North Arlington
United States History II
Curriculum:
Revised March 31, 2015
1
North Arlington Public Schools Curriculum Guide
Content Area: Social Studies
Grade Level: 11th Grade
Course Title: General US History 2:
Unit 1: The Roaring Twenties
1919-1929
4 Weeks
Unit 2: The Great Depression and New Deal
1929-1940
5 Weeks
Unit 3: Interwar Period
1919-1941
2 Weeks
Unit 4: World War II and the Holocaust
1939-45
7 Weeks
Unit 5: The Cold War
1945-63
3 Weeks
Unit 6: Post War America
1945-1960
2 Weeks
Board Approved on:
April, 2015
2
North Arlington Public Schools Curriculum Guide
Content Area: Social Studies
Grade Level: 11th Grade
Course Title: General US History 2:
Unit 7: Civil Rights
1954-1974
4 Weeks
Unit 8: 1960’s
1960-1970
5 Weeks
Unit 9: Nixon, Ford, Carter Era
1968-1980
2 Weeks
Unit 10: Reagan / Bush Era
1980-1992
2 Weeks
Board Approved on:
August 29, 2012
3
Unit 1
Content Area – Social Studies
Unit Title – The Roaring Twenties: 1919-29
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – During this unit, students will begin with an exploration of government
decisions and other factors that led to political, economic and social crises, including the Red Scare. They
will then determine the relationship between those crises and the rise of the fundamentalism, the KKK,
restrictive immigration legislation, and political conservatism. Students will also investigate the response of
urban Americans to emerging forces of modernism, including consumerism, new technologies and
lifestyles. Finally, they will evaluate the impact of these contradictory forces on American institutions.
Interdisciplinary Connections – Language Arts, Sociology, Economics, Government, Music
Technology Integration – Laptop and projector, PowerPoint, YouTube, Internet, film
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology, Media and
Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
The Emergence of Modern America (1890-1930)
Content Statement(s) – 7. The Emergence of Modern America: World War I
United States involvement in World War I affected politics, the economy, and geopolitical relations
following the war.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.7.a: Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after
World War I.
Content Statement: 8. The Emergence of Modern America: Roaring Twenties
The 1920s is characterized as a time of social, economic, technological, and political change, as well as a
time of emerging isolationism, racial and social tensions, and economic problems.
Strand(s) – A. Civics, Government, and Human Rights
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Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.8.a: Relate government policies to the prosperity of the country during the 1920s, and determine
the impact of these policies on business and the consumer.
6.1.12. A.8.b: Compare and contrast the global marketing practices of United States factories and farms
with American public opinion and government policies that favored isolationism.
6.1.12. A.8.c: Relate social intolerance, xenophobia, and fear of anarchists to government policies
restricting immigration, advocacy, and labor organizations.
Strand(s) – B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.8.a: Determine the impact of the expansion of agricultural production into marginal farmlands and
other ineffective agricultural practices on people and the environment.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.8.a: Analyze the push-pull factors that led to the Great Migration.
6.1.12. C.8.b: Relate social, cultural, and technological changes in the interwar period to the rise of a
consumer economy and the changing role and status of women.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12.D.8.a: Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in
repressive organizations, and an increase in violence
6.1.12. D.8.b: Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem
Renaissance, on American culture and values.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
5
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
6
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How did WWI lead to social conflict in the
1920s?
 How and why did the roles of African
Americans, women, and immigrants evolve in
the 1920s?
 What is the relationship between political
conservatism, laissez faire, maldistribution of
wealth and the Great Depression?
Unit Enduring Understandings
 Government decisions and actions can have serious
implications for the economy and society.
 The 1920s was a decade of hate, but also a decade of
tremendous achievement by African Americans,
women and immigrants.
 The Great Depression resulted from global forces
and government policies as well as decisions made
by consumers.
Terminology: Red Scare, communism, socialism, anarchism, Boston Police Strike, Seattle General Strike,
Steel Strike of 1919, Palmer Raids, J. Edgar Hoover, ACLU, American Legion, Sacco and Vanzetti,
“Normalcy,” National Origins Act, “Ohio Gang,” Teapot Dome Scandal, Jazz Age, “Flaming Youth,”
“ New Woman,” American Birth Control League, Eugenics Movement, ERA, Alice Paul, Charlie Chaplin,
Babe Ruth, Charles Lindbergh, Fundamentalism, Darwinism, Scopes Trial, Prohibition, Al Capone, Ku
Klux Klan, Lost Generation Writers, The Great Gatsby, “New Negro,” Harlem Renaissance, W.E.B. Du
Bois, Marcus Garvey, economic expansion, “Taylorism,” Henry Ford, consumerism, installment plan,
“buying on margin,” leading economic indicators, “power of the appointment,” maldistribution of wealth,
Black Tuesday
7
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Consider how
government decisions
during WWI
demobilization, labor
strife in 1919, the Red
Scare and restrictive
immigration legislation
are interconnected.
1a. View and discuss The Century 1920s film.
1b. View and take notes from Power Points.
1a. Complete study guide.
2. Analyze the forces of
modernism and
conservatism and the
resulting social and
cultural changes of the
1920s.
2a. Read and discuss an excerpt from Inherit
the Wind.
2b. Students will research celebrities and other
individuals whose lives reflect the social or
cultural changes of the 1920s.
3.Analyze the causes of
the Great Depression.
3a. In small groups (3-4), students will prepare 3a. Presentation of findings
a list of factors that led to the Great Depression. to full class.
Through consensus they will then prioritize the
factors in terms of their significance.
2b. Students will either
present their research
orally/visually to class or
write a 2-3 page biographical
sketch that focuses on the
role of the individual in
social or cultural change.
Unit test including multiple
choice, short answers/
identifications and essay.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Film: The Century video series
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Unit 2
Content Area – Social Studies
Unit Title – The Great Depression and New Deal: 1929-40
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – Students will examine the impact of the Great Depression and the Dust Bowl
on the American people. They will compare and contrast the ways in which President Hoover and President
Roosevelt dealt with the Great Depression. The New Deal relief, recovery and reform programs will be
analyzed and evaluated. The radical and extremist reactions to the Great Depression and New Deal will be
explored. Finally, students will consider the impact of the New Deal on the federal government, women,
African Americans and Native Americans.
Interdisciplinary Connections - Language Arts, Sociology, Economics, Government
Technology Integration – Laptop and projector, PowerPoint, YouTube, Internet, film
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology, Media and
Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Era: The Great Depression and World War II (1929-1945)
Content Statement(s) – 9. The Great Depression and World War II: The Great Depression
The Great Depression resulted from government economic policies, business practices, and individual
decisions, and it impacted business and society.
Strand(s)- A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.9.a: Analyze how the actions and policies of the United States government contributed to the
Great Depression.
Strand(s)-B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.9.a: Determine how agricultural practices, overproduction, and the Dust Bowl intensified the
worsening economic situation during the Great Depression.
9
Strand(s)- C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.9.a: Explain how government can adjust taxes, interest rates, and spending and use other policies
to restore the country’s economic health.
6.1.12. C.9.b: Explain how economic indicators (i.e., gross domestic product, the consumer index, the
national debt, and the trade deficit) are used to evaluate the health of the economy.
6.1.12. C.9.c: Explain the interdependence of various parts of a market economy.
6.1.12. C.9.d: Compare and contrast the causes and outcomes of the stock market crash in 1929 and other
periods of economic instability.
Strand(s)- D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.9.a: Explore the global context of the Great Depression and the reasons for the worldwide
economic collapse.
6.1.12. D.9.b: Analyze the impact of the Great Depression on the American family, migratory groups, and
ethnic and racial minorities.
Content Statement(s) – 10. The Great Depression and World War II : New Deal
Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role
of the national government in the economy.
Strand(s)- A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI)6.1.12. A.10.a: Explain how and why conflict developed between the Supreme Court and other branches of
government over aspects of the New Deal.
6.1.12. A.10.b: Assess the effectiveness of governmental policies enacted during the New Deal period (i.e.,
the FDIC, NLRB, and Social Security) in protecting the welfare of individuals.
6.1.12. A.10.c: Evaluate the short- and long-term impact of the expanded role of government on economic
policy, capitalism, and society.
Strand(s)- B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI)6.1.12. B.10.a: Assess the effectiveness of New Deal programs designed to protect the environment.
Strand(s)- C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI)6.1.12. C.10.a: Evaluate the effectiveness of economic regulations and standards established during this
time period in combating the Great Depression.
6.1.12. C.10.b: Compare and contrast the economic ideologies of the two major political parties regarding
10
the role of government during the New Deal and today.
Strand(s)- D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI)6.1.12. D.10.b: Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of
past and recent presidents.
6.1.12.D.10.c: Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and
Frances Perkins), shaped the core ideologies and policies of the New Deal
6.1.12. D.10.d: Determine the extent to which New Deal public works and arts programs impacted New
Jersey and the nation.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
11
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
12
Unit Essential Questions
 How did Americans respond to the desperate
conditions of the Great Depression and Dust
Bowl?
 How and why might a crisis such as the Great
Depression lead to great political, economic
and social change?
Unit Enduring Understandings
 The Great Depression and New Deal created a new
relationship between the American people and the
federal government.
 Political, economic and social consequences of the
Great Depression and New Deal have endured into
the twenty-first century.
Terminology: rugged individualism, Hooverville, Reconstruction Finance Corporation, Bonus Army
March, The New Deal, The Hundred Days, braintrust, fireside chat, FDIC, SEC, NIRA, AAA, CCC, TVA,
FERA, PWA, WPA, The Grapes of Wrath, Gone with the Wind, demagogue, Huey Long, Charles
Coughlin, Francis Townsend, Social Security, Wagner Act, collective bargaining, court-packing plan, CIO ,
sit-down strike, Fair Labor Standards Act, Eleanor Roosevelt, Black Cabinet, Scottsboro Case
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
1. Describe the conditions
created by the Great
Depression and the Dust
Bowl and explain the
various responses of
Americans to those
conditions.
1a. View and discuss The Century 1930s.
1b. View and discuss Cinderella Man.
1c. View and discuss clips from The Plow That
Broke the Plains.
1a. Complete study guide.
2. Analyze the leadership
of President Roosevelt
and its impact on the
federal government.
2a. Read and discuss selected primary and
secondary sources. Chart specific actions of
Roosevelt and their effects.
2a. Write an essay attacking
or defending the rank of
President Roosevelt in the
top three greatest presidents
in a poll of historians.
2b. Write an interpretation of
a political cartoon or orally
present the interpretation to
the class.
2b. Read and interpret political cartoons
supporting and opposing President Roosevelt
and the New Deal.
3. Analyze the impact of
the New Deal on women,
African Americans and
workers.
3a. View and discuss Eleanor Roosevelt.
3b. Read documents about the Scottsboro Case
and view clips from the documentary
Scottsboro: An American Tragedy.
13
Evidence of Learning
(Formative & Summative)
3a. Complete study guide.
3b. Write a letter to the
editor (dates 1930s)
responding to the Scottsboro
Case.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Films: The Century video series, Cinderella Man, The Plow That Broke the
Plains, Eleanor Roosevelt, Scottsboro: An American Tragedy
14
Unit 3
Content Area – Social Studies
Unit Title – Interwar Period: 1919-41
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – Students will examine ways World War I led to the Peace Movement and
return to isolationism in the 1920s and 1930s. They will also make judgments about the relationship
between American isolationism and the rise of totalitarian governments. Finally, students will determine
how and reluctant Americans are slowly drawn into wars in Europe and Asia.
Interdisciplinary Connections - Language Arts, Sociology, Economics, Government
Technology Integration – Laptop and projector, PowerPoint, YouTube, Internet, film
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology, Media and
Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Era: The Emergence of Modern America: World War I
Content Statement(s) – 7. The Emergence of Modern America: World War I
United States involvement in World War I affected politics, the economy, and geopolitical relations
following the war.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.7.c: Analyze the factors contributing to a rise in authoritarian forms of government and ideologies
(i.e., fascism, communism, and socialism) after World War I.
Content Statement(s) - 11. The Great Depression and World War II: World War II
The United States participated in World War II as an Allied force to prevent military conquests by
Germany, Italy, and Japan.
Domestic and military policies during World War II continued to deny equal rights to African Americans,
Asian Americans, and women.
15
Strand(s)- A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.11.a: Evaluate the effectiveness of international agreements following World War I in preventing
international disputes during the 1920s and 1930s.
6.1.12. A.11.b: Compare and contrast different perspectives about how the United States should respond to
aggressive policies and actions taken by other nations at this time.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
16
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How can traumatic events such as war,
revolution, or global economic collapse lead to
dangerous ideologies and further war?
Unit Enduring Understandings
 The chaos that resulted from World War I created
political, social and economic forces that ultimately
led to World War II.
17


How and why did the US return to a policy of
isolationism in the 1920s and 1930s?
How and why did Americans move from
isolationist neutrality to war?
 Appeasement of militaristic, totalitarian
governments led to war.
 Nations today are more vigilant and willing to take
action when faced with totalitarianism and military
aggression.
Terminology: Washington Naval Conference, Open Door Policy, Jane Addams, Kellogg-Briand Pact,
Dawes Plan, Fascism, Nazism, Neutrality Acts, Spanish Civil War, Manchuria, Shanghai, Rape of Nanking,
Quarantine Speech, appeasement, blitzkrieg, Vichy France, Battle of Britain, Cash and Carry, Lend-Lease,
Undeclared War, Atlantic Charter
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Analyze the postWorld War I peace
movement and the
American return to
isolationism.
1a. Read and discuss selected primary and
secondary sources.
1b. In small groups (3-4), create a list of factors
that led to the peace movement and
isolationism. Students will then find consensus
to prioritize the list.
1b. Oral presentation of
factors to full class.
2. Evaluate American
foreign policy goals and
events that illustrate
isolationism.
2a. Read selected primary and secondary
sources and create an annotated list of key
goals and events.
2a. Create a timeline
illustrating the events. Write
a one page summary of
interwar era goals and
events that illustrate them.
3. Analyze the rise of
totalitarian dictatorships
and radical ideologies in
the interwar era.
3a. View and discuss selected clips from The
Rise and Fall of the Third Reich. Read a
summary of Nazi ideology.
3b. View and discuss clips from In the Name of
the Emperor and Reverend Magee's Testimony.
3a-b. Write a letter to the
editor dated in 1938
responding to events either in
Europe or Asia.
4. Critique US responses
to militarism and war in
Europe and Asia in the
interwar era.
4a. Read an excerpt from the Quarantine
Speech and other primary and secondary
sources. Read and interpret political cartoons.
4a. Write an editorial
supporting or attacking
President Roosevelt's
handling of the crises in
Europe and Asia in the
interwar period.
18
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Film: The Century video series, In the Name of the Emperor, Reverend Magee's
Testimony, Rise and Fall of the Third Reich
19
Unit 4
Content Area – Social Studies
Unit Title – World War II and the Holocaust: 1939-45
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – Students will explain how the attack on Pearl Harbor forced Americans into
mobilization for World War II. Economic, political and social changes caused by war mobilization will be
evaluated, including the role of women and African Americans and the internment of Japanese Americans.
Students will examine the ways World War II changed the nature of warfare, including the targeting of
civilian populations in the Holocaust, the Rape of Nanking, firebombing and the use of the atomic bomb.
Students will examine and assess ways Allied diplomacy created suspicions that led to the Cold War.
Interdisciplinary Connections - Language Arts, Sociology, Economics, Government
Technology Integration – Laptop and projector, PowerPoint, YouTube, Internet, film
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology, Media and
Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Content Statement(s) – 11. The Great Depression and World War II: World War II
The United States participated in World War II as an Allied force to prevent military conquests by
Germany, Italy, and Japan.
Domestic and military policies during World War II continued to deny equal rights to African Americans,
Asian Americans, and women.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.11.c: Determine if American policies regarding Japanese internment and actions against other
minority groups were a denial of civil rights.
6.1.12. A.11.d: Analyze the decision to use the atomic bomb and the consequences of doing so.
6.1.12. A.11.e: Assess the responses of the United States and other nations to the violation of human rights
that occurred during the Holocaust and other genocides.
Strand(s) – B. Geography, People, and the Environment
20
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.11.a: Explain the role that geography played in the development of military strategies and
weaponry in World War II.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.11.a: Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the
production of domestic to military goods during World War II, and analyze the impact of the post-war shift
back to domestic production.
6.1.12. C.11.b: Relate new wartime inventions to scientific and technological advancements in the civilian
world.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.11.a: Analyze the roles of various alliances among nations and their leaders in the conduct and
outcomes of the World War II.
6.1.12. D.11.b: Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military
installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World
War II.
6.1.12. D.11.c: Explain why women, African Americans, Native Americans, Asian Americans, and other
minority groups often expressed a strong sense of nationalism despite the discrimination they experienced
in the military and workforce.
6.1.12. D.11.d: Compare the varying perspectives of victims, survivors, bystanders, rescuers, and
perpetrators during the Holocaust.
6.1.12. D.11.e: Explain how World War II and the Holocaust led to the creation of international
organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these
organizations.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
21
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
22
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How did new technologies make World War II
the deadliest war in human history?
 How did the US mobilize for war and what
were the political, economic and social
consequences?
 How did the world respond to the discovery of
the horrors of Nazi atrocities during the
Holocaust?
Unit Enduring Understandings
 All nations involved in World War II ultimately
made the targeting of civilians part of their strategy
to win the war.
 Mobilization for total war requires universal
political, economic and social participation.
 The Holocaust led to the United Nations
Conventions on Human Rights and Genocide.
Terminology: Pearl Harbor, rationing, war bonds, Fair Employment Practices Commission, Double V
Campaign, Detroit Riot of 1943, Zoot Suit Riots, Code Talkers, Japanese American Internment, Rosie the
Riveter, Stalingrad, D-Day, Battle of the Bulge, Holocaust, anti-Semitism, SS, Final Solution, Auschwitz,
Death March of Bataan, Midway, island hopping, Iwo Jima, Okinawa, kamikazes, Manhattan Project,
Hiroshima and Nagasaki, Unit 731, Potsdam, Yalta, United Nations
23
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Explain how modern
technology and radical
ideologies led to the
acceptance of targeting
civilians in warfare.
1a. View and discuss The Century: Civilians at
War.
1a. Write an essay or
illustrate in visual form the
way in which the world came
to accept the targeting of
civilians in warfare.
2. Analyze and evaluate
the methods used by
President Roosevelt to
mobilize the military,
economy and society for
World War II.
2a. View and discuss The Century: The
Homefront.
2b. View and discuss Conscience and the
Constitution and the War Relocation Board's
propaganda film produced in 1942.
2a. Complete study guide.
2b. Using the experiences of
Japanese Americans as a
starting point, write an essay
defending or attacking civil
disobedience during
wartime.
3. Identify and explain the 3a. View and discuss selected film clips from a
variety to World War II documentaries and
significance of key
movies.
strategies and battles in
World War II.
4. Analyze the impact of
the Holocaust and the use
of atomic bombs through
nonfiction literature.
4a. Students will read either Night by Elie
Wiesel or Hiroshima by John Hersey. In small
group (4-5), they will discuss the book and
answer questions.
3a. Create a timeline of key
battles in Europe and a
timeline of key battles in
Asia/ Pacific.
4a. Short reading quiz.
4a. Write a two page reaction
paper to the book.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, YouTube, various World War II documentaries and movies, The Century video
series, Supplemental Readings: Hiroshima by John Hersey, Night by Elie Wiesel
24
Unit 5
Content Area – Social Studies
Unit Title – The Cold War: 1945-63
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale –Students will study the emergence of the United States and Soviet Union as
world powers after World War II. They will focus on historical and ideological issues as well as political
and military decisions made by the US and Soviet Union that culminated in the Cold War. Students will
research and evaluate Cold War events in various regions of the world including western Europe, Asia, the
Middle East and Latin America. Students will also investigate and evaluate the ways Americans responded
to the fear of communism and the possibility of nuclear attack.
Interdisciplinary Connections - Language Arts, Sociology, Economics, Government
Technology Integration – Laptop and projector, PowerPoint, YouTube, Internet, film
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology, Media and
Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World All students will acquire the knowledge and skills
to think analytically about how past and present interactions of people, cultures, and the environment shape
the American heritage. Such knowledge and skills enable students to make informed decisions that reflect
fundamental rights and core democratic values as productive citizens in local, national, and global
communities.
Era: Postwar United States (1945 to early 1970s)
Content Statement(s) – 12. Postwar United States: Cold War
Cold War tensions between the United States and communist countries resulted in conflict that influenced
domestic and foreign policy for over forty years.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.12.a: Analyze ideological differences and other factors that contributed to the Cold War and to
United States involvement in conflicts intended to contain communism, including the Korean War, the
Cuban Missile Crisis, and the Vietnam War.
6.1.12. A.12.b: Examine constitutional issues involving war powers, as they relate to United States military
intervention in the Korean War, the Vietnam War, and other conflicts.
6.1.12. A.12.c: Explain how the Arab-Israeli conflict influenced American foreign
policy.
25
Strand(s)- B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.12.a: Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of
European nations in the post-World War II period.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.12.a: Explain the implications and outcomes of the Space Race from the perspectives of the
scientific community, the government, and the people.
6.1.12. C.12.b: Assess the impact of agricultural innovation on the world economy.
6.1.12. C.12.c: Analyze how scientific advancements impacted the national and global economies and daily
life.
6.1.12. C.12.d: Assess the role of the public and private sectors in promoting economic growth and
ensuring economic stability.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.12.a: Analyze the impact of American governmental policies on independence movements in
Africa, Asia, the Caribbean, and the Middle East.
6.1.12. D.12.b: Analyze efforts to eliminate communism, such as McCarthyism, and their impact on
individual civil liberties.
6.1.12. D.12.c: Evaluate how the development of nuclear weapons by industrialized countries and
developing counties affected international relations.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
26
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
27
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How can nations adapt to entirely new
conditions that emerge after cataclysmic
destruction and instability?
 How did America’s new status as a world
power affect international relations and events
as well as American politics, economy, society
and culture?
 How and why is nuclear power a deterrent to
war?
Unit Enduring Understandings
 The Cold War was a response to a post war power
vacuum, economic and human crises, as well as
competing ideologies and prewar historical events.
 The Cold War created a deep-seated fear in
Americans that led to a second Red Scare and the
military-industrial complex.
 The use of the atomic bomb to end World War II led
to a dangerous and expensive arms race, but it also
created an understanding of “mutually assured
destruction” that changed the nature of warfare and
prevented the use of nuclear weapons.
Terminology: Bolshevik Revolution, communism, “second front issue,” United Nations, Baruch Plan,
containment, Truman Doctrine, Berlin Airlift, “Iron Curtain,” “Twin Shocks,” Mao Zedong, Taiwan,
HUAC, Hollywood Ten, blacklist, Alger Hiss Case, Rosenberg Case, McCarthyism, Army-McCarthy
Hearings, “duck and cover,” NATO, Warsaw Pact, NSC-68, limited war, Truman-McArthur Controversy,
massive retaliation, brinkmanship, CIA, Eisenhower Doctrine, Geneva Accords, domino theory, Geneva
Spring, Sputnik, “kitchen debate,” U-2 Incident, Bay of Pigs Incident, Cuban Missile Crisis
28
Goals/Objectives
Students will be able to 1a. Analyze historical and
ideological factors as well
as the specific issues of
post war instability and
power vacuum that led to
the Cold War.
Learning Activities/Instructional Strategies
1a. Read and discuss selected primary and
secondary sources.
1b. View and discuss The Century : Cold
War.
1c. In small group (3-4), create a chart of
factors creating tensions between the US and
USSR.
Evidence of Learning
(Formative & Summative)
1b. Complete study guide.
1c. Write a one page
explanation of the
conclusions that can be
drawn from the chart.
2a. Complete a Web Quest.
2. Analyze ways that US
foreign policy goals were
carried out in specific
“hot spots.”
2a. Students will use the Internet in the
Information Center to research an assigned “hot
spot” during the Cold War.
3. Analyze and make
judgments about the
Second Red Scare.
3a. Students will view and discuss film clips of
the HUAC and McCarthy hearings.
4. Students will examine
the effects of the Cold
War on the American
public.
4a. Students will view and discuss Duck and
Cover.
4b. Students will read and discuss selected
primary and secondary sources, including
political cartoons.
3a. Write a letter to the editor
responding to one of the
major cases, (the Hiss Case,
Rosenberg Case or the
Hollywood 10, for example)
that occurred during the Red
Scare.
4a-b. Students will create a
visual work (poster, collage,
drawing, etc.) to illustrate
public reactions to the Cold
War.
Unit test including multiple
choice, short
answers/identifications and
essay.
29
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, YouTube, The Century video series
30
Unit 6
Content Area – Social Studies
Unit Title – Post War America (1945-1960)
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – In this unit, students will evaluate how the economic boom in the aftermath of
World War II impacted the United States socially, politically, and economically. Students will analyze the
changes in American consumer patterns, birth rate, and changes in gender and race relations. Students will
be able to explain how the baby boom came about and how it continues to impact the United States today.
Students will also be able investigate and explain how the creation of suburbs altered urban areas creating
issues that cities still face today.
Interdisciplinary Connections – Sociology, Language Arts, Government, Economics
Technology Integration – PowerPoint, YouTube, internet, films
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, and Health Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) –
6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Content Statement(s) –
12. Postwar United States: Cold War
Cold War tensions between the United States and communist countries resulted in conflict that influenced
domestic and foreign policy for over forty years.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.12.c: Analyze how scientific advancements impacted the national and global economies and daily
life.
6.1.12. C.12.d: Assess the role of the public and private sectors in promoting economic growth and
ensuring economic stability.
Content Statement(s) – 13. Postwar United States: Civil Rights and Social Change
The Civil Rights movement marked a period of social turmoil and political reform, resulting in the
expansion of rights and opportunities for individuals and groups previously discriminated against.
31
Strand(s) – B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.13.a: Determine the factors that led to migration from American cities to suburbs in the 1950s
and 1960s, and describe how this movement impacted cities.
Strand(s) – C. Economics, Innovation, and Technology.
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.13.d: Relate American economic expansion after World War II to increased consumer demand.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
32
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
33
Unit Essential Questions
 How does wealth affect a person?
 What is the role of government in society?
 What is the American dream?
Unit Enduring Understandings
 Efficiency often leads to conformity
 Partnerships between government and business can
achieve larges goals
 Social class impacts consumer purchases
Terminology: GI Bill of Rights, suburbs, conglomerates, franchise, baby boom, Dr. Jonas Salk,
consumerism, FCC, beatniks, rock ‘n’ roll, white flight, Interstate Highway Act
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Explain how many
1. Students will be broken into groups of 3 or
urban areas in the
4. Students will be assigned to investigate
United States declined
an American city that declined during the
after the creation of
1950’s
suburbs
1. Students will explain to
the class when and how a
particular urban area
declined during the
1950’s. Students will
have to discuss the
progress of those cities
modern day.
2. Interpret how the G.I.
Bill impacted
American society
2. Students will analyze a list of various
government programs that were
implemented since the 1980’s to encourage
consumer purchasing
3. Analyze why and how
American consumer
trends changed during
the post WWII era.
3a. Students will create a list of various
products they own
3b. Students will write briefly about why and
how they purchased each product
3c. Students will engage in structured
discussion concerning the own personal buying
behavior
34
2. Students will compare
and contrast these
programs with the GI Bill
and debate the various
programs effectiveness
3. Students will write a
response paper where
they must compare and
contrast their buying
habits to those of
Americans during the
1950’s
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Internet; Film; Projector; Laptop; Supplemental Reading Materials; The Century
video series; Utilize Information Center as a resource for the informational texts.
35
Unit 7
Content Area – Social Studies
Unit Title – Civil Rights (1954-1974)
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – In this unit, students will be able to connect how events prior to the 1950’s
were incorporated with contemporary philosophy to help create the civil rights movement in the United
States. Students will research and discuss government actions, various political leaders and organizations,
and American attitudes towards civil rights from the 1940’s through the 1970’s. Students will critically
analyze the techniques of the movement, various factions within the movement, and shortcomings of the
movement. Students will compare and contrast the beliefs the Martin Luther King Jr. with that of Malcolm
X’s. Students will also debate what the government’s role in reference to civil rights is.
Interdisciplinary Connections - Sociology, Language Arts, Government, Economics, World History,
Genocide
Technology Integration – PowerPoint, YouTube, internet, films
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy, and
Civic Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology, Media and
Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Content Statement(s) – 13. Postwar United States: Civil Rights and Social Change
The Civil Rights movement marked a period of social turmoil and political reform, resulting in the
expansion of rights and opportunities for individuals and groups previously discriminated against.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12.A.13.a: Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme
Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law
Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.
6.1.12.A.13.b: Analyze the effectiveness of national legislation, policies, and Supreme Court decisions
(i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX,
Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal
opportunities.
Strand(s) – C. Economics, Innovation, and Technology
36
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.13.a: Explain how individuals and organizations used economic measures (e.g., the Montgomery
Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.13.a: Determine the impetus for the Civil Rights Movement, and explain why national
governmental actions were needed to ensure civil rights for African Americans.
6.1.12. D.13.b: Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm
X during the Civil Rights Movement, and evaluate their legacies.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
37
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
38
Unit Essential Questions
 What makes a great leader?
 What is the best way to promote social
change?
 How does a society become prejudicial?
Unit Enduring Understandings
 Personal experiences in WWII had a great effect on
the civil rights movement.
 Non-Violent forms of protest are very effective in
winning civil rights.
 Government action was crucial in the civil rights
movements lasting impact.
Terminology: Jackie Robinson, Brown v. Board of Education, Topeka Kansas, Montgomery Bus Boycott,
Dr. Martin Luther King Jr., Student Nonviolent Coordination Council, Sit-in, Freedom Riders, Selma
Campaign, Civil Rights Act 1964, Race Riot, Malcolm X, Black Panthers.
Goals/Objectives
Students will be able to -
1. Compare and contrast
the philosophies of Dr.
King and Malcolm X.
Learning Activities/Instructional Strategies
1a. Students will read and watch various
speeches given by Dr. King and Malcolm X.
1b. Students will engage in a structured
discussion concerning the competing
philosophies of the civil rights leaders.
2. Analyze the
experiences of the Little
Rock Nine and their
attempt to desegregate
Little Rock High School.
3. Analyze how
Americans came to be
behind the Civil Rights
Act of 1964.
2a. Students will read the novel Warriors Don’t
Cry.
2b. Students will have a structured discussion
about the novel.
3. Students will be broken into groups of 3 or 4
and be instructed to analyze various events that
lead to Americans supporting the Civil Rights
Act 1964.
39
Evidence of Learning
(Formative & Summative)
1. Students will write a
response paper about the
influence of both Dr. King
and Malcolm X. In addition,
students will address how
each man still impacts
modern day America.
2. Students will create a
diary entry as if they were a
student at Little Rock High
School in 1957 watching the
Little Rock Nine desegregate
the school. Students will
have to include actually
events from the novel.
3. Students will create a
detailed timeline tracking
events that led to Americans
supporting civil rights
legislation.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Internet; Film; Projector; Laptop; Supplemental Reading Materials; Eyes on the
Prize DVD; 1967 Plainfield Riot Handout; Warriors Don’t Cry; Utilize Information Center as a resource
for the informational texts.
40
Unit 8
Content Area – Social Studies
Unit Title – 1960’s
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale –
In this unit, students will look in depth at the tumultuous decade of the 1960’s. The three primary areas of
focus will be the Vietnam War, the counter culture, and the presidencies of John F. Kennedy and Lyndon B.
Johnson. Students will analyze circumstances that led to the Vietnam War, major battles and issues that
soldiers faced, and the impact the war had on American culture. Students will debate legislation passed by
JFK and LBJ to determine what the role of government is in American society. Students will examine how
various factors of American life were influenced by the 1960’s counter-culture. In addition, students will
evaluate the legacies of the JFK and LBJ presidencies.
Interdisciplinary Connections - Sociology, Language Arts, Government, Economics, World History
Technology Integration – PowerPoint, YouTube, internet, films
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Content Statement(s) –12. Postwar United States: Cold War
Cold War tensions between the United States and communist countries resulted in conflict that influenced
domestic and foreign policy for over forty years
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.12.a: Analyze ideological differences and other factors that contributed to the Cold War and to
United States involvement in conflicts intended to contain communism, including the Korean War, the
Cuban Missile Crisis, and the Vietnam War.
6.1.12. A.12.b: Examine constitutional issues involving war powers, as they relate to United States military
intervention in the Korean War, the Vietnam War, and other conflicts.
41
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.12.a: Explain the implications and outcomes of the Space Race from the perspectives of the
scientific community, the government, and the people.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.12.c: Evaluate how the development of nuclear weapons by industrialized countries and
developing counties affected international relations.
6.1.12. D.12.d: Compare and contrast American public support of the government and military during the
Vietnam War with that of other conflicts.
6.1.12. D.12.e: Analyze the role that media played in bringing information to the American public and
shaping public attitudes toward the Vietnam War.
Content Statement: 13. Postwar United States: Civil Rights and Social Change
The Civil Rights movement marked a period of social turmoil and political reform, resulting in the
expansion of rights and opportunities for individuals and groups previously discriminated against.
Content Statement(s) – 13. Postwar United States: Civil Rights and Social Change
The Civil Rights movement marked a period of social turmoil and political reform, resulting in the
expansion of rights and opportunities for individuals and groups previously discriminated against.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.13.c: Analyze the successes and failures of women’s rights organizations, the American Indian
Movement, and La Raza in their pursuit of civil rights and equal opportunities.
6.1.12. D.13.d: Determine the extent to which suburban living and television supported conformity and
stereotyping during this time period, while new music, art, and literature acted as catalysts for the
counterculture movement.
6.1.12. D.13.e: Explain why the Peace Corps was created and how its role has evolved over time.
6.1.12. D.13.f: Relate the changing role of women in the labor force to changes in family structure.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
42
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
43
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 When is war justified?
 Why does a subculture of a society often rebel
against the norms of the majority?
 What qualities make a good leader?
Unit Enduring Understandings
 The counter-culture of the 1960’s greatly altered
American pop culture and transformed nearly all
aspects of American life.
 The Vietnam War changed Americans view on war
and caused a political divide that still exist today.
 LBJ’s Great Society altered the role of government
institutions.
Terminology: Cuban Missile Crisis, Great Society, Medicare, Peace Core, Ho Chi Minh, Domino Theory,
Vietcong, Tonkin Gulf Resolution, napalm, Agent Orange, credibility gap, Tet Offensive, My Lai
Massacre, Pentagon Papers, silent majority, Haight-Ashbury, National Organization for Women, Hippies,
Woodstock, Beatles, Bob Dylan.
44
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Analyze how the
1960’s counter-culture
altered various aspects of
American culture.
1a. Students will fill out a guided questionnaire
were students will respond to various questions
about their views on the world.
1. Students will complete a
response paper where they
will display where their
personal views converge and
diverge from that of the
counter-culture.
1b. Students will engage in a structured
discussion about the 1960’s counter-culture.
2. Interpret how the
Vietnam War compares
and contrasts with
previous wars in U.S.
History.
3. Analyze the
effectiveness of LBJ’s
Great Society.
2. Students will be broken up into groups where
they will follow guided instruction to
summarize why the WWII, Korea, and
Vietnam Wars occurred. In addition they will
have to display how the wars were fought and
how the American civilian population
responded.
3a. Students will be given two days to prepare
for a debate about the various policy positions
of the JFK’s and LBJ’s presidency.
2. Students will engage in a
class-wide discussion about
the similarities and
differences between WWII,
Korea, and the Vietnam
Wars.
3b. Students will engage in a
debate about policy positions
of JFK and LBJ.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Internet; Film; Projector; Laptop; Supplemental Reading Materials; Century
video series; Vietnam in HD; Making Sense of the 60’s PBS Series; Utilize Information Center as a
resource for the informational texts.
45
Unit 9
Content Area – Social Studies
Unit Title – Nixon, Carter, Ford Era (1968-1980)
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale – In this unit, students will evaluate the presidential legacies of Nixon, Ford, and
Carter. A substantial focus will be given to emerging issues in the United States during the 1970’s such as
international trade, terrorism, political conduct, presidential power abuse, environmental concerns, and the
United States energy policies. In addition, students will investigate the reasons for and lasting effects of the
Watergate scandal.
Interdisciplinary Connections - Sociology, Language Arts, Government, Economics, World History,
International Relations
Technology Integration – PowerPoint, YouTube, Internet, films
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Content Statement(s) – 14. Contemporary United States: Domestic Policies
Differing views on government’s role in social and economic issues led to greater partisanship in
government decision making.
The increased economic prosperity and opportunities experienced by many masked growing tensions and
disparities experienced by some individuals and groups.
Immigration, educational opportunities, and social interaction have led to the growth of a multicultural
society with varying values and perspectives.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.14.a: Evaluate the effectiveness of the checks and balances system in preventing one branch of
national government from usurping too much power during contemporary times.
46
6.1.12. A.14.b: Analyze how the Supreme Court has interpreted the Constitution to define the rights of the
individual, and evaluate the impact on public policies.
6.1.12. A.14.c: Assess the merit and effectiveness of recent legislation in addressing the health, welfare,
and citizenship status of individuals and groups.
6.1.12. A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending
priorities, the role of government in the economy, and social reforms.
6.1.12. A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third
party political groups, and the media affect public policy.
Strand(s) – B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.14.b: Analyze how regionalization, urbanization, and suburbanization have led to social and
economic reform movements in New Jersey and the United States.
6.1.12. B.14.c: Evaluate the impact of individual, business, and government decisions and actions on the
environment, and assess the efficacy of government policies and agencies in New Jersey and the United
States in addressing these decisions.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.14.a: Determine the relationship between United States domestic and foreign policies.
6.1.12. D.14.b: Assess the effectiveness of actions taken to address the causes of continuing urban tensions
and violence.
6.1.12. D.14.c: Determine the impact of the changing role of labor unions on the economy, politics, and
employer-employee relationships.
6.1.12. D.14.d: Evaluate the extent to which women, minorities, individuals with gender preferences, and
individuals with disabilities have met their goals of equality in the workplace, politics, and society.
6.1.12. D.14.e: Evaluate the role of religion on cultural and social mores, public opinion, and political
decisions.
6.1.12. D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and
literature), and practices in shaping contemporary American culture.
Content Statement(s) –15. Contemporary United States: International Policies
The United States has used various methods to achieve foreign policy goals that affect the global balance of
power, national security, other national interests, and the development of democratic societies.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.15.b: Determine the effectiveness of the United States in pursuing national interests while also
attempting to address global political, economic, and social problems.
6.1.12. A.15.c: Evaluate the role of diplomacy in developing peaceful relations, alliances, and global
agreements with other nations.
6.1.12. A.15.d: Assess the impact of the arms race and the proliferation of nuclear weapons on world
47
power, security, and national foreign policy.
6.1.12. A.15.f: Evaluate the effectiveness of United States policies and actions in supporting the economic
and democratic growth of developing nations.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
48
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How much power should a president have?
 What is the best way to combat terrorism?
 What is role of political parties in society?
Unit Enduring Understandings
 The Watergate scandal greatly altered Americans’
views of politics in general.
 Opening trade talks with China transformed global
political and economic systems.
 The incident at Three Mile Island made Americans
reevaluate its energy policies.
49
Terminology: Environmental Protection Agency (EPA), Camp David Accords, Saturday Night Massacre,
Watergate, stagflation, Southern Strategy, Organization of Petroleum Exporting Countries (OPEC)
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Analyze how checks
and balances work in the
United States federal
government.
1. Students will be broken into groups and
identify all the ways checks and balances were
used during the Watergate investigation and
Senate hearings.
1. Students will need to make
a visual aid that addresses all
the ways checks and
balances are used during the
Watergate investigations.
Students will present and
explain their project.
2. Students will be brought to the information
center where they will complete a webquest
about various environmental issues facing the
United States.
2. Students will engage in a
structured discussion about
the events related to and the
effectiveness of the EPA.
3. Students will be broken in to groups and
investigates various events through the 1970’s
to determine how energy concerns impacts
American political decisions.
3. Students will write a paper
displaying their knowledge
of how energy concerns
drive political actions.
2. Examine the events
that led to the creation of
the EPA.
3. Evaluate how the
United States need for
natural resources drives
elements of our energy
policy.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Internet; Film; Projector; Laptop; Supplemental Reading Materials; Century
video series; All the Presidents Men; Utilize Information Center as a resource for the informational texts.
50
Unit 10
Content Area – Social Studies
Unit Title – Reagan, Bush Era (1980-1992)
Target Course/Grade Level – General US History 2 : Grade 11
Unit Summary/Rationale –
In this unit, students will analyze the conservative political movement of the 1980’s and various events that
occur throughout the decade in to the early 1990’s. Students will critically analyze the reasons behind, as
well as the effectiveness of the Reagan/Bush administration’s policies. Students will investigate the events
that led up to the collapse of the Soviet Union and the effect it had on the world. In addition students will
analyze the rise of China as a global force. Students will study the impact of new technologies, such as the
personal computer, and new health concerns, such as AIDS. Finally, students will investigate the events
that led up to and during the Persian Gulf War.
Interdisciplinary Connections - Sociology, Language Arts, Government, Economics, World History,
International Relations
Technology Integration – PowerPoint, YouTube, internet, films
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
6.1 U.S. History: America in the World
All students will acquire the knowledge and skills to think analytically about how past and present
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and
skills enable students to make informed decisions that reflect fundamental rights and core democratic values
as productive citizens in local, national, and global communities.
Content Statement(s) – 14. Contemporary United States: Domestic Policies
Differing views on government’s role in social and economic issues led to greater partisanship in
government decision making.
The increased economic prosperity and opportunities experienced by many masked growing tensions and
disparities experienced by some individuals and groups.
Immigration, educational opportunities, and social interaction have led to the growth of a multicultural
society with varying values and perspectives.
Strand(s) – A: Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
51
6.1.12. A.14.b: Analyze how the Supreme Court has interpreted the Constitution to define the rights of the
individual, and evaluate the impact on public policies.
6.1.12. A.14.c: Assess the merit and effectiveness of recent legislation in addressing the health, welfare,
and citizenship status of individuals and groups.
6.1.12. A.14.d: Analyze the conflicting ideologies and actions of political parties regarding spending
priorities, the role of government in the economy, and social reforms.
6.1.12. A.14.e: Evaluate the effectiveness and fairness of the process by which national, state, and local
officials are elected and vote on issues of public concern.
6.1.12. A.14.f: Determine the extent to which nongovernmental organizations, special interest groups, third
party political groups, and the media affect public policy.
6.1.12. A.14.g: Analyze the impact of community groups and state policies that strive to increase the youth
vote (i.e., distribution of voter registration forms in high schools).
6.1.12. A.14.h: Assess the effectiveness of government policies in balancing the rights of the individual
against the need for national security.
Strand(s) – B. Geography, People, and the Environment
Cumulative Progress Indicator(s) (CPI) –
6.1.12. B.14.c: Evaluate the impact of individual, business, and government decisions and actions on the
environment, and assess the efficacy of government policies and agencies in New Jersey and the United
States in addressing these decisions.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.14.a: Use economic indicators to evaluate the effectiveness of state and national fiscal (i.e.,
government spending and taxation) and monetary (i.e., interest rates) policies.
6.1.12.C.14.b: Judge to what extent government should intervene at the local, state, and national levels on
issues related to the economy
6.1.12. C.14.c: Analyze economic trends, income distribution, labor participation (i.e., employment, the
composition of the work force), and government and consumer debt and their impact on society.
6.1.12. C.14.d: Relate the changing manufacturing, service, science, and technology industries and
educational opportunities to the economy and social dynamics in New Jersey.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.14.a: Determine the relationship between United States domestic and foreign policies.
6.1.12. D.14.b: Assess the effectiveness of actions taken to address the causes of continuing urban tensions
and violence.
6.1.12. D.14.c: Determine the impact of the changing role of labor unions on the economy, politics, and
employer-employee relationships.
6.1.12. D.14.d: Evaluate the extent to which women, minorities, individuals with gender preferences, and
individuals with disabilities have met their goals of equality in the workplace, politics, and society.
6.1.12. D.14.e: Evaluate the role of religion on cultural and social mores, public opinion, and political
52
decisions.
6.1.12.D.14.f: Determine the influence of multicultural beliefs, products (i.e., art, food, music, and
literature), and practices in shaping contemporary American culture
Content Statement(s) – 15. Contemporary United States: International Policies
The United States has used various methods to achieve foreign policy goals that affect the global balance of
power, national security, other national interests, and the development of democratic societies.
Strand(s) – A. Civics, Government, and Human Rights
Cumulative Progress Indicator(s) (CPI) –
6.1.12. A.15.a: Analyze the factors that led to the fall of communism in Eastern European countries and the
Soviet Union, and determine how the fall influenced the global power structure.
6.1.12. A.15.b: Determine the effectiveness of the United States in pursuing national interests while also
attempting to address global political, economic, and social problems.
6.1.12. A.15.c: Evaluate the role of diplomacy in developing peaceful relations, alliances, and global
agreements with other nations.
6.1.12. A.15.d: Assess the impact of the arms race and the proliferation of nuclear weapons on world
power, security, and national foreign policy.
6.1.12. A.15.e: Analyze the impact of United States support for the policies and actions of the United
Nations and other international organizations.
6.1.12. A.15.f: Evaluate the effectiveness of United States policies and actions in supporting the economic
and democratic growth of developing nations.
Strand(s) – C. Economics, Innovation, and Technology
Cumulative Progress Indicator(s) (CPI) –
6.1.12. C.15.a: Relate the role of America’s dependence on foreign oil to its economy and foreign policy.
6.1.12. C.15.b: Assess economic priorities related to international and domestic needs, as reflected in the
national budget.
Strand(s) – D. History, Culture, and Perspectives
Cumulative Progress Indicator(s) (CPI) –
6.1.12. D.15.a: Compare United Nations policies and goals (i.e., the International Declaration of Human
Rights and the United Nations Millennium Development Goals) intended to promote human rights and
prevent the violation of human rights with actions taken by the United States.
6.1.12. D.15.b: Compare the perspectives of other nations and the United States regarding United States
foreign policy.
6.1.12. D.15.c: Explain how and why religious tensions and historic differences in the Middle East have
led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing
peaceful resolutions to the region.
6.1.12. D.15.d: Analyze the reasons for terrorism and the impact that terrorism has had on individuals and
government policies, and assess the effectiveness of actions taken by the United States and other nations to
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prevent terrorism.
Reading Standards for Literacy:
Key Ideas and Details
RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences,
paragraphs, and larger portions of the text contribute to the whole.
RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
Integration of Knowledge and Ideas
RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–
CCR text complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.11-12.1: Write arguments focused on discipline-specific content.
-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence
for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
-Establish and maintain a formal style and objective tone while attending to the norms and conventions of
the discipline in which they are writing.
-Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic and organize complex ideas, concepts, and information so that each new element builds
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on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of
the topic.
-Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
-Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline
and context as well as to the expertise of likely readers.
-Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Production and Distribution of Writing
WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 What causes political trends to change?
 What is the role of government in a civilian’s
daily life?
 When is it justified for a country to negotiate
with terrorist?
Unit Enduring Understandings
 Reagan’s election ushers in a major conservative
movement into United States politics.
 The Fall of the Berlin Wall is seen as a failure of
communism throughout the world.
 The Gulf War makes the United States reflect on
their feelings towards war.
Terminology: Christian Coalition, Roe v. Wade, Trickle-Down Theory, AIDS, Iran-Contra, Berlin Wall,
Tiananmen Square, Affirmative Action, PC, Operation Desert Storm
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Goals/Objectives
Students will be able to 1. Evaluate the platform
of the conservative
movement of the 1980s.
2. Analyze the events that
led up to and during the
Gulf War.
3. Analyze the impact
personal computers and
the internet have had on
American culture.
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
1. Students will be broken into groups, where
they will go through content covered in class
and create a diagram that displays the platform
of the 1980’s conservative movement.
1. Students will have a
debate about the policies and
platforms of the 1980’s
conservative movement.
2. Students will be broken into groups, where
they will have to compare and contrast the Gulf
War with the current conflicts in Iraq and
Afghanistan.
2. Students will write a paper
where they will compare and
contrast the Gulf war with
current military conflicts.
3. Students will be broken into groups, where
they will create a skit involving some aspect of
American life prior to the rise of PC’s and the
wide use of the internet and a second
complimentary skit involving American life
after the invention of internet.
3. Students will perform their
skits to the class.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Text: America: Pathways to the Present, Prentice Hall; various files located on the social
studies department J-drive, Internet; Film; Projector; Laptop; Supplemental Reading Materials; Century
video series; CNN footage of the Gulf War; Information Center.
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