United States History II College Prep/Honors Curriculum · 2020. 5. 1. · 4 Subject Area: United States History II Unit 2: Urban America, 1865-1896 Unit Outcomes: Students will be

1

United States History II College Prep/Honors Curriculum

Subject Area: United States History II Unit 1: Industrialization, 1865-1901

Unit Outcomes: Students will be able to understand the impact that industrialization had on the U.S. in the late 1800s and early 1900s and identify ways industrialization transformed the country.

● Essential Question(s): How did the United States become an industrialized society after the Civil War?

Objectives:

● Students will be able to interpret maps to understand which regions were affected by the transcontinental railroad.

● Students will be able to make inferences about inventors and the problems they faced. ● Students will be able to interpret primary source materials including political cartoons. ● Students will be able to read graphs to learn about business in the late nineteenth century. ● Students will be able to summarize the conditions that helped the United States

industrialize in the late nineteenth century. ● Students will be able to identify the important changes that the railroad industry brought

to the nation. ● Students will be able to outline how larger scale industrialization increased fixed costs

while lowering operating costs. ● Students will be able to categorize different information about the major industrial strikes

during this time. Essential Outcome and Related Standards:

State Standard(s): ● 6.1.12.A Strengths and weaknesses of traditional, command, and market

economies. ● 6.2.12.H(1) Roles of governments in macroeconomics. ● 7.3.12.A(3) Impact of movement on human systems. ● 7.3.12.B(1) Cultural conflicts. ● 7.3.12.C(3) Forces that reshape settlement patterns. ● 7.3.12.D(2) Forces that reshape business. ● 7.3.12.D(3) How change and movement impact economic production. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.3.12.A(3) US since 1890: Contributions of cultural and commercial leaders. ● 8.3.12.B(3) US since 1890: Historic places.

2

● 8.3.12.B(3) US since 1890: Politics. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations. ● 8.3.12.D(4) US since 1890: Immigration and migration

Content and Instructional Activities:

● Lecture ● Analysis of supplemental readings (primary and secondary sources) ● Reading Apprenticeship strategies ● Google Docs interactive activities ● Note taking ● Class discussions ● Simulations ● Discovery exercises ● Assigned readings ● Cooperative learning activities ● Debates ● Computer and library research ● Current events discussions ● Review activities

Remediation:

● Outlines and/or notes may be used on designated quizzes, tests, and/or essays ● Differentiated instruction for students or groups of students ● Hand-outs or websites may be used to supplement notes ● Additional review materials

Enrichment:

● Supplemental readings suggested by teacher ● Independent research on selected topics ● Films, videos, movies, documentaries, and Internet clips suggested by teacher ● Research on designated websites ● Podcasts ● Daily Journal Entry

Assessment Criteria:

● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions

3

● Participation ● Notebook ● Homework assignments ● Research projects ● Cooperative and groups projects

Resources and Materials:

● Textbook and accompanying resources ● Noteworthy historical documents ● Primary and secondary sources ● Google Docs interactive features ● Current events newspapers, magazines, and websites ● Films, videos, movies, documentaries, and Internet clips ● Notebook and folder with pen/pencil and hi-lighter

4

Subject Area: United States History II Unit 2: Urban America, 1865-1896

Unit Outcomes: Students will be able to understand why people migrate and how urban life is different from rural life.

● Essential Question(s): (1) Why do people migrate? (2) How is urban life different from rural life?

Objectives:

● Students will be able to read and analyze a chart or graph to understand why people immigrated to the United States.

● Students will be able to summarize the economic problems farmers faced during this time.

● Students will be able to compare and contrast the political candidacies of Willam Jennings Bryan and William McKinley.

● Students will be able to interpret primary source materials including political cartoons. ● Students will be able to read and analyze a chart or graph to understand why people

immigrated to the United States. ● Students will be able to summarize the economic problems farmers faced during this

time. ● Students will be able to compare and contrast the political candidacies of William

Jennings Bryan and William McKinley. ● Students will be able to interpret primary source materials including political cartoons. ● Students will be able to analyze a Supreme Court case.

Essential Outcome and Related standards:

State Standard(s): ● Standard - 8.1.U.B Evaluate the interpretation of historical events and sources,

considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

● Standard - 8.3.U.A Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.

● Standard - 8.3.U.D Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S.


● Lecture ● Analysis of supplemental readings (primary and secondary sources) ● Reading Apprenticeship strategies

5

● Google Docs interactive activities ● Note taking ● Class discussions ● Simulations ● Discovery exercises ● Assigned readings ● Cooperative learning activities ● Debates ● Computer and library research ● Current events discussions ● Review activities

Remediation:


Enrichment:



● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions ● Participation ● Notebook ● Homework assignments ● Research projects ● Cooperative and groups projects

6

Resources and Materials: ● Textbook and accompanying resources ● Noteworthy historical documents ● Primary and secondary sources ● Google Docs interactive features ● Current events newspapers, magazines, and websites ● Films, videos, movies, documentaries, and Internet clips ● Notebook and folder with pen/pencil and hi-lighter

7

Subject Area: United States History II Unit 3: Becoming a World Power, 1872-1917

Unit Outcomes: Students will be able to understand how the United States developed into a major world power by the start of the 20th century and explain the reasons why the United States abandoned its traditional policy of isolationism to become an imperialistic power.

● Essential Question(s): How are empires built? Objectives:

● Students will be able to analyze economic data to make accurate descriptions of its content.

● Students will be able to interpret primary source materials, including economic data, paintings, and political cartoons.

● Students will be able to identify and analyze important information as displayed on a map.

● Students will be able to identify possible causes for the sinking of the USS Maine. ● Students will be able to compare and contrast information about political leaders. ● Students will be able to describe how the desire for new markets and the need for

resources were motivating factors for American imperialism. ● Students will be able to identify causes of the Spanish-American War. ● Students will be able to explain the origins, significance, and consequences of the Open

Door policy. ● Students will be able to describe how the construction of the Panama Canal, the

Roosevelt Corollary, and dollar diplomacy spread U.S. influence to other nations. Essential Outcome and Related Outcomes

State Standard(s): ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.D How foreign policy is developed and implemented. ● 6.4.12.C How a nation benefits from lowering or removing trade barriers. ● 6.4.12.G(1) Evaluate traits and distribution of extractive industries. ● 7.3.12.A(3) Impact of movement on human systems. ● 7.3.12.B(1) Cultural conflicts. ● 7.3.12.C(3) Forces that reshape settlement patterns. ● 7.3.12.D(3) How change and movement impact economic production. ● 7.3.12.E(3) The lasting effect of political conflicts. ● 8.1.12.A(1) US since 1890: Contributions of political leaders. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.3.12.A(3) US since 1890: Contributions of cultural and commercial leaders.

8

● 8.3.12.C(5) Historical Interpretation: Causes and results. ● 8.3.12.D(5) US since 1890: Military conflicts.



Remediation:


Enrichment:



● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions ● Participation

9

● Notebook ● Homework assignments ● Research projects ● Cooperative and groups projects



10

Subject Area: United States History II Unit 4: The Progressive Movement, 1890-1920

Unit Outcome: Students will be able to understand how the Progressive Movement addressed the problems of the industrialization time period.

● Essential Question(s): Can politics fix social problems? Objectives:

● Students will be able to interpret primary source materials including political cartoons ● Students will be able to analyze contrasting ideas within a political philosophy. ● Students will be able to sequence relevant information about historical moments such as

woman suffrage. ● Students will be able to identify the progressives and what they believed caused social

problems. ● Students will be able to summarize how the progressives hoped to make government

more efficient and responsive to citizens. ● Students will be able to explain how President Theodore Roosevelt supported

conservation. ● Students will be able to describe how President Taft’s beliefs differed from the

progressives’ beliefs. ● Students will be able to describe the successes and failures of progressivism.

Essential Outcome and Related Standards:

State Standard(s): ● 5.2.12.E How civic and political participation help attain individual and public goals. ● 5.3.12.J Evaluate the role of the media in political life. ● 5.3.12.H Evaluate the impact of interest groups on the political process. ● 6.2.12.H(1) Roles of governments in economics. ● 7.3.12.D(2) Forces that reshape business. ● 8.1.12.A(1) US since 1890: Contributions of political leaders. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.3.12.A(3) US since 1890: Contributions of cultural and commercial leaders. ● 8.3.12.B(3) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organizations. ● 8.3.12.C(8) Women’s movement. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations. ● 8.3.12.D(3) US since 1890: Labor relations. ● 8.3.12.C(5) Historical Interpretation: Causes and results.

11

Content and Instructional Activities: ● Lecture ● Analysis of supplemental readings (primary and secondary sources) ● Reading Apprenticeship strategies ● Google Docs interactive activities ● Note taking ● Class discussions ● Simulations ● Discovery exercises ● Assigned readings ● Cooperative learning activities ● Debates ● Computer and library research ● Current events discussions ● Review activities

Remediation:


Enrichment:



● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions ● Participation ● Notebook ● Homework assignments ● Research projects

12

● Cooperative and groups projects Resources and Materials:


13

Subject Area: United States History II Unit 5: World War I and Its Aftermath, 1914-1920

Unit Outcome: Students will be able to understand the reasons the U.S. got involved in World War I and the changes that occurred post-war.

● Essential Question(s): Why do nations go to war? Objectives:

● Students will be able to interpret maps to understand how trench warfare was used in WWI.

● Students will be able to analyze and interpret primary sources such as historical photographs and propaganda posters.

● Students will be able to predict consequences using a chart or graph. ● Students will be able to compare and contrast the factors that caused European nations

and the United States to become involved in WWI. ● Students will be able to summarize how WWI affected life on the home front. ● Students will be able to evaluate how new technology changed warfare during WWI. ● Students will be able to describe the effects of WWI on the U.S. economy.


State Standard(s): ● 5.2.12.C Interpret the causes of conflict in society. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.D How foreign policy is developed and implemented. ● 6.1.12.A Evaluate the strengths and weaknesses of economies. ● 6.4.12.C How a nation benefits from lowering or removing trade barriers. ● 6.4.12.G(1) Evaluate traits and distribution of extractive industries. ● 7.1.12.B Analyze the location of places and regions. ● 7.3.12.A(3) Impact of movement on human systems. ● 7.3.12.B Analyze places and regions by cultural characteristics. ● 7.3.12.B(1) Cultural conflicts. ● 7.3.12.C(3) Forces that reshape settlement patterns. ● 7.3.12.D(3) How change and movement impact economic production. ● 7.3.12.E Analyze places and regions by political characteristics. ● 7.3.12.E(3) The lasting effect of political conflicts. ● 8.3.12.A Identify and evaluate the political and cultural contributions of individuals and

groups to US history from 1890 to present. ● 8.1.12.A(1) US since 1890: Contributions of political leaders. ● 8.1.12.A(2) Evaluate continuity and change.

14

● 8.3.12.A(3) US since 1890: Contributions of cultural and commercial leaders. ● 8.3.12.B Identify and evaluate primary documents, material artifacts. ● 8.3.12.C Evaluate how continuity and change has influenced US history from 1890 to

present. ● 8.3.12.C(5) Historical Interpretation: Causes and results. ● 8.3.12.D Identify and evaluate conflict and cooperation among social groups and

organizations in US history from 1890 to present. ● 8.3.12.D(5) US since 1890: Military conflicts.



Remediation:

● Outlines and/or notes may be used on designated quizzes, tests, and/or essays ● Differentiated instruction for students or groups of students ● Hand-outs or websites may be used to supplement notes ● Additional review materials ● Assistance from special education teacher or aide

Enrichment:


15

Assessment Criteria: ● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions ● Participation ● Notebook ● Homework assignments ● Research projects ● Cooperative and groups projects



16

Subject Area: United States History II Unit 6: The Jazz Age, 1921-1929

Unit Outcomes: Students will be able to understand how cultures are held together by shared beliefs and common practices and values.

● Essential Question(s): (1) How was social and economic life different in the early 20th century from that of the late 19th century? (2) How has the cultural identity of the United States changed over time?

Objectives:

● Students will be able to analyze primary sources including written text in order to draw conclusions about President Coolidge’s views on wealth.

● Students will be able to evaluate primary source materials including visuals to learn how the car changed America.

● Students will be able to analyze information about European immigration provided in graphs.

● Students will be able to identify the main characteristics of art, literature, and popular culture of the era.

● Students will be able to interpret maps to understand the Great Migration. Essential Outcome and Related Standards:

State Standard(s): ● 5.3.12.C Causes of and solutions for conflict in society. ● 5.3.12.G Government’s impact on individual rights. ● 7.3.12.A US Since 1890: contributions of political leaders. ● 7.3.12.E (3) The effects of political conflicts. ● 8.1.12.A (2) Evaluate continuity and change. ● 8.1.12.C (3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations.

17


Remediation:


Enrichment:




18



19

Subject Area: United States History II Unit 7: The Great Depression Begins, 1929-1932

Unit Outcomes: Students will be able to understand the causes and impacts of the Great Depression.

● Essential Question(s): (1) What causes changes in the economy over time? (2) How do economic depressions affect societies?

Objectives:

● Students will be able to understand the causes of the collapse of the economy during the Depression.

● Students will be able to evaluate primary source materials including visuals. ● Students will be able to categorize the initiatives Hoover instituted in response to the

Depression and describe their results. ● Students will be able to explain how speculation caused the stock market to fall. ● Students will be able to describe how the stock market crash affected the entire nation. ● Students will be able to list the effects of the Great Depression on the American people,

their art, and their entertainment. ● Students will be able to describe life during the Dust Bowl.


State Standard(s): ● 5.1.12.L Analyze important PA and US court decisions. ● 5.3.12.H Analyze different interpretations of the US Constitution. ● 6.1.12.A Evaluate the strengths and weaknesses of economies. ● 6.2.12.H Evaluate the economic roles of governments. ● 6.5.12.G Analyze the risks and returns of various investments. ● 7.2.12.B Analyze the significance of the physical characteristics of a region. ● 7.3.12.C Analyze places and regions by cultural characteristics. ● 8.3.12.A Identify and evaluate the political and cultural contributions of individuals and

groups to US history from 1890 to present. ● 8.3.12.B Identify and evaluate primary documents, material artifacts. ● 8.3.12.C Evaluate how continuity and change has influenced US history from 1890 to

present. ● 8.3.12.D Identify and evaluate conflict and cooperation among social groups and

organizations in US history from 1890 to present.

20


Remediation:


Enrichment:




21



22

Subject Area: United States History II Unit 8: Roosevelt and the New Deal, 1933-1941

Unit Outcomes: Students will be able to identify the origin, impact, and long-term effects of the New Deal.

● Essential Question(s): (1) Can the government fix the economy? (2) Is the government responsible for the economic well-being of its citizens?

Objectives:

● Students will be able to interpret maps to understand the benefits of the Tennessee Valley Authority.

● Students will be able to read and analyze primary sources to interpret the significance of Roosevelt’s first Inaugural Address.

● Students will be able to compare and contrast key acts passed by Congress such as the First New Deal and the Second New Deal.

● Students will be able to interpret primary source materials including political cartoons to learn about FDR’s court-packing plan.


State Standard(s): ● 5.1.12.L Analyze important PA and US court decisions. ● 5.3.12.H Analyze different interpretations of the US Constitution. ● 6.1.12.A Evaluate the strengths and weaknesses of economies. ● 6.2.12.H Evaluate the economic roles of governments. ● 6.5.12.G Analyze the risks and returns of various investments. ● 7.2.12.B Analyze the significance of the physical characteristics of a region. ● 7.3.12.C Analyze places and regions by cultural characteristics. ● 8.3.12.A Identify and evaluate the political and cultural contributions of individuals and



organizations in US history from 1890 to present. Content and Instructional Activities:

● Lecture ● Analysis of supplemental readings (primary and secondary sources) ● Reading Apprenticeship strategies

23

● Google Docs interactive activities ● Note taking ● Class discussions ● Simulations ● Discovery exercises ● Assigned readings ● Cooperative learning activities ● Debates ● Computer and library research ● Current events discussions ● Review activities

Remediation:


Enrichment:




24

Resources and Materials: ● Textbook and accompanying resources ● Noteworthy historical documents ● Primary and secondary sources ● Google Docs interactive features ● Current events newspapers, magazines, and websites ● Films, videos, movies, documentaries, and Internet clips ● Notebook and folder with pen/pencil and hi-lighter

25

Subject Area: United States History II Unit 9: A World in Flames, 1931-1941

Unit Outcomes: Students will be able to understand how leaders can bring about change in society, explain the United State’s initial position towards military aggression in the 1930s, and understand why the United States entered WWII.

● Essential Question(s): (1) Could WWII have been prevented? (2) Why do some people fail to respond to injustice while others try to prevent injustice?

Objectives:

● Students will be able to identify and analyze important information displayed on a map in order to understand the rise of dictatorships in the early 20th century.

● Students will be able to interpret primary source materials including historical photographs and political cartoons.

● Students will be able to analyze primary sources to build an understanding of the Holocaust.

● Students will be able to explain how new dictatorships and militaristic expansion led to global warfare.

● Students will be able to explain the policy of appeasement. ● Students will be able to list factors that allowed Germany to achieve early military

victories. ● Students will be able to explain how the experiences of the United States in WWI

influenced reactions to military aggression in the 1930s. ● Students will be able to describe the aftermath of the attack on Pearl Harbor. ● Students will be able to identify the reasons behind the persecution of Jews during the

1930s. ● Students will be able to describe the events of the Holocaust and the atrocities committed

against Europe’s Jews. Essential Outcome and Related Standards:

State Standard(s): ● 5.3.12.J Evaluate the role of media in political affairs. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.D Explain how foreign policy is designed and implemented. ● 6.3.12.C Evaluate the allocation of resources used to produce goods and services. ● 7.3.12.E Analyze the causes of political conflict in terms of human activity. ● 8.1.12.B Synthesize and evaluate historical sources. ● 8.1.12.C Evaluate the historical interpretation of events.

26

● 8.3.12.A Identify and evaluate the political and cultural contributions of individuals and groups to US history from 1890 to present.

● 8.3.12.B Identify and evaluate primary documents, material artifacts. ● 8.3.12.C Evaluate how continuity and change has influenced US history from 1890 to


organizations in US history from 1890 to present. ● 8.4.12.A Evaluate the significance of individuals and groups who made major political

and cultural contributions to world history. ● 8.4.12.B Evaluate historical documents important to world history. ● 8.4.12.C Evaluate how continuity and change have impacted world cultures. ● 8.4.12.D Evaluate how conflict and cooperation among social groups and organizations

has impacted world history. Content and Instructional Activities:


Remediation:


Enrichment:

● Supplemental readings suggested by teacher ● Independent research on selected topics

27

● Films, videos, movies, documentaries, and Internet clips suggested by teacher ● Research on designated websites ● Podcasts ● Daily Journal Entry





28

Subject Area: United States History II Unit 10: America and World War II, 1941-1945

Unit Outcomes: Students will be able to understand the impact of the United States on the war, changes to the United States because of the war, and the results of the war.

● Essential Question(s): What kind of sacrifices does war require? Objectives:

● Students will be able to analyze statistical information showing how the U.S. economy performed during the war.

● Students will be able to analyze and interpret primary sources in various forms, including photographs and written text.

● Students will be able to recognize the geographic factors that determined much of the strategy of the Pacific War.

● Students will be able to analyze and evaluate information provided in graphs and charts. ● Students will be able to identify, analyze, and evaluate important information shows on a

map. Essential Outcome and Related Standards:

State Standard(s): ● 5.3.12.J Evaluate the role of media in political affairs. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.D Explain how foreign policy is designed and implemented. ● 6.3.12.C Evaluate the allocation of resources used to produce goods and services. ● 7.3.12.E Analyze the causes of political conflict in terms of human activity. ● 8.1.12.B Synthesize and evaluate historical sources. ● 8.1.12.C Evaluate the historical interpretation of events. ● 8.3.12.A Identify and evaluate the political and cultural contributions of individuals and



organizations in US history from 1890 to present. ● 8.4.12.A Evaluate the significance of individuals and groups who made major political

and cultural contributions to world history. ● 8.4.12.B Evaluate historical documents important to world history. ● 8.4.12.C Evaluate how continuity and change have impacted world cultures.

29

● 8.4.12.D Evaluate how conflict and cooperation among social groups and organizations has impacted world history.



Remediation:


Enrichment:




30




31

Subject Area: United States History II Unit 11: The Cold War Begins, 1945-1960

Unit Outcomes: Students will be able to explain the origin of the Cold War, identify major events, analyze changes to the U.S. and world, and summarize why the Cold War ended.

● Essential Question(s): (1) How did the Cold War shape postwar international relations? (2) How did the Cold War tensions affect American society?

Objectives:

● Students will be able to interpret maps in order to understand which countries controlled different regions of Germany.

● Students will be able to interpret graphs to make predictions about the geographic distributions of aid to Europe under the Marshall Plan.

● Students will be able to use a decision-making process by reading about the Berlin Airlift operation.

● Students will be able to analyze primary sources to build understanding of the historical period as pertains to Joseph McCarthy and his claims of communism in the State Department.

● Students will be able to compare and contrast information about political leaders such as the military policies of Eisenhower and Truman.


State Standard(s): ● 5.3.12.C Causes of and solutions for conflict in society. ● 5.3.12.G Government’s impact on individual rights. ● 5.4.12.A Impact of international developments on US government. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.C Changes in US foreign policy and impact on future relationships. ● 6.1.12.C Using economic indicators to assess the strength of the economy in two time

periods. ● 6.2.12.H Evaluate the government in economics. ● 6.5.12.A Analyze factors influencing wages. ● 7.3.12.A US Since 1890: Contributions of political leaders. ● 7.3.12.E (2) The role of international political alliances. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders.

32

● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations. ● 8.3.12.D(5) US since 1890: Military conflicts.



Remediation:


Enrichment:


33




34

Subject Area: United States History II Unit 12: Postwar America, 1945-1960

Unit Outcomes: Students will be able to understand how the movement of people, goods, and ideas causes societies to change over time.

● Essential Question(s): How does prosperity change the way people live? Objectives:

● Students will be able to analyze statistical information about Native Americans. ● Students will be able to read and analyze primary sources including written texts such as

Truman’s State of the Union address. ● Students will be able to analyze and evaluate information on the baby boom provided in

graphs. ● Students will be able to summarize the state of the U.S. economy after WWII. ● Students will be able to describe how the lives of Americans changed after WWII. ● Students will be able to compare and contrast the postwar experiences of different groups

and regions. Essential Outcome and Related Standards:

State Standard(s): ● 5.4.12.A Impact of international developments on US government. ● 6.1.12.C Using economic indicators to assess the strength of the economy in two time

periods. ● 6.2.12.H Evaluate the government in economics. ● 6.5.12.A Analyze factors influencing wages. ● 7.3.12.A US Since 1890: Contributions of political leaders. ● 7.3.12.E (2) The role of international political alliances. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations.

35



Remediation:


Enrichment:



● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions ● Participation ● Notebook ● Homework assignments

36

● Research projects ● Cooperative and groups projects



37

Subject Area: United States History II Unit 13: The New Frontier and the Great Society, 1960-1968

Unit Outcomes: Students will be able to understand how the struggle for individual rights and equality often shapes a society’s politics.

● Essential Question(s): (1) Can the government fix society’s problems? (2) How do you think Presidents Kennedy and Johnson changed American society?

Objectives:

● Students will be able to analyze and evaluate information provided in charts in order to explain the effects of the Warren Court rulings.

● Students will be able to interpret maps to understand the Bay of Pigs invasion. ● Students will be able to analyze information provided in charts such as the Great Society

programs. ● Students will be able to explain the effects of the Warren Court rulings. ● Students will be able to identify how aid programs for developing nations and an

expanded space program were intended to contain communism and help the United States stay ahead in technology.

● Students will be able to describe the War on Poverty and analyze its successes and failures.


State Standard(s): ● 5.4.12.A Impact of international developments on US government. ● 6.1.12.C Using economic indicators to assess the strength of the economy in two time

periods. ● 6.2.12.H Evaluate the government in economics. ● 6.5.12.A Analyze factors influencing wages. ● 7.3.12.A US Since 1890: Contributions of political leaders. ● 7.3.12.E (2) The role of international political alliances. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization.

38

● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations.



Remediation:


Enrichment:



● Teacher developed quizzes, tests, and essays ● Primary source analysis assignments ● Current events assignments ● Debates and discussions

39

● Participation ● Notebook ● Homework assignments ● Research projects ● Cooperative and groups projects



40

Subject Area: United States History II Unit 14: The Civil Rights Movement, 1954-1969


● Essential Question(s): (1) Why do you think the civil rights movement made gains in postwar America? (2) What motivates a society to make changes?

Objectives:

● Students will be able to analyze a groundbreaking Supreme Court case such as Brown v. Board of Education.

● Students will be able to read and analyze primary sources such as excerpts from an autobiography detailing the famous Woolworth’s lunch counter sit-in.

● Students will be able to sequence relevant information about the civil rights movement. ● Students will be able to interpret maps to learn about significant race riots in the 1960s.


State Standard(s) ● 5.4.12.A Impact of international developments on US government. ● 6.1.12.C Using economic indicators to assess the strength of the economy in two time

periods. ● 6.2.12.H Evaluate the government in economics. ● 6.5.12.A Analyze factors influencing wages. ● 7.3.12.A US Since 1890: Contributions of political leaders. ● 7.3.12.E (2) The role of international political alliances. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations.

41


Remediation:


Enrichment:




42



43

Subject Area: United States History II Unit 15: The Vietnam War, 1954-1975

Unit Outcomes: Students will be able to understand why American military forces were sent to Vietnam, the impact of the U.S. on the internal conflict within Vietnam, and the results of the war.

● Essential Question(s): (1) How does military conflict divide people within cultures? (2) Should citizens support the government during wartime?

Objectives:

● Students will be able to identify and analyze information displayed on a map in order to understand the importance of Vietnam and Southeast Asia to the United States.

● Students will be able to analyze tactics used by the Vietcong and describe how U.S. troops responded.

● Students will be able to identify why Americans disagreed about the war. ● Students will be able to contrast the political and cultural aftermath of the Vietnam War

with that of previous international conflicts. ● Students will be able to evaluate why the U.S. provided military aid to the French in

Indochina. ● Students will be able to describe how U.S. involvement in Vietnam changed during the

Kennedy and Johnson administrations. ● Students will be able to explain why 1968 was considered the most turbulent year of the

1960s. ● Students will be able to identify the policies Nixon employed to end the war.


State Standard(s): ● 5.3.12.C Causes of and solutions for conflict in society. ● 5.3.12.G Government’s impact on individual rights. ● 5.4.12.A Impact of international developments on US government. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.C Changes in US foreign policy and impact on future relationships. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability.

44

● 8.3.12.D(2) US since 1890: Ethnic and racial relations. ● 8.3.12.D(5) US since 1890: Military conflicts.



Remediation:


Enrichment:




45




46

Subject Area: United States History II Unit 16: The Politics of Protest, 1960-1980


● Essential Question(s): (1) What did students, women, and Latinos learn from the civil rights movement and apply to their protest actions? (2) How has society changed for students, women, and Latinos?

Objectives:

● Students will be able to identify information shown on a map in order to understand Latino immigration to the United States.

● Students will be able to evaluate primary source materials including visuals in order to make inferences about the counterculture of the 1960s.

● Students will be able to analyze and evaluate information provided in graphs in order to draw conclusions about women in the workforce.

● Students will be able to describe how the student movement challenged the status quo of the political and social climates.

● Students will be able to analyze the debate over the passage of the Equal Rights Amendment.

● Students will be able to outline the reasons for the immigration of Latinos to the United States during the 20th century and the types of discrimination that many faced.


State Standard(s): ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations.

47


Remediation:


Enrichment:




48



49

Subject Area: United States History II Unit 17: Politics and Economics, 1968-1980

Unit Outcomes: Students will evaluate how the Nixon Administration impacted American’s attitudes towards government and understand why people engage in politics to solve problems in their society.

● Essential Question(s): (1) How do you think the Nixon Administration affected people’s attitudes toward government? (2) How does society change the shape of itself over time?

Objectives:

● Students will be able to explain why U.S. relations with China and the Soviet Union improved during the Nixon administration.

● Students will be able to sequence the events of the Watergate scandal and its aftermath. ● Students will be able to identify the causes of the Iranian hostage crisis and its effects on

the Carter presidency. ● Students will be able to compare the gains made by African Americans, Native

Americans, and people with disabilities during the 1970s. ● Students will be able to list some of the environmental protection initiatives begun during

the 1960s and 1970s. Essential Outcome and Related Standards:

State Standard(s): ● 5.3.12.C Causes of and solutions for conflict in society. ● 5.3.12.G Government’s impact on individual rights. ● 5.4.12.A Impact of international developments on US government. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.C Changes in US foreign policy and impact on future relationships. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade. ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations.

50


Remediation:


Enrichment:




51



52

Subject Area: United States History II Unit 18: The Resurgence of Conservatism, 1980-1992

Unit Outcomes: Students will evaluate economic, political, and social policies during Regan’s presidency and explain the resurgence of conservatism.

● Essential Question(s): How do you think the resurgence of conservative ideas has changed society?

Objectives:

● Students will be able to interpret maps to learn about the Sunbelt states’ rise in population between 1950 and 1980s.

● Students will be able to analyze information provided in charts such as the tax rates paid by the highest income brackets from 1969 to 2011.

● Students will be able to evaluate how entrepreneurs transformed the news and entertainment industries.

● Students will be able to identify and analyze information displayed on a map in order to understand why Allied troops invaded Iraq from Saudi Arabia.

● Students will be able to outline social issues that helped define the 1980s. Essential Outcome and Related Standards:


53


Remediation:


Enrichment:




54



55

Subject Area: United States History II Unit 19: A Time of Change, 1980-2000

Unit Outcomes: Students will be able to understand that the movement of people, goods, and ideas causes societies to change overtime.

● Essential Question(s): (1) How have science and technology improvements helped change society? (2) How have immigration, technology, and global trade changed the world?

Objectives:

● Students will be able to summarize the major domestic initiatives of the Clinton administration and those proposed by the Contract with America.

● Students will be able to describe how the debate over illegal immigration led to changes in immigration law.

● Students will be able to identify how changes in technology and communication have altered the economy on a global scale.



56


Remediation:


Enrichment:




57



58

Subject Area: United States History II Unit 20: America’s Challenges for a New Century, 2001-2008

Unit Outcomes: Students will be able to evaluate key events during the Bush administration and explain the domestic impacts of the September 11th attacks.

● Essential Question(s): (1) How is American culture shaped by a set of common values and practices? (2) How have disputes over ideas, values, and politics resulted in change?

Objectives:

● Students will be able to describe why the presidential election of 2000 was controversial. ● Students will be able to recount the major actions that marked the beginning of the

United State’s war on terrorism. ● Students will be able to compare and contrast the differences between the war in

Afghanistan and the war in Iraq. ● Students will be able to summarize the major events of President Bush’s second term. ● Students will be able to explain how the September 11th attacks and the wars in

Afghanistan and Iraq increased tension between the need for national security and protecting civil liberties.

● Students will be able to describe the results of the elections in this period. Essential Outcome and Related Standards:

State Standard(s): ● 5.3.12.C Causes of and solutions for conflict in society. ● 5.3.12.G Government’s impact on individual rights. ● 5.4.12.A Impact of international developments on US government. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.C Changes in US foreign policy and impact on future relationships. ● 6.1.12.C Using economic indicators to assess the strength of the economy in two time

periods. ● 6.2.12.H Evaluate the government in economics. ● 6.5.12.A Analyze factors influencing wages. ● 7.3.12.A US Since 1890: contributions of political leaders. ● 7.3.12.E (2) The role of international political alliance. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view. ● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers.

59

● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations. ● 8.3.12.D(5) US since 1890: Military conflicts.



Remediation:


Enrichment:


60




61

Subject Area: United States History II Unit 21: Obama and Beyond, 2008-Present

Unit Outcomes: Students will be able to evaluate the Obama presidency and summarize key social-political events that occured from 2008 to present.

● Essential Question(s): (1) How is American culture shaped by a set of common values and practices? (2) How have disputes over ideas, values, and politics resulted in change?

Objectives:

● Students will be able to describe how the most recent pattern of urbanization differs from earlier shifts in population.

● Students will be able to analyze how recent events in American history have impacted their own lives.

● Students will be able analyze the economic factors that combined to create the financial crisis of 2009 and 2010.

● Students will be able to discuss the positive and negative aspects of using drones for military purposes.

● Students will be able to analyze the media portrayal of the refugee crisis. ● Students will be able to identify the global consequences of the euro crisis. ● Students will be able to examine how the income gap affects both the economy and

politics. Essential Outcome and Related Standards:

State Standard(s) ● 5.3.12.C Causes of and solutions for conflict in society. ● 5.3.12.G Government’s impact on individual rights. ● 5.4.12.A Impact of international developments on US government. ● 5.4.12.B U.S. interaction with other nations in world events. ● 5.4.12.C Changes in US foreign policy and impact on future relationships. ● 6.1.12.C Using economic indicators to assess the strength of the economy in two time

periods. ● 6.2.12.H Evaluate the government in economics. ● 6.5.12.A Analyze factors influencing wages. ● 7.3.12.A US Since 1890: contributions of political leaders. ● 7.3.12.E (2) The role of international political alliance. ● 7.3.12.E (3) The effects of political conflicts. ● 7.4.12.B (3) Sustainability of resources. ● 8.1.12.A(2) Evaluate continuity and change. ● 8.1.12.C.(3) Historical interpretation: Multiple points of view.

62

● 8.3.12.A(1) US since 1890: Contributions of political leaders. ● 8.3.12.A(4) US since 1890: Contributions of innovators and reformers. ● 8.3.12.C(1) US since 1890: Belief systems. ● 8.3.12.C(4) US since 1890: Politics. ● 8.3.12.C(6) US since 1890: Social organization. ● 8.3.12.C(7) US since 1890: Transportation and trade ● 8.3.12.D(1) US since 1890: Domestic instability. ● 8.3.12.D(2) US since 1890: Ethnic and racial relations. ● 8.3.12.D(5) US since 1890: Military conflicts.



Remediation:


Enrichment:


63




Documents

United States History II College Prep/Honors Curriculum · 2020. 5. 1. · 4 Subject Area: United States History II Unit 2: Urban America, 1865-1896 Unit Outcomes: Students will be