US HISTORY THROUGH FILMepps.ss4.sharpschool.com/UserFiles/Servers/Server_79451/File/Curriculum... · Grade 12 (ELECTIVE) Prerequisite: US HISTORY I & II Credits: 5 ABSTRACT The US

APPROVED BY BOARD OF EDUCATION AUGUST 25, 2015 ELMWOOD PARK PUBLIC SCHOOLS

1

US HISTORY THROUGH FILM

Grade 12 (ELECTIVE)

Prerequisite: US HISTORY I & II

Credits: 5

ABSTRACT

The US History Through Film curriculum offers students a unique way to view American history through the Hollywood lens. Through film analysis, students will gain a new insight into the historical events that occurred from the American Revolution through recent US history. The course will demand 12th grade-level composition work, honing student writing and revision skills as they write reaction and analysis papers to films viewed in class. In addition to learning the historical accounts, student will explore character development, conflict, theme, symbolism, foreshadowing, and geographical/social/cultural settings.


2

UNIT:

Becoming a Nation

September

Brother v. Brother

October – November

Birth of Modern America

November - December

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Social Studies 6.1.12.A.1.a-b 6.1.12.A.2.a-c 6.1.12.A.2.a-c 6.1.12.A.3.i 6.1.12.B.2a 6.1.12.C.2.a

Common Core RH.11-12.1-12.10

WHST.11-12.1-12.10 Technology

8.1 8.2

21st Century Life & Careers 9.2.12.A-9.2.12 C

Social Studies 6.1.12.A.4.a-d 6.1.12.B.4.a-b 6.1.12.C.4.a-c 6.1.12.D.4.a-e Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2


Social Studies 6.1.12.A.3.i

6.1.12.D.3.a-e Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

1. The historical accuracy of Hollywood films must be scrutinized and dissected.

2. No one film genre is effective in delivering historical accounts of the American Revolution.

1. The portrayal of African-Americans, the South, and the North in Civil War films is as much about the time period in which the film was made as the time period of the Civil War.

1. The Old West was romanticized by Hollywood.

2. Westerns became a unique genre of film.

3. The manifestation of the “American Dream” was a theme


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UNIT:

Becoming a Nation

September

Brother v. Brother



November - December

3. Filmmakers often create films on lesser known events to counter the stereotypical Hollywood film.

2. Films about war grow more graphic as the years progress.

3. African-American actors were often portrayed in a stereotypical way by Hollywood.

4. One must analyze the filmmaker’s motivation and purpose in creating a historical film in order to truly understand the theme.

5. Gone With the Wind was a fictional story that became enormously popular for its portrayal of life in the South.

in many films centering on the settlement of the immigrants and the Industrial Revolution.

ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• Should historical truth be sacrificed to make a movie more entertaining?

• Can a musical comedy teach historical facts as well as a drama?

• Why would a filmmaker concentrate on only one facet of the American Revolution and make that into a movie?

• What can one learn from

• Why did Gone With the Wind become part of Americana?

• How accurate is Hollywood’s portrayal of the South?

• How did Birth of a Nation stereotype African Americans?

• How did the release of Birth of a Nation fuel prejudice in America?

• Why were Americans in the 20th century so intrigued by the “Old West?”

• How did the portrayal of Native Americans evolve through film?

• What was Native American life like in the 1800’s?

• How much fact or fiction is included in the tales of the West?

• Why is the concept of the


4

UNIT:

Becoming a Nation

September

Brother v. Brother



November - December

films about Pre-Revolutionary, Revolutionary, and Post-Revolutionary American?

American Dream still such a prevalent theme in films?

STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

1. Formal Debates 2. Film Criticism 3. Oral, multimedia presentations 4. Daily discussions 5. Letters



OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Reports • Tests/Quizzes • Media Analysis • Writing • Journals • Rubrics • Midterm Exam • Benchmark Assessment



RESOURCES:

Supplemental resources Web Media Current Events Census Data Computer/Ipads/Internet




5

UNIT:

Becoming a Nation

September

Brother v. Brother



November - December

STAGE 3: LEARNING PLAN

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Students will view 1776 for historical accuracy.

• Students will watch film excerpts from John Adams and compare these to excerpts from the biography John Adams.

• Students will discuss factual vs. fictional accounts of historical events.

• Students will read primary accounts and manifests from the slave ship the Amistad and compare these through discussion and writing to the actions in the movie Amistad.

• Students will view The Patriot. • Students will read biographical

excerpts on Mel Gibson and Heath Ledger, two actors starring in The Patriot. Then they will write a paper addressing whether having two Australian actors portraying two American patriots takes away from the film’s historical and/or

• Students will analyze the portrayal of African Americans in film.

• Students will parts of the mini-series North and South and identify stereotypes in the portrayal of the Northerners and Southerners.

• Students will understand the film genre – epic.

• Students will watch Gone with the Wind and compare it to actual events and battles of the Civil War.

• Students will research the making of Gone with the Wind.

• Students will debate whether films like Gone with the Wind and North and South are more about Hollywood and entertainment than truth.

• Students will watch Birth of a Nation for its historical significance as a new medium and as a social commentary.

• Students will critique the Hollywood portrayal of the “Old West.”

• Students will examine the views of the nation towards immigration through various film studies.

• Students will discuss political corruption during the Gilded Age.

• Students will understand the effects of the Industrial Revolution on immigrants, business, and the family through documentaries.

• Students will view fictional movies as well as documentaries for purposes of comparison.

SUGGESTED FILMS: THE WESTERN

• The Great Train Robbery • High Plains Drifter – 1973 • Little Big Man • A Man Called Horse • The Outlaw Josey Wales • Dances with Wolves


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UNIT:

Becoming a Nation

September

Brother v. Brother



November - December

cinematic effect. FILMS:

• 1776 • John Adams • The Patriot • Amistad • PBS – WGRH American

Experience

• Students will examine the effect of Birth of a Nation on American culture in 1915.

• Students will view and compare Roots to Harold Courlander’s The African

FILMS: • Glory • Gone with the Wind • Birth of a Nation • Roots • PBS – WGRH American

Experience

• The Shootist • Virginia City • The Man Who Shot Liberty

Valance • Rio Grande • Unforgiven • Butch Cassidy and the

Sundance Kid • Once Upon a Time in the

West • The Searchers • Stagecoach • The Wild Bunch • The Magnificent Seven • The Treasure of the Sierra

Madre • Shane • High Noon • The Good, the Bad, and the

Ugly • I Will Fight No More Forever

STORIES OF IMMIGRANTS • The Godfather: Part II • Ellis Island (documentary) • The History Channel

o The Industrial Revolution


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UNIT:

Becoming a Nation

September

Brother v. Brother



November - December

o Ellis Island o Andrew Carnegie o Henry Ford

• PBS – WGRH American Experience

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Report writing • LAL Skills: plot,

theme, setting, and symbolism.

• Current events • Tiered Lessons • Learning style

adaptation • R.A.F.T • Project Based

learning • Compacting • Video case studies • Multimedia

presentations • Open-ended writing

responses • Conclusions and

analysis of exploratory activities

• Research reports

• Report writing • LAL Skills: plot, theme,

setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of

exploratory activities • Research reports • Applicable career options are

discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered

• Report writing • LAL Skills: plot, theme, setting,

and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T • Project Based learning

Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of

exploratory activities • Research reports

Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions


8

UNIT:

Becoming a Nation

September

Brother v. Brother



November - December

• Applicable career options are discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the film industry.

SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP · Prioritize tasks · Modified assessments and projects ELL- · Graphic organizers · Modification plan · NJDOE resources

professions within the film industry.


ELL Students- Instruction will be based on language proficiency.

AT RISK · Tiered Interventions pending on lessons · NJDOE resources GIFTED

within the film industry.



AT RISK · Tiered Interventions pending on lessons · NJDOE resources GIFTED


9

UNIT:

Becoming a Nation

September

Brother v. Brother



November - December


AT RISK · Tiered Interventions pending on lessons · NJDOE resources GIFTED · Enrichment Activities that are unit specific

• Models/projects

· Enrichment Activities that are unit specific • Models/projects

· Enrichment Activities that are unit specific • Models/projects


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UNIT:

Emergence as a World Power

December – January

Boom and Bust

January – February

The World At War February – March

STAGE 1: DESIRED RESULTS

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Social Studies 6.1.12.A.5.a-c 6.1.12.B.5.a-b 6.1.12.C.5.a-c 6.1.12.D.5.a-d 6.1.12.A.7.a-c 6.1.12.D.7.a-c Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2

21st Century Life & Careers 9.2.12.A- 9.1.12.C

Social Studies 6.1.12.A.6.a-c 6.1.12.B.6.a-b 6.1.12.C.6.a-c 6.1.12.D.6.a-c 6.1.12.A.8.a-B

6.1.12.B.8.a 6.1.12.C.8.a-b 6.1.12.D.8.a-b Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2


Social Studies 6.1.12.A - D.9

6.1.12.A – D.10 6.1.12.A –D.11 Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

1. American films highlight the heroes of war.

2. Nationalism can be found in

1. American films can romanticize the darkest times in our history.

2. Movies became a national

1. World War II films have become a unique film genre.

2. Modern Americans are still


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UNIT:



Boom and Bust



culture, politics, and films.

pastime and leisure activity. 3. Entertainment can be a form of

escape for many Americans.

intrigued by war films. 3. One must be careful to discern

fact from fiction when watching World War II reenactments.

4. Most World War II films celebrate the victories of the American spirit at home and abroad.

5. One must view the tragedy on both sides of the war.


• Should movies stick to the facts or embellish the story for entertainment purposes?

• How do foreign film versions of the WWI events differ from American versions?

• How did movies about The Roaring Twenties show both decadence and decay?

• How did cinematographers contribute to the mood and atmosphere created by the film?

• Why are the benefits of seeing small parts of the American landscape through film?

• How are soldiers portrayed in most World War II films?

• What reasons can you provide for the number of World War II films created and that are still being created?

• How did filmmakers portray the enemy in certain films?

• How did filmmakers portray those at home?

• What propaganda can be seen in war movies?


PERFORMANCE TASKS: 1. Formal Debates 1. Formal Debates 1. Formal Debates


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UNIT:



Boom and Bust



(Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

2. Film Criticism 3. Oral, multimedia presentations 4. Daily discussions 5. Letters



OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Reports • Tests/Quizzes • Media Analysis • Writing • Journals • Rubrics • Benchmark Assessment • Midterm exam

• Reports • Tests/Quizzes • Media Analysis • Writing • Journals • Rubrics • Benchmark Assessment • Final Exam

• Reports • Tests/Quizzes • Media Analysis • Writing • Journals • Rubrics • Benchmark Assessment • Final Exam

RESOURCES:

Supplemental resources Web Media Current Events Census Data http://www.worldwar-1.net/world-war-1-on-film/world-war-1-on-film-index.htm

Supplemental resources Web Media Current Events Census Data

Supplemental resources Web Media Current Events Census Data http://www.worldwar-2.net/world-war-2-on-film/world-war-2-on-film-index.htm

STAGE 3: LEARNING PLAN

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a

• Students will watch All Quiet on the Western Front

• Students will discuss the

• Students will view the film The Great Gatsby (starring Mia Farrow and Robert Redford) and

• Students will view a variety of WWII films that feature the War in Europe (both the


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UNIT:



Boom and Bust



result of the unit?)

heroism of Alvin York after viewing Sergeant York.

• Students will use films like Behind the Lines and King and Country to discuss the atrocities of war and the long-term effects of war.

• Students will dissect Paths of Glory as one of the most powerful anti-war movies made to date.

• Students will view The Trench as a character study as opposed to an epic war movie.

SUGGESTED FILMS: • Wind and the Lion • Rough Riders • Flyboys • Sergeant York • All Quiet on the Western

Front • All the Kings Men • Behind the Lines • King and Country • Gallipoli

analyze the director’s use of color symbolism.

• Students will read excerpts from The Grapes of Wrath and compare it with the film version of Steinbeck’s book.

• Students will watch documentaries on the Dust Bowl and compare it to The Grapes of Wrath.

• Students will watch two different versions Of Mice and Men and compare them on film structure and content.

• Students will watch excerpts from the 1959 (Robert Stack) and 1987 (Kevin Costner) versions of The Untouchables and compare them on the facts.

SUGGESTED FILMS:

• The Great Gatsby • The Grapes of Wrath • Of Mice and Men • The Untouchables • The Jazz Singer

Eastern and Western Front) and the Pacific.

• Students will compare the types of warfare used by the Germans and the Japanese.

• Students will use films like The Fighting Sullivans and Band of Brothers to understand the human toll of war.

• Students will view various films to compare how filmmakers glamorize and romanticize war.

• Students will write an analysis on the differences between the World War II of film and the real war.

SUGGESTED FILMS:

• The Fighting Sullivans • Schindler’s List • Band of Brothers • Bridge of River Kwai • Days of Glory • The Longest Day


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UNIT:



Boom and Bust



• Paths of Glory • The Trench • The Great War/PBS • PBS – WGRH American

Experience

• PBS – WGRH American Experience

• Warm Springs • The Glenn Miller Story

• Flags of our Fathers • Letters from Iwo Jima • Stalingrad • Casablanca • Midway • The Dirty Dozen • Flying Leathernecks • The Great Escape • The Great Raid • Lawrence of Arabia • Thin Red Line • Doctor Zhivago • Path of Glory • Paradise Road • Life is Beautiful • Tuskegee Airmen • U-579 • PBS – WGRH American

Experience CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?)


setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T


setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T


and symbolism. • Current events • Tiered Lessons • Learning style adaptation • R.A.F.T


15

UNIT:



Boom and Bust



(What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of


discussed as they arise throughout the course. Career options include, but are not limited to business, education, psychology, research, social work, and the tiered professions within the film industry.

SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP · Prioritize tasks · Modified assessments and projects










16

UNIT:



Boom and Bust



ELL- · Graphic organizers · Modification plan · NJDOE resources


AT RISK · Tiered Interventions pending on lessons · NJDOE resources GIFTED · Enrichment Activities that are unit specific Models/projects







UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June


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UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

STAGE 1: DESIRED RESULTS ESTABLISHED GOALS: (NJ CCCS and/or CCS)

Social Studies 6.1.12.A.11.a-e 6.1.12.B.11.a

6.1.12.C.11.a-b 6.1.12.D.11.a-e Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2


Social Studies 6.1.12.A.12.a-c 6.1.12.C.12.a-c 6.1.12.D.13.a-f Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2


Social Studies 6.1.12.D.14.a-f 6.1.12.A.15.a-f 6.1.12.B.15.a 6.1.12.C.15.a

6.1.12.D.15.a-d Common Core

RH.11-12.1-12.10 WHST.11-12.1-12.10

Technology 8.1 8.2

21st Century Life & Careers 9.1.12.A

9.2.12.A- 9.2.12.C ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

1. The adult generation considered the youthful generation with their rock-and-roll music with skepticism and fear, which was portrayed in the movies of the time.

2. Within the U.S., strong and sometimes questionable measures were used to counter perceived “threats” to the

1. Sex, drugs, and rock and roll became a part of American films.

2. The films produced about and during the 1960s and 1970s dealt with the controversial and polarizing topics of the times.

3. The movement for racial

equality lay groundwork for the

1. The products of the film industry are mirrors to its audiences’ hopes, dreams, and fears.

2. Modern media has changed the way the government and its policies are perceived.

3. Worldwide nationalist movements combined with U.S. foreign policy spurred the creation of terrorist organizations


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UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

nation’s internal security. 3. The late 1940s and 1950s say

the rise of the anti-hero. 4. Science fiction became an

important genre, as the U.S. experienced advances in science and technology, which impacted all sectors of American society.

5. The new teenager changed Hollywood to a more youth-oriented market.

6. Cheap B teen movies became popular.

7. The rise of television threatened the film industry.

civil rights struggles of other groups—women, Latinos, Asian- Americans, Native-Americans, people with disabilities, and gay, lesbian, bisexual, and trans-gendered people.

4. A film’s voice became a voice for what was going on in society.

5. Motion picture art flourished at the same time that the defeat in the Vietnam War, the Kent State Massacre, the Watergate scandal, Nixon’s fall, the Munich Olympics shoot-out, increasing drug use, and a growing energy crisis showed tremendous disillusion, a questioning politicized spirit among the public and a lack of faith in institutions.

and anti-Americanism and caused major foreign policy challenges for the U.S.

4. Advances in digital and computer technology have changed how films are made.

5. The attacks on September 11, 2001 forged a new sense of country and patriotism that was captured in Real-time.

6. The War on Terror is an on-going fight with no true end in sight. --


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UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June


• Why did Hollywood create Cold • War movies? • Why were James Dean, Marlon • Brando, and Elvis Presley so • instrumental in “youth” films? • How did the rise of Epic films • occur in the 1950s? • Why was television a threat to • the movie industry?

• How did the end of studio-bound “contract” stars and directors affect the Hollywood Film industry?

• Why did regular programming of made for TV movies, affect box office sales?

• How did studio take-overs by other unrelated business conglomerates bring on the age of the “packaged” films and independent company and producer?

• How has media changed the way we receive our news?

• How did CNN climb to the top of the news ladder in the Persian Gulf War?

• Why do the lines between truth and fiction get blurred when the film is about current events?

• What is the purpose of the film industry in the 21st century?

• How can one determine the truth about US History from watching American films?


PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)




OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired

• Reports • Tests/Quizzes • Media Analysis • Writing • Journals




20

UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

results?) (How will students self-assess their learning?)

• Rubrics • Benchmark Assessment • Final Exam



RESOURCES:

Supplemental resources Web Media Current Events Census Data Internet/IPads/Computers

Supplemental resources Web Media Current Events Census Data Internet/Ipads/Computers

Supplemental resources Web Media Current Events Census Data Internet/Ipads/Computers

STAGE 3: LEARNING PLAN SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Students will analyze the affect black and white film had on the meaning of Pleasantville for the audience.

• Students will analyze An Affair to Remember as the romantic “tearjerker.”

• Students will analyze Marlon Brando and James Dean as youth-oriented actors who portrayed the rebellious new teenage population.

• Students will watch excerpts of Elvis Presley on film to

• Students will view the films Dr. Strangelove and Fail-Safe and compare them to what was happening in American from 1960 to 1965.

• Students will view excerpts from Cleopatra to determine why it was so expensive to make and why it bombed. Students will identify key items that could have been changed to produce a better film.

• Students will debate whether or not Stanley Kubrick is one of

• Students will watch news footage of September 11, 2001 and analyze how modern media has changed since news coverage of previous disasters.

• Students will watch excepts from post 9/11 war movies (Afghanistan and Iraq) and compare them to documentaries about the same wars.

• Students will understand the advances and purposes of


21

UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

appreciate and dissect his attraction as the King of Rock ‘N Roll.

SUGGESTED FILMS: • Harvey • An Affair to Remember • Rock Around the Clock • A Streetcar Named Desire • East of Eden • Rebel without a Cause • Jailhouse Rock • The Blob • Pleasantville • On the Beach

the greatest film-makers to ever live.

• Students will compare All the President’s Men to the actual Watergate Scandal events from history.

• Students will compare the blockbusters and analyze through writing and discussion what elements they possessed to be a box office hit.

• Students will view excerpts of independent, underground cinema and compare the importance of these to the Civil Right struggle.

• Students will look at influential films of the 1970s and how they were about creative and memorable subject matter that reflected the questioning spirit and truth of the times.

• Students will choose a film from this time period that comments on the lunacy of war and/or the dark side of the American

new technology in the creation and marketing of films.

• Students will view excerpts from major blockbusters of the 1980s and 1990s and discuss how they reveal what was important to their modern audiences.

• Students will research and analyze the best films of all time according to an established criteria set forth by the teacher.

• Students will choose an important controversial topic in recent history and choose a film that comments on it either positively or negatively. Students will be responsible for persuading peers to their viewpoint.

SUGGESTED FILMS:

• Raiders of the Lost Ark • E.T.: The Extra-Terrestrial


22

UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

Dream. SUGGESTED FILMS:

• Dr. Strangelove • Fail-Safe • The Sound of Music • Cleopatra • The Godfather • Love Story • Rosemary’s Baby • Chinatown • 2001: A Space Odyssey • All the President’s Men • Jaws • Star Wars • Rocky • Grease • American Graffiti • The China Syndrome

• Ghostbusters • Back to the Future • Aliens • Jurassic Park • Independence Day • The Day After • The English Patient • Forrest Gump • Blair Witch Project • Titanic • Avatar • NAT GEO 9/11 • Three Kings • United 93 • Live from Baghdad • The Hurt Locker • In the Valley of Elah • The War Tapes • The Messenger • Generation Kill

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will


setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation


setting, and symbolism. • Current events • Tiered Lessons • Learning style adaptation


and symbolism. • Current events • Tiered Lessons • Learning style adaptation


23

UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

• R.A.F.T • Project Based learning • Compacting • Video case studies • Multimedia presentations • Open-ended writing responses • Conclusions and analysis of



SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP · Prioritize tasks · Modified assessments and




SPECIAL EDUCATION · Modifications & accommodations as listed in the student’s IEP · Prioritize tasks · Modified assessments and






24

UNIT:

The 50’s

March – April

A Time of Upheaval

April – May

Recent US History

May - June

projects ELL- · Graphic organizers · Modification plan · NJDOE resources


AT RISK · Tiered Interventions pending on lessons · NJDOE resources GIFTED · Enrichment Activities that are unit specific • Models/projects

projects ELL- · Graphic organizers · Modification plan · NJDOE resources






Documents

US HISTORY THROUGH FILMepps.ss4.sharpschool.com/UserFiles/Servers/Server_79451/File/Curriculum... · Grade 12 (ELECTIVE) Prerequisite: US HISTORY I & II Credits: 5 ABSTRACT The US