11th Grade Framework

11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America. (Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)

11.1a Contact between Native American groups and Europeans occurred through cultural exchanges, resistance ∗efforts, and conflict.

Students will trace European contact with Native Americans, including the Dutch, the English, the French and the Spanish.

Students will examine the impacts of European colonization on Native Americans, who eventually lost much of their land and experienced a drastic decline in population through diseases and armed conflict.

11.1b A number of factors influenced colonial economic development, social structures, and labor systems, causing variation by region.

Students will examine the impacts of geographic factors on patterns of settlement and the development of colonial economic systems.

Students will examine the factors influencing variations in colonial social structures and labor systems. Students will analyze slavery as a deeply established component of the colonial economic system and

social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.

11.1c Colonial political developments were influenced by British political traditions, Enlightenment ideas, and the colonial experience. Self-governing structures were common, and yet varied across the colonies.

Students will examine colonial political institutions to determine how they were influenced by Enlightenment ideas, British traditions such as the Magna Carta, and the colonial experience.

Students will examine colonial democratic principles by studying documents such as the Mayflower Compact and the Maryland Toleration Act of 1649, colonial governmental structures such as New England town meetings and the Virginia House of Burgesses, and the practice of the right of petition in New Netherland.

Aim: Was it worth leaving the Old World to go to the New World? Discuss push/pull factors of Europeans migrating from the Old World Compare and contrast the motivations and experiences of different groups. Define: Puritans, Pilgrims, Push/Pull Factor, Merchants, Indentured Servants, Slaves, Voluntary, Involuntary ACTIVITY: Make a map of the colonies and label the different geographic features of each region (Atlantic Ocean, Appalachian Mountains, 13 colonies, crops/plantations).

Aim: Did the colonist find what they were looking for in America? Compare and contrast the different social and political and economic conditions of the colonies Analyze how geography impacted the colonies Define:13 colonies, New England Colonies, Middle Colonies, Southern Colonies, Regions, Trading, AgricultureACTIVITY: Students visit stations about the social/political/economic condition in the colonies. Write a letter encouraging or discouraging family in Europe from coming to a particular region using push/pull factors such as social, economic, and political opportunities in the new world (religious freedom, job opportunities, and self rule).

11.2 CONSTITUTIONAL FOUNDATIONS (1763 – 1824):

Growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic. (Standards: 1, 5; Themes: TCC, GOV, CIV, ECO)

11.2a Following the French and Indian War, the British government attempted to gain greater political and economic control over the colonies. Colonists resisted these efforts, leading to increasing tensions between the colonists and the British government.

Students will examine British efforts to gain greater political and economic control, such as the Proclamation of 1763, the Stamp Act, the Townsend Acts, the Tea Act, the Boston Massacre, and the Coercive Acts, and colonial reactions to these efforts.

11.2b Failed attempts to mitigate the conflicts between the British government and the colonists led the colonists to declare independence, which they eventually won through the Revolutionary War, which affected individuals in different ways.

Students will examine the purpose of and the ideas contained in the Declaration of Independence and consider its long term impacts.

Students will examine the impacts of the Revolutionary War on workers, African Americans, women, and Native Americans.

11.2c Weaknesses of the Articles of Confederation led to a convention whose purpose was to revise the Articles of Confederation but instead resulted in the writing of a new Constitution. The ratification debate over the proposed Constitution led the Federalists to agree to add a bill of rights to the Constitution.

Students will examine the weaknesses and successes of government under the Articles of Confederation.

Students will explore the development of the Constitution, including the major debates and their resolutions, which included compromises over representation, taxation, and slavery.

Students will examine the structure, power, and function of the federal government as created by the Constitution, including key constitutional principles such as the division of power between federal and state government, the separation of powers at the federal level, the creation of checks and balances, the sovereignty of the people, and judicial independence.

Students will examine the key points of debate expressed in the Federalist Papers and the Antifederalist Papers, focusing on the protection of individual rights and the proper size for a republic.

Students will examine the rights and protections provided by the Bill of Rights and to whom they initially applied.

11.2d Under the new Constitution, the young nation sought to achieve national security and political stability, as the three branches of government established their relationships with each other and the states.

Students will identify presidential actions and precedents established by George Washington, including those articulated in his Farewell Address.

Students will examine Hamilton’s economic plan, the debate surrounding the plan, and its impacts on the development of political parties.

Students will examine the tradition of a peaceful transfer of power established in the presidential election of 1800 and compare it to the presidential election of 2000, focusing on the roles of the Electoral College and Congress in 1800 and the Electoral College and the Supreme Court in 2000.

Students will examine Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden, and analyze how these decisions strengthened the powers of the federal government.

Aim: Did the British have the right to tax the colonists? Discuss the causes of the French Indian War Explain the causes for taxation Analyze why this upset the colonists Define: Mercantilism, Salutary neglect, Proclamation of 1763, taxation, Stamp Act ACTIVITY: Exit ticket answering the aim. Compose a petition to the king using THREE keywords and other details and facts from the lesson about why the colonists are unhappy with the taxes.

Aim: Who was responsible for the fighting in the colonies? Describe the colonial response to the taxation

Evaluate whether the British response was appropriate or not Define Parliament Boston Massacre, Boston Tea Party, “Taxation without Representation”, Tar and FeatherACTIVITY: T-chart listing the reasons each group was responsible for the fighting. Choose the side that you feel is justified and create a biased newspaper headline reporting the key events.

Aim: Should the colonists go to war with Britain? Explain the advantages and disadvantages of going to war. Evaluate whether or not the colonists were justified in seeking independence. Define: “Taxation without Representation”, Tar and Feather, First Continental Congress, Second Continental CongressACTIVITY: Make a military ad campaign recruiting for the loyalists or the patriots using political cartoon symbols we examined today and the key words for this lesson.

Aim: How did the American Colonists defeat the British? Identify: Battle of Saratoga, Treaty of Paris Understand the advantages and disadvantages of the British and American colonies and evaluate who had the advantage. Analyze images idealizing revolutionary activity. Compare and Contrast the original goals of the revolution to the outcome on the Treaty of Paris. Evaluate how the American colonies were able to achieve independence. ACTIVITY: Gallery Walk of timeline, events, people, and maps of the Revolution including frustrations soldiers experienced with revolutionary leaders. Create a postcard from a perspective of a soldier commenting on the leadership you are experiencing, the challenges you have gone through, and how you think you can win this war.

Aim: Did the Declaration of Independence meet the needs of the colonists? Summarize the parts of the Declaration of Independence. Identify examples of Enlightenment thinking in the Declaration. Evaluate whether the Declaration of Independence addresses the grievances the colonists had. Define: Preamble, Grievances, Enlightenment, natural rights, Declaration of Independence ACTIVITY: De-code the Declaration of Independence by creating a dialogue between Thomas Jefferson and John Locke about the grievances and final message of the Declaration.

Aim: Did the Articles of Confederation provide the United States with an effective government? The Articles of Confederation placed most governmental power in the states rather than the central government. Because of the lack of certain powers, the central government under the Articles of Confederation could not solve many of the

problems facing the United States during the Confederation period, but even with greater powers, the central government might not have been able to solve some of these problems.

Performance Objectives: SWBAT List and explain the powers given to, and the powers denied to, the central government by the Articles of Confederation. Describe the domestic and foreign problems facing the United States during the Confederation period 1781-1787. Analyze how the absence of certain powers affected the ability of the central government to solve the problems facing the

United States during the Confederation period. Evaluate whether the Articles of Confederation provided a good framework of government for the United States.ACTIVITY: Exit Ticket of Aim

Aim: Could the Constitution have been written without compromise? A democracy can only survive if its citizens are willing to compromise. The Constitution, which strengthened the powers of the national government, was the product of many compromises. Performance Objectives: SWBAT Describe the events that led to the Constitutional Convention. Explain the major disputes that developed at the Constitutional Convention. Assess the wisdom of each major compromise in terms of the values of the time and the implications for the future Identify and explain: Great Compromise, 3/5 Compromise, and the Commerce CompromiseACTIVITY: Graphic Organizer explaining the compromises and if students think they were effective

Aim: Should the Constitution have been ratified? Identify and explain the differences between the Federalists and Anti-Federalists Discuss the necessity of adding a Bill of RightsACTIVITY: dialogue between federalist and anti-federalist on the issue of whether to add the Bill of Rights

Aim: Does our state or federal government have a greater impact on our lives? Federalism is a compromise between a centralized unitary system of government and a decentralized confederate system. In

1790, this was a unique arrangement that enabled a nation to successfully govern a vast land area. Federalism creates a delicate balance of power, which exists between local (state) and national governments.

Performance Objectives: SWBAT Define federalism and explain why it has proved to be a successful arrangement. Explain how the Constitution provides for delegated (enumerated), concurrent, and reserved powers. Explain the meaning of the terms “separation of powers” and “federal system of government.” Analyze how the federal and state governments can use their powers to solve current problems in the United States. Evaluate whether the state or the federal government has a greater impact on our daily livesACTIVITY: Federalism scenarios and explain if federalism is good or bad

Aim: Is a system of checks and balances needed to protect the freedom of the American people? The system of checks and balances and separation of powers was designed to prevent despotism and tyranny. Frequent communication and cooperation among the branches of government afford a smooth running government. Performance Objectives: SWBAT List and describe the functions of the three branches of the federal government. Explain how each branch of the federal government can check the power of the other two. Explain the advantages and disadvantages of a system of checks and balances in our democracy and analyze how this

system affects decision-making. Assess the degree to which a system of checks and balances is essential to our democracy and the protection of citizens’

freedom.ACTIVITY: Checks and balances scenarios and explain if checks and balances is good or bad.

Aim: Should the Constitution be considered a living document? The flexibility and resultant longevity of the Constitution were made possible by formal amendments as well as by custom,

legislation, and judicial interpretation. The early Constitution provided for a limited democracy. With the passage of statutes and amendments (and judicial findings),

the American form of government has become more democratic. Performance Objectives: SWBAT Explain how amendments to the Constitution are proposed and ratified. Explain how the “written constitution” has been modified by the elastic clause, judicial interpretation and legislation. Understand the Amendment Process Explain and analyze how changing political, economic, and social conditions in the United States have affected changes in the

“written and unwritten Constitution.” Assess the validity of the statement: “The Constitution is a living document.”ACTIVITY: Homework: based on list of scenarios where the constitution has adapted to changing times, summarize an example of how the Constitution adapts to changing times

Aim: Is the electoral college fair and democratic? Our founding fathers created an Electoral College system, as they did not believe the “common man” had the intellect

necessary to elect the President of our country. As a result of the changing times, and especially the election of 2000, a large number of people are questioning if the Electoral

College is prohibiting the success of democracy. Performance Objectives: SWBAT Explain the differences between the popular vote and the electoral vote. Explain the importance of the Electoral College. Critically evaluate the arguments for and against the Electoral College. Assess whether an amendment should be passed to change the way the President is elected.ACTIVITY: Write an editorial on “should the electoral college be changed?”

Aim: How would you evaluate or “grade” George Washington as president? Discuss Washington’s challenges as the first president. Evaluate his actions as the first president. Define: Evaluate, Precedent, Unwritten Constitution, Cabinet, Whiskey Rebellion, Farewell address, Neutrality Discuss the impact he had on future presidents, show Obama’s large cabinetACTIVITY: Created a report card that set the standards for how we will evaluate all presidents, examined images of current day foreign policy issues and discuss how Washington would have responded to these (soldiers in coffins, McDonalds in Russia, UNICEF relief work, and building schools abroad).

Aim: How would you evaluate or “grade” John Adams as president? Discuss XYZ Affair and other causes for tensions with France. Define: Alien and Sedition Acts, national security, civil liberties, PATRIOT Act Debate whether or not the Alien and Sedition Acts were based on national security or were a violation of American civil

liberties.

Evaluate how Washington would have responded. ACTIVITY: Summarize primary source text from the legislation, refer back to original report card and evaluate Adams, Watch “Tyra Banks” show video about current immigration issues with Muslim Americans. Students had to apply what they from Adam’s decisions to current day issues learned about stereotypes, paranoia, and national security issues by writing a response to the video.

11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)11.3a American nationalism was both strengthened and challenged by territorial expansion and economic growth.

Students will examine how the Louisiana Purchase, the War of 1812, and the Monroe Doctrine strengthened nationalism.

Students will examine the market revolution, including technological developments, the development of transportation networks, the growth of domestic industries, the increased demands for free and enslaved labor, the changing role of women, and the rise of political democracy.

Students will examine Jackson’s presidency, noting the ways it strengthened presidential power yet challenged constitutional principles in the case of Worcester v. Georgia (1832), including the controversy concerning the Indian Removal Act and its implementation.

11.3b Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

Students will compare different perspectives on States rights by examining the Kentucky and Virginia Resolutions and the nullification crisis.

Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

Students will examine the emergence of the women’s rights movement out of the abolitionist movement, including the role of the Grimké sisters, Lucretia Mott, and Elizabeth Cady Stanton, and evaluate the demands made at the Seneca Falls Convention (1848).

Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

11.3c Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil War resulted in tremendous human loss and physical destruction.

Students will compare the relative strengths of the Union and the Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.

Students will examine the expansion of executive and federal power as they relate to the suspension of habeas corpus within the Union and the issuance of the Emancipation Proclamation.

Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.

Aim: How would you evaluate or “grade” Thomas Jefferson as president? Discuss the motivation for the Election of 1800 Define: Loose Constructionist, Strict Constructionist, Democratic Republicans, Elastic Clause, Louisiana Purchase Create a t-chart of the Pros and Cons of purchasing Louisiana. Evaluate whether or not Jefferson should have gone against his original ideas as a strict constructionist. Evaluate the other decisions Jefferson made – defunding the military, repercussions of the Embargo Act of 1807, and getting

rid of the Alien and Sedition Acts. ACTIVITY: Label the Louisiana Purchase and Mississippi River on the Map, Answer the AIM on a post-it that goes on the map, use the report card to evaluate Jefferson’s contributions as president.

Aim: How would you evaluate or “grade” Madison as president?

Define Cause and Effect, impressment of ships, War of 1812, Hartford Convention Make a t-chart of the CAUSE and EFFECTS of the war. Debate the outcomes of the War of 1812 and whether or not America benefited from the war sanctioned by President

Madison. ACTIVITY: Create a headline that expresses whether the outcomes of the War of 1812 were positive or negative for America, use the report card to evaluate Madison based on the war.

Aim: How would you evaluate or “grade” Monroe as president? Define the Era of Good Feelings, Panic of 1819, Land Ordinance, Monroe Doctrine Examine political cartoons about the Monroe Doctrine Look at the problems Monroe faced during the Panic of 1819 and how his administration confronted the issue with

legislation. Evaluate whether or not the Monroe Presidency was the ‘Era of Good Feelings.’ ACTIVITY: Create political cartoon about the Monroe Doctrine and give it a title, fill out the report card we’ve been referencing.

Aim: How would you evaluate or “grade” Jackson as president? Define the Democratic Party, Rotation in Office, Spoils System, Trail of Tears, Worcester V Georgia, Nullification Crisis,

Bank Crisis Read documents and evaluate his decision making based on the original report card. Show brain pop video and ask students to add information to the chart about Jackson. ACTIVITY: Create a campaign poster showing Jackson as either a ‘President for People’ or ‘King Andrew.’

Aim: Did the institution of slavery hinder democracy in the United States? Slavery was central to the political, economic, and social life of the South. Southerners supported slavery because of the

economic necessity and racism. Slavery created economic and cultural hardships for African Americans and their families. Slavery had a corrosive effect on the personality of Southerners both slave and free alike. Performance Objectives: SWBAT Explain the economic, cultural, and moral arguments used to defend or perpetuate slavery before the Civil War. Describe the ways slavery affected African Americans, and their social, economic, and cultural development. Assess whether the institution of slavery hindered democracy in the United StatesACTIVTY: Create a graphic organizer of the economic, social, political justifications of slavery. Make sure each column has at least 4 facts

Aim: Does the United States have a mission to spread freedom and democracy? The American people from the 1830s to the 1850s believed that their country was chosen for greatness and had a “mission” to

spread democracy throughout the continent. Americans had many different reasons for desiring westward expansion: religious, ideological, economic, and political. President Polk’s goals of obtaining California, New Mexico, and the recognition of the Rio Grande as the boundary between

the United States and Mexico were probably impossible to obtain peacefully. Performance Objectives: SWBAT Critically evaluate arguments for and against continental expansion and the idea of Manifest Destiny. Causes and effects of Manifest Destiny Reasons we settled the WestACTIVITY: Did the U.S. have a destiny or did we shape our destiny to spread freedom and democracy? Answer in 1-2 paragraphs, using at least 3 examples from the documents/knowledge of social studies.

Aim: Was the abolitionist movement necessary? Who were the main players in the abolitionist movement How was the abolitionist movement organized How did the abolitionist movement try to end Performance Objectives: SWBAT List and describe the different leaders and methods of the abolitionist movement Compare and contrast the reasons for the success or failure of abolitionist movement Assess whether or not the movement was successfulACTIVITY: Write an article for the Liberator to gain support for the abolitionist cause. Your article should be two paragraphs and contain at least 4-5 examples from the documents/knowledge of social studies.

Aim: Can legislative compromises solve moral issues? Compromise postponed a clash between different sectional economic and social systems.

The risk of armed conflict was so great that compromises were sought to delay any final confrontation on the abolition of slavery.

Did the compromises help or hurt the nation? Performance Objectives: SWBAT Explain the conflicts over the expansion of slavery into the territories. The causes and effects of sectionalism and states’ rights The causes and effects of the Compromise of 1820, 1850 and the Kansas-Nebraska, and popular sovereignty Explain the compromises that were enacted to solve the problem of the expansion of slavery into the territories. Evaluate whether the legislative compromises could effectively solve the problem of slavery and its expansion into the

territories.ACTIVITY: In one paragraph, come up with your own solution for slavery expanding into the West and defend why it would be better than the 3 compromises. Give at least 3 examples.

Aim: Was the Civil War Inevitable? Each time the nation expanded, the issue of slavery would be rekindled With the Dred Scott decision, if enforced, slavery could extend throughout the nation, since Americans have the freedom to

move anywhere with their property. There is conflict among historians about whether slavery had reached its natural limits by 1860, and was therefore and

“irrepressible conflict.” The view that one takes about whether the Civil War was an “irrepressible conflict” or a “needless conflict” depends on one’s moral judgment about slavery.

Performance Objectives: Students will be able to: Explain how each of the following enhanced the conflict over slavery: Lincoln-Douglas Debates, Harriet Beecher Stowe’s

Uncle Tom’s Cabin, Kansas-Nebraska Act and “Bleeding Kansas”, Dred Scott Court Case, John Brown’s Raid, Formation of the Republican Party and the Election of Abraham Lincoln in 1860.

Explain and analyze the views of historians about the inevitability of the Civil War.ACTIVITY: Write two paragraphs evaluating whether the Civil War was at this point inevitable. Give at least 5 examples from the documents and knowledge of social studies.

Aim: Was secession justified? Why was Lincoln’s election a game-changer for the South? What were Lincoln’s options in avoiding Civil War? Performance Objectives: SWBAT List and describe the reasons for Southern secession Explain Lincoln’s view on slavery and secession Explain Jefferson Davis’s defense of secessionACTIVITY: Write a paragraph explaining whether or not secession was justified? Use at least two examples from the documents/knowledge of social studies.

Aim: Does Abraham Lincoln deserve to be called the “Great Emancipator?” Describe and analyze Lincoln’s attitudes toward slavery and African Americans before and while he was President. Describe and evaluate the actions Lincoln took as President relating to slavery and Black Americans: Emancipation Proclamation, The Gettysburg Address, and the Thirteenth Amendment. Evaluate whether Lincoln deserves to be called the “Great Emancipator.”

ACTIVITY: Create a campaign poster demonstration whether Lincoln was a hero or a tyrant.

11.4 POST-CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants. (Standards: 1, 4, 5; Themes: ID, TCC, CIV, ECO)

11.4a Between 1865 and 1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions.

Students will examine the 13th, 14th, and 15th amendments and consider the role of Radical Republicans in Reconstruction.

Students will investigate the ways individuals, groups, and government institutions limited the rights of African Americans, including the use of Black Codes, the passage of Jim Crow laws, the Ku Klux Klan, restrictions on voting rights, and Supreme Court cases including the Civil Rights Cases (1883) and Plessy v. Ferguson (1896).

Students will examine the ways in which freedmen attempted to build independent lives, including the activities of the Freedmen’s Bureau, the creation of educational institutions, and political participation.

Students will examine the impacts of the election of 1876 and the compromise of 1877on African Americans.

11.4b The 14th and 15th amendments failed to address the rights of women. Students will examine the exclusion of women from the 14th and 15th amendments and the subsequent

struggle for voting and increased property rights in the late 19th century. The students will examine the work of Susan B. Anthony.

11.4c Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for Native Americans.

Students will examine the economic effects of the Homestead Act (1862) and the Pacific Railway Act (1862) on westward expansion.

Students will examine the effect of federal policies on Native Americans on the Great Plains, including reservation policies, the Dawes Act (1887), and forced acculturation efforts (Carlisle Indian School)

11.4d Racial and economic motives contributed to long-standing discrimination against Mexican Americans and opposition to Chinese immigration.

Students will analyze relevant provisions of the Treaty of Guadalupe Hidalgo as compared with the actual treatment of Mexicans and Mexican Americans in the Southwest, including California, from 1848 to 1900.

Students will examine the contributions of Chinese to the national economy and reasons for nativist opposition to their continued immigration (Chinese Exclusion Act of 1882).

Aim: Should the South have been treated as a defeated nation or as rebellious states? Define: reconstruction Explain the different plans for Reconstruction (Lincoln’s Plan, Johnson’s Plan, and Radical Reconstruction Plan). Explain and analyze the major accomplishments and shortcomings of the Reconstruction governments in the South.

ACTIVITY: Students create a plaque for each of the new amendments made by the Radical Reconstruction Plan. The plaques should have key words and images to represent the message of the amendments.

Aim: Did reconstruction benefit African Americans? Define: Redemption, KKK, Plessy v Ferguson, Black Codes, Voting Restrictions Discuss the methods used by the South to circumvent the Reconstruction amendments that were supposed to protect minority rights: rise

of the Ku Klux Klan, lynchings and violence, “Jim Crow” laws, voting restrictions, and segregation and Plessy v Ferguson. Identify the difference between a short term effect of war and a long term effect.

ACTIVITY: Create a postcard about the various conditions African Americans are enduring during the Reconstruction Era. Stick the postcard over the plaques to show how the Redemption era tried to ‘deface’ the constitutional amendments. Alternative Choice: Write a letter to Abraham Lincoln explaining what things are like in the south for African Americans and what solutions you think should be imposed.

Aim: Who had the better plan for African Americans: Booker T Washington or WEB DuBois? Summarize the arguments of each activist. Compare and contrast the strengths and weaknesses of their arguments. Evaluate who has the stronger argument.

ACTIVITY: Class debate about which leader has the better approach.

11.5 INDUSTRIALIZATION AND URBANIZATION (1870 – 1920): The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts. (Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)

11.5a New technologies and economic models created rapid industrial growth and transformed the United States.

Students will examine the technological innovations that facilitated industrialization, considering energy sources, natural resources, transportation, and communication.

Students will examine the growth of industries under the leadership of businessmen such as John D. Rockefeller, Andrew Carnegie, J.P. Morgan, and Henry Ford and analyze their business practices and organizational structures.

Students will evaluate the effectiveness of state and federal attempts to regulate business by examining the Supreme Court decision in Wabash, St. Louis & Pacific R.R. v. llinois (1886), the Interstate Commerce Act (1887), the Sherman Antitrust Act (1890), and President Theodore Roosevelt’s trust-busting role as evidenced in Northern Securities Co. v. United States (1904).

11.5b Rapid industrialization and urbanization created significant challenges and societal problems that were addressed by a variety of reform efforts.

Students will examine demographic trends associated with urbanization and immigration between 1840 and 1920, including push-pull factors regarding Irish immigration and immigration from southern and eastern Europe.

Students will examine problems faced by farmers between 1870 and 1900 and examine the goals and achievements of the Grange Movement and the Populist Party.

Students will examine the attempts of workers to unionize from 1870 to 1920 in response to industrial working conditions, including the Knights of Labor, the American Federation of Labor, the American Railway Union, the International Ladies Garment Workers’ Union, and the Industrial Workers of the World, considering actions taken by the unions and the responses to these actions.

Students will examine Progressive Era reforms, such as the 16th and 17th amendments (1913) and the establishment of the Federal Reserve System (1913).

Students will examine the efforts of the woman’s suffrage movement after 1900, leading to ratification of the 19th amendment (1920).

Students will trace the temperance and prohibition movements leading to the ratification of the 18th amendment (1919).

Students will trace reform efforts by individuals and the consequences of those efforts, including: >Jane Addams and Hull House>Jacob Riis’ How the Other Half Lives>New York Governor Theodore Roosevelt and the Tenement Reform Commission>Upton Sinclair’s The Jungle and the Meat Inspection Act>Margaret Sanger and birth control>Ida Tarbell’s The History of the Standard Oil Company>Ida Wells and her writings about lynching of African Americans>Booker T. Washington’s contributions to education, including the creation of Tuskegee InstituteW. E. B. Du Bois and the founding of the National Association for the Advancement of Colored People (NAACP), the publication of The Crisis, and the Silent Protest (1917)

11.6 THE RISE OF AMERICAN POWER (1890 – 1920): Numerous factors contributed to the rise of the United States as a world power. Debates over the United States’ role in world affairs increased in response to overseas expansion and involvement in World War I. United States participation in the war had important effects on American society. (Standards: 1, 2, 3, 4: Themes: GEO, SOC, GOV, ECO)

11.6a In the late 1800s, various strategic and economic factors led to a greater focus on foreign affairs and debates over the United States’ role in the world.

Students will examine factors such as the economic and strategic interests that led the United States to seek foreign markets, resources, and coaling stations, including interest in Hawaii.

Students will investigate the causes and effects of the Spanish-American War, evaluating Spanish, Cuban, and United States interests and actions.

Students will examine debates between anti-imperialists and imperialists surrounding ratification of the Treaty of Paris of 1898 and annexation of the Philippines.

Students will investigate expanding American influence in the Caribbean and Latin America through the creation of the Panama Canal and the Roosevelt Corollary.

11.6b While the United States attempted to follow its traditional policy of neutrality at the beginning of World War I, the nation eventually became involved in the war. President Woodrow Wilson led the nation into war with the hope of reforming the international order through his Fourteen Points.

Students will investigate the reasons for President Wilson’s shift from neutrality to involvement in World War I.

Students will examine Wilson’s goals as expressed in the Fourteen Points, his role at the Versailles Peace Conference, and the compromises he was forced to make to gain approval for the League of Nations.

Students will examine the reasons why President Wilson was unsuccessful in gaining support for Senate ratification of the Treaty of Versailles.

11.6c World War I had important social, political, and economic effects on American society. Students will investigate the effects of mobilization on the United States economy, including the role and

contributions of women and African Americans in the war effort. Students will investigate the causes and effects of the Great Migration on American society. Students will examine the Supreme Court decision concerning civil liberties in Schenck v. United States

(1919). Students will examine the relationship between postwar recession, fear of radicals, xenophobia, and the

Red Scare (1919–1921).

Aim: Were the industrialists captains of industry or robber barons? Inventions and advancing technology in the 19th century were often the products of individual genius. Business people often used wasteful methods in exploiting the nation’s resources and cutthroat methods in

destroying competition. Popular literature proclaimed that the traits (or values) of virtue, honesty, and hard work would be rewarded by

wealth and success. Social Darwinism was used to justify business methods and combinations while laissez-faire was supported to

prevent government intervention in business activities. Performance Objectives: Students will be able to:

Discuss the importance of such men as John D. Rockefeller, Andrew Carnegie, J.P. Morgan, etc. in our history. Describe how the new multi-millionaire used their wealth. Explain the significance of the Horatio Alger myth and the philosophy of Social Darwinism. Assess the extent to which the “captains of industry” were heroes or “robber barons.”ACTIVITY: Exit ticket: Answer the aim in one paragraph 5-7 sentences using at least 3 specific facts from the lesson.

Aim: Should business be regulated by the government?

Business mergers tended to produce monopolies and thereby threaten competition. Advocates of government regulation believed that business should be regulated in the public interest. The first attempts at government regulation of industry occurred with the establishment of the Interstate Commerce

Commission and the Sherman Anti-Trust Act. Performance Objectives: Students will be able to:

Explain and analyze the efforts by the states to regulate railroads, warehouses, grain elevators, etc. after the Civil War? Explain and analyze how the federal government tried to regulate business after the Civil War: Theodore Roosevelt

and “Trust Busting,” Interstate Commerce Act, Sherman Anti-Trust Act, etc. Explain and analyze important court cases dealing with the regulation of big business after the Civil War: Munn v

Illinois; Wabash v Illinois. Assess the extent to which the government was obligated to protect the public against unfair business practices and

regulate big business. ACTIVITY: Editorial for your newspaper in the early 1900’s explaining why businesses should be regulated by government. One-Two Paragraphs, 5-7 sentences each, using at least 4-5 details from the lesson

Aim: Could workers attain economic justice without violence? The industrialization of the United States caused a loss of independence among American workers reducing labor to a

commodity. Americans have traditionally stressed cooperation and association as well as individualism and competition.

Organized labor has often spearheaded movements for justice and human rights while seeking better conditions for its members.

More progress in labor-management relations has resulted from negotiation and mediation than from confrontations or violence.

Government has played a crucial role in affecting the power balance between management and labor. During the post-Civil War period, government usually took the side of management against labor.

Performance Objectives: Students will be able to: Describe and analyze the conditions of American workers in the post-Civil War period. Identify and explain: the Great Railroad Strike of 1877, Homestead Steel Strike, Haymarket Affair, and the Pullman

Strike. Explain the aims, methods, and achievements of the Knights of Labor and the American Federation of Labor. Assess whether American workers could obtain economic justice without violence.

ACTIVITY: Make a T-Chart comparing the Knights of Labor to the American Federation of Labor: include members, successes, failures, notable actions

Aim: Does America fulfill the dreams of immigrants?

Migration of peoples to see the United States has been impelled by circumstances abroad as well as the promise of a better life in America.

The great diversity of the United States’ population is the result of immigration from many parts of the world. In a crisis of identity, immigrants had to choose what cultural traditions to retain and what American behaviors to

adopt. Immigrants usually performed the hardest and worked the lowest-paying jobs in America. Immigrants usually performed the hardest and worked the lowest-paying jobs in America.

Performance Objectives: Students will be able to: Explain the differences between the “old” and “new” immigration. Explain why immigrants looked upon the United States as a “promised land.” Describe the economic, political, and social effects of immigration on the United States. Define and compare concepts of “melting pot,” “salad bowl,” and “cultural mosaic” and analyze and assess which idea

of United States immigration is most valid. Explain why immigrants have come to the United States. Differentiate between the voluntary migration of peoples during the 19th and 20th centuries and the involuntary

migration of slaves from Africa. Describe and analyze the problems and opportunities faced by immigrants to the United States. Assess whether America fulfills the dreams of immigrants.

ACTIVITY: Write a diary entry (one-two paragraphs, 5-7 sentences each) pretending you are a new immigrant. Write a two paragraph entry about your experiences coming to America: include living standards, antagonism, working, struggles and successes and if you believe America is a salad bowl or a melting pot?

Aim: Did the farmers achieve their goals?

Agrarian political fractions were weakened by their failure to ally effectively with empathetic labor groups. Farmers first formed the Granger Movement and later sought political solutions to their problems. Farm leaders blamed their plight on monetary scarcity and turned to Populism and the Democrats under W.J.

Bryan as political solutions for their problems. The Populists and Bryan were not the radicals and anarchists that their opponents accused them of being, but

were reformers in the Jefferson-Jackson tradition. The farmers’ movement was a forerunner of the more successful Progressive reform movement, which

enacted many of the same reforms that the Populists had demanded. Performance Objectives: Students will be able to:

Explain the aims of the Farmers’ Alliance movement, the Populist Party, and William Jennings Bryan and his follows.

Analyze the program set forth by each of the above, and the criticisms made of those programs. Describe the court cases that old to the Interstate Commerce Act of 1887. Assess the extent to which farmers were successful in solving their problems

ACTIVITY: You are William Jennings Bryan giving a campaign speech. Write one-two paragraphs, 5-7 sentences each…

explain the problems of farmers and how you plan to fix them during your Presidential campaign on the Populist Platform.

Aim: Can reform movements improve American society?

America has experienced periodic outbursts of democratic reform protests. Progressive reform was primarily an urban, middle class movement, which influenced and impacted on many

other groups in society. Progressivism was a response to the problems caused by industrialization and urbanization. Progressives tried to break the grip of machine politicians and corporate wealth upon the government of the

nation. The Progressives believed that reforms would be passed if the general public had a great say in the running of

government. The Progressive vision focused on equality of opportunity, opposition to monopoly, humanitarianism, and the belief in democracy and individualism.

The public needed to be aroused of the need for reform by muckraking authors and journalists.Performance Objectives: Students will be able to:

List and describe the various groups involved in the Progressive movement. (Urban politics-Boss Tweed, working conditions-The Jungle, immigration/urban poor-Jacob Riis, women’s rights, big business, temperance, etc.)

Describe and analyze the role played by the Muckrakers in the Progressive Movement along with the social problems they tried to expose.

Describe how the direct primary, initiative, referendum, and recall as well as the direct election of Senators and woman suffrage gave the general public greater control over politicians. Assess whether reform movements can improve American society

ACTIVITY: Create a graphic organizer of problems in society, muckracker/progressives associated with those problems and the efforts to solve those problems

Aim: Were the Progressives and Muckrackers successful in bringing change?

Theodore Roosevelt advocated a vigorous Presidency in the public interest. Theodore Roosevelt was a proponent of the “stewardship” theory of the Presidency and sought to use the

power of the national government to prevent both the domination of the government and the nation by big business and revolution from below by the working masses.

After a tradition of natural abundance and waste, Americans finally became aware of the need to protect the environment and conserve their natural resources.

Woodrow Wilson, as a Progressive, furthered the public interest in his “New Freedom” program. Theodore Roosevelt stood for regulated monopoly, while Woodrow Wilson stood for regulated competition.

Roosevelt’s conception of government was “Hamiltonian” while Wilson’s was essentially “Jeffersonian.” The legislation enacted during Wilson’s presidency contained elements of both the “New Freedom” and the “New Nationalism.”

As the federal government expanded its regulatory powers, the need for additional revenues increased. A graduated income tax (16th amendment) makes citizen financial support more equitable.Performance Objectives: Students will be able to:

Identify and explain Theodore Roosevelt’s policies and actions with regard to labor-management disputes, the regulation of business and railroads, protection for the consumer, and conservation.

Identify, explain, and analyze the important pieces of legislation enacted during Wilson’s presidency: the Underwood Tariff, Clayton Anti-Trust Act, Federal Trade Commission Act, and the Federal Reserve Act.

Compare and contrast Roosevelt’s “Square Deal” and Wilson’s “New Freedom” concerning big business, labor, and the role of the government.

Assess which Progressive president had a more significant impact on United States society.ACTIVITY: EXIT TICKET: Write one-two paragraphs, 5-7 sentences each, using at least 4 details from the lesson comparing and contrasting the Square Deal and New Freedom programs: include actions, targets, successes and failures.

AIM: Should the United States have entered World War I? Examine the causes of WWI and evaluate whether or not the U.S. should stay neutral. Create a timeline of events that led up to WWI. Label the timeline with “headlines.” Define: Neutrality, Submarine warfare, freedom of the seas, Lusitania, Zimmerman Telegram ACTIVITY: Pick a headline from the timeline and write a newspaper article explaining whether or not the

U.S. should stay neutral using THREE keywords.

AIM: How did propaganda support the war effort during WWI? Discuss four different propaganda techniques.

Analyze propaganda and evaluate which technique is being used. Define: Propaganda, Enlist, Bonds, Conservation, Brute/Hun, War Industries Board ACTIVITY: Choose a propaganda technique and create a propaganda poster or song. Write a 5-sentence explanation

explaining what your piece of propaganda is trying to convince Americans to do and explain which technique you’re using.

AIM: To what extent was the north a land of hope for southern African American Migrants during the Great Migration? Examine primary sources of the push/pull factors of African American migration from the south to the north. Explain how WWI caused the Great Migration. Compare and Contrast life in the south with life in the north and put the information on a t-chart. Define: “To what extent…” The Great Migration ACTIVITY: Write an essay, using a fill-in-the-blank template answering the AIM question. This is a three paragraph essay and

students have to circle transition words and answer specific questions.

AIM: Did women achieve their suffrage goals during WWI? Discuss stereotypes and legal limitations women had in U.S. history. Examine primary sources and identify their point of view. Watch video-clips from “Iron Jawed Angels” (HBO) and evaluate which methods of resistance were most effective. Define: Suffrage, enfranchise, picketing, hunger strikes, 19th amendment ACTIVITY: Analyze primary sources and explain their point of you in template-format.

AIM: Should people’s rights be limited during wartime? Team teaching lesson (simulation): Teacher 1 comes in and hands out seditious pamphlets that say “Murrow Stinks!” Security

guard comes in to “arrest” Teacher 1. Students discuss whether or not Teacher 1 was allowed to hand out seditious information. Students examine the details of the Schenck case and answer questions. Define: Schenck vs. U.S., Clear and present danger, 1st amendment, Espionage and Sedition Acts, Civil Liberties, National

Security ACTIVITY: Create a poster board with images and three keywords (Clear and Present Danger, First amendment, Espionage

and Sedition Acts)

AIM: Was the outcome of WWI peaceful and fair? Compare and contrast President Wilson’s “Fourteen Points” with the provisions of the Treaty of Versailles. Create a report card on how we can create “world peace.” Evaluate the 14 points, the Treaty of Versailles, the U.S. Senate rejecting the Treaty/League of Nations Define: 14 points, Treaty of Versailles, League of Nations ACTIVITY: Grade the various plans based on student-created report card: 14 points, Treaty of Versailles, Senate rejection.

Answer regents questions for review. 11.7 PROSPERITY AND DEPRESSION (1920 – 1939): The 1920s and 1930s were a time of cultural and economic changes in the nation. During this period, the nation faced significant domestic challenges, including the Great Depression. (Standards: 1, 4; Themes: ID, TCC, SOC, CIV)

11.7a The 1920s was a time of cultural change in the country, characterized by clashes between modern and traditional values.

Students will examine the cultural trends associated with the Roaring Twenties, including women’s efforts at self-expression and their changing roles.

Students will examine the impact of Prohibition on American society. Students will examine change in immigration policy as reflected by the passage of the Quota Acts of the

1920s. Students will examine the reasons for the resurgence of the Ku Klux Klan. Students will examine the key issues related to the Scopes trial.

11.7b African Americans continued to struggle for social and economic equality while expanding their own thriving and unique culture. African American cultural achievements were increasingly integrated into national culture.

Students will examine literary and artistic contributions associated with the Harlem Renaissance and its impact on national culture.

Students will examine the rise of African American racial pride and Black Nationalism, including the role of Marcus Garvey.

11.7c For many Americans, the 1920s was a time of prosperity. However, underlying economic problems, reflected in the stock market crash of 1929, led to the Great Depression. President Franklin D. Roosevelt’s responses to the Great Depression increased the role of the federal government.

Students will examine the reasons for economic prosperity during the 1920s. Students will examine the underlying weaknesses of the economy that led to the stock market crash of

1929 and the Great Depression. Students will compare and contrast the responses of Presidents Herbert Hoover and Franklin D. Roosevelt

to the Great Depression. Students will examine the human and environmental causes of the Dust Bowl and its effects. Students will evaluate President Roosevelt’s leadership during the Depression, including key legislative

initiatives of the New Deal, expansion of federal government power, and the constitutional challenge represented by his court packing effort.

Aim: Why did America experience industrialization and an increase in wealth again in the 1920’s? Growing ownership and use of automobiles epitomized the “boom” years of the 1920s. Philosophies and theories of capitalism: laissez-faire, Social Darwinism, Rugged Individualism The role of the automobile, consumerism, buying on credit, Henry Ford, the assembly line and modern technology Analyze the impact of the automobile, consumerism, and modern technology on life in the 1920s. Analyze the impact of the philosophies of capitalism on the American economy, politics and society Evaluate whether the philosophies of capitalism are good or bad Evaluate whether or not the 1920s were a step forward for the United States.

ACTIVTY: Exit Ticket: Answer the aim in one paragraph 5-7 sentences using at least 3 specific facts from the lesson.

Aim: Did women achieve their goals? The role women played in World War I and how that contributed to the 19 th Amendment The culture of “flappers” The culture of the 1920’s Discuss the importance and development of the women’s rights movement Understand the role women played in World War I and how that contributed to the 19 th Amendment Describe the culture of flappers Evaluate the culture of the 1920’s – was it a good or bad culture for America?

ACTIVITY: Create a political cartoon either celebrating the culture of the 1920’s or criticizing the culture of the 1920’s. Explain the meaning of cartoon in 2-3 sentences. The political cartoon should use at least two aspects discussed in the lesson.

Aim: Was the 1920’s an era of prosperity? New technology, automobile, assemblyline, Henry Ford, new forms of entertainment, consumer culture Will understand the growth of credit Explain and analyze the impact of new technology, the automobile, the role of the assembly-line Assess if the growth of credit was good or bad for the country Explain and analyze the changing culture of America in the 1920’s

ACTIVITY: Make two word webs for the 1920’s – one listing the attributes of the 1920’s, and one listing the themes/concepts of the 1920’s. Use at least 4 examples in each.

Aim: Why was America intolerant in the 1920’s Nativism, rise of the KKK, Palmer Raids, Red Scare, Religious fundamentalism, Sacco and Vanzetti Trial,

Prohibition, Scopes Monkey Trial. The causes and effects of intolerance and anti-immigration Describe and analyze the reasons for intolerance in America during the 1920’s Assess why even though America was prospering we were still an intolerant country Identify Nativism, rise of the KKK, Palmer Raids, Red Scare, Religious fundamentalism, Sacco and Vanzetti Trial,

Prohibition, Scopes Monkey Trial Explain the causes and effects of intolerance in America. Assess whether or not Prohibition was a good idea

ACTIVITY: Graphic Organizer in which students identify the five forms of intolerance in the 1920’s and their causes and effects.

Aim #5: Was the Harlem Renaissance a revolt or celebration? Great Migration of African Americans from the South to the North Developments in African American culture and cultural expression Explain causes and effects of the Great Migration Identify different forms of African American cultural expression and explain their significance Identify Langston Hughes, Counte Cullen, Duke Ellington Assess whether the Harlem Renaissance was a celebration or a revolt

AIM: Was the Great Depression of the 1930s inevitable? Identify and explain the basic causes of the Great Depression. Explain how the policies of the federal government contributed to the onset of the Great Depression. Assess the impact of the stock market crash of 1929 on the economy. Evaluate whether the Great Depression had to occur. ACTIVITY: Evaluate the different causes of the Great Depression and explain how this caused a Depression. Students pick

one of the causes of the Great Depression and draw about it. Students are required to use key words that fit the cause chosen.

AIM: Who is the best candidate to handle the problems of the Great Depression? Identify and explain the basic effects of the Great Depression on different groups in society: African Americans, elderly,

children, middle class, poor, rural farmers, unemployed. Describe the actions taken by Hoover to deal with the growing Depression. Assess the extent to which Hoover should have been blamed for the Great Depression. Identify and explain the basic beliefs FDR and Hoover had on the Great Depression Explain the policies FDR and Hoover proposed in order to aid Americans out of the Depression Assess whether FDR or Hoover is more suitable to become President in 1932 and evaluate why ACTIVITY: Students analyze stations and answers questions. Students then evaluate the presidential campaigns of Hoover

and FDR and use writing template to answer the aim. Students are required appropriate key words in their argument and explanation.

AIM: Was the New Deal an effective response to the Great Depression? Describe the economic conditions in the United States when Roosevelt took office. Analyze FDR’s style of leadership during the first 100 days. List and explain the relief, recovery, and reform measures of the New Deal. Construct a plan to deal with the problems caused by the Depression. ACTIVITY: Students choose a New Deal mural and create it for the modern day using magazines. Students are to explain the

program chosen and use appropriate key words.

AIM: Was the New Deal helpful to all Americans? Evaluate whether or not Roosevelt’s New Deal was an effective response to the problems of the Great Depression. Describe Roosevelt’s “Court-packing” proposals and the opposition to these proposals. Assess whether or not the New Deal was unconstitutional and evaluate whether or not the New Deal programs undermined the

principles of “Separation of Powers” and “Checks and Balances.” ACTIVITY: Assess report card about FDR’s New Deal programs. Analyze data as well as the constitutionality of FDR’s

presidency and the rulings of the Supreme Court case.

AIM: Was FDR’s New Deal Program was positive or negative for America. Students use regents documents to assess the pros of cons of the New Deal Students are to write argumentative texts based on the documents presented as well as use outside information to support

their answer. ACTIVITY: Students answer document-based questions and write essay evaluating if the New Deal was positive or negative

for America. (Students can use essay template for guidance if necessary).

11.8. WORLD WAR II (1935 – 1945): The participation of the United States in World War II was a transformative event for the nation and its role in the world. (Standards: 1, 2; Themes: TCC, GOV, CIV, TECH)

11.8a As situations overseas deteriorated, President Roosevelt’s leadership helped to move the nation from a policy of neutrality to a pro-Allied position and, ultimately, direct involvement in the war.

Students will examine reasons for the passage of the Neutrality Acts (1935–1937) andconsider the national debate as a shift to pro-Allied policies, including “cash and carry” and Lend-Lease.

Students will trace ongoing negotiations with Japan and United States efforts to stop Japanese aggression without resorting to war and without appeasing Japanese demands.

Students will examine the impact of the Japanese attack on Pearl Harbor. Students will examine President Roosevelt’s leadership during World War II, including his role as

commander in chief and his diplomatic efforts to maintain the Grand Alliance. Students will examine how technological advancements altered the nature of war and the extent of its

devastation, including the use of air power over civilian targets and President Truman’s decision to use the atomic bomb against the Japanese cities of Hiroshima and Nagasaki.

11.8b United States entry into World War II had a significant impact on American society. Students will examine United States mobilization efforts and wartime production and their effects on

unemployment rates. Students will examine the reasons for President Roosevelt’s executive order for Japanese removal, the

impact of removal on Japanese people living in the United States, and the Supreme Court’s decision in Korematsu v. United States (1944).

Students will examine the contributions of women, African Americans, Native Americans, Asian Americans, Mexican workers, and Mexican Americans to the war effort, as well as the discrimination that they experienced in the military and workforce.

11.8c In response to World War II and the Holocaust, the United States played a major role in efforts to prevent such human suffering in the future.

Students will investigate American officials' knowledge of the Holocaust, evaluating the degree to which intervention may have been possible.

Students will examine the contributions of Supreme Court Justice Robert Jackson and his arguments made as Chief Prosecutor for the United States at the Nuremberg War Crimes trials.

Students will investigate the role of Eleanor Roosevelt in creating the United Nations Universal Declaration of Human Rights.

AIM: Should the United States have remained neutral during the 1930s? The “seeds” of World War II were sown earlier in the century from the results of World War I. A stronger stand by the United States and the other Western democracies against fascist aggression might have

prevented World War II. The neutrality legislation of the 1930s was really designed to keep the United States out of war. Timed as it was,

this legislation tended to accelerate World War II by giving encouragement to the fascist nations. United States neutrality, together with British and French appeasement, convinced the Axis Powers that they had nothing to fear from the “decadent democracies.”

After the outbreak of World War II in Europe, the American people were divided whether to become involved in the war. Basically, three different view were held by Americans: 1) the United States should eventually fight on the side of the Allies; 2) the United States should give all aid short of war to the Allies; 3) the United States should follow a strict neutrality towards the war.

President Roosevelt and those who wished to aid the Allied cause believed that the security of the United States would be imperiled by an Axis victory.

America’s progression from the neutrality acts to the Lend Lease Act to volunteers in England. - List and describe the acts of fascist aggression during the 1930s.- Describe and evaluate the responses (neutrality legislations) of the United States and the Western democracies

to the acts of fascist aggression during the 1930s.- Locate on a map of the world the aggressor nations of the 1930s and those areas which fell victim to

aggression.

- List and explain the steps taken by President Roosevelt to lend material and moral aid to the Allies between 1939 and 1941.

- Explain and evaluate the views of those who supported and those who opposed greater American involvement in World War II.

- Take a position on whether or not the United States should have aided the Allies against the Axis Powers.ACTIVITY: Exit Ticket: Answer the aim in one paragraph 5-7 sentences using at least 3 specific facts from the lesson.

AIM: Was war between the United States and Japan inevitable? During the 1930s and early 1940s a series of events increased tension and led to eventual conflict between the

United States and Japan. These events included: (1) the United States discriminatory restrictions toward Japanese Americans; (2) Japan’s ambition and attempts to conquer and dominate China which conflicted with the United States Open Door Policy; (3) the Stimson Doctrine; (4) the unwillingness of Allied nations to support a United States proposal to impose economic sanctions against Japan; (5) the “Panay” Incident; (6) Japan’s alliance with Germany and Italy; (7) Japan’s annexation of French Indo-China; (8) United States’ extension of loans to China to buy war materials, the embargo on the sale of aviation gasoline and scrap iron to Japan, and the freezing of Japanese assets in the United States; (9) Japan’s attack on Pearl Harbor, December 7, 1941.

United States’ foreign policy between the two wars was influenced by the experiences of World War I, the nation’s domestic needs and problems, and the aggressive actions of dictators both in Europe and Asia during the 1930s and 1940s.

American public opinion lagged behind the evolving viewpoint of President Roosevelt and some Congressional leaders that neutrality was a mistake, since, like appeasement, it had actually encouraged the aggressor nations of Europe and Asia.- List, explain, and describe Japan’s acts of aggression during the 1930s and early 1940s.- Describe and evaluate the responses of the United States and the other Allied Powers to these acts of

Japanese aggression.- Assess whether or not the increased tension and conflict between the United States and Japan made war

between these two nations inevitable. - Assess the impact of the attack on Pearl HarborACTIVITY: You are President Franklin D. Roosevelt. The attack on Pearl Harbor has just taken place and you must ask Congress for a Declaration of War. Write a one-two paragraph speech (5-7 sentences with at least 3 details from the lesson) on why Congress should approve war against Japan.

AIM: How did World War II affect the American home front? With the outbreak of World War II, women in the United States assumed numerous roles to assist in the war effort. Women assumed new roles in the military, in industry, and various roles in the household to support the war effort. Increased cooperation and reduction of racial tension Increased economic mobility Impact of war bonds, rationing and saving on the economy Post war baby boom - Identify the new opportunities for women and African Americans- Describe the various roles that women played in World War II.- Evaluate whether women played a significant role in World War II.- Evaluate the impact of World War II on the American EconomyACTIVITY: Answer in one paragraph 5-7 sentences: Is war good or bad for a country’s home front? Use at least 3 specifics from the lesson.

AIM: Was the treatment of Japanese Americans during World War II a setback for democracy? Racial and ethnic prejudices and deprivation of human rights tend to be reactivated during times of perceived

national danger. Describe the antagonism and opposition to Japanese-Americans prior to 1941. Describe the circumstances leading to the relocation of Japanese-Americans during World War II. Describe the impact of the relocation camp experience on the lives of Japanese-Americans. Analyze the issues in the case of Korematsu v United States.

Discuss the Japanese-American campaign to gain redress and reparation for their treatment in the United States during World War II.

ACTIVITY: Create a political cartoon with a 2-3 sentence explanation that includes details from the lesson which either supports or protests the decision of Korematsu v. United States and FDR’s actions.

AIM: How did America contribute to victory in World War II? America had to fight the war on several fronts Key turning points helped to slowly defeat the Axis America decided to concentrate on winning the war against Germany The war time conferences between the “Big Three” helped to both settle issues yet also lead to post war tensions. The importance of the Nuremberg Trials in holding war criminals accountable for their actions- Explain the contributions of the American military to WWII victory- Analyze how issues in WWII helped to set up the Cold War- Analyze if the United Nations will solve the problems of the League of Nations. - Identify the importance of the Nuremberg Trials.- Assess whether the Harlem Renaissance was a celebration or a revoltACTIVITY: EXIT TICKET: Answer the aim in one paragraph (5-7 sentences), using at least 3 specific examples from the lesson.

Aim #6: Was the United States justified in dropping the atomic bomb on Japan? The atom bomb was dropped to force Japanese leaders to agree to a quick surrender, save hundreds of thousands

of American lives that would surely die in any conventional invasion of Japan, and to end the Pacific war before the Soviet Union could intervene effectively and thus claim a role in the peacemaking negotiations.

The atom bomb would “put us in a position to dictate our own terms at the end of the war and make Russia more manageable in Europe.” (Secretary of State James F. Byrne)

By striking a major city the atom bomb would bring death to tens of thousands of Japanese civilians, far more Japanese people (and American soldiers) would have perished if Japan had been invaded.

Generals Eisenhower and MacArthur as well as several scientists who developed the atom bomb had reservations about the need to use this weapon. The dropping of the second bomb was far less defensible morally, but it had the desired result---Japan surrendered. Explain and analyze the arguments used to defend and attack the use of the atom bomb. Describe the effect of the atom bomb on Hiroshima and Nagasaki. Evaluate whether or not the United States was justified in dropping the atomic bomb.Activity: Answer the Aim in 1-2 paragraphs (5-7 sentences each) with 4-5 details from the lesson.

11.9 COLD WAR (1945 – 1990): In the period following World War II, the United States entered into an extended era of international conflict called the Cold War which influenced foreign and domestic policy for more than 40 years. (Standards: 1, 2, 3; Themes: TCC, GOV, ECON)

11.9a After World War II, ideological differences led to political tensions between the United States and the Soviet Union. In an attempt to halt the spread of Soviet influence, the United States pursued a policy of containment.

Students will trace key decisions made at wartime conferences as they applied to Poland, Eastern Europe, and postwar Germany, and note how continuing disagreements over these decisions helped bring about the start of the Cold War.

Students will trace United States containment policies, including the Truman Doctrine (1947), the Marshall Plan (1948), and the North Atlantic Treaty Organization (1949), and actions taken during the Berlin blockade, and consider how they represent a shift in American foreign policy.

Students will examine domestic concerns about the spread of communism and the rise of McCarthyism. Students will examine the consequences of Truman’s decision to fight a limited war in defense of South

Korea. Students will trace the United States involvement in Vietnam, including President Johnson’s decision to

escalate the fighting in Vietnam.

Students will examine reasons for declining public confidence in government, including America’s involvement in Vietnam, student protests, the growing antiwar movement, and the Watergate affair.

Students will examine the congressional effort to limit presidential power through the War Powers Act.

11.9b The United States and the Soviet Union engaged in a nuclear arms race that eventually led to agreements that limited the arms buildup and improved United States-Soviet relations.

Students will trace the acceleration of the nuclear arms race, beginning with from the detonation of an atomic bomb by the Soviet Union in 1949, through 1969, including the effects of Sputnik and the Space Race.

Students will examine Soviet motives for placing missiles in Cuba and the impact of the Cuban missile crisis on Soviet-American relations, leading to the adoption of the Nuclear Test Ban Treaty.

Students will examine the policy of détente and its effect on the nuclear arms race.

11.9c American strategic interests in the Middle East grew with the Cold War, the creation of the State of Israel, and the increased United States dependence on Middle Eastern oil. The continuing nature of the Arab-Israeli dispute has helped to define the contours of American policy in the Middle East.

Students will examine United States foreign policy toward the Middle East, including the recognition of and support for the State of Israel, the Camp David Accords, and the interaction with radical groups in the region.

11.9d A combination of factors contributed to the end of the Cold War, including American policies and Soviet economic and political problems that led to the loss of Soviet control over Eastern Europe.

Students will trace factors that led to the fall of the Berlin Wall and the end of the Cold War, including American policies, Soviet economic problems, Soviet efforts at reform, and the loss of Soviet control over Eastern Europe.

AIM: Who was responsible for the “Cold War?” A postwar European power vacuum contributed to the heightened East-West tensions and polarization. The role the Yalta and Potsdam conferences played in igniting the tension. Efforts of the Soviet Union to expand its political and economic system and the determination of the United States to check

Communist expansion caused a “cold war.” Historians disagree about who was responsible for the onset of the Cold War.

- Explain the meaning of the term “cold war.”- Describe the actions taken by the United States that were perceived as a threat to the United States.- Describe the actions taken by the United States that were perceived as a threat to the Soviet Union.- Assess whether the United States or the Soviet Union should be blamed for the Cold War.ACTIVITY: Exit Ticket: Answer the aim from two different perspectives – one accusing the other side, and then the other side defending why they did not do it. Each response should be one paragraph 5-7 sentences using at least 3 specific facts from the lesson.

AIM: Was containment of communism a wise policy? Enlightened self-interest, idealistic objective and increased global interdependence moved the United States to active

participation in post-war international organizations. Presidential power is enhanced by increased United States involvement in world affairs. The United States encouraged Western European economic, political, and military consideration to offset the threat of Soviet

expansion. New regional alignments were necessitated by perceived threats to the security of the Western world.- List and explain the economic and military programs designed to help the recovery of Europe and prevent Soviet

expansion (Truman Doctrine, Marshall Plan, N.A.T.O.).- Explain and analyze the reasons for the United States’ involvement in Europe after World War II.- Evaluate whether or not the United States’ containment of Communism after World War II was a wise foreign policy.- Evaluate if containment increased Cold War tensionACTIVITY: You are a member of the National Security Committee – come up with an alternate solution/policy to containment (5-7 sentences with at least 3 details from the lesson)

AIM: Was the United States involvement in the Korean “War” justified? United States wartime allies and enemies in the Pacific were reversed during postwar events.

The Korean War gave rise to controversies over an undeclared conflict with limited objectives. The conflict between President Truman and General MacArthur over the goals and strategy of the Korean War involved the

question of civilian versus military control of decision-making and foreign policy.- Explain the origins of the Korean War.- Analyze the United States strategy of seeking a limited victory in Korea.- Explain the issues involved in the Truman-MacArthur controversy.- Evaluate whether or not the United States made a mistake by fighting a “limited war” in KoreaACTIVITY: Create a debate between Truman and McArthur on how to fight the war. Create eight to ten points of conversation between the two and must include at least five vocabularies from the unit and lesson.

AIM: Did the Cold War lead to rebellion or conformity in America? The growing post war economy How the Cold War created a culture of conformity How pop culture such as television and movies demonstrated Cold War fear How was music an outlet from the Cold War fear? How did the interstate highway system lead to suburbia?

- Understand why the economy grew after World War II and into the 1950’s- How the Cold War created a culture of conformity? - Evaluate was pop culture lead to rebellion or conformity in society- Evaluate how the highway system and the car changed AmericaACTIVITY: Create a Cold War propaganda from a teenagers’ perspective in 1950. Write 2-3 sentences explaining the purpose of the propaganda using vocabulary from the lesson/unit.

AIM: Did the Red Scare and McCarthyism violate the ideals of democracy? Cold War fear affected and changed American lifestyle: bombshelters, duck and cover. Tensions between patriotic loyalty and the right to dissent are intensified during times of crisis or stress in foreign policy. The post-World War II Red Scare and the development of McCarthyism resulted from American disillusionment with the Cold

War. The illusion of American omnipotence played a role in bringing on the Red Scare and McCarthyism.

- Describe the causes of the Red Scare and McCarthyism.- Discuss the issues highlighted during the McCarthy era.- Evaluate how Cold War fear led to a violation of Civil liberties- Explain the role that the Cold War conflict with Communism played in domestic politics.- Explain the circumstances and contributions of Edward R. Murrow that ended McCarthyism.- Explain and analyze the permanent effects that McCarthyism had on the United States.- Assess the degree to which the Red Scare and McCarthyism violated the ideals of democracyACTIVITY: You are Edward R. Murrow – prepare a broadcast challenging McCarthy for See It Now. Your broadcast should be two paragraphs, include charges you want to bring to McCarthy and why. Include at least 6-8 details from the lesson and unit.

AIM: Did the image of John F. Kennedy outshine the reality? Effective legislation requires strong presidential leadership combined with a cooperative Congress. The programs and goals of the New Fronteir In an age of mass media, image is often more important than reality.o Describe the major issues and campaign in the presidential election of 1960.o Compare and contrast the legislative programs and accomplishments of President Kennedy with his predecessors Truman

and Eisenhower.o Compare and contrast the Kennedy “mystique” with Kennedy’s congressional accomplishments.o Form a judgment about why Kennedy’s style is often imitated by presidential aspirations.o Form a judgment if recent revelations about Kennedy’s personal behavior and character have tarnished his image and the

public’s perception of his presidency.o Determine the degree to which the image of President Kennedy outshone the reality.o ACTIVITY: Television Broadcast: Prepare a television broadcast Kennedy’s legacy – including domestic, foreign policy, civil

rights and image/mystique – how should Kennedy’s Presidency be viewed? 1-2 paragraphs 5-7 sentences using at least 4-5 specific facts from the lesson.

AIM: Should the United States have risked nuclear war to remove Russian missiles from Cuba? The chief objective of any country’s foreign policy is to protect and promote the safety and security of the nation-state. United States foreign policy after World War II has focused on the containment of the spread of communism in Europe, Asia,

and Latin America.

United States hegemony in the Western Hemisphere was challenged by Fidel Castro’s espousal of communism, which was supported by the Soviet Union.

o Describe and analyze the conditions in Cuba that enabled Castro to seize power and the process how he established a communist-type dictatorship in Cuba and made it a member of the communist bloc.

o Explain and analyze President Kennedy’s actions and ultimatum to the Soviet Union to withdraw its missiles and to dismantle the missile installations in Cuba, which were capable of reaching every important city in the Western Hemisphere.

o Describe how this Cold War crisis between the Soviet Union and the United States led the world to the brink of a nuclear war.o Although United States prestige abroad was bolstered by this show of firmness, there was evidence that Soviet troops and

advisors remained on the island.o Assess whether President Kennedy’s firm stand against communism in the Cuban Missile Crisis was a prudent foreign policy

or a reckless risk of nuclear war.o ACTIVITY: Exit Ticket: Who should be seen as the winner of the Cuban Missile Crisis? (5-7 sentences with at least 3 details

from the lesson)

AIM: Did Lyndon Johnson’s “Great Society” program fulfill its promises? The “Great Society” programs for national prosperity and progress as well as progressive plan of reform continued the

philosophy of the New Deal of the 1930s. The Nixon administration dismantled many of the anti-poverty programs of the “Great Society.”o Explain the objectives of the “Great Society” enunciated by President Lyndon Johnson.o Describe the legislative accomplishments of the “Great Society,” including the war on poverty, V.I.S.T.A., Medicare, civil rights,

etc.o Explain how Johnson succeeded in securing congressional approval for the “Great Society” measures.o Describe how the Nixon administration dismantled much of the “Great Society” program.o Evaluate whether President Johnson’s “Great Society” program fulfilled its promises.o ACTIVITY: Create a re-election poster (with 3-4 sentence explanation) of why he should be re-elected based on the Great

Society Programs. Make sure to use at least 3 specifics from the lesson in the poster and explanation.

AIM: Should the United States have fought a war in Vietnam? The United States became gradually involved in the Indo-China War for complex reasons, particularly the fear of communist

expansion. Technology has limited value and effectiveness in a guerilla war. The Vietnam War was the United States’ longest and, except for the Civil War, most domestically divisive conflict.o Describe the sequence of events that culminated in the United States military intervention in Vietnam.o Explain and analyze the reasons given by the United States government for the nation’s increasing involvement in the military

conflict.o Analyze the arguments presented by the opponents of American involvement in Vietnam.o Evaluate whether or not the United States should have fought a war in Vietnam.o ACTIVITY: You are a Congressman: right a response in whether you decide to support the Gulf of Tonkin Resolution or not?

(one paragraph 5-7 sentences, using at least 3 specifics from the lesson).

AIM: Did the Vietnam War affect America and our culture for better or worse? While only a minority of Americans actively protested the war, millions of others doubted the wisdom of involving United States

armed forces in a distant and limited Asian war that did not directly affect the security of the nation. Because of the tragic loss of life, the vast expenditures of money, the length of the conflict, and the lack of a clear

understanding of the nation’s objectives, the war eroded the spirit of national unity, led to disillusionment and cynicism, and was a contributing factor to an era of social unrest and domestic violence. Moreover, the United States foreign policy of containing communism everywhere in the world was now widely questioned and criticized. For nearly the next two decades, both the American people and Congress were reluctant to become involved in another foreign conflict.

The domestic protest against the United States escalating involvement in the Vietnam conflict influenced President Johnson’s decision not to seek reelection and President Nixon’s decision to gradually withdraw United States military forces from Vietnam.

o Discuss the reasons for and the nature of the protest movement on the college campuses and society in general. o Explain the impact of the protests on President Johnson’s political career, President Nixon’s foreign policy, and the long-term

effects of the war on United States foreign policy.o Assess the extent to which the domestic protest movement influenced the outcome of the war and affected the future foreign

policy of the United States o ACTIVITY: Explain if you are a hawk or a dove during the Vietnam War. One paragraph, include at least 3-4 details from the

lesson and unit.

AIM: Did Nixon return stability to a nation in chaos? A constantly changing world power balance has brought about changes in the relationship between the United States and the

Soviet Union and the People’s Republic of China. Arms races and wars represent failures of diplomacy. President Nixon’s attempts to relax cold war tension with the Soviet Union sought to set limits on the production of nuclear

weapons and halt the arms race between the world’s two superpowers. President Nixon’s overture to establish relations with China underscored that communism is not internationally monolithic and

sought to establish diplomatic and trade relations with China.o Explain the objectives of the United States foreign policy of “détente” and compare it to the United States’ previous policy of

“containment” of communism.o Explain the reasons for the change in the United States foreign policy toward the communist nations of the Soviet Union and

the People’s Republic of China.o Describe the actions taken by the Nixon administration that illustrate the policy of “détente”: presidential visits to the Soviet

Union and China, the signing of the S.A.L.T. agreement to limit nuclear arms between the United States and the Soviet Union in 1972, the “grain deal” which ended the U.S. trade ban with the Soviet Union since 1949, the Seabed Agreement, and the establishment of trade as well as cultural and athletic exchange programs with China in 1979.

o Assess the impact of the United States policy of “détente” on its international relations with communist nations and evaluate its effect on the likelihood of world peace.

o Activity: Create a re-election poster (with 3-4 sentence explanation) of why he should be re-elected based on his handling of foreign policy. Make sure to use at least 3 specifics from the lesson in the poster and explanation.

AIM: Did the Watergate scandal strengthen or weaken the American system of government? The United States political system survived a crisis in public confidence in the 1970s. The Constitution of the United States with its system of “separation of powers” and “checks and balances” protects the nation

against abuses of government power.o Describe the important events and the roles of major government officials in the Watergate scandal.o Analyze how the constitutional principles of “separation of powers” and “checks and balances” operated during the Watergate

investigation and congressional hearings.o Evaluate whether Watergate was a sign of the strength or weakness in the United States system of government.o Regretting the Gulf of Tonkin Resolution, which gave the President total war-making power in Vietnam, Congress limited the

President’s power to wage war in the future by enacting the “War Powers Act” in 1973.o Activity: Exit ticket: answer the aim in one paragraph, using at least 3-4 specifics from the lesson.

11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present): Racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net. (Standards: 1, 4, 5; Themes: ID, TCC, SOC, GOV, CIV, ECO)

11.10a After World War II, long-term demands for equality by African Americans led to the civil rights movement. The efforts of individuals, groups, and institutions helped to redefine African American civil rights, though numerous issues remain unresolved.

Students will examine the roles and impact of individuals such as Rev. Martin Luther King Jr., Stokely Carmichael, Fannie Lou Hamer, and Malcolm X on the movement and their perspectives on change.

Students will examine the role of groups such as the National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), and Student Non-Violent Coordinating Committee (SNCC) in the movement, their goals and strategies, and major contributions.

Students will examine judicial actions and legislative achievements during the movement, such as Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, Heart of Atlanta Motel, Inc. v. United States (1964) and the Voting Rights Act of 1965.

Students will analyze the significance of key events in the movement, including the Montgomery bus boycott, federal intervention at Little Rock, Arkansas; the Birmingham protest; and the March on Washington.

11.10b Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.

Students will trace the following efforts in terms of issues/goals, key individuals and groups, and successes/limitations:> Modern women’s movement (The Feminine Mystique [1963], National Organization for Women , Equal Pay Act and Title IX, Roe v. Wade)> Native Americans (American Indian Movement, Russell Means, native identity, and land claims)> Brown Power (Chicano) movement (Cesar Chavez, United Farm Workers)> People with disabilities (Individuals with Disabilities Education Act [1975], Americans with Disabilities Act [1990] )> Rights of the accused (Mapp v. Ohio [1961], Gideon v. Wainwright[1963], Miranda v. Arizona [1966])>Immigration (Immigration Act of 1965, Immigration Act of 1986, continuing debates overimmigration reform)> Gay Rights and the LGBT movement (Stonewall Inn riots [1969], efforts for equal legal rights)> Environment (Silent Spring [1962], Clean Air Act of 1970, Clean Water Act of 1972, Endangered Species Act of 1973, Environmental Protection Agency [1970], Reagan’s policy)> Student rights (Engel v. Vitale [1962], Tinker v. Des Moines School District[1969], New Jersey v. TLO [1985])

Students will thoroughly investigate at least one of the efforts above.

11.10c Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.

Students will compare and contrast the economic policies of President Johnson (Great Society) and President Reagan (Reaganomics) regarding the size and role of the federal government.

Students will examine the causes of the financial panic of 2008 and the federal government‘s response to the Great Recession.

Students will examine the debates over the role of the government in providing a social safety net, including the stability of the Social Security Trust Fund and Medicare Trust Fund, as well as changes under the Affordable Care Act.

AIM: Did Emmett Till and Rosa Parks spark the Civil Rights Movement? Discuss the methods used by Rosa Parks and Emmett Till’s mother and evaluate. Define: civil rights, bus boycott, non-.violence, discrimination, Jim Crow Laws, segregation Discuss the impact these methods had on sparking the Civil Rights MovementACTIVITY: After reading the events and evaluating the methods used by African Americans trying to achieve equality and stop discrimination, create a memorial, honoring Emmett Till or Rosa Parks. Use specific keywords APPROPRIATELY that relate to the event and person chosen, such as civil rights, bus boycott, non violence, discrimination, Jim Crow Laws, segregation

AIM: Did Brown v. Board of Education help African Americans achieve equality? Discuss the methods used by Rosa Parks and Emmett Till’s mother and evaluate. Define: segregation, Plessy v. Ferguson, Doll Test, “separate is not equal”, integration, Little Rock Nine Discuss the methods used and evaluate if they were effective (ex: Eisenhower and the Brown case).ACTIVITY: Regents Questions: Students must underline important words/phrases and circle words they do not understand in the question and eliminate answers.

AIM: How did various methods achieve the goals of the Civil Rights Movement? Discuss the methods used by Malcolm X and Martin Luther King Jr. Define: civil disobedience, black power, 24th Amendment, Civil Rights Act, Voting Rights Act Discuss the methods used and evaluate if they were effective (ex: Eisenhower and the Brown case). Evaluate which method was most effective in achieving the goals of the Civil Rights MovementACTIVITY: Writing template/argumentative writing: evaluate which method was more effective in achieving the goals of the Civil Rights Movement

AIM: How did the Warren Court expand the rights of the accused?

Define: civil liberties, Warren Court, rights of the accused Discuss how were rights of the accused protected under the Constitution. Evaluate whether or not the court should protect the rights of the accused. ACTIVITY: Regents Questions: Students must underline important words/phrases and circle words they do not understand in the question and eliminate answers.

AIM: How did President Carter and President Regan confront the foreign and domestic issues of 1970s and 1980s? Explain the economic, social, and political problems of the 1970s and 1980s. Evaluate the outcome of the choices President Carter and Reagan made to address issues (Star Wars, Supply Side

Economics, OPEC embargo, Iranian Hostage Crisis, Camp David Accords, Iran Contra Affair, gas crisis). Debate the strength and weaknesses of their foreign and domestic policies.

11.11 THE UNITED STATES IN A GLOBALIZING WORLD (1990 – present) The United States’ political and economic status in the world has faced external and internal challenges related to Throughout this time period, the nation has continued to debate and define its role in the world. (Standards: 1, 2, 4, 5; Themes: TCC, GOV, CIV, TECH, EXCH)

11.11a The United States created a coalition to defeat Iraq in the Persian Gulf War (1991), but was reluctant to commit American military power through the rest of the decade.

Students will examine the decision of President George H. W. Bush to oppose Iraq’s invasion of Kuwait. Students will evaluate the positive and negative consequences of the Persian Gulf War.

Students will trace United States foreign policy regarding Bosnia, Rwanda, and Kosovo, exploring the tension between defending human rights and the reluctance to intervene stemming from the Vietnam syndrome.

11.11b In response to the terrorist attacks of September 11, 2001, the United States launched the War on Terror, which involved controversial foreign and domestic policies.

Students will trace the reactions to the September 11, 2001, attacks, including responses of the American public, the authorization of the War on Terror, the invasion of Afghanistan, and the passage of the USA PATRIOT Act.

Students will examine the decision to invade Iraq, which was based on allegations concerning weapons of mass destruction, and trace the course of the war.

Students will evaluate the USA PATRIOT Act, including constitutional issues raised about the violation of civil liberties by the federal government’s electronic surveillance programs.

11.11c Globalization and advances in technology have affected the United States economy and society. Students will examine the positive and negative consequences of globalization in relation to the United

States economy. Students will investigate the role of multinational corporations and their influence on both the United

States economy and on other countries around the world. Students will examine the economic relationship and the strategic rivalry between the United States and

ChinaAIM: How did President Bush Sr., President Clinton, & President Bush Jr. confront the foreign and domestic issues of 1990s and the new millennium?

Explain the economic, social, and political problems of the 1990s and 21st century. Evaluate the outcome of the choices President Bush Sr., President Clinton, & President Bush Jr. made to address

issues (Persian Gulf War, American with Disabilities Act, impeachment, Balkan Wars, human rights, NAFTA, War on Terror).

Debate the strength and weaknesses of their foreign and domestic policies.