Ush Consensus Map 2016-2017 1

US History Consensus Map-2016-2017
Unit Topic or Domain: Colonial America
Date Range:
2017
2016
Standard(s):USHC-1.1
Summarize the distinct characteristics of each
colonial region in the settlement and
development of British North America, including
religious, social, political, and economic
differences.
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4x4: 1st Semester: 2 days: August 19-22, 2016

4x4: 2nd Semester: 2 day:
January 17-Jan. 18,
Yearlong: 5 days: August 19-27,
College and Career Readiness Anchor Standard(s):

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a
primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events
and determine which explanation best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as
they are used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison defines faction in
Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is
structured, including how key sentences, paragraphs, and larger portions of the text
contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the
same historical event or issue by assessing the authors claims, reasoning, and
evidence.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g., visually, quantitatively, as
well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and
evidence by corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources.
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Description of Standard
Content Specific Focus
What does the standard mean that a

student must know, understand and be
able to do?
Learning Tasks/Activities
What tasks will students perform to learn the
identified concepts/skills?
At which DOK level(s) are the learning tasks?
Contemporary democratic ideals

originated in England, were
transplanted to North America by
English settlers, and have evolved in
the United States as a result of regional
experiences.
Key Concepts:
Diverse causes of
immigration to the New World
Geographical distinctiveness
of the three main regions of
the eastern seaboard
Interdependent network of
coastal trade and trade with
the British
Caribbean as well as trade
across the Atlantic with Africa
and Europe
Key Skills:
Analyze and draw conclusions
about the location of places,
the condition at places, and
the connections between
places.
Key Practices:
Understand
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
3 | Page
The students may complete the Historical

Scene Investigation lesson Jamestown:
What Caused the Failure of the Jamestown
Colony of 1610? and
Virginia at the Crossroads: Bacons
Rebellion.
DOK Level: 4
Possible Reading Like a Historian Lessons
Puritans
Passenger Lists
DOK Level: 4
Debate: Were the First Colonists in the
Chesapeake Region Ignorant, Lazy, and
Unambitious?
DOK Level: 4

Key Vocabulary:
Tolerance
Dissenter
Hierarchical
House of Burgesses
Town meetings
Salutary neglect
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Unit Topic or Domain: Foundations of American
Government
Date Range:
2016
4x4:
4x4: 2nd Semester: 2 days:
2017
26-September 8, 2016
5 | Page
1st Semester: 2 days:
August 23-24.
January 19-20,
Yearlong: 9 days:
August

Standard(s):
USHC-1.2 Analyze the early development of
representative government and political rights in
the American colonies, including the influence of
the British political system and the rule of law as
written in the Magna Carta and the English Bill of
Rights, and the conflict between the colonial
legislatures and the British Parliament over the
right to tax that resulted in the American
Revolutionary War.
USHC-1.3 Analyze the impact of the Declaration of
Independence and the American Revolution on
establishing the ideals of a democratic republic.
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CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support
analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of
a primary or secondary source; provide an accurate summary that makes
clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or
events and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases
as they are used in a text, including analyzing how an author uses and refines
the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary
source is structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on
the same historical event or issue by assessing the authors claims,
reasoning, and evidence.
information presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a question or solve a
problem.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources,
both primary and secondary, into a coherent understanding of an idea or
event, noting discrepancies among sources.

What does the standard mean
that a student must know,
understand and be able to do?
Content Specific
Focus
What tasks will students perform to learn the identified
concepts/skills?
Contemporary democratic
ideals originated in England,
were transplanted to North
America by
English settlers, and have
evolved in the United States
as a result of regional
experiences.
Key Concepts:
Natural rights theory
Extent of suffrage in the
colonies
Causes of colonial
discontent with
Parliament following the
French and Indian War
Political purposes of the
Declaration of
independence
Cause and impact of
French support of the
American Revolution
Nature of new state
constitutions
Long-term impact of the
Declaration of
Independence
throughout the world
Key Skills:
Trace and describe
continuity and change
across cultures.
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The students may complete the Historical Scene

Investigation The Boston Massacre and The Battle of
Lexington and Concord.
Historical Scene Investigation
DOK Level: 4
Stamp Act
The Declaration of Independence
DOK Level: 4
Mini Q
Loyalists
DOK Level: 4
The class may complete a Paideia Seminar on the
principles and international importance of the Declaration
of Independence.
DOK Level: 4

Key Practices:
Analyze
Differentiate
Organize
Attribute
Apply
Key Vocabulary:
Magna Carta
English Bill of Rights
Rule of law
Admiralty courts
Sons/Liberty
Stamp Act Congress
Boston Massacre
Townshend Act
Tea Act
Boston Tea Party
Coercive Acts
Limited government
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Unit Topic or Domain: Origins of the US
Constitution
Date Range:
26, 2016
2017
19, 2016
9 | Page
4x4:
August 25-Auguast
January 23-24,
Yearlong: 7 days:
September 9-

Standard(s):
USHC1.4Analyze how dissatisfaction with the

USHC1.5Explain how the fundamental principle of
limited government is protected by the Constitution
and the Bill of Rights, including democracy,
republicanism, federalism, separation of powers, the CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as
system of checks and balances, and individual rights. they are used in a text, including analyzing how an author uses and refines the
Federalist No. 10).
evidence.
government under the Articles of Confederation were

addressed with the writing of the Constitution in
1787 including the debates and compromises
reached at the Philadelphia Convention and the
ratification of the Constitution.
student must know, understand and
be able to do?
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English settlers, and have
evolved in the United States as a
result of regional experiences.
Key Concepts:
Shift in power from the state
governments to national
government
Purpose and nature of compromises
Balance of democratic and
republican ideals
Purpose and legacy of the
Federalist Papers
Limited government
Balance of democratic and
republican ideals
Separation of powers
Checks and balances
Key Skills:
Analyze, interpret, and synthesize
social studies information in order
to make inferences and draw
conclusions.
Create a thesis supported by
research to convince an audience of
its validity.
Utilize contextual information to
Assume shared responsibility for
collaborative work and value the
contributions made by each team
member.
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DOK Level: 4
Shays Rebellion
Federalists vs. Anti-Federalists
Reading Option
Synopsis: This is a discussion on the
ratification of the Constitution and the two
groups that emerged as a result of the
debate and ratification process. This article
covers the main players during the time,
and clearly states the view from each side
(Federalist and Anti-Federalist).
Federalists vs. Anti-federalists
DBQ:
How Did the Constitution Guard Against
Tyranny?
DOK Level: 4
Historical Scene Investigation
US Constitution: I Smelt a Rat
DOK Level: 4

Key Practices:
Differentiate
Attribute
Apply
Understand
Remember
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Land Ordinance
Northwest Ordinance
Confederation
Federalism
judiciary
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Unit Topic or Domain: Early Federalist Era
Date Range:
4x4: 1st Semester: 1 day:

August 29, 2016
January 25, 2017
Yearlong: 3 days: September 20-
22, 2016
Standard(s):USHC1.6
Analyze the development of the two-party system
during the presidency of George Washington, including
controversies over domestic and foreign policies, and
the regional interests of the Democratic-Republicans
and the Federalists.
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Federalist No. 10).
evidence.


What tasks will students perform to learn
the identified concepts/skills?
At which DOK level(s) are the learning
tasks?
Contemporary democratic
ideals originated in England,
were transplanted to North
America by English settlers,
and have evolved in the United
States as a result of regional
experiences.
Key Concepts:
Differences between factions and political
parties
Ideological foundations of the first twoparty system including loose vs. strict
constructionism
Causes of deepening rift between
Federalists and Democratic-Republicans
Key Skills:
Explain how groups work to challenge
traditional institutions and effect change to
promote the needs and interests of society.
Model informed participatory citizenship.
Key Practices:
Differentiate
Organize
Attribute
Apply
Remember
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Possible Reading Like a Historian

Lessons
Hamilton vs. Jefferson
DOK Level: 4
Unit Topic or Domain: Origins of the National

Judiciary
Date Range:

August 30, 2016
January 26, 2017
Yearlong: 1 day: September 23,
2016
Standard(s):USHC1.7
Summarize the expansion of the power of the
national government as a result of Supreme
Court decisions under Chief Justice John
Marshall, such as the establishment of judicial
review in Marbury v. Madison and the impact of
political party affiliation on the Court.
student must know, understand and
be able to do?

CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they
are used in a text, including analyzing how an author uses and refines the meaning of
a key term over the course of a text (e.g., how Madison defines faction in Federalist
No. 10).
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same
historical event or issue by assessing the authors claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence
by corroborating or challenging them with other information.
tasks?
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English settlers, and have evolved
in the United States as a result of
regional experiences.
Key Concepts:
Lasting impact of presidential
appointments to the federal court
system
Lasting impact of the Marshall Court
Key Skills:
social studies information to make
inferences and draw conclusions.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Landmark decision
Contract
Writ of mandamus
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Compare Thomas Jeffersons reactions to

the Marbury case to those of leading
Federalists of the day.
DOK Level: 3
Unit Topic or Domain: Manifest Destiny
Date Range:
September 2, 2016
2017
October 4, 2016
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4x4:

Yearlong: 7 days:
August 31
January 27-31,
September 26-

Standard(s):
USHC2.1Summarize the impact of the westward
movement on nationalism and democracy,
including the expansion of the franchise, the
displacement of Native Americans from the
southeast and conflicts over states rights and
federal power during the era of Jacksonian
democracy as the result of major land
acquisitions such as the Louisiana Purchase, the
Oregon Treaty, and the Mexican Cession.
USHC2.2Explain how the Monroe Doctrine and
the concept of Manifest Destiny affected the
United States relationships with foreign powers,
including the role of the United States in the
Texan Revolution and the Mexican War.
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Federalist No. 10).
evidence.


able to do?
Political conflict is often the result of

competing social values and economic
interests. Different perspectives based
on differing interests and backgrounds
led to political conflict in the
antebellum United States.
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Key Concepts:
Nationalism
Sectionalism
Expansion of democratic
ideals and practices
Economic causes of support
or opposition to tariffs
Manifest Destiny
Differing perspectives of
foreign nations on US
expansion
Legacies of the Monroe
Doctrine and Manifest Destiny
Immediate impact and legacy
of the Mexican War
Key Skills:
Represent and interpret
Earths physical and human
systems by using maps,
mental maps,
geographic models, and other
social studies resources to
make inferences and draw
conclusions.
Analyze, interpret, and
synthesize social studies
information to make
inferences and draw
conclusions by reading
portions of the Monroe
Doctrine.

Louisiana Purchase
Indian Removal
Manifest Destiny
DOK Level: 4
DBQ:
Was the US Justified in Going to War Against
Mexico?
DOK Level: 4

Key Practices:
Understand
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Universal white male suffrage
Assimilation
Tariffs
Doctrine
Annexation
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Unit Topic or Domain: Sectionalism
Date Range:
September 6-
8 , 2016
2017
18, 2016
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4x4:
February 1-3,
Yearlong: 9 days:
October 5-

Standard(s):
USHC2.3Compare the economic development in
different regions (the South, the North, and the
West) of the United States during the early
nineteenth century, including ways that economic
policy contributed to political controversies.
USHC2.4Compare the social and cultural
characteristics of the North, the South, and the
West during the antebellum period, including the
lives of African Americans and social reform
movements such as abolition and womens rights
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primary or secondary source; provide an accurate summary that makes clear
the relationships among the key details and ideas.
the meaning of a key term over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
the same historical event or issue by assessing the authors claims, reasoning,
and evidence.
problem.
both primary and secondary, into a coherent understanding of an idea or event,
noting discrepancies among sources.


able to do?
Political conflict is often the result of

competing social values and economic
interests. Different perspectives based
on differing interests and backgrounds
led to political conflict in the
antebellum United States.
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Key Concepts:
Geographical regions of the
North, South, and West
Economic impact on the
development of social and
political differences between
the North, South, and West
Colonial impact on
antebellum society
Causes and nature of the
growing abolitionist
movement
Extent of support and
success of the abolitionist
and womens movements
Possible Reading Like a Historian Lesson

Irish Immigration (May be revised and
shortened.)
John Brown
DOK Level: 4
Reading Activity:
Synopsis: The article begins with the original
California gold find in 1848, and chronicles
the rapid and seemingly uncontrollable
growth in a very short time period. For
example, the article mentions the population
in San Francisco increased from 459 people to
over 20,000 people within a few months.
Several problems arose as a result of the
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Key Skills:
Compare the ways that
different economic systems
answer the fundamental
questions of what goods and
services should be produced,
how they should be
produced, and who will
consume them.
Analyze how scarcity of
productive resources affects
economic choices by creating
a double T-chart comparing
the North, South and West.
information to make
inferences and draw
conclusions by reading
excerpts from slave
narratives in order to
understand the culture of
slavery and the lives of
enslaved African Americans.
information to make
inferences and draw
conclusions by reading The
Declaration of Rights and
Sentiments from the Seneca
Falls Convention in order to
understand the movement
for womens suffrage.
Explain how groups work to
challenge traditional
institutions and effect change
influx of people and are documented here as

well.
California Gold Rush
Analyze the validity of David Walkers
assertions concerning the lives of African
Americans using excerpts from David
Walker's The Appeal.
DOK Level: 3
Compare and contrast the Seneca Falls
Declaration of Rights and Sentiments to the
NOW Statement of Purpose. Differentiate the
goals of each statement and hypothesize the
reasons for their differences.
Seneca Falls Declaration of Sentiments
NOW Statement of Purpose
DOK Level: 3

Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Protective tariff
American System
De facto segregation
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Unit Topic or Domain: Causes of the Civil War
Date Range:
9-12, 2016
7, 2017
19-27, 2016
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4x4:
September

Yearlong: 7 days:
February 6October

Standard(s):USHC3.1
Evaluate the relative importance of political events
and issues that divided the nation and led to civil
war, including the compromises reached to maintain
the balance of free and slave states, the abolitionist
movement, the Dred Scott case, conflicting views on
states rights and federal authority, the emergence
of the Republican Party, and the formation of the
Confederate States of America.
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and evidence.
problem.


able to do?
Democracy is based on the balance

between majority rule and the
protection of minority rights.
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Key Concepts:
Balance of power between
slave and free states in the
US Senate
Origins and nature of US land
acquisitions between 18001850
Ramifications of the growing
debate over the spread of
slavery including the
development of the
Republican party
Key Skills:
Analyze the relative
importance of multiple
causes on outcomes.
research to convince an
audience of its validity.
Analyze and evaluate
evidence, arguments, claims,
and beliefs.
Key Practices:
Differentiate
Organize
Attribute
Apply
Understand
Remember
DBQ (in Binder)

What Caused the Civil War?
DOK Level:4
Article Analysis
Synopsis: The author of the article has written
two books on Abraham Lincoln, and in this
article he states that without a flawless
performance at Cooper Union in New York, on
February 27, 1860, there may not have been a
President Abraham Lincoln. The article gives
some background information, and describes
the content of Lincolns speech. It also
explains how this speech and one of Matthew
Bradys pictures helped Lincolns campaign all
the way through the November election.
Evaluate the authors claims concerning the
importance of this speech on Lincolns career.
Lincoln's Cooper Union Speech
DOK Level: 3

Key Vocabulary:
Free soil
Gag rule
Popular sovereignty
Secession
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Unit Topic or Domain:
The Civil War
Date Range:
2016
2017
November 4, 2016
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4x4:
September 13-15,
February 8-10,
Yearlong: 6 days:
October 28-

Standard(s):USHC3.2
Summarize the course of the Civil War and its
impact on democracy, including the major
turning points; the impact of the Emancipation
Proclamation; the unequal treatment
afforded to African American military units; the
geographic, economic, and political factors in
the defeat of the Confederacy; and the ultimate
defeat of the idea of secession.
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Federalist No. 10).
evidence.


able to do?

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Key Concepts:
Democratic challenges of
secession
Economic, political, and
diplomatic influences on the
course of the Civil War
Immediate impact and legacy
of the Emancipation
Proclamation
Political legacy of the Civil
War
Key Skills:
information to make
inferences and draw
conclusions.
Analyze and draw conclusions
about the locations of places,
the conditions at places, and
the connections between
places.

Scene Investigation lesson on life in the Civil
War.
Growing Up Before They Had To: Children of
the Civil War
DOK Level: 4
Possible Reading Like a Historian lesson
Emancipation Proclamation
DOK Level: 4

Key Practices:
Understand
Construct
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Blockade
Total war
Siege
States rights
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Unit Topic or Domain: Reconstruction
Date Range:
4x4:
September 16-
22, 2016
2017
16, 2016
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4x4:
2nd Semester: 5 days:
February 13-17,
Yearlong: 7 days:
November 7-

Standard(s):
USHC3.3Analyze the effects of Reconstruction on
the southern states and on the role of the
federal government, including the impact of the
thirteenth, fourteenth, and fifteenth
amendments on opportunities for African
Americans.
USHC3.4Summarize the end of Reconstruction,
including the role of antiAfrican American
factions and competing national interests in
undermining support for Reconstruction; the
impact of the removal of federal protection for
freedmen; and the impact of Jim Crow laws and
voter restrictions on African American rights in
the post-Reconstruction era.
USHC3.5Evaluate the varied responses of African
Americans to the restrictions imposed on them
in the post-Reconstruction period, including the
leadership and strategies of Booker T.
Washington, W. E. B. DuBois, and Ida B. WellsBarnett.
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Federalist No. 10).
evidence.


able to do?

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Key Concepts:
Varying goals of Reconstruction
Shifting balance of power between
the national and state
governments
Expansion of democratic ideals
and practices
Extent of social and political
changes
Successes and failures of
Reconstruction
Political impact of the Solid South
Waning political resolve by
national government to enforce
equality of freedmen
Nature and impact of
sharecropping
Nature, goals, and extent of
success of African American
responses to discrimination in the
late 1800s and the early 1900s

Radical Reconstruction
Sharecropping
Booker T. Washington vs W.E.B. DuBois
DOK Level: 4
Debate:
Was Reconstruction a Splendid Failure?
DOK Level: 4

Key Skills:
Trace and describe continuity and
change across cultures.
Assess the relationship among
multiple causes and multiple
effects.
Utilize contextual information to
support the analysis of primary
and secondary sources.
Analyze, , and synthesize social
studies information to make
Analyze and evaluate evidence,
arguments, claims, and beliefs.
Explain contemporary patterns of
human behavior, culture, political
and economic systems.
challenge traditional institutions
and effect change to promote the
needs and interests of society.
Key Practices:
Differentiate
Organize
Attribute
Apply
Understand
Remember
Interpret
Exemplify
Classify
Summarize
Infer
Compare
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Key Vocabulary:
Black Codes
Carpetbagger
Scalawag
Lynching
Redeemers
Jim Crow laws
Poll tax
Literacy test
Vocational education
Atlanta Compromise
Talented Tenth
Accommodation
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Unit Topic or Domain: Impact of Industrialization
Date Range:
23-27, 2016
4x4:
21-23 , 2017
November 17-December 2, 2016
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September
February
Yearlong: 9 days:

Standard(s):
USHC4.1Summarize the impact that government
policy and the construction of the transcontinental
railroads had on the development of the national
market and on the culture of
Native American peoples.
USHC4.2Analyze the factors that influenced the
economic growth of the United States and its
emergence as an industrial power, including the
abundance of natural resources; government
support and protection in the form of railroad
subsidies, tariffs, and labor policies; and the
expansion of international markets.
USHC4.3Evaluate the role of capitalism and its
impact on democracy, including the ascent of new
industries, the increasing availability of consumer
goods and the rising standard of living, the role of
entrepreneurs, the rise of business through
monopoly and the influence of business ideologies.
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and evidence.
problem.


student must know, understand and be able
to do?
Political democracy depends upon the

active participation of individuals
working through political and economicinterest groups to protect their welfare.
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Key Concepts:
Political, social, and
economic ramifications of
the development of a
national system of
transportation
Causes, nature, and
ramifications of government
policy on economic growth
Boom and bust cycles
Impact of new technologies
and new business practices
on the rise of large
corporations
Impact of large corporations
on the American standard of
living
Students may complete the PBS lesson on the

Homestead Act and the Pacific Railway Act.
The plan has students analyze two
documents and then react to them as if they
were railroad owners, Chinese immigrants,
white settlers, or Native American. The
students may create brochures, write letters
home, record diary entries, and compose
speeches and mourning chants.
DOK Level: 4
Students may complete the following
Reading Like a Historian lesson.
Pullman Strike
DOK Level: 4

DBQ (from Binder)
Key Skills:
Was Andrew Carnegie a Hero?
DOK Level: 4
information to make
inferences and draw
conclusions.
systems by using maps,
mental maps,
geographic models, and
other social studies
resources to make
inferences and draw
conclusions.
Analyze the role of the
government in promoting
entrepreneurial activity.
Utilize contextual
information to support the
analysis of primary and
secondary sources.
Evaluate the validity of
multiple points of view or
biases by using evidence
and sound reasoning.
Examine the relationship of
the present to the past and
use knowledge of the past to
make informed decisions in
the present and to
extrapolate into the future.
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Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Differentiate
Organize
Attribute
Apply
Understand
Key Vocabulary:
Assimilation
Cultural decline
Ghost Dance
Capitalism
Corporation
Capital
Merger
Monopoly
Vertical integration
Kickback
Rebate
Trust
Robber Baron
Social Darwinism
Laissez-faire
43 | P a g e
44 | P a g e

Unit Topic or Domain: Labor Unions and the
Populist Party
Date Range:
29, 2016
27, 2017
9, 2016
45 | P a g e
4x4:
4x4:

September 28February 24-
Yearlong: 5 days:
December 5-

Standard(s):USHC4.4
Explain the impact of industrial growth and
business cycles on farmers, workers,
immigrants, labor unions, and the Populist
movement and the ways that these groups and
the
government responded to the economic
problems caused by industry and business.
46 | P a g e

Federalist No. 10).
evidence.


able to do?
Political democracy depends upon the

active participation of individuals
working through political and economicinterest groups to protect their welfare.
Key Concepts:
Supply and demand
Populism and the Election of 1896
Extent of support for and
DOK Level: 4
success of the Populist party
Causes of the rise of
organized labor and the
extent of their success
Legacy of the election of 1896
Key Skills:
challenge traditional
institutions and effect change
to promote the needs and
interests of society.
information to make
inferences and draw
conclusions.
make
informed decisions in the
present and to extrapolate
into the future.
47 | P a g e

Key Practices:
Understand
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Granger Laws
Interstate commerce
Arbitration
Scabs
Yellow dog contracts
Bread and butter labor
issues
48 | P a g e
Unit Topic or Domain: Urbanization
Date Range:
2016
2017
16, 2016
49 | P a g e
4x4:
4x4:
1st Semester: 1 day:
September 30,
2nd Semester: 1 day:

Yearlong: 4 days:
February 28,
December 12-

Standard(s):USHC4.5
Explain the causes and effects of urbanization in
late nineteenth-century America, including the
movement from farm to city, the changing
immigration patterns, the rise of ethnic
neighborhoods, the role of political machines,
and the migration of African Americans to the
North, Midwest, and West.
50 | P a g e

Federalist No. 10).
evidence.

What does the standard mean that

a student must know, understand
and be able to do?
What tasks will students perform to
learn the identified concepts/skills?
At which DOK level(s) are the
learning tasks?
Political democracy depends

upon the active participation of
individuals working through
political and economic-interest
groups to protect their welfare.
Key Concepts:
Shifting patterns of urbanization and
immigration
Key Skills:
Analyze, interpret, and synthesize social
studies information to make inferences and
draw conclusions.
Key Practices:
Differentiate
Apply
Understand
Remember
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Nativism
Political machine
51 | P a g e
Possible Reading Like a Historian

Lessons
Chinese Immigration and Exclusion
Political Bosses
DOK Level: 4
Seminar:
The New Colossus by Emma
Lazarus
DOK Level: 4

Unit Topic or Domain: The Progressive Movement Date Range:
2016
2017
4x4:
4x4:

2nd Semester:
2 days:
Yearlong: 7 days:
October 3-5,
March 1-3,
January 3-
11, 2017
Standard(s):USHC4.6
Compare the accomplishments and limitations of
the womens suffrage movement and the
Progressive Movement in affecting social and
political reforms in America, including the roles
of the media and of reformers such as Carrie
Chapman Catt, Alice Paul, Jane Addams, and
Presidents Theodore Roosevelt and Woodrow
Wilson.
52 | P a g e

Federalist No. 10).
evidence.
53 | P a g e


able to do?
Political democracy depends upon

the active participation of individuals
working through political and
economic-interest groups to protect
their welfare.
Key Concepts:
Impact of Gilded Age excesses on
the call for progressive reforms
Role of the Supreme Court in both
the expansion and limitation of
progressive reforms
Similarities and differences of the
womens suffrage movement to the
more generalized Progressive
Movement
Key Skills:
challenge traditional institutions and
effect change to promote the needs
and interests of society.
Trace and describe continuity and
change.
54 | P a g e

Chinese Immigration and Exclusion
Political Bosses
DOK Level: 4
DBQ:
Progressivism: Where Will You Put Your
Million Dollars?
DOK Level: 4

Key Practices:
Understand
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Muckraker
Trust-buster
55 | P a g e

Unit Topic or Domain: American Expansion
Date Range:
11, 2016
2017
17-24, 2017
56 | P a g e
4x4:
4x4:

October 6March 6-8,
Yearlong: 6 days:
January

Standard(s):
USHC5.1Analyze the development of American
expansionism, including the change from
isolationism to intervention and the rationales for
imperialism based on Social Darwinism,
expanding capitalism, and domestic tensions.
USHC5.2Explain the influence of the SpanishAmerican War on the emergence of the United
States as a world power, including the role of yellow
journalism in the American declaration of war
against Spain, United States interests, and
expansion in the South Pacific, and the debate
between pro- and anti-imperialists over annexation
of the Philippines.
USHC5.3Summarize United States foreign policies in
different regions of the world during the early
twentieth century, including the purposes and
effects of the Open Door policy with China, the
United States role in the Panama
Revolution, Theodore Roosevelts big stick
diplomacy, William Tafts dollar diplomacy, and
Woodrow Wilsons moral diplomacy and changing
worldwide perceptions of the United States.
57 | P a g e

and evidence.
problem.


able to do?
The American belief in political

democracy led the United States to
support natural rights and political
democracy for others, especially when
it benefited American interests. The
willingness of the United States to
intervene politically and economically
in other parts of the world began its
emergence as a world power.
58 | P a g e
Key Concepts:
Extent to which American
expansionism of the late
1800s and early 1900s was
a departure from expansion
of previous eras and the
extent to which it was a
continuation
Extent to which imperialism
yielded growing tensions
between American ideals of
democracy and
expansionism
Ways in which differing
executive approaches to
international relations all led
to increased US influence
abroad

Maine Explosion
Spanish-American War
Philippine War Political Cartoons
Soldiers in the Philippines
DOK Level: 4
Complete the document analysis outline in the
lesson plan at this site.
The Birth of the American Empire as Seen Through
Political Cartoons
DOK Level: 3
DBQ
Should the United States Have Annexed the
Philippines?
DOK Level: 4

Key Skills:
information to make
inferences and draw
conclusion.
Assess the relationships
among multiple causes and
multiple effects and analyze,
interpret, and synthesize
social studies information.
systems by using maps to
make inferences and draw
conclusions.
research to convince an
audience of its validity.
evidence, arguments,
claims, and beliefs.
Use contextual information
to support the analysis of
primary and secondary
sources.
59 | P a g e

Key Practices:
Differentiate
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Organize
Attribute
Apply
Understand
Key Vocabulary:
Markets
Domestic tensions
Humanitarianism
Yellow journalism
Big Stick Diplomacy
Dollar Diplomacy
Moral Diplomacy
60 | P a g e

Unit Topic or Domain: World War I
Date Range:
2016
2017
Standard(s):
USHC5.4Analyze the causes and consequences of
United States involvement in World War I,
including the failure of neutrality and the
reasons for the declaration of war, the role of
propaganda in creating a unified war effort, the
limitation of individual liberties, and Woodrow
Wilsons leadership in the Treaty of Versailles
and the creation of the League of Nations.
USHC5.5Analyze the US rejection of
internationalism, including postwar
disillusionment, the Senates refusal to ratify the
Versailles Treaty, the election of 1920, and the
role of the United States in international affairs
in the 1920s.
61 | P a g e
4x4:
4x4:
October 12-14,

March 9-13, 2017
Yearlong: 5 days: January 25-31,

Federalist No. 10).
evidence.


able to do?
The American belief in political

democracy led the United States to
support natural rights and political
democracy for others, especially when
it benefited American interests. The
willingness of the United States to
intervene politically and economically
in other parts of the world began its
emergence as a world power.
Key Concepts:
Impact of nationalism on war
Americas shifting position
from neutrality to Allied Power
Prevalence of the reduction of
civil liberties in war time
Americas return to military
isolation while continuing to
expand its foreign economic
markets
Key Skills:
information to make
inferences and draw
conclusions.
Utilize contextual information
to support the analysis of
primary and secondary
sources.
the present and extrapolate
into the future.
62 | P a g e

US Entry into World War I
Sedition in World War I
The League of Nations
DOK Level: 4
Suggested Activity:
Listen to Willie McBride by Dropkick
Murphys and determine the validity of its
message.
DOK Level: 3

Key Practices:
Differentiate
Organize
Attribute
Apply
Understand
Remember
Key Vocabulary:
Militarism
Neutrality
Propaganda
Self-determination
Sedition
Collective Security
63 | P a g e

Unit Topic or Domain: The Roaring Twenties
Date Range:
2016
2017
4x4:
4x4:

October 17-18,
March 14-15,
Yearlong: 7 days:
February 1-9,
2017
Standard(s):
USHC6.1Explain the impact of the changes in the
1920s on the economy, society, and culture,
including the expansion of mass production
techniques, the invention of new home
appliances, the introduction of the installment
plan, the role of transportation in changing
urban life, the effect of radio and movies in
creating a national mass culture, and the
cultural changes exemplified by the Harlem
Renaissance.
USHC6.2Explain the causes and effects of the
social change and conflict between traditional
and modern culture that took place during the
1920s, including the role of women, the Red
Scare, the resurgence of the Ku Klux Klan,
immigration quotas, Prohibition, and the Scopes
trial.
64 | P a g e

Federalist No. 10).
evidence.


able to do?
The role of government in a

democracy is to protect the rights
and well-being of the people.
Governments role in regulating the
economy and promoting economic
growth, however, is controversial.
Key Concepts:
Positive and negative consequences
of economic growth and cultural
change
Extent to which deep societal
divisions often accompany eras of
significant economic change
Key Skills:
social studies resources to make
Assess the relative importance of
multiple causes on outcomes.
Determine the extent to which deep
societal divisions often accompany
eras of significant economic change
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Remember
65 | P a g e

Prohibition
Palmer Raids
Scope Trials
DOK Level: 4
Suggested Activity:
Read Langston Hughes I, Too, Sing
America, and a Negro Speaks of
Rivers. Interpret the meaning of the text
and the extent to which these poems
reflect the greater movement of the
Harlem Renaissance.
DOK Level: 3
Listen to You Cant Make a Monkey Out
of Me identifying the references of the
Scopes Trial. As a class, determine to
what extent the song accurately portrays
the conflict surrounding this event.
DOK Level: 3
DBQ

Key Vocabulary:
Assembly line
Installment plan
Xenophobia
Red Scare
Anglo-Saxon
Speakeasy
Conservative
Liberal
66 | P a g e
Prohibition: Why did America Change its

Mind?
DOK Level: 4
Unit Topic or Domain: The Great Depression
Date Range:
2016
2017
22, 2017
67 | P a g e
4x4:
October 19-24,
March 16-21,
Yearlong: 8 days:
February 10-

Standard(s):
USHC6.3Explain the causes and consequences of
the Great Depression, including the disparities in
income and wealth distribution; the collapse of
the farm economy and the effects of the Dust
Bowl; limited governmental regulation; taxes,
investment; and stock market speculation;
policies of the federal government and the
Federal Reserve System; and the effects of the
Depression on the people.
USHC6.4Analyze President Franklin Roosevelts
New Deal as a response to the economic crisis of
the Great Depression, including the
effectiveness of New Deal programs in relieving
suffering and achieving economic recovery, in
protecting the rights of women and minorities,
and in making significant reforms to protect the
economy such as Social Security and labor laws.
68 | P a g e

Federalist No. 10).
evidence.


able to do?
The role of government in a democracy

is to protect the rights and well-being of
the people. Governments role in
regulating the economy and promoting
economic growth, however, is
controversial.
69 | P a g e
Key Concepts:
Ideological conflict between
support of big business and
protection of the interests of
farmers and workers
Degree to which individual
consumer decisions and
government policies led to
the Great Depression
Extent of human suffering in
the Great Depression
Extent to which the shifting
role of the federal
government in the economy
led to criticism from both
conservatives and liberals
Extent to which the New Deal
yielded relief, recovery, and
reform

The Dust Bowl
Social Security
DOK Level: 4

Key Skills:
resources to make inferences
and draw conclusions.
Explain how the United States
government provides public
services, redistributes
income, regulates economic
activity, and promotes
economic growth.
Analyze how a scarcity of
economic choices.
Assess the relative
importance of multiple causes
on outcomes.
make
into the future.
Analyze the role of fiscal and
regulatory policies in a mixed
economy.
Explain contemporary
patterns of human behavior,
culture, and political and
economic systems.
70 | P a g e

Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Differentiate
Organize
Attribute
Apply
Understand
Key Vocabulary:
Loan default
Buying on margin
Deficit spending
Priming the pump
Subsidies
Court-packing plan
71 | P a g e

World War II
Americas Entry into
Date Range:

October 25-, 2016
March 22, 2017
Yearlong: 2 days: February 23-
24, 2017
Standard(s):USHC7.1
Analyze the decision of the United States to
enter World War II, including the nations
movement from a policy of isolationism to
international involvement and the Japanese
attack on Pearl Harbor.
72 | P a g e

Federalist No. 10).
evidence.
73 | P a g e


able to do?
tasks?
In defense of democracy, a
government may need to confront
aggression and ask its citizens for
sacrifice in wars and providing
foreign aid that, in turn, affects the
practice of democracy at home.
Key Concepts:
Evolution of government policy from
isolation to full involvement in World
War II
Key Skills:
Establish the chronological order in
reconstructing a historical narrative.
Key Practices:
Differentiating
Organizing
Attributing
Remember
Understand
Apply
74 | P a g e
Complete the following activity

concerning the Lend-Lease Act. Not only
was this a drastic departure from the
policy of neutrality, it was also an
extensive expansion of the power of the
president. Through these activities
students will develop an understanding
of the controversy surrounding this act
at the time it was passed and they will
be able to evaluate its short and longterm ramifications.
Lend-Lease Act
DOK Level: 4
DBQ
Why did Japan Bomb Pearl Harbor?
DOK Level: 4

Unit Topic or Domain: World War II
Date Range:
November 1, 2016
2017
March 7, 2017
75 | P a g e
4x4:
4x4:
October 26-
2nd Semester: 5 days: March 23-29,

Yearlong: 7 days:
February 27-

Standard(s):
USHC7.2Evaluate the impact of war mobilization
on the home front, including consumer
sacrifices, the role of women and minorities in
the workforce, and limits on individual rights
that resulted in the internment of Japanese
Americans.
USHC7.3Explain how controversies among the
Big Three Allied leaders over war strategies led
to post-war conflict between the United States
and the USSR, including delays in the opening of
the second front in Europe, the participation of
the Soviet Union in the war in the
Pacific, and the dropping of atomic bombs on
Hiroshima and Nagasaki.
USHC7.4Summarize the economic, humanitarian,
and diplomatic effects of World War II, including
the end of the Great Depression, the Holocaust,
the war crimes trials, and the creation of Israel.
76 | P a g e

Federalist No. 10).
evidence.


able to do?
In defense of democracy, a government

may need to confront aggression and
ask its citizens for sacrifice in wars and
providing foreign aid that, in turn,
affects the practice of democracy at
home.
Key Concepts:
Challenges of mobilizing the
national economy for the war
effort
Prevalence of the reduction of
civil liberties in war time
Manner in which mobilization
for war can lead to booming
post-war economies
Americas response to the
Holocaust before, during, and
after WW II
Key Skills:
information to make
inferences and draw
conclusions.
Analyze how a scarcity of
economic decisions.
the present and extrapolate
into the future.
77 | P a g e

Japanese Internment
The Atomic Bomb
DOK Level: 4
Explore the following website. Find on the
site examples of modern genocide. In class,
evaluate the worlds response to the
Holocaust
and
the
effectiveness
of
preventing genocide since WWII.
United States Holocaust Museum
DOK Level: 4
Watch 3 Little Pigs Anti-Hitler Propaganda
and have students list the symbolism they
see in the cartoon, followed by a whole
group discussion regarding the extent to
which the symbolism and propaganda were
an accurate reflection of the events in WWII.
DOK Level: 3

Key Practices:
Evaluate
Check
Critique
Analyze
Apply
Understand
Remember
Interpret
Classify
Summarize
Infer
Compare
Explain
Key Vocabulary:
Executive order
Mobilization
Internment
Genocide
War crimes
Communism
Island hopping
78 | P a g e

Unit Topic or Domain: The Cold War
Date Range:
4x4:
November 2-4,
2016
2017
2017
79 | P a g e
4x4:
March 30-31,
Yearlong: 9 days:
March 8-20,

Standard(s):USHC7.5Analyze the impact of the
Cold War on national security and individual
freedom, including the containment policy and
the role of military alliances, the effects of the
Red Scare and McCarthyism, the conflicts in
Korea and the Middle East, the Iron Curtain and
the Berlin Wall, the Cuban missile crisis, and the
nuclear arms race.
80 | P a g e

Federalist No. 10).
evidence.


able to do?

home.
81 | P a g e
Key Concepts:
Impact of WWII on significant
changes in borders and on
forms of government around
the world
Use of military, diplomatic,
and economic persuasion to
promote democracy and
capitalism
Key Skills:
Assume shared responsibility
for collaborative work and
value the contributions made
by each team member.
Communicate effectively in
diverse environments by
using media and technology.
and beliefs.
biases by using evidence and
sound reasoning.

The Cold War
The Korean War
The Cuban Missile Crisis
DOK Level: 4
DBQ:
NASA: Race to Space

DOK Level: 4
The Geography of the Cold War: What Was
Containment?
DOK Level: 4

Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
Key Vocabulary:
Cold War
Containment
Iron Curtain
NATO
Arms race
Sputnik
Big Lie
82 | P a g e

Unit Topic or Domain: Post-War America
Date Range:
4x4:
4x4:

April 3, 2017
Yearlong: 4 days: March 21-24,
2017
(Spring Break March 30-April 6)
83 | P a g e
November 7,
2016

Standard(s):USHC7.6
Analyze the causes and consequences of social
and cultural changes in postwar America,
including educational programs, the consumer
culture and expanding suburbanization, the
advances in medical and agricultural technology
that led to changes in the standard of living
and demographic patterns, and the roles of
women in American society.
84 | P a g e

Federalist No. 10).
evidence.


able to do?

home.
Key Concepts:
Impact of broad-based
prosperity and government
policy on the expansion of
democracy in post-WWII
America
Key Skills:
information to make
inferences and draw
conclusions.
Key Practices:
Analyze
Differentiate
Organize
Attribute
Apply
Understand
Remember
Key Vocabulary:
Suburb
GI Bill
White collar jobs
Blue collar jobs
Pesticide
Demographics
85 | P a g e

Women in the 1950s
DOK Level: 4
Unit Topic or Domain: Civil Rights
86 | P a g e
Date Range:
4x4:
November 9-10, 2016
April 4-5, 2017
Yearlong: 5 days: March 27-31, 2017

Standard(s):USHC8.1
Analyze the African American Civil
Rights Movement, including initial
strategies, landmark court cases and
legislation, the roles of key civil
rights advocates and the
media, and the influence of the Civil
Rights Movement on other groups
seeking equality.
87 | P a g e

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and
secondary sources, connecting insights gained from specific details to an understanding of the text as
a whole.
CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships among the key details and
ideas.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine
which explanation best accords with textual evidence, acknowledging where the text leaves matters
uncertain.
CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a
text, including analyzing how an author uses and refines the meaning of a key term over the course of
a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured,
including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same historical event
or issue by assessing the authors claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence by
corroborating or challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.


In the recent past, political

views in the United States
have embraced both
conservative and liberal
perspectives.
88 | P a g e
Key Concepts:
Degree to which the Civil Rights
Movement was a fulfillment of the
promises of liberty and equality that
were outlined in the Declaration of
Independence and the US
Constitution
Catalysts that led to the Civil Rights
Movement following WWII
Varying nature of the goals, actions,
and leadership among different
groups of African Americans
Impact of the Civil Rights Movement
on other groups demanding equality
Key Skills:
Assume shared responsibility for
collaborative work and value the
contributions made by
each team member.
Communicate effectively in diverse
environments by using media and
technology.

Montgomery Bus Boycott
Civil Rights Act of 1964
DOK Level: 4

Key Practices:
Differentiate
Organize
Attribute
Apply
Understand
Remember
Key Vocabulary:
Desegregation
Dixiecrats
Southern Strategy
NOW
89 | P a g e

Unit Topic or Domain: Presidents Johnson and
Nixon
Date Range:
15, 2017
2017
Standard(s):
USHC8.2Compare the social and economic
policies of presidents Lyndon Johnson and
Richard Nixon, including support for civil rights
legislation, programs for the elderly and the
poor, environmental protection, and the impact
of these policies on politics.
USHC8.3Explain the development of the war in
Vietnam and its impact on American government
and politics, including the Gulf of Tonkin
Resolution and the policies of the Johnson
administration, protests and opposition to the
war, the role of the media, the policies of the
Nixon administration, and the growing credibility
gap that culminated in the Watergate scandal.
90 | P a g e
4x4:
4x4:
November 11-

April 6-18, 2017
Yearlong: 5 days: April 3-7,

Federalist No. 10).
evidence.
91 | P a g e


able to do?
In the recent past, political views in the Key Concepts:

United States have embraced both
Extent to which the policies of
conservative and liberal perspectives.
presidents Lyndon Johnson
and Richard Nixon both
reflected and impacted
political division in the United
States
Ways the Vietnam War and
the scandals of the Nixon
Administration profoundly
altered the way Americans
and the world view the
government of the United
States
92 | P a g e

Scene Investigation lesson
March to Frankfort: Who Will Go Down in
History.
DOK Level: 4

The Great Society
Gulf of Tonkin
Anti-Vietnam War Movement
DOK Level: 4

Key Skills:
Explain how the United States
government provides public
income,
regulates economic activity,
and promotes economic
growth.
information to make
inferences and draw
conclusions.
Assume shared responsibility
for collaborative work and
value the contributions made
by each team member.
evidence, arguments, claims
and beliefs.
sound reasoning.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
93 | P a g e
Compare and contrast History Rocks:

Saigon and Saddest Day in History: 30
April, 1975. Determine the degree to which
each accurately portrays the Vietnam era.
DOK Level: 3
Seminar:
Robert Kennedy's Speech on the Death of
Martin L. King
DOK Level: 4

Key Vocabulary:
Great Society
War on Poverty
Southern Strategy
Coup
Gulf of Tonkin Resolution
POW
Pentagon Papers
Vietnam Syndrome
94 | P a g e
Liberal and Conservative

Movements
Date Range:
2016
2017
95 | P a g e
4x4:
4x4:
November 16,

April 19, 2017
Yearlong: 5 days: April 18-24,

Standard(s):USHC8.4
Analyze the causes and consequences of the
resurgence of the conservative movement,
including social and cultural changes of the
1960s and 1970s, Supreme Court decisions on
integration and abortion, the economic and
social policies of the Reagan administration, and
the role of the media.
96 | P a g e

Federalist No. 10).


able to do?

Students may complete the lesson,
Extent to which ideological
Ronald Reagan and Executive Power.
conservative and liberal perspectives.
differences between
DOK Level: 4
exist concerning foreign and
domestic policy and over the
proper role of the government
in the lives Americans
Key Skills:
sound reasoning.
and beliefs.
make
into the future.
Key Practices:
Differentiate
Organize
Attribute
Remember
Understand
Apply
97 | P a g e

Key Vocabulary:
Fiscal
Counterculture
Family values
Reaganomics
Supply-side economics
Deregulation
98 | P a g e
Unit Topic or Domain: Modern America
Date Range:
17-22 , 2016
2017
May 1, 2017
99 | P a g e
4x4:
4x4:

November
April 20-25,
Yearlong: 5 days: April 25-

Standard(s):
USHC8.5Summarize key political and economic
issues of the last twenty-five years, including
continuing dependence on foreign oil; trade
agreements and globalization; health and
education reforms; increases in economic disparity
and recession; tax policy; the national surplus, debt,
and deficits; immigration; presidential resignation
and impeachment; and the elections of 2000 and
2008.
USHC8.6Summarize Americas role in the changing
world, including the dissolution of the Soviet Union,
the expansion of the European Union, the continuing
crisis in the Middle East, and the rise of global
terrorism.
100 | P a g e

and evidence.
problem.


able to do?

Impact of globalization on the
conservative and liberal perspectives. US role as economic leader of
the world and on economic
conditions within the US
Extent to which ideological
differences between
exist concerning foreign and
domestic policy and over the
proper role of the
government in the lives of its
citizens
101 | P a g e
Students may complete the following lesson

concerning the election of 2000. Through this
lesson, students not only evaluate the Bush v.
Gore decision, but also have the opportunity
to assess the value of the Electoral College
system of electing the president of the Unites
States.
Bush v. Gore lesson
DOK Level: 4

Key Skills:
the present and to
extrapolate into the future.
Explain how the United
States government provides
income, regulates economic
activity, and promotes
economic growth.
information to make
inferences and draw
conclusions.
Key Practices:
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
Remember
102 | P a g e
Create a newscast that commemorates the

last twenty years in American history. Your
newscast must include but need not be
limited to analyses of the dissolution of the
Soviet Union, the expansion of the European
Union, the continuing crisis in the Middle
East, and the rise of global terrorism.
DOK Level: 4

Key Vocabulary:
Globalization
NAFTA
GATT
Outsourcing
Rust Belt
Sun Belt
Housing bubble
Bail-out
Perestroika
Glasnost
European Union
Common Currency
103 | P a g e

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US History Consensus Map-2016-2017

Unit Topic or Domain: Colonial America

4x4: 1st Semester: 2 days: August 19-22, 2016

College and Career Readiness Anchor Standard(s):

US History Consensus Map-2014-2015

US History Consensus Map-2016-2017

Content Specific Focus

What does the standard mean that a

Contemporary democratic ideals

The students may complete the Historical

US History Consensus Map-2014-2015

US History Consensus Map-2016-2017

4x4: 2nd Semester: 2 days:

1st Semester: 2 days:

US History Consensus Map-2014-2015

College and Career Readiness Anchor Standard(s):

US History Consensus Map-2016-2017

The students may complete the Historical Scene

US History Consensus Map-2014-2015

US History Consensus Map-2016-2017

1st Semester: 2 days:

4x4: 2nd Semester: 2 days:

US History Consensus Map-2014-2015

College and Career Readiness Anchor Standard(s):

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of

government under the Articles of Confederation were

Content Specific Focus

US History Consensus Map-2016-2017

Possible Reading Like a Historian Lessons

US History Consensus Map-2014-2015

US History Consensus Map-2016-2017

4x4: 1st Semester: 1 day:

College and Career Readiness Anchor Standard(s):

US History Consensus Map-2014-2015

Content Specific Focus

What does the standard mean

Possible Reading Like a Historian

US History Consensus Map-2016-2017

Unit Topic or Domain: Origins of the National

4x4: 1st Semester: 1 day:

College and Career Readiness Anchor Standard(s):

Content Specific Focus

US History Consensus Map-2014-2015

Compare Thomas Jeffersons reactions to

US History Consensus Map-2016-2017

Unit Topic or Domain: Manifest Destiny

1st Semester: 3 days:

4x4: 2nd Semester: 3 days:

US History Consensus Map-2014-2015

College and Career Readiness Anchor Standard(s):

US History Consensus Map-2016-2017

Content Specific Focus

What does the standard mean that a

Political conflict is often the result of

Possible Reading Like a Historian Lessons

US History Consensus Map-2014-2015

US History Consensus Map-2016-2017

1st Semester: 3 days:

4x4: 2nd Semester: 3 days:

US History Consensus Map-2014-2015

College and Career Readiness Anchor Standard(s):

US History Consensus Map-2016-2017