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U.S.

History Pacing Guide


Perry Central High School
One Semester Course
PCSD Curriculum

Learning Target

MDE Framework and/or Common Core Standards

I Can..

Vocabulary /Symbols

1st 9 weeks
1. Western Frontier
Explain how the southern Cash crop, Farmers
economy changed in the
Alliance, Civil Rights
late 1800s. Analyze how
4. a. Analyze the issues that gave rise to the Civil Rights
Act of 1875,
southern farmers
Movement from post-reconstruction to the modern movement.
consolidated their
Reservation, Sand
(DOK 3)
political power. Describe
Creek Massacre,
the experience of African
Sitting Bull, Battle of
Americans in the
changing South.Compare the Little Big Horn,
the ways Native
Chief Joseph,
4. d. Evaluate the impact of the Civil Rights Movement in
Americans and white
Wounded Knee,
expanding democracy in the United States. (DOK 3)
settlers viewed and used
Assimilate, Dawes
the land. Describe the
General Allotment
conflict between white
settlers and Indians.
Act, Vigilante,
Evaluate the impact of
Transcontinental
the Indian Wars. Analyze
the impact of mining and railroad, Land grant,
railroads on the
Open-range system,
4. f. Cite and analyze evidence of the political, economic, and
settlement
of
the
West.
social changes in the United States that expanded democracy for
Homestead Act,
Explain how ranching
other minority and immigrant groups. (DOK 3)
Exoduster
affected western
development. Discuss
the ways various peoples
lived in the West and
their impact on the
environment.

5. a. Evaluate the factors leading to and the effects of


industrialization on the political, physical, and economic
landscape of the United States during the late 19th and early 20th
century. (DOK 3)

the impact of mining and


railroads on the
settlement of the West.
Explain how ranching
affected western
development. Discuss
the ways various peoples
lived in the West and
their impact on the
environment.

railroad, Land grant,


Open-range system,
Homestead Act,
Exoduster

5.b. Explain the conditions of industrialization that led to the rise


of organized labor and evaluate labors effectiveness in achieving
its goals. (DOK 3)

5.c. Identify and explain migration and immigration patterns that


developed from the push/pull effects of economic circumstances.
(DOK 2)
2. Gilded Age: Industrialization
1.b. Analyze and evaluate the impact of presidential policies and
congressional actions on domestic reform. (DOK 3)

1.c. Explain and analyze the expansion of federal powers. (DOK


3)

Analyze the factors that


led to the
industrialization of the
United States in the late
1800s. Explain how new
inventions and
innovations changed
Americans lives.
Describe the impact of
industrialization in the
late 1800s. Analyze
different methods that
businesses used to
increase their profits.
Describe the public
debate over the impact
of big business.
Explain how the
government took steps

Entrepreneur,
Protective tariff,
Laissez faire, Patent,
Thomas Edison,
Bessemer process,
Suspension bridge,
Time zone, Mass
production,
Corporation,
Monopoly, Cartel,
John D. Rockefeller,
Horizontal
integration, Trust,
Andrew Carnegie,
Vertical integration,

Americans lives.
Describe the impact of
industrialization in the
late 1800s. Analyze
different methods that
businesses used to
2.b. Trace the response of American institutions such as
increase their profits.
government and non-profit organizations to environmental
Describe the public
challenges such as natural disasters, conservation and pollution,
debate over the impact
and property rights (including but not limited to the expansion of
of big business.
the national park system, the development of environmental
Explain how the
protection laws, and imminent domain). (DOK 2)
government took steps
to block abuses of
corporate power. Assess
the problems that
5.a. Evaluate the factors leading to and the effects of
workers faced in the late
industrialization on the political, physical, and economic
1800s. Compare the
landscape of the United States during the late 19th and early 20th goals and strategies of
century. (DOK 3)
different labor
organizations. Analyze
the causes and effects of
strikes.

5.b. Explain the conditions of industrialization that led to the rise


of organized labor and evaluate labors effectiveness in achieving
its goals. (DOK 3)
6.b. Analyze and evaluate historical arguments regarding
monetary policy. (DOK 3)

6.c. Critique the governments use of tariffs and trade


agreements. (DOK 3)
7.a. Examine cultural artifacts (including but not limited to visual
art, literature, music, theatre, sports) to contextualize historical
developments. (DOK 2)

Time zone, Mass


production,
Corporation,
Monopoly, Cartel,
John D. Rockefeller,
Horizontal
integration, Trust,
Andrew Carnegie,
Vertical integration,
Social Darwinism,
ICC, Sherman
Antitrust,
Sweatshop,
Company town,
Collective
bargaining,
Socialism, Knights
of Labor, Terence V.
Powderly, Samuel
Gompers, AFL,
Haymarket Riot,
Homestead Strike,
Eugene V. Debs

3. Gilded Age: Immigration & Urbanization


Compare the new
immigration of the late
1800s to earlier
immigration. Explain the
push and pull factors
leading immigrants to
America.
Describe the challenges
2.a. Explain how American society has been impacted by the
that immigrants faced in
entry of more women, minorities, and immigrant workers into the traveling to America.
labor force. (DOK 2)
Analyze how immigrants
adapted to American life
while trying to maintain
familiar cultural
practices.
Analyze the causes of
urban growth in the late
1800s.
Explain how technology
improved city life.
Evaluate how city
dwellers solved the
problems caused by
rapid urban growth.
Explain how new types of
stores and marketing
changed American life.
Analyze the ways in
which Americans
developed a mass
culture. Describe the
new forms of popular
entertainment in the late
1800s.

new immigrant,
Steerage, Ellis
Island, Angel Island,
Americanization,
melting pot,
Nativism, Chinese
Exclusion Act,
Urbanization, Ruralto-urban migrant,
Skyscraper, Elisha
Otis, Mass transit,
Suburb, Frederick
Law Olmsted,
Tenement, Mark
Twain, Gilded Age,
Conspicuous
consumerism, Mass
culture, Joseph
Pulitzer, William
Randolph Hearst,
Horatio Alger,
Vaudeville

5.a. Evaluate the factors leading to and the effects of


industrialization on the political, physical, and economic
landscape of the United States during the late 19th and early 20th
century. (DOK 3)

Analyze the causes of


urban growth in the late
1800s.
Explain how technology
improved city life.
Evaluate how city
dwellers solved the
problems caused by
rapid urban growth.
Explain how new types of
stores and marketing
changed American life.
Analyze the ways in
which Americans
developed a mass
culture. Describe the
new forms of popular
entertainment in the late
1800s.

Law Olmsted,
Tenement, Mark
Twain, Gilded Age,
Conspicuous
consumerism, Mass
culture, Joseph
Pulitzer, William
Randolph Hearst,
Horatio Alger,
Vaudeville

1800s.

5.c. Identify and explain migration and immigration patterns that


developed from the push/pull effects of economic circumstances.
(DOK 2)

7.a. Examine cultural artifacts (including but not limited to visual


art, literature, music, theatre, sports) to contextualize historical
developments. (DOK 2)

4. Life at the Turn of the 20th Century


Assess how whites
created a segregated
1.a Cite and analyze evidence that the United States Constitution society in the South and
how African Americans
is a living document as reflected in Supreme Court cases,
responded. Analyze
Amendments, and presidential actions. (DOK 3)
efforts to limit
immigration and the
effects. Compare the
situations of Mexican
Americans and of women
to those of other groups.
Analyze the issue of
corruption in national
politics in the 1870s and

Jim Crow Laws, poll


tax, literacy test,
grandfather clause,
Booker T.
Washington, W.E.B.
DuBois, Ida B. Wells,
Las Gorras Blancas,
spoils system, civil
service, Pendleton
Civil Service Act,
gold standard,

how African Americans grandfather clause,


responded. Analyze
Booker T.
efforts to limit
Washington, W.E.B.
immigration and the
effects. Compare the DuBois, Ida B. Wells,
Las Gorras Blancas,
situations of Mexican
Americans and of women spoils system, civil
4.a. Analyze the issues that gave rise to the Civil Rights
to those of other groups. service, Pendleton
Movement from post-reconstruction to the modern movement.
Analyze the issue of
Civil Service Act,
(DOK 3)
corruption in national
gold standard,
politics in the 1870s and
1880s. Discuss civil
Oliver H. Kelley,
service reform during the
Grange, Populist
1870s and 1880s. Assess
Party, William
the importance of
4.c. Analyze the response of federal and state governments to the
economic issues in the
Jennings Bryan,
goals (including but not limited to ending de jure and de facto
politics of the Gilded Age. William McKinley
segregation and economic inequality) of the Civil Rights
Analyze the problems
Movement. (DOK 3)
farmers faced and the
groups they formed to
address them. Assess the
goals of the Populists,
and explain why the
Populist
Party did not
5.a. Evaluate the factors leading to and the effects of
last.
industrialization on the political, physical, and economic

landscape of the United States during the late 19th and early 20th
century. (DOK 3)

7.a. Examine cultural artifacts (including but not limited to visual


art, literature, music, theatre, sports) to contextualize historical
developments. (DOK 2)

7.c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)

7.d. Contrast modernism and traditionalism relating to social


change. (DOK 2)

5. Progressive Movement
Identify the causes of

Progressivism,

journalists played in the


Progressive Movement.
Evaluate some of the
social reforms that
Progressives tackled.
Explain what
Progressives hoped to
achieve through political
reforms. Analyze the
impact of changes in
women's education on
women's roles in society.
Explain what women did
to win workers' rights
and to improve family

Jane Addams, direct


primary, initiative,
referendum, recall,
Florence Kelley, National
Consumer's League,
temperance meovement,
Margaret Sanger, Ida B.
Wells, suffrage, Carrie
Chapman Catt, NAWSA,
Alice Paul, Nineteenth
Amendment,
Americanization, Booker
T. Washington, W.E.B.
DuBois, Niagara
Movement, NAACP, Urban

1.a. Cite and analyze evidence that the United States Constitution
Progressivism and
muckrakers, Lincoln
is a living document as reflected in Supreme Court cases,
compare it to Populism. Steffens, Jacob Riis, Social
amendments, and presidential actions. (DOK 3)
Analyze the role that Gospel, settlement house,
1.b. Analyze and evaluate the impact of presidential policies and
congressional actions on domestic reform. (DOK 3)
1.c. Explain and analyze the expansion of federal powers. (DOK
3)

Evaluate some of the


social reforms that
Progressives tackled.
Explain what
Progressives hoped to
achieve through political
reforms. Analyze the
2. b. Trace the response of American institutions such as
impact of changes in
government and non-profit organizations to environmental
women's education on
challenges such as natural disasters, conservation and pollution, women's roles in society.
and property rights (including but not limited to the expansion of Explain what women did
the national park system, the development of environmental
to win workers' rights
protection laws, and imminent domain). (DOK 2)
and to improve family
life. Evaluate the tactics
women used to win
passage of the
Nineteenth
Amendment.
2. c. Compare and contrast various social policies such as welfare
Analyze Progressives'
reform and public health insurance and explain how such social
attitudes
toward minority
policies are influenced by the persistence of poverty. (DOK 2)
rights. Explain why
African Americans
organized. Examine the
strategies used by
4. a. Analyze the issues that gave rise to the Civil Rights
members of other
Movement from post-reconstruction to the modern movement.
minority
groups to
(DOK 3)
defend their rights.
Discuss Theodore
Roosevelt's ideas on the
4. b. Trace the major events of the modern movement and
role of government.
compare and contrast the strategies and tactics for social change
Analyze how Roosevelt
used by leading individuals/groups. (DOK 2)
changed the
government's role in the
economy. Explain the
4. c. Analyze the response of federal and state governments to the impact of Roosevelt's
actions on natural
goals (including but not limited to ending de jure and de facto
resources. Compare and
segregation and economic inequality) of the Civil Rights
contrast Taft's policies
Movement. (DOK 3)
with Roosevelt's.
Evaluate what Wilson
hoped to do with his
"New Freedom" program.
Describe Wilson's efforts
to regulate the economy.
Assess the legacy of the
Progressive Era.

referendum, recall,
Florence Kelley, National
Consumer's League,
temperance meovement,
Margaret Sanger, Ida B.
Wells, suffrage, Carrie
Chapman Catt, NAWSA,
Alice Paul, Nineteenth
Amendment,
Americanization, Booker
T. Washington, W.E.B.
DuBois, Niagara
Movement, NAACP, Urban
League, Anti-Defamation
League, mutualistas,
Theodore Roosevelt,
Square Deal, Hepburn
Act, Meat Inspection Act,
Pure Food and Drug Act,
John Muir, Gifford Pinchot,
National Reclamation Act,
New Nationalism,
Progressive Party,
Woodrow Wilson, New
Freedom, Sixteenth
Amendment, Federal
Reserve Act, Federal
Trade Commission,
Clayton Antitrust Act

6. a. Cite and explain evidence that led to the transition of the


U.S. economy from laissez-faire capitalism to an increasingly
regulated economy. (DOK 2)

resources. Compare and


contrast Taft's policies
with Roosevelt's.
Evaluate what Wilson
hoped to do with his
"New Freedom" program.
Describe Wilson's efforts
to regulate the economy.
Assess the legacy of the
Progressive Era.

6. b. Analyze and evaluate historical arguments regarding


monetary policy. (DOK 3)

6. c. Critique the governments use of tariffs and trade


agreements. (DOK 3)

7. b. Analyze and evaluate the impact of religion on various


social movements, domestic/foreign policies, and political
debates. (DOK 3)

7. c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)
6. Imperialism (1890-1917)
1. d. Analyze and evaluate the ongoing tension between
individual liberty and national security. (DOK 3)

Identify the key factors


Imperialism, extractive
that prodded America to economy, Alfred T. Mahan,
expand. Explain how the Social Darwinism, Frederick
United States took its
J. Turner, Matthew Perry,
first steps toward
Queen Liliuokalani, Jos
increased global power.
Mart, William Randolph
Summarize the chain of
Hearst, Yellow Press,
events leading up to the
Jingoism, George Dewey,
U.S. annexation of
Emilio Aguinaldo, Rough
Hawaii. Explain the
Riders, Treaty of Paris,
causes of the SpanishInsurrection, guerrilla
American War. Identify
warfare, William Howard
the major battles of the
Taft, sphere of influence,
war. Describe the

that prodded America to


expand. Explain how the
United States took its
first steps toward
increased global power.
Summarize the chain of
events leading up to the
U.S. annexation of
2. a. Explain how American society has been impacted by the
Hawaii.
Explain the
entry of more women, minorities, and immigrant workers into the
causes of the Spanishlabor force. (DOK 2)
American War. Identify
the major battles of the
war. Describe the
consequences of the war,
3. a. Analyze the effects of imperialism on the foreign policy of including the debate over
the United States from Reconstruction to World War I. (DOK 3) imperialism. Examine the
causes and
consequences of the
Philippine insurrection.
Analyze the effects of the
Open Door Policy.
3. c. Draw conclusions about the causes and effects of American
Describe
how the United
involvement in the world wars. (DOK 3)
States dealt with the
rising power of Japan.
Examine what happened
to Puerto Rico and Cuba
after the Spanish3. e. Explain and analyze Americas role in international
American War. Analyze
organizations, humanitarian relief, and post-war reconstruction
the
effects of Roosevelts
efforts throughout the 20th century. (DOK 3)
big stick diplomacy.
Compare Wilsons moral
diplomacy with the
foreign policies of his
4. a. Analyze the issues that gave rise to the Civil Rights
predecessors.

Movement from post-reconstruction to the modern movement.


(DOK 3)

economy, Alfred T. Mahan,


Social Darwinism, Frederick
J. Turner, Matthew Perry,
Queen Liliuokalani, Jos
Mart, William Randolph
Hearst, Yellow Press,
Jingoism, George Dewey,
Emilio Aguinaldo, Rough
Riders, Treaty of Paris,
Insurrection, guerrilla
warfare, William Howard
Taft, sphere of influence,
John Hay, Boxer Rebellion,
Open Door Policy, RussoJapanese War, Gentlemens
Agreement, Great White
Fleet, Foraker Act, Platt
Amendment, big stick
diplomacy, Panama Canal,
Roosevelt Corollary, dollar
diplomacy, moral
diplomacy, Francisco
Pancho Villa

predecessors.

5. a. Evaluate the factors leading to and the effects of


industrialization on the political, physical, and economic
landscape of the United States during the late 19th and early 20th
century. (DOK 3)

5. b. Explain the conditions of industrialization that led to the rise


of organized labor and evaluate labors effectiveness in achieving
its goals. (DOK 3)

7. c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)

7. World War I
1. D Analyze and evaluate the ongoing tension between
individual liberty and national security. (DOK 3)

Identify the causes of


World War I. Describe the
course and character of
the war. Explain why the
United States entered
the conflict on the side of
the Allies. Analyze how
the American
government mobilized
the public to support the
war effort. Describe

Militarism, Francis
Ferdinand, William II,
Casualty, U-boat,
Lusitania Selective
Service Act, Bernard
Baruch, CPI, George
Creel, Conscientious
objector, Espionage
Act, Great Migration,
Convoy, Fourteen

2. a. Explain how American society has been impacted by the


entry of more women, minorities, and immigrant workers into the
labor force. (DOK 2)
3. a. Analyze the effects of imperialism on the foreign policy of
the United States from Reconstruction to World War I. (DOK 3)
3. c. Draw conclusions about the causes and effects of American
involvement in the world wars. (DOK 3)
3. e. Explain and analyze Americas role in international
organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)
4. a. Analyze the issues that gave rise to the Civil Rights
Movement from post-reconstruction to the modern movement.
(DOK 3)
5. a. Evaluate the factors leading to and the effects of
industrialization on the political, physical, and economic
landscape of the United States during the late 19th and early 20th
century. (DOK 3)

5. b. Explain the conditions of industrialization that led to the rise


of organized labor and evaluate labors effectiveness in achieving
its goals. (DOK 3)

World War I. Describe the Ferdinand, William II,


course and character of
Casualty, U-boat,
the war. Explain why the Lusitania Selective
United States entered
Service Act, Bernard
the conflict on the side of
Baruch, CPI, George
the Allies. Analyze how
Creel,
Conscientious
the American
objector, Espionage
government mobilized
Act,
Great Migration,
the public to support the
Convoy, Fourteen
war effort. Describe
Points, Selfopposition to the war.
Outline significant social determination, League
changes that occurred of nations, Henry Cabot
during the war.
Lodge, Reparations,
Understand how the
irreconcilables,
United States military
reservationists,
contributed to the Allied
Influenza,
Inflation, Red
victory in the war.
Scare, Palmer Raids,
Describe the aims of the
Nicola Sacco,
Fourteen Points. Analyze
Bartolomeo Vanzetti
the decisions made at
the Paris Peace
Conference. Explain why
the United States Senate
refused to ratify the
treaty ending World War
I. Describe the problems
Americans faced
immediately after the
war. Analyze how these
problems contributed to
the Red Scare.
Understand how the war
changed Americas role
in world affairs.

changed Americas role


in world affairs.

7. c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)

8. The 1920s
Explain the impact of

1.a. Cite and analyze evidence that the United States Constitution
Henry Ford and the
is a living document as reflected in Supreme Court cases,
automobile. Analyze the
Amendments, and presidential actions. (DOK 3)
consumer revolution and
the bull market of the
1920s. Compare the
2. a. Explain how American society has been impacted by the
different effects of the
entry of more women, minorities, and immigrant workers into the economic boom on urban
labor force. (DOK 2)
and rural America.
Analyze how the policies
of Presidents Harding
and Coolidge favored
3. c. Draw conclusions about the causes and effects of American business growth. Discuss
involvement in the world wars. (DOK 3)
the most significant
scandals during
Hardings presidency.
Explain the role that the
4. a. Analyze the issues that gave rise to the Civil Rights
United States played in
Movement from post-reconstruction to the modern movement.
the world during the
(DOK 3)
1920s. Compare
economic and cultural
life in rural America to
4. b. Trace the major events of the modern movement and
that in urban America.
compare and contrast the strategies and tactics for social change Discuss changes in U.S.
immigration policy in the
used by leading individuals/groups. (DOK 2)
1920s. Analyze the goals
and motives of the Ku
Klux Klan in the 1920s.
Discuss the successes
and failures of the
Eighteenth Amendment.

Warren G. Harding,
Henry Ford, Mass
production, Assembly
line, Consumer
revolution, Installment
buying, Bull market,
Buying on margin,
Teapot Dome scandal,
Washington Naval
Disarmament
Conference, KelloggBriand Pact, Dawes
Plan, Modernism,
Fundamentalism,
Scopes Trial, Quota
system, Ku Klux Klan,
Prohibition, Eighteenth
Amendment, Volstead
Act, Bootlegger, Charlie
Chaplain, The Jazz
Singer, Flapper,
Sigmund Freud, Lost
Generation, F. Scott
Fitzgerald, Ernest
Hemingway, Marcus
Garvey, Jazz, Louis
Armstrong, Bessie
Smith, Harlem

life in rural America to


that in urban America.
Discuss changes in U.S.
immigration policy in the
1920s. Analyze the goals
and motives of the Ku
4. f. Cite and analyze evidence of the political, economic, and
Klux Klan in the 1920s.
social changes in the United States that expanded democracy for
Discuss the successes
other minority and immigrant groups. (DOK 3)
and failures of the
Eighteenth Amendment.
Trace the reasons that
5. a. Evaluate the factors leading to and the effects of
leisure time increased
industrialization on the political, physical, and economic
during the 1920s.
landscape of the United States during the late 19th and early 20th
Analyze how the
century. (DOK 3)
development of popular
culture united Americans
5. c. Identify and explain migration and immigration patterns that
and created new
developed from the push/pull effects of economic circumstances.
activities and heroes.
(DOK 2)
Discuss the
advancements of women
in the 1920s. Analyze the
6. a. Cite and explain evidence that led to the transition of the
concept of modernism
U.S. economy from laissez-faire capitalism to an increasingly
and its impact on writers
regulated economy. (DOK 2)
and painters in the
1920s.

6. c. Critique the governments use of tariffs and trade


agreements. (DOK 3)
7. a. Examine cultural artifacts (including but not limited to
visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)
7. d. Contrast modernism and traditionalism relating to social
change. (DOK 2)
9. Great Depression and the New Deal

Singer, Flapper,
Sigmund Freud, Lost
Generation, F. Scott
Fitzgerald, Ernest
Hemingway, Marcus
Garvey, Jazz, Louis
Armstrong, Bessie
Smith, Harlem
Renaissance, Claude
McKay, Langston
Hughes, Zora Neale
Hurston

1. b. Analyze and evaluate the impact of presidential policies and


congressional actions on domestic reform. (DOK 3)

1. c. Explain and analyze the expansion of federal powers. (DOK


3)

2. a. Explain how American society has been impacted by the


entry of more women, minorities, and immigrant workers into the
labor force. (DOK 2)

2. b. Trace the response of American institutions such as


government and non-profit organizations to environmental
challenges such as natural disasters, conservation and pollution,
and property rights (including but not limited to the expansion of
the national park system, the development of environmental
protection laws, and imminent domain). (DOK 2)

2. c. Compare and contrast various social policies such as welfare


reform and public health insurance and explain how such social
policies are influenced by the persistence of poverty. (DOK 2)

4. f. Cite and analyze evidence of the political, economic, and


social changes in the United States that expanded democracy for
other minority and immigrant groups. (DOK 3)

Discuss the weaknesses Speculation, Business


in the economy of the
cycle, Great
1920s. Explain how the
Depression, Hawleystock market crash
Smoot Tariff, Bread line,
contributed to the
Hooverville, Tenant
coming of the Great
farmer, Okies, Localism,
Depression. Describe
RFC, Hoover Dam,
how the Great
Bonus Army, Franklin D.
Depression spread
Roosevelt, Eleanor
overseas. Examine the
spread of unemployment Roosevelt, New Deal,
Fireside Chat, FDIC,
in Americas cities.
Discuss the impact of the TVA, CCC, NRA, PWA,
Great Depression on rural Charles Coughlin, Huey
America. Explain the
Long, WPA, Social
human and geographical Security Act, Wagner
factors that created the
Act, Fair Labor
Dust Bowl. Discuss how
Standards
Act, Black
Hoovers initial
conservative response to Cabinet, Mary McLeod
Bethune, Indian New
the depression failed.
Deal, New Deal
Explain the changes in
the Presidents policies coalition, Welfare State,
as the crisis continued. The Wizard of Oz, Frank
Describe how Americans
Capra, War of the
reacted to Hoovers relief
Worlds, Federal Art
programs. Analyze the
Project
impact Franklin D.
Roosevelt had on the
American people after
becoming President.
Describe the programs
that were part of the first
New Deal and their
immediate impact.
Identify critical responses
to the New Deal. Discuss
the programs of social
and economic reforms in
the second New Deal.
Explain how New Deal
legislation affected the
growth of organized

5. a. Evaluate the factors leading to and the effects of


industrialization on the political, physical, and economic
landscape of the United States during the late 19th and early 20th
century. (DOK 3)
5. b. Explain the conditions of industrialization that led to the rise
of organized labor and evaluate labors effectiveness in achieving
its goals. (DOK 3)
5. c. Identify and explain migration and immigration patterns that
developed from the push/pull effects of economic circumstances.
(DOK 2)
6. a. Cite and explain evidence that led to the transition of the
U.S. economy from laissez-faire capitalism to an increasingly
regulated economy. (DOK 2)

6. b. Analyze and evaluate historical arguments regarding


monetary policy. (DOK 3)

7. a. Examine cultural artifacts (including but not limited to


visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)

7. b. Analyze and evaluate the impact of religion on various


social movements, domestic/foreign policies, and political
debates. (DOK 3)

that were part of the first


New Deal and their
immediate impact.
Identify critical responses
to the New Deal. Discuss
the programs of social
and economic reforms in
the second New Deal.
Explain how New Deal
legislation affected the
growth of organized
labor. Describe the
impact of Roosevelts
court-packing plan on the
course of the New Deal.
Describe how the New
Deal affected different
groups in American
society. Analyze how the
New Deal changed the
shape of American party
politics. Discuss the
impact of Franklin D.
Roosevelt on the
presidency. Trace the
growth of radio and the
movies in the 1930s and
the changes in popular
culture. Describe the
major themes of
literature in the New
Deal era.

7. c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)

7. d. Contrast modernism and traditionalism relating to social


change. (DOK 2)
10. World War II

Explain how dictators


Totalitarianism, Joseph
and militarist regimes
Stalin, Benito Mussolini,
arose in several countries Adolf Hitler, Anti-Semitic,
in the 1930s. Summarize Anschluss, Blitzkrieg, Axis
the actions taken by
Powers, Allies, Winston
aggressive regimes in Churchill, Neutrality Act of
Europe and Asia. Analyze
1939, Tripartite Pact,
the responses of Britain, Lend-Lease Act, Atlantic
France, and the United Charter, Hideki Tojo, Pearl
States to the aggressive
Harbor, WAC, Douglas
regimes. Understand the MacArthur, Bataan Death
course of the early years
March, Battle of Coral
of World War II in Europe. Sea, Dwight Eisenhower,
Describe Franklin
George S. Patton, Jr.,
Roosevelts foreign policy Unconditional surrender,
1. b. Analyze and evaluate the impact of presidential policies and in the mid-1930s and the
Saturation bombing,
congressional actions on domestic reform. (DOK 3)
great debate between
Strategic bombing,
interventionists and
Tuskegee Airmen, Chester
isolationists. Explain how Nimitz, Battle of Midway,
the United States
A. Philip Randolph,
became more involved in Executive order 8802,
the conflict. Explain why
Bracero program,
Japan decided to attack
Internment, 442nd
Pearl Harbor, and
Regimental combat team,
describe the attack itself. Rationing, Office of War
Outline how the United Information, D-Day, Battle
States mobilized for war
of the Bulge, Harry S.
after the attack on Pearl Truman, Island hopping,
Harbor. Summarize the
Kamikaze, Manhattan
course of the war in the
project, J Robert
Pacific through the
Oppenheimer, Holocaust,
summer of 1942. Analyze
Anti-Semitism,
the reasons for and
Nuremberg Laws,
impact of the Allies
Kristallnacht, Genocide,
Europe First strategy.
Concentration camp,
Explain why the battles Death camp, War Refugee
of Stalingrad and Midway Board, Yalta Conference,
were major turning
Superpower, GATT, United
points in the war. Discuss
Nations, Universal
how the Allies put
Declaration of Human
increasing pressure on
Rights, Geneva
the Axis in North Africa Convention, Nuremberg
and Europe. Explain how Trials, Satellite state, Cold

after the attack on Pearl Truman, Island hopping,


Harbor. Summarize the
Kamikaze, Manhattan
course of the war in the
project, J Robert
Pacific through the
Oppenheimer, Holocaust,
summer of 1942. Analyze
Anti-Semitism,
the reasons for and
Nuremberg Laws,
impact of the Allies
Kristallnacht, Genocide,
Concentration camp,
1. c. Explain and analyze the expansion of federal powers. (DOK Europe First strategy.
Explain why the battles Death camp, War Refugee
3)
of Stalingrad and Midway Board, Yalta Conference,
were major turning
Superpower, GATT, United
points in the war. Discuss
Nations, Universal
how the Allies put
Declaration of Human
increasing pressure on
Rights, Geneva
the Axis in North Africa Convention, Nuremberg
and
Europe. Explain how Trials, Satellite state, Cold
1. d. Analyze and evaluate the ongoing tension between
World War II increased War, Iron curtain, Truman
individual liberty and national security. (DOK 3)
opportunities for women
doctrine, George F.
and minorities. Analyze
Kennan, Containment,
the effects of the war on
Marshall Plan, Berlin
civil liberties for Japanese
airlift, Warsaw Pact,
Americans and others.
Satellite state, Iron
Examine how the need to curtain, Truman Doctrine,
support the war effort
Marshall Plan, Berlin
2. a. Explain how American society has been impacted by the
changed American lives.
airlift, NATO
entry of more women, minorities, and immigrant workers into the Analyze the planning and
labor force. (DOK 2)
impact of the D-Day
invasion of France.
Understand how the
Allies achieved final
victory in Europe. Explore
the reasons that
President Truman
3. c. Draw conclusions about the causes and effects of American
decided to use the
involvement in the world wars. (DOK 3)
atomic bomb against
Japan. Trace the roots
and progress of Hitlers
campaign against the
Jews. Explore the goals
of Hitlers final solution
and the nature of the
Nazi death camps.
Examine how the United
States responded to the
Holocaust. Evaluate the
goals that Allied leaders
set for the postwar world.
Describe the steps that

decided to use the


atomic bomb against
Japan. Trace the roots
and progress of Hitlers
campaign against the
Jews. Explore the goals
of Hitlers final solution
and the nature of the
3. d. Analyze the origins and development of the Cold War
Nazi death camps.
between the United States and the Soviet Union and their
Examine
how the United
respective allies, including ideology, technology, economics, and
States responded to the
geography. (DOK 3)
Holocaust. Evaluate the
goals that Allied leaders
set for the postwar world.
Describe the steps that
the United States and
other nations took
toward international
3. e. Explain and analyze Americas role in international
cooperation.
Explain the
organizations, humanitarian relief, and post-war reconstruction
impact
of
World
War II on
efforts throughout the 20th century. (DOK 3)
the postwar United
States.

4. a. Analyze the issues that gave rise to the Civil Rights


Movement from post-reconstruction to the modern movement.
(DOK 3)

5. c. Identify and explain migration and immigration patterns that


developed from the push/pull effects of economic circumstances.
(DOK 2)

7. a. Examine cultural artifacts (including but not limited to


visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)

11. Cold War: Truman, Eisenhower, J.F.K., and


L.B.J.
Trace the reasons that
the wartime alliance
between the United
1. b. Analyze and evaluate the impact of presidential policies and
States and the Soviet
congressional actions on domestic reform. (DOK 3)
Union unraveled. Explain
how President Truman
responded to Soviet
domination of Eastern
Europe. Describe the
1. d. Analyze and evaluate the ongoing tension between
causes
and results of
individual liberty and national security. (DOK 3)
Stalins blockade of
Berlin. Explain how Mao
Zedong and the
communists gained
power in China. Describe
the causes and progress

Jiang Jieshi, Mao Zedong,


38th parallel, Limited war,
SEATO, Arms race,
Mutually assured
destruction, Massive
retaliation, Brinkmanship,
Eisenhower Doctrine,
HUAC, Blacklist, Alger
Hiss, Julius and Ethel
Rosenberg, McCarthyism,
GI Bill of Rights, Baby
boom, Productivity, Fair
Deal, Interstate Highway
Act, Sunbelt, Service
sector, Information
industries, Franchise

2. a. Explain how American society has been impacted by the


entry of more women, minorities, and immigrant workers into the
labor force. (DOK 2)

2. c. Compare and contrast various social policies such as welfare


reform and public health insurance and explain how such social
policies are influenced by the persistence of poverty. (DOK 2)

3. c. Draw conclusions about the causes and effects of American


involvement in the world wars. (DOK 3)

3. d. Analyze the origins and development of the Cold War


between the United States and the Soviet Union and their
respective allies, including ideology, technology, economics, and
geography. (DOK 3)

3. e. Explain and analyze Americas role in international


organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)
3. f. Analyze and evaluate the causes and effects of the United
States growing involvement in the Middle East and the Persian
Gulf. (DOK 3)

Europe. Describe the


causes and results of
Stalins blockade of
Berlin. Explain how Mao
Zedong and the
communists gained
power in China. Describe
the causes and progress
of the war in Korea.
Identify the long-term
effects of the Korean War.
Describe the causes and
results of the arms race
between the United
States and Soviet Union.
Explain how
Eisenhowers response to
communism differed
from that of Truman.
Analyze worldwide Cold
War conflicts that
erupted in Eastern
Europe, the Middle East,
and other places. Discuss
the effects of Soviet
efforts in space
exploration. Describe the
efforts of President
Truman and the House of
Representatives to fight
communism at home.
Explain how domestic
spy cases increased fears
of communist influence
in the U.S. government.
Analyze the rise and fall
of Senator Joseph
McCarthy and the
methods of McCarthyism.
Explain the steps
Kennedy took to change
American foreign policy.
Analyze the causes and
effects of the Bay of Pigs
invasion and the Cuban
Missile Crisis. Assess the
results of the Berlin Crisis

Hiss, Julius and Ethel


Rosenberg, McCarthyism,
GI Bill of Rights, Baby
boom, Productivity, Fair
Deal, Interstate Highway
Act, Sunbelt, Service
sector, Information
industries, Franchise
business, Consumerism,
Median family income,
Benjamin Spock, Elvis
Presley, Beatnik, Urban
renewal, Termination
policy

methods of McCarthyism.
Explain the steps
Kennedy took to change
American foreign policy.
Analyze the causes and
effects of the Bay of Pigs
4. c. Analyze the response of federal and state governments to the invasion and the Cuban
goals (including but not limited to ending de jure and de facto
Missile Crisis. Assess the
segregation and economic inequality) of the Civil Rights
results of the Berlin Crisis
Movement. (DOK 3)
and other foreign policy
events of the 1960s.
Analyze the ways that
Ronald Reagan
challenged communism
5. b. Explain the conditions of industrialization that led to the rise and the Soviet Union.
of organized labor and evaluate labors effectiveness in achieving Explain why communism
collapsed in Europe and
its goals. (DOK 3)
in the Soviet Union.
Describe other foreign
policy challenges that
faced the United States
in the 1980s.

5. c. Identify and explain migration and immigration patterns that


developed from the push/pull effects of economic circumstances.
(DOK 2)

6. a. Cite and explain evidence that led to the transition of the


U.S. economy from laissez-faire capitalism to an increasingly
regulated economy. (DOK 2)

7. a. Examine cultural artifacts (including but not limited to


visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)

7. c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)
12. Civil Rights
Describe efforts to end
De jure segregation, De
segregation in the 1940s
facto segregation,
and 1950s. Explain the Thurgood Marshall, Brown
importance of Brown v.
v. Board of Education,
Board of Education.
Earl Warren, Civil Rights
1.a. Cite and analyze evidence that the United States Constitution Describe the controversy Act of 1957, Rosa Parks,
is a living document as reflected in Supreme Court cases,
over school
Montgomery bus boycott,
Amendments, and presidential actions. (DOK 3)
desegregation in Little Martin Luther King, Jr., SitRock, Arkansas. Discuss in, SNCC, Freedom ride,
the Montgomery bus
James Meredith, Medgar
boycott and its impact.
Evers, March on
Describe the sit-ins,
Washington, Filibuster,
freedom rides, and the
Civil Rights Act of 1964,
actions of James
Freedom Summer, Fannie
Meredith in the early
Lou Hamer, Voting Rights
1960s. Explain how the
Act, Twenty-fourth
protests at Birmingham
Amendment, Kerner
1. b. Analyze and evaluate the impact of presidential policies and
and the March on
Commission, Malcolm X,
congressional actions on domestic reform. (DOK 3)
Washington were linked
Nation of Islam, Black
to the Civil Rights Act of
Power, Black Panthers
1964. Summarize the
provisions of the Civil
Rights Act of 1964.
Explain the significance
of Freedom Summer, the
march on Selma, and
why violence erupted in
some American cities in
the 1960s. Compare the
goals and methods of
African American leaders.
Describe the social and
economic situation of
African Americans by
1975. Evaluate
Kennedys domestic

4. a. Analyze the issues that gave rise to the Civil Rights


Movement from post-reconstruction to the modern movement.
(DOK 3)

4. b. Trace the major events of the modern movement and


compare and contrast the strategies and tactics for social change
used by leading individuals/groups. (DOK 2)

4. c. Analyze the response of federal and state governments to the


goals (including but not limited to ending de jure and de facto
segregation and economic inequality) of the Civil Rights
Movement. (DOK 3)

to the Civil Rights Act of


1964. Summarize the
provisions of the Civil
Rights Act of 1964.
Explain the significance
of Freedom Summer, the
march on Selma, and
why violence erupted in
some American cities in
the 1960s. Compare the
goals and methods of
African American leaders.
Describe the social and
economic situation of
African Americans by
1975. Evaluate
Kennedys domestic
policies. Assess the
impact of the Kennedy
assassination. Evaluate
Johnsons policies up to
his victory in the 1964
presidential election.
Analyze Johnsons goals
and actions as seen in
his Great Society
programs. Assess the
achievements of the
Great Society.

Power, Black Panthers

4. d. Evaluate the impact of the Civil Rights Movement in


expanding democracy in the United States. (DOK 3)

13. Vietnam
Describe the reasons
Ho Chi Minh, Domino
that the United States
theory, Vietcong, Gulf of
1.a. Cite and analyze evidence that the United States Constitution helped the French fight Tonkin Resolution, William
the Vietnamese. Identify Westmoreland, Napalm,
is a living document as reflected in Supreme Court cases,
ways in which the United Dove, Draftee, credibility
Amendments, and presidential actions. (DOK 3)
States opposed
gap, Tet Offensive,
communism in Southeast
Eugene McCarthy,
Asia. Analyze how the
Vietnamization, Paris
United States increased
Peace Accords, War
its involvement in
Powers Act, Henry
Vietnam. Identify the
Kissinger, Realpolitik,
factors that caused
Zhou Enlai, Dtente,
President Johnson to
Generation gap
1. c. Explain and analyze the expansion of federal powers. (DOK
increase American troop
3)
strength in Vietnam.
Assess the nature of the
war in Vietnam and the
difficulties faced by both
sides. Evaluate the
effects of low morale on
American troops and on
the home front. Describe
1. d. Analyze and evaluate the ongoing tension between
the divisions within
individual liberty and national security. (DOK 3)
American society over
the Vietnam War. Analyze
the Tet Offensive and the
American reaction to it.
Summarize the factors
that influenced the
outcome of the 1968
presidential election.
Assess Nixons new

American society over


the Vietnam War. Analyze
the Tet Offensive and the
American reaction to it.
Summarize the factors
that influenced the
outcome of the 1968
presidential election.
3. b. Compare and contrast the arguments between the
Assess Nixons new
imperialists and anti-imperialists in the late 19th century and
approach to the war, and
justify why the imperialists prevailed. (DOK 3)
explain why protests
continued. Explain what
led to the Paris Peace
Accords and why South
Vietnam eventually fell to
the communists.
Evaluate the impact of
3. d. Analyze the origins and development of the Cold War
the Vietnam War on the
between the United States and the Soviet Union and their
United States. Explain
respective allies, including ideology, technology, economics, and
the thinking behind
geography. (DOK 3)
Richard Nixons foreign
policy. Define Nixons
foreign policy toward
China and the Soviet
Union.

3. e. Explain and analyze Americas role in international


organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)

7. a. Examine cultural artifacts (including but not limited to


visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)

7. c. Evaluate the role mass media has played in shaping


perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)
14. Era of Social Change
Describe the rise of the
Beatles, Commune,
counterculture. List the Timothy Leary, Feminism,
1. b. Analyze and evaluate the impact of presidential policies and major characteristics of Betty Friedan, NOW, ERA,
congressional actions on domestic reform. (DOK 3)
the counterculture.
Gloria Steinem, Phyllis
Evaluate the impact of
Schlafly, Cesar Chavez,
the counterculture on Migrant farmworker, UFW,
American values and
Chicano movement, AIM,
2. b. Trace the response of American institutions such as
society. Analyze how a
Japanese American
movement for womens Citizens League, Rachel
government and non-profit organizations to environmental
challenges such as natural disasters, conservation and pollution, rights arose in the 1960s. Carson, Earth Day, EPA,
Explain the goals and
Clean Air Act, Clean
and property rights (including but not limited to the expansion of
tactics
of
the
womens
Water
Act, Endangered
the national park system, the development of environmental
movement. Assess the
Species Act
protection laws, and imminent domain). (DOK 2)
impact of the womens
movement on American
society.
Explain how the
4. a. Analyze the issues that gave rise to the Civil Rights
Latino
population
grew
Movement from post-reconstruction to the modern movement.
after World War I.
(DOK 3)
Analyze the Latino and
Native American rights
4. b. Trace the major events of the modern movement and
movements of the 1960s
compare and contrast the strategies and tactics for social change and 1970s. Describe the
used by leading individuals/groups. (DOK 2)
expansion of rights for
consumers and the
disabled.
Assess the
4. e. Compare and contrast the goals and objectives of other
causes
and
effects
of the
minority and immigrant groups to those of the Civil Rights
environmental
Movement led predominantly by African-Americans. (DOK 2)
movement. Analyze why
environmental protection
became a controversial
issue.

disabled. Assess the


causes and effects of the
environmental
movement. Analyze why
environmental protection
became a controversial
4. f. Cite and analyze evidence of the political, economic, and
issue.
social changes in the United States that expanded democracy for

other minority and immigrant groups. (DOK 3)


7. a. Examine cultural artifacts (including but not limited to
visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)
7. c. Evaluate the role mass media has played in shaping
perceptions toward certain policies, social groups, other nations,
and political ideas. (DOK 3)
7. d. Contrast modernism and traditionalism relating to social
change. (DOK 2)
15. The 1970s (Crisis in Confidence)
Describe Richard Nixons
Silent majority,
attitude toward big
Stagflation, Affirmative
government. Analyze
action, Watergate,
1. b. Analyze and evaluate the impact of presidential policies and
Nixons southern
Executive privilege,
congressional actions on domestic reform. (DOK 3)
strategy. Explain the
Gerald Ford, Pardon,
Watergate incident and
Jimmy Carter, Christian
its consequences.
Fundamentalist, Amnesty,
1. c. Explain and analyze the expansion of federal powers. (DOK
Evaluate the presidency
Televangelist, Human
3)
of Gerald Ford. Assess
rights, SALT II, Boat
the domestic policies of
people, Sanctions,
2. a. Explain how American society has been impacted by the
Jimmy Carter. Analyze
Developing world, Camp
entry of more women, minorities, and immigrant workers into the how American society David Accords, Ayatollah
labor force. (DOK 2)
changed in the 1970s.
Khomeini
Compare the policies of
Gerald Ford and Jimmy
Carter toward the Soviet
Union. Discuss changing
U.S. foreign policy in the
developing world.
Identify the successes
and failures of Carters

the domestic policies of


people, Sanctions,
Jimmy Carter. Analyze
Developing world, Camp
how American society
David Accords, Ayatollah
changed in the 1970s.
Khomeini
Compare the policies of
2. c. Compare and contrast various social policies such as welfare Gerald Ford and Jimmy
Carter toward the Soviet
reform and public health insurance and explain how such social
Union. Discuss changing
policies are influenced by the persistence of poverty. (DOK 2)
U.S. foreign policy in the
developing world.
Identify the successes
3. d. Analyze the origins and development of the Cold War
and failures of Carters
between the United States and the Soviet Union and their
foreign policy in the
respective allies, including ideology, technology, economics, and
Middle East.

geography. (DOK 3)

3. e. Explain and analyze Americas role in international


organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)
3. f. Analyze and evaluate the causes and effects of the United
Statesgrowing involvement in the Middle East and the Persian
Gulf. (DOK 3)
6. a. Cite and explain evidence that led to the transition of the
U.S. economy from laissez-faire capitalism to an increasingly
regulated economy. (DOK 2)
7. a. Examine cultural artifacts (including but not limited to
visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)
7. b. Analyze and evaluate the impact of religion on various
social movements, domestic/foreign policies, and political
debates. (DOK 3)
7. d. Contrast modernism and traditionalism relating to social
change. (DOK 2)
16. The 1980s

1.a. Cite and analyze evidence that the United States Constitution
is a living document as reflected in Supreme Court cases,
Amendments, and presidential actions. (DOK 3)

1. b. Analyze and evaluate the impact of presidential policies and


congressional actions on domestic reform. (DOK 3)2. a. Explain
how American society has been impacted by the entry of more
women, minorities, and immigrant workers into the labor force.
(DOK 2)
2. c. Compare and contrast various social policies such as welfare
reform and public health insurance and explain how such social
policies are influenced by the persistence of poverty. (DOK 2)
3. d. Analyze the origins and development of the Cold War
between the United States and the Soviet Union and their
respective allies, including ideology, technology, economics, and
geography. (DOK 3)
3. e. Explain and analyze Americas role in international
organizations, humanitarian relief, and post-war reconstruction
efforts throughout the 20th century. (DOK 3)
3. f. Analyze and evaluate the causes and effects of the United
Statesgrowing involvement in the Middle East and the Persian
Gulf. (DOK 3)

Describe the differences


between liberal and
conservative viewpoints.
Analyze the reasons
behind the rise of
conservatism in the early
1980s. Explain why
Ronald Reagan won the
presidency in 1980.
Analyze Reagans
economic policies as
President. Summarize
how Reagan
strengthened the
conservative movement.
Evaluate the steps taken
to address various
problems in the 1980s
and early 1990s. Analyze
the ways that Ronald
Reagan challenged
communism and the
Soviet Union. Explain
why communism
collapsed in Europe and
in the Soviet Union.
Describe other foreign
policy challenges that
faced the United States
in the 1980s. Analyze
why George H.W. Bush
decided to use force in
some foreign disputes
and not in others.
Summarize the Persian
Gulf War and its results.

Liberal, Conservative,
New Right, Unfunded
mandate, Moral Majority,
Ronald Reagan, Supplyside economics,
Deregulation, Budget
deficit, National debt,
Savings and Loan crisis,
AIDS, Strategic Defense
Initiative, Mikhail
Gorbachev, Glasnost,
Perestroika, Manuel
Noriega, Tiananmen
Square

decided to use force in


some foreign disputes
and not in others.
Summarize the Persian
Gulf War and its results.

6. a. Cite and explain evidence that led to the transition of the


U.S. economy from laissez-faire capitalism to an increasingly
regulated economy. (DOK 2)
7. a. Examine cultural artifacts (including but not limited to
visual art, literature, music, theatre, sports) to contextualize
historical developments. (DOK 2)
7. b. Analyze and evaluate the impact of religion on various
social movements, domestic/foreign policies, and political
debates. (DOK 3)
7. d. Contrast modernism and traditionalism relating to social
change. (DOK 2)
17. 1990s to Present
Assess the success of
Clintons domestic
policies. Describe the
Contract With America
and its impact. Analyze
the Clinton
1. b. Analyze and evaluate the impact of presidential policies and impeachment. Analyze
congressional actions on domestic reform. (DOK 3)
how the United States
responded to changes in
the global economy.
1. d. Analyze and evaluate the ongoing tension between
Assess
the foreign policy
individual liberty and national security. (DOK 3)
goals and actions of the
Clinton administration.
Describe U.S. relations
with various Middle
Eastern countries and
groups. Assess the
outcome of the 2000
presidential election.
Explain the goals and
achievements of George
W. Bushs domestic
policy. Analyze the
impact of terrorist
attacks on the United
States. Summarize the

1.a. Cite and analyze evidence that the United States Constitution
is a living document as reflected in Supreme Court cases,
Amendments, and presidential actions. (DOK 3)

Apartheid, Nelson
Mandela, Divest, Saddam
Hussein, Operation
Desert Storm, Personal
computer, Biotechnology,
Satellite, Internet,
Globalization,
Multinational corporation,
Service economy, H. Ross
Perot, Family Medical
Leave Act, Brady Bill,
Newt Gingrich, Contract
with America, Kenneth
Starr, Impeachment, EU,
NAFTA, GATT, WTO,
Ethnic cleansing, Al
Qaeda, No Child Left
Behind Act, Taliban,
Patriot Act, Department of
Homeland Security, WMD,
Immigration Act of 1990,
Bilingual education,
Immigration and Control
Act of 1986, Affirmative
Action, Violence Against
Women Act, Privatize

responded to changes in
the global economy.
Assess the foreign policy
goals and actions of the
Clinton administration.
Describe U.S. relations
2. b. Trace the response of American institutions such as
with various Middle
government and non-profit organizations to environmental
Eastern countries and
groups. Assess the
challenges such as natural disasters, conservation and pollution,
outcome of the 2000
and property rights (including but not limited to the expansion of
presidential election.
the national park system, the development of environmental
Explain the goals and
protection laws, and imminent domain). (DOK 2)
achievements of George
W. Bushs domestic
policy. Analyze the
2. c. Compare and contrast various social policies such as welfare
impact of terrorist
reform and public health insurance and explain how such social
attacks on the United
policies are influenced by the persistence of poverty. (DOK 2)
States. Summarize the
important issues of
Bushs second term.
3. e. Explain and analyze Americas role in international
Analyze the impact of
organizations, humanitarian relief, and post-war reconstruction immigration on American
efforts throughout the 20th century. (DOK 3)
society. Summarize the
causes and effects of
3. f. Analyze and evaluate the causes and effects of the United
changing demographics.

Statesgrowing involvement in the Middle East and the Persian


Gulf. (DOK 3)
4. d. Evaluate the impact of the Civil Rights Movement in
expanding democracy in the United States. (DOK 3)

4. f. Cite and analyze evidence of the political, economic, and


social changes in the United States that expanded democracy for
other minority and immigrant groups. (DOK 3)
5. b. Explain the conditions of industrialization that led to the rise
of organized labor and evaluate labors effectiveness in achieving
its goals. (DOK 3)
6. c. Critique the governments use of tariffs and trade
agreements. (DOK 3)

Service economy, H. Ross


Perot, Family Medical
Leave Act, Brady Bill,
Newt Gingrich, Contract
with America, Kenneth
Starr, Impeachment, EU,
NAFTA, GATT, WTO,
Ethnic cleansing, Al
Qaeda, No Child Left
Behind Act, Taliban,
Patriot Act, Department of
Homeland Security, WMD,
Immigration Act of 1990,
Bilingual education,
Immigration and Control
Act of 1986, Affirmative
Action, Violence Against
Women Act, Privatize

7. d. Contrast modernism and traditionalism relating to social


change. (DOK 2)
7. e. Cite and explain evidence of the diversity of the United
States. (DOK 2)

ol

Instructional Strategies/Resources

Create a THINKING MAP on the Causes of


Industrialization. Write a paragraph on the
important people of the Late 1800s. Search
for facts about the natural and human
resources that contributed to
industrialization in the U.S. Once completed
put your facts in two columns one headed
with topic human resources and the other
topic as other natural resources. Did natural
resources or human resources contribute
more to the growth of industrialization?
Provide a worksheet on Social Darwinism
and the philanthropic efforts of certain
entrepreneurs. Make a bulleted list of the
reasons that workers took industrial jobs in
factories. Summarize in one sentence from
list. Chart the activities of labor, industry,
and government in strikes of the 1900s.
Create a four-column chart with the
headings Strike, Action of Labor
Unions, Action of Business or Industry,
and Government Action. Summarize your
findings. Students will create a bulleted list
of Angel Island and Ellis Island. Students
will write 2 paragraphs from their bulleted
list. Students will create a chart entitled
Causes of Immigration. Instruct students
to put in one column Push Factors and the
other column Pull Factors.

Create a four-column chart with the


headings Strike, Action of Labor
Unions, Action of Business or Industry,
and Government Action. Summarize your
findings. Students will create a bulleted list
of Angel Island and Ellis Island. Students
will write 2 paragraphs from their bulleted
list. Students will create a chart entitled
Causes of Immigration. Instruct students
to put in one column Push Factors and the
other column Pull Factors.

Students will draw a timeline of important


people and events of the Gilded Age. The
dates are 1877-1897, mention the presidents
and the legislation that passed during this
era. Help students understand the
connection between rising costs and lower
prices, between farmers, bankers, and
railroad owners. Create a THINKING MAP
describing segregation and discrimination.
Summarize in one sentence from list. Chart
the activities of labor, industry, and
government in strikes of the 1900s. Create a
four-column chart with the headings
Strike, Action of Labor Unions, Action
of Business or Industry, and Government
Action. Summarize your findings. Have
students make a poster for the National
consumers League. Include a brief caption
or a title for their work. . Have students
create a THINKING MAP comparing and
contrasting President Roosevelt and Taft.

describing segregation and discrimination.


Summarize in one sentence from list. Chart
the activities of labor, industry, and
government in strikes of the 1900s. Create a
four-column chart with the headings
Strike, Action of Labor Unions, Action
of Business or Industry, and Government
Action. Summarize your findings. Have
students make a poster for the National
consumers League. Include a brief caption
or a title for their work. . Have students
create a THINKING MAP comparing and
contrasting President Roosevelt and Taft.
Have students draw three large boxes
labeled Tariffs, Banks, and Trusts.
Have students copy in the box the
appropriate act, law, or amendment that
Wilson worked to pass.

Students will list the key terms and high use


words during this era. Students will make
flashcards that include the words. Provide
students with the words: segregation,
discrimination, and racism. Explain that the
words are related. Racism leads to
discrimination, discrimination leads to
segregation. Have students put the words
into a FLOW MAP. Using the flow map
write a paragraph about the causes and
effects of Jim Crow laws in the South.
Students will draw a timeline from 1877 to
1897. Instruct students to fill in the
information as they read from their resource.
Include presidents and their legislation that
passed during this era. Have students create
an outline on Women Expand reforms.
Have student write a 3 paragraph essay on
the Nineteenth Amendment. Remind
students to introduce the topic with
supporting ideas, and a closure. The student
might end with how the Nineteenth
Amendment has changed the fabric of
America. Have students create a
THINKING MAP on the NAACP. Explain
to students how the NAACPs presence is
still strong today. Provide students with
worksheets showing National Land
Conservation Locations. Have students
create a THINKING MAP comparing and
contrasting President Roosevelt and Taft.
Have students draw three large boxes
labeled Tariffs, Banks, and Trusts.
Have students copy in the box the
appropriate act, law, or amendment that
Wilson worked to pass. EXAMPLE: the
Underwood Tariff Act and the Sixteenth
Amendment would go in the Tariff box.
Have students plot the route that merchants
transporting Alaskan timber and Hawaiian
sugar to Japan might take. Ask students to
answer the question, how might U.S.
merchants benefit from having Alaska and

an outline on Women Expand reforms.


Have student write a 3 paragraph essay on
the Nineteenth Amendment. Remind
students to introduce the topic with
supporting ideas, and a closure. The student
might end with how the Nineteenth
Amendment has changed the fabric of
America. Have students create a
THINKING MAP on the NAACP. Explain
to students how the NAACPs presence is
still strong today. Provide students with
worksheets showing National Land
Conservation Locations. Have students
create a THINKING MAP comparing and
contrasting President Roosevelt and Taft.
Have students draw three large boxes
labeled Tariffs, Banks, and Trusts.
Have students copy in the box the
appropriate act, law, or amendment that
Wilson worked to pass. EXAMPLE: the
Underwood Tariff Act and the Sixteenth
Amendment would go in the Tariff box.
Have students plot the route that merchants
transporting Alaskan timber and Hawaiian
sugar to Japan might take. Ask students to
answer the question, how might U.S.
merchants benefit from having Alaska and
Hawaii under U.S. control? Instruct students
to outline the Spanish American War.
Instruct students to create a THINKING
MAP showing the causes and effects of the
War. Provide students with a worksheet
showing the number of European countries
that claimed trading rights in China. Have
students explain what caused World War I
on a poster. Cover on the poster Wilsons
urging of neutrality, the home front, and the
effects of the War.

Underwood Tariff Act and the Sixteenth


Amendment would go in the Tariff box.
Have students plot the route that merchants
transporting Alaskan timber and Hawaiian
sugar to Japan might take. Ask students to
answer the question, how might U.S.
merchants benefit from having Alaska and
Hawaii under U.S. control? Instruct students
to outline the Spanish American War.
Instruct students to create a THINKING
MAP showing the causes and effects of the
War. Provide students with a worksheet
showing the number of European countries
that claimed trading rights in China. Have
students explain what caused World War I
on a poster. Cover on the poster Wilsons
urging of neutrality, the home front, and the
effects of the War.

Explain what it means to say, The United


States Constitution is a living document.
What Supreme Court cases might back this
statement up? (Amendments, Presidential
actions) Create a THINKING MAP
describing the economy of the 1920s. What
key events led to the automobile driving
prosperity in America? Create a FLOW
MAP showing the events as positive or
negative. Explain to students that Henry
Fords use of mass production and the
growth of the automobile industry positively
affected the U.S. economy by increasing
jobs and assisting the growth of other U.S.
industries. Write a short summary of The

statement up? (Amendments, Presidential


actions) Create a THINKING MAP
describing the economy of the 1920s. What
key events led to the automobile driving
prosperity in America? Create a FLOW
MAP showing the events as positive or
negative. Explain to students that Henry
Fords use of mass production and the
growth of the automobile industry positively
affected the U.S. economy by increasing
jobs and assisting the growth of other U.S.
industries. Write a short summary of The
Harding Administration. What is BIG
BUSINESS? Have students put the
information into a chart. Descriptions would
include: large corporations, companies that
have many factories, companies whose
leaders influence government policy.
Explain to students that President Harding
and President Coolidge believed that
businesses and their investors made the
economy grow and helped the country
prosper. Since they had this belief their
policies supported big business. Have
students create three-column charts
summarizing the ways that these forms of
entertainment changed the lives of
Americans. FIRST COLUMN Reasons
those movies appealed to many people.
SECOND COLUMN how radio helped
standardized the popular culture of the U.S.
THIRD COLUMN describes how
phonographs helped to spread local music to
the rest of the country. Have students write a
summary of the material from the charts.

the rest of the country. Have students write a


summary of the material from the charts.

Have students list the words, origins,


journalists, moderation, formation,
fascination, policy, regulation, and
massacre. Instruct students to create flash
cards for term review. Explain to students
that reformer John Deweys ideas about
education have affected the ways in which
students have been taught to the present
time. To help students retain the information
they have read about Dewey, ask them to
make a Thinking Map Bubble Map.
Instruct students to put John Dewey on
education I the center bubble and then add
two smaller bubbles with labels Methods
and Subjects. Read about Dewey and add
words to the bubble map in the correct
areas. Students will create a cartoon, poster,
collage, or other visual work that expresses
the main goals and achievements of women
reformers in this period. Instruct students to

students have been taught to the present


time. To help students retain the information
they have read about Dewey, ask them to
make a Thinking Map Bubble Map.
Instruct students to put John Dewey on
education I the center bubble and then add
two smaller bubbles with labels Methods
and Subjects. Read about Dewey and add
words to the bubble map in the correct
areas. Students will create a cartoon, poster,
collage, or other visual work that expresses
the main goals and achievements of women
reformers in this period. Instruct students to
create a bulleted list on how African
Americans demanded reform. Students will
create a BUBBLE MAP on Roosevelts
Square Deal. Students will write a short
essay on the National Land Conservation in
the U.S. under Theodore Roosevelt.
Students will outline the section on Wilsons
New Freedom.

Have students make a two-column chart to


summarize the causes of imperialism. The
first column should be labeled Economic
Conditions and list ways that colonies
helped nations and businesses earn more
money. Have students label the second
column Beliefs of Superiority and list the
ideas that imperialists used to justify
colonizing other territories. Write a
summary of the causes of imperialism.
Secure a picture of the Maine and explain to
students that newspapers were making
headlines out of the events taking place. Pull
political cartoons that were used to persuade
readers of the yellow press. Discuss with

first column should be labeled Economic


Conditions and list ways that colonies
helped nations and businesses earn more
money. Have students label the second
column Beliefs of Superiority and list the
ideas that imperialists used to justify
colonizing other territories. Write a
summary of the causes of imperialism.
Secure a picture of the Maine and explain to
students that newspapers were making
headlines out of the events taking place. Pull
political cartoons that were used to persuade
readers of the yellow press. Discuss with
students that readers might view Cubas
conflict with Spain in a particular way. Ask
students to consider how the audience
would feel about Cubas conflict with Spain.
Pair struggling students with more proficient
readers and have each pair discuss the
effects of the war. The pair will be
instructed to list the terms of The Treaty of
Paris agreed upon by the U.S. and Spain.
Discuss potential disagreements that could
arise from the treaty. Create a two-column
chart and label the first column
Imperialists and list the main arguments
for the U.S. control of the Philippines. The
students will label the second column AntiImperialists and list the main arguments
against U.S. control of the Philippines.
Provide a worksheet that explains the
Spheres of Influence with China under
European influence. Discuss with students
on how the Chinese may have felt about so
much European control over so many parts
of their country. Have student make a
bulleted list of actions that reflect Wilsons
values in his policy of moral diplomacy.
Have students create a poster on the causes
and Effect of American Imperialism.

on how the Chinese may have felt about so


much European control over so many parts
of their country. Have student make a
bulleted list of actions that reflect Wilsons
values in his policy of moral diplomacy.
Have students create a poster on the causes
and Effect of American Imperialism.

Instruct the students to create flash cards for


the words nationalism, militarism,
imperialism, isolationist, interventionist, and
internationalist. Discuss each root word and
how the suffix ism changes the meaning.
Continue the same practice with ist (isolate:
to separate, intervene: to get involved,
national: relating to or belonging to a nation,
-inter: among, between, -tion: state or
quality of , -ist: one who practices. Put
students in pairs and have them quiz each
other on the terms. Explain to students how

the words nationalism, militarism,


imperialism, isolationist, interventionist, and
internationalist. Discuss each root word and
how the suffix ism changes the meaning.
Continue the same practice with ist (isolate:
to separate, intervene: to get involved,
national: relating to or belonging to a nation,
-inter: among, between, -tion: state or
quality of , -ist: one who practices. Put
students in pairs and have them quiz each
other on the terms. Explain to students how
difficult it is to choose sides between
friends, related this to the U.S. making the
decision to enter WWI. Allow students to
respond on how they would decide whom
they would help. Have students trace the
movement of African Americans from the
South to the North from the impact of the
war. Read through the graph Military
Casualties of World War I. Explain to
students how to read the map using the key.
Instruct students to use a THINKING MAP
to outline the problems did Americans face
after World War I.

Tree map: Economic changes of the


1920s. Double bubble map: Harding vs.
Coolidge. Reading Skill: Contrasting
viewpoints. Tree map: outline the
changing culture in the 1920s. Poem: Let
America be America Again, by Langston
Hughes. Reading skills: Recognize
multiple causes, pg. 366. Enrichment:
Connection to Economics worksheet (pg.
13 in Teacher All-in-one resources).
Biography of John Scopes (p. 22 All-inone resources). Students read the
biography of Scopes, and answer the
questions provided. Viewpoints: The
New Woman (p. 23 All in one
resources). Students read about the
emergence of the modern woman and
answer questions. Link to Literature (p.
24, All in one resource). Students read an
excerpt from Zora Neale Hurston's Their
Eyes Were Watching God. They will
answer questions about how the author
wishes to convey her point by using
certain dialect.

answer questions about how the author


wishes to convey her point by using
certain dialect.

Great Depression Gallery Walk:


Students move through 7 stations
in pairs or groups of 3. At each
station, the students will answer
the question(s) for the station
number they are at. Students are
getting a picture of how people
struggled during the Great
Depression. All in one resource
book, pages 11, 12, and 14-17,
Reading a chart, Dust Bowl,
Viewpoints. Dust Bowl packet:
students read a packet of
information on the Dust Bowl and
its effects on the Great Depression.
New Deal All in one resource book:
Pre-read the chapter worksheet.
Analyzing the Visuals worksheet:
students will use the worksheet to
analyze pictures within the book's
chapter. P. 13, Class debate. P. 15,
Government's Role in the Economy.
P. 19-20: Interpreting Political
Cartoons. Students will analyze two
political cartoons and answer
questions. P. 21: Reading a chart.
Students will read a chart about
the amount of government money
spent on New Deal Programs to put
people back to work, and they will
answer questions about the
information in the chart.

Using a Tree Map, students will


review each section of chapters 14
and 15. Given the objectives of
each section, students will read
through each section, noting the
infromation found in the section
that falls under each objective.
Create a flow map that outlines the
events that lead to the
development of World War II in
Europe. Interpreting Political
Cartoons: Can America stay out of
war? Create a flow map detailing
why America got involved in WWII.
Class debate: Should America get
involved in the war after the attack
on Pearl Harbor? Analyzing Political
Cartoons. Flow Map: Americans
turn the tide in the favor of the
Allies for World War II. Using a tree
map and the objectives, students
will detail how Americans at home
were impacted by and impacted
the war overseas.

All in one resource books: Chapter


16 The Cold War: P. 13-14,
Enrichment: Draft a Law. Using
technology and the worksheet from
the resource book, students will
research Supreme Court cases that
have impacted students and write
a law establishing a stance on the
court case. Students must then
justify the need for the law by
writing a paper explaining their
choices. Pg. 17-18, Issues
Connector: Civil Liberties and
National Security. Students will
read excerpts from speeches,
letters, or acts that detail the

court case. Students must then


justify the need for the law by
writing a paper explaining their
choices. Pg. 17-18, Issues
Connector: Civil Liberties and
National Security. Students will
read excerpts from speeches,
letters, or acts that detail the
difficult balance between providing
national security and the civil
liberties of citizens. P. 19-20,
Reading a Chart. Students will read
a cause/effect chart and answer
questions. P. 24, Interpreting
Political Cartoon. Students will
analyze the political cartoon and
answer questions. Chapter 22
resource book: P. 18, Biography.
Students will read about the Iran
hostage crisis. Students will
determine how the distrust with
the Communists of Europe and the
Middle East led to the hostage
crisis in Iran and how it was dealt
with.

Montgomery Bus Boycott Lesson


Plan. Students will examine
documents from the Montgomery
Bus Boycott, and they will have a
class discussion with questions
given to them to guide the
discussion. Students will read an
excerpt from John F. Kennedy's
speech promoting the Civil Rigths
Act of 1964 and answer questions
given. Students will read an
excerpt from a speech by John
Lewis, the Chairman of SNCC,
during the March on Washington in
1963 then answer questions given.
Students will then compare the
speeched by Kennedy and Lewis.
Students will read a speech by
Lyndon Johnson on the passage of
the Civil Rigths Act and answer
questions. Students will read a
speech by Senator Robert Kennedy
on the assassination of Martin
Luther King, Jr. and answer
questions.

the Civil Rigths Act and answer


questions. Students will read a
speech by Senator Robert Kennedy
on the assassination of Martin
Luther King, Jr. and answer
questions.

Chapter 22: All in one resource book: P.


15-18: Issues Connector: America and
the World. Students read information
provided concerning the Vietnam War
and students answer questions. P. 20,
Outline Map. PStudents outline the
spread of Communism across the Asian
continent. P. 22, Viewpoints. Students
read opposing viewpoints about the
Vietnam War, and they will answer
questions about why the speakers
have opposing viewpoints. P. 23, Link
to Literature. Students will read an
excerpt from the novel, The Things
They Carried, by Tim O'Brien, based
partially on memory and partly on
fiction about soldiers in the Vietnam
War. Students will answer questions
about the reading. Students should
create a flow map detailing the events
that led to the United States getting
involved in the Vietnam War. Later,
students should create a flow map
detailing how the United States
withdrew involvement in the Vietnam
War and how Vietnam finally fell to the
Communists.

War and how Vietnam finally fell to the


Communists.

Chapter 21 All in one resource


book: P. 13, Enrichment: Time
Capsule. Students will research
items from a given year between
1960-1980. Students will print or
collect the items and put them in a
box. The students will present the
contents of their boxes to their
classmates with a write-up on each
item and how it was important to
the era of protest and change. P.
15-18, Issues Connector:
Interaction with the Environment.
Students review information about
the drive to protect our
environment during the era of
protest and change and answer
questions provided. P. 19, Link to
Literature. Students will review
song lyrics by Artie Guthrie and
answer questions. P. 20-21,
Biography. Students will read minibiographies of some of the major
activists of the era of protest and
change and answer questions. P.
22, History Cartoons. Students will
review newspaper cartoons and
create captions that match the
action in the cartoon based on
what they know of the era.
Students will read an excerpt from
"Silent Spring," by Rachel Carson,
and write about how Carson's book
may have inspired the
environmental protection efforts of

change and answer questions. P.


22, History Cartoons. Students will
review newspaper cartoons and
create captions that match the
action in the cartoon based on
what they know of the era.
Students will read an excerpt from
"Silent Spring," by Rachel Carson,
and write about how Carson's book
may have inspired the
environmental protection efforts of
the era of protest and change.

Ch. 22 All in one resource - P. 1112, Enrichment: Newspaper Year in


Review: 1979. Students will work
with a partner to research
important events and everday life
in America during the year 1979.
They will gather and organize their
information into a newspaper
format on a posterboard and
present their "newspapers" to the
class. P. 13, Biography: Barbara
Jordan. Students will read the
biograpy on Barbara Jordan and
answer questions on her. P. 14,
Landmark decisions of the
Supreme Court: What are the limits
of Executive Privilege? Students
will read information about the
Landmark Case United States vs.
Nixon, and analyze a political
cartoon. TSW then answer

present their "newspapers" to the


class. P. 13, Biography: Barbara
Jordan. Students will read the
biograpy on Barbara Jordan and
answer questions on her. P. 14,
Landmark decisions of the
Supreme Court: What are the limits
of Executive Privilege? Students
will read information about the
Landmark Case United States vs.
Nixon, and analyze a political
cartoon. TSW then answer
questions. P. 15-16, Geography and
History. Students reveiw charts
about geographical areas affected
during the 1970s and answer
questions on their understanding of
the data presented. P. 17,
Landmark Decisions of the
Supreme Court: Are Affirmative
Action Programs Fair? Students will
read information about the Regents
University of California vs. Bakke
Supreme Court case and answer
questions.

Chapter 23 All in one resource


book: P. 13-14, Enrichment:
Connection to Economics. Students
will study about Reaganomics
(Supply-Side Economics). In
cooperative groups, students will
chart the important points that
would help and hurt the local
economies due to Supply-side
economics. P. 15, Viewpoints.
Students will read differing
viewpoints and answer questions.
P. 17-18, Primary Source. Tear
Down This Wall. Students will
watch a youtube video of President
Reagan's speech to Mikail
Gorbechav asking him to tear down
the wall separating East Germany
and West Germany. Students will
then read an excerpt from the
speech and answer questions. P.
19, Reading a Chart: Military
Spending. Students will review the
chart on the worksheet and answer
questions.

Chapter 24 - All in one resource


book: P. 13-14, Enrichment
activitiy: Debate. Students debate
U.S. Immigration policies of the
1990s and 2000s. Students must
determine whether or not the
increase in immigration during the
1990s and early 2000s allowed for
the danger our country faced on
9/11/2001. P. 15-16, Issues
Connector: Education and
American Society. Students will
review information about the desire
to change education in America
during the 1990s and early 2000s.
They will determine how the
impact of America's competative
nature has changed the dynamic of
education in America. P. 19 reading
a graph. Students will review the
data reflected on a chart and
answer questions about the data. P.
20, students will compare the
viewpoints of President Clinton and
Speaker of the House Gingrich. P.
21, students will use a blank map

the danger our country faced on


9/11/2001. P. 15-16, Issues
Connector: Education and
American Society. Students will
review information about the desire
to change education in America
during the 1990s and early 2000s.
They will determine how the
impact of America's competative
nature has changed the dynamic of
education in America. P. 19 reading
a graph. Students will review the
data reflected on a chart and
answer questions about the data. P.
20, students will compare the
viewpoints of President Clinton and
Speaker of the House Gingrich. P.
21, students will use a blank map
to identify where most of America's
conflicts happened during the
1990s. P. 22, students will review
newspaper comics and write
captions under each comic.
Students will review testimonials
from witnesses who survived the
9/11 attacks. Students will write a
paragraph explaining how their
view of the attacks changed after
reading the testimonials. Students
will create a multi-flow map
showing the causes and effects of
the Gulf War of the 1990s.