United States History
Unit 8/9/10
Title
Suggested Dates
5th and 6th Six Weeks
1960’s Politics
-JFK & the New Frontier
-Bay of Pigs
-Cuban Missile Crisis
-Assassination
-LBJ & The Great Society (Civil Rights Legislation)
-Vietnam War
-Cold War
1960’s Society
-Society in the 1960’s
-Civil Rights Mvmt & Legacy
Modern America
-​Domestic Polices (Nixon-Obama)
-Foreign Policies (Nixon-Obama)
-Multiculturalism
-Globalization
-Technology
-End of Cold War
Big Idea/Enduring Understanding
National and International policies and decisions during the Cold War
had long term impact on the United States.
The economic impact of the Cold War is still evident today.
Guiding Questions
Did the United States respond appropriately to the actions of the Soviet
Union during the Cold War?
How did foreign policy decisions during this time period affect the
domestic realm?
TEKS
Readiness TEKS
*2B
*8AD
8F
*9A
9F
11A
12A
13AB
14A
CISD 2016, 11/29/16
Supporting TEKS
2ACD
8BE
9BCDEGHI
10ABCDEF
11B​CD
​ EF
12B
14B
17CD
18AB
Process Skills
29A-H
30A-C
31AB
32AB
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17E
19B
21A
23A
25B
*26A
26C
27A
28A
19CDE
20A
21BC
22C
23BC
24ABD
25ACD
26FD
27BC
28BC
*Safety Net Standards
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
Describe the Berlin Airlift. Why did it begin? How did the USA respond to Soviet Aggression without going to war?
Explain the events that led to the creation of NATO and outline the terms of the NATO treaty.
Describe the Truman Doctrine and the Marshall Plan. Explain how these were intended to prevent further aggression in Europe after WWII.
What role did the space race play in the Cold War?
What strategies were used by Martin Luther King, Jr in the Civil Rights Movement?
Expalin the Domino Theory in relation to our involvement in Korea and Vietnam.
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The resources included here provide teaching examples and/or meaningful learning experiences to address the district curriculum. In order to address
the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and
research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use
professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright.
Knowledge and Skills with
District
Vocabulary
Instructional
Suggested Resources
Student Expectations
Specificity/Examples
Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must be
aligned with the TEKS.
(2) History. The student
Students should be
Watergate
Watergate
Power Points
understands traditional historical
able to distinguish
Space Race
Events
points of reference in U.S. history
major events and
Camp David
Our Century
from 1877 to the present. The
Accords Iran
Graphic
student is expected to:
Hostage Crisis
Organizer
Cold War Time Line
impeachment
(A) identify the major
9/11 War on
Political, Economic, and Social Factors of
characteristics that define an
Terror
Turning
1970-2001 Chart Activity
historical era;
Point
Supporting Standard RC 1
(2) History. The student
understands traditional historical
points of reference in U.S. history
from 1877 to the present. The
student is expected to:
*Safety Net Standard
(B) identify the major eras in U.S.
history from 1877 to the present
and describe their defining
characteristics;
Readiness Standard RC1
CISD 2016, 11/29/16
Bloom’s Level
Understanding and
Remembering
Students should be
able to list the major
events of the Cold
War Era
Including
● Berlin
blockade and
airlift
● Formation of
NATO
Atomic attack
Eisenhower and
conservativism
per capita
income
franchise
GI Bill
beatnik
Timeline/ Mix
and Match
Presidential
Report Card
Presidential
Graphic
Organizers
DVD-President
Presidential
Portfolios
9/11 montage
Middle East
map
Presidential Profiles
9/11 Montage
We Didn't Start the Fire (Billy Joel Song)
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● Victory of
communists in
China
● Korean War
● Cuban Missile
Crisis
● Détente
● Collapse of the
Soviet Union
(2) History. The student
understands traditional historical
points of reference in U.S. history
from 1877 to the present. The
student is expected to:
Define the starting and
stopping point for the
era and explain why
those events are
turning points in
history
Starting points● End of World
War II
● Berlin
Blockade
End Point● Fall of the
Berlin Wall
● Fall of the
Soviet Union
Bloom’s Level
Applying
mandate
Video
Questions
Marshall Plan
Iron Curtain
Berlin
Blockade/Airlift
Truman
Doctrine
Cold War
Presidential
Timeline
(C) apply absolute and relative
chronology through the sequencing
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of significant individuals, events,
and time periods;
Supporting Standard RC 1
(2) History. The student
understands traditional historical
points of reference in U.S. history
from 1877 to the present. The
student is expected to:
Bloom’s Level
Understanding
Warren
Commission,
Headstart
School Lunches
Title IX
Assassination
(D) explain the significance of the
following years as turning points:
1898 (Spanish-American War),
1914-1918 (World War I), 1929
(the Great Depression begins),
1939-1945 (World War II),​ ​1957
(Sputnik launch ignites U.S.-Soviet
space race), ​1968-1969 (​Martin
Luther King Jr. assassination​ and
U.S. lands on the moon), 1991
(Cold War ends​), 2001 (terrorist
attacks on World Trade Center and
the Pentagon), and 2008 (election
of first black president, Barack
Obama).
Timeline/ Mix
and Match
Presidential
Report Card
Presidential
Graphic
Organizers
DVD-Presidents
Presidential
Portfolios 9/11
Video Clip “The Right Stuff”
montage Middle
East map
Sputnik “Missile
Gap”
Supporting Standard RC 1
(8) History. The student
understands the impact of
significant national and
international decisions and conflicts
in the Cold War on the United
States. The student is expected to:
CISD 2016, 11/29/16
Bloom’s Level
Understanding
For each of the events
below students need to
understand the Soviet
Actions and the
Aggression
NATO Berlin
Airlift
McCarthyism
NASA HUAC
Verona Papers
Time Line of
the Cuban
Missile crisis
Reading like a Historian :
Cold War Lesson Plan
Cuban Missile Crisis Lesson Plan
Cuban Missile
Crisis activity
Truman Presidential Library ​Student Activities
Harry Truman and the Truman Doctrine
Berlin Airlift
Page 5
*Safety Net Standard
(A) describe U.S. responses to
Soviet aggression after World War
II, including the Truman Doctrine,
the Marshall Plan, the North
Atlantic Treaty Organization, the
Berlin airlift, and John F.
Kennedy’s role in the Cuban
Missile Crisis;
Readiness Standard RC 1
(8) History. The student
understands the impact of
significant national and
international decisions and conflicts
in the Cold War on the United
States. The student is expected to:
(B) describe how Cold War
tensions were intensified by the
CISD 2016, 11/29/16
reasons for the United
States response.
Truman Doctrine​-
Cuban Missile
Crisis
Kennedy Presidential Library
Cuban Missile Crisis
Marshall Plan
Library of Congress
For European Recovery: The Fiftieth Anniversary of
the Marshall Plan
North Atlantic Treaty
Organization
PBS:
Berlin Airlift
Berlin Airlift
J.F. Kennedy’s role in
the Cuban Missile
Crisis.
Students need to have
a understanding of
how the foreign
policies made during
this era still have an
ripple effect today.
They need to also
understand how these
policies were a
departure from earlier
U.S. foreign policy.
Bloom’s Level
Understanding
Arms Race
McCarthyism
House Un-American
Activities Committee
(HUAC)
British Archives
Berlin Airlift​ (great newsreel film clips)
NEH
Source of Discord 1945-1946
The Strategy of Containment
The Cuban Missile Crisis, 1962: The Missiles of
October
Clouds over Cuba
McCarthyism
HUAC
Cartoon
Analysis
BBC On this Day
1950: McCarthy launches anti-red crusade
Video Clips
U.S. Senate.gov
June9,1954 ​“Have You No Sense of Decency”
Library of Congress: Herb Block’s History Political
Cartoons from the Crash to the Millennium.
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arms race, the space race,
McCarthyism, and the House
Un-American Activities Committee
(HUAC), the findings of which
were confirmed by the Verona
Papers;
Tick-Tock Tick-Tock​ Series of political cartoons on
the Arms Race
Fire ​ Series of political cartoons on McCarthyism
National Archives: Teaching with Documents:
Telegram from Senator Joseph McCarthy to
President Harry S. Truman
Photographs and Pamplet About Nuclear Fallout
Memorandum of a Conference with President
Eisenhower after Sputnik
Supporting Standard RC 1
(8) History. The student
understands the impact of
significant national and
international decisions and conflicts
in the Cold War on the United
States. The student is expected to:
(C) explain reasons and outcomes
for U.S. involvement in the Korean
War and its relationship to the
containment policy;
Readiness Standard RC 1
Bloom’s Level
Understanding
Students must make
the connection
between the cont
Containment Policy
the strategy the United
States employed to
stop the spread of
communism. The
United States offered
military, economic or
technical support to
countries to ensure
that communism did
not spread.
38th parallel
Containment
Policy
Primary Source
worksheet
NEH
Soviet Espionage in America
House Un-American Activities Committee
The Rise and Fall of Joseph McCarthy
Reading Like a Historian
Korean War OUT Lesson Plan
Videos
Truman and MacArthur Lesson Plan
OPTIC
National Archives: Teaching with Documents:
The United States Enters the Korean Conflict
SOAP
NEH
The Korean War:”Police Action,” 1950-1953
History Channel
Korean War​ (videos, speeches, photo galleries)
Naval Historical Center- U.S. Navy
Korean War
BBC
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Entering the Korean
War
The Korean War : An Overview
Long term affects of
Korean War
(8) History. The student
understands the impact of
significant national and
international decisions and conflicts
in the Cold War on the United
States. The student is expected to:
*Safety Net Standard
(D) explain reasons and outcomes
for U.S. involvement in foreign
countries and their relationship to
the Domino Theory, including the
Vietnam War;
Readiness Standard RC 1
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Students need to
understand that the
United States was part
of a multinational
force in Korea and that
Congress never
officially decaled war.
Bloom’s Level
Cuban Missile
Understanding
Crisis
Quarantine Bay
Students must
of Pigs Cuban
understand the
Missile Crisis
connection between
Domino Theory
the Vietnam war and
Gulf of Tonkin
the Domino Theory.
Resolution
Students must also
understand the reasons
for entering the
Vietnam War and the
long term effects from
the end of the war.
Domino Theory
Vietnam War
Triple
Play-Three
major events of
the cold war.
(Lead4ward
website)
Reading Like a Historian
Gulf of Tonkin Resolution​ Lesson Plan
History Channel
​Vietnam War​- Videos, Speeches, Photo Galleries,
Interactives
PBS : Battlefield Vietnam
National Archives: Teaching with Documents:
The War in Vietnam- a Story in Photographs
Digital History
Guided readings on Vietnam War
Page 8
(8) History. The student
understands the impact of
significant national and
international decisions and conflicts
in the Cold War on the United
States. The student is expected to:
Bloom’s Level
Analyzing
Tet Offensive
Vietnamization
Tet Offensive
Escalation of Forces
Vietnamization
Fall of Saigon
Graphic
Organizer
comparing the
impact of major
events during
Vietnam War
(E) analyze the major issues and
events of the Vietnam War such as
the Tet Offensive, the escalation of
forces, Vietnamization, and the fall
of Saigon; and
(F) describe the responses to the
Vietnam War such as the draft, the
26​th​ Amendment, the role of the
media, the credibility gap, the silent
majority, and the anti-war
movement.
Readiness Standard RC 1
CISD 2016, 11/29/16
YouTube (must have differentiated filtering to
view)
Fall of Saigon 1975
Smithsonian
The Price of Freedom: Americans at War: Vietnam
NEH
The Gulf of Tonkin Resolution and Escalation of the
Vietnam War.
Supporting Standard RC 1
(8) History. The student
understands the impact of
significant national and
international decisions and conflicts
in the Cold War on the United
States. The student is expected to:
Digital History
eXplorations: The Vietnam War as History
Bloom’s Level
Understanding
The Draft
The 26​th​ Amendment
dropped the minimum
age to vote to 18 from
21.
Role of the Media
Credibility gap
Silent Majority
Anti- War Movement
26th amendment
Credibility Gap
Design a Draft
Card/ protest
sign
Write a letter to
the govt.
explain reasons
for your
position on war
ELPS: 4F
Visual and
contextual
supports, 2F
Derive meaning
from a variety
of media, 3B
new vocabulary
History Channel
The 26​th​ Amendment
You Tube (You must have differentiated filtering to
view)
Richard Nixon 1969 Great Silent Majority
U.S. History.org
Antiwar Movement
Kent State Massacre video clip
The Century Series: Approaching the
Apocolypse-1971-1975
Page 9
(9) History. The student
understands the impact of the
American civil rights movement.
The student is expected to:
*Safety Net Standard
(A) trace the historical
development of the civil rights
movement in the 19th, 20th, and
21st centuries, including the 13th,
14th, 15th, and 19th amendments;
(B) describe the roles of political
organizations that promoted civil
rights, including ones from African
American, Chicano, American
Indian, women's, and other civil
rights movements;
(C) identify the roles of significant
leaders who supported various
rights movements, including Martin
Luther King Jr., Cesar Chavez,
Rosa Parks, Hector P. Garcia, and
Betty Friedan;
(D) compare and contrast the
approach taken by some civil rights
groups such as the Black Panthers
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Non-Violent
Movement​ (such as
Montgomery Bus
Protest and Freeedoms
Riders)
Civil War
Amendments as they
apply to the Civil
Rights Movement
Plessy V Ferguson
De jure
Segregation
De facto
Segregation
Discrimination
Racism Prejudice
Jim Crow Laws
Video-The Century Series: Poisoned Dreams-1960-1964
Research: The
historical impact
of slavery on the
development of
the south.
Discuss th​e
desegregation of
Voting Rights
What events and
schools in California
Amendments 15, cultural trends
and the Southeast have 17, 19, 24, and 26 led to a rise in
on the Civil Rights
African American
Movement as a whole. KKK
influence in the
Eisenhower
Trace ​Militant
LBJ
Movement Origins of
Martin Luther
the Black Panthers and King Jr.
their role in the
Cesar Chavez,
communities in
Rosa Parks
California.
Hector P. Garcia
Evaluate the Black
Panther response to
police brutality in
urban neighborhoods
Compare and Contrast
the protest style of
MLK to that of
Malcolm X
Betty Friedan
Medgar Evers
Passive
resistance
Montgomery Bus
Boycott Lunch
Counter Sit-ins
Civil Rights Act of
1957
Video- The Century Series: Unpinned-1965-1970
Dr. Martin Luther King speeches
http://www.mlkonline.net/
20th century?
Interactive
Lecture
ELP
Strategies:2F,
4D, 3J, 3G, 1E,
3B, 5C, 1A, 4I,
4B, 3H
Timeline History
Alive;
Page 10
with the nonviolent approach of
Martin Luther King Jr.;
(E) discuss the impact of the
writings of Martin Luther King Jr.
such as his "I Have a Dream"
speech and "Letter from
Birmingham Jail" on the civil rights
movement;
(F) describe presidential actions
and congressional votes to address
minority rights in the United States,
including desegregation of the
armed forces, the Civil Rights acts
of 1957 and 1964, and the Voting
Rights Act of 1965;
(G) describe the role of individuals
such as governors George Wallace,
Orval Faubus, and Lester Maddox
and groups, including the
Congressional bloc of southern
Democrats, that sought to maintain
the status quo;
(H) evaluate changes and events in
the United States that have resulted
from the civil rights movement,
including increased participation of
CISD 2016, 11/29/16
Give examples of the
impact of the writings
of Martin Luther King Jr
such as his “I have a
Dream” speech and
“Letter from
Birmingham Jail”.
Describe the acts in
Johnson’s ‘Great
Society’ in the ways
that they addressed
civil rights such as the
Civil Rights Act of 1957
and 1964. As well as the
Voting Rights Act of
1965.
1963- March on
Washington
SCLC
NAACP
CORE
SNCC
Civil Rights Act of
1964
Little Rock,
Arkansas Forced
Integration
National Guard
Black Panthers
Brown v. Board
of Education
Hernandez v.
Texas
Letter From Birmingham Jail Excerpt
Civil Rights Movement Political Cartoon Analysis
Civil Rights
Timeline
Interactive
Lecture
People, Role, Significance, Impact in Civil Rights
Movement Chart
“Freedom Riders” video clip
ELP Strategies:
2F, 4D, 3J, 3G,
1E, 3B, 5C, 1A,
4I, 4B, 4D
Explain the role of
individuals and groups
who attempted to
maintain the status quo
and hinderng civil ritght
acts in the US.
Students will be able to
list examples of
minority participation in
the political process.
Page 11
minorities in the political process;
and
(I) describe how litigation such as
the landmark cases of Brown v.
Board of Education, Mendez v.
Westminster, Hernandez v. Texas,
Delgado v. Bastrop I.S.D.,
Edgewood I.S.D. v. Kirby, and
Sweatt v. Painter played a role in
protecting the rights of the minority
during the civil rights movement.
(10) History. The student
understands the impact of political,
economic, and social factors in the
U.S. role in the world from the
1970s through 1990. The student is
expected to:
(A) describe Richard M. Nixon's
leadership in the normalization of
relations with China and the policy
of détente;
(B) describe Ronald Reagan's
leadership in domestic and
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Debate
Landmark
Supreme Court
cases and analze
their importance
Graphic
Organizer
Describe the how the
Supreme Court cases
mentioned played a
role in protecting the
rights of minority
citizens during the civil
rights movement.
Students will discuss
the impact of creating
inroads to better
relations with China
and the USSR.
Students will explain
the leadership in
Normalization
Détente
Supply-side
economicsReaga
nomics Peace
Through
Strength SDI
Interactive
lecture
Venn diagram
ELPS:
visual and
contextual
organizers
Presidential
report card
DVD-Presidents
ELPS-4FGraphic
Organizers
Clip: Forrest
Gum​https://www.youtube.com/watch?v=bmnSMlAst
Mc​p
Page 12
international policies, including
Reaganomics and Peace Through
Strength;
(C) compare the impact of energy
on the American way of life over
time;
(D) describe U.S. involvement in
the Middle East such as support for
Israel, the Camp David Accords,
the Iran-Contra Affair, Marines in
Lebanon, and the Iran Hostage
Crisis;
Students will be able to
explain the importance
of the oil shortage in
the 1970’s and the
impact of Nuclear
energy.
(E) describe the causes and key
organizations and individuals of the
conservative resurgence of the
1980s and 1990s, including Phyllis
Schlafly, the Contract with
America, the Heritage Foundation,
the Moral Majority, and the
National Rifle Association; and
Students will describe
how the involvement in
the Middle East
supported Israel and list
the importance of the
Iran Contra Affair,
Marines in Lebanon,
and the Iran Hostage
Crisis.
(F) describe significant societal
issues of this time period.
Explain the impact of
the conservative
resurgence of the
1980’s and 1990’s
including the individual
and organizations listed
on the left.
(11) History. The student
understands the emerging political,
Students will be able
to list and explain how
CISD 2016, 11/29/16
Reaganom​http://www.ushistory.org/us/59b.asp​ics
economics and his part
in ending the Cold War.
De-regulation
Moral Majority
ERA Contract
With America
Camp David
Accords Iranian
Hostage Crisis
Iran-Contra Affair
Normalization
NRA Phyllis
Schlafly Billy
Graham Embargo
Resurgence
Stagflation
Environmentalis
m
LRE: Modern
America Lessons
Rise of Conservatism Rise of Conservatism Questions
Republican
ELPS: 2F,3J
A quick history from 1970 ppt
graphic
Organizer
Resurgence Powerpoint
Berlin Wall
Perestroika
Interactive
lecture
Article: Library of Congress
Page 13
economic, and social issues of the
United States from the 1990s into
the 21st century. The student is
expected to:
the policies of the
modern presidential
administrations helped
end the Cold War.
*Safety Net Standard
(A) describe U.S. involvement in
world affairs, including the end of
the Cold War, the Persian Gulf
War, the Balkans Crisis, 9/11, and
the global War on Terror;
Readiness Standard RC 1
(11) History. The student
understands the emerging political,
economic, and social issues of the
United States from the 1990s into
the 21st century. The student is
expected to:
(B) identify significant social and
political advocacy organizations,
leaders, and issues across the
political spectrum;
(C) evaluate efforts by global
organizations to undermine U.S.
sovereignty through the use of
treaties;
(D) analyze the impact of third
parties on presidential elections;
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Glasnost Persian
Gulf War
Balkan Crisis
Genocide
Terrorism
Interventions
After the Cold War
Annotated
Timeline of
US/World
Events
ELPS: 3G
Wikipedia: List of Cold War Films
US Foreign Policy Instructions
Website outlining the end of the Cold War
Students will
understand the growth
of lbbyists including the
NRA and the NAACP.
Students will evaluate
the affects of global
organiaztions on the US
such as OPEC and
Trans-Pacific. .
Students will discuss
how Ross Perot
affected the elections
of 1992 and 1996.
Political advocacy
organizations
Third party
Independent
Candidate 2008
Presidential
Election
Ross Perot
Graphic organizer of the Reagan, Bush and Clinton
Presidencies
LRE: Modern
America
Activities
2008 Election from 270 to
win​http://www.270towin.com/2008_Election/
ELPS: 3E,3G
Think,Pair,
share
Interactive
lecture
Annotated
Timeline of
US/World
Events
Page 14
(E) discuss the historical
significance of the 2008
presidential election; and
(F) discuss the solvency of
long-term entitlement programs
such as Social Security and
Medicare.
Students will discuss
the significance of the
2008 election.
Students will
understand and explain
the viabilityt of why
Social Security and
Medicare may be gone
in the next two
decades.
(12) Geography. The student
understands the impact of
geographic factors on major events.
The student is expected to:
(A) analyze the impact of physical
and human geographic factors on
the settlement of the Great Plains,
the Klondike Gold Rush, the
Panama Canal, the Dust Bowl, and
t​he levee failure in New Orleans
after Hurricane Katrina; and
Students will anaylze
the impact on physical
and human geography
dealing with the levee
failure in New Orleans
after Hurricane
Katrina.
Label current
map of Europe
levee
Hurrican Katrina
FEMA
Katrina Migration Overview
Current event
internet activity
US physical map
ELPS-1A,2FVisual
s/video
Power Point of Maps in the 20th Century
(B) identify and explain reasons for
Alaska and Hawaii
changes in political boundaries such
as those resulting from statehood
and international conflicts.
CISD 2016, 11/29/16
Page 15
(13) Geography. The student
understands the causes and effects
of migration and immigration on
American society. The student is
expected to:
(A) analyze the causes and effects
of changing demographic patterns
resulting from migration within the
United States, including western
expansion, rural to urban, the Great
Migration, and the​ Rust Belt to the
Sun Bel​t; and
(B) analyze the causes and effects
of changing demographic patterns
resulting from legal and illegal
immigration to the United States.
(14) Geography. The student
understands the relationship
between population growth and
modernization on the physical
environment. The student is
expected to:
(A) identify the effects of
population growth and distribution
on the physical environment;
CISD 2016, 11/29/16
Suburbs
Mobility
Interstate
Highways Levitt
Town
Students will analze
the causes and effects
of changing patterns of
demography including
Rus Belt to the Sun
Belt.
2000 – 2010
Demo​http://www.urbanresearchmaps.org/plurality/o
thercitymaps.htm​graphic map
Population
MapUnited
States
http://www.history.com/topics/interstate-highway-sy
stem
Interstate Highway facts
ELPS: 4D-Use
prereading
supports
Students will analyze
the causes and effects
of changing
demographic patterns
resulting in legal and
illegal immigration.
EPA
Endangered
Species Act
Regulation
Conservation
Exerpts from ​Silent Spring
Current event
internet activity
US physical
map
ELPS-1A,2FVis
uals/video
Page 16
(B) identify the roles of
governmental entities and private
citizens in managing the
environment such as the
establishment of the National Park
System, the Environmental
Protection Agency (EPA), and the
Endangered Species Act; and
(17) Economics. The student
understands the economic effects of
World War II and the Cold War.
The student is expected to:
(C.) describe the economic impact
of defense spending on the business
cycle and education priorities from
1945 to the 1990s;
Supporting Standard RC 1
CISD 2016, 11/29/16
Changing
Population Map
Evaluate the
Impact of the
EPA and
Endangered
Species Act
Students must
understand how
defense spending
influenced the
business cycle during
this time period.
Increased spending on
military and space led
to the
development of the
Interstate Highway
system
Students must also
understand the change
in education
(increased emphasis
on Math and Science
as a result of the space
race for example)
Modern
Republicanism,
Nat’l Defense
Ed. Act, New
Frontier, Great
Society, VISTA,
Debate Title IX
and Affirmative
Action
ELPS-4F-graphi
c organizers
Digital History
Levittown
Affirmative Action Debate Lesson - Yale
Page 17
(17) Economics. The student
understands the economic effects of
World War II and the Cold War.
The student is expected to:
(D) identify actions of government
and the private sector such as the
Great Society, affirmative action,
and Title IX to create economic
opportunities for citizens and
analyze the unintended
consequences of each; and
(E) describe the dynamic
relationship between U.S.
international trade policies and the
U.S. free enterprise system such as
the Organization of Petroleum
Exporting Countries (OPEC) oil
embargo, the General Agreement of
Tariffs and Trade (GATT), and the
North American Free Trade
Agreement (NAFTA).
(18) Economics. The student
understands the economic effects of
increased worldwide
interdependence as the United
States enters the 21st century. The
student is expected to:
CISD 2016, 11/29/16
Students will identify
actions that have
created economic
opportunities for
mintority citizens.
Students will explain
the relationship
between the US and
other global agencies
such as OPEC, GATT,
and NAFTA
Medicare
Medicaid
VISTA Head
Start
Counterculture
Business Cycle
Affirmative
Action
Debate Title IX
and Affirmative
Action
ELPS-4F
-graphic
organizers
Miranda Rule
Innovation Free
Enterprise
System
OPEC
ELPS:
3H-Orally,
narrate, describe
and explain
US Trade Agreement Lesson
GATT
NAFTA
Entrepreneurs
Globalization
Multinational
ELPS:
4G-Show
comprehension
Page 18
(A) discuss the role of American
entrepreneurs such as Bill Gates,
Sam Walton, Estée Lauder, Robert
Johnson, Lionel Sosa, and millions
of small business entrepreneurs
who achieved the American dream;
and
of English text
individually and
in groups
Students will discuss
the role of
entrepreneurs such as
Gates, Walton,
Lauder, Johnson, and
Sosa.
Examine the
impact of
Multinational
Corporations on
the National
Economy
(B) identify the impact of
international events, multinational
corporations, government policies,
and individuals on the 21st century
economy.
(19) Government. The student
understands changes over time in
the role of government. The student
is expected to:
The student will
understand and
explain the
(B) explain constitutional issues
Constitutional issues
raised by federal government policy
the after affects of
changes during times of significant 9/11 brought up, such
events, including World War I, the
as the Patriot Act.
Great Depression, World War II,
the 1960s, and 9/11;
Students will describe
(C) describe the effects of political how Clinton’s
scandals, including Teapot Dome,
impeachment effected
Watergate, and Bill Clinton's
the US
impeachment, on the views of U.S.
CISD 2016, 11/29/16
Presidential
Report Card
Literacy Test
Poll Tax
Miranda v
Arizona
ELPS-1A,5D
Cornel​ Notes
Think Alouds
DVD-Presidents
9-11 and its Aftermath
Escobedo v
Illinois
Reynolds vs. Sims
Impeachment
Debate
ELPS: 3F-Speak
using
Page 19
citizens concerning trust in the
federal government and its leaders;
content-area
vocabulary
(D) discuss the role of
contemporary government
legislation in the private and public
sectors such as the Community
Reinvestment Act of 1977, USA
PATRIOT Act of 2001, and the
American Recovery and
Reinvestment Act of 2009; and
(E) evaluate the pros and cons of
U.S. participation in international
organizations and treaties.
(20) Government. The student
understands the changing
relationships among the three
branches of the federal government.
The student is expected to:
Debate
Students will evaluate
which international
organizations and
treaties such as
NATO, NAFTA, and
the UN.
ELPS: 2C-Learn
language heard
in interactions
Gulf of Tonkin
War Powers Act
Checks and
Balances
CISD 2016, 11/29/16
International Organizations iCivics lesson
Venn Diagram
of
Responsibilities
of Branches of
Governement
Gallery Walk
about Balance of
Page 20
(A) describe the impact of events
such as the Gulf of Tonkin
Resolution and the War Powers Act
on the relationship between the
legislative and executive branches
of government;
(21) Government. The student
understands the impact of
constitutional issues on American
society. The student is expected to:
Power/ Checks
and Balances
The students will
describe the impact of
the War Powers Act
on the relationship
between the three
branches.
Students must analyze
the impact of each of
the Supreme Court
cases on American
Society.
(A) analyze the effects of landmark
U.S. Supreme Court decisions,
including Brown v. Board of
Education, and other U.S. Supreme
Court decisions such as Plessy v.
Ferguson, Hernandez v. Texas,
Tinker v. Des Moines, Wisconsin v. Student should be able
Yoder, and White v. Regester;
to discuss reasons the
(B) discuss historical reasons why
the constitution has been amended;
and
Constitution has been
changed.
(C) evaluate constitutional change
in terms of strict construction
versus judicial interpretation.
Students will be able to
discuss the difference
between strict
construction and
Judicial interpretation
CISD 2016, 11/29/16
Non-Violent
Movement
Selma March
Bloody Sunday
Freedom Rides
Freedom
Summer
http://www.civilrights.org/judiciary/supreme-court/ke
y-cases.html
Civil Rights Supreme Court Case
Supreme Court
Case studies
http://www.pbs.org/video/1925571160/
Freedom Riders
ELPS-4E,2CThink,
Pair,share
Gallery Walk of
court cases
Civil Rights PPT
Strict
Construction
Judicial
Interpretation
Page 21
(22) Citizenship. The student
understands the concept of
American exceptionalism. The
student is expected to:
C) describe U.S. citizens as people
from numerous places throughout
the world who hold a common bond
in standing for certain self-evident
truths.
(23) Citizenship. The student
understands efforts to expand the
democratic process. The student is
expected to:
Students will give
specific examples and
(A) identify and analyze methods
analyze success of
of expanding the right to participate various ways the
in the democratic process, including democratic process
has been expanded
lobbying, non-violent protesting,
such as protesting
litigation, and amendments to the
governmental acts,
U.S. Constitution;
lobbying and
amending the
(B) evaluate various means of
Constitution.
achieving equality of political
rights, including the 19th, 24th, and Students will evaluate
26th amendments and
the process America
congressional acts such as the
has undergone to
American Indian Citizenship Act of achieve equality of
political rights.
1924; and
(C) explain how participation in
the democratic process reflects our
CISD 2016, 11/29/16
Exceptionalism
Melting Pot Vs.
Salad Bowl
mentality
Lobbying
litigation
26th amendment
ELPS:
5B-Write using
newly acquired
vocabulary
Compare and
Contrast the 1st
amendment
protection with
government
styles that do
not provide
recourse for its
citizens
Interactive
Lecture
American Issues
26th Amendment Overview
ELP Strategies:
: 2F, 4D, 3J,
3G, 1E, 3B, 5C,
1A, 4I, 4B
Peace Corps
Abroad Multi
Culturalism
ELPS-1Clearning logs
Page 22
national ethos, patriotism, and civic
responsibility as well as our
progress to build a "more perfect
union."
Students will explain
the importance in
voting toward building
a better America.
(24) Citizenship. The student
understands the importance of
effective leadership in a
constitutional republic. The student
is expected to:
(A) describe qualities of effective
leadership; and
(B) evaluate the contributions of
significant political and social
leaders in the United States such as
Andrew Carnegie, Thurgood
Marshall, Billy Graham, Barry
Goldwater, Sandra Day O'Connor,
and Hillary Clinton.
(​25) Culture. The student
understands the relationship
between the arts and the times
during which they were created.
The student is expected to:
(A) describe how the
characteristics and issues in U.S.
CISD 2016, 11/29/16
Thurgood
Marshall
Sandra Day
O’Conner
Hillary Clinton
Billy Graham
Students will describe
the qualities of
effective leadership
and evaluate the
contributions of
leaders such as
Thurgood Marshall,
Billy Graham, Barry
Goldwater, Sandra
Day O’Connor, and
Hillary Clinton
Students will describe
how issues in US
history have been
reflected in various
genres of art. For
example, Korea,
Vietnam and the Cold
War have all deeply
Create a
leadership webthen determine
which
characteristics
politicians
exemplify
www.politicalcartoons .com
ELPS-2G-Draw
& Write
Cultural
Diffusion
ELPS: 3J
Respond to a
variety of media
sources
3G Orally
express
opinions, ideas
and
Cold War Film (Wikipedia)
Vietnam War in Film (Wikipedia)
Page 23
history have been reflected in
various genres of art, music, film,
and literature;
Supporting Standard RC 2
(25) Culture. The student
understands the relationship
between the arts and the times
during which they were created.
The student is expected to:
(B) describe both the positive and
negative impacts of significant
examples of cultural movements in
art, music, and literature such as
Tin Pan Alley, the Harlem
CISD 2016, 11/29/16
influenced culture in
the United States. All
three have been
depicted in television,
movies, literature, art
and music.
In order to master this
TEKS students must
be given the
opportunity to be
exposed to art, music,
literature and film.
A few ways to
incorporate this could
be to show short
school appropriate
clips of …
Korea-M.A.S.H.,
Vietnam- War protest
songs or clips from
Forrest Gump…
….
Students will describe
the positive and
negative impacts of
the Beat Generation
adn Rock and Roll on
American Society.
feelings Utilize
music and art
selections to
demonstrate the
various attitudes
about society.
suspension
bridges, street
cars and the
interstate
highway system
Rock & Roll
Elvis Presley
Marilyn Monroe
Beat Generation
Analyze how
modern
technology has
increased the
globalization of
American
Society.
20 Songs From The '60s That Your Kids Should
Know By Heart ...
T-Chart
evaluating how
Page 24
Renaissance​, ​the Beat Generation,
rock and roll, ​the Chicano Mural
Movement, and country and
western music on American
society;
Readiness Standard RC 2
(26) Culture. The student
understands how people from
various groups contribute to our
national identity. The student is
expected to:
Film/James
Dean Hippies
Students will discuss
the importance of the
mottos “Pluribus
Unum” and “In God
We Trust”
(E) discuss the meaning and
historical significance of the mottos
“E Pluribus Unum” and “In God
We Trust”;
E Pluribis Unum
Treasury
Federal Reserve
National MInt
transportation
and
communication
changed
American
society
ELP
Strategies:2F,
4D, 3J, 3G, 1E,
3B, 5C, 1A, 4I,
4B, 3G
Process of
creating our
modern
currency
Supporting Standard RC 2
25 (C) identify the impact of
popular American culture on the
rest of the world over time;
25(D) analyze the global diffusion
of American culture through the
entertainment industry via various
media.
Students will examine
the effects that
American music, art,
fashion, literature,
media, consumer
products, and attitudes
have had on other
countries.
Global Diffusion Analyze how
Mass Media
modern
Internet
technology has
increased the
globalization of
American
Society.
ELPS:
1GDistinguish
CISD 2016, 11/29/16
Page 25
*Safety Net Standard
26(A) explain actions taken by
people to expand economic
opportunities and political rights,
including those for racial, ethnic,
and religious minorities as well as
women, in American society;
26(C) explain how the
contributions of people of various
racial, ethnic, gender, and religious
groups shape American culture;
26(D) identify the political, social,
and economic contributions of
women such a.., Sonia Sotomayor,
and Oprah Winfrey to American
society;
(26) Culture. The student
understands how people from
various groups contribute to our
national identity. The student is
expected to:
CISD 2016, 11/29/16
Students will
understand the role
that movies, TV
programs, magazines,
websites and other
entertainment venues
have had on the rest of
the world.
formal and
informal
English
Sonia
Sotomayor
Oprah Winfrey
Students will examine Non-Violent
the methods and
Movement
techniques that
Women’s
Americans from all
Movement
walks of life have used Sexual
to acheive the
Revolution
American dream.
Counterculture
Beatniks
Hippies
Students will examine Woodstock
the roles of minorities Vietnam War
and women in the
Protests
business field and
Anti-War
governmental and
Demonstrations
political realms
ELPS:
4G-Show
comprehension
of English text
individually and
in groups
Students will
understand the
contributions of
Hispanic Americans,
Women, African
Americans and Asian
Describe the
process of
awarding the
Medal of Honor
Congressional
Medal of Honor
Sonia Sotomayor
Bio​http://www.supremecourt.gov/about/biographies.
aspx​graphy
Examine Impact
of Vietnam on
popular culture
Anti-War
Protests
Roy Benavidez Biography Page
Page 26
(F) discuss the importance of
congressional Medal of Honor
recipients, including individuals of
all races and genders such as
Vernon J. Baker, Alvin York,​ and
Roy Benavidez.
Supporting Standard RC 2
27(A) explain the effects of
scientific discoveries and
technological innovations such as
electric power, telephone and
satellite communications,
petroleum-based products, steel
production, and computers on the
economic development of the US
27 (B) explain how specific needs
result in scientific discoveries and
technological innovations in
agriculture, the military, and
medicine, including vaccines;
27 (C) understand the impact of
technological and management
innovations and their applications
in the workplace and the resulting
productivity enhancements for
business and labor such as
assembly line manufacturing,
time-study analysis, robotics,
computer management, and
just-in-time inventory management.
CISD 2016, 11/29/16
Americans and Native
Americans.
The students will learn
of the heroism of Roy
Benavidez during the
Vietnam War
Students will evaluate
how scientific
discoveries and
innnovations have
changed our lives in
the modern era.
Students will
understand the concept
of “neccessity begats
invention” and they
will brainstorm
technological
innovations.
Students will examine
the implications on the
future workforce as
traditional
manufacturing jobs are
replaced by
technology.
Modernization
Innovations
Vaccines
Robotics
Just-in-time
inventory
management
Satellite
Jonas Salk
Immunization
Life Expectancy
Polio
Trace various
innovations from
inception to
current day and
evaluate their
impact and uses.
ELPS:
1GDistinguish
formal and
informal English
Interactive Map
ELPS: 4F
Just in Time Inventory Video
Impact of Vaccines CDC
Report
https://www.youtube.com/watc
h?v=AqK8VcLOxH8
Video of discussion on Cold
War’s
http://www.cdc.gov/vaccines/p
ubs/pinkbook/downloads/appe
ndices/G/impact-of-vaccines.p
df
Page 27
28(A) analyze how scientific
discoveries, technological
innovations, and the application of
these by the free enterprise system,
including those in transportation
and communication, improve the
standard of living in the United
States
28 (B) explain how space
technology and exploration
improve the quality of life;
28(C) understand how the free
enterprise system drives
technological innovation and its
application in the marketplace with
cell phones, inexpensive personal
computers, GPS
The student will
evaluate the use of cell
phones, computers,
electric cars, solar and
wind power, the
Internet, e-commerce,
genetic engineering
have changed our
society.
Students will
understand that many
inventions created
during the space race
improve our lives
today.
Standard of
Living
ELPS: 1E-Use and
reuse basic and
academic language
Enterprise
ELPS: 2C
Learn language
heard in
interactionand
instruction 2I
Listening
comprehension
satellites
Weather
forecasting
GPS systems
Solar Cells
Cordless Power
Tools
Freeze dried
food
Students will evaluate
how e-commerce and
globalization have
changed the
marketplace
CISD 2016, 11/29/16
Page 28