MADISON PUBLIC SCHOOL DISTRICT
Grade 11 United States History II Enriched
Authored by: Robert I. Grundfest and Theodora Irwin
Reviewed by: Mr. Lee S. Nittel
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: Fall, 2012
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
Kevin Blair
Thomas Haralampoudis
Linda Gilbert
James Novotny
David Arthur
Shade Grahling
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
The 11th grade US History course is a full-year program that focuses on United States History in the 20th
century, exploring the political, economic and social factors that have influenced the development of the
United States as a participant in the global community. Students will explore the course using a thematic
approach in each unit, which will incorporate a focus on the United States as a multiracial/multicultural
society, a participant in a global economic, diplomatic and social environment, and an instrument for
political and social evolution propelled by the evolving needs of individuals and groups in a democratic
republic. Students will explore each unit through a variety of teaching methods and assessments aimed at
the development of appropriate thinking, research and communication skills with an emphasis on
documentary analysis and interpretation. This will allow students to gain understanding of the complex
issues surrounding historical events and situations as they relate to the current global milieu.
US II Enriched is a year long course, the third in a three year sequence of college bound courses that is
intended to help students develop the skills necessary to achieve success in high school studies, and
ultimately in their post-graduate pursuits. The Enriched level student works at a faster pace with more
complex reading and writing assignments than his/her counterpart in US II.
II.
RATIONALE
The United States History II Enriched social studies curriculum is designed to enable students to gain a
better grasp of their country’s history and its responsibilities in the larger global community in which they
live. This course provides students with an awareness and understanding of the way in which the
development of the United States affects its domestic growth and its present role as a contributor to
international progress. This course is the culmination of the required social studies program at Madison
High School.
III.
STUDENT OUTCOMES (Link to Core Curriculum Content Standards and New
Jersey Core Curriculum Content Standards)
Common Core State Standards for Grades 11-12 (Social Studies)
Reading Standards
Key Ideas and Details

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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

CCSS.ELA-Literacy.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).

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or
challenging them with other information.

CCSS.ELA-Literacy.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

CCSS.ELA-Literacy.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
Text Types and Purposes

CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.11-12.1a 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.

CCSS.ELA-Literacy.WHST.11-12.1b 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 discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values,
and possible biases.

CCSS.ELA-Literacy.WHST.11-12.1c 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.

CCSS.ELA-Literacy.WHST.11-12.1d Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.WHST.11-12.1e Provide a concluding statement or section that follows from or
supports the argument presented.

CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.11-12.2a 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.

CCSS.ELA-Literacy.WHST.11-12.2b 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.

CCSS.ELA-Literacy.WHST.11-12.2c 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.

CCSS.ELA-Literacy.WHST.11-12.2d 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.

CCSS.ELA-Literacy.WHST.11-12.2e 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

CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection,
and research.
Range of Writing

CCSS.ELA-Literacy.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.
Speaking and Listening Standards
Comprehension and Collaboration

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the task.

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives
are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and
a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to
add interest.

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
NJ Core Curriculum Content Standards
Standard 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.
Students will:
Unit One: Politics, Reform and the Progressive Movement
 Evaluate the effectiveness of Progressive reforms in preventing unfair business practices and political
corruption and in promoting social justice.
 Evaluate the ways in which women organized to promote government policies (i.e., abolition,
women’s suffrage, and the temperance movement) designed to address injustice, inequality,
workplace safety, and immorality.
 Relate the creation of African American advocacy organizations (i.e., the National Association for the
Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson)
and state and local governmental policies.
 Determine the role geography played in gaining access to raw materials and finding new global
markets to promote trade.
 Compare and contrast issues involved in the struggle between the unregulated development of natural
resources and efforts to conserve and protect natural resources during the period of industrial
expansion.
 Evaluate the effectiveness of labor and agricultural organizations in improving economic
opportunities for various groups.
 Determine how supply and demand influenced price and output during the Industrial Revolution.
 Analyze the impact of money, investment, credit, savings, debt, and financial institutions on the
development of the nation and the lives of individuals.
Unit Two: American Imperialism and World War One
 Analyze the Roosevelt Corollary to the Monroe Doctrine (1904) and explain how it modified the
Monroe Doctrine (1823), justifying a new direction in United States foreign policy.
 Discuss the rise of the Progressive Movement, including the relationship between Progressivism and
the
 Populist Movement, Woodrow Wilson as Governor of New Jersey, anti-trust reform, the woman
suffrage movement (e.g., Alice Paul), and municipal reform (e.g., Frank Hague).
 Analyze United States foreign policy through World War I, including relations with Japan and China,
the Spanish, Cuban, American War, and the building of the Panama Canal.
 Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United
States eventually entered the war.
 Evaluate the impact of government policies designed to promote patriotism and to protect national
security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual
rights.
 Analyze the Treaty of Versailles and the League of Nations from the perspectives of different
countries.
 Explain how global competition by nations for land and resources led to increased militarism.
 Determine how technological advancements affected the nature of World War I on land, on water,
and in the air.
 Assess the immediate and long-term impact of women and African Americans entering the work force
in large numbers during World War I.
 Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War
I.
 Determine the extent to which propaganda, the media, and special interest groups shaped American
public opinion and American foreign policy during World War I.
Unit Three: The Aftermath of War and The Roaring Twenties
 Relate government policies to the prosperity of the country during the 1920s, and determine the
impact of these policies on business and the consumer.
 Compare and contrast the global marketing practices of United States factories and farms with
American public opinion and government policies that favored isolationism.
 Relate social intolerance, xenophobia, and fear of anarchists to government policies restricting
immigration, advocacy, and labor organizations.
 Determine the impact of the expansion of agricultural production into marginal farmlands and other
ineffective agricultural practices on people and the environment.
 Analyze the push-pull factors that led to the Great Migration.
 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.
 Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive
organizations, and an increase in violence
 Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance,
on American culture and values.
Unit Four: Depression and New Deal
 Analyze how the actions and policies of the United States government contributed to the Great
Depression.
 Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening
economic situation during the Great Depression.
 Explain how government can adjust taxes, interest rates, and spending and use other policies to
restore the country’s economic health.
 Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt,
and the trade deficit) are used to evaluate the health of the economy.
 Explain the interdependence of various parts of a market economy.
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Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of
economic instability.
Explore the global context of the Great Depression and the reasons for the worldwide economic
collapse.
Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic
and racial minorities.
Explain how and why conflict developed between the Supreme Court and other branches of
government over aspects of the New Deal.
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.
Evaluate the short- and long-term impact of the expanded role of government on economic policy,
capitalism, and society.
Assess the effectiveness of New Deal programs designed to protect the environment.
Evaluate the effectiveness of economic regulations and standards established during this time period
in combating the Great Depression.
Compare and contrast the economic ideologies of the two major political parties regarding the role of
government during the New Deal and today.
Analyze how other nations responded to the Great Depression.
Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and
recent presidents.
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.
Determine the extent to which New Deal public works and arts programs impacted New Jersey and
the nation.
Judge to what extent government should intervene at the local, state, and national levels on issues
related to the economy
Unit Five: The Rise of Dictators and World War II
 Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e.,
fascism, communism, and socialism) after World War I.
 Evaluate the effectiveness of international agreements following World War I in preventing
international disputes during the 1920s and 1930s.
 Compare and contrast different perspectives about how the United States should respond to aggressive
policies and actions taken by other nations at this time.
 Determine if American policies regarding Japanese internment and actions against other minority
groups were a denial of civil rights.
 Analyze the decision to use the atomic bomb and the consequences of doing so.
 Assess the responses of the United States and other nations to the violation of human rights that
occurred during the Holocaust and other genocides.
 Explain the role that geography played in the development of military strategies and weaponry in
World War II.
 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.
 Relate new wartime inventions to scientific and technological advancements in the civilian world.
 Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of
the World War II.
 Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and
Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II.
 Explain why women, African Americans, Native Americans, Asian Americans, and other minority
groups often expressed a strong sense of nationalism despite the discrimination they experienced in
the military and workforce.
 Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during
the Holocaust.
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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.
Unit Six: The Post War World: Cold War and Domestic Boom
 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.
 Examine constitutional issues involving war powers, as they relate to United States military
intervention in the Korean War, the Vietnam War, and other conflicts.
 Explain how the Arab-Israeli conflict influenced American foreign policy.
 Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European
nations in the post World War II period.
 Explain the implications and outcomes of the Space Race from the perspectives of the scientific
community, the government, and the people.
 Analyze how scientific advancements impacted the national and global economies and daily life.
 Assess the role of the public and private sectors in promoting economic growth and ensuring
economic stability.
 Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.
 Analyze the impact of American governmental policies on independence movements in Africa, Asia,
the Caribbean, and the Middle East.
 Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil
liberties.
 Evaluate how the development of nuclear weapons by industrialized countries and developing
counties affected international relations.
 Determine the factors that led to migration from American cities to suburbs in the 1950s and 1960s,
and describe how this movement impacted cities.
 Relate American economic expansion after World War II to increased consumer demand.
Unit Seven: The Civil Rights Movement
 Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court
decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law
Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.
 Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil
Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative
Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal
opportunities.
 Determine the extent to which changes in national policy after 1965 impacted immigration to New
Jersey and the United States.
 Evaluate the effectiveness of environmental movements and their influence on public attitudes and
environmental protection laws.
 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.
 Determine the effectiveness of social legislation that was enacted to end poverty in the 1960s and
today.
 Determine the impetus for the Civil Rights Movement, and explain why national governmental
actions were needed to ensure civil rights for African Americans.
 Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during
the Civil Rights Movement, and evaluate their legacies.
 Analyze the successes and failures of women’s rights organizations, the American Indian Movement,
and La Raza in their pursuit of civil rights and equal opportunities.
 Relate the changing role of women in the labor force to changes in family structure.
Unit Eight: The New Frontier and the Great Society
 Explain why the Peace Corps was created and how its role has evolved over time.
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Analyze how the Supreme Court has interpreted the Constitution to define the rights of the
individual, and evaluate the impact on public policies.
Analyze political trends in post war America, including major United States Supreme Court decisions
and the administrations of Harry Truman, Dwight D. Eisenhower, John F. Kennedy, and Lyndon B.
Johnson.
Explain the implications and outcomes of the Space Race from the perspectives of the scientific
community, the government, and the people.
Unit Nine: Era of Social Upheaval: Vietnam, Counterculture, Nixon and Watergate
 Examine constitutional issues involving war powers, as they relate to United States military
intervention in the Korean War, the Vietnam War, and other conflicts.
 Examine the administration of American presidents, beginning with President Richard M. Nixon, as
a means to analyze political and economic issues in contemporary America, including domestic
policy and international affairs.
 Compare and contrast American public support of the government and military during the Vietnam
War with that of other conflicts.
 Analyze the role that media played in bringing information to the American public and shaping public
attitudes toward the Vietnam War.
 Evaluate the effectiveness of the checks and balances system in preventing one branch of national
government from usurping too much power during contemporary times.
 Assess the effectiveness of actions taken to address the causes of continuing urban tensions and
violence.
 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.
 Evaluate the effectiveness of environmental movements and their influence on public attitudes and
environmental protection laws.
Unit Ten: Aftermath of Watergate and the Conservative Ascendancy 1974-1992
 Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the
role of government in the economy, and social reforms.
 Evaluate the role of religion on cultural and social mores, public opinion, and political decisions.
 Evaluate the effectiveness and fairness of the process by which national, state, and local officials are
elected and vote on issues of public concern.
 Assess the role of the public and private sectors in promoting economic growth and ensuring
economic stability.
 Determine the extent to which nongovernmental organizations, special interest groups, third party
political groups, and the media affect public policy.
 Analyze United States domestic policies, including the civil rights movement, affirmative action, the
labor and women’s movements, conservatism vs. liberalism, the post-industrial economy, free trade,
and international trade agreements such as the North American Free Trade Agreement (NAFTA) and
General Agreement on Tariffs and Trade (GATT).
 Compare and contrast key events and people associated with foreign policy, including the fall of
communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United
States involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and
the war on terrorism.
Unit Eleven: The United States Today
 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).
 Assess the effectiveness of government policies in balancing the rights of the individual against the
need for national security.
 Determine the impact of recent immigration and migration patterns in New Jersey and the United
States on demographic, social, economic, and political issues.
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IV.
Analyze how regionalization, urbanization, and suburbanization have led to social and economic
reform movements in New Jersey and the United States.
Evaluate the impact of individual, business, and government decisions and actions on the
environment, and assess the efficacy of government policies and agencies in New Jersey and the
United States in addressing these decisions.
Investigate the economic and social patterns in contemporary New Jersey, including shifts in
immigration patterns, urban decline and renewal, important New Jersey Supreme Court rulings (e.g.,
Mount Laurel decision), and the issue of preserving open space.
Describe the growth of the technology and pharmaceutical industries in New Jersey.
Compare and contrast key events and people associated with foreign policy, including the fall of
communism and the Soviet Union and the end of the Cold War, the Cuban Missile Crisis, United
States involvement in Haiti, Somalia, Bosnia, Herzegovina, and Kosovo, the Iran Hostage Crisis, and
the war on terrorism.
Compare and contrast population trends and immigration and migration patterns in the United States
(e.g., growth of Hispanic population, demographic and residential mobility).
Discuss major contemporary social issues, such as the evolution of governmental rights for individuals
with disabilities, multiculturalism, bilingual education, gay rights, free expression in the media, and
the modern feminist movement.
Compare the perspectives of other nations and the United States regarding United States foreign
policy.
Analyze the impact of American culture on other world cultures from multiple perspectives.
THEMATIC STRANDS
Theme 1: The Peopling of the United States
Focus Question: How did the United States become a multiracial/multicultural society?
1. What is an American?
2. What factors contributed to cultural diversity within the United States?
3. How have Americans responded to the challenges of living in a diverse society?
4. How has cultural diversity impacted the development of the U.S. economy?
Theme 2: Technology, Environment and the Economy of the United States
Focus Question: How did the United States evolve economically?
1. How has the perceived availability of resources impacted American economic thought?
2. How important have economic considerations been in the development of American political life?
3. What has been the relationship between a capitalist economic system and a democratic political
system in the American experience?
4. To what extent have the emphases on equality and success been mutually achievable?
Theme 3: The United States and the World
Focus Question: How have relations with foreign nations shaped the history of the United States?
1. To what extent has American involvement in the world reflected domestic concerns?
2. What tensions emerged due to economic and political influences in American foreign policy?
3. How and why have American wars resulted from desire or need?
4. In what ways have United States actions affected international perceptions of our nation?
Theme 4: An Evolving Democracy
Focus Question: How has the government of the United States changed?
1. How have particular understandings of human nature affected American democratic
development?
2. How has the tension between community and individual been addressed over time?
3. To what extent have the Declaration of Independence and the Constitution remained relevant?
4. Why and in what manner has the relationship between the individual and government changed
over time?
5. To what degree has the American political system evolved toward fulfillment of the principles
embodied in the nation's founding documents?
Theme 5: Social Change
Focus Question: How did individuals or groups initiate change in American life?
1. Why do some individuals and groups need to fight for rights?
2. What methods have been used to achieve social change in American history?
3. In what ways are the goals of different individuals and groups related?
4. To what extent do individual and group demands affect American politics and traditions?
V.
ESSENTIAL QUESTIONS AND CONTENT
(Note: Each content objective is linked in turn to one of the five thematic strands)
Unit One: Politics, Reform and the Progressive Movement (1898-1920)
 Evaluate the effects of Progressive reforms on the poor, working class, immigrants and minorities
 Analyze how successful the Progressives were in attempting to balance technological
improvements, capitalism, reforms and conservation of natural resources.
 Explain how effectively the Progressives applied their philosophy to foreign affairs and moral
diplomacy.
 Analyze the effects of legislation and Supreme Court decisions on the relationship between
citizens and the government and account for the grass roots changes in local and state politics.
 Evaluate the conditions that spurred the Progressive Movement
Unit Two: American Imperialism and World War One (1898-1920)
 Evaluate the impact of immigration on citizen support for American involvement overseas.
 Analyze how new technologies were used for both peaceful and warlike purposes during this era.
 Assess the arguments both for and against United States’ involvement in foreign events.
 Explain how United States’ involvement overseas tested Constitutional principles at home and
abroad.
 Evaluate the effects of Imperialism on American social institutions and on the indigenous people
affected by its actions.
Unit Three: The Aftermath of War and The Roaring Twenties (1920-1929)
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Analyze the effects of population migrations within the United States after World War One.
Evaluate the causes of the economic expansion that took place during this era.
Analyze American reaction to international upheavals after World War One.
Judge the effects of the government’s return to laissez-faire policies.
Evaluate how changing social mores affected popular attitudes towards women, AfricanAmericans, the arts and leisure activities.
Unit Four: Depression and New Deal (1929-1940)
 Analyze the effects of the Great Depression and New Deal on population movement and
treatment of minority groups.
 Evaluate the political and economic arguments for having more governmental involvement in the
economy.
 Assess the success of the Good Neighbor Policy
 Debate the effects that the Depression and New Deal had on constitutional interpretation and the
relationship between the government and the individual.
 Evaluate the effects of new political and economic ideologies on groups that had not traditionally
held power in the United States.
Unit Five: The Rise of Dictators and World War II (1917-1945)
 Analyze the effects of the dictators and the war on world population movement.
 Evaluate the war’s effect on the economy and distribution of resources in the United States.
 Evaluate the causes and effects of United States’ involvement in World War II.
 Assess how successfully the United States respected its democratic ideals during the time period.
 Analyze the effects that World War II had on the civil rights movements for African-Americans,
Latinos and women.
Unit Six: The Post War World: Cold War and Domestic Boom (1945-1960)
 Assess the effects of post-war immigration on the United States.
 Evaluate the influence of new technologies and industries developed during the war on the postwar United States.
 Analyze the reasons for the start of the Cold War from both the American and Soviet
perspectives.
 Examine government actions in light of the real and perceived threats during this era.
 Identify the inequalities suffered by ethnic groups in the 1950s and evaluate the actions used by
civil rights to remedy their plight.
Unit Seven: The Civil Rights Movement (1945-1975)
 Analyze the social, political and economic impediments that prevented African-Americans from
fully participating in a diverse society.
 Evaluate the economic effects of civil rights-era actions such as boycotts, passive resistance and
non-violent tactics.
 Assess the criticisms from foreign countries concerning treatment of minorities in the United
States during this era.
 Trace the development of civil rights legislation and court decisions and analyze their effects on
the United States.
 Evaluate the actions of civil rights reformers, agitators and ordinary people and how they
influenced the movement.
Unit Eight: The New Frontier and the Great Society (1961-1969)
 Analyze the influence of the Immigration Act of 1965 and anti-poverty legislation on social
mobility in the United States.
 Account for the economic expansion of the 1960s in terms of new technologies, industries and
government taxation policies.
 Evaluate the success of America’s responses to Cold War threats in Europe, Asia, Africa and the
Western Hemisphere.
 Debate the role of the federal government and the Supreme Court in solving social problems and
explain the positive and negative effects of the laws and decisions.
 Judge the relative success or failure of the New Frontier and Great Society programs on the poor,
minorities and middle and upper income American citizens.
Unit Nine: Era of Social Upheaval: Vietnam, Counterculture, Nixon and Watergate (1954-1974)
 Explain and evaluate the challenges caused by the confluence of events during this era on racial
and ethnic diversity, women’s rights, anti-war protests, immigration and the breakdown of social
institutions.
 Analyze and assess the impetus behind the conservation movement.
 Evaluate the causes, effects and lessons learned from United States’ involvement in Vietnam.
 Analyze the constitutional challenges the United States faced as a result of Vietnam and
Watergate.
 Account for the rise of the counterculture and its effects on politics, social attitudes, music,
alternative ways of living and civil liberties.
Unit Ten: Aftermath of Watergate and the Conservative Ascendancy (1974-1992)
 Account for the changing demographics of the United States as a result of immigration from Latin
America, Asia, and the plight of boat people.
 Compare and contrast the effects of the oil shocks and the stagnating economy of the 1970s with
supply-side economics and the technology boom of the 1980s in economic, political and social
terms.
 Evaluate how the United States’ experience in Vietnam complicated its foreign policy actions and
assess how that affected its role in the world into the next decade.
 Trace the development of conservative ideology as a reaction to the upheavals of the 1960s and
70s, and judge how effectively it was applied to political and legal issues.
 Assess the influence of conservative economic, political and religious leaders during this era.
Unit Eleven: The United States Today (1992-Present)
 Analyze changing and shifting demographic trends in America in terms of the expanding suburbs
and continued immigration from Asia, Eastern Europe and Latin America.
 Identify and analyze the causes and effects of the Computer Revolution and its contributions to
the
 New Economy
 Evaluate the United States’ responses to the fall of Communism and the rise of world terrorism.
 Judge the arguments used by conservatives and liberals regarding contentious social issues such as
constitutional interpretation, the role of government in people’s lives, taxes, abortion and human
rights.
 Analyze how the gay rights movement has challenged traditional assumptions about political and
social equality in the country today.
VI. STRATEGIES
The US History II Enriched curriculum will employ a "depth" over "breadth" approach in which topics of
enduring interest will be pursued thematically and in greater detail, through a variety of methods,
including:
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Cooperative learning groups
Teacher presentation
Film
Guided Reading
Student research projects
Primary source analysis
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Role play simulation
Individual and group presentations
Think, Pair and Share
Discussion (class and graded)
Geographic analysis
Debate
Particular emphasis will be given to reading, interpreting and analyzing a variety of primary source
materials. Activities will target a variety of learning styles. They will be structured to enable students to
read comprehensively, communicate analytically, and think systematically about how the past
interactions of individuals and groups have shaped the American experience.
VII. EVALUATION
Assessment of student mastery of the material will take a variety of forms. Assessments will be both
formative and summative in design and will be keyed to the thematic strands and essential questions for
each unit. There will be an emphasis on measuring student ability to read, interpret and analyze a variety
of primary source materials, and assessments shall include: writing assignments, reading assignments,
completion of study guides, analysis of primary sources, projects, tests and quizzes, and essays.
Attendance and student responsibility for make-up work will also play a role in determining course
evaluation. With regard to assessment, scaffolding and support will be provided commensurate with
student ability levels.
At the beginning of the year, the teacher should distribute a course expectations sheet regarding conduct
classroom procedures and grading system as well as make this information available on the teacher’s web
page. Major assignments should be accompanied by guidelines for their completion as well as criteria
reflecting how the assignment will be graded.
VIII. REQUIRED RESOURCES
Teachers will supplement the assigned textbook with a variety of materials such as PowerPoint
presentations, primary and secondary sources, film and video clips, educational websites and media
center databases.
Textbook: Danzer, The Americans (1998)
Supplementary Materials: (Partial Listing)
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PowerPoint Presentations found on www.historyteacher.net
Online streaming videos at: www.pbs.org and www.cjims.org
Supreme Court Cases
http://www.streetlaw.org/en/landmark.aspx
Digital History
http://www.digitalhistory.uh.edu/timeline/timelineN.cfm
Original Documents and Primary Sources
http://avalon.law.yale.edu/
http://www.gilderlehrman.org/
Excerpts of the following films may be shown to enhance student understanding of the material:
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"Ragtime" (Unit 1)
"All Quiet on the Western Front" (Unit 2)
“The Untouchables” (Unit 3)
"Paper Moon", “The Grapes of Wrath” (Unit 4)
"Patton", “From Here to Eternity” (Unit 5)
"The Best Years of Our Lives”, “The Manchurian Candidate (1960)” (Unit 6)
“Sounder”, “The Long Walk Home” (Unit 7)
“The Green Berets”, "Born on the Fourth of July", All the President’s Men” (Unit 9)
"Wall Street" (Unit 10)
IX. SCOPE AND SEQUENCE
(Note: Chapter references are intended as a general guide to where information relevant to the key concepts and terms can be located).
Unit 0: Understanding Our Themes (1 Week)
Unit One: Politics, Reform and the Progressive Movement (3 weeks)
Danzer, Chapter 17
 Growth of reform movements that grew out of city conditions
 Conditions that spurred the Progressive Movement
 The Aims of the Progressives
 Grass roots changes in local and state politics
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Theodore Roosevelt’s Square Deal
William Howard Taft and the Trusts as a continuation of Progressivism
The Bull Moose Party in the election of 1912
Woodrow Wilson’s New Freedom
Constitutional changes resulting from the Progressives
Unit Two: American Imperialism and World War One (3 weeks)
Danzer, Chapters 18 & 19
 The Causes and characteristics of Imperialism
 How the US justified its new Empire
 Big Stick Diplomacy
 Causes of World War One
 How America fought the War at home and on the battle field
 Wilson’s diplomacy and the results of the war
Unit Three: The Aftermath of War and The Roaring Twenties (3 weeks)
Danzer, Chapters 20 & 21
 Reaction to international upheavals after World War One
 Labor unrest 1919-1921
 The appeal of “normalcy”
 Harding’s scandals
 The booming economy
 Social life during the 1920s
 Prohibition and its effect on crime
 Changing social attitudes towards women
 New American Art, Literature, Architecture and Music
Unit Four: The Great Depression and The New Deal (4 weeks)
Danzer, Chapters 22 & 23
 The underlying weaknesses of the 1920s economy
 Causes of the Stock Market Crash
 Causes of the Great Depression
 Effects of the Depression on American life
 Hoover’s response to the Depression
 FDR’s election
 Aims of the New Deal and the first hundred days
 Opposition to the New Deal from critics and the Supreme Court
 The second New Deal
 Culture of the 1930s
 Legacy of the New Deal
Unit Five: The Rise of Dictators and World War II (4 Weeks)
Danzer, Chapters 24 & 25
 The rise of dictators in the USSR, Italy, Germany and militarism in Japan
 Military actions that alarmed the United States 1931-38
 American neutrality in theory and practice
 The start of World War II in Europe--1939
 Lend-Lease and “The Arsenal of Democracy”
 The attack on Pearl Harbor
 How the US and the Allies fought the war militarily
▫ Europe
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▫ Asia
The Home Front
Japanese Internment
The end of the war: V-E and V-J Days
Impact of the war on America and the world
Midterm Exam Period
Unit Six: The Post War World 1945-1960: Cold War and Domestic Boom (2 Weeks)
Danzer, Chapters 26 & 27
The Cold War
 Reasons for the start of the Cold War
▫ USSR Actions
▫ US Actions
 The Truman Doctrine and Marshall Plan
 Examples of Cold War Tensions
Post War America
 GI Bill
 Inflation and strikes 1945-48
 Truman’s Fair Deal and Civil Rights
 Eisenhower’s election in 1952
 Social Changes in the 1950s
Unit Seven: The Civil Rights Movement (4 weeks)
Danzer, Chapters 29
 Characteristics of the old system under Plessy
 Effects of World War II on attitudes
 Brown v. Board of Education
▫ Integration of Little Rock HS
 The Montgomery Bus Boycott
 Martin Luther King, Non-violence and the SCLC
 Impact of college activism and the SNCC
 Freedom Rides
 March on Washington 1963
 Civil Rights Act of 1964
 Voting Rights Act of 1965
 De facto and de jure segregation
 Why the movement turned violent
 Reasons for riots in 1965 and 1966
 King’s Assassination 1968
 Legacy of the movement
Unit Eight: The New Frontier and the Great Society (3 Weeks)
Danzer, Chapters 28
The New Frontier
 Factors that contributed to JFK's election in 1960
 Foreign challenges
▫ Cuba
▫ Berlin
▫ Hot line
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Domestic Program
▫ Peace Corps
▫ Space Program
▫ Poverty
Assassination
The Great Society
 Continuation of Kennedy’s programs
 Election of 1964
 Domestic programs
▫ Medicare
▫ Medicaid
▫ Immigration
▫ War on Poverty
 Warren Court Decisions
Unit Nine: Era of Upheaval: Vietnam, Social Change, Nixon and Watergate (4 Weeks)
Danzer, Chapters 30, 31 & 32
Vietnam
 Historical background to 1954
 Reasons for American involvement and escalation
 Characteristics of how the war was fought
 The anti-war movement and its effects on the conduct of the war
 Why 1968 was a critical year for the war and the nation
 The end of the war and its legacy
Social Change
 Latino and Native American civil rights movements
 The women’s rights movement
 Rise of the counterculture
▫ Attitudes
▫ Music
▫ Alternative ways of living
Nixon and Watergate
 Election of 1968
 New Federalism
 Nixon’s Foreign Policy triumphs
 The Watergate Scandal
 Nixon’s Resignation
Unit Ten: Aftermath of Watergate and the Conservative Ascendency1974-1992 (3 weeks)
Danzer, Chapters 32 & 33
Post-Watergate Presidents
 Gerald Ford
 Pardon
 Inflation
 Foreign Policy
 Jimmy Carter
 Appeal to Trust
 Energy Crisis
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 Emphasis on Human Rights in Foreign Policy
Environmental Action
America Under Conservative Presidents
 Background to the conservative groundswell
 Election of Ronald Reagan in 1980
 Reagan’s Program
 Deregulation
 Reaganomics
 Supreme Court Appointments
 Conservative Social Policies
 Election of George H.W. Bush 1988
 Reasons for the fall of Communism in Eastern Europe
 America’s new foreign policy
Unit Eleven: The United States Today (2 weeks)
Danzer, Chapter 34
 The election of 1992
 Bill Clinton’s Presidency
▫ Welfare Reform
▫ Foreign Policy
▫ Impeachment
 The Computer Revolution
 Characteristics of the new Economy
 Demographic Trends in America
▫ Suburban life
▫ Immigration
 Election of 2000
 Combating Terrorism
Final Exam review