Advanced Placement US History
Social Studies Department
Dover Public Schools
Curriculum Guide
9/1/15
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Dover High School
Social Studies Department
Advanced Placement United States History
Curriculum Guide
Course Description
Advanced Placement United States History begins with the 1920s and
traces the development of America through the present day.
taught with a chronological and topical approach.
This course is
The topics of instruction
include the 1920s, the Great Depression, the New Deal, World War II, The Civil
Rights Movement, Vietnam, the 1960s, the 1970s, the 1980s, and Modern
America. The purpose of the course is to prepare students for the Advanced
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Placement United States History exam.
Students are expected to demonstrate their knowledge of the above topics
by successfully completing assigned essays, critical readings and other special
projects, along with general Social Studies Department course proficiencies and
requirements.
The New Jersey Core Curriculum Content Standards (NJCCCS) and the
Common Core State Standards in English Language Arts and Literacy serve as
the foundation for all curricular work in the Dover Public Schools. The learning
activities for this course are aligned with the 2014 NJCCCS, the Common Core
Standards, and their indicators. Specific focus is placed on Standard 6.1 U.S.
History: America in the World and Standard 6.3 Active Citizenship in the 21st
Century.
The Advanced Placement United States History Curriculum Guide
includes accommodations for ELL/Bilingual, and classified students. All
adaptations are to be utilized in concert with the NJCCCS and the student’s IEP
(classified students). Descriptions of adaptations include: student motivation,
instructional
preparation,
instructional
prompts,
instructional
application,
instructional monitoring, classroom organization, instructional materials/adaptive
equipment, and student response.
Required Courses
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Electives
Grade 10
Grade 11
Grade 12
•  AP
Government
& Politics
•  AP U.S.
History
•  AP
Government
& Politics
•  AP U.S.
History
•  AP
Psychology
•  Psychology
•  Sociology
•  Criminal
Justice
•  AP
Government
& Politics
•  AP U.S.
History
•  AP
Psychology
•  Psychology
•  Sociology
•  Criminal
Justice
Social Studies Department
Dover Public Schools
Technology The Dover Public School District recognizes the student use of technology as an integral component of every student’s education. As the district acknowledges the importance of providing the student with experiences that model “real-­‐life” use of technology in society to prepare students for college and careers, student use of technology on a regular basis in all disciplines and at all grade levels is supported and required. Educators in the Dover Public School district utilize the SAMR model as the underlying structure for technology integration. Created by Dr. Ruben Puentedura, Ph.D., the SAMR model denotes the integration of technology amongst four domains, D
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Substitution, Augmentation, Modification and Redefinition. Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009) Retrieved from: http://www.hippasus.com/rrpweblog/archives/2014/11/28/SAMRInTheClassroom_DevelopingSusta
inablePractice.pdf on July 6, 2015. Technology use at Substitution and/or Augmentation levels fall under the Enhancement category of technology lesson integration. As lessons implemented at this level directly substitute technology use for previous methods, there is little change to the level of thinking skills required or the classroom setup. Modification and Redefinition belong to the Transformation level. At this level, the student use of technology denotes an appreciable change to the lesson design and outcomes. At these level students are using predominately higher-­‐order thinking skills throughout the task. Applicable 2014 NJCCCS Technology Standards are noted in the unit plans. Each curriculum guide contains at least one unit with a summative assessment that addresses student use of technology at the transformation level (modification or redefinition) of the SAMR model. In order to prepare lessons that successfully integrate the student use of technology, D
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educators in the Dover Public School District are issued a district-­‐owned and maintained laptop. Classrooms are fitted with interactive boards and projectors. Students have ample access to technology throughout the district. Mobile MacAir and iPad carts service the elementary grades. Each student at Dover Middle School is issued a MacAir during homeroom to use in all classes throughout the school day. Dover High School utilizes a combination of MacAir carts and individually issued student iPads to implement the curriculum in all departments. iTunes U The Dover Public School District is an approved iTunes U content provider. iTunes U courses offered at Dover High School are private courses. Students are required to create and maintain an iTunes account in order to subscribe to the course. Advanced Placement United States History is a Dover High School iTunes U course. Students in this class receive an iPad for use during the school day and at home for the duration of the school year. Students subscribe to Advanced Placement United States History through iTunes. The teacher creates and maintains the iTunes course. In addition to the curriculum and course outline, the iTunes U course contains a multitude of teaching materials. Students receive push notifications with updated course information, materials and assignments. Students submit assignments and are able to review their grades through the iTunes U course. Students are able to communicate and collaborate at any time via the group discussion feature, mirroring they way people perform in today’s work force. D
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INSTRUCTIONAL ADAPTATIONS FOR ENGLISH LANGUAGE LEARNERS
It is the belief of the Dover Public Schools that all students, regardless of English
language proficiency, can succeed in mainstream content area classes. The following is a
list of suggested modifications that can be implemented to meet the needs of any English
language learner at various proficiency levels and may be modified as needed in order to
meet the needs of the English Language Learners.
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Write the objective of the lesson on the board and/or project.
Use graphic organizers.
Avoid idioms and simplify language.
Allow and encourage students to translate vocabulary into native language and
use native language dictionary.
Monitor use of notebooks and encourage note taking.
Use cooperative learning groups.
Set up peer tutoring peers.
Use video clips to reinforce content.
Highlight key words.
Use manipulatives, pictures and concrete objects than go beyond lecture style
teaching
Divide into small groups.
Build background knowledge prior to lessons, students may not be aware of
culturally specific events or objects.
Use student as resource whenever possible.
Score writing holistically.
Encourage class participation; make class safe for student to make mistakes.
Define and use in context all new vocabulary and illustrate in order to address
students of different learning styles.
Incorporate the use of 21st century interactive technology and refer these students
to use sites that may be helpful for them to improve their understanding of the
content.
Modify and support all writing assignments.
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GENERAL MODIFICATIONS FOR ASSESSMENT
Allow students to answer orally.
Allow use of a bilingual dictionary.
Ask true/false or yes/no questions only if followed by an explanation allowing the
student the opportunity to demonstrate that they fully understand the subject.
Assess using sentence completion tasks with word banks.
Holistic scoring based on content rather than grammar, syntax, etc.
Allow extra time to complete tests as needed and rephrase directions.
Modify number and length of assessments.
Use projects instead of reports based on learning style of student.
Oral presentations.
Use cloze procedure to determine comprehension of material, exit cards
DOVER PUBLIC SCHOOLS
In Class Support Program
For Classified Students
Secondary Level
In order to have the teaching/learning process take place in the least restrictive
environment, classified students may be placed in this course in accordance with their
IEPs. Differentiated instruction, provided by the teacher for the course, and based on the
course curriculum, addresses the needs of both general and special education students. In
addition, classified students may be assisted by either a special education teacher, general
education teacher, or teacher assistant, again in accordance with their IEPs. Together the
general education teacher and the special education teacher or teacher assistant insure that
accommodations and modifications prescribed in each student’s IEP are implemented in
the general education program.
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Accommodations for Classified Students (IEP Dependent)
Accommodations are made to more fully engage the Special Education student.
Accommodations provide the basis for differentiated instruction/assessment that, in turn,
allows the teaching/learning process to take place in the least restrictive environment.
Each individual student’s IEP includes specific accommodations that must be provided to
meet the child’s special needs. In some cases, accommodations needed by individual
classified students can be used on a whole class basis to support all students in the class.
Instructional Accommodations:
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Graphic organizers such as the following: cause/effect, compare/contrast,
time order, simple listing, problem/solution, organize by category, concept
webs, semantic maps, notetaking format organizers, data charts
Study guides
Think sheets
Pair students to check work
Accompany oral directions with written directions
Break longer presentations into shorter assignments
Allow for breaks when students become distracted.
Provide additional support and guidance in concrete ways (e.g., model,
demonstrate, coach).
Utilize available technology for notetaking, research projects, and class
assignments
Develop and teach mnemonic strategies for remembering personal
information.
Use checklists of task steps
Prioritize tasks for students
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Presentation software as visual aids (instruction) or alternative way to
demonstrate learning (assessment)
Interactive white boards to provide visual aid and promote active student
engagement (i.e., interactive Jeopardy game for review)
Pre-teaching of vocabulary for understanding of concepts
Word search or crossword puzzles for vocabulary reinforcement
Movies, music and artwork
Videos, posters, articles, charts, graphs, illustrations, maps, and other
visual aids
Skill building activities in small groups or pairs
Post - reading discussion points; critical thinking topics
Projects and presentations using a variety of modes of expression
Cooperative learning activities in small groups or pairs
Authentic products: greeting cards, brochures, menus, surveys, etc.
Role playing
Journal and portfolio entries
Limit note taking to key points
Provide scaffolding for note taking
Emphasize oral class participation
Testing Accommodations:
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Word banks
Timeline charts
Underlining key words or phrases
Modifying time allotted or length of test
Giving more frequent, short tests
Giving only one page of a multipage test at a time
Pretesting
Open book tests
Take home tests
Use of a preferred response (e.g. written, dictated, oral, illustrated)
Use of an interpreter
Administering tests orally to the student or using text-to-speech feature on
computer-based tests
Administering test in a distraction-free environment
Administering test one on one or in a small group
Clarifying test directions
Using alternatives to written summative assessments that incorporate the
student use of technology (i.e. Keynote, iMovie)
Using alternatives to written assessments such as oral reports, class
discussion, projects, interviews and portfolios
DESCRIPTIONS OF ADAPTATIONS TO THE LEARNING ACTIVITIES IN THE NEW JERSEY SOCIAL STUDIES CURRICULUM FRAMEWORK Descriptions—including the rationale, specific functions, and examples for each category of
adaptation—are provided below. Following these descriptions are sample adaptations to selected
activities contained in the Social Studies Framework.These adaptations were selected to illustrate
a range of possible adaptations that could be used across social studies processes and indicators.
Note: The adaptations listed below are based on effective instructional practices for all students.
While these strategies can be beneficial to all students, they may be an essential component of the
instructional program for a student with disabilities.
STUDENT MOTIVATION Rationale: Some students with disabilities may be reluctant to engage or persist in social studies
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activities. This reluctance may be due to difficulties in coping with task demands and
discouragement from unsuccessful learning experiences despite students’ initial efforts and
desires to learn. Because of these difficulties, motivational strategies are important to help
students with disabilities become successfully involved in a variety of social studies activities to
develop proficiency, confidence, and enjoyment in learning.
Purpose: Strategy:
• Learning styles
• Create interest
• Response options
• Persistence
• Involvement in goal setting and
• Confidence
assessment activities
• Enjoyment
• Choice to work with others or alone
• Independence
• Personal recognition
• Personally meaningful activity
• Celebrations
• Activity choice
• Hands-on, multimodal activities
• Doable tasks
INSTRUCTIONAL PRESENTATION Rationale: Students with disabilities may require adaptations to instructional presentations that
will enable them to acquire, comprehend, recall, and apply social studies content and related
processes. In addition, instructional presentation adaptations can enhance a student’s attention
and ability to focus on instruction.
Purpose: The primary purpose of these adaptations is to provide special education students with
teacher-initiated and teacher-directed interventions that prepare students for learning and engage
students in the learning process (Instructional Preparation); structure and organize information to
aid comprehension and recall (Instructional Prompts); and foster understanding of new concepts
and processes (Instructional Application)addressed in the Social Studies Framework activities.
Instructional Preparation Purpose: Examples:
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Heighten students’ interest and
understanding
Establish purpose and goals of
lesson
Activate prior knowledge
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Build background knowledge of
content or strategy
Focus attention and thinking
Introduce key concepts and
information
Relating to personal experiences
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Previewing information/materials
Advance organizers
Brainstorming and webbing
Questioning techniques
K-W-L strategies
Predicting
Preteaching vocabulary
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Preteaching or reviewing a strategy
Visual demonstrations, illustrations,
models
Mini-lessons
Think-alouds
Using examples and non-examples
Instructional Prompts •
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Analogies
Visual imagery/pictures
Color coding, highlighting, or
underlining
Segmenting techniques—task
analysis,
chunking
Word banks and vocabulary logs
Note-taking guides
Framed paragraphs/essays
Information displayed on overhead
or board
Cue cards
Music
Manipulatives
Movement cues
Pictures
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Purpose: Examples:
• Organize information
• Build whole-part relationships
• Cue associations and connections
• Highlight and clarify essential
concepts
• Generate classifications and
comparisons
• Activate recall
• Summary
• Graphic organizers (e.g., Venn
diagrams,
• sequence chains, timelines, cause
and effect
• maps, mind maps, semantic maps,
feature analysis charts)
• Chapter or lecture outlines
• Study or research guides
• Mnemonics
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Instructional Application Purpose: Examples:
• Simplify abstract concepts
• Provide concrete examples
• Extend ideas and elaborate
understanding
• Build connections and associations
• Relate to everyday experiences
• Promote generalization
• Engage multiple
modalitiesRUCTIONAL ADAP
• Hands-on activities
• Constructions
• Dramatization
• Props
• Illustrations
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Music
or movement
Draw or paint
Graphics and charts
Journals
Field trips; guest speakers
Interviews/surveys
Real-life applications (conduct
campaign and elections; participate
in “congressional debates”)
Games and puzzles
Simulations
Creative writing
INSTRUCTIONAL MONITORING Rationale: Frequent monitoring of the performance and progress of students with disabilities is
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essential to ensure that students are in fact understanding and benefiting from learning activities.
Monitoring provides teachers with a means of obtaining information about students and their
ability to participate effectively in learning activities. It also provides a means for teachers to
determine when and how to adjust learning activities and instructional supports to promote
student development. Equally important is student self-monitoring, self-evaluation, and selfmanagement to promote student self-reflection and self-direction regarding tasks demands, goal
attainment, and performance accuracy.
Purpose: Examples:
• Develop self-questioning and self• Provide periodic (continuous) check
regulation
for understanding
• Goal setting
• Redirect attention
• Assignment books, “To Do” lists
• Direct on-task behavior
• Timelines for assignments
• Promote participation
• Think-alouds, self-talk
• Check progress
• Self-questioning techniques
• Assist in goal setting
• Journal entries
• Establish timelines
• Anecdotal recording or
• Clarify assignments, directions,
graphinprogress towards goals
instructions
(teacher and self recording)
• Provide reinforcement and
• Rubrics and checklists
corrective
• Portfolios
• feedback
• Promote strategy use and
• Conferences
generalization
• Peer reviews and coaching
• Manage student behavior and
• Student contracts
interactions
• Reward systems
CLASSROOM ORGANIZATION Rationale: Students with disabilities may require specific adaptations to classroom organization in
order for them to actively engage in the concepts and processes addressed through the Social
Studies Framework activities.
Purpose: The primary purpose of these classroom organization adaptations is to maximize student
attention, participation, independence, mobility, and comfort; to promote peer and adult
communication and interaction; and to provide accessibility to information, materials, and
equipment.
Instructional Groups Examples:
• Cooperative learning groups
• Peer partners
• Buddy systems
• Teams
• Group roles (timekeeper, recorder, encourager, materials messenger, illustrator)
• Role/group work checklist for self-reflection and accountability
NSTRUCTIONAL ADAPTATIONS FOR STUDENTS WITH DIVERSE NEEDS
Instructional Support (from another individual) Examples:
• Assist physically
• Clarify
• Prompt—cue
• Gesture—signal
• Interpret
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Reinforce
Highlight
Organize
Focus
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Organizational tools—labeled bins
or cabinets for materials,
assignments, or supplies
Seating arrangements—minimize
distractions, provide positive student
models
Physical accessibility to all areas,
materials, and equipment
Environmental Conditions •
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Examples:
• Classical background music to
enhance concentration
• Variety of workspace arrangements
(individual, small and large group)
• Privacy workspaces—carrels
• Conferencing area
• Learning centers
• Wall posters to enhance memory
and self-reliance (e.g., directions,
steps)
HAPTER 4
Instructional Materials/ Adaptive Equipment Examples:
• Highlighters
• Overhead projector
• Slates for choral responding
• Materials for range of readability
levels
• Books on tape
• Tape recorder for lectures and oral
responses
• Simplified written directions
• Adjusted formats (spacing, item
arrangement)
• Personal computers and Internet
access
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PC software (e.g., Dragon Naturally
Speaking—writing; Ultimate
Reader—reads text on Internet
aloud; Inspirations—
mapping/outlining)
Franklin speller
Speech synthesizer
Communication board
Close-captioned video-TV/decoder
Braille
Enlarged print
Low-vision equipment (e.g., clock)
Lap board
STUDENT RESPONSE Rationale: Students with disabilities may require specific adaptations in order to demonstrate
acquisition, recall, understanding, and application of social studies processes in a variety of
situations with varied materials while they are developing proficiencies in these areas.
Purpose: The primary purpose of student performance responses is to provide students with
disabilities a means of demonstrating progress toward the lesson objectives related to the Social
Studies Framework activities.
Response Formats •
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Performing arts—dance,
dramatization, song, puppet show
Creative and abbreviated writing—
advertisements, travel brochures,
obituary, rap, poem, storybook or
storyboard, flip book, cartoons
Create test questions
Journal entries
Portfolio entries
Gallery walk
Debate
Presentation/oral report
Teach a lesson
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Examples:
• Dictation to peer/adult/tape/PC
• PC/multimedia for
composition/response
• Video/audiotapes
• Braille writer
• Sign to interpreter
• Information/graphic organizers
• Illustrations—posters, collage,
mural
• Diagrams (e.g., Venn, plot)
• Constructions—relief maps, models,
dioramas, mobiles
UCTIONAL ADAPTATIONS FOR STUDENTS WITH DIVERSE NEEDS
Response Procedures Examples:
• Extended time
• Practice exercises
• Interpreter
• Use of preferred response mode (e.g., written, dictated, oral)
21st Century Life & Careers
The Dover Public School District acknowledges and supports efforts to prepare all students for college and careers and to enable students to be active members of our ever-­‐changing global community. Infused in the curriculum guides of the Dover Public Schools are the 12 Career Ready Practices, Personal Financial Literacy (9.1) and Career Awareness, Exploration, and Preparation (9.2).
The Career Ready Practices found in the NJCCCS for 21st Century Life & Careers are integrated in all curricula. Every unit employs one or more of the 12 practices, as denoted in the unit plans. In grades K-­‐8, the standards for Personal Financial Literacy and Career D
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Awareness, Exploration, and Preparation are covered in the Social Studies Curriculum. At the high school level, standards 9.1 and 9.2 are embedded in Personal Finance, a course all students take. The Career Ready Practices retrieved from http://www.state.nj.us/education/cccs/2014/
career/CareerReadyPractices.pdf on July 15, 2015 are included in their entirety on the following pages. The unit guides refer to the Career Ready Practices by Standard number.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to
develop in their students. They are practices that have been linked to increase college, career, and life success.
Career Ready Practices should be taught and reinforced in all career exploration and preparation programs
with increasingly higher levels of complexity and expectation as a student advances through a program of
study.
Act as a responsible and contributing citizen and employee.
Apply appropriate academic and technical skills.
Attend to personal health and financial well-being.
Communicate clearly and effectively and with reason.
Consider the environmental, social and economic impacts of decisions.
Demonstrate creativity and innovation.
Employ valid and reliable research strategies.
Utilize critical thinking to make sense of problems and persevere in solving them.
Model integrity, ethical leadership and effective management.
Plan education and career paths aligned to personal goals.
Use technology to enhance productivity.
Work productively in teams while using cultural global competence.
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CRP1.
CRP2.
CRP3.
CRP4.
CRP5.
CRP6.
CRP7.
CRP8.
CRP9.
CRP10.
CRP11.
CRP12.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and
personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind required to contribute more
fully to their own career success.
Retrieved from:http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf, July 15,2015.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
CRP6. Demonstrate creativity and innovation.
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Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
Retrieved from:http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf, July 15,2015.
CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles
while employing strategies to positively influence others in the workplace. They have a clear understanding of
integrity and act on this understanding in every decision. They use a variety of means to positively impact the
directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that
management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals.
Career-ready individuals take personal ownership of their own education and career goals, and they regularly
act on a plan to attain these goals. They understand their own career interests, preferences, goals, and
requirements. They have perspective regarding the pathways available to them and the time, effort,
experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths
require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the
planning and execution of career and personal goals.
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CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish
workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and
organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
Retrieved from:http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf, July 15,2015.
AP United States History
Dover High School Syllabus
Course Objectives
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This course is designed to provide a college level experience and to prepare students to
excel on the AP Exam. The course is also designed to make demands on the students
similar to that of an entry-level college United States History course. The teacher will
provide students with the analytical and factual knowledge to deal with critical and
higher level problem solving. Students will attack a multitude of historical interpretations
on events, leaders, and movements that represented different historical views. Students
will be exposed to a college level textbook and readings that will enlighten them to many
historical, political, economic, social, and diplomatic documents. Students will learn to
acquire knowledge through lectures, small group discussions, visual aids, and student run
class activities. Students will be assessed for factual knowledge, and to ascertain their
ability to analyze, interpret, compare, contrast, and for the ability to draw conclusions.
The teacher will require students to interpret documents, maps, charts, graphs, statistical
tables, pictures, private journals, and correspondence for content, meaning, and
usefulness. Students will expect to take useful notes, through lectures and readings, and
write essays and research papers expressing themselves with clarity and know how to cite
sources with precision.
Unit topics that we will cover throughout the year include Founding the New Nation,
Building the New Nation, Testing the New Nation, Forging an Industrial Society,
Struggling for Justice at Home and Abroad, Making Modern America. The major
historical topics that the class will focus on include Colonial America, Revolutionary
War, Constitutional Development, Federalists, Jefferson, Jackson, 19 Century
Movements, Manifest Destiny, Civil War, Reconstruction, Immigration, Industrialism,
Populism, Progressivism, World War I, The Jazz Age, The Great Depression, The New
Deal, World War II, The Cold War, The 1950’s, 1960’s, Vietnam, and Watergate.
1 Curricular Requirements
CR1a The Course includes a college-level US history Textbook- See Page 4
CR 1b The course includes diverse primary sources consisting of written documents,
maps, quantitative data (charts, graphs, tables), and works of art. After each title heading
and Unit within each Unit.
CR 1c The course includes secondary sources written by historians or scholars
interpreting the past. Page 4
CR2- Each of the course historical periods receives explicit attention- Each unit is
specified
CR3- The course provides opportunities for the students to apply detailed and specific
knowledge (such as names, chronology, facts, and events) to broader historical
understandings. Each Unit Topics are listed and addressed
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CR4- The course provides students with opportunities for instruction in the learning
objectives in each of the seven themes throughout the course, as described in the AP
History Curriculum Framework. Page 9, 10, 14, 15, 23, 26, 27, 28,
CR5- The course provides opportunities for students to develop coherent written
arguments that have a thesis supported by relevant historical evidence- Historical
argumentation. 2 essays- page 9
CR6- The course provides opportunities for students to identify and evaluate diverse
historical interpretations. Page 11
CR7- The course provides opportunities for students to analyze evidence about the past
from diverse sources such as written documents, maps, images, quantitative data(charts,
graphs, tables) and works of art- Appropriate use of relevant historical evidence- Page 15
CR8- The course provides opportunities for students to examine relationships between
causes and consequences of events or processes- Historical causation- Page 10
CR9- The course provides opportunities for students to identify and analyze patterns of
continuity and change over time and connect them to larger historical processes or
themes. -Patterns of continuity and change over time. Page 15
CR10- The course provides opportunities for students to investigate and construct
different models of historical periodization.- Periodization- Page 20
CR11- The course provides opportunities for students to compare historical
developments across or within societies in various chronological and geographical
contexts.- Comparison- Page 8
2 CR12- The course provides opportunities for student s to connect historical developments
to specific circumstances of time and place, and to broader regional, national, or global
processes. – Contextualization Page 27
CR13a- The course provides opportunities for students to combine disparate, sometimes
contradictory evidence from primary sources and secondary works in order to create a
persuasive understanding of the past. – Synthesis- Page 21
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CR13b-The course provides opportunities for students to apply insights about the past to
other historical contexts or circumstances, including the present.- Synthesis Page 17
3 Textbooks- CR 1A Primary Textbook
Kennedy, David M., Lizabeth Cohen, and Thomas Bailey. The American Pageant-AP
Edition. 16ed. Boston, Mass.: Houghton Mifflin Co., 2016
Secondary Sources CR 1c
William Dudley and Thomson Gale, Opposing Viewpoints, Vol 1 and 2, 2007
Howard Zinn, A People’s History of the United States
Gordon Wood, Radicalism of the American Revolution
Bernard Bailyn’s, The Ideological Origins of the American Revolution
Gordon Wood, Revolutionary Characters: What made the Founders Different
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Kennedy, David, Freedom from Fear: The American People in Depression and War,
1929-1945
Sean Wilentz, The Rise of American Democracy
John Lewis Gaddis, The Cold War: A New History
Charles Beard An Economic Interpretation of the Constitution of the United States
Forest McDonalds We the People
Gordon Wood’s “Interests and Disinterestedness in Making of the Constitution
Grading Policy
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AP Tests and Quarter Tests- Multiple Choice, Short Answer, Essays, and DBQs50%
Classwork, Homework, Projects, and Quizzes- 50%
Assessment of Students
Students are expected to meet all due dates. Grades will drop one letter grade for
late assignments per day. Students are expected to complete all readings by
assigned dates. Surprise Quizzes will be given once every other week on the
material presented from the prior class or classes and the assigned readings. Test
4 will be given after each major Unit and Mini Tests will accompany the strands.
Multiple-choice questions will be practiced and Essay, Short Answer and DBQ
questions will be given to help prepare for the AP exam.
Grading ScaleA= 90-100 B= 80-89 C=70-79 D=60-69 F Anything Below a 60%
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By the end of this course, students should have completed the following objectives:
1 To grasp an understanding of the institutional, cultural, and social factors that have
shaped the people and society of the United States from the 16th century to the
present.
2 To have the ability to utilize and manifest awareness of geography, economics, and
social concerns of the United States as pertains to historical development.
3 To analyze the roles of various important forces, individuals, ideas, and groups who
constitute minorities in the society and culture.
4 Synthesize historical events and trends and change over time in the history of the
United States using primary and secondary sources of information.
5 Evaluate conflicting sources and interpretations of historical information as to tests of
bias, reliability, and validity.
6 To develop a sophisticated understanding of the key issues and problems that confronts
society in both time and history, such as diplomacy.
7 To grasp the forces that currently dominates the American political arena and the
historical relevance of current events and issues.
8 To teach students to write with clarity, conciseness, and coherence on the DBQ, FRQ,
and the analysis of Reaction summaries from readings and monograms.
9 To be prepared to take and pass the Advanced Placement Exam by the College Board.
THEMES FOR THE AP US HISTORY COVERED IN THIS COURSE
American Culture – diverse individual and collective expressions through literature, art,
philosophy, music, theater, and film throughout US history. Popular culture and the
dimensions of cultural conflict within American society.
American Diversity – diversity of US people and relationships among different groups.
The role of race, class, ethnicity, and gender in the history of the US.
American Identity –views of the American national character and ideas about US
exceptionalism. Recognizing regional differences within the context of what it means to
be an American.
Demographic Changes – political, social, economic implications – changes in birth,
marriage, and death rates; life expectancy and family patterns; population size and
density. The economic, social, and political effects of immigration, internal migration,
and migration networks.
Economic Transformation – changes in trade, commerce, and technology across time.
The effects of capitalist development, labor and unions, and consumerism.
Environmental Issues – ideas about the consumption and conservation of natural
resources. The impact of population growth, industrialization, pollution, and urban and
5 suburban expansion.
Globalization – engagement with the world from the 15th century to present:
colonialism, mercantilism, global hegemony, development of markets, imperialism,
cultural exchange.
Politics and Citizenship – colonial and revolutionary legacies, US political traditions,
growth of democracy, and development of the modern state. Defining citizenship,
struggles for civil rights.
Religion in the US – the variety of religious beliefs and practices in America from
prehistory to the 21st century; influence of religion on politics, economics, and society.
Slavery and Its Impact and Legacy - systems of slave labor and other forms of unfree
labor in Native American societies, the Atlantic World, and the American South and
West. The economics of slavery and its racial dimensions. Patterns of resistance and the
long-term economic, political, and social effects of slavery
Social and Political Movements and Reforms – includes anti-slavery, education, labor,
temperance, women’s rights, civil rights, gay rights, public health, and government.
War and Diplomacy – armed conflict from the pre-colonial period to the 21st century;
impact of war on American foreign policy and on politics, economy, and society.
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THE NEW EXAMINATION THEMES FOR 2014 AND BEYOND WILL BE:
The content learning objectives for the AP US History course and exam are
organized under seven themes, which are topics of historical inquiry to explore
throughout the AP US History course.
Identity
Work, Exchange, and Technology
Peopling
Politics and Power
America in the World
Environment and Geography - Physical and Human
Ideas, Beliefs, and Culture
AP Test Format 2015 and Beyond
Section Question Type
I
II
Part A: Multiple-choice
questions
Part B: Short-answer
questions
Part A: Documentbased question
Part B: Long essay
question
Number of
Questions
55 questions
4 questions
1 question
1 question
Timing Percentage of Total
Exam Score
55
minutes
50
minutes
55
minutes
35
minutes
40%
20%
25%
15%
6 Sample Assignments
Reading passages and writing reactions to the reading
Debates
Class Discussions
Writing- Peer Analysis
Map Projects
Speeches
Video Reaction
Lecture and Class Summaries
Time Multiple Choice and Writing Activities
Primary Source Interpretation
Political Cartoon Analysis
Simulations
Impeachment Trial Lessons
Hall of Fame Lessons
Jeopardy
Oral Quizzes
Reenactments
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Course Outline
1. Unit Title
2. Strand signifies multiple lessons within the Unit. Strand lesson can represent multiple
day lessons.
3. Textbook chapters are represented to indicate what readings the students are
responsible for completing for each strand
4. Major Assignments are given as evidence of writing samples and research
achievement.
Unit One Founding a New Nation
Strand 1 Contact
Readings Bailey and Kennedy Chapter 1
Themes Presented
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Native American History Beliefs and Traditions
Different Groups and Empires
First European Explorers
Portuguese Explorers
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Spanish Explorers Christopher Columbus Essay Assigned Researching and
writing on Columbus and how his accomplishments should be viewed as
triumphant or genocidal.
Treaty of Tordesillas and Conquistadors
French Explorers and Beaver Trading
British Exploration and Reasons which led to their interests
Mercantilism and what Europeans brought to the new land
Write an essay describing the differences of beliefs in the relationship of
Natives and European nations CR 11
Strand 2 The Southern Colonies
Readings Bailey and Kennedy Chapter 2
Research the life of the colonists and the leadership and the effect it had on the colonies
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Jamestown
House of Burgesses
John Smith and John Rolfe Tobacco
Maryland and The Act of Toleration
Head right System and Indentured Servitude
Bacon’s Rebellion
The Carolina’s and Charleston
Georgia
Introduction to early slavery
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Stand 3 The New England Colonies
Readings Bailey and Kennedy Chapter 3
Essay Compare the role religion played within the colonies
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Protestant Reformation and Calvinism
The Puritans and Pilgrims
Mayflower Compact
Massachusetts Bay Colony
Townhall Meetings
Early Dissenters Anne Hutchinson and Roger Williams
Decline of the MBC Halfway Covenent and Salem Witch Trials
Rhode Island, Connecticut, Maine, and New Hampshire and Fundamental Orders
Unity New England Confederation King Phillip’s War
Dominion of New England and Mercantilism
The Glorious Revolution
New England’s Contribution to the American way of life
8 Strand 4 The Middle Colonies
Readings Bailey and Kennedy Chapter 3 and 4
Essay Questions Similarities/ Differences of the 3 colonial regions- Thesis
Interpreting the differences between the regions and similarities. CR-5
Assignments- Maps, Charts, Graphs, Primary Source Documents and Political Cartoons
Theme 2 WXT-4
Students will work in groups and create a PowerPoint analyzing the different labor
systems in any of the two British Colonial Settlements: New England, the
Chesapeake, and the Southernmost Atlantic Coast, and the British West Indies.
Characteristics of the Middle Colonies
New York Henry Hudson and Patroonship
Peter Minuit and Peter Stuyvesant
New York Chapter of Liberties
Leisler’s Rebellion
Pennsylvania and The Quakers
William Penn’s Holy Experiment
New Jersey and 2 Proprietors
Delaware
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Strand 5 Colonial Society in the 18 Century
Readings Bailey and Kennedy Chapter 4 and 5
Essay- Thesis- Proving whether democracy was founded in colonial America.CR5
Describe the development of Democracy in the colonies (18 Century) Assignments
Interpreting Maps, Charts, Graphs, Primary Source Documents and Political Cartoons
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America as a melting pot Old Immigration Population breakdown
Structure of Colonial Society
Triangular Trade
Molasses Act
Breakdown of Religion in the colonies
The Great Awakening Key figures and movements
Education in the colonies
Political structure in the colonies
The Enlightenment and important thinkers
Strand 6 18 Century Colonial Wars in North American
Readings Bailey and Kennedy Chapter 6
Essay Compare the differences in the relationships between England, Spain, and France
had with the Native Americans.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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France’s role in North America
Clash of Empires in North America France, Great Britain, and Spain
Colonial Wars French and Indian War
Albany Plan of the Union
Friction between Great Britain and The Colonies
Pontiac’s Rebellion
Proclamation Line of 1763
Strand 7 The Road to The American Revolutionary War
Readings Bailey and Kennedy Chapter 7
Essay Topics involving questions concerning choices of the colonies and whether the
war is truly revolutionary Focus on the different historical interpretations of the
colonists. CR 8
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Salutary neglect
Violent Protests Paxton Boys and Regulator Movement
The system of Mercantilism
Navigation Laws
Writs of Assistance James Otis
Currency Act Sugar Act Quatering Act
Stamp Act Virginia Resolves Legislation and Representation of the colonies
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Virtual vs. Direct Representation
Stamp Act Congress
Sons of Liberty
Townsend Acts Writings of John Dickinson Mass. Circular Letter
Boston Massacre
Gaspee Incident
Committees of Correspondence
The Tea Act The First Continental Congress
Boston Tea Party Intolerable Acts
Suffolk Resolves Declaration and Resolves
Lexington and Concord
British Strengths and weaknesses vs. that of the Colonies
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Strand 8 The American Revolutionary War
Readings Bailey and Kennedy Chapter 8
Essays Analyze major events factors that led to the American Revolution, Analyze the
impact of “salutary neglect” in the development in democratic ideals. To what extent did
“salutary neglect” lead to the American Revolution?
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Theme 1 (ID-4)
10 Class Debate over the Question, “Did the Revolution assert British rights or did it
create an American national identity”
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The Second Continental Congress
The Declaration of the Causes and Necessity of Taking Up Arms
The Olive Branch Petition
Battles Bunker Hill, Hessians, Trenton, Princeton, Saratoga, Valley Forge, Naval
Battles, Frontier Battles, Yorktown
Declaration of Independence Breakdown 3 major parts
Thomas Paine’s Common Sense
Patriots vs. Loyalists Comparison
Articles of Confederation Description Weaknesses
FrancoAmerican Alliance
Treaty of Paris
American Society During the War
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Unit 2 Building the New Nation
Strand 1 The New Nation (Critical Period)
Readings Bailey and Kennedy Chapter 9
Essays Describe the weaknesses of the Articles and give an analysis of how the
Constitutional Convention cured these weaknesses.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
(CR6)
Students will write an essay that shows the evolution of historical interpretation of
the origins of the Constitution by comparing the views of the following works:
1. Charles Beard An Economic Interpretation of the Constitution of the United States
2. Forest McDonalds We the People
3. Gordon Wood’s “Interests and Disinterestedness in Making of the Constitution
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Changes in American Society due to the Revolutionary War
Slavery Issue Women Rights
Separation of Church and State State Governments
Formation of States Constitutions
Economy issues in the late 18Century
Foreign Policy under the ArticlesJayGardoqui Treaty Barbary Pirates
Articles of Confederation Ratifying Provisions Weaknesses
Newburgh Conspiracy Northwest Ordinance of 1787
Failures of the Articles Shay’s Rebellion
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The Constitutional Convention
James Madison
The Great Compromise Electoral College 3/5’s Compromise Commerce
Compromise Checks and Balances Elastic Clause Supremacy Clause
Why no Bill of Rights
Federalists vs. Antifederalists
George Mason
The Federalists Papers Federalist X
Comparison of the Federalist vs. The Antifederalists
Comparison of the Federal Government under The Articles vs. that of the
Constitution
Strand 2 The Federalist Era
Readings Bailey and Kennedy Chapter 10
Outline the major differences between the Federalist and Jeffersonians. Assignments
Interpreting Maps, Charts, Graphs, Primary Source Documents and Political Cartoons
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Description of Federalists vs. Jeffersonian
French Revolutions impact on America
Washington’s Neutrality Proclamation Citizen Genet
Jay Treaty and Pinckney Treaty
Washington’s Farewell Address
Election of 1796 John Adams
XYZ Affair Quasi War with France Convention of 1800 Adam’s Finest Moment
Alien and Sedition Acts
Virginia and Kentucky Resolutions Nullification
Election of 1800 Revolution Peaceful Exchange of Power Mudslinging
The Federalist Legacy on American Government
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Washington’s Cabinet
Bill of Rights
Judiciary Act of 1789
Hamilton’s Financial Plan Bank of the US, Excise Taxes, Funding at Par,
Assumption of State Debts, and Protective Tariffs
The Whiskey Rebellion
Birth of a 2 Party System Hamiltonian Federalists vs. Jeffersonian Republicans
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Strand 3 Jefferson’s Presidency
Readings Bailey and Kennedy Chapter 11
Research the impact that The Louisiana Purchase had on the development of The US.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Hamilton’s Financial Plan kept intact except Excise Taxes
12Amendment
Judiciary Act of 1801
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John Marshall Marbury vs. Madison
Impeachment of Samuel Chase
Tripoli tan War
The Louisiana Purchase Strict Interpretation Roles Reversed Lewis and Clark
Zebulon Pike
Essex Junto and Aaron Burr Burr Conspiracies
Napoleonic Wars and US effects
Embargo Act of 1807
Jefferson’s Legacy Father of the TwoTerm
Strand 4 The War of 1812
Readings Bailey and Kennedy Chapter 12
Essay Was the war of 1812 truly a second war for independence? Focus on different
historians vies on how important the second war for independence was on the country.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Madison and The War Hawks Clay, Calhoun, Webster
Macon’s Bill No.2 and Non-Intercourse Act of 1809
Battle of Tippecanoe William Henry Harrison Natives Tecumseh and Prophet
War of 1812 Causes and Overview
Francis Scott Key
Andrew Jackson Battle of New Orleans
Hartford Convention
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Strand 5 The Era of Good Feelings
Readings Bailey and Kennedy Chapter 13
Multiple Choice Practice Assignment
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Henry Clay’s American System Second BUS and the Tariff of 1816
James Monroe’s Presidency
Panic of 1819 and wildcat banks
Westward Expansion Reasons
Missouri Compromise of 1820
John Marshall Cases Fletcher vs. Peck, Martin vs. Hunter’s Lessee, McCulloch
vs. Maryland, Dartmouth College vs. Woodward, Cohens vs. Virginia, and
Gibbon’s vs. Ogden
Rush Bagot Treaty and Adams Onis Treaty
Monroe Doctrine
Strand 6 Andrew Jackson
Readings Bailey and Kennedy
DBQ Jacksonian Democracy
13 Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Election of 1924 The Corrupt Bargain John Q. Adams
Sectionalism
The Tariff of Abominations
Election of 1928
Andrew Jackson Background and Politics
Spoils System Kitchen Cabinet
Webster Hayne Debate and Jefferson Day Toast
Peggy Eaton Affair
Nullification Crisis of 1832
Election of 1832
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Battle with the Bank of the US
Specie Circular Charles River Bridge Decision Maysville Road Veto
Indian Removal Act Cherokee Nation vs. Georgia and Worcester vs. Georgia
Trail of Tears
The Birth of Texas
Election of 1836 Whigs vs. Democrats
Jackson’s Legacy
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Strand 7 Market Revolution
Readings Bailey and Kennedy Chapter 14
Essays Reform and the impact of The Industrial Revolution.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Immigration Irish and Germans
Nativism
The Industrial Revolution inventions and factory system
Western Farmers
Transportation Revolution Turnpikes, Canals, Rivers, and Railroads
Social effects of industrialization
Strand 8 Reform and Culture
Readings Bailey and Kennedy Chapter 15
Research Why religion faded in order for our country to have a First and Second Great
Awakening Historical Interpretation
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Theme 1 (ID-1)
14 Evaluation of American Poetry and Painting made by American Artists and see how
it relates to American Identity.
Theme 4 (Pol-3)
Research any Antebellum Reform Movement Goal and see what impact it had on
the entire reform movement goals.
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The Second Great Awakening
New Religious Groups
Major Reform Issues and Groups
Temperance Women Education
Wilderness Utopias
Artistic Leaders
Literature Knickerbockers, Transcendentalism, Poetry, and Dissenters
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(CR7)
Students are asked to compare and analyze transcripts of speeches by Emma
Goldman and Susan B. Anthony on the meaning of women’s suffrage. Students will
turn in written briefs of their work based on the APPARTS strategy.
Unit 3 Testing the New Nation
Strand 1 The South and the Slavery Controversy
Readings Bailey and Kennedy Chapter 16
Compare and Contrast the major rebellions and how they change politics and society.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Students will write an essay comparing slavery in the 17th, 18th, 19th
Centuries. CR 9
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King Cotton
The Planter Aristocracy
The system of Slavery
The White majority
Harriet Beecher Stowe’s Uncle Tom’s Cabin and impact
Early Abolitionists
The South’s response to abolitionism
Impact of abolitionism in the North
Strand 2 Manifest Destiny
Readings Bailey and Kennedy Chapter 17
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
15 Theme 5(WOR-5)
Students will debate over the motives of Polk’s in fighting the Mexican American
War and analyze primary sources.
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Election of 1840 Tyler Too
Maine Boundary Dispute
The Annexation of Texas
Oregon Border
Election of 1844
Mexican American War and the impact that it had on our nation
Strand 3 The Road to Civil War
Readings Bailey and Kennedy Chapter 18 and 19
Research the three compromises and compare their impact on the nation Assignments
Interpreting Maps, Charts, Graphs, Primary Source Documents and Political Cartoons
Popular Sovereignty and Wilmot Proviso
Election of 1848 Zachary Taylor
California Statehood Gold Rush
Underground Railroad Harriet Tubman
Compromise of 1850
Impact of the compromise
Election of 1852 Franklin Pierce
Cuba and the Ostend Manifesto
Gasden Purchase
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Kansas Nebraska Act
Birth of the Republican Party and Platform
Uncle Tom’s Cabin
Bleeding Kansas Caning of Charles Sumner, Burning of Lawrence Kansas, and
the Pottawatomie Massacre
Lecompton Constitution
James Buchanan as President
The Dred Scott Decision
Lincoln Douglass Debates and John Brown
1860 Election and Succession
Confederate States of America and Crittenden Amendments
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Strand 4 Politics and the Economy during The Civil War
Readings Bailey and Kennedy Chapter 20
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Lincoln’s Inaugural Address
Attack on Fort Sumter and Lincoln’s Choices
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Trent Affair and The C.S.S. Alabama
The Border States
Strengths and Weaknesses of the North and the South upon entering the war
Europe’s response to the war
New York Draft Riots
Financial problems with the war
Women and the war
Strand 5 The Civil War
Readings Bailey and Kennedy Chapter 21
Civil War Battle Project Battle Research
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Anaconda Plan
Battles of the War Battle Research Assignment
African Americans in the war
The North changes during the war
Gettysburg Address
Emancipation Proclamation
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Sherman’s March to the Sea
Appomattox Court House
Lincoln’s Assassination
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Strand 6 Reconstruction
Readings Bailey and Kennedy Chapter 22
Essay Analyze the statement The North won the civil war but, the South won
Reconstruction. Historical Scholarship and Interpretations
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
CR 13b
Students will compare different views of Reconstruction by several historians from
different eras and discuss how contemporary views are similar and different from
those of the past.
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Goals of Reconstruction
Presidents Plans Ten percent, Wade Davis Bill
Black Codes
Radical Republicans
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Freedmen’s Bureau
13, 14, 15 Amendments
Impeachment of Andrew Johnson Tenure of Office Act
Election of 1868 Grant’s Presidency
Credit Mobilier Scandal and Whiskey Ring
Military Reconstruction
Compromise of 1877 Hayes vs. Tilden
Carpetbaggers and Scalawags
KKK
Unit 4 Forging an Industrial Society
Strand 1 Gilded Age Politics
Readings – Bailey and Kennedy Chapter 23
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Election of 1868
Robber Barons
Boss Tweed Political Machines
Panic of 1873 Greenbacks Labor Party
BlandAllison Act
GAR Republican Factions
Compromise of 1877
Garfield Assassination
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Cleveland’s Presidency
Election of 1888
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Strand 2 Industrialism
Readings Bailey and Kennedy Chapter 24
Research 4 Captains of Industry
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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First Industrial Revolution vs. the second Industrial Revolution
The Transcontinental Railroad Union Pacific and Central Pacific
Captains of Industry and corruption of the railroads
Government against the Railroad tycoons
Interstate Commerce Act
Trusts Vertical, Horizontal, Interlocking Directorates
The Steel Industry
Carnegie, Morgan, Rockefeller, and Mellon
Social Darwinism
The Gospel of Wealth
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Sherman AntiTrust Act
The New South after the Civil War
Rise of the Labor Movement
Unions National Labor Union, Knights of Labor, American Federation of Labor
Strikes
Strand 3 Urbanization
Reading Bailey and Kennedy Chapter 25
Immigration Project Compare and Contrast New vs. Old Immigration to immigrants of
the late 20 Century
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Population Breakdown and Megalopolis
Class Distinction and Uneven Distribution of Wealth
New Immigration compared to the old immigrants
Living conditions of the cities Tenements
Chinese Immigration
Social Crusaders
Nativism
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Early Prohibition Crusades
Women struggles with suffrage
Education in the later 19 Century
Literature and writers
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Strand 4 The Great West
Readings Bailey and Kennedy Chapter 26
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Native Americans in the West
Warfare in the West with the natives
Sioux War, Nez Perce, Apache War, and the Battle of Wounded Knee
Native American Leaders
Helen Hunt Jackson and the Dawes Severalty Act
Impact of the Transcontinental Railroad on the west
Homestead Act
Oklahoma Land Rush
Crop Lien System
Strand 5 Politics in the 1890’s
Reading Bailey and Kennedy Chapter 26
Research the Populist and the impact that any third party had on politics Assignments
Interpreting Maps, Charts, Graphs, Primary Source Documents and Political Cartoons
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Benjamin Harrison’s Presidency
Sherman Silver Purchase Act
McKinley Tariff Bill
The Grangers
Populism and The Farmer’s Alliance
Election of 1892 and the Omaha Platform
Panic of 1893
Morgan bond Transaction
William Jennings Bryan’s role in politics Cross of Gold Speech
Election of 1896
Strand 6 Imperialism
Readings Bailey and Kennedy Chapter 27 and 28
(CR10)
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Essay Questions TR and His Legacy Find different historical views of TR’s Legacy as a
Trustbuster.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Students will engage in class debate analyzing the extent to which the Spanish
American War was a turning point in the history of US Foreign relations.
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Cause of US Imperialism Proponents and Critics
PanAmericanism and the Venezuela Boundary Dispute
Hawaii Issue
Cuba and The Spanish American War
Yellow Journalism
Teller and Platt Amendments
Treaty of Paris
AntiImperialistic League and Insular Cases
Philippines and their struggle for Independence
Hay’s Open Door Policy and The Boxer Rebellion
Election of 1900
McKinley’s Assassination
Theodore Roosevelt and Big Stick theory Roosevelt Corollary
Panama Canal
RussoJapanese War
San Francisco School Board Incident
The Great White Fleet
Taft’s Dollar Diplomacy
Unit 5 Struggling For Justice at Home and Abroad
Strand 1 Progressivism
20 Readings Bailey and Kennedy Chapter 29
Progressive Roundtable Assignment
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Write an essay detailing the lives of the Gilded Age workers and compare
evidence about wages that were shown by the Progressive Era researchers. CR13a
Road to Progressivism
Definition and Goals
Analysts vs. Activists
Muckrakers Upton Sinclair The Jungle
Jane Addams and Florence Kelly Muller vs. Oregon Triangle Shirtwaist Company
Robert Lafollette and the Wisconsin Experiment
Galveston Texas and the Commission System
TR’s Square Deal and the 3 C’s
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Anthracitic Coal Strike
Meat Inspection Act Pure Food and Drug Act
Conservation user TR
Panic of 1907
Payne Aldrich Tariff and Ballinger Pinchot Controversy
Taft Roosevelt Split
Election of 1912 Bull Moose Party Woodrow Wilson Eugene Debs Taft and TR
Wilson’s Presidency
Underwood Tariff Bill
Federal Reserve Act Commission
Clayton AntiTrust Act
Supreme Court During the Progressive Era
18 an Amendments
Women Suffrage
Negatives of Progressivism
Wilson’s Foreign Policy Mexican Revolution
Election of 1916
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Strand 2 World War I
Readings Bailey and Kennedy Chapter 31
DBQ Espionage and Sedition Act Schenck vs. The US Compare the Acts to that of The
Federalist Era Historical Interpretation
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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WWI Causes and Events
US Neutrality
Unrestricted Submarine warfare
Lusitania
Sussex Ultimatum
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Zimmermann Note US reasons to enter WWI
Wilson’s Fourteen Points
Mobilization Creel Committee
Espionage and Sedition Acts
Schenck vs. US
IWW and Eugene Debs Socialism
Herbert Hoover and the Food Administration
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Bond Drives
Doughboys and Selective Service Act
America in WWI
Treaty of Versailles and Wilson’s 14 Points
American Reaction Wilson’s effort
Overview of the impact of WWI on the US
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Strand 3 The Roaring 20’s
Readings Bailey and Kennedy Chapter 32
1920’s Hall of Fame Candidate Project
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Political Philosophies
Americanism Red Scare
Strikes of 1919 Seattle General, Boston Police Strike, Steel Strike, and United
Mine Worker’s Strike
Palmer Raids
Sacco and Vanzetti Trial
KKK Resurgence
Nativism Immigration act of 1921 and The National Origins Act of 1924
John Scopes Trial and Fundamentalism
Prohibition and the Results
Economy of the 1920’s
Sports Figures
Scientific Management
Henry Ford and the Assemble Line
The Airplane
The impact of the Radio
Movies of the 1920’s
Welfare Capitalism
Social Life of the 1920’s Flappers, Sigmund Freud, Birth Control and Margaret
Sanger
Jazz Age
The Harlem Renaissance
The Lost Generation Writers
Architecture and Frank Lloyd Wright
22 Strand 4 Politics of the 1920’s
Readings Bailey and Kennedy Chapter 33
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Harding’s Administration and the Teapot Dome Scandal
Andrew Mellon and Trickle Down Economics
Fordney McCumber Tariff
Laissez Faire
Isolationism
Washington Disarmament Conference
Dawes Plan
Kellogg Briand Pact
Election of 1924 Calvin Coolidge
Muscle Shoals
Election of 1928 and Hoover’s Presidency
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Strand 5 Stock Market Crash
Readings Bailey and Kennedy Chapter 33
Stock Market Project Game
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
The great crash of 1929
Margin Buying and speculation
Effects of the Great Depression
Long Term Causes of the Great Depression
Hoover’s Response
Hawley Smoot Tariff
Bonus Army
Strand 6 The Great Depression
Readings Bailey and Kennedy Chapter 33 and 34
New Deal Programs Research Project Research the different historical views of the
impact of FDR’s New Deal and the impact that the programs had on the Great
Depressionn.
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Theme 7 (CUL-6)
Students will create a newspaper for the WPA and decide whether it was positive or
negative propaganda for the New Deal.
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Eleanor Roosevelt
Election of 1932
20 and Amendments
The New Deal and FDR’s Brain Trust
The 3 R’s and the Fireside Chats
New Deal Program Research
New Deal vs. Second New Deal Programs
The Dust Bowl and Steinbeck’s Grape of Wrath
Social Security Act
Effects of the New Deal
Critics of FDR and the New Deal Demagogues
Roosevelt vs. the Supreme Court
Court Packing Judiciary Reorganization Bill
John Maynard Keynes and Deficit Spending
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Strand 7 Road to World War II
Readings Bailey and Kennedy Chapter 35
Research Assignment Describe the Neutrality Acts and how did they prevent WWI
events
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
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Washington Disarmament Conference
Kellogg Briand Pact
Dawes Plan
Good Neighbor Policy
London Economic Conference
FDR Recognizes USSR
TydingsMcDuffie Act
The Rise of Fascist Nations
Isolationism
Nye Committee
Neutrality Acts
Spanish Civil War and Blitzkrieg
Panay Incident and Japan in China
Appeasement and The NonAggression Pact
Early WWII Battles
FDR’s Arsenal of Democracy Speech and Selective Service and Training Act
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Internationalism vs. Isolationist
America First Committee
Election of 1940 and FDR’s Four Freedoms Speech
Lend Lease Act
UBoat Policies
Atlantic Charter
Tension with Japan
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Pearl Harbor
Strand 8 America in World War II
Readings Bailey and Kennedy Chapter 36
Research Assignment World War II Home Front Describe minorities and their impact on
the war and the government’s domestic policy
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Declaration of war
US Home Front Women, Rosie the Riveter
Inflation and the National Debt
Manhattan Project
Discrimination during the war Detroit Race Riots, MOWM, and the FEPC
Mexican Americans and Zoot Suits
Japanese Americans Internment Camps and Korematsu vs. the US
Military Objectives
Philippines and Doolittle’s Raid
North African Campaign
Invasion of Italy and DDay
Battle of the Bulge and VE Day
Battles of the Pacific Island Hopping
Election of 1944 and the death of FDR
Diplomacy Conferences of WWII Big Three
The Atomic Bomb and Truman’s Decision
Aftermath of WWII and the Holocaust
Post War Political Issues
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Unit 6 Making Modern America Strand 1 Truman and The Cold War
Readings Bailey and Kennedy Chapter 37
Research The Red Scare of the 1920’s vs. The Red Hunt of the 1950’s Assignments
Interpreting Maps, Charts, Graphs, Primary Source Documents and Political Cartoons
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Iron Curtain
Partitioning of Germany, Korea, and Vietnam
Nuremberg Trials
Truman Doctrine and Containment
Marshall Plan
Berlin Airlift
NATO vs. Warsaw Pact
China Falls to Communism
The Hydrogen Bomb
Korean War and Truman Fires MacArthur Limited War
Truman’s Domestic Policy Taft Hartley Act
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Presidential Succession Act
22Amendment
Red Scare/Hunt Events
HUAC and Alger Hiss Trial
Truman’s Loyalty Program
The Rosenberg’s
Blacklisting Hollywood Ten
McCarthyism
Space Race Sputnik
Election of 1948 Whistle Stop Tour
Truman’s Fair Deal
GI Bill of Rights and Baby Boom
The Growth of Suburbs and The Growing Economy Middle Class
Sunbelt and Frostbelt
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Election of 1952
Nixon as VP and The Checkers Speech
Dynamic Conservatism
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Department of Education, Health and Welfare
Federal Highway System
Labor unions in the 1950’s
Civil Rights in the 1950’s Earl Warren and Brown vs. The Board of Education
Thurgood Marshall
Little Rock Nine
Montgomery Bus Boycott
Martin Luther King and The SCLC nonviolent Resistance
SNCC and SitIns
Cold War Politics Dulles Massive Retaliation and Brinkmanship
New Look Military
Geneva Conference and The Kitchen Debate
Eisenhower’s Farewell Address
Domino Theory
Hungarian Uprising
NDEA and NASA
U2 Incident
The Creation of the CIA and their involvement in Iran, Suez Canal Crisis, and
Cuba
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Strand 2 Eisenhower and the 1950’s
Readings Bailey and Kennedy Chapter 38
DBQ Civil Rights Topics
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
26 Strand 3 The 1960’s
Readings Bailey and Kennedy Chapter 39
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
(CR12)
Students will create presentations on research they found detailing why the
American Indian Movement emerged in the 1960’s and not the 1930’s.
Theme 7(CUL-6)
1960’s Music Project and the relationship to government, society and culture
1960 Election and television debates
Kennedy’s Domestic Policy and The New Frontier
Space Achievements
JFK and Civil Rights
Freedom Riders and CORE
Medgar Evers, James Meredith, George Wallace
March on Washington MLK I Have a Dream Speech
JFK and The Cold War
Bay of Pigs
Peace Corp and The Alliance for Progress
The Creation of The Berlin Wall
Cuban Missile Crisis and Results
Assassination of JFK
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Lyndon Johnson and The Great Society Program
24 Admendment
Civil Rights Bill and Voting Rights Act
March from Selma
Affirmative Action
Black Power Malcolm X, The Black Panthers and The Watts Riots
Assassination of MLK
The Counterculture and SDS
Woodstock and Musicians of the 1960’s
The Warren Court and important Court cases dealing with Individual Rights
Women’s Equality Betty Frieden Title 9
American Indian Movement and Hispanic Americans
The Vietnam War Causes
JFK and Vietnam
Golf of Tonkin Resolution and LBJ
Operation Rolling Thunder
General Westmoreland and the Tet Offensive
Critics of the war
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Hawks vs. Doves
Election of 1968 and RFK’s Assassination
Nixon Doctrine and Vietnamization
My Lai Massacre and Secret Bombings of Cambodia
Kent State and Jackson State
Pentagon Papers
Paris Accords
26Amendment
Strand 4 The 1970’s
Readings Bailey and Kennedy Chapter 40
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Theme 6(ENV-5)
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Détente and Realpolitiks
China and Moscow Visit Henry Kissinger
SALTI
Energy Crisis Yom Kippur War
OPEC
New Federalism
OSHA and The EPA Love Canal and Three Mile Island
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Economic Problems in the 1970’s
Stagflation
Election of 1972 Peace is at hand
Watergate
CREEP and the Plumbers
Woodward and Bernstein
The Tapes and The Saturday Night Massacre
US v. Nixon
Nixon’s Resignation
Ford Pardons Nixon
The Imperial Presidency
Impact of Nixon on The Presidency War Powers Act, Budget Act, Campaign Act
and Privacy Act
Ford’s Presidency
Whip Inflation Now
Helsinki Conference
The Mayaguez
Election of 1976
Amnesty Dept of Education and Energy Superfund
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Students will write an essay debating what role the acquisition of natural resources
has played in US foreign policy decisions since the late 19th Century.
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Humanitarian Diplomacy
Camp David Accords
SALT II
Iran Hostage Crisis
Strand 5 The 1980’s and 1990’s
Readings Bailey and Kennedy Chapter 41, 42
Project Annual Decades Project Describing Particular Decades through Pictures
Assignments Interpreting Maps, Charts, Graphs, Primary Source Documents and Political
Cartoons
Theme 3 (Peo-7)
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Students will compare and contrast creating a chart of the causes and goals of each
of the Immigration Acts of 1924, 1965, and 1990.
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Election of 1980
Ronald Reagan and the New Right
Strategic Defense Initiative Star Wars
NUTS and MAD
Solidarity
KAL 007
Middle East Foreign Policy Lebanon, Libya, Iran vs. Iraq
Central and South America Nicaragua, El Salvador and Greneda
The End of The Cold War Fall of the Iron Curtain
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Reaganomics Supply Side Economics
Sandra Day O’Connor
Election of 1984
Reagan’s Domestic Policy
Black Monday
Challenger Explosion
Election of 1988 and George Bush
The Persian Gulf War
The Election of 1992 and Bill Clinton
The Clinton Impeachment Trial
Health Care Objectives
Clinton’s Foreign Policy
Post Cold War Tension
Somalia and Haiti
Bosnia
Kosovo
29 Violence in the 1990’s- Waco, Texas
Timothy McVeigh
Ted Kacynski
Monica Lewinsky Affair
The Election of 2000 Dispute
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30 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
Content Statement
Strand
Indicator #
North American Colonial societies adapted European governmental, economic, and cultural institutions and ideologies to meet their needs in the New World.
A. Civics, Government, and 6.1.12.A.1.a
Human Rights
Indicator
Explain how British North American colonies adapted the British governance structure to fit their ideas of individual rights, economic growth, and participatory government. D
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C. Economics, Innovation, and Technology 6.1.12.B.1.a
6.1.12.C.1.a
6.1.12.C.1.b
D. History, 6.1.12.D.1.a
Culture, and The war for independence was the result of A. Civics, growing ideological, political, geographic, economic, Government, and 6.1.12.A.2.a
and religious tensions resulting from Britain’s Human Rights
centralization policies and practices.
6.1.12.A.2.b
6.1.12.A.2.c
Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Republic.
X
Analyze how gender, property ownership, religion, and legal status affected political rights.
6.1.12.A.1.b
B. Geography, People and the Environment The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights.
U.S I U.S. II WHC Elec
6.1.12.A.2.d
Explain how geographic variations (e.g., climate, soil conditions, and other natural resources) impacted economic development in the New World.
Explain how economic ideas and the practices of mercantilism and capitalism conflicted during this time period.
Determine the extent to which natural resources, labor systems (i.e., the use of indentured servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies.
Assess the impact of the interactions and conflicts between native groups and north American settlers.
Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the world.
Compare and contrast state constitutions, including New Jersey’s 1776 constitution, with the United States Constitution, and determine their impact on the development of American constitutional government. Compare and contrast the arguments of Federalists and Anti-­‐
Federalists during the ratification debates, and assess their continuing relevance.
Explain how judicial review made the Supreme Court an influential branch of government, and assess the continuing impact of the Supreme Court today.
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The war for independence was the result of A. Civics, growing ideological, political, geographic, economic, Government, and and religious tensions resulting from Britain’s Human Rights
centralization policies and practices.
The United States Constitution and Bill of Rights were designed to provide a framework for the American system of government, while also protecting individual rights.
Standard
Debates about individual rights, states’ rights, and federal power shaped the development of the political institutions and practices of the new Content Statement
Strand
Republic.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Indicator #
6.1.12.A.2.e
6.1.12.B.2.a
Examine the emergence of early political parties and their views on centralized government and foreign affairs, and compare these positions with those of today’s political parties.
Analyze how the United States has attempted to account for regional differences while also striving to create an American identity.
Evaluate the effectiveness of the Northwest Ordinance in resolving disputes over Western lands and the expansion of slavery.
Assess the effectiveness of the new state and national governments attempts to respond to economic challenges including domestic (e.g., inflation, debt) and foreign trade policy issues.
Analyze contributions and perspectives of African Americans, Native Americans, and women during the American Revolution.
Explain why American ideals put forth in the Constitution (i.e., due process, rule of law, and individual rights) have been denied to different groups of people throughout time.
Relate events in Europe to the development of American trade and American foreign and domestic policies.
Analyze arguments for new women’s roles and rights, and explain why 18th-­‐century society limited women’s aspirations.
Determine the impact of African American leaders and institutions in shaping free Black communities in the North.
Assess the influence of Manifest Destiny on foreign policy during different time periods in American history.
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B. Geography, People, and the Environment
Indicator
6.1.12.B.2.b
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
6.1.8.C.2.a
6.1.12.D.2.a
6.1.12.D.2.b
6.1.12.D.2.c
6.1.12.D.2.d
6.1.12.D.2.e
Multiple political, social, and economic factors caused American territorial expansion.
The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices.
A. Civics, 6.1.12.A.3.a
Government, and Human Rights
U.S I U.S. II WHC Elec
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X
X
X
X
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X
X
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X
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
Multiple political, social, and economic factors Content Statement
caused American territorial expansion.
A. Civics, Strand
Indicator #
Government, and Human Rights
The rapid expansion and transformation of the American economy contributed to regional tensions, social reform, political compromises, and an expansion of democratic practices.
6.1.12.A.3.b
Indicator
U.S I U.S. II WHC Elec
Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest. D
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6.1.12.A.3.c
6.1.12.A.3.d
6.1.12.A.3.e
6.1.12.A.3.f
6.1.12.A.3.g
6.1.12.A.3.h
6.1.12.A.3.i
B. Geography, People, and the C. Economics, Innovation, and Technology
6.1.12.B.3.a
6.1.12.C.3.a
Assess the role of geopolitics in the development of American X
foreign relations during this period.
Describe how the Supreme Court increased the power of the national government and promoted national economic X
growth during this era.
Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and X
removal.
Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New X
Jersey and the nation during the Antebellum period.
Determine the extent to which state and local issues, the press, the rise of interest-­‐group politics, and the rise of party politics impacted the development of democratic institutions X
and practices. Examine multiple perspectives on slavery and evaluate the X
claims used to justify the arguments.
Examine the origins of the antislavery movement and the impact of particular events, such as the Amistad decision, on X
the movement.
Assess the impact of Western settlement on the expansion of X
United States political boundaries.
Analyze how technological developments transformed the economy, created international markets, and affected the X
environment in New Jersey and the nation
Standard
Content Statement
C. Economics, Innovation, and Strand
Technology
Indicator #
Indicator
Relate the wealth of natural resources to the economic 6.1.12.C.3.b development of the United States and to the quality of life of individuals. Determine how expansion created opportunities for some 6.1.12.D.3.a and hardships for others by considering multiple perspectives.
Explain how immigration intensified ethnic and cultural 6.1.12.D.3.b
conflicts and complicated the forging of a national identity. Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national 6.1.12.D.3.c
policies (i.e., the Missouri Compromise and the Compromise of 1850).
D
O
PU V
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L
H IC
O
O
LS
D. History, Culture, and Perspectives
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. U.S I U.S. II WHC Elec
X
X
X
X
6.1.12.D.3.d Analyze the role education played in improving economic opportunities and in the development of responsible citizens. X
Determine the impact of religious and social movements on 6.1.12.D.3.e
X
the development of American culture, literature, and art.
Analyze the ways in which prevailing attitudes, The Civil War was caused by ideological, economic, A. Civics, socioeconomic factors, and government actions (i.e., the and political differences about the future course of Government, and 6.1.12.A.4.a
Fugitive Slave Act and Dred Scott Decision) in the North and the nation.
Human Rights
X
South (i.e., Secession) led to the Civil War.
Analyze how ideas found in key documents (i.e., the Efforts to reunite the country through Declaration of Independence, the Seneca Falls Declaration of Reconstruction were contested, resisted, and had 6.1.12.A.4.b Sentiments and Resolution, the Emancipation Proclamation, long-­‐term consequences. and the Gettysburg Address) contributed to demanding X
equality for all.
Judge the effectiveness of the 13th, 14th, and 15th 6.1.12.A.4.c Amendments in obtaining citizenship and equality for African X
Americans. B. Geography, Use maps and primary sources to assess the impact that People, and the geography, improved military strategies, political and military 6.1.12.B.4.a
Environment
decisions (e.g., leadership), and new modes of transportation X
had on the outcome of the Civil War.
and political differences about the future course of the nation.
Efforts to reunite the country through Reconstruction were contested, resisted, and had long-­‐term consequences. Standard
B. Geography, People, and the Environment
Strand
Content Statement
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Indicator #
6.1.12.B.4.b
6.1.12.C.4.a
6.1.12.C.4.b
6.1.12.C.4.c
D. History, Culture, and Perspectives
6.1.12.D.4.a
6.1.12.D.4.b
6.1.12.D.4.c
6.1.12.D.4.d
6.1.12.D.4.e
Technological developments and unregulated A. Civics, business practices revolutionized transportation, Government, and 6.1.12.A.5.a
manufacturing, and consumption, and changed the Human Rights
daily lives of Americans.
6.1.12.A.5.b
The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, cultural values, and created tensions between ethnic and social groups.
6.1.12.B.5.a
B. Geography, People, and the Environment
U.S I U.S. II WHC Elec
Analyze the impact of population shifts and migration X
patterns during the Reconstruction period.
Assess the role that economics played in enabling the North X
and South to wage war.
Compare and contrast the immediate and long-­‐term effects X
of the Civil War on the economies of the North and South.
Explain why the Civil War was more costly to America than X
previous conflicts were.
Compare and contrast the roles of African Americans who X
lived in Union and Confederate states during the Civil War.
Compare and contrast the impact of the American Civil War and the impact of a past or current civil war in another country in terms of the consequences for people’s lives and X
work.
Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction X
policies achieved their goals. Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some X
Southern individuals and states.
Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship X
between the national and state governments.
Assess the impact of governmental efforts to regulate industrial and financial systems in order to provide economic X
stability.
Analyze the effectiveness of governmental policies and of actions by groups and individuals to address discrimination against new immigrants, Native Americans, and African X
Americans.
Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a X
nationwide economy and the movement of populations.
D
O
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O
O
LS
C. Economics, Innovation, and Technology
Indicator
Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption, and changed the daily lives of Americans.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. The Industrial Revolution and immigration had a Standard
powerful impact on labor relations, urbanization, the environment, cultural values, and created tensions between ethnic and social groups.
Strand
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
Indicator #
Indicator
Assess the impact of rapid urbanization on the environment and on the quality of life in cities. Analyze the economic practices of corporations and monopolies regarding the production and marketing of 6.1.12.C.5.a goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations.
Compare and contrast economic development of the North, 6.1.12.C.5.b
South, and West in the post-­‐Civil War period.
Analyze the cyclical nature of the economy and the impact of 6.1.12.C.5.c periods of expansion and recession on businesses and individuals.
6.1.12.B.5.b
D
O
PU V
SC B ER
L
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O
O
LS
Content Statement
D. History, Culture, and Perspectives
6.1.12.D.5.a
6.1.12.D.5.b
6.1.12.D.5.c
6.1.12.D.5.d
Progressive reform movements promoted
A. Civics, government efforts to address problems created by Government, and 6.1.12.A.6.a
rapid industrialization, immigration, and unfair
Human Rights
treatment of women, children, and minority groups.
An expanding market for international trade
promoted policies that resulted in America emerging
as a world power.
U.S I U.S. II WHC Elec
X
X
X
X
Analyze government policies and other factors that promoted innovation, entrepreneurship, and industrialization in New X
Jersey and the United States during this period.
Evaluate how events led to the creation of labor and agricultural organizations that protect the rights of workers. X
Assess the effectiveness of public education in fostering national unity and American values and in helping people X
meet their economic needs and expectations.
Relate varying immigrants’ experiences to gender, race, X
ethnicity, or occupation.
Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. Evaluate the ways in which women organized to promote government policies (i.e., abolition, women’s suffrage, and 6.1.12.A.6.b
the temperance movement) designed to address injustice, inequality, workplace safety, and immorality. X
X
Progressive reform movements promoted
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think A. Civics, government efforts to address problems created by Government, and analytically about how past and present interactions of people, cultures, and the environment shape rapid industrialization, immigration, and unfair
the American heritage. Such knowledge and skills enable students to make informed decisions that Standard
Human Rights
treatment of women, children, and minority groups.
reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. An expanding market for international trade
promoted policies that resulted in America emerging
as
a world
power.
Content Statement
Strand
Indicator #
Indicator
U.S I U.S. II WHC Elec
D
O
PU V
SC B ER
L
H IC
O
O
LS
Relate the creation of African American advocacy organizations (i.e., the National Association for the 6.1.12.A.6.c Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local X
governmental policies. Determine the role geography played in gaining access to raw 6.1.12.B.6.a materials and finding new global markets to promote trade.
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
6.1.12.B.6.b
6.1.12.C.6.a
6.1.12.C.6.b
6.1.12.C.6.c
D. History, Culture, and Perspectives
6.1.12.D.6.a
6.1.12.D.6.b
6.1.12.D.6.c
X
Compare and contrast issues involved in the struggle between the unregulated development of natural resources and efforts to conserve and protect natural resources during X
the period of industrial expansion. Evaluate the effectiveness of labor and agricultural organizations in improving economic opportunities for X
various groups.
Determine how supply and demand influenced price and X
output during the Industrial Revolution.
Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the development of the X
nation and the lives of individuals.
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and X
urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. Compare and contrast the foreign policies of American presidents during this time period, and analyze how these X
presidents contributed to the United States becoming a world power.
Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (i.e., X
Elizabeth Cady Stanton, Susan B. Anthony, Alice Paul, and Lucy Stone) and the eventual ratification of the 19th Amendment.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
Content Statement
Strand
Indicator #
Indicator
D
O
PU V
SC B ER
L
H IC
O
O
LS
United States involvement in World War I affected A. Civics, Analyze the reasons for the policy of neutrality regarding politics, the economy, and geopolitical relations Government, and 6.1.12.A.7.a World War I, and explain why the United States eventually following the war. Human Rights
entered the war.
Evaluate the impact of government policies designed to promote patriotism and to protect national security during 6.1.12.A.7.b
times of war on individual rights (i.e., the Espionage Act and the Sedition Amendment).
Analyze the Treaty of Versailles and the League of Nations 6.1.12.A.7.c
from the perspectives of different countries.
Explain how global competition by nations for land and B. Geography, 6.1.12.B.7.a
resources led to increased militarism.
People, and the Determine how technological advancements affected the C. Economics, 6.1.12.C.7.a
nature of World War I on land, on water, and in the air.
Innovation, and Assess the immediate and long-­‐term impact of women and Technology
6.1.12.C.7.b African Americans entering the work force in large numbers during World War I.
Evaluate the effectiveness of Woodrow Wilson’s leadership D. History, 6.1.12.D.7.a
during and immediately after World War I. Culture, and Determine the extent to which propaganda, the media, and Perspectives
6.1.12.D.7.b special interest groups shaped American public opinion and American foreign policy during World War I. Analyze the factors contributing to a rise in authoritarian 6.1.12.D.7.c forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I. The 1920s is characterized as a time of social, A. Civics, Relate government policies to the prosperity of the country economic, technological, and political change, as Government, and during the 1920s, and determine the impact of these policies 6.1.12.A.8.a
well as a time of emerging isolationism, racial and Human Rights
on business and the consumer.
social tensions, and economic problems.
Compare and contrast the global marketing practices of 6.1.12.A.8.b United States factories and farms with American public opinion and government policies that favored isolationism.
Relate social intolerance, xenophobia, and fear of anarchists 6.1.12.A.8.c to government policies restricting immigration, advocacy, and labor organizations.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic problems.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
Content Statement
Strand
Indicator #
Indicator
Determine the impact of the expansion of agricultural 6.1.12.B.8.a production into marginal farmlands and other ineffective agricultural practices on people and the environment.
6.1.12.C.8.a Analyze the push-­‐pull factors that led to the Great Migration.
Relate social, cultural, and technological changes in the 6.1.12.C.8.b interwar period to the rise of a consumer economy and the changing role and status of women.
Explain why the Great Migration led to heightened racial D. History, 6.1.12.D.8.a tensions, restrictive laws, a rise in repressive organizations, Culture, and and an increase in violence.
Perspectives
Assess the impact of artists, writers, and musicians of the 6.1.12.D.8.b 1920s, including the Harlem Renaissance, on American culture and values.
A. Civics, Analyze how the actions and policies of the United States Government, and 6.1.12.A.9.a government contributed to the Great Depression.
Human Rights
B. Geography, Determine how agricultural practices, overproduction, and 6.1.12.B.9.a the Dust Bowl intensified the worsening economic situation People, and the Environment
during the Great Depression.
Explain how government can adjust taxes, interest rates, and C. Economics, 6.1.12.C.9.a spending and use other policies to restore the country’s Innovation, and economic health.
Technology
D
O
PU V
SC B ER
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O
O
LS
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society.
Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy. Explain the interdependence of various parts of a market 6.1.12.C.9.c economy (i.e., private enterprise, government programs, and the Federal Reserve System).
Compare and contrast the causes and outcomes of the stock 6.1.12.C.9.d market crash in 1929 and other periods of economic instability.
Explore the global context of the Great Depression and the 6.1.12.D.9.a
reasons for the worldwide economic collapse. 6.1.12.C.9.b
D. History, Culture, and Perspectives
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
X
X
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
D. History, Strand
Culture, and Perspectives
Content Statement
Indicator #
Indicator
Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities. A. C
ivics, Evaluate the arguments regarding the role of the federal Aimed at recovery, relief, and reform, New
6.1.12.A.10.a government during the New Deal era.
Government, a
nd Deal programs had a lasting impact on the
Human Rights
expansion of the role of the national
Assess the effectiveness of governmental policies enacted 6.1.12.A.10.b during the New Deal period (i.e., the FDIC, NLRB, and Social government in the economy.
Security) in protecting the welfare of individuals.
Explain how key individuals, including minorities and women 6.1.12.A.10.c (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.
B. Geography, Assess the effectiveness of New Deal programs designed to People, and the 6.1.12.B.10.a
protect the environment.
Environment
Evaluate the effectiveness of economic regulations and C. Economics, Innovation, and 6.1.12.C.10.a standards established during this time period in combating the Great Depression.
Technology
Compare and contrast the economic ideologies of the two 6.1.12.C.10.b major political parties regarding the role of government during the New Deal and today.
Analyze how other nations responded to the Great D. History, 6.1.12.D.10.a
Depression.
Culture, and Compare and contrast the leadership abilities of Franklin Perspectives
6.1.12.D.10.b
Delano Roosevelt and those of past and recent presidents.
Explain how key individuals, including minorities and women 6.1.12.D.10.c (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.
Determine the extent to which New Deal public works and 6.1.12.D.10.d
arts programs impacted New Jersey and the nation. Evaluate the effectiveness of international agreements The United States participated in World War A. Civics, Government, and following World War I (e.g., League of Nations, Treaty of II as an Allied force to prevent military
6.1.12.A.11.a Versailles, Washington Naval Conference, Kellogg-­‐ Briand Human Rights
conquests by Germany, Italy, and Japan.
Pact) in preventing international disputes during the 1920s and 1930s.
D
O
PU V
SC B ER
L
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O
O
LS
6.1.12.D.9.b
Domestic and military policies during
World War II continued to deny equal rights
to African Americans, Asian Americans,
and women.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that Standard
The United States participated in World War A. Civics, reflect fundamental rights and core democratic values as productive citizens in local, national, and Government, and II as an Allied force to prevent military
global communities. Human Rights
conquests by Germany, Italy, and Japan.
Content Statement
Strand
Domestic and military policies during
World War II continued to deny equal rights
to African Americans, Asian Americans,
and women.
Indicator #
Indicator
Compare and contrast different perspectives about
how the United States should respond to aggressive
6.1.12.A.11.b
policies and actions taken by other nations at this
time.
D
O
PU V
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O
O
LS
Determine if American policies regarding Japanese 6.1.12.A.11.c internment and actions against other minority groups were a denial of civil rights. Analyze the decision to use the atomic bomb and the 6.1.12.A.11.d
consequences of doing so.
Assess the responses of the United States and other nations 6.1.12.A.11.e to the violation of human rights that occurred during the Holocaust and other genocides. B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
6.1.12.B.11.a
Explain the role that geography played in the development of military strategies and weaponry in World War II.
Evaluate the shift in economic resources from the production 6.1.12.C.11.a of domestic to military goods during World War II in terms of opportunity costs and trade-­‐offs, and analyze the impact of the post-­‐war shift back to domestic production.
Relate new wartime inventions to scientific and technological 6.1.12.C.11.b
advancements in the civilian world.
6.1.12.D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II. Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New 6.1.12.D.11.b
Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II. Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed 6.1.12.D.11.c
a strong sense of nationalism despite the discrimination they experienced in the military and workforce.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
D. History, Culture, and Perspectives
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
Content Statement
Strand
Indicator #
Indicator
Compare the varying perspectives of victims, survivors, 6.1.12.D.11.d bystanders, rescuers, and perpetrators during the Holocaust.
D
O
PU V
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O
O
LS
6.1.12.D.11.e
Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.
Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War. Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.
Explain how the Arab-­‐Israeli conflict influenced American foreign policy. Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.
Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.
Assess the impact of agricultural innovation on the world economy.
Analyze how scientific advancements impacted the national and global economies and daily life.
Assess the role of the public and private sectors in promoting economic growth and ensuring economic stability.
Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and foreign policy for over forty years.
A. Civics, Government, and 6.1.12.A.12.a
Human Rights
6.1.12.A.12.b
6.1.12.A.12.c
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
6.1.12.B.12.a
6.1.12.C.12.a
6.1.12.C.12.b
6.1.12.C.12.c
6.1.12.C.12.d
D. History, Culture, and Perspectives
Analyze the impact of American governmental policies on 6.1.12.D.12.a independence movements in Africa, Asia, the Caribbean, and the Middle East. U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
X
Standard
Content Statement
D. History, Culture, and Strand
Perspectives
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Indicator #
6.1.12.D.12.b
6.1.12.D.12.c
Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.
Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.
Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.
Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War.
Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.
Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.
D
O
PU V
SC B ER
L
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O
O
LS
6.1.12.D.12.d
Indicator
6.1.12.D.12.e
The Civil Rights movement marked a period of A. Civics, social turmoil and political reform, resulting in the Government, and 6.1.12.A.13.a
expansion of rights and opportunities for individuals Human Rights
and groups previously discriminated against.
6.1.12.A.13.b
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
Determine the extent to which changes in national policy 6.1.12.A.13.c after 1965 impacted immigration to New Jersey and the United States.
Determine the factors that led to migration from American 6.1.12.B.13.a cities to suburbs in the 1950s and 1960s, and describe how this movement impacted cities.
Evaluate the effectiveness of environmental movements and 6.1.12.B.13.b their influence on public attitudes and environmental protection laws.
Explain how individuals and organizations used economic 6.1.12.C.13.a measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Standard
C. Economics, Innovation, and Strand
Technology
Content Statement
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Indicator #
6.1.12.C.13.b
Evaluate the effectiveness of economic policies that sought to combat post-­‐World War II inflation.
Evaluate the effectiveness of social legislation that was enacted to end poverty in the 1960s and today by assessing the economic impact on the economy (e.g., inflation, recession, taxation, deficit spending, employment, education).
Relate American economic expansion after World War II to increased consumer demand.
Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies. Analyze the successes and failures of women’s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.
Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.
Explain why the Peace Corps was created and how its role has evolved over time.
Relate the changing role of women in the labor force to changes in family structure.
Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.
Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies.
U.S I U.S. II WHC Elec
X
X
D
O
PU V
SC B ER
L
H IC
O
O
LS
6.1.12.C.13.c
Indicator
6.1.12.C.13.d
D. History, Culture, and Perspectives
6.1.12.D.13.a
6.1.12.D.13.b
6.1.12.D.13.c
6.1.12.D.13.d
6.1.12.D.13.e
6.1.12.D.13.f
Differing views on government’s role in social and economic issues led to greater partisanship in government decision making.
The increased economic prosperity and opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.
Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.
A. Civics, Government, and 6.1.12.A.14.a
Human Rights
6.1.12.A.14.b
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Differing views on government’s role in social and Standard
economic issues led to greater partisanship in government decision making.
The increased economic prosperity and Content Statement
opportunities experienced by many masked growing tensions and disparities experienced by some individuals and groups.
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape A. Civics, the American heritage. Such knowledge and skills enable students to make informed decisions that Government, and reflect fundamental rights and core democratic values as productive citizens in local, national, and Human Rights
global communities. Strand
Indicator #
Indicator
U.S I U.S. II WHC Elec
Assess the merit and effectiveness of recent legislation in addressing the health, welfare, and citizenship status of 6.1.12.A.14.c
individuals and groups.
Analyze the conflicting ideologies and actions of political 6.1.12.A.14.d parties regarding spending priorities, the role of government in the economy, and social reforms.
Evaluate the effectiveness and fairness of the process by 6.1.12.A.14.e which national, state, and local officials are elected and vote on issues of public concern.
Determine the extent to which nongovernmental 6.1.12.A.14.f organizations, special interest groups, third party political groups, and the media affect public policy.
Analyze the impact of community groups and state policies 6.1.12.A.14.g that strive to increase the youth vote (i.e., distribution of voter registration forms in high schools).
Assess the effectiveness of government policies in balancing 6.1.12.A.14.h the rights of the individual against the need for national security.
Determine the impact of recent immigration and migration 6.1.12.B.14.a patterns in New Jersey and the United States on demographic, social, economic, and political issues.
Analyze how regionalization, urbanization, and 6.1.12.B.14.b suburbanization have led to social and economic reform movements in New Jersey and the United States.
Evaluate the impact of individual, business, and government decisions and actions on the environment, and assess the 6.1.12.B.14.c
efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.
Analyze the use of eminent domain in New Jersey and the 6.1.12.B.14.d
United States from a variety of perspectives.
Use economic indicators to evaluate the effectiveness of 6.1.12.C.14.a state and national fiscal (i.e., government spending and taxation) and monetary (i.e., interest rates) policies. D
O
PU V
SC B ER
L
H IC
O
O
LS
Immigration, educational opportunities, and social interaction have led to the growth of a multicultural society with varying values and perspectives.
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Standard
Content Statement
C. Economics, Innovation, and Strand
Technology
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Indicator #
6.1.12.C.14.b
6.1.12.C.14.c
6.1.12.C.14.d
D. History, Culture, and Perspectives
6.1.12.D.14.a
6.1.12.D.14.b
Indicator
Judge to what extent government should intervene at the local, state, and national levels on issues related to the economy. Analyze economic trends, income distribution, labor participation (i.e., employment, the composition of the work force), and government and consumer debt and their impact on society.
Relate the changing manufacturing, service, science, and technology industries and educational opportunities to the economy and social dynamics in New Jersey. Determine the relationship between United States domestic and foreign policies.
Assess the effectiveness of actions taken to address the causes of continuing urban tensions and violence. 6.1.12.D.14.c Determine the impact of the changing role of labor unions on the economy, politics, and employer-­‐employee relationships.
Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities 6.1.12.D.14.d
have met their goals of equality in the workplace, politics, and society.
Evaluate the role of religion on cultural and social mores, 6.1.12.D.14.e
public opinion, and political decisions.
Determine the influence of multicultural beliefs, products 6.1.12.D.14.f (i.e., art, food, music, and literature), and practices in shaping contemporary American culture.
The United States has used various methods to A. Civics, Analyze the factors that led to the fall of communism in achieve foreign policy goals that affect the global Government, and Eastern European countries and the Soviet Union, and 6.1.12.A.15.a determine how the fall influenced the global power balance of power, national security, other national Human Rights
interests, and the development of democratic structure. societies.
Determine the effectiveness of the United States in pursuing 6.1.12.A.15.b national interests while also attempting to address global political, economic, and social problems.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
The United States has used various methods to A. Civics, achieve foreign policy goals that affect the global Government, and balance of power, national security, other national Human Rights
Standard
interests, and the development of democratic societies.
Content Statement
Strand
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Indicator #
Indicator
Evaluate the role of diplomacy in developing peaceful 6.1.12.A.15.c relations, alliances, and global agreements with other nations.
Assess the impact of the arms race and the proliferation of 6.1.12.A.15.d nuclear weapons on world power, security, and national foreign policy. Analyze the impact of United States support for the policies 6.1.12.A.15.e and actions of the United Nations and other international organizations.
Evaluate the effectiveness of United States policies and 6.1.12.A.15.f actions in supporting the economic and democratic growth of developing nations.
Evaluate the effectiveness of the United States government’s 6.1.12.B.15.a efforts to provide humanitarian assistance during international natural disasters and times of crises.
Relate the role of America’s dependence on foreign oil to its 6.1.12.C.15.a
economy and foreign policy.
Assess economic priorities related to international and 6.1.12.C.15.b
domestic needs, as reflected in the national budget.
Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United 6.1.12.D.15.a Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.
Compare the perspectives of other nations and the United 6.1.12.D.15.b
States regarding United States foreign policy.
Explain how and why religious tensions and historic differences in the Middle East have led to international 6.1.12.D.15.c
conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions. Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, 6.1.12.D.15.d
and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard
Content Statement
Strand
Indicator #
Scientific and technological changes have
dramatically affected the economy, the
nature of work, education, and social
interactions.
A. Civics, Examine the impact of media and technology on political and Government, and social issues in a global society.
6.1.12.A.16.a
Human Rights
6.1.12.A.16.b
6.1.12.A.16.c
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
6.1.12.B.16.a
6.1.12.C.16.a
6.1.12.C.16.b
6.1.12.C.16.c
D. History, Culture, and Perspectives
6.1.12.D.16.a
6.1.12.D.16.b
6.1.12.D.16.c
Indicator
Analyze government efforts to address intellectual property rights, personal privacy, and other ethical issues in science, medicine, and business that arise from the global use of new technologies. Assess from various perspectives the effectiveness with which the United States government addresses economic issues that affect individuals, business, and/or other countries.
Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources. Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.
Predict the impact of technology on the global workforce and on entrepreneurship.
Assess the impact of international trade, global business organizations, and overseas competition on the United States economy and workforce.
Analyze the impact of American culture on other world cultures from multiple perspectives. Explain how and why technology is transforming access to education and educational practices worldwide.
Determine past and present factors that led to the widening of the gap between the rich and poor, and evaluate how this has affected individuals and society.
U.S I U.S. II WHC Elec
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Standard
Content Statement
The methods of and motivations for exploration and conquest resulted in increased global interactions, differing patterns of trade, colonization, and conflict among nations.
Strand
Indicator #
Indicator
A. Civics, Compare and contrast the motivations for and methods by Government, and which various empires (e.g., Ming, Qing, Spanish, Mughal, 6.2.12.A.1.a
Human Rights
Ottoman) expanded, and assess why some were more effective than others in maintaining control of their empires.
Explain major changes in world political boundaries between B. Geography, 1450 and 1770, and assess the extent of European political People and the Colonization was inspired by the desire to have 6.2.12.B.1.a
and military control in Africa, Asia, and the Americas by the Environment access to resources and markets, often at the mid-­‐18th century.
expense of the indigenous culture, population, and Determine the role of natural resources, climate, and environment.
6.2.12.B.1.b topography in European exploration, colonization, and settlement patterns.
C. Economics, Compare and contrast the economic policies of China and Innovation, and Japan, and determine the impact these policies had on 6.2.12.C.1.a
Technology growth, the desire for colonies, and the relative positions of China and Japan within the emerging global economy.
Trace the movement of essential commodities (e.g., sugar, 6.2.12.C.1.b cotton) from Asia to Europe to America, and determine the impact trade on the New World’s economy and society.
Assess the role of mercantilism in stimulating European 6.2.12.C.1.c
expansion through trade, conquest, and colonization.
Determine the effects of increased global trade and the 6.2.12.C.1.d importation of gold and silver from the New World on inflation in Europe, Southwest Asia, and Africa.
Determine the extent to which various technologies, (e.g., printing, the marine compass, cannonry, Arabic numerals) 6.2.12.C.1.e derived from Europe’s interactions with Islam and Asia provided the necessary tools for European exploration and conquest.
D. History, Demonstrate an understanding of pre-­‐agricultural and post-­‐
6.2.12.D.1.a
Culture, and agricultural periods in terms of relative length of time. Describe how the development of both written and Perspectives
6.2.12.D.1.b unwritten languages impacted human understanding, development of culture, and social structure
Explain how archaeological discoveries are used to develop 6.2.12.D.1.c
and enhance understanding of life prior to written records.
US I
US II
WHC
X
X
X
X
X
X
X
X
X
X
X
Electives
Standard
D. History, Culture, and Perspectives
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Content Statement
Strand
Indicator #
6.2.12.D.1.d
6.2.12.D.1.e
6.2.12.D.1.f
Ideas developed during the Renaissance, Scientific A. Civics, Revolution, Reformation, and Enlightenment led to Government, and 6.2.12.A.2.a
political, economic, and cultural changes that have Human Rights
had a lasting impact.
6.2.12.A.2.b
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
6.2.12.B.2.a
6.2.12.C.2.a
6.2.12.D.2.a
6.2.12.D.2.b
6.2.12.D.2.c
6.2.12.D.2.d
Indicator
Explain how the new social stratification created by voluntary and coerced interactions among Native Americans, Africans, and Europeans in Spanish colonies laid the foundation for conflict.
Assess the impact of economic, political, and social policies and practices regarding African slaves, indigenous peoples, and Europeans in the Spanish and Portuguese colonies.
Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.
Compare the principle ideas of the Enlightenment in Europe (e.g., political, social, gender, education) with similar ideas in Asia and the Muslim empires of the Middle East and North Africa.
Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe (i.e., the French absolute monarchy and the English limited monarchy).
Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World.
Relate the development of more modern banking and financial systems to European economic influence in the world.
Determine the factors that led to the Renaissance, the significance of the location of the Italian city-­‐states as the center of the Renaissance, and the impact on the arts.
Determine the factors that led to the Reformation and the impact on European politics. Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.
Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed themselves and how they viewed their physical and spiritual worlds.
US I
US II
WHC
X
X
X
X
X
X
X
X
X
X
X
Electives
D. History, Culture, and Perspectives
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Standard
Content Statement
Strand
Indicator #
Indicator
US I
Assess the impact of the printing press and other technologies developed on the dissemination of ideas.
Discontent with prevailing economic, political, and A. Civics, Explain how and why various ideals (e.g., liberty, popular social conditions was the impetus for change, which Government, and sovereignty, natural rights, democracy, nationalism) became resulted in revolution or reform.
Human Rights
driving forces for reforms and revolutions, their influence on 6.2.12.A.3.a
Latin American independence movements, and evaluate their The Industrial Revolution was a consequence of impact on government, society, and economic opportunities.
technological innovation and expanding economic Relate the responses of various governments to pressure for activity and markets, resulting in massive 6.2.12.A.3.b self-­‐government or self-­‐determination to subsequent reform population movement, urbanization, and the or revolution.
development of complex economic systems.
Analyze the relationship between industrialization and the 6.2.12.A.3.c rise of democratic and social reforms, including the Industrialized nations embarked on a competitive expansion of parliamentary governmen
race for global resources and markets, resulting in Compare and contrast the struggles for women’s suffrage the establishment of political and economic control and workers’ rights in Europe and North America, and over large regions of the world that had a lasting 6.2.12.A.3.d
evaluate the degree to which each movement achieved its impact.
goals. Analyze the motives for and methods by which European nations, Japan, and the United States expanded their 6.2.12.A.3.e
imperialistic practices in Africa and Asia during this era, and evaluate the impact of these actions on their relations. Assess the impact of imperialism by comparing and B. Geography, People, and the 6.2.12.B.3.a contrasting the political boundaries of the world in 1815 and X
1914. Environment
Relate the role of geography to the spread of independence 6.2.12.B.3.b
movements in Latin America.
Analyze interrelationships among the “agricultural C. Economics, X
Innovation, and 6.2.12.C.3.a revolution,” population growth, industrialization, specialization of labor, and patterns of land-­‐holding
Technology
Analyze interrelationships among the Industrial Revolution, 6.2.12.C.3.b nationalism, competition for global markets, imperialism, and X
natural resources.
US II
6.2.12.D.2.e
WHC
X
X
X
X
X
X
X
X
X
X
X
Electives
Standard
C. Economics, Innovation, and Technology
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Content Statement
Strand
Indicator #
Indicator
US I
Compare the characteristics of capitalism, communism, and 6.2.12.C.3.c socialism to determine why each system emerged in different X
world regions.
Determine how, and the extent to which, scientific and technological changes, transportation, and new forms of 6.2.12.C.3.d
X
energy brought about massive social, economic, and cultural changes. Compare the impact of imperialism on economic development in Africa, Asia, and Latin America regarding 6.2.12.C.3.e
X
barriers or opportunities for future development and political independence.
Explain how individuals and groups promoted revolutionary D. History, 6.2.12.D.3.a
X
actions and brought about change during this time period.
Culture, and Explain how industrialization and urbanization affected class Perspectives
6.2.12.D.3.b structure, family life, the daily lives of men, women, and X
children, and the environment.
Compare and contrast China’s and Japan’s views of and responses to imperialism, and determine the effects of 6.2.12.D.3.c
X
imperialism on the development and prosperity of each country in the 20th century. Analyze the extent to which racism was both a cause and 6.2.12.D.3.d consequence of imperialism, and evaluate the impact of X
imperialism from multiple perspectives. Analyze the impact of the policies of different European 6.2.12.D.3.e colonizers on indigenous societies, and explain the responses X
of these societies to imperialistic rule.
Explain the differences between socialism, communism, and Nationalism, imperialism, industrialization, and A. Civics, X
militarism contributed to an increase in economic Government, and 6.2.12.A.4.a fascism and explain the reasons for their spread in Europe and Asia.
and military competition among European nations, Human Rights
Compare the rise of nationalism in China, Turkey, and India.
the Ottoman Empire, and Japan, and led to World 6.2.12.A.4.b
War I.
Analyze the motivations, causes, and consequences of the 6.2.12.A.4.c genocides of Armenians, Roma (gypsies), and Jews, as well as The failure of the Treaty of Versailles, the impact of the mass exterminations of Ukrainians and Chinese. the global depression, and the expansionist policies and actions of Axis nations are viewed as major factors that resulted in World War II.
World Wars I and II were "total wars" in which US II
WHC
Electives
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Nationalism, imperialism, industrialization, and A. Civics, militarism contributed to an increase in economic Government, and and military competition among European nations, Human Rights
Standard
the Ottoman Empire, and Japan, and led to World War I.
The failure of the Treaty of Versailles, the impact of Content Statement
the global depression, and the expansionist policies Strand
and actions of Axis nations are viewed as major factors that resulted in World War II.
B. Geography, People, and the World Wars I and II were "total wars" in which Environment
nations mobilized entire populations and economies and employed new military tactics that resulted in unprecedented death and destruction, as well as drastic changes in political boundaries.
World Wars I and II challenged economic and political power structures and gave rise to a new balance of power in the world.
Economic, technological, and military power and bureaucracies have been used by nations to deliberately and systematically destroy ethnic/racial, political, and cultural groups.
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Indicator #
Indicator
US I
Assess government responses to incidents of ethnic cleansing 6.2.12.A.4.d and genocide.
Determine the geographic impact of World War I by 6.2.12.B.4.a comparing and contrasting the political boundaries of the X
world in 1914 and 1939. Determine how geography impacted military strategies and 6.2.12.B.4.b
major turning points during World War II.
Explain how the disintegration of the Ottoman empire and 6.2.12.B.4.c the mandate system led to the creation of new nations in the Middle East. Explain the intended and unintended consequences of new 6.2.12.B.4.d national boundaries established by the treaties that ended World War II.
Analyze government responses to the Great Depression and their consequences, including the growth of fascist, socialist, 6.2.12.C.4.a
and communist movements and the effects on capitalist economic theory and practice. Compare and contrast World Wars I and II in terms of technological innovations (i.e., industrial production, 6.2.12.C.4.b scientific research, war tactics) and social impact (i.e., X
national mobilization, loss of life, and destruction of property). Assess the short-­‐ and long-­‐term demographic, social, economic, and environmental consequences of the violence X
6.2.12.C.4.c and destruction of the two World Wars.
Analyze the ways in which new forms of communication, transportation, and weaponry affected relationships between X
governments and their citizens and bolstered the power of 6.2.12.C.4.d new authoritarian regimes during this period.
Analyze the extent to which nationalism, industrialization, 6.2.12.D.4.a territory disputes, imperialism, militarism, and alliances led X
to World War I.
Analyze the Treaty of Versailles and the League of Nations 6.2.12.D.4.b
X
from the perspectives of different nations.
US II
X
WHC
Electives
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Standard
D. History, Culture, and Perspectives
Content Statement
Strand
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Indicator #
Indicator
US I
Assess the causes of revolution in the 20th century (i.e., in 6.2.12.D.4.c Russia, China, India, and Cuba), and determine the impact on global politics.
Analyze the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts, 6.2.12.D.4.d
X
imperialism, and traditional political or economic rivalries caused World War II.
Compare how Allied countries responded to the expansionist 6.2.12.D.4.e
X
actions of Germany and Italy.
Explain the role of colonial peoples in the war efforts of the 6.2.12.D.4.f
X
Allies and the Central/Axis Powers in both World Wars. Analyze the role of racial bias, nationalism, and propaganda 6.2.12.D.4.g
X
in mobilizing civilian populations in support of “total war”.
Assess the extent to which world war, depression, nationalist ideology, communism, and liberal democratic ideals X
contributed to the emergence of movements for national self-­‐
6.2.12.D.4.h rule or sovereignty in Africa and Asia. Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-­‐term 6.2.12.D.4.i consequences of genocide for all involved.
Analyze how the social, economic, and political roles of X
6.2.12.D.4.j women were transformed during this time period.
Assess the cultural impact of World War I, the Great Depression, and World War II by analyzing the values and X
6.2.12.D.4.k social ideas in the arts.
Decolonization, the emergence of new independent A. Civics, Explain how and why differences in ideologies and policies nations, and competing ideologies changed the Government, and between the United States and the USSR resulted in a cold political landscape and national identities of those Human Rights
war, the formation of new alliances (e.g., NATO, SEATO, 6.2.12.A.5.a
involved, and sometimes included military Warsaw Pact), and periodic military clashes (e.g., Korean confrontations and violations of human rights.
War, conflicts in the Middle East).
International migration and scientific and technological improvements in the second half of the 20th century resulted in an increasingly global economy and society that are challenged by limited natural resources.
Analyze the structure and goals of the United Nations and evaluate the organization’s ability to solve or mediate 6.2.12.A.5.b international conflicts.
US II
WHC
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Electives
X
Decolonization, the emergence of new independent A. Civics, nations, and competing ideologies changed the Government, and political landscape and national identities of those Human Rights
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically involved, and sometimes included military and systematically about how past interactions of people, cultures, and the environment affect issues Standard and violations of human rights.
confrontations across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
International migration and scientific and technological improvements in the second half of Content Indicator #
Indicator
US I US II WHC Electives
the 20th Sctatement
entury resulted in an increasingly global Strand
Explain how World War II led to aspirations for self-­‐
economy and society that are challenged by limited determination, and compare and contrast the methods used natural resources.
6.2.12.A.5.c
X
X
by African and Asian countries to achieve independence.
6.2.12.A.5.d
6.2.12.A.5.e
B. Geography, People, and the Environment
6.2.12.B.5.a
6.2.12.B.5.b
6.2.12.B.5.c
6.2.12.B.5.d
6.2.12.B.5.e
C. Economics, Innovation, and Technology
6.2.12.C.5.a
6.2.12.C.5.b
6.2.12.C.5.c
6.2.12.C.5.d
Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-­‐Herzegovina, Somalia, Sudan), and evaluate the responsibilities of the world community in response to such events.
Assess the progress of human and civil rights around the world since the 1948 U.N. Declaration of Human Rights. Determine the impact of geography on decisions made by the Soviet Union and the United States to expand and protect their spheres of influence.
Analyze the reasons for the Cold War and the collapse of the Soviet Union, and evaluate the impact of these events on changing national boundaries in Eastern Europe and Asia.
Determine the impact of migration on the way of life (e.g., social, economic, and political structures) in countries of X
origin and in adopted countries.
Analyze post-­‐independence struggles in South Asia, including the struggle over the partitioning of the subcontinent into India and Pakistan, as well as later tensions over Kashmir.
Assess the role of boundary disputes and limited natural resources as sources of conflict.
Explain how and why Western European countries and Japan achieved rapid economic recovery after World War II. Compare and contrast free market capitalism, Western European democratic socialism, and Soviet communism.
Assess the impact of the international arms race, the space race, and nuclear proliferation on international politics from multiple perspectives.
Determine the challenges faced by developing nations in their efforts to compete in a global economy.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
C. Economics, Innovation, and Technology
Standard
Content Statement
Strand
D. History, Culture, and Perspectives
Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Indicator #
Indicator
US I
Assess the reasons for and consequences of the growth of X
6.2.12.C.5.e communism and shift toward a market economy in China. Assess the impact of the European Union on member nations 6.2.12.C.5.f
and other nations.
Evaluate the role of the petroleum industry in world politics, 6.2.12.C.5.g
the global economy, and the environment.
Relate the lingering effects of colonialism to the efforts of 6.2.12.D.5.a Latin American, African, and Asian nations to build stable economies and national identities.
Assess the impact of Gandhi’s methods of civil disobedience 6.2.12.D.5.b and passive resistance in India, and determine how his methods were later used by people from other countries.
Assess the influence of television, the Internet, and other 6.2.12.D.5.c forms of electronic communication on the creation and X
diffusion of cultural and political information, worldwide. Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, 6.2.12.D.5.d and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.
A. Civics, 6.2.12.A.6.a Evaluate the role of international cooperation and Government, and multinational organizations in attempting to solve global Human Rights
issues. Analyze the relationships and tensions between national sovereignty and global interest in matters such as territory, X
economic development, use of natural resources, and human 6.2.12.A.6.b rights. Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and X
6.2.12.A.6.c societies.
Assess the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, X
6.2.12.A.6.d territorial, religious, and/or nationalist differences.
US II
WHC
Electives
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Technological innovation, economic interdependence, changes in population growth, migratory patterns, and the development, distribution, and use of natural resources offer challenges and opportunities that transcend regional and national borders.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible citizens.
Standard
Content Statement
Strand
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
Indicator #
6.2.12.B.6.a
6.2.12.C.6.a
6.2.12.C.6.b
6.2.12.C.6.c
6.2.12.C.6.d
History, Culture, and Perspectives
6.2.12.D.6.a
Indicator
US I
Determine the global impact of increased population growth, migration, and changes in urban-­‐rural populations on natural X
resources and land use.
Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances X
and social inequalities.
Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources. Assess the role government monetary policies, central banks, international investment, and exchange rates play in maintaining stable regional and global economies.
Determine how the availability of scientific, technological, and medical advances impacts the quality of life in different countries.
Assess the role of increased personal and business electronic communications in creating a “global” culture, and evaluate X
the impact on traditional cultures and values.
US II
WHC
Electives
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Standard
Content Statement
Strand
Active citizens in the 21st century: A. Civics, • Determine the credibility and value of Government, and information, while also considering Human Rights
context, point of view, and multiple perspectives.
• Analyze sources of prejudice and discrimination and propose solutions to eliminate them.
• Collaboratively evaluate possible solutions to problems and conflicts that B. Geography, People and the arise in an interconnected world.
• Critically analyze information, make Environment ethical judgments, and responsibly address controversial issues.
• Communicate through rational and C. Economics, persuasive written and oral arguments Innovation, and Technology to present solutions to controversial issues.
• Make informed and reasoned decisions and accept responsibility for D. History, the consequences of their actions Culture, and and/or inactions.
• Take actions that result in a more just Perspectives
and equitable society.
Indicator #
Indicator
US I
Develop a plan for public accountability and transparency in government related to a particular 6.3.12.A.1
issue(s) and share the plan with appropriate government officials. Compare current case studies involving slavery, child labor, or other unfair labor practices in the United 6.3.12.A.2 States with those of other nations, and evaluate the X
extent to which such problems are universal.
Collaborate with students from other countries to develop possible solutions to an issue of 6.3.12.B.1 environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.
Participate in a simulated meeting (e.g., President's Council, World Bank, International Monetary Fund (IMF)), research evidence from multiple sources 6.3.12.C.1
X
about an economic problem, (e.g., inflation, unemployment, deficit), and develop a plan of action.
Analyze the impact of current governmental 6.3.12.D.1 practices and laws affecting national security and/or X
individual civil rights/ privacy.
Analyze a current foreign policy issue by considering X
current and historical perspectives, examining 6.3.12.D.2 strategies, and presenting possible actions.
US II
X
WHC
Electives
X
X
X
X
X
X
X
X
X
X
X
X
X
AP US History
SOCIAL STUDIES DEPARTMENT
Duration
1920s US
23
Great Depression
and The New Deal
23
World War II
23
The Cold War
22
Civil Rights
22
1960s and The
Vietnam War
23
Pacing Guide
Unit
AP US History
Social Studies Department
Duration
1970s
22
1980s and Modern
America
22
Pacing Guide
Unit