Unit 1: The Gilded Age
Lessons:
Railroads and Invention Transform the Nation
Industrial Complexity v Agrarian Simplicity
The Settling of the West
The Lost Presidents
Unit 2: American Imperialism
Lessons:
The Spanish American War and the Philippines
Roosevelt and Panama
Unit 3: Progressivism
Lessons:
Populism and Civil Rights
Theodore Roosevelt as Progressive
Woodrow Wilson as Progressive
th
th
th
th
The 16 , 17 , 18 and 19 Amendments
Unit 4: World War One
Lessons:
Causes, Strategies, Personalities and Innovations
The War at Home
The Treaty of Versailles Debate
Disillusion and The Lost Generation
Unit 5: The 1920’s
Lessons:
Immigration
Fads, Jazz, Cars, and Radio
The Great Migration and The Great Flood
The Great Bull Market
Unit 6: The Great Depression and The New Deal
Lessons:
Hoover and the Bonus March
FDR and the First 100 Days
Critics of the New Deal
Popular Culture in the 1930’s
Unit 7: World War
Lessons:
American Isolation and Neutrality
FDR and Churchill
Pearl Harbor, Major Battles, Generals, and Diplomacy
The Arsenal of Democracy and Rosie the Riveter
Japanese American Internment and the Holocaust
The Atomic Bomb
Unit 8: The Cold War
Lessons:
The Truman Doctrine and the Marshall Plan
The Berlin Airlift, China and Korea
McCarthyism
The Roots of the Vietnam War
Unit 9: The Fifties in America
Lessons:
Television Changes Everything
The Development of the Suburbs
The Civil Rights Movement Begins Again
The Counter Culture of the 1950’s
Unit 10: Kennedy, Johnson and Nixon
Lessons:
The Bay of Pigs and The Cuban Missile Crisis
The Civil Rights Movement Continues
The Assassination of John Kennedy
Lyndon Johnson and the Great Society
Lyndon Johnson and the Vietnam War
Student Protest and 1968
Richard Nixon, Diplomat
The Rise of Women in Politics and the Break In at Watergate
Unit 11: Ford and Carter
Lessons:
The War in Vietnam ends
A Crippled Economy Panics the Country
Popular Culture in the 1970’s
American Rejects Activist Government
Unit 12: Ronald Reagan
Lessons:
Nationalism Reemerges
Very Different Teams and Terms
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.1 - USII.2
Unit: The Gilded Age
Lesson: Railroads and Inventions Transform the Nation
Essential Questions: What caused and what was the impact of the Industrial Revolution?
Which institutions or individuals played significant roles?
How were American traditions altered by the Industrial Revolution?
Detailed Curriculum Standards
Skills/Objectives
USII.1 Explain the various causes of the
Industrial Revolution. (H, E)
A. the economic impetus provided by the
Civil War
B. important technological and scientific
advances
C. the role of business leaders,
entrepreneurs, and inventors such as
Alexander Graham Bell, Andrew Carnegie,
Thomas Edison, J.P. Morgan, John D.
Rockefeller, and Cornelius Vanderbilt
Resources
After completion of the unit,
students will be able to:
America: Pathways to the Present
Chapter 13
Better explain the aftermath of the
American Civil War as a force for
change in the economic life, social
life and political life of the United
States
Primary Sources, such as
Adam Smith, Wealth of Nations,
The Gospel of Prosperity by Carnegie
Wealth Against the Commonwealth
by Henry Demarest Lloyd
Essays, Photographs, Poetry,
Paintings, Sculpture, and Political
Cartoons
Secondary sources
Teacher generated worksheets,
questions, and study guides
America: Pathways to the Present
resources
Video, Songs, and Power Point
resources
Brooklyn Bridge Video
Freedom: The Story of US
Instructional Strategies
10-2 Summarizing
Processing Partners
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and Report
Graphic Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Study Guides
Write Your Own Best
Test
Relay Summary
Assessments
Observation
Homework
Quizzes
Writing assignment
such as comparing
Carnegie’s position on
wealth to that of critics
of Capitalism. or;
An investigation into
inventions of the late
1800's and their
modern counterparts
Types 1, 2 and 3 Collins
Writing assignments
Summative Unit Test
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Reading Primary
Sources,
Multiple Choice
Question Practice
USII.2 Explain the important consequences
of the Industrial Revolution.
A. the growth of big business
B. environmental impact
C. the expansion of cities
Describe and analyze the impact of:
A. Mass Production
B. Innovation
C. Captains of Industry,
D. Urbanization
E. Working conditions
F. Environment
America: Pathways to the Present
Chapter 13
Primary Sources, Essays, Photographs,
Poetry, Paintings, Sculpture, and
Political Cartoons
Secondary sources
Teacher generated worksheets,
questions, and study guides
America: Pathways to the Present
resources
Video, Songs, and Power Point
resources
Virtual Tour of the NYC Tenement
Museum
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Review of
requirements for
historical writing,
,
Process and apply assigned
readings and to evaluate opposing
viewpoints from multiple sources
Common Core Writing Standards:
Write an argument in a clear voice
1&4
supported in a balanced way by a
range of available evidence
Essential Terms: Andrew Carnegie, John D. Rockefeller, Commodore Vanderbilt, Alexander Graham Bell, John and Washington Roebling, Thomas Edison, George Washington
Carver, Promontory Point Utah, Leland Standford, Credit Mobilier Scandal,
Common Core Literacy Standards:
1, 2,3, 6, & 7
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.3, USII.5
Unit: The Gilded Age
Detailed Curriculum Standards
USII.3 Describe the causes of the
immigration of Southern and Eastern
Europeans, Chinese, Koreans, and
Japanese to America in the late 19th and
early 20th centuries, and describe the
major roles of these immigrants in the
industrialization of America. (H)
Seminal Primary Documents to Read:
Emma Lazarus, “The New Colossus” (1883)
Younghill Kang, East Goes West (1937)
Skills/Objectives
Resources
After completion of the unit,
students will be able to:
America: Pathways to the Present
Chapter 16
Describe the impact of immigration
on city life, industrial growth, the
union movement and American
culture
Emma Lazarus, “The New Colossus”
(1883)
Younghill Kang, East Goes West
(1937)
Primary Sources, Essays, Photographs,
Poetry, Paintings, Sculpture, and
Political Cartoons
Secondary sources
Teacher generated worksheets,
questions, and study guides
America: Pathways to the Present
resources
Video, Songs, and Power Point
resources
Ellis Island –Isle of Hope, Isle of Tears
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Assessments
Observation
Homework
Quizzes
Types 1, 2 and 3 Collins
Writing assignments
Summative Unit Test
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.5 Explain the formation and goals of
unions as well as the rise of radical
political parties during the Industrial era.
(H, E)
A. the Knights of Labor
B. the American Federation of Labor
headed by Samuel Gompers
C. the Populist Party
D. the Socialist Party headed by Eugene
Debs
Articulate the differences between
the major unions and radical
political parties; and be able to
offer examples of their activities
and strategies
America: Pathways to the Present
Chapter 13.3, 13.4, Chapter 14
Pie in the Sky by Joe Hill
Primary Sources, Essays, Photographs,
Poetry, Paintings, Sculpture, and
Political Cartoons
Secondary sources
Teacher generated worksheets,
questions, and study guides
America: Pathways to the Present
resources
Video, Songs, and Power Point
resources
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1, 2,3, 6, & 7
Common Core Writing Standards:
1&4
Essential Terms:
Process and apply assigned
readings and to evaluate opposing
viewpoints from multiple sources
Write historical arguments in a
clear voice supported in a balanced
way by a range of available
evidence
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.4
Unit: The Gilded Age
Detailed Curriculum Standards
USII.4 Analyze the causes of the continuing
westward expansion of the American
people after the Civil War and the impact
of this migration on the Indians. (H)
Skills/Objectives
Resources
After completion of the unit,
students will be able to:
America: Pathways to the Present
Chapter 14
Debate the pros and cons of
westward expansion on all the
parties involved, as well as
understanding the different forces
at work in the process of expansion
and closing of the frontier
Speeches by the Nez Perce Leader
Eyewitness account of Wounded Knee
Battle
The Paintings of Frederick Remington
Buffalo Hunter Diary
Instructional Strategies
Assessments
Lecture and Discussion
Observation
Role Playing
Homework
Guided Reading
and Watching
Quizzes
Group Review and
Reporting
Types 1, 2 and 3 Collins
Writing assignments
Primary Sources, Essays, Photographs,
Poetry, Paintings, Sculpture, and
Political Cartoons
Shared Visual and
Audio Interpretation
Summative Unit Test
Secondary sources
Dialectical Note Taking
Teacher generated worksheets,
questions, and study guides
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
America: Pathways to the Present
resources
Video, Songs, and Power Point
resources
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.6
Unit: American Imperialism
Lessons: The Spanish American War and the Philippines
Roosevelt and Panama
Essential Questions: What motivated McKinley to call for war against Spain?
Who led the opposition to America’s involvement?
Can the Filipino Insurrection be compared to past American wars?
Detailed Curriculum Standards
Skills/Objectives
Resources
Instructional Strategies
Assessments
USII.6 Analyze the causes and course of
America’s growing role in world affairs
from the Civil War to World War I. (H, E)
A. the influence of the ideas associated
with Social Darwinism
B. the purchase of Alaska from Russia
C. America’s growing influence in Hawaii
leading to annexation
D. the Spanish-American War
E. U.S. expansion into Asia under the Open
Door policy
F. President Roosevelt’s Corollary to the
Monroe Doctrine
G. America’s role in the building of the
Panama Canal
H. President Taft’s Dollar Diplomacy
I. President Wilson’s intervention in
Mexico
J. American entry into World War I
After completion of the lesson,
students will be able to:
America: Pathways to the Present
Chapter 17, Chapter 19
Better articulate, discuss and
debate the policy of Imperialism in
connection to prior examples of
American expansion: and to
describe territorial acquisition from
the mid 1860’s to the outbreak of
World War 1.
McKinley‘s War Message
William Jennings Bryan on
Imperialism
The White Man’s Burden by Kipling
The Other White Man’s Burden – by
Ernest Crosby
The Platform of the Anti Imperialist
League
Political Cartoons from a variety of
sources
Primary Sources, Essays, Photographs,
Poetry, Paintings, Sculpture, and
Political Cartoons
Secondary sources
Common Core Literacy Standards:
1,2,3,6 & 8
Teacher generated worksheets,
questions, and study guides
Common Core Writing Standards:
1&4
America: Pathways to the Present
resources
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Observation
Homework
Quizzes
A writing assignment
such as a comparison
of the Spanish
American War to past
examples of American
expansion or a
document based
question on the debate
that surrounded the
Filipino Insurrection or
the Building of the
Panama Canal
Types 1, 2 and 3 Collins
Writing assignments
Summative Unit Test
Essential Terms: Imperialism, Empire, The USS Maine, Emilio Aguinaldo, Alfred Thayer Mahan, John Hay, Yellow Press, William Randolph Hearst, Rough Riders, Admiral Dewey,
Manila, Havana , Open Door Notes, Thomas Reed, Anti Imperialist League.
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.8, USII.9
Unit: Progressivism
th
th
th
th
Lessons: Populism and Civil Rights, Theodore Roosevelt as Progressive, Woodrow Wilson as Progressive, The 16 , 17 , 18 and 19 Amendments
Essential Questions: What were the goals of the reform movements that developed in reaction to industrialization?
Who were the leaders and what were the goals of the turn of the century civil rights movement?
In what ways was Theodore Roosevelt a Progressive?
In what ways was Theodore Roosevelt a Conservative?
How was the Presidency of Woodrow Wilson the high moment of Progressive thought?
Was Wilson a pragmatic politician or a political idealist?
What was the motivation for each of the Constitutional Amendments of the Progressive Era?
Were there unforeseen consequences of any of these amendments?
Detailed Curriculum Standards
Skills/Objectives
Resources
Instructional Strategies
USII.8 Analyze the origins of Progressivism
and important Progressive leaders, and
summarize the major accomplishments of
Progressivism. (H, E)
People
A. Jane Addams
B. William Jennings Bryan
C. John Dewey
D. Robert La Follette
E. President Theodore Roosevelt
F. Upton Sinclair
G. President William H. Taft
H. Ida Tarbell
I. President Woodrow Wilson
Policies
A. bans against child labor
B. the initiative referendum and its recall
C. the Sherman Anti-Trust Act (1890)
D. the Pure Food and Drug Act (1906)
E. the Meat Packing Act (1906)
F. the Federal Reserve Act (1913)
G. the Clayton Anti-Trust Act (1914)
H. the ratification of the Nineteenth
Amendment in 1920
Seminal Primary Documents to Read:
President Theodore Roosevelt, “The New
Nationalism,” speech (1910).
After completion of the lessons,
students will be able to:
America: Pathways to the Present
Chapter 18
Discuss the particulars of the
Progressive age chronologically and
thematically; and to:
Primary Sources including the US
Constitution, excerpts from The
Atlanta Exposition Address, Wilson's
First Inaugural Address, excerpts from
Elihu Root's Experiments in
Government and William Allen
White's, The Old Order Changeth
Excerpts from The Jungle by Upton
Sinclair
Excerpts from How the Other Half
Lives by Jacob RIIs
Excerpts from the Shame of the Cities
by Lincoln Steffens
Photographs by Lewis Hine against
Child Labor
The Children’s Declaration of
Independence (1913)
Describe to the complexity and
contradictions of Theodore
Roosevelt; and to:
Describe and debate domestic
policy during the Presidencies of
William Howard Taft and Woodrow
Wilson: and to:
Describe the obvious and the
unforeseen consequences of the
Constitutional Amendments of the
Progressive Era; and to:
.
Secondary Sources including Edmund
Morris on Theodore Roosevelt, Louis
Achincloss on Woodrow Wilson
America 1900 video
Triangle Shirt Waist Fire – American
Experience
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test on
legislation, debates,
and personalities of the
era
Writing assignments
such as essays on
Progressivism as an
American tradition or
comparing Theodore
Roosevelt's
accomplishments with
those of Woodrow
Wilson, or
Types 1, 2 and 3 Collins
Writing assignments
Super Structures of the World –
Panama Canal
Secondary Sources
Power Point presentation on Lewis
Hine and the advocacy for Child Labor
Laws
USII.9 Analyze the post-Civil War struggles
of African Americans and women to gain
basic civil rights. (H)
A. Carrie Chapman Catt
B. W.E.B. Du Bois
C. Marcus Garvey
D. the National Association for the
Advancement of Colored People (NAACP)
E. Alice Paul
F. Booker T. Washington
Explain the roots of the Civil Rights
Movement in the events and
personalities of the turn of the
century
America: Pathways to the Present
Chapter 12, Chapter 16
"The Talented Tenth" by WEB Dubois
"The Atlanta Exposition Speech" by
Booker T. Washington
The dissent from Plessy v Ferguson by
Justice John Marshall Harlan
Freedom The Story of Us
Iron Jawed Angels
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Essay comparing the
positions of Booker T.
Washington and WEB
DuBois.
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.7, USII.10
Unit: World War One
Lessons: Causes, Strategies, Personalities and Innovations, The War at Home, The Treaty of Versailles Debate, Disillusion and The Lost Generation
Essential Questions: What caused the First World War?
Who were the leading figures of the war years?
What innovations came about because of the war?
How did World War One alter American life at home?
Were new institutions or policies introduced into American life in the war years?
Why was the Treaty of Versailles rejected by the American Senate?
Who led the opposition to the treaty?
What arguments were used by Wilson to gain support for the treaty?
How did America’s intellectual classes react to the war?
How did the politics of the 20’s reflect the ideas of the times?
Detailed Curriculum Standard
Skills/Objectives
Resources
Instructional Strategies
USII.7 Explain the course and significance
of President Wilson’s wartime diplomacy,
including his Fourteen Points, the League
of Nations, and the failure of the Versailles
treaty.
Seminal Primary Documents to Read:
President Woodrow Wilson, “Peace
Without Victory,” speech (1917)
After completion of the lessons,
students will be able to:
America: Pathways to the Present
Chapter 19
Articulate the basic causes and
explain the consequences of the
First World War: and to:
Secondary sources
Articulate the effects of the First
World War on American life and
traditions; and to:
Discuss and debate the rejection of
the Treaty of Versailles by the
American Senate; and to:
Primary Sources such as Helen Keller's
Protest of US Involvement and
President Wilson's War Message to
Congress
The Fourteen Points
Article 10 of the Treaty of Versailles
Video Presentations such as The Lost
Battalion, Peter Jennings, The
Century, and Chronicle on Sacco and
Vanzetti
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
A Later writing
assignment comparing
the First to the Second
World War
Possible Treaty of
Versailles Simulation
Role Play
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.10 Describe how the battle between
traditionalism and modernity manifested
itself in the major historical trends and
events after World War I and throughout
the 1920s.
A. the Boston police strike in 1919
B. the Red Scare and Sacco and Vanzetti
C. racial and ethnic tensions
D. the Scopes Trial and the debate over
Darwin’s On the Origins of Species
E. Prohibition
Articulate the complexity of the
intellectual reaction to the First
World War: also to understand and
explain the political reaction to the
war.
America: Pathways to the Present
Chapter 19
Letters from Bartolomeo Vanzetti and
Nicolo Sacco to Justice Thayer
Fiorello Laguardia on Prohibition
Primary Source on the Boston Police
Strike
Inherit the Wind clip
Freedom the Story of Us
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Research and Oral
Presentations on
Assigned Topics from
the 1920's
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: Essential Terms: Georges Clemenceau, David Lloyd George, Vittorio Orlando, Kaiser Wilhelm, Tsar Nicholas, Archduke Franz Joseph, Nationalism, Militarism,
Imperialism, Trench Warfare, Tanks and Planes, Attrition, Lusitania, Zimmerman Telegram, Neutrality, George Creel, Bernard Baruch, War Industries Board, Committee on Public
Information, Four Minute Men, Schenk V. United States, Eugene V. Debs, Over There, Black Jack Pershing, Rainbow Brigade, Liberty Cabbage, Draft resistance, Red Scare, Palmer
Raids, Ratification, Henry Cabot Lodge, Stroke, Dr. Grayson, Edith Gault Wilson, Barnstorming, Irreconcilables, Compromise, Popular Sovereignty, Article 10, League of Nations,
Normalcy, Warren Harding, Boston Police Strike, Calvin Coolidge, The Jazz Age, Fitzgerald, Hemingway, Harlem Renaissance, Social Darwinism, Tea Pot Dome Scandal
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.11,USII.12,USII.13
Unit: The 1920's
Lessons: The Great Bull Market, The Crash and FDR
Essential Questions: How did popular culture in the 1920’s reflect changes in American society?
What was the impact of technology on society in the 1920’s?
What categorized the economic life of America in the 1920’s?
How did the approach of FDR differ from that of Hoover?
Detailed Curriculum Standard
Skills/Objectives
USII.11 Describe the various causes and
consequences of the global depression of
the 1930s, and analyze how Americans
responded to the Great Depression.
A. restrictive monetary policies
B. unemployment
C. support for political and economic
reform
D. the influence of the ideas of John
Maynard Keynes, and the critique of
centralized economic planning and
management by Ludwig von Mises,
Friedrich von Hayek, and Milton Friedman
Resources
After completion of the lessons,
students will be able to:
America: Pathways to the Present
Chapter 21.3, Chapter 22
Better articulate the qualities that
categorized the economic life of the
country during the 1920’s and
1930's.
Rugged Individualism by Herbert
Hoover
The Commonwealth Club Speech by
Franklin D. Roosevelt
Franklin Roosevelt’s First and Second
Inaugural
Peter Jennings – The Century
Cinderella Man
Seabiscuit
The Grapes of Wrath
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.12 Analyze the important polices,
institutions, and personalities of the New
Deal era. (H)
People
A. President Herbert Hoover
B. President Franklin D. Roosevelt
C. Eleanor Roosevelt
D. Huey Long
E. Charles Coughlin
Policies
A. the establishment of the Federal
Deposit Insurance Corporation
B. the Securities and Exchange
Commission
C. the Tennessee Valley Authority
D. the Social Security Act
E. the National Labor Relations Act
F. the Works Progress Administration
G. the Fair Labor Standards Act
Institutions
A. the American Federation of Labor
B. the Congress of Industrial Organizations
C. the American Communist Party
Describe and debate the responses
of Herbert Hoover and Franklin
Roosevelt to the challenges of the
Great Depression; and to,
Articulate the range of programs
initiated in the New Deal, describe
the short term and long term impact
of those programs on American life,
and debate the alternatives offered
in the moment and thereafter; and
to,
America: Pathways to the Present
Chapter 23
Everyman a King by Governor Huey
Long
Power Point on Alphabet Agencies
Power Point on Pop Cultures
You Tube Clip “American Dream”
Surviving the Dust Bowl
Riding the Rails
Freedom the Story of US
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
USII.13 Explain how the Great Depression
and the New Deal affected American
society.
A. the increased importance of the federal
government in establishing economic and
social policies
B. the emergence of a “New Deal
coalition” consisting of African Americans,
blue-collar workers, poor farmers, Jews,
and Catholics
Common Core Literacy Standards:
Explain and connect impact of the
Depression on the current day
politics and economics.
Promised Land Video
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: Herbert Hoover, Marcus Garvey, Back to Africa Movement, Harlem Renaissance, Langston Hughes, A Philip Randolph, NAACP, Duke Ellington, Cotton Club,
Margin Buying, Pools, Andrew Mellon, Laissez Faire, Stock Manipulation, Selling Short, Al Smith, Joseph Kennedy, The Great Crash, Black Friday, Essential Terms: Anacostia Flats,
General McArthur, Reconstruction Finance Corporation, Unemployment, Hyperinflation, Rugged Individualism, John Maynard Keynes Eleanor Roosevelt, Fireside Chats, Bank
Holiday, CCC, WPA, FDIC, Harry Hopkins, Frances Perkins, Henry Wallace, Dust Bowl, Okies, The Grapes of Wrath, TVA, Huey Long, Charles Coughlin, Frances Townshend, Social
Security, Every Man A King, Supreme Court Packing, Wendell Wilkie, Al Smith, Robert Taft, Herbert Hoover, Gone With the Wind, The Wizard of Oz, Bing Crosby, Radio Serials,
Orson Welles, The 1939 World’s Fair, The Grapes of Wrath, William Faulkner, Paul Robeson, Katherine Hepburn, Marion Anderson, Scottsboro Boys
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.14, USII.15,
Unit: World War Two
Lessons: American Isolation and Neutrality, FDR and Churchill, Pearl Harbor, Major Battles, Generals, and Diplomacy
Essential Questions: What prompted the Japanese to attack Pearl Harbor?
Who was to blame for the scale of the losses at Pearl Harbor?
Who were the Military personnel in positions of greatest authority?
What were the Diplomatic steps taken to create a war plan?
Detailed Curriculum Standard
Skills/Objectives
Resources
USII.14 Explain the strength of American
isolationism after World War I and analyze
its impact on U.S. foreign policy. (H)
After completion of the lessons,
students will be able to:
Describe, discuss and debate
American Foreign policy decisions
in the 1920’s and 1930’s; and to:
America: Pathways to the Present
Chapter 24.4
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.15 Analyze how German aggression in
Europe and Japanese aggression in Asia
contributed to the start of World War II
and summarize the major battles and
events of the war. On a map of the world,
locate the Allied powers (Britain, France,
the Soviet Union, and the United States)
and Axis powers (Germany, Italy, and
Japan).
A. Fascism in Germany and Italy
B. German rearmament and militarization
of the Rhineland
C. Germany’s seizure of Austria and
Czechoslovakia and Germany’s invasion of
Poland
D. Japan’s invasion of China and the Rape
of Nanking
E. Pearl Harbor, Midway, D-Day, Okinawa,
the Battle of the Bulge, Iwo Jima, and the
Yalta and Potsdam conferences
Seminal Primary Documents to Read:
President Franklin Roosevelt, “Four
Freedoms,” speech (1941)
Seminal Primary Documents to Consider:
Describe the military and
diplomatic decisions made by
Franklin Roosevelt and Winston
Churchill in the war years; and to:
Better understand and articulate
the complexity of the military and
diplomatic events of the Second
World War in the European and
Pacific theatres; and to:
America: Pathways to the Present
Chapter 24.1, 24.2, 24.3
President Franklin Roosevelt, “Four
Freedoms,” speech (1941)
Power Point on the Rockwell Four
Freedoms
Power Point on Battles and Military
Leadership
Interactive On Line Pearl Harbor Map
Episode 2 – Day of Days
Episode 9 Band of Brothers
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Justice Robert M. Jackson’s opinion for the
Supreme Court in West Virginia State
Board of Education v. Barnette (1943) and
Learned Hand’s The Spirit of Liberty (1944)
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: McArthur, Eisenhower, Halsey, Doolittle, Cordell Hull, Henry Stimson, Casablanca, Yalta, Potsdam, General Marshall, Tojo, Hirohito, “December 7, 1941”,
Rommel, Patton, El Alamiein, Sicily, Midway, Leyte Gulf, Okinawa, Iwo Jima, Coral Sea, D- Day, Battle of the Bulge,
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.16, USII.17
Unit: World War Two
Lessons: Japanese American Internment and the Holocaust, The Atomic Bomb
Essential Questions: What was the quality of life at home during the Second World War?
How did the role of women change during the war years?
What factors contributed to the decision to intern Japanese Americans?
What did Americans know about the Holocaust and what actions were taken to alleviate the loss of life?
Who conceived, built and deployed the Atomic Bomb?
What were the scientific obstacles to success on this project?
What were the geopolitical consequences of the dropping of the Atomic Bomb?
Detailed Curriculum Standard
Skills/Objectives
Resources
Instructional Strategies
USII.16 Explain the reasons for the
dropping of atom bombs on Japan and
their short and long-term effects. (H)
After completion of the lessons,
students will be able to:
America: Pathways to the Present
Chapter 25
Discuss and debate the building and
the dropping of the Atomic Bomb
on Japan in August 1945.
Einstein’s Letter and other primary
sources concerning the Atomic Bomb
Fog of War
World War Two in Color – Triumph
and Despair
The Twisted Cross
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.17 Explain important domestic events
that took place during the war. (H, E)
A. how war-inspired economic growth
ended the Great Depression
B. A. Philip Randolph and the efforts to
eliminate employment discrimination
C. the entry of large numbers of women
into the workforce
D. the internment of West Coast JapaneseAmericans in the U.S.
Articulate the rapidity of change of
American society during the Second
World War; and to:
Discuss and debate the internment
of Japanese Americans and the
choices of the American
government concerning the
Holocaust
America: Pathways to the Present
Chapter 25
Freedom – The Story of US
Peter Jennings – The Century
Ken Burns – The War
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: League of Their Own, Norman Rockwell’s Four Freedoms, War Bonds, Rationing, Black outs, Third Shifts, West Virginia v. Barnette, Nuremberg Laws, Manzinar,
Racism, Nisei, Korematsu case, Dachau, Buchenwald, Anti Semitism, Israel, Einstein’s Letter, Manhattan Project, Oppenheimer, Groves, Enola Gay, Hiroshima, Nagasaki,
Potsdam, Arms Race, Duck and Cover
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.18 USII.19,
Unit: The Cold War
Lessons: The Truman Doctrine and the Marshall Plan, The Berlin Airlift, China and Korea,
Essential Questions: How did the goals of the United States and the Soviet Union diverge after the Second World War?
What was the American response to the European crisis an d to Soviet expansionism?
Where were some of the crisis spots in the emerging Cold War?
What were the policy options for the United States; which were chosen?
Detailed Curriculum Standard
Skills/Objectives
Resources
USII.18 Analyze the factors that
contributed to the Cold War and describe
the policy of containment as America’s
response to Soviet expansionist policies.
A. the differences between the Soviet and
American political and economic systems
B. Soviet aggression in Eastern Europe
C. the Truman Doctrine, the Marshall Plan,
and NATO
Seminal Primary Documents to Read: The
Truman Doctrine (1947), and George
Kennan, “The Sources of Soviet Conduct”
(1947)
After completion of the lessons,
students will be able to:
America: Pathways to the Present
Chapter 26
Discuss and debate the American
response to Soviet expansionism
after the Second World War; and
to:
The Truman Doctrine (1947), and
George Kennan, “The Sources of
Soviet Conduct” (1947)
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.19 Analyze the sources and, with a
map of the world, locate the areas of Cold
War conflict between the U.S. and the
Soviet Union. (H, G)
A. the Korean War
B. Germany
C. China
D. the Middle East
E. the arms race
F. Latin America
G. Africa
H. the Vietnam War
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Describe specific examples of the
American policy of containment;
Identify those places affected on a
world map.
America: Pathways to the Present
Chapter 26
Review of Geography
themes and skills
Observation
Homework
assignments
Reading Quizzes
A.
B.
C.
D.
E.
F.
Taiwan
Iron Curtain
Berlin
Korea
Iran
Vietnam
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Essential Terms: The Long Telegram, Rhine River, Fall of Berlin, Greek Crisis, Poland, Iron Curtain speech, Red Scare, NATO Peasant Nationalism, International Communism, NSC
68, Inchon Landing, CIA led overthrow of Mohammed Mosaddegh, Insubordination, Mao Zedong, Chiang Kai Shek, Dean Acheson
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.22, USII.23, USII.24
Unit: The Fifties
Lessons: McCarthyism, Television Changes Everything, The Development of the Suburbs,
Essential Questions: How did the advent of television affect family life, political life, and economic life in America?
Who were the shapers of this technology?
What prompted the development of the suburbs?
Were there unintended consequences to this development?
Was there an internal threat to American security in the years following the Second World War?
Who was Senator McCarthy, who were his targets, what were his strategies?
What led to the decline of McCarthy’s influence?
Detailed Curriculum Standard
Skills/Objectives
Resources
USII.22 Analyze the causes and
consequences of important domestic Cold
War trends.
A. economic growth and declining poverty
B. the baby boom
C. the growth of suburbs and homeownership
D. the increase in education levels
E. the development of mass media and
consumerism
After completion of the lessons,
students will be able to:
Explain the short term and long
term impact, socially and politically,
of television; and to:
Explain the short term and long
term impact of population growth
and the development of a suburban
lifestyle; and to:
Discuss and debate the reservations
of a vocal minority to the status
quo in American life as the 1950’s
came to a close.
America: Pathways to the Present
Chapter 27
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
USII.23 Analyze the following domestic
policies of Presidents Truman and
Eisenhower. (H)
A. Truman’s Fair Deal
B. the Taft-Hartley Act (1947)
C. Eisenhower’s response to the Soviet’s
launching of Sputnik
D. Eisenhower’s civil rights record
Describe and compare the Civil
Rights records of Presidents
Truman and Eisenhower; and to:
Return to New Deal Initiatives and
understand revisions to those
programs
Examine the short term and long
term impact of the Soviet Space
program on American society
America: Pathways to the Present
Chapter 27
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
USII.24 Analyze the roots of domestic
anticommunism as well as the origins and
consequences of McCarthyism. (H)
People
A. Whittaker Chambers
B. Alger Hiss
C. J. Edgar Hoover
D. Senator Joseph McCarthy
E. Julius and Ethel Rosenberg
Institutions
A. the American Communist Party
(including its close relationship to the
Soviet Union)
B. the Federal Bureau of Investigation (FBI)
C. the House Committee on Un-American
Activities (HUAC)
Discuss and debate the goals and
strategies of Senator Joseph
McCarthy and his allies; and to:
Understand the events and
individuals that led to Senator
McCarthy being censured; and to
list and understand specific
individuals blacklisted during the
McCarthy period
Anticipate the future events that
were influenced by McCarthyism
America: Pathways to the Present
Chapter 27
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: David Sarnoff, Milton Berle, Lucille Ball, Westerns, Baby Boomers, Teen Market, Elvis, Ed Sullivan, Edward R. Murrow, Sputnik, Levittown, Franchising, White
Flight, Redlining, Interstate Highway Act, California Baseball, Urban Renewal, The Kinsey Report, Duck and Cover, Brown v. Board of Education, Emmett Till, Little Rock, Sit Ins,
SCLC, SNCC, Medgar Evers, Martin Luther King Jr., Rosa Parks, Invisible Man, Howl, Rebel Without a Cause, Marlon Brando, On the Waterfront, Catcher in the Rye, Catch 22,
Miles Davis, The Beats, On the Road, Buddy Holly, Eisenhower’s Farewell, Military Industrial Complex, Marilyn Monroe
,
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.20, USII.21,
Unit: The Cold War
Lessons: The Roots of the Vietnam War, The End of the Cold War
Essential Questions: How did the history of Vietnam influence the American involvement there?
Detailed Curriculum Standard
USII.20 Explain the causes, course, and
consequences of the Vietnam War and
summarize the diplomatic and military
policies of Presidents Eisenhower,
Kennedy, Johnson, and Nixon. (H)
Skills/Objectives
Resources
After completion of the lessons,
students will be able to:
America: Pathways to the Present
Chapter 29, Chapter 31
Analyze and articulate the roots of
American involvement in Vietnam
and how that involvement evolved
under successive American
Presidents
Primary Sources
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
USII.21 Analyze how the failure of
communist economic policies as well as
U.S.-sponsored resistance to Soviet
military and diplomatic initiatives
contributed to ending the Cold War. (H, E)
Seminal Primary Documents to Read:
President John F. Kennedy, Inaugural
Address (1961)
Seminal Primary Documents to Consider:
President Ronald Reagan, Speech at
Moscow State University (1988)
Discuss, debate and compare how
the primary sources from the
Presidencies of Eisenhower to that
of Bush illustrate American foreign
policy goals and impacted the
collapse of the Soviet Union
America: Pathways to the Present
Chapter 26, Chapter 27, Chapter 29,
Chapter 32, Chapter 33
President John F. Kennedy, Inaugural
Address (1961)
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
th
Essential Terms: Dien Ben Phu, French Indochina, Ho Chi Mihn, Treaty of Versailles, SEATO, Domino Theory, Geneva Accords, 17 Parallel, Cuban Missile Crisis, Berlin Wall, Ngo
Dinh Diem, Gulf of Tonkin Resolution, Henry Kissinger, Maxwell Taylor, Bay of Pigs Invasion, Gene McCarthy, Robert Kennedy, "The Wise Men", Robert McNamara, Dean Rusk,
Body Counts, Napalm, Agent Orange, Limited War
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.25, USII.26
Unit: The Modern Civil Rights Movement
Lessons: The Civil Rights Movement Begins Again, Some Goals Realized
Essential Questions: What events and individuals brought the Civil Rights Movement back into prominence?
What events and individuals created an opposition to the Civil Rights Movement?
What evidence is there that the Civil Rights Movement achieved some of its goals?
Detailed Curriculum Standard
Skills/Objectives
Resources
USII.25 Analyze the origins, goals, and key
events of the Civil Rights movement. (H)
People
A. Robert Kennedy
B. Martin Luther King, Jr.
C. Thurgood Marshall
D. Rosa Parks
E. Malcolm X
Institution
A. the National Association for the
Advancement of Colored People (NAACP)
Events
A. Brown v. Board of Education (1954)
B. the 1955–1956 Montgomery Bus
Boycott
C. the 1957–1958 Little Rock School Crisis
D. the sit-ins and freedom rides of the
early 1960s
E. the 1963 civil rights protest in
Birmingham
F. the 1963 March on Washington
G. the 1965 civil rights protest in Selma
H. the 1968 assassination of Martin Luther
King, Jr.
Seminal Primary Documents to Read:
Reverend Martin Luther King’s, “I Have A
Dream” speech and his Letter from
Birmingham City Jail(1963), President
Lyndon Johnson, speech to Congress on
voting rights (March 15, 1965)
After the completion the lessons
students will be able to:
America: Pathways to the Present
Chapter 28
Discuss and debate the renewal of
the Civil Rights Movement of Black
Americans; and to:
Eyes on the Prize Parts 1 and 2
Identify the different approaches
developed over time to address
inequality in Civil Rights and the
individuals central to developing
those approaches
American Experience: The Murder of
Emmitt Till
Discuss and debate the reservations
of a vocal minority to the changing
status of Black Americans as the
Civil Rights Movement developed
Excerpts from The Children by David
Halberstam
Freedom the Story of Us
1968: The Year that Shaped a
Generation
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.26 Describe the accomplishments of
the civil rights movement.
A. the 1964 Civil Rights Act and the 1965
Voting Rights Act
B. the growth of the African American
middle class, increased political power,
and declining rates of African American
poverty
Create a timeline of the successful
initiatives adopted that increased
the integration of Black Americans
into American Society, politically
and socially,
America: Pathways to the Present
Chapter 28
Eyes on the Prize Parts 1 and 2
Freedom the Story of Us
American Experience: The Murder of
Emmitt Till
1968: The Year that Shaped a
Generation
Excerpts from The Children by David
Halberstam
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: , White Flight, Redlining, Urban Renewal, The Kinsey Report, Brown v. Board of Education, Emmett Till, Little Rock, Sit Ins, SCLC, SNCC, Medgar Evers, Martin
Luther King Jr., Rosa Parks, Invisible Man, Voters Rights Act, James Meredith, Malcom X, Stokely Carmichael, Muhammad Ali, Voting Rights Act, Civil Rights Act, Freedom
Summer, Selma, Birmingham, Pettis Bridge, Lyndon Johnson, John Lewis, March on Washington
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.27, USII.28
Unit: Kennedy, Johnson and Nixon
Lessons: The Assassination of John Kennedy, Lyndon Johnson and the Great Society, Student Protest and 1968, Richard Nixon, Diplomat, The Rise of Women in Politics and the
Break In at Watergate
Essential Questions: How did American women come to a greater position of political influence in the early 1970’s?
Detailed Curriculum Standard
USII.27 Analyze the causes and course of
the women’s rights movement in the
1960s and1970s. (H)
A. Betty Friedan and Gloria Steinem
B. the birth control pill
C. the increasing number of working
women
D. the formation of the National
Organization of Women in 1967
E. the debate over the Equal Rights
Amendment
F. the 1973 Supreme Court case, Roe v.
Wade
Skills/Objectives
Resources
After completion of the lesson,
students will be able to:
America: Pathways to the Present
Chapter 30
Name the most influential women
and events that expanded the role
of women in American political life;
and to:
Freedom: The Story of US
Better articulate emerging attitudes
on how women participate in
American society
Instructional Strategies
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.28 Analyze the important domestic
policies and events that took place during
the presidencies of Presidents Kennedy,
Johnson, and Nixon.
A. the space exploration program
B. the assassination of President Kennedy
C. Johnson’s Great Society programs
D. Nixon’s appeal to “the silent majority”
E. the anti-war and counter-cultural
movements
F. the creation of the Environmental
Protection Agency (EPA) in 1970
G. the Watergate scandal (including the
Supreme Court case, U.S. v. Nixon)
Better articulate how popular
culture in the 1960's and 1970’s
reflected the complexity of the era;
and to:
Better articulate the foreign policy
practiced by President Richard
Nixon, including détente and ping
pong diplomacy
The events connected with the
resignation of President Nixon; and
to:
Better articulate the end of and the
aftermath of the war in Vietnam;
and to:
Better discuss and debate the
unique qualities of the economic
life of the United States in the late
1970’s
America: Pathways to the Present
Chapter 29, Chapter 32
Power Point presentation on the
1960’s and 1970’s using Time and
Newsweek images from the time
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Write A Rap
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: Lee Harvey Oswald, Dealey Plaza, Conspiracy, Jack Ruby, Walter Cronkite, John Kennedy Jr., Space Race, Nuclear Test Ban, Assassination of Diem, Sam
Giancanna, War on Poverty, Head Start, Medicare, Medicaid, Appalachia, Cesar Chavez, Michael Harrington, The Other America, Rachel Carson, Silent Spring, Ralph Nader,
Unsafe at Any Speed, Hawks, Doves, Limited War, Politicizing the War, “Destroy the village, in order to save it.”, Senator Eugene McCarthy, Senator Robert F. Kennedy, Governor
George Wallace, Richard Nixon, Hubert Humphrey, Students for a Democratic Society, Jerry Rubin, Tom Hayden, Chicago 7, Miami, Chicago, Draft resistance, Draft exemptions,
Silent Majority, , China, Russia, Détente, Henry Kissinger, Vietnaminazation, ABM treaty, Shuttle Diplomacy, Gloria Steinem, Betty Friedan, NOW, Senator Sam Ervin, The
Plumbers, Woodward and Bernstein, War Powers Act, George McGovern, H. R. Haldeman, John Erhlichman, John Dean, Roe v. Wade, The Equal Rights Amendment, Phyllis
Schaflly, Gerald Ford, Nelson Rockefeller, Helicopters from Saigon, President Ford, Cambodia, Laos, Domino Theory, Homeless Veterans, Post Traumatic Shock, War Powers Act,
Reform Congress of 1974, OPEC, Oil Embargo, Gas Lines, Inflation, Rationing, Gas Guzzlers, Big Three Auto makers, Lee Iococca, , Post Industrial Economy, Service Economy,
Superfly, I Am Woman, Disco, Star Wars, Gay Activism, Pornography, Staying Alive, Born on the Fourth of July, Andy Warhol
Course Title: US History 2
Massachusetts History and Social Studies Curriculum Learning Standards: USII.29, USII.30
Unit: Ronald Reagan and the last Decades of the Twentieth Century
Lessons: Nationalism Reemerges, Very Different Teams and Terms, New Foreign Policy Challenges, William Clinton and Triangulation
Essential Questions: How did Ronald Reagan reenergize and refocus Americans toward their own success?
What forces in society mirrored this “Reagan Revolution”?
Why were the presidential terms of Ronald Reagan so different?
What were some of the particulars that speak to the differences in each term?
What were the new foreign policy challenges that faced George H. W.Bush and William Clinton?
Detailed Curriculum Standard
Skills/Objectives
Resources
Instructional Strategies
USII.29 Analyze the presidency of Ronald
Reagan. (H, E)
A. tax rate cuts
B. anticommunist foreign and defense
policies
C. Supreme Court appointments
D. the revitalization of the conservative
movement during Reagan’s tenure as
President
E. the replacement of striking air traffic
controllers with non-union personnel
After completion of the lesson,
students will be able to:
America: Pathways to the Present
Chapter 33
Discuss and debate the legacies of
the New Deal and the Great Society
and their appropriateness in the
late 1970’s; and to:
President Reagan's Farewell Address
Evaluate and analyze the rise of a
modern conservative movement
including Buckley, Goldwater, and
Christian Evangelicals
Better articulate the nature of
Ronald Reagan’s personality and its
ability to reenergize the United
States; and to:
Differentiate between Ronald
Reagan’s first and second terms as
President.
Power Point Comparing President
Reagan to President Carter
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Assessments
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Write Your Own Best
Test
Relay Summary
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
USII.30 Describe some of the major
economic and social trends of the late
20th century. (H, E)
A. the computer and technological
revolution of the 1980s and 1990s
B. scientific and medical discoveries
C. major immigration and demographic
changes such as the rise in Asian and
Hispanic immigration (both legal and
illegal)
D. the weakening of the nuclear family and
the rise in divorce rates
Compare and contrast immigration
and demographic changes
th
throughout the 20 century.
Discuss technological changes as
extensions of prior changes and
analyze those that were unique or
novel to the time
America: Pathways to the Present
Chapter 34
10-2 Summarizing
Learning Buddies
3-2-1 Summarizing
“The Important Thing
About …”
“Luck of the Draw”
summarizing
Paired Verbal Fluency
Sorting Cards
One-Word Summary
Synectics Review
Four Box Synectics
One Question Quiz
A-B-C Summarizer
Ticket to Leave
Give One, Get One
Know, Want to Know,
Learned, Will Use
Shared Visual Analysis
Read and
ReportGraphic
Organizers
Draw a
Picture/Diagram
Learning Logs
Thinking Logs
Think, Pair, Share
Reciprocal Teaching
Last Word
Board Games
The Envelope Please
Inside/Outside Circle
Cheat Notes
Write Your Own Best
Test
Relay Summary
Observation
Homework
assignments
Reading Quizzes
Summative Test
Questions
Types 1, 2 and 3 Collins
Writing assignments
Write A Rap
Carousel Brainstorming
Lecture and Discussion
Dialectical Note Taking
Common Core Literacy Standards:
1,2,3,6 & 8
Common Core Writing Standards:
1&4
Essential Terms: Tax Revolt, Proposition 2 ½, Proposition 13, 1980 US Hockey Team, Arms Race, New Federalism, Tax Cuts, Paul Volker, Entrepreneurship, Personal Computing,
Apple, Microsoft, Rocky 4, Anti Communist Rhetoric, Mikail Gorbachev, Assassination attempt, James Brady, Donald Regan, Nancy Reagan, James Baker, Iran Contra, Bitberg
Cemetery, Challenger Explosion, John Hinkley, Point Du Hoc, Star Wars Missile System