actden.com/writ_den/h15/direct.htm

Venn Diagram: Compare and contrast US approached to that of European and other countries.

Writing: Write a letter home or to your family from the point of view of German citizens and their countries approach to ending the great depression.

SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ - /search?text="great depression" ABC CLIO: http://americanhistory.abc-clio.com/Search/Display/248043?terms=depression+brain+trust

Economics: 3-paragraph essay detailing the recent challenges faced by the Japanese economy. Compare to the recent rise of China surpassing Japan.

Evaluate the effectiveness of international agreements following World War I (e.g., Treaty of Versailles, League of Nations, appeasement policies) in preventing international disputes during the 1920s and 1930s.

What factors led totalitarian dictators to come to power in the1930’s? Which factors would you change to alter the

Timeline: Create a timeline that illustrates the developments between WWI and WWII. netTrekker: Develop a timeline for any time or period. https://school.nettrekker.com/listTimelineNodes?np=/sections/browse/tools/timeline/timeline.ftl&pp=/widgets

Guns, Germs, and Steel: The Fates of Human Societies Jarod Diamond ABC-Clio Treaty Of Versailles http://americanhistory.abc-clio.com/Search/Display/255192?terms=inter+war+years

Music: http://www.pbs.org/theblues/classroom.html What are the Blues? http://www.pbs.org/theblues/classroom/lessons.html Fine Arts: Produce propaganda poster

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Standards: 6.1.12.A.11.a

adverse effects of the Versailles Treaty on peace after WWI? If the Versailles treaty had been more equitable in its treatment of Germany what might have happened? Would the environment have been conducive to the rise of Hitler? What are some of the motives behind the Treaty of Versailles?

/errrors/error.ftl&timelineType=SPAN&level=High&al=High

Develop a Propaganda Poster: Develop a poster to convince the American Public either to enter the War of NOT to enter the War http://cicerosystems.com/history/unit/world-war-ii/gallery/1423/1518

from time period. Oral Histories: What are the definitions of the Blues In music.

Analyze the roles of Axis leadership (e.g., Hitler, Hirohito, Mussolini) and Allied leadership (e.g., Stalin, Churchill, FDR) in the conduct and outcomes of WWII. Standards: 6.1.12.D.11.a

Where, when, and how did Germany and Japan become aggressor nations? What factors lead many nations turn to totalitarian leaders during the inter-war period? What were some of the motives behind the rise to power of dictators during this period?

Essay: Evaluate the philosophies of isolationism, neutrality, appeasement, and interventionism in response to aggressive policies and actions taken by other nations at this time

Make a Fact Chart: Develop a chart listing the conditions present, characteristics and methods used by Dictators to gain power.

Timeline: Pick a Dictator during

SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ - /search?text="great depression" netTrekker: Philosophical development of a Dictator http://www.iep.utm.edu/donoso/

Book Report: The Nazi Seizure of Power: The Experience of a Single German Town 1922-1945 William Sheridan Allen

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

What were the turning points in the rise to power of many Dictators during the inter-war period?

the inter-war period and produce a timeline listing key events and developments during their rise to power. (See Below)

netTrekker: Develop a timeline for any time or period. https://school.nettrekker.com/listTimelineNodes?np=/sections/browse/tools/timeline/timeline.ftl&pp=/widgets/errrors/error.ftl&timelineType=SPAN&level=High&al=High

Explain the role that geography played in the development of military strategies and weaponry in World War II. Standards: 6.1.12.B.11.a

What role did the quest for raw materials and territories motivate belligerent countries? What were the primary motives of Italy, Japan and Italy in their quest for empires? How does the proximities (Locations) of Japan, Italy, Russia and Germany explain their quest for Empire?

Interactive Map: Create an interactive map that traces Japanese imperialism in the Pacific.

ABC-Clio: DBQ complete materials and sources Key Question To what extent does a country's location limit its potential for economic development? http://worldgeography.abc-clio.com/Analyze/Display/1290716?cid=9

Map Maker Interactive: http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1

Geography: Map Activity (See Sample Activity)

Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World

What role did NJ play in conducting WWII? Does NJ play a more important role than other US states during WWII? What was the value to the

SAS Curriculum Pathways World War II: The Homefront http://www.sascurriculumpathways.com/portal/ - /search?text=homefront

New Jersey Digital Highway http://www.njdigitalhighway.org/index.php Explorative essay: World War II and New Jersey http://www.njdigitalhighway.org/enj/lessons/ww_ii_and_nj/

English Language Arts: Reading, writing, speaking and listening are integrated throughout the unit as essential components

23

NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

War II. Standards: 6.1.12.D.11.b

war effort of NJ and her people? Who were some the most prominent people during WWII form NJ?

of homework, classwork, and class participation.

Explain the contribution of minority groups to the war effort despite the discrimination that they faced (e.g., the Tuskegee Airmen, Native American Code Talkers, Women Air Force Service Pilots, Japanese American 442nd Infantry Regimental Combat Team, Mexican Americans). Standards: 6.1.12.D.11.c

How did the war impact women, African Americans, Native Americans, and Mexican Americans? How do you explain the loyalty and participation in the war effort by minority groups despite harsh treatment? What are the government’s motives behind the segregation of the US military during WWII? How was the US commitment to fighting Nazism/Fascism in Europe contradictory to its own policies at home?

Japanese Internment: http://www.digitaldocsinabox.org/images/JapaneseInternment/JapaneseInternment.html How did African-American involvement in World War II lay the foundation for future desegregation in the military? http://www.sascurriculumpathways.com/portal/Launch?id=208 ABC Clio: Zoot Suit Riots explore racism on the West Coast during WWII. http://americanhistory.abc-clio.com/Search/Results?q=zoot suit riots&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fResults%3fq=zoot+suit+riots&token=C15989E8DACE5336F9ABEDFAB6523A08&casError=False

SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ - /search?text="great depression" African Americans: World War II http://worldatwar.abc-clio.com/Search/Display/756346?terms=WWII+segregated+military “El Paso's Company E Survivors Remember Rapido River Assault” http://latinoamerican.abc-clio.com/Search/Display/1481723?terms=WWII American Indian Participation in World War II http://americanindian.abc-clio.com/Feature/Story/1837491?cid=1837492&terms=WWII

ELA Book Report: English Language Arts: Reading, writing, speaking and listening are integrated throughout the unit as essential components of homework, classwork, and class participation.

24

NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Evaluate the short and long-term impacts of the conversion of American industries from consumer-oriented manufacturing to military production during WWII Relate new wartime inventions to scientific and technological advancements in the civilian world (e.g., nuclear technology, improved aeronautical design, communication innovations, food preservatives).. Standards: 6.1.12.C.11.b 6.1.12.D.11.c

How and why did U.S. foreign policy change from neutrality to aid by 1940?

How was the U.S. an “arsenal of democracy”, and what accounted for its successful mobilization efforts on the home front?

What importance did the US geographical location and resources factor into its huge economic contribution to the War effort?

Do you think the success of the US military industry has had a long term effect on US foreign policy?

What are the Pros and Cons of the US turning its vast industrial efforts to producing war materials?

What were the unintended consequences of developing the Atomic Bomb?

WWII: Home Front Power Point See PPS Website Graph/Chart: Illustrate the amount and varying types of Allied war materials the US produced during WWII.The War by Ken Burns: War Production at Home http://www.pbs.org/thewar/at_home_war_production.htm

WWII: Homefront .ppt See PPS Website SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ Cicero The Atomic Bomb Chapter 1 The Rule of Unintended Consequences http://cicerosystems.com/history/unit/world-war-ii/watch/3448/6257 netTrekker http://www.pbs.org/thewar/at_home_war_production.htm ABC-CLIO Red Tails: The Story of the Tuskegee Airmen http://worldatwar.abc-clio.com/Feature/Story/1687763?cid=1687763&terms=WWII+segregated+military

World Views: David Petraeus: "The Future of the Alliance and the Mission in Afghanistan" (2009) http://worldatwar.abc-clio.com/Search/Display/1546271?terms=us+military+establishment

25

NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust. Standards: 6.1.12.D.11.d

How did the Holocaust occur in a “civilized “ world, and why was the U.S. slow to respond? How would you handle a good friend being persecuted/imprisoned for his or her beliefs? What influence on the lives of Non-Jews did the Holocaust have? What motivates one group to ostracize and persecute another? Why did the average Germans citizen to nothing to stop the massacre of innocent humans?

Expository Essay/Prezi (3-5 paragraphs: Write an essay relating your experience as a Jew in Warsaw Poland during the invasion of Poland by both Germany and Russia. Detail your feelings about what you have read on the treatment of Jews in both Russia and Germany. What do you plan to do to help your family survive? PPT presentation: Present why it is important to study the effects of the Holocaust. Draw comparisons between the Holocaust and other genocides that have occurred after.

Holocaust Museum http://www.ushmm.org/ America and the Holocaust PPT. See PPS Website Tips on writing Expository Essays: http://www.studygs.net/wrtstr3.htm America and the Holocaust See PPS Website

ELA/Book Report/Review: Witnesses of War: Children’s lives under the Nazis Nicholas Stargardt

Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides Standards: 6.1.12.A.11.e

How would you of handled reports of Jewish persecution in Germany during WWII as the leader of the US or other Neutral Nation? Can you defend the position the USA took during the early phases of WWII and the treatment of Jews and other minorities by Germany?

netTrekker: Essay/Report http://www.pbs.org/childofcamp/ SAS Curriculum Pathways Interactive Lesson Plan with online activities Essential Question: Should the US government place Japanese Americans living on the west coast in internment camps? http://www.sascurriculumpathways.com/portal/Launch?id=37&bhcp=1

Holocaust http://www.ushmm.org/ netTrekker Coming of Age during the Holocaust http://comingofagenow.org/ ABC-CLIO http://databases.abc-clio.com/Multi/ “Cybrary” of the Holocaust http://remember.org/

English Language Arts: Book Report: The Nazis Seizure of Power Allen Watts

26

NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Do you believe the World is United in stopping genocide in your lifetime? What are the Pros and Cons of Imprisoning enemies of the USA during WWII?

Compare and contrast: How were Japanese, German, Italian -Americans treated during WWII, and how did they respond to their treatment?

Anne Frank House http://www.annefrank.org/ netTrekker: Children of the Camps http://www.pbs.org/childofcamp/

Analyze the decision to use the atomic bomb and the consequences of doing so. Standards: 6.1.12.A.11.d

What were the strategies and military campaign that brought Allied victory in both Europe and Japan? What was/is the Japanese perspective of dropping the Atomic Bomb? How would you of handled the question of dropping the Atomic Bomb or not?

DBQ Announcing the Bombing of Hiroshima http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/ Cicero The Japanese perspective http://cicerosystems.com/history/unit/world-war-ii/watch/3448/6257/3

PBS The first atomic bomb is detonated 1945 http://www.pbs.org/wgbh/aso/databank/entries/dp45at.html SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/ - /search?text="atomic bomb"

Science: Examine the role of atomic power and its use as a weapon of mass destruction Economics: What was the Japanese economic miracle? Learn about Japan's transition from devastated nation to economic giant http://www.sascurriculumpathways.com/portal/Launch?id=1298&bhcp=1

Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations. Standards: 6.1.12.D.11.e

What were the short and long term consequences of WWII on both America and the World? What effective to you feel International organizations are preventing events like the Holocaust today?

Prezi: create presentation answering essential question.

NetTrekker: WWII Remembered. How important is planning in winning battle in WWII? The element of Surprise? The use of Codes? Solving Codes used? http://teacher.scholastic.com/researchtools/researchstarters/wwii/index.

Wannsee Conference: World War II German conference to discuss the “Final Decision” of the Holocaust http://worldatwar.abc-clio.com/Search/Display/759300?terms=holocaust+ World Jewish Congress: Arab-

Media Arts: World Perspective World Jewish Congress: Arab-Israeli Wars http://worldatwar.abc-clio.com/Search/Display/1303384?terms=holocaust+

27

NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

What responsibility do independent nations have in protecting basic human rights of citizens of the world?

htm Israeli Wars http://worldatwar.abc-clio.com/Search/Display/1303384?terms=holocaust

NetTrekker http://www.nytimes.com/packages/html/magazine/20051113_WAR_AUDIOSS/blocker.html

Unit 1 Vocabulary

28

Totalitarian Joseph Stalin Adolph Hitler Benito Mussolini Neutrality Acts Blitzkrieg Appeasement Winston Churchill Holocaust Genocide Concentration camp Franklin Roosevelt Fireside Chats Lend-Lease Act Atlantic Charter Hideki Tojo Pearl Harbor Manhattan Project Rosie the Riveter George Patton Dwight Eisenhower Douglas MacArthur D-Day

VE Day Harry Truman Island Hopping Hiroshima Executive Order 9066 Internment camps Double V campaign Zoot Suit Riot Bracero movement Korematsu vs. U.S. Nuremburg Trials United Nations

DBQ (Required)

29

Mini-Q’s in American History Prohibition: Why did America Change its Mind?

Prohibition - Enhanced version 45-58 Prohibition – Clean version 59-68

Choose 1

Unit Project (Suggested) Unit Project (Suggested) Timeline: Create a timeline that illustrates the developments politically and economically between WWI and WWII. netTrekker http://www.worldwar1.com/tlmob.htm http://www.infoplease.info/ipa/A0001288.html

World War II: The Holocaust and Hiroshima SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/Launch?id=393

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6. Gallery 11. Tools

2. Activities 7. Griot

3. Assessments 8. Library

4. Essentials 9. Links

5. Gallery 10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.