FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES
AP UNITED STATES HISTORY
COURSE DESCRIPTION
Grade Level: 11-12
Department: Social Studies
Course Title: AP United States History
Credits: 5
Course Code: 020350
Board of Education adoption date: August 22, 2011
FREEHOLD REGIONAL HIGH SCHOOL
DISTRICT
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum
and Instruction
Curriculum Writing Committee
Ms. Laurie Floyd
Ms. Jennifer Guirguis
Supervisors
Mr. Peter Krais
Mr. David Bleakley
Ms. Judith Newins
Mr. Stanley Koba
Ms. Michelle Lilley
Ms. Shanna Howell
AP US History - Introduction
Introduction
Course Philosophy
The Advanced Placement United States History course is designed to help students develop the analytical skills and factual knowledge necessary to examine, analyze, and evaluate major themes in American history from the late 1800s to the present day. This course is designed to provide students with opportunities to study major historical themes and to analyze the immediate and long term impact of these themes on American society. The topics students will study include politics, citizenship, economics, reform, environmental transformations, religious movements, demographic changes, globalization, the American identity, culture, and war and diplomacy. Students taking this Advanced Placement United States History course will also explore a variety of historical interpretations and perspectives as they become aware of the significance of historical events on different segments of American society, as well as the global community. At the end of this course, students will emerge with the knowledge and skills to achieve a successful score on the Advanced Placement exam, as well as confident informed individuals who are able to meet the demands and challenges of twenty‐first century life. Course Description
In the Advanced Placement United States History course, students will learn how to evaluate primary and secondary source materials, as well as how to weigh the evidence and interpretations presented in historical scholarship. This course will also teach students how to develop the skills necessary to arrive at conclusions on the basis of informed judgment and how to present their ideas clearly and persuasively. While this course focuses on the history of the United States, it is also heavily geared towards helping students become twenty‐first century learners by preparing them for college and their future careers. In order to achieve the goal of developing twenty‐first century learners, students in this course will interact with various forms of technology throughout the course including online research databases, Moodle courseware, Web 2.0 applications, and advanced computer software applications. Course Map and Proficiencies/Pacing
Course Map
Relevant Standards Enduring Essential Understandings Questions Assessments Diagnostic 6.1.12A.5a, b 6.1.12.B.5.b 6.1.12.C.5.a,c 6.1.12D.5a,b,c,d 6.1.12.C.6.a,b,c 6.1.12.D.6.a RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Technological advancements influence society Anticipatory set
How can industrialization have positive and Pre‐test negative effects on Do Now society, the economy, and Discussion politics? Moodle discussions 6.1.12.A.5.c 6.1.12.B.5.a 6.1.12.C.5. b,c 6.1.12.D.5.b,d RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Ideological conflicts and changes can transform politics, the economy, and society What conflicts have emerged and continue to cause strife between rural and urban sectors of society?
Why is immigration such a contentious issue in American history? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Formative Summative Discussion
Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubrics Simulation rubric Moodle discussions
Discussion
Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubrics Simulation rubric Moodle discussions
Test
Free response or document based question essay Debate rubrics Political cartoon rubrics Technology project assessment rubrics Research rubrics Test
Free response or document based question essay Debate rubrics Political cartoon rubrics Technology project assessment rubrics Research rubrics 6.1.12.B.6.a 6.1.12.D.6.b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 There were social, What motivates America's desire for political, and economic reasons global intervention? for American imperialism Anticipatory set
Pre‐test Do Now Discussion Moodle discussions American imperialism had consequences for both the U.S. and overseas Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.B.6.a 6.1.12.D.6.b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 6.1.12.A.6.a,b,c 6.1.12.D.6.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Laws change to reflect progress and evolution in society How has the role of the United States in the world changed over time? How does America promote but also hinder the growth of democracy in the world and at home?
What obligation does the United States have to the people in its colonies? How are economic and social problems alleviated or solved by the powers of government? How has the American political system changed as democratic ideals were expanded to more stakeholders?
Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubrics Simulation rubric Moodle discussions
Discussion Cooperative Group Assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubrics Simulation rubric Moodle discussions
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Forum rubric Graphic organizer rubric Case study rubric Primary source rubric Moodle discussions
Test
Free response or document based question essay Debate rubrics Political cartoon rubrics Technology project assessment rubrics
Research rubrics Test
Free response or document based question essay Debate rubrics Political cartoon rubrics Technology project assessment rubrics
Research rubrics Test
Free response or document based question essay Primary source evaluation rubric Project assessment rubric Technology assessment rubric Debate rubric 6.1.12.A.7.a,c 6.1.12.B.7.a 6.1.12.D.7.a,b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Anticipatory set
How is American There are social, involvement in political, and economic reasons foreign affairs often Pre‐test for war and conflict an ideological crusade to preserve Do Now democracy? What makes an Discussion effective president? How do the mistakes Moodle discussions of one conflict lead to another? 6.1.12.C.7.a RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Technological How does advancements can technology impact impact war warfare and the effects of the war? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.A.7.b 6.1.12.C.7.b 6.1.12.D.7.b RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Civil liberties may be restricted in times of crisis Anticipatory set
Pre‐test Do Now Discussion Moodle discussions How are civil liberties challenged during national emergencies and conflicts? What role does propaganda play in uniting a country? Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Forum rubric
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Forum rubric
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Forum rubric
Test
Free response or document based question essay Technology assessment rubric Test
Free response or document based question essay Technology assessment rubric Test
Free response or document based question essay Technology assessment rubric How have changes and challenges to traditional American norms and values led to a culture of conformity and conflict? How do cultural movements influence American policies and values?
How do counterculture movements influence American policies and values? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.A.8.a,b,c 6.1.12.B.8.a 6.1.12.C.8.a,b 6.1.12.D.8.b RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Ideological conflicts and changes can transform politics, the economy, and society 6.1.12.B.9.a 6.1.12.C.9.a,b,c,d 6.1.12.D.9.a,b 6.1.12.A.10.a,b,c 6.1.12.B.10.a 6.1.12.C.10.a,b 6.1.12.D.10.a,b,c,d RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Anticipatory set
Conflicts prompt political, social and economic change What accounts for Pre‐test ideological changes Do Now in the government and society? What accounts for Discussion ideological shifts of Moodle discussions political parties? What is the responsibility of the government towards its people? How do various parts of the economy affect other parts of the economy? 6.1.12.A.9.a 6.1.12.C.9.a 6.1.12.A.10.a,b,c 6.1.12.B.10.a 6.1.12.C.10.a, b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 The role and scope of the government can change in reaction to different circumstances What accounts for Anticipatory set
ideological changes in the government Pre‐test and society? Do Now How has the role and responsibility of Discussion the federal government and Moodle discussions president expanded? What accounts for ideological shifts in the views and followers of political parties? What is the responsibility of the government towards its people? Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric Reflection rubric
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric Debate rubric Political cartoon rubric
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric Debate rubric Political cartoon rubric
Test
Free response or document based question essay Technology assessment rubric Debate rubric Test
Free response or document based question essay Visual or oral presentation rubric Test
Free response or document based question essay Visual or oral presentation rubric How is American involvement in foreign affairs often an ideological crusade to promote and maintain democracy? What role does propaganda play in fostering a sense of nationalism? How has war transformed America's social, political, cultural, and economic landscape? 6.1.12.A.11.c,e 6.1.12.D.11.c,d,e RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Democracy guarantees individual rights and liberties 6.1.12.D.7.c 6.1.12.A.11.a,b,d 6.1.12.B.11.a 6.1.12.C.11.a,b 6.1.12.D.11.a,b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Military outcomes How can one person Anticipatory set
are unpredictable or a small group of individuals impact Pre‐test history? How can technology Do Now impact history? Discussion Moodle discussions Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Political cartoon rubric Primary source evaluation Reflection rubric Cooperative group assessment Evaluation sheets
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Debate rubric Political cartoon rubric Primary source evaluation Reflection rubric Cooperative group assessment Evaluation sheets Test
Free response or document based question essay Technology assessment or activity rubric Presentation rubric Test
Free response or document based question essay Technology assessment or activity rubric Presentation rubric 6.1.12.C.12.a,c,d 6.1.12.D.12.b,c 6.1.12.B.13.a,b 6.1.12.C.13.b,d 6.1.12.D.13.f,d RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Technological advancements influence and change society Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubric
Test
Free response or document based question essay Technology assessment or activities rubric Project assessment 6.1.12.A.12.a,b,c 6.1.12.B.12.a 6.1.12.C.12.a 6.1.12.D.12.a,b,c 6.1.12.A.13.a,b.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 There are social, How do ideological Anticipatory set
political, and differences lead to Pre‐test economic reasons conflict between for war and conflict countries? Do Now How can wars be fought without Discussion weapons? How does the role of the United States in Moodle discussions the world change over time? Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions
Test
Free response or document based question essay Technology assessment or activities rubric Project assessment 6.1.12.D.12.b RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Civil liberties may be restricted in times of crisis Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions
Test
Free response or document based question essay Technology assessment or activities rubric Project assessment How does technology impact warfare and society?
How can consumerism affect society and its population? How can a democratic society balance personal freedoms and national security? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.A.13.a,b,c 6.1.12.B.13.a 6.1.12.C.13.a,c 6.1.12.D.13.a,b,c 6.1.12.D.13.f RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Achieving equality is a challenging but worthwhile process How can one person or a small group of individuals impact history? How are civil rights obstacles challenged by minority groups and the Supreme Court? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Primary source analysis Debate rubric Political cartoon rubric Document shuffle rubric
Test
Free response or document based question essay Technology assessments or activities
Research rubric Interview rubric 6.1.12.D.12.d,e 6.1.12.A.13.a,c 6.1.12.B.13.a,b 6.1.12.C.13.c,d 6.1.12.D.13,c,d,f RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Cultural norms and values change as society progresses How do cultural movements impact American policies and values? How do counterculture movements impact American policies and values? How has the American political system changed as democratic ideals have been expanded to more stakeholders? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Primary source analysis Debate rubric Political cartoon rubric Document shuffle rubric
Test
Free response or document based question essay Technology assessments or activities
Research rubric Interview rubric Military outcomes How can the media 6.1.12.A.12.b,c are unpredictable influence public 6.1.12.D.12.d,e opinion and in turn 6.1.12.A.14.a military strategy and 6.1.12.D.14.a diplomatic 6.1.12.A.15.a,b,c,d,e,f decisions? 6.1.12.B.15.a What role does the 6.1.12.C.15.a,b U.S. have in 6.1.12.D.15.a,b,c,d promoting 6.1.12.A.16.a democracy in the RH.11‐12.1,2,3 world? RH 11‐12.6 RH 11‐12.7,8,9 Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.A.14.a‐h 6.1.12.B.14.a‐d 6.1.12.C.14.a‐d 6.1.12.D.14.a‐f 6.1.12.A.15.a‐f 6.1.12.B.15.a 6.1.12.C.15.a,b 6.1.12.D.15.a‐d 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.a‐c 6.1.12.D.16.a‐c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Technological advancements influence and change society How have industrialization and technology transformed the social, cultural, and economic landscape of the U.S.? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.C.13.c 6.1.12.A.14.a‐h 6.1.12.B.14.c,d 6.1.12.C.14.a‐c 6.1.12.D.14.a‐e 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.c 6.1.12.D.16.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 The role and scope of the government can change in reaction to different circumstances How does corruption and dishonesty in government impact public opinion and policy? How has the role of the United States relative to the world changed over time?
How does America promote but also hinder the growth of democracy? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Primary source analysis Debate rubric Political cartoon rubric Document shuffle rubric
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubrics
Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Forum rubrics
Test
Free response or document based question essay Technology assessments or activities Research rubric Interview rubric Test
Free response or document based question essay Test
Free response or document based question essay Is US society and politics becoming more or less fragmented? Anticipatory set
Pre‐test Do Now Discussion Moodle discussions 6.1.12.A.14.a‐h 6.1.12.B.14.a‐d 6.1.12.C.14.a‐d 6.1.12.D.14.a‐f 6.1.12.A.16.a‐c 6.1.12.C.16.a‐c 6.1.12.D.16.a‐c 6.1.12.C.3.a 6.1.12.D.5.a 6.1.12.D.6.a 6.1.12.D.10.d 6.1.12.A.13.c RH.11‐12.1,2,3 RH 11‐12.4‐6 RH 11‐12.7,8,9 Cultural norms and values change as society progresses 6.1.12.D.14.a 6.1.12.A.15.a‐f 6.1.12.B.15.a 6.1.12.C.15.a,b 6.1.12.D.15.a‐d 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.a‐c 6.1.12.D.16.a‐c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 RH 11‐12.10 America is part of a How has the role of Anticipatory set
global community the federal government Pre‐test changed and expanded over Do Now time? How can the US Discussion adjust to new foreign enemies? Moodle discussions What is the "new world order" after the Cold War ends? Discussion Cooperative group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Presidential evaluation Forum rubric Graphic organizer rubric
Discussion Cooperatives group assignments Role playing Quizzes Student journals Primary and secondary document activities Moodle discussions Presidential evaluation Forum rubric Graphic organizer rubric Test
Free response or document based question essay Research paper New Jersey history presentation Technology assessments\activities Presentation rubric Test
Free response or document based question essay Research paper New Jersey History presentation Technology assessments or activities Presentation rubric Proficiencies and Pacing
Unit Title Unit Understanding(s) and Goal(s) Recommended Duration Unit 1: Post Reconstruction Era Enduring Understandings: Technological advancements influence society. Ideological conflicts and changes can transform politics, the economy, and society. At the conclusion of this unit, students will be able to: 1. Evaluate the origins and consequences of the corruption that dominated politics during the Gilded Age. 2. Explain the impact of industrialization had on America socially, politically, and economically. 3. Assess the impact of the closing of the western frontier. 2‐3 weeks Unit 2: Imperialism Enduring Understandings: There were social, political, and economic reasons for American imperialism. American imperialism had consequences for the U.S. and overseas. At the conclusion of this unit, students will be able to: 1. Describe America's role and leadership in the global community. 2. Evaluate the arguments of imperialism and their relationship to the Constitution. 3. Assess America's new role in the world. 2‐3 weeks Unit 3: The Progressive Era Enduring Understandings: Laws change to reflect progress and evolution in society. At the conclusion of this unit, students will be able to: 1. Explain how different social groups sought to utilize the government to implement solutions to economic and social problems. 2 weeks Unit 4: World War I Enduring Understandings: There are social, political and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis, Technology can affect war and conflict. At the conclusion of this unit, students will be able to: Describe America's role and leadership in the global community. Assess the effect that war had on the home front. 2 weeks Enduring Understandings: Ideological conflicts and changes can transform politics, the economy, and society. Cultural norms and values change as society progresses. Unit 5: The 1920s Unit 6: The Depression and New Deal At the conclusion of this unit, students will be able to: 1. Evaluate American isolationism in the interwar period. 2. Explain the conformity and conflict of the 1920s. 3. Assess the impact of consumer prosperity on the economy. Enduring Understandings: Conflicts prompt political, social, and economic change. The role and scope of the government can change in reaction to different circumstances. At the conclusion of this unit, students will be able to: 1. Describe the causes that led to the stock market crash and Great Depression. 2. Evaluate the successes and effects of the New Deal. 3. Assess how different groups of people were affected by the Great Depression and then the New Deal. 3 weeks 3 weeks Enduring Understandings: Democracy guarantees individual rights and liberties. Nationalism is impact by domestic and foreign forces. Military outcomes are unpredictable. Unit 7: World War II At the conclusion of this unit, students will be able to: 3‐4 weeks 1. Assess American isolationism and fear of getting involved in the conflicts in the 1930s in Europe. 2. Evaluate the path that led America into WWII. 3. Explain the long term and short term impact of an Allied‐led victory. 4. Evaluate the mobilization effort on the American home front that led to an Allied victory in the war. Enduring Understandings: Technological advancements change society. There are social, political and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis. Unit 8: The 1950s and Cold War At the conclusion of the unit, students will be able to: 1. Describe how the Cold War started and the role that the United States and Soviet Union each played in it. 2. Evaluate the impact that post war prosperity had on politics and society. 3. Assess the changes that various minority groups experienced. 2‐3 weeks Unit 9: The 1960s Enduring Understandings: Achieving equality is a challenging but worthwhile process. Cultural norms and values change as society progresses. Military outcomes are unpredictable. 2‐3 weeks At the conclusion of this unit, students will be able to: 1. Evaluate the foreign policies of the 1960s and the impact on domestic attitudes. 2. Assess the many different aspects of the civil rights movement in bringing about social reform and equality.
Unit 10: The 1970s Enduring Understandings: Technological advancements change society. The role and scope of the government can change in reaction to different circumstances. Military and foreign conflict outcomes are unpredictable. At the conclusion of the unit, students will be able to: 1. Assess the reasons fro the loss of faith in the government and the impact of those views on politics and society. 2. Evaluate the impact of negative outcomes in foreign conflicts like Vietnam and the Iran Hostage Situation had on politics and foreign affairs. 3. Describe population and societal changes of the 1970s. 1 week AP Exam Review 2 weeks Enduring Understandings: Cultural norms and values change as society progresses. America is part of a global community. Unit 11: The 1980s & At the conclusion of this unit, students will be able to: 1990s 1. Evaluate the programs and policies of the New Right. 2. Assess how budget deficits limited the federal government. 3. Explain the impact of the partisan conflicts of the decades. 3‐4 weeks Unit 01 - AP US History
Unit Plan
Enduring Understandings: Technological advancements influence society. Ideological conflicts and changes can transform politics, the economy, and society. Essential Questions: How can industrialization have positive and negative effects on society, the economy, and politics? What conflicts have emerged and continue to cause strife between rural and urban sectors of society? Unit Goals: SWBAT: 1) Evaluate the origins and consequences of the corruption that dominated politics during the Gilded Age. 2) Explain the impact industrialization had on America socially, politically, and economically. 3) Assess the impact of the closing of the frontier. Recommended Duration: 2‐3 weeks NJCCCS: 6.1.12.A.5a‐c; 6.1.12.B.5.a,b; 6.1.12.C.5.a,c; 6.1.12.D.5.a‐d; 6.1.12.C6a‐c; 6.1.12.D.6.a Common Core English/ Language Arts Literacy in Social Studies: RH11‐12.1‐3; RH11‐12.6; RH11‐12.7‐9 Guiding/Topical Questions Content/Themes/Skills Resources and Materials What political issues Party positions and issues in Student textbook and defined the Gilded the presidential elections primary document Age? from 1876‐1896 book Causes, extent, and results of Access to Moodle political corruption during Access to Facts on File the Gilded Age Analyze primary and secondary sources Create/analyze visual presentations Debate relevant topics Suggested Strategies Suggested Assessments Have students participate in a class discussion/debate Written tests and quizzes
comparing and contrasting the quality of politicians in the Gilded Age with those of the previous age, such as Debate rubrics Clay, Jackson, Webster, and Lincoln Forum rubrics (for Moodle post) View Thomas Nast's cartoons from the Gilded Age particularly those on Boss Tweed. Have students respond to a forum on Moodle on the topic of the Political cartoon rubrics Tweed scandal as both an event and symbol of the generally corrupt atmosphere of the Gilded Age What impact did the transcontinental railroad have on Western settlement and Native Americans? Technological developments in the South and the West Conflicts between Native Americans and white settlers in the West Analyze primary and secondary sources Integrate technology Written tests and quizzes
Student textbook and primary document Timeline rubric book Students can create a timeline of the Sioux experience from Little Big Horn to Wounded Knee and after, Research rubric Web 2.0 Tools placing the Indian Wars in the context of white encroachment Project assessments Have students create a poster to examine the phases Technology assessments of economic activity in the West, including mining, rubrics raising cattle, and agriculture. Have students also focus on how the entry of corporate investment capital shaped western development What major events and technologies marked the rise of industrialization and urbanization at the turn of the twentieth century? Effects of industrialization and urbanization on society, the economy, and politics Analyze primary and secondary sources Debate relevant topics Analyze primary and secondary sources Integrate technology Student textbook and primary document book Access to primary source documents ‐ Facts on File Written tests and quizzes
Lead a class discussion on the central role the railroads played in the late 19th century. Have Open‐ended questions students answer questions and discuss how the railroads not only moved goods and people but also Debate/discussion rubrics dominated politics, employed workers, promoted farms and cities, and created the models for American big business How were corporations, trusts, and monopolies formed; what impact did they have on American society? Advances in technology and Student textbook and Have students examine the impact of big business primary document the effects on the rise of and the new industrial corporations on the book new industries American economy and American life. Have students explain in a one‐page reflection paper Goals and reputations of how Andrew Carnegie and John D. Rockefeller robber barons represent how the new corporate industrial organizers became widely celebrated heroes as Analyze primary and well. Have students consider their effects not only secondary sources on the economy but also American culture Integrate technology Have students participate in a Moodle forum examining the "corrupt" J.P. Morgan gold deal of Debate relevant topics 1895 as a symbol of what many Americans saw as the capture of the federal government by big business. Have students determine Morgan's importance as a political and economic figure, in addition to whether or not he deserved the villainous treatment he received from critics
What factors contributed to the rise of labor unions and the labor movement? Rise of industrialization and Student textbook and urbanization and the impact primary document on working conditions for book adults and children Analyze primary and secondary sources Compose position papers/statements Effects and limitations of How did nativist attitudes impact and immigrations (new versus limit opportunities old immigrants) for "new" immigrants to the Debate relevant topics United States? Analyze primary and secondary sources Opposing Viewpoints in American History book Film clips from streaming video: Gangs of New York Written tests and quizzes
Reflection paper rubric Open‐ended questions Project assessments Technology assessments rubrics Debate rubrics Forum rubrics Students can use primary and secondary sources to Written tests and quizzes
answer the following questions: Why did American workers have such trouble responding to the new Open‐ended questions industrial conditions of labor? Why were business Debate rubrics and the middle‐class public generally hostile to allowing workers to organize as industry did? Why did the American Federation of Labor survive, while the Knight of Labor collapsed and disappeared? Students can discuss/debate their findings in a whole class discussion activity
Students can conduct research and conduct a class debate on the following topic: Resolved: Excluding Chinese immigrants Runs Counter to the Spirit of America (source: Opposing Viewpoints) Have students examine and discuss primary sources that highlight the nativist feelings towards the "new" immigrants. Have students view clips from Gangs of New York that illustrate the "new" immigrant experience in America. Conduct a class discussion afterwards Written tests and quizzes
Debate rubric Open‐ended questions Debate rubrics Forum rubrics How did the closing of the western frontier impact farmers in the late 19th century? Development of farmer's organizations Impact of the western frontier on American culture and society Analyze primary sources Compose position papers and statements Access to excerpts Have students read excerpts from Frederick from primary sources Jackson Turner's The Significance of the Frontier in American History (1893) and Richard White's The Middle Ground (1991). Have students compare and contrast each author's understanding of the essential characteristics of the west in a five paragraph essay. Present findings during a class debate Written tests and quizzes Essay rubric Open‐ended questions Technology assessments and activities Debate rubrics How did industrialization impact farmers in the late 19th century? Student textbook and Have students review the rise of the Populists and Industrialization and the Populist Platform. Then have students read advances in technology and primary document their impact on the rise of book excerpts from Richard Hofstadter's The Age of new industries Reform (1955) and Lawrence Goodwyn's Democratic Promise: The Populist Moment in Analyze primary and America (1976) secondary sources Discussion questions 1) What does each of these Debate relevant topics historians see as the essential character of populism? 2) How does each historian see the relationship between populism and the new corporate industrial order of the late 19th century? 3) How would each historian assess the strong Populist undercurrent in American political thinking? Written tests and quizzes Primary source evaluation
Open‐ended questions rubric Technology assessments and activities Discussion rubric What were the major issues in the election of 1896 and why is the election considered a "realigning election?" Monetary issues (free silver versus the gold standard) Interpret charts and graphs
Analyze statistics to find patterns Analyze primary and secondary sources Student textbook and primary document book Maps, charts, and graphs from the 1896 presidential election Written tests and quizzes Election of 1896 Simulation Activity ‐ assign students the role of a person from 1896 (for example, a farmer, urban dweller, a factory worker, Open‐ended questions a factory owner) and then have students Simulation rubric participate in a mock election, voting how the person they are representing would have voted. Debrief after the simulation ‐ show students a map of voting patterns in this election and discuss its overall significance Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Utilize pre‐tests to assess where individual students need to begin study of a given topic. Make assessment an ongoing, interactive process. Set benchmarks and break larger tasks into smaller tasks. Technology
Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live web pages and/or web quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft word programs such as Publisher, PowerPoint, and Excel. Specifically in this unit students will use Moodle to participate in online forums and discussions evaluating the industrial, urban, and political themes of the late 1800s. Students will also actively use Facts on File to locate primary sources on Native Americans, immigration, the western frontier, and the election of 1896. College and Workplace Readiness
This unit and the AP US History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Specifically, in this unit, students will use research and debate skills to evaluate the industrial and political issues of the late 1800s which have helped to establish the modern American industrial, urban, and political landscape. Unit 02 - AP US History
Unit Plan
Enduring Understandings: There were social, political, and economic reasons for American imperialism. American imperialism had consequences for the United States and overseas. Essential Questions: How has the role of the United States in the world changed over time? What motivates America's desire for global intervention? How does America promote, but also hinder, the growth of democracy in the world and at home? What obligation does the United States have to the people in its colonies? Unit Goals: SWBAT: Describe the events and reasons that led the United States into an imperialistic policy. Evaluate the effect that the United States’ imperialistic policy had on the United States as well as the places it controlled or traded with (including up to present day). Analyze the debate and arguments for and against US colonialism and intervention. Recommended Duration: 2‐3 weeks NJCCCS: 6.1.12.B.6.a 6.1.12.D.6.b Common Core English/Language Arts Literacy in Social Studies: RH.11‐12.1,2,3, RH 11‐12.6, RH 11‐12.7,8,9 Guiding/Topical Questions Content/Themes/Skills Resources and Materials Foreign policy before the Spanish Textbook
American War. The effect of the Industrial Revolution Document book on foreign policy Interactive media European country's colonial grabs in Asia and Africa Religious and "moral" reasons for expansion Critical thinking Analyzing primary and secondary sources working in groups What events led to the Events and key figures that led the US Textbook
United States to declare to declare war on Spain war on Spain? Document book and other The war was fought in both Cuba and documents the Philippines Interactive media Map analysis Timeline creation Primary and secondary document analysis Critical thinking What economic, social, and political forces prompted American imperialism in the late 1800s and early 1900s? Would ruling another nation be compatible with the basic American ideals of democracy and self‐government? The Filipino Insurrection
The Insular Cases Democratic ideals of the US Debate Critical Thinking Analysis of documents and political cartoons Textbook
Document book and other documents Interactive media Suggested Strategies Cooperative group activity. Divide the class into at least 3 groups and have them use maps, documents, and their textbook to create a list of reasons why the US would begin to look outwards in the late 1800s. Give each group one category to make a list for: social, political, or economic reasons. Share, compare, and contrast. Students can create their own DBQ or answer the sample ones from the College Board. Suggested Assessments Document based question essays Open‐ended questions Rubric scoring guide Students can create a timeline to Open‐ended questions
show the events and key people that led to the US declaring war on Spain. In a class discussion, Technology decide which people and events assessments/activities had the most influence on McKinley. Analyze examples of the "yellow press" How much Forum rubrics influence did they have then? How much influence do they have now? Read the debate documents in the Debate rubrics
document book. Have the students debate the topics from Political cartoon rubrics both the perspective of then and now Create a political cartoon opposing Bryan or McKinley Democratic ideals of the US
Extent of the American Empire Platt Amendment and Foraker Act Research and evaluation of database and internet sources Critical thinking Analysis of documents Presentation skills Working in groups How were the foreign “Big Stick" Diplomacy
policies of Theodore Roosevelt, William Taft, Dollar Diplomacy and Woodrow Wilson similar and different? Moral Diplomacy graphic organizer creation Analysis of primary and secondary sources Critical thinking How did the US change and affect the territories and countries that it owned and/or traded with? What comparisons to present United States foreign policy can be drawn? Textbook
Document book and other documents Interactive media Internet and computer access Textbook
Document book and other documents Interactive media Internet and computer access DVD and player A Man, A Plan, A Canal video
Puerto Rico and Guam today
Textbook
Guantanamo Bay Document book and other documents Comparisons to Afghanistan, Iraq, and Libya Interactive media Research and evaluation of database Internet and computer access and Internet sources Critical thinking Analysis of documents Presentation skills Working in groups Students can research the influence of the US on Hawaii, China, the Philippines, Guam, Puerto Rico, Panama, and Cuba. In cooperative groups, present student findings Written tests and quizzes Open‐ended questions Forum rubrics View A Man, A Plan, A Canal and Written tests and quizzes discuss orally or analyze through writing Open‐ended questions Create a graphic organizer that compares and contrasts the three presidents’ policies and the effects Forum rubrics of each The teacher can gather anti‐war and anti‐imperialism quotes from the early 1900s and today and then the students can analyze them to "guess" which is from today and which are from the early 1900's. Students can locate and analyze current events articles that deal with Puerto Rico and Guam and Guantanamo Bay Class discussion on US policy in Libya, Afghanistan, and Iraq to compare to the Filipino Insurrection and Panama Revolution.
Written tests and quizzes Open‐ended questions Debate rubrics Forum rubrics Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning will be used whenever possible. Teacher support can be given. Teacher can model desired skills. Technology
Students will use the internet to locate relevant information. They will practice evaluating websites and information found online. Students will also use interactive media for presentations. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals. Unit 03 - AP US History
Unit Plan
Enduring Understandings: Laws change to reflect progress and evolution in society. Essential Questions: How are economic and social problems alleviated or solved by the powers of government? How has the American political system changed as democratic ideals were expanded to more stakeholders? Unit Goals: SWBAT: 1) Explain how different social groups sought to utilize the government to implement solutions to economic and social problems. Recommended Duration: 2 weeks NJCCCS: 6.1.12.A.6.a‐c; 6.1.12.D.6 Common Core English/ Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH 11‐12.7‐9 Guiding/Topical Questions What social and economic changes in the late 19th century prompted the broad reforms of the progressive era? Content/Themes/Skills Major issues and concerns resulting from rapid industrialization and urbanization Major principles and programs of the Progressive Era including political, social, and economic programs Analyze primary and secondary sources Create position statements/papers Resources and Materials Student textbook and primary document book Access to Facts on File Suggested Strategies Suggested Assessments Primary Source Readings & Written tests and quizzes
Response: Have students read excerpts from muckrakers such as Primary source evaluation rubric Steffens, Tarbell, and Sinclair. Have students write a brief response to Project assessments each excerpt outlining how each journalist aroused public concern Technology assessments rubric and promoted involvement in progressive reform. Have students Creative or investigative writing rubric
select a current topic or issue they feel needs reform and have them write a magazine article as a muckraker where they can use a productivity suite to complete this assignment. Students will present their research to the class
What was the "Progressive Umbrella"? Varied goals and success and Student textbook and challenges of the progressive primary document book reformers Internet access: Facts Analyze primary and on File secondary sources Evaluate major progressive era issues Graphic Organizer: Have students analyze the various elements that made up the progressive coalition. Create an "umbrella chart" detailing the different groups in the progressive coalition, as well as each groups' goals, accomplishments, and limitations Written tests and quizzes Open‐ended questions Graphic organizer rubric Technology assessments rubrics How successful were the accomplishments and reforms at the local, state, and national levels of government that were supported by progressives? Major principles and programs of the Progressive era, including political, economic, and social programs Evaluate direct democracy and government efficiency in the progressive time period Analyze primary and secondary sources Debate relevant issues
Student textbook and primary document book Internet access Access to Facts on File Case Study: Have students complete a case study on a city or state as an example of the conflicts and achievements of progressivism. Examples are Cincinnati, Cleveland, and Wisconsin. Have students share their case studies with the class Written tests and quizzes
Open‐ended questions Technology assessments rubric Case study rubric How did the social and economic changes that gave rise to progressivism lead women into public life as reformers and workers? Successes and challenges of the woman suffrage movement and key women involved in the movement Debate relevant topics Analyze primary and secondary sources Student textbook and primary document book Internet access Access to Facts on File Debate: in groups have students use primary and secondary sources to prepare for an informal debate in which they will represent personalities from the progressive era that were for and against woman suffrage What was Theodore Roosevelt's agenda for reform under the Square Deal? Business regulation Progressive era presidents and elections Analyze primary and secondary sources Student textbook and primary document book Access to Facts on File Internet access Class discussion on consumer protection and environmental conservationism as examples of "middle class" concerns that progressive political leaders promoted. Have students research and create a multimedia presentation for the class concerning the evolution of consumer protection and environmentalism Written tests and quizzes Primary source rubric Technology assessments/activities Debate rubrics Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments or activities Debate rubrics Forum rubrics Political cartoon rubrics How was Taft's progressive program more cautious than Theodore Roosevelt's? Business regulation Progressive era presidents and elections Analyze primary and secondary sources Student textbook and primary document book Internet access Have students create a chart comparing and contrasting the goals, successes, and challenges of Roosevelt's accomplishments as a progressive president and Taft's accomplishments as a progressive president Have students create a document based question essay on the presidents of the progressive era
What were the similarities and differences between Roosevelt's New Nationalism and Wilson's New Freedom? Business regulation Progressive era presidents and elections Analyze primary and secondary sources Debate relevant topics Student textbook and primary document book Internet access Venn Diagram: Have students create a Venn diagram comparing Written tests and quizzes and contrasting Theodore Roosevelt's regulatory New Open‐ended questions Nationalism and Wilson's more libertarian New Freedom. Then, Technology assessments or activities have students decide which they would have supported if they were Forum rubrics alive at the time and why. Post to a forum on Moodle. Student textbook and primary document book Internet access Access to Facts on File Class discussion and debate on the following topic: Historians generally call the decades from the 1880s to the 1910s the "Progressive Era." Given the limitations and new problems that emerged during this time, as well as the achievements of progressive reform, do you think the name is warranted? What other names might be suggested for this era? What was the legacy Major precedents and of the Progressive principles and programs of Era? the Progressive Era including political, economic, and social programs Debate relevant topics Analyze primary and secondary sources Written tests and quizzes
Document based question essays Open‐ended questions Project assessments Technology assessments rubrics Written tests and quizzes Technology assessments rubric Debate rubrics Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience.
Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Various forms of technology will be used throughout this unit. Cooperative learning techniques will be employed throughout the unit. Highlight critical features in lesson or textbook. Technology
Opportunities for students to use technology to participate in relevant activities and real‐world activities include: have students create live web pages and/or Web Quests that pertain to information in this unit, have Students use a variety of Web 2.0 applications to further their technological knowledge. These applications include all multimedia presentation. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through a multimedia suite. Specific technology will be used to help students conduct research on primary sources. Also the Internet will be used to help students use various websites to research current issues that need to be brought to the public eye, similar to the muckrakers of the Progressive Era. College and Workplace Readiness
This unit and the AP US History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. This unit will help students learn how to research current social/political problems, develop possible solutions, and then attempt to implement those solutions. Unit 04 - AP US History
Unit Plan
Enduring Understandings: There are social, political, and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis. Technology can affect war and conflict. Essential Questions: How is America involvement in foreign affairs often an ideological crusade to preserve democracy? How are civil liberties challenged during national emergencies and conflicts? What role does propaganda play in uniting a country? What makes an effective president? How do the mistakes of one conflict lead to another? Unit Goals: SWBAT: Describe why World War I started and why America was initially reluctant to enter World War I. Evaluate how the war affected women, minorities, and dissenters. Analyze Wilson's peace plan and the final Treaty of Versailles. Recommended Duration: 2‐3 weeks NJCCCS:6.1.12.A.7.a,b,c 6.1.12.B.7.a 6.1.12.D.7.a,b 6.1.12.C.7.a,b Common Core English/Language Arts Literacy in Social Studies: RH.11‐12.1,2,3, RH 11‐12.6, RH 11‐12.7,8,9 Guiding/Topical Questions Content/Themes/Skills Background events leading to the How did World War I war starting in Europe start in Europe and what was the United States' initial reaction to The arguments for and against neutrality it? The factors that made true neutrality difficult The events that led the US to finally declare war Analyzing primary and secondary source Debate skills How was propaganda used to encourage support and volunteerism? Impact of the war on the American home front Propaganda messages of the war Creating propaganda messages How were dissenters treated? The Sedition and Espionage Acts Discussion and debate skills Resources and Materials Suggested Strategies Student textbook Access to primary sources in student primary document book and/or the Internet In groups, the students will use their document book to find quotes for and against neutrality. The groups will present their quotes and explain the debate over the United States’ involvement in the war and why it was so difficult for the United States’ to truly remain neutral Suggested Assessments Open‐ended questions Technology assessments or activities Debate rubrics Forum rubrics Open‐ended Computer access to create posters using After looking over real a productivity suite. questions propaganda posters of World War I, have the students Access to the internet brainstorm possible propaganda Project messages for the wars the United assessments States is involved in today. The students can create their own propaganda posters for messages Technology appropriate to Iraq or assessments or Afghanistan but in the format activities and manner of World War I In cooperative groups, have the Open‐ended Student textbook students find examples of Student primary document book dissenters and their treatment in questions World War I. The students can Access to the internet describe their findings and then debate the effect on democracy Debate rubrics Forum rubrics How did WW I benefit The Flu epidemic women and minorities? The Great Migration Women in the work place Effect of the war on the 19th Amendment Chart making Student textbook Student primary document book Students can create a chart that Test/quiz shows how the US home front is questions affected by WW I Class discussion Why did Wilson face The Treaty of Versailles and resistance to his peace Fourteen Points plan? The Senatorial debate over the Treaty of Versailles and The League of Nations Student textbook Student primary document book Access to the internet Students, using their primary Open‐ended document book will read the questions Fourteen Points and then read Theodore Roosevelt's criticism of Technology assessments / it. Discuss who was correct in activities their assessments In co‐op groups, after researching Debate rubrics the Treaty of Versailles, the students will rewrite the Treaty of Versailles with the goal to Forum rubrics avoid World War II Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in co‐op groups and teacher will offer one on one help when necessary. Teacher can substitute other internet websites for multimedia presentations. Technology
Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster and Animoto. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals. Unit 05 - AP US History
Unit Plan
Enduring Understandings: Ideological conflicts and changes can transform politics, the economy, and society. Essential Questions: How have changes and challenges to traditional American norms and values led to a culture of conformity and conflict? How do cultural movements influence American policies and values? Unit Goals: SWBAT: 1) Evaluate American isolationism in the interwar period. 2) Explain the conformity and conflict of the 1920s. 3) Assess the impact of consumer prosperity on the economy. Recommended Duration: 3 weeks NJCCCS: 6.1.12.D.7.c; 6.1.12.A.8.a‐c; 6.1.12.B.8.a;6.1.12.C.8.a,b; 6.1.12.D.8.b Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH 11‐12.7‐9 Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments What were the changing roles of women and African Americans in the 1920s? Social and cultural aspects of prosperity Impact of changing social and cultural elements of society for women and minority groups Analyze primary and secondary sources Debate relevant topics Student textbook and primary document book Access to Facts on File Primary Source Activity: Have students read the Written tests and quizzes
primary sources in Ch. 32 Sec. D in the American Spirit, "New Goals for Women' and then respond Open‐ended questions to the following questions in a five paragraph essay or as a Moodle post: In what ways was the Technology assessments urbanized economic order of the 1920s a new rubrics frontier for women? Does an emphasis on gender difference or gender equality form a better basis Debate rubrics for public policy? Forum rubrics In groups, have students consider the role of both black and white artists in changing American culture in the 1920s. Specifically, students may examine Fitzgerald and Hughes and reflect on their similar concerns and where their outlook was different What economic changes in the 1920s resulted in drastic changes for the future of the United States? Pros and cons of the laissez‐
faire economy and business policies of the 1920s Debate relevant topics Student textbook and primary document book Internet access Access to Facts on File Have students debate and discuss how the automobile exemplified the opportunities and risks of the 1920s consumer culture Class discussion on the human consequences of the depression for the unemployed and those who feared unemployment and found their living standard severely reduced Written tests and quizzes
Open‐ended questions Technology assessments/activities Debate rubrics Forum rubrics
Class discussion on the Scopes Trial as a climatic Student textbook point in the conflicts over religion and culture in and primary the 1920s. Have students read excerpts or view document book clips from Inherit the Wind Film/ excerpts Inherit Evaluate the ideology and actions of the Ku Klux the Wind Klan in the 1920s. Write a two‐page reflection on the similarities and differences in relation to the Access to Facts on File Klan of the Reconstruction Era Written tests and quizzes
Open‐ended questions Technology assessments/activities Reflection rubrics How did the conflict Social and cultural aspects
of prosperity between fundamentalists and modernists affect Fundamental conflicts of the 1920s American society during the 1920s? Debate relevant topics Analyze primary and secondary sources Compose position/reflection papers
How did the laissez‐
faire policies of Harding, Coolidge, and Hoover impact the economy of the 1920s? Pros and cons of the laissez‐
faire economy and business policies of the 1920s Assess the Republican ascendancy of the 1920s Evaluate/debate relevant topics Assess primary and secondary sources How did growing Social and cultural aspects social fears of the of prosperity 1920s impact public policy and opinion? Feelings in support of isolationism and nativism Debate relevant topics Integrate technology What new forms of entertainment and cultural revolutions emerged during the 1920s? Evolution of entertainment and culture in the 1920s as compared to previous decades Debate relevant topics Analyze primary and secondary sources Student textbook and primary document book Internet access Create a graphic organizer that explains and evaluates the central features of Republican economic and political conservatism in the 1920s ‐ such as pro‐business government, hostility to progressive social and economic regulation, and high tariffs to isolate the American economy from the troubled world economy Written tests and quizzes Open‐ended questions Technology assessments/activities Debate rubrics Student textbook and primary document book Internet access Moodle Post and Response Forum: Why did the United States, which had welcomed so many millions of immigrants for nearly a century, suddenly become so fearful of immigration in the 1920s that it virtually ended mass immigration for two decades? Written tests and quizzes Open‐ended questions Technology assessments/activities Forum rubrics Student textbook and primary document book Internet access Access to Facts on File Students will create (in groups) a class presentation that incorporates class discussion, clips, and readings on the radical cultural transformations in moral and sexual values brought by developments such as movies, birth control, jazz, and literature. Reflection paper to follow up class activities Discussion/Moodle post on the rise of the "consumer culture" and its impact on traditional and moral social causes Written tests and quizzes Project/presentations assessments Technology assessments/activities Forum rubrics Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will use different forms of technology to appeal to their different learning styles. Cooperative learning activities will be employed. Use ‘expert groups’ to help teach key ideas. Set benchmarks and break larger tasks into smaller tasks. Technology
Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live web pages and/or Web Quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications will be multimedia presentation based. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through a productivity suite. Specific technology will be used to help students participate in online forums and discussions to extent content area instruction beyond the classroom. College and Workplace Readiness
This unit and the AP US History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. In this unit, students will learn the basic tenants of the economy and how laissez‐faire governing can impact the economy. Students will be able to examine how consumerism, credit, and overspending can impact the economy. Unit 06 - AP US History
Unit Plan
Enduring Understandings: Conflicts prompt political, social and economic change. The role and scope of the government can change in reaction to different circumstances. Essential Questions: What accounts for ideological changes in the government and society? How has the role and responsibility of the federal government and the president expanded? What accounts for shifts in the views and followers of political parties? What is the responsibility of the government towards its people? How do various parts of the economy affect other parts of the economy? Unit Goals: SWBAT: explain and analyze how the economic and political policies of the 1920s led to the Stock Market crash and the prolonged depression. Evaluate the effectiveness of the New Deal programs designed to bring relief, recovery, and reform. Debate the role and expansion of the government. Recommended Duration: 3 weeks NJCCCS: 6.1.12.A.9.a 6.1.12.B.9.a 6.1.12.C.9.a,b,c,d 6.1.12.D.9.a,b 6.1.12.A.10.a,b,c 6.1.12.B.10.a 6.1.12.C.10.a,b 6.1.12.D.10.a,b,c,d Common Core English/Language Arts Literacy in Social Studies: RH.11‐12.1,2,3, RH 11‐12.6, RH 11‐12.7,8,9 Guiding/Topical Questions Content/Themes/Skills What role should the government play in public life, especially in terms of aiding those in need? Indicators of economic weaknesses in the 1920s. Significance of stock speculation and the stock Internet Resources market crash. Reading and analyzing primary and secondary source material
Resources and Materials Was the New Deal a revolutionary or an evolutionary response to the economic and social effects of the Great Depression? sing old New York Times articles, and in co‐op groups, the students can read the headlines and articles leading up to the crash. They can present their findings on the following questions: What caused the crash? How aware were people of the warning signs leading up to the crash? How did people react to the crash? Suggested Assessments Written tests and quizzes Open‐ended questions Forum Rubrics Have a formal or "walking debate" about Written tests and the pros and cons of the overall New Deal quizzes Program. (For a walking debate, students find various quotes, statistics, facts etc. Document based questions The Internet with access to History in and write them on note cards. The "pros" stand on one side of the room, the "cons" Dispute, Facts on File and EBSCO on another. Each side takes turns reciting Essays host. their quote, fact, etc. If the students on Open‐ended the other side agree with the statement questions and are "moved" by it, they walk to the other side of the room.) Debate rubrics Have the students answer the New Deal Forum rubrics Document Based Questions from the college board website (2003). Have students find more recent articles about debate over Social Security. Have students read and discuss them and then present their findings to the class on the following questions: 1. Is the debate similar to the more recent one on Healthcare reform? 2. What issues are there with Social Security today? 3. What other "safety net" programs came after the New deal? 4. Why is it difficult to change Social Security now? Rugged Individualism The responsibility of the federal government and tracing the growth of the federal government New deal programs and agencies Researching and information processing skills Debate skills Document based question writing Suggested Strategies What were the criticisms of the New Deal? Critics and criticisms of the New Deal. The "court packing" scheme and debate. Analyzing primary source material Organizing information
How did the Great Depression and New Deal impact the country and society in the long Impact on individuals and society due to New Deal and and short term? Depression Shifts in philosophies and ideas due to the New Deal Analyzing photos and firsthand accounts Using technology Web 2.0 applications Creating visual presentations Interpreting charts and graphs. Student text book and primary source reader Streaming video: Huey Long Kingfish speech A computer with internet access to locate photos or charts. Web 2.0 applications for a multimedia application In their American Spirits, have the students read the selections in Chapter 34, Section C: "Voices of Protest". Have the students create a graphic organizer that shows the names of the critics, their criticisms, and how successful they were Students can create a political cartoon to criticize or support the New Deal
The teacher can find photos and charts, or have the students locate them, that show the impact of the Great Depression/New Deal. Have the students analyze them with the national archives worksheet and present their findings to the class Have the students create a 2‐D or 3‐D or computer created visual representation that answers this question "The legacy of the New Deal is..." The teacher can find firsthand accounts or have the students locate them to read about how various groups (farmers, women, people from cities, etc.) fared in the Great Depression. The students can write journals or reactions to the accounts that they have read. These can be shared with the class so that there can be a discussion on which groups seemed to survive better Written tests and quizzes Political cartoon rubric Presentation rubric
Test questions Class discussion How did the Great Realignment of the political Depression and New parties Deal contribute to Women and African the realignment of Americans in the Democratic political party parties during the Regionalism and politics 1930s? Research skills Creating a timeline, graphic organizer Multimedia presentation using a computer with Internet access or Facts on File Student textbook Using Prezi, Microsoft Word or Microsoft Visual presentation Paint, the students will create a rubric timeline/graphic organizer that shows how the Democratic and Republican began to realign with Franklin Roosevelt's election Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in cooperative groups and teacher will offer one on one help when necessary. Break assignments into smaller, more manageable parts that include structured directions for each part. Technology
Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, and Prezi among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Research and informational skills will be practiced using the internet and databases like Facts on File. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals. Unit 07 - AP US History
Unit Plan
Enduring Understandings: Democracy guarantees individual rights and liberties. Military outcomes are unpredictable. Essential Questions: How is American involvement in foreign affairs often an ideological crusade to promote and maintain democracy? What role does propaganda play in fostering a sense of nationalism? How has war transformed America's social, political, cultural, and economic landscape? How can one person or small group of individual’s impact history? Unit Goals: SWBAT: Assess American isolationism and the fear of getting involved in the conflicts in the 1930s in Europe. Evaluate the path that led America into WWII. Evaluate the long term and short term impact of an Allied‐led victory. Evaluate the mobilization effort on the American home front that led to an Allied victory in the war. Recommended Duration: 3‐4 weeks NJCCCS: 6.1.12.D.11a‐e; 6.1.12.B.11.a; 6.1.12.C.11.a,b;6.1.12.11.a‐e Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH12.6; RH11‐12.7‐9 Guiding/Topical Content/Themes/Skills Questions Resources and Materials Suggested Strategies Suggested Assessments How can poor economic conditions and the emergence of a "mob mentality" effect the willingness of individuals to follow extremist leaders and ideas? Conditions leading to the rise of dictators in Europe American isolationist foreign policy in the 1920s and early 1930s Analyze political cartoons Analyze primary and secondary sources Student textbook and primary document book
Internet access to Access to Facts on File Discuss the interwar period and Written tests and the impact of the Great Depression quizzes on the United States and the Open‐ended questions global economy Have students view and then Technology create political cartoons that document the rise of dictators in assessments/activities Europe ‐ Mussolini, Hitler, Stalin, as well as Tojo on Japan Debate rubrics Conduct a class discussion on why even though Americans opposed Presentation rubrics the dictatorial doctrines of the interwar period, they did not want Political cartoon rubrics to fight against them initially Have students create their own political cartoons of the era and present them to the class To what extent should the United States become involved in international affairs and conflicts? American isolationist foreign policy in the 1920s and early 1930s Response to aggression (nonintervention and neutrality) Analyze primary and secondary sources Excerpts from Nye Committee findings (Facts on File) or The American Spirit Excerpts from All My Sons Internet access Written tests and quizzes Have students read excerpts from the findings of the Nye Committee Primary source after World War I evaluation Have the students evaluate the "merchants of death" and read Open‐ended questions excerpts from the play All my Sons Then have students participate in a Project assessments debate over whether or not the US should have entered WWII earlier Technology assessments than 1941 rubric Write a reflection forum post on Moodle to debrief Debate rubrics Forum rubrics How and to what extent did American foreign policy evolve during WWII? American isolationist foreign policy in the 1920s and early 1930s Response to aggression (nonintervention and neutrality) Analyze primary and secondary sources Debate relevant topics Student textbook and primary document book Have students pretend that they are an isolationist or an internationalist between 1939 and Internet access 1941 Have students support or reject FDR's strategy of increasing aid at each stage of WWII, but never so rapidly as to hand the isolationists a political victory Have students debate their research or have students complete the activity as a five paragraph essay
Written tests and quizzes Essay rubric Open‐ended questions Technology assessments/activities Debate rubrics What factors United States Documentary: Pearl Harbor: Seven Views of led to U.S. entry Relationship with Japan Defiance into WWII? prior to 1941 (can be accessed at discoveryeducation.com) Changing United States’ responses to aggression after 1941 Analyze primary source documents Reflection rubric
Have students view the TLC documentary, Pearl Harbor: Seven Views of Defiance and write a reaction to the reasons for the attack and United States involvement in the war How did American and Allied military strategies impact the outcome of World War II? Have students complete a graphic organizer using maps and primary sources to focus on explaining the strategic military decisions of the war, including an emphasis on the fact that Americans and the Allies were essentially fighting two wars that required different strategies (collaboration and cultural differences) Have students research and create a Document Based Question on military strategy in World War II Then have students answer the question
Major military campaigns in the Atlantic and Pacific ‐ success and challenges Interpret charts, maps, and graphs Analyze primary and secondary sources Student textbook and primary document book
WWII Maps ‐ Interactive maps found online. Such as at Access to Facts on File Written tests and quizzes Document based question essays Open‐ended questions Technology assessments rubric American mobilization How did the contributions of for the war on the home minority groups front during WWII Social impact of the war serve as an on women, African impetus for change and Americans, and Japanese equality after Americans the war? Integrate technology Analyze primary and secondary sources How was propaganda used to impact public opinion and support for World War II? Student textbook and primary document book
Internet access Access to primary and secondary sources (The American Spirit) Student textbook and primary document book
American mobilization for war Internet/computer access Analyze primary sources ‐ specifically World War II era propaganda posters Access to Facts on File Create a reflection paper on a selected topic Have students, in groups, research and create a glog using Glogster.com on the social changes brought about due to American involvement in WWII Topics should include: women, African Americans, Japanese Americans, Native Americans, and Mexican Americans. Have groups present their findings to the class Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments/activities rubric Presentation rubric Cooperative group assessment rubrics Have each student find a propaganda poster or film from WWII Have students print out their propaganda poster and write a one‐page explanation/analysis of the poster he/she selected Share posters and analysis with the class Written tests and quizzes Technology assessments/activities Reflection rubric Presentation rubric How did new technology impact World War II? Impact of technology on military campaigns and the home front of World War II Debate relevant topics Analyze primary and secondary sources Student textbook and primary document book
Information on Lincoln‐Douglas debate format Clips on the damage inflicted by the atom bomb Written tests and quizzes Have students participate in a Open‐ended questions Lincoln‐Douglas Style debate on whether or not the United States was justified in using the atomic Technology assessments/activities bombs on Japan in August 1945 Use primary and secondary sources to conduct research and Debate rubrics formulate arguments Class may also be split into smaller Evaluation sheets groups to debate the impact of other forms of technology on WWII ‐ such as the airplane, etc Students should evaluate the debate skills and research of their peers How did human rights violations during World War II guide American and world policies following the war? Wartime diplomacy and conferences Plans for the United Nations Analyze primary and secondary sources Student textbook and primary document book
Copies of Human Rights Covenant from the United Nations Film: Nuremberg Essay rubric
Discuss the Holocaust with the students Then have students view excerpts from the film Nuremberg Follow up with a class discussion on the film Have students review the Human Rights Covenant of the United Nations and explain in an essay the origins of the document in WWII and its impact and legacy
How did economic, social, and political organization on the home front contribute to the success of the United States in World War II? Social, economic, and political impact of the war on the American home front during and after World War II Analyze primary and secondary sources Develop a position on selected topics Access to Facts on File Have students view and analyze graphs, charts, and primary source documents in the American Pageant and the American Spirit that outline the impact of World War II on the American home front. Have students determine the factors that contributed most to the success of the United States in World War II and write a persuasive essays with their findings.
Written tests and
quizzes Open‐ended questions Project assessments Technology assessments /activities Persuasive essay rubric Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning techniques will be employed. Highlight critical features in the lessons and textbook. Intersperse lecture with small group discussion. A variety of interactive maps and film clips will be used to appeal to different learning styles. Technology
Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live webpages and/or Web Quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Students will use interactive WWII websites to conduct research and view film clips to further emphasize the impact of WWII on the U.S. and the world. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will be able to evaluate how military, social, political, and economy solutions can be employed to solve complex problems. Unit 08 - AP US History
Unit Plan
Enduring Understandings: Technological advancements influence and change society. There are social, political, and economic reasons for war and conflict. Civil liberties may be restricted in times of crisis. Essential Questions: How does technology impact warfare and society? How can consumerism affect society and its population? How do ideological differences lead to conflict between countries? How can wars be fought without weapons? How does the role of the United States in the world changed over time? How can a democratic society balance personal freedoms and national security? Unit Goals: SWBAT: Explain how and why America emerged from WW II as the world's strongest economic power. Evaluate the causes and impact of minority movements in 1950s. Assess the causes and effects of the global ideological conflict between the United States and the Soviet Union and evaluate how this conflict impacted American society. Recommended Duration: 2‐3 weeks Standards: 6.1.12.A.12.a,b,c 6.1.12.B.12.a 6.1.12.C.12.a,c,d 6.1.12.D.12.a,b,c 6.1.12.A.13.a,b.c 6.1.12.B.13.a,b 6.1.12.C.13.b,d 6.1.12.D.13.f,d RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments How did the post‐World War II goals of the United States and the Soviet Union lead to the Cold War? Cold War policies and events
Critical thinking Analyzing primary and secondary sources Working in groups Essay writing Student textbook and primary document book A computer with internet access and productivity suite Have students create their own document based question on the causes of the Cold War Document based question Essay rubric What was the impact of containment and a fear of communism on the domestic and foreign policy of the United States? Cold War policies and events
The Red Scare in the United States Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills
Student primary document book Have the students read George Kennan's document in the document reader and write about or discuss the pros and cons of following his policies and what effect the document had on Cold War policy Open‐ended questions What were the immediate and long range effects of McCarthyism and the Red Scare? Cold War hysteria causes and effects Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills Video on the Red Scare or Senator McCarthy Forum rubrics Have the students watch a Open‐ended video on the 50s Red Scare questions or a biography on Senator Forum rubrics McCarthy or a Streaming video clip In co‐op groups, discuss the significance of the hearings and draw parallels to more recent events. Discuss the implications of the Red Scare or a similar "witch hunt" today What economic and social problems faced Americans after World War II? Fair Deal and Modern Republicanism policies Role of labor unions Rise of the middle class Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills Information organization skills
Growth of suburbs
Treatment of minorities Origins of the counterculture Consumerism and pop culture Critical thinking How were the 1950s an era of Analyzing primary and conformity and conflict? secondary sources Working in groups Discussion skills Evaluate internet sources Organizing visual information
Student textbook and primary document book Have the students create a graphic organizer of the domestic problems facing Truman and Eisenhower after World War II Have students read excerpts from Harrington's The Other America and analyze the limitations of prosperity in the 1950s and today Quiz and test questions Open‐ended questions Using the Internet, create a graphic organizer/collage that represents the conformity of the 1950s in a document or a Web 2.0 application Access to a computer with the Internet Technology View a scene of a 50s assessments/activities and productivity suite as well as sitcom like Leave it to multimedia presentation tools Beaver. Discuss how Forum rubrics television can reflect and represent society and think/discuss about what television show reflect/represent society today What were the origins of the Foundations of the Civil Rights Student textbook Civil Rights Movement in the Movement Video clips from Eyes on the Prize or from streaming video 1950s? Key leaders of the early Civil Rights Movement Critical thinking Analyzing primary and secondary sources Working in groups Discussion skills Organizing information Have students create a Test and quiz timeline of early Civil Rights questions events and discuss the causes and effects of each Open‐ended event questions View and discuss or write Project assessments about a video clip about The Brown vs. BOE case, the integration of the military, Forum rubrics the integration of baseball, or the Little Rock Nine. Why are these events significant? Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in co‐op groups and teacher will offer one on one help when necessary. Technology
Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐
based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Students will evaluate sources found online. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals. Unit 09 - AP US History
Unit Plan
Enduring Understandings: Achieving equality is a challenging but worthwhile process. Cultural norms and values change as society progresses. Military outcomes are unpredictable. Essential Questions: How can one person or a small group of individuals impact history? How are civil rights obstacles challenged by minority groups and the Supreme Court? How can the media influence public opinion and subsequently military strategy and diplomatic decisions? How do cultural movements impact American policies and values? How do counterculture movements impact American policies and values? How has the American political system changed as democratic ideals have been expanded to more stakeholders? Unit Goals: SWBAT: Evaluate the foreign policies of the 1960s and the impact on domestic attitudes. Assess the many different aspects of the civil rights movement in bringing about social reform and equality. Recommended Duration: 2‐3 weeks NJCCCS: 6.1.12.D.12.a,d,e; 6.1.12.A.13.a‐c; 6.1.12.B.12.a,b; 6.1.12.D.13.b,e Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH 11‐12.7‐9 Guiding/Topical Questions Content/Themes/Skills What were the key Key legislation, Supreme strategies and goals Court Decisions, and leaders of Civil Rights leaders and tactics of the Civil Rights Movement during the 1960s? How did the goals of Analyze primary and the movement evolve throughout secondary sources the decade? Develop of position paper What were the successes and limitations of the Civil Rights movement in the 1960s? What were the short and long term effects of John F. Kennedy's foreign policy decisions? Key legislation, Supreme Court Decisions, and leaders and tactics of the Civil Rights Movement Technology integration Analyze primary and secondary sources Resources and Materials Suggested Strategies Student textbook and primary document book Access to Facts on File Internet access Student textbook and primary document book Internet access Cold War policies (arms race, Student textbook and primary document book space race) Cold War events (Bay of Pigs, Cuban Missile Crisis, Hot Line) Develop a five paragraph essay ‐ Debate relevant topics Have students examine primary and secondary sources on Martin Luther King Jr.'s life and work to explain the principles of the nonviolent civil rights movement. Have students discuss or write a reflection paper on how King came under assault from some whites and African Americans during his lifetime for being either too militant or not militant enough Have students read Malcolm X's "The Ballot or the Bullet" and compare it to Martin Luther King Jr.'s "Letter from a Birmingham Jail" in an essay Suggested Assessments Written tests and quizzes Primary source analysis Open‐ended questions Essay rubric Technology assessments/activities Students can create a timeline of the Civil Technology Rights movement using a web 2.0 application. assessments/activities rubric Have students outline and evaluate the success and the challenges of the movement Research rubric in the timeline In a five paragraph essay, have students Open‐ended questions explain the Kennedy administration's activism in the Cold War, comparing and contrasting success in dealing with the Soviets (Cuban Technology Missile Crisis) and frustrations dealing with assessments/activities the Third World (Bay of Pigs) Debate rubrics Have students evaluate/debate the concept of John Kennedy as a "Cold Warrior." What were the goals Domestic policies and of John Kennedy's programs of John Kennedy's New Frontier? New Frontier Analyze primary and secondary source documents Student textbook and primary document book Internet access Interview guidelines Create a graphic organizer outlining the goals Written tests and quizzes of John Kennedy's New Frontier and its impact on public participation in the 1960s. Open‐ended questions Have students interview family members, etc. Interview rubric about their opinions/perspectives on John Kennedy's domestic policies and leadership in the 1960s Technology assessments/activities What were the goals Domestic policies and of Johnson's Great Programs of Lyndon Society? Johnson's Great Society Analyze primary source documents Student textbook and primary document book In The American Spirit, have students read Ch. 39 Section B ‐ primary sources on Johnson's Great Society including goals and criticisms. Have students respond to questions #2 on page 513 in the book Open‐ended question rubric Have students research and prepare for a debate on American involvement in Vietnam
Describe the escalation of the Vietnam War. Explain the political as well as the military side of the war ‐ for example the constant fear that the Saigon government would collapse if the United States did not provide greater support Written tests and quizzes Document based question essays Open‐ended questions Project assessments Technology assessments/activities Debate rubrics Forum rubrics Political cartoon rubrics What were the short and long term effects of Johnson's foreign policy, particularly the conflict in Vietnam? Significant military events of Student textbook and the Vietnam Conflict primary document book U.S. involvement in Vietnam under John Kennedy, Lyndon Johnson, Richard Nixon, and Gerald Ford Conduct research Debate relevant topics Analyze primary and secondary sources How did the media impact public opinion and government decisions in the 1960s? Domestic response to the war in Vietnam Elections of the 1960s Analyze primary source documents Create a document based question Student textbook and primary document book Access to Facts in File Sample document based questions from AP Central website
Have students create a document based question on the impact of the media on public opinion and the Vietnam War. Then have students develop a response to the Document Based Question they created Written tests and quizzes
Document based question essay rubric Open‐ended questions Technology assessments/activities How did the culture of the 1960s conflict with the culture of the 1950s? Elections of the 1960s Counterculture movement Analyze primary and secondary source documents Student textbook and primary document book Access to primary source documents In groups or individually, have students examine the cultural rebellions of the 1960s in relation to traditional American values like distrust of authority and individualism. Have students examine the "sexual revolution" and the changes in the family as they impacted broader issues of public authority and the role of institutions like school and the church. Have students complete a primary source document shuffle to complete this task
Written tests and quizzes
Primary source analysis Technology assessments/activities Document shuffle rubric Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning techniques will be employed. Technology will be used to appeal to the different learning/research styles of the students. Technology
Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live webpages and/or web quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Students will use different websites and film clips to conduct research and further examine the major issues of the 1960s. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will study how cultural and countercultural movements can impact society in the short term and long term. Students will also learn how to evaluate a topic from a variety of perspectives which will help them in the workplace as different opinions are presented. Unit 10 - AP US History
Unit Plan
Enduring Understandings: Technological advancements influence and change society. The role and scope of the government can change in reaction to different circumstances. Military and foreign conflict outcomes are unpredictable. Essential Questions: How does corruption and dishonesty in government impact public opinion and policy? How has the role of the United States in the world changed over time? How does America promote, but also hinder, the growth of democracy? How have industrialization and technology transformed the social, cultural, and economic landscape of the United States? Unit Goals: SWBAT: Analyze the effect that the loss of Vietnam and Watergate had on the policies and the psyche of the United States. Describe the stalemate and stagnation of the 1970s. Recommended Duration: 1 week Standards: 6.1.12.A.12.b,c 6.1.12.D.12.d,e 6.1.12.C.13.c 6.1.12.A.14.a‐h 6.1.12.B.14.c,d 6.1.12.C.14.a‐c 6.1.12.D.14.a‐e 6.1.12.A.16.a‐c 6.1.12.B.16.a 6.1.12.C.16.c 6.1.12.D.16.c RH.11‐12.1,2,3 RH 11‐12.6 RH 11‐12.7,8,9 Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments How did the Vietnam war end and how did it affect the United States policies and psyche? Vietnam and the Peace talks Textbook, primary sources, streaming video Saigon falling War Powers Act and its effect on future presidents Comparisons to Iraq and Afghanistan Critical thinking Discussion and writing skills
Read historiography on Vietnam Written tests and and its effect on future United quizzes States policies. Discuss in class or write an essay on it. Essays rubric Watch video clips of Kent State, the fall of Saigon and other Open‐ended questions events linked to Vietnam in the 1970s Forum rubrics What was Watergate and how did it affect public perception of the government? the events of Watergate and All the Presidents Men, textbook, the Nixon Library website (internet access), primary key people involved documents book, interactive whiteboard, Ford and the pardon present headlines and articles about present president use EBSCO Host to find articles. Critical thinking, primary and secondary source analysis, discussion and/or writing skills Read or view excerpts from All the Presidents Men. Listen to Nixon tape excerpts and discuss. Create a timeline of Watergate events and discuss the different ways Nixon could have handled himself and the decisions he made. Discuss how presidents are scrutinized today and debate whether that is a good or bad thing for the country
Compare and contrast the successes and failures of Nixon, Ford, and Carter; what role does the media play in our assessment of presidents and policies? Domestic and foreign policies of each president National issues like the gas crisis, Bicentennial, stagflation, affirmative action, and forced bussing Critical thinking, primary and secondary source analysis, discussion and/or writing skills Written tests and quizzes Open‐ended questions Forum Rubrics Textbook, primary sources, streaming video, Evaluate and grade Nixon, Ford, Written tests and and Carter in domestic and quizzes or interactive white boards foreign policies Open‐ended questions View Streaming videos and Hulu clips of actual speeches, press Forum rubrics conferences as well as satirical skits about them on shows like Saturday Night Live How does American foreign policy affect the lives of citizens at home and abroad? The gas crisis, Three Mile Island, Iran Hostage Situation and the boycotting of the 1980 Olympics Critical thinking, primary and secondary source analysis, discussion and/or writing skills Have students read newspaper Textbook, primary sources, streaming video using LCD projector or interactive white board, articles from the 1970's EBSCO Host describing events that would have affected citizens and analyze their impact in discussion or writing View the streaming video Carter/Reagan debates and/or news reports from various events
Written tests and quizzes Open‐ended questions Forum rubrics Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Students will work in co‐op groups and teacher will offer one on one help when necessary. Technology
Students will use school based databases to locate articles. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will also learn how to interpret data and utilize their high‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. Students will often work with others to achieve academic goals. Unit 11 - AP US History
Unit Plan
Enduring Understandings: Cultural norms and values change as society progresses. America is part of a global community. Essential Questions: How has the role of the federal government changed and expanded over time? How can the US adjust to new international adversaries? What is the "new world order" following the end of the Cold War? Is U.S. society and politics becoming more or less fragmented? What is New Jersey's role in United States History? Unit Goals: SWBAT: Evaluate the programs and policies of the New Right. Assess how budget deficits limited the federal government. Explain the impact of the partisan conflicts of the decades. Explore America's role in the "New World Order." Recommended Duration: 4‐5 weeks NJCCCS: 6.1.12.A.14.a‐h; 6.1.12.B.14.a‐d; 6.1.12.C.14.a‐d; 6.1.12.D.14a‐f; 6.1.12.A.15.a‐f; 6.1.12.B.15.a; 6.1.12.C.15a,b; 6.1.12.D.15.a‐d; 6.1.12.A.16.a‐c; 6.1.12.B.16.a; 6.1.12.C.16.a‐c.6.1.12.D.16a‐c Common Core English / Language Arts Literacy in Social Studies: RH 11‐12.1‐3; RH 12.6; RH11‐12.7‐9 Guiding/Topical Questions Suggested Assessments Content/Themes/Skills Resources and Materials Suggested Strategies What lead to the rise of the conservative movement in the 1980s? Elections of the 1980s Economic challenges and successes Republican conservatism Analyze primary and secondary sources Interpret maps, charts, and graphs Student textbook and primary document book Internet access Have students conduct research on the rise of conservatism in the 1980s Using their research, have students participate in a discussion on Reagan's ability to link economic social‐policy and foreign‐policy conservative principles into a political coalition Have students debate the success and failures of Reagan's supply‐side economics and the polarization of the "culture wars" Students can also complete an evaluation/rating of Reagan's domestic and foreign policies Written tests and quizzes Research rubric Open‐ended questions Project assessments Technology assessments/activities Presidential evaluation rubric How did women's roles and women's issues expand in the 1980s and 1990s? Elections of the 1980s Growing influence of the women's movement Create presentation Present a verbal product to the class Student textbook and primary document book Internet access In groups, have students examine the growing role of women and women's issues in politics in the 1980s and 90s Have students complete a case study and create a presentation on one of the following women ‐ Sandra Day O'Connor, Diane Feinstein, Hilary Clinton, Geraldine Ferarro, Ruth Bader Ginsberg, etc Written tests and quizzes Open‐ended questions Project assessments Technology assessments/activities Presentation rubric What was the extent Foreign policy successes and and importance of limitations of the Reagan, Bush, American involvement and Clinton Administrations in Third World countries in the late 1980s? Develop a five paragraph essay Formulate opinions Integrate technology Student textbook and primary document book Internet access Access to Moodle Written tests and In a five paragraph essay or Moodle forum, have students quizzes research and discuss the importance of the "Third World" Essay rubric in American foreign policy in the Open‐ended questions 1980s and 90s Project assessments Have students evaluate the military and economic Technology involvement of the United assessments/activities States in underdeveloped countries and the perception of this involvement to the global Forum rubrics community What was the status of Foreign policy successes and the Cold War in the limitations of the Reagan, Bush, 1980s? and Clinton Administrations Develop a reflection paper Conduct research Analyze primary and secondary sources Student textbook and primary document book Access to Facts on File Internet Access Have students evaluate Ronald Reagan's stance on the Cold War as compared to the presidents of the 1970s In a reflection paper have students consider the American policies and internal changes in the Soviet Union as a means to moving closer to ending the Cold War later in the 1980s
How did the ideological status of the 1990s differ from that of the 1980s? Student textbook and primary document book Access to Facts on File Internet access Have students create a graphic Written tests and quizzes organizer on the ideas and politics of Bill Clinton in the Document based 1990s question essays Specifically, have students Open‐ended questions examine Clinton's attempt to steer a middle course between conservative Republicans and Technology more liberal Democrats in issues assessments or such as welfare, social security, activities civil rights, and the environment Graphic organizer rubric
Domestic policy agendas of Reagan, Bush, and Clinton Formulate opinions Debate relevant topics Written tests and quizzes Open‐ended questions Technology assessments/activities Essay rubric What role does the U.S. Foreign policy under Bush and
play in a post Cold War Clinton world? Research print and Internet sources Evaluate sources for bias Formulate thesis statements and arguments
Student textbook and primary document book Access to internet and library resources and databases Find historiography articles for the students to read on the legacy of Bush and Clinton Debate or discuss in class Assign a formal research paper to the students on a Late 20th century topic How has New Jersey The role of New Jersey in United been affected by United States History, including: WPA States History and how projects, Seabrook Farms, Race has United States Riots of the 1960s, the growth of History affected New suburbs Jersey? Research print and Internet sources ‐ evaluate sources for bias Create a visual presentation
Access to internet and library resources and databases Have the students research and Research and present a project about New presentation rubric Jersey history, emphasizing New Jersey's role in United States History Present the material using a Web 2.0 application that has multimedia capabilities Written tests and quizzes Open‐ended questions Research rubrics Differentiation
A wide variety of assessments and strategies can be used to compliment the individual learning experience. Teacher may also incorporate visual and/or auditory stimuli to appeal to the different learning styles of the students in the class. Cooperative learning techniques will be used. Technology will be used to appeal to the different learning styles of the students. Technology
Opportunities for students to use technology to participate in relevant activities and real‐world activities include having students create live webpages and/or web quests that pertain to information in this unit. Students are encouraged to use a variety of Web 2.0 applications to further their technological knowledge. These applications include Glogster, Prezi, Storybird, StoryJumper, and Quizlet among others. Also, students will use technology to participate in online discussions and forums through the district‐based Moodle software. Students may also use technology to create publications through the use of Microsoft Office programs such as Publisher, PowerPoint, and Excel. Various research websites on the 1980s and 1990s will be used in this unit. College and Workplace Readiness
This unit and the Advanced Placement United States History course in general will engage students in college and career readiness by emphasizing the importance of organization, quality note‐taking, abiding by an assignment schedule and deadlines, as well as prioritizing tasks and completing them in a timely manner. Students will also learn how to communicate orally and in written form in a manner that is acceptable and appropriate in the college and professional settings. Students will learn how to interpret data and utilize their higher‐order thinking skills to evaluate and analyze complex data and problems to find valuable and reliable solutions. This unit will help students again understand the economy and how the economy can have a ripple effect on other aspects of society.