Madison Public Schools
AP US History
Grade 11
Written by:
Robert I. Grundfest & Hugh Singerline
Reviewed by:
Matthew A. Mingle
Director of Curriculum and Instruction
Dr. Mark R. DeBiasse
Supervisor of Humanities
Approval date:
August 26, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
Shade Grahling, Curriculum Committee Chairperson
David Arthur
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Madison Public Schools
359 Woodland Road
Madison, NJ 07940
www.madisonpublicschools.org
Course Overview
Description
This Advanced Placement United States History course teaches students to master factual data, while applying rigorous
historiography to each unit of study. It also emphasizes the development of thinking skills used by historians and aligns with
contemporary scholarly perspectives on major issues in U.S. history. In addition to certain themes in American history, the course
includes major domestic and global developments since the late 19th century, such as the Progressive and Civil Rights movements, the
rise of totalitarian states, Third World movements, and international conflicts and their resolution. This course is intended to prepare
students to take the Advanced Placement United States History Exam.
Goals
This course aims to:
● produce apprentice historians who are able to use historical facts and evidence in the service of creating deeper
conceptual understandings of critical developments in U.S. history.
● strengthen habits of citing specific evidence to support analyses of primary and secondary sources, connecting insights
gained from specific details to an understanding of the historical issue as a whole.
● develop the ability to determine the central ideas or information of a sources and provide an accurate summary that
makes clear the relationships among the key details and ideas.
● improve the ability to evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the information leaves matters uncertain.
Resources
Suggested activities and resources page
Unit 1 Overview
Unit Title: 1865-1898: The Rise of Big Business, the Emergence of an Industrial Culture, and the Gilded Age
Unit Summary:
The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about
significant economic, political, diplomatic, social, environmental, and cultural changes. Technological developments and unregulated
business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans.
The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural
values and created tensions between ethnic and social groups.
Suggested Pacing: 25 lessons
Learning Targets
Unit Essential Questions:
● Should the government have focused on establishing economic equality or equality of economic opportunity during the Gilded
Age?
● How did the “second wave” immigrants, such as the Italians, Jews and Eastern Europeans, incorporate themselves into
American life?
● In what ways did the creation and distribution of vast wealth challenge underlying principles of democracy?
● How did ethnic and regional tensions affect national economic and political development?
● How did new technologies and inventions, for both industry and consumers, affect American society and the economy?
● In what ways did the rise and power of American industry affect our diplomatic, military and economic relationships with other
countries?
Unit Enduring Understandings:
● Political and economic systems do not always work seamlessly.
● The United States is a nation of immigrants.
● Economic change can create winners and losers.
● The rise of big business in the United States influenced the movement of people, efforts to reshape the economy, and debates
over national identity.
● The emergence of an industrial culture in the United States led to greater opportunities for, and restrictions on, immigrants,
minorities, and women.
● The Gilded Age witnessed cultural and intellectual movements in tandem with political debates over economic and social
policies.
Applicable AP Themes:
● Work, Exchange, and Technology
● Peopling
● Politics and Power
● Ideas, Beliefs and Culture
Evidence of Learning
Unit Benchmark Assessment Information:
● Culminating multiple choice/DBQ response relevant to unit material
Objectives
(Students will be able to…)
Explain how arguments about
market capitalism, the growth of
corporate power, and government
policies influenced economic policies
in the later 19th Century.
Essential
Content/Skills
Content:
●
Identity
●
Work, Exchange,
Technology
○
laissez-faire
capitalism
○
“robber baron” or
“captain of
industry”
○
John Rockefeller
○
Standard Oil
○
Andrew Carnegie
○
integration
(vertical and
horizontal)
○
Bessemer process
○
“stock watering”
○
pools, trusts,
rebates, holding
companies
○
collective
bargaining
○
Haymarket Square
incident
○
strike and
injunction
○
Pinkertons
○
boycott
○
closed shop
○
black list
○
“yellow dog”
contracts
○
transcontinental
railroad
○
National Labor
Union
○
Terence Powderly
and the Knights of
Labor
○
Samuel Gompers
and the American
Federation of Labor
○
Homestead Strike
●
Peopling
○
“New South”
○
Booker T.
Washington and
Standards
Suggested Assessments
●
●
Write an analytical
paragraph that explains
the need for a regulatory
effort (e.g. Interstate
Commerce Act) in light of
industry practices (e.g.
pool, rebates) and
consumer complaints (e.g.
the Grange).
Create and defend a
relevant rubric, then use it
to evaluate government
action (e.g. tariff, labor
laws) in the economy.
●
Create a chart that
compares a series of strikes
and their outcomes, and
draw conclusions.
●
Create a graph based on
economic statistics
covering the later 1800s
(e.g. unemployment,
business failures) and use it
to identify periods of boom
and bust.
●
As a group create a Prezi or
PowerPoint presentation on
a Gilded Age idea (e.g.
laissez-faire), including its
origin, its tenets, and its
impact.
●
Write a free-response essay
that compares two labor
organizations (e.g. AFL,
Knights of Labor) in terms
of ideas, practices, and
achievements.
●
How did the economic
history of the southern
states affect their attitudes
and how they were
(NJCCCS CPIs, CCSS, NGSS)
●
6.1.12.A.5.a Relate
industrial growth to the
need for social and
governmental reforms.
●
6.1.12.A.5.b Assess the
impact of governmental
efforts to regulate
industrial and financial
systems in order to
provide economic
stability.
●
6.1.12.C.5.a Analyze the
economic practices of
various business
organizations (i.e.,
corporations and
monopolies) regarding the
production and
marketing of goods, and
explain the positive or
negative impact of these
practices on the nation
and on individuals.
●
6.1.12.C.5.c Analyze the
cyclical nature of the
economy and the impact
of periods of expansion
and recession on
businesses and
individuals.
●
6.1.12.D.5.a Analyze
government policies and
other factors that
promoted innovation,
entrepreneurship, and
industrialization in New
Jersey and the United
States during this period.
●
6.1.12.D.5.b Evaluate
how events led to the
creation of labor and
agricultural
Pacing
10 lessons
●
●
●
●
the “Atlanta
Compromise”
Politics and Power
○
“Gilded Age”
○
pensions for Civil
War veterans
○
Treasury surplus
○
Civil Service
reform and
Pendleton Act
○
tariffs
○
Stalwarts,
Half-Breeds,
Mugwumps
○
Credit Mobilier
○
Munn v. Illinois
○
Wabash, St. Louis
and Pacific Railroad
Company v. Illinois
○
Interstate
Commerce Act
○
Sherman Antitrust
Act
○
political machines
○
“Boss” Tweed and
Tammany Hall
○
Thomas Nast
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
○
“social Darwinism”
○
Gospel of Wealth
○
“Acres of
Diamonds”
○
“Social Gospel”
○
Walter
Rauschenbusch
○
Edward Bellamy
and Looking
Backwards
Skills:
Compare causes and/or effects,
including between short-term and
long-term effects.
Assess historical contingency by
distinguishing among coincidence,
causation, and correlation, as well
as critiquing existing
interpretations of cause and effect.
integrated into the larger
United States’ economy
during the Gilded Age?
organizations that protect
the rights of workers.
●
6.1.12.D.5.c Assess the
effectiveness of public
education in fostering
national unity and
American values and in
helping people meet their
economic needs and
expectations.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.A.4 Justify
problem-solving
strategies used in the
development of a
particular innovative
product or practice in the
United States and in
another country.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
CCSS.ELA-Literacy.WHST
.11-12.1Write arguments
focused on
discipline-specific content.
●
CCSS.ELA-Literacy.SL.1112.1 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.
Explain and evaluate ways in
which specific historical
phenomena, events, or processes
connect to broader regional,
national, or global processes
occurring at the same time.
Analyze the role of international
migration on changes to urban life,
cultural developments, labor issues,
and reform movements in the later
19th Century.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
○
Louis Sullivan and
skyscrapers
Peopling
○
“new
immigration”
○
Ellis Island
○
urbanization
○
tenements
○
“settlement
houses”
○
Jane Addams and
Hull House
○
Chinese Exclusion
Act
○
Josiah Strong and
Our Country
Politics and Power
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
○
Salvation Army
●
Create a timeline that
shows Chinese immigration
figures from the later
1800s and use it to assess
the impact of the Chinese
Exclusion Act.
●
As a pair create an
illustration that
compares/contrasts the
features of a Gilded Age city
with one of today.
●
●
Select a number of political
cartoons that reflect both
pro- and anti-immigration
sentiments, and analyze
them in terms of their
iconography.
Participate in a “gallery
walk” presentation using a
reformist text/picture
where students analyze and
connect the content with
immigration patterns, or
the political and economic
realities of urban life.
●
6.1.12.A.5.c Analyze the
effectiveness of
governmental policies
and of actions by groups
and individuals to address
discrimination against
new immigrants, Native
Americans, and African
Americans.
●
6.1.12.B.5.b Assess the
impact of rapid
urbanization on the
environment and on the
quality of life in cities.
●
6.1.12.D.5.d Relate
varying immigrants’
experiences to gender,
race, ethnicity, or
occupation.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.D.1 Interpret
spoken and written
communication within
the appropriate cultural
context.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
misconceptions or
misunderstandings
resulting from past or
current international
issues or events.
Skills:
●
Construct convincing
interpretations through analysis of
disparate, relevant historical
evidence.
Identify and evaluate the impact of
political and economic changes on
specific racial/ethnic/gender
groups.
Pull key information from
informational texts.
Compare ethnic experiences
Using specific historical
evidence, trace the causes
of American attitudes
towards certain immigrant
or labor groups.
8 lessons
Analyze the factors behind
competition, cooperation, and
conflict among different social
groups in the later 19th Century.
Content:
●
●
●
●
●
●
●
Skills:
●
Identity
Work, Exchange,
Technology
Peopling
○
“Jim Crow”
○
“Talented Tenth”
○
“Rum, Romanism,
and Rebellion”
○
Farmers’ Alliance
○
Battle of the Little
Big Horn and Battle
of Wounded Knee
○
Helen Hunt
Jackson and A
Century of Dishonor
Politics and Power
○
Plessy v. Ferguson
○
Dawes Severalty
Act
○
suffragettes
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
○
Chatauqua
movement
●
Interpret two major
speeches (e.g. “Acres of
Diamonds” and “Atlanta
Exposition”) regarding
their intended or probable
audiences.
●
CCSS.ELA-Literacy.WHST
.11-12.2Write
informative/explanatory
texts, including the
narration of historical
events, scientific
procedures/experiments,
or technical processes.
●
CCSS.ELA-Literacy.RI.1112.6 Determine an
author's point of view or
purpose in a text in which
the rhetoric is
particularly effective,
analyzing how style and
content contribute to the
power, persuasiveness or
beauty of the text.
●
6.1.12.A.5.a Relate
industrial growth to the
need for social and
governmental reforms.
●
6.1.12.B.5.a Explain how
the Homestead Act, the
availability of land and
natural resources, and
the development of
transcontinental
railroads and waterways
promoted the growth of a
nationwide economy and
the movement of
populations.
●
6.1.12.C.5.b Compare
and contrast economic
development of the North,
South, and West in the
post-Civil War period.
●
9.1.12.E.1 Create
messages for different
purposes and audiences
with sensitivity to
cultural, gender, and age
Visually render a speech,
text or idea of a specific
Gilded Age social group into
a digital format such as
PowerPoint or Prezi.
7 lessons
Analyze the relationship between
corrupt practices and the reforms
intended to remedy them.
diversity, using various
digital media outlets.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
CCSS.ELA-Literacy.RI.1112.2 Determine two or
more central ideas of a
text and analyze their
development over the
course of the text,
including how they
interact and build on one
another to provide a
complex analysis; provide
an objective summary of
the text.
●
CCSS.ELA-Literacy.WHST
.11-12.4Produce clear and
coherent writing in which
the development,
organization, and style
are appropriate to task,
purpose, and audience.
●
CCSS.ELA-Literacy.RI.1112.7 Integrate and
evaluate multiple sources
of information presented
in different media or
formats (e.g., visually,
quantitatively) as well as
in words in order to
address a question or solve
a problem.
●
CCSS.ELA-Literacy.SL.1112.4 Present information,
findings, and supporting
evidence, conveying a
clear and distinct
perspective, such that
listeners can follow the
line of reasoning,
alternative or opposing
Compare and contrast the visions
that various reform groups had for
the country.
perspectives are
addressed, and the
organization,
development, substance,
and style are appropriate
to purpose, audience, and
a range of formal and
informal tasks.
Unit 2 Overview
Unit Title: 1890-1945, Part I: Progressivism, World War I, and the Twenties
Unit Summary:
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government
activism, and sought to define its international role. Progressive reform movements promoted government efforts to address
problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. An
expanding market for international trade promoted policies that resulted in America emerging as a world power. United States
involvement in World War I affected politics, the economy, and geopolitical relations following the war. And finally, he 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.
Suggested Pacing: 25 lessons
Learning Targets
Unit Essential Questions:
● What are America's "vital foreign policy interests"?
● How did the presence of immigrant groups in America, such as Germans and Italians, influence our relationship with other
nations? How might American foreign policy impact immigrant groups present in the United States?
● Did American wars during this time period generally result from economic needs or political principles? Which should be the
basis of American policy towards other nations?
● How did the government side in the debate between establishing economic equality or equality of economic opportunity in the
1920s?
● What methods did Progressives, African-Americans and women use to achieve social change during the Progressive Era?
● To what extent did the reformers and reform movements change the habits and laws under which Americans live between
1898 and 1920?
● Why might groups fighting for the same cause, such as labor unions, suffragettes, and good-government reformers face internal
dissention and conflict?
Unit Enduring Understandings:
● The relationship between the citizen and the government can change because of foreign and domestic crises.
● Social change takes commitment, sacrifice, hard work and dedication, and does not always result in positive outcomes.
● American foreign policy can have both positive and negative results. Sometimes we help people while other times we hurt them.
● Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic
uncertainty, and related social changes such as urbanization and mass migration.
● A revolution in communications and transportation technology helped to create a new mass culture and spread “modern”
values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and
economic distress.
● Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world,
while simultaneously propelling the United States into a dominant international military, political, cultural, and economic
position.
Applicable Themes:
● Identity
● Work, Exchange and Technology
● Peopling
● Politics and Power
● American in the World
● Environment and Geography
● Ideas, Beliefs and Culture
Evidence of Learning
Unit Benchmark Assessment Information:
● Culminating multiple choice/DBQ response relevant to unit material
Essential
Content/Skills
Objectives
(Students will be able to…)
Compare the beliefs and strategies of
movements advocating changes to the US
economic system since industrialization,
particularly the organized labor, Populist,
and Progressive movements.
Content:
●
●
●
●
●
●
●
Suggested
Assessments
●
Identity
Work, Exchange, Technology
○
Populist Party
○
William Jennings Bryan
and “Cross of Gold” speech
○
IWW
○
Square Deal
○
Frederick Taylor and
“scientific management”
Peopling
Politics and Power
○
trustbusting and
antitrust laws
○
Bull Moose Party
○
New Freedom and New
Nationalism
○
Eugene Debs
○
Federal Reserve Act
○
Robert LaFollette
America in the World
Environment and Geography
Ideas, Beliefs, Culture
Skills:
●
●
Find factual information through Internet
research.
Analyze commonly accepted historical
arguments and explain how an argument
has been constructed from historical
evidence.
Combine disparate, sometimes
contradictory evidence from primary
sources and secondary works in order to
create a persuasive understanding of the
past.
●
Produce
campaign
leaflets that
identify the
ideas of
Roosevelt and
Wilson in the
1912 Election.
Research a
specific
muckraker’s
argument
(Upton
Sinclair and
The Jungle as
model) and
connect it to a
corresponding
Progressive
reform (e.g.
Meat
Inspection Act
as model).
Create a Venn
Diagram or
T-Chart that
compares
government
policies of the
1920s with
those of the
Gilded Age.
Evaluate the
claim that this
was an era of
progressivism
and change
against data
that
contradicts
accepted
historiograph.
y.
Standards
(NJCCCS CPIs, CCSS, NGSS)
●
6.1.12.A.6.a Evaluate the
effectiveness of Progressive
reforms in preventing
unfair business practices
and political corruption and
in promoting social justice.
●
6.1.12.A.6.b 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.
●
6.1.12.A.6.c 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.
●
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.B.6.b 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.
Pacing
5
lessons
Analyze the goals of US policy makers in
major international conflicts such as the
Spanish-American War and World War I
and explain how US involvement in these
conflicts has altered the US role in world
affairs.
Content:
●
●
●
●
●
●
Identity
Work, Exchange, Technology
Peopling
Politics and Power
America in the World
○
Alfred Thayer Mahan and
the Influence of Sea Power
○
de Lome letter
○
U.S.S. Maine
○
Hawaii, Philippines,
Guam
○
“Rough Riders”
As a group
create a Prezi
or PowerPoint
presentation
on an idea
related to
foreign policy
(e.g.
imperialism,
neutrality,
world “police
officer”),
including its
origin, its
●
6.1.12.C.6.a Evaluate the
effectiveness of labor and
agricultural organizations
in improving economic
opportunities for various
groups.
●
6.1.12.C.6.b Determine how
supply and demand
influenced price and output
during the Industrial
Revolution.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving strategies
during structured learning
experiences.
●
9.1.12.B.1 Present resources
and data in a format that
effectively communicates
the meaning of the data and
its implications for solving
problems, using multiple
perspectives.
●
CCSS.ELA-Literacy.WHST.1
1-12.5 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.
●
6.1.12.A.7.a Analyze the
reasons for the policy of
neutrality regarding World
War I, and explain why the
United States eventually
entered the war.
●
6.1.12.A.7.c Analyze the
Treaty of Versailles and the
League of Nations from the
perspectives of different
countries.
6
lessons
American
Anti-Imperialist League
○
protectorate, spheres of
influence
○
“Open Door” policy and
Boxer Rebellion
○
“Big Stick” policy
○
Roosevelt Corollary
○
Great White Fleet
○
Panama Canal
○
“Dollar Diplomacy”
○
Mexican intervention
○
Lusitania, unrestricted
submarine warfare, and
Zimmerman note
○
Treaty of Versailles
○
Washington Naval
Conference
○
Kellogg-Briand Pact
Environment and Geography
Ideas, Beliefs, Culture
tenets, and its
impact.
○
●
●
●
●
Skills:
Assess the arguments f0r and against US
entry into these conflicts.
Analyze the difference between fact and
opinion
Compare related historical developments
and processes across place, time, and/or
different societies, or within one society.
●
Select a
number of
political
cartoons that
reflect for and
against U.S.
involvement
in World War
I, and analyze
them in terms
of their
iconography.
Evaluate the
actions of the
United States
during the
World War
One from the
perspective of
another
nation that
was directly
affected by
American
actions.
Support,
modify, or
refute, using
specific
evidence,the
argument
that the
Spanish–Amer
ican War in
1898 marked
a turning
point in
United States
foreign policy.
●
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.B.6.a Determine the
role geography played in
gaining access to raw
materials and finding new
global markets to promote
trade.
●
6.1.12.B.7.a Explain how
global competition by
nations for land and
resources led to increased
militarism.
●
6.1.12.C.7.a Determine how
technological advancements
affected the nature of World
War I on land, on water, and
in the air.
●
6.1.12.D.6.b Compare and
contrast the foreign policies
of American presidents
during this time period, and
analyze how these
presidents contributed to the
United States becoming a
world power.
●
6.1.12.D.7.a Evaluate the
effectiveness of Woodrow
Wilson’s leadership during
and immediately after
World War I.
●
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.
Analyze how debates over political values
(such as democracy, freedom and
citizenship) and the extension of American
ideals abroad contributed to the ideological
clashes and military conflicts of the 19th
century and early 20th century.
Content:
●
●
●
●
●
●
Identity
Work, Exchange, Technology
Peopling
○
Gentlemen’s Agreement
Politics and Power
○
initiative, referendum,
recall
○
city manager plan and
commission plan
○
16th, 17th, 18th, and
19th Amendments
○
“Brandeis brief”
○
wartime propaganda
○
Espionage Act and
Sedition Act
○
“Red Scare” and Palmer
raids
America in the World
○
Insular cases
●
Visually
render the
language and
intention of
the Espionage
Act or the
Sedition Act
into a digital
format such as
PowerPoint or
Prezi.
Participate in
a “gallery
walk”
presentation
using a
government
propaganda
poster where
students
analyze and
●
9.1.12.A.1 Apply critical
thinking and
problem-solving strategies
during structured learning
experiences.
●
9.1.12.A.2 Participate in
online strategy and
planning sessions for
course-based, school-based,
or outside projects.
●
CCSS.ELA-Literacy.WHST.1
1-12.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task, purpose,
and audience.
●
CCSS.ELA-Literacy.WHST.1
1-12.5 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.
●
6.1.12.A.7.b 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.
●
6.1.12.D.7.b Determine the
extent to which propaganda,
the media, and special
interest groups shaped
American public opinion
and American foreign policy
during World War I.
●
6.1.12.A.8.c Relate social
intolerance, xenophobia,
and fear of anarchists to
government policies
5
lessons
Teller and Platt
Amendments
○
“make the world safe for
democracy”
○
Fourteen Points
○
collective security
○
self-determination
Environment and Geography
Ideas, Beliefs, Culture
○
White Man’s Burden
○
“yellow journalism”
connect the
content with
subsequent
actions
against
specific groups
(e.g.
German-Amer
icans).
○
●
●
●
Skills:
Evaluate the arguments of the various
reformers.
Differentiate between factual argument
and propaganda.
Explain and evaluate multiple and
differing perspectives on a given historical
phenomenon.
●
Explain how and why the role of the
federal government in regulating
economic life and the environment has
changed since the end of the 19th century.
Content:
●
●
●
●
●
Identity
Work, Exchange, Technology
○
muckrakers
○
Jacob Riis and How the
Other Half Lives
○
Upton Sinclair and The
Jungle
○
Triangle Shirtwaist
Factory fire
○
1920s economic boom
Peopling
Politics and Power
○
Meat Inspection Act
●
Write a
focused
paragraph
that interprets
two major
speeches (e.g.
by Beveridge,
Roosevelt,
Kipling)
regarding
their
arguments for
and against
American
intervention
abroad.
As a group
create a Prezi
or PowerPoint
presentation
on the Red
Scare or the
Palmer Raids,
including its
origin, its
tenets, and its
impact.
Construct and
defend a
relevant
rubric, then
use it to
evaluate the
arguments for
and against
conservation.
As a pair
create an
illustration
that
compares/cont
restricting immigration,
advocacy, and labor
organizations.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving strategies
during structured learning
experiences.
●
9.1.12.B.1 Present resources
and data in a format that
effectively communicates
the meaning of the data and
its implications for solving
problems, using multiple
perspectives.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
misconceptions or
misunderstandings
resulting from past or
current international issues
or events.
●
CCSS.ELA-Literacy.WHST.1
1-12.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task, purpose,
and audience.
●
6.1.12.B.6.a Determine the
role geography played in
gaining access to raw
materials and finding new
global markets to promote
trade.
●
6.1.12.B.6.b Compare and
contrast issues involved in
the struggle between the
unregulated development of
natural resources and efforts
to conserve and protect
natural resources during
5
lessons
●
●
●
○
Pure Food and Drug Act
○
income tax
○
Adamson Act
○
War Industries Board
○
“normalcy”
America in the World
Environment and Geography
○
conservation movement
Ideas, Beliefs, Culture
Skills:
rasts
conservation
as a political
issue in the
early 20th
century with
arguments in
the early 21st
century.
●
Identify and evaluate political arguments.
Explain and evaluate ways in which
specific historical phenomena, events, or
processes connect to broader regional,
national, or global processes occurring at
the same time.
Analyze how changes in class identity and
gender roles have related to economic,
social and cultural transformations since
the late 19th century.
Content:
●
●
●
●
●
●
●
Identity
○
Margaret Sanger and
birth control
○
Ku Klux Klan
○
Sacco and Vanzetti
○
Harlem Renaissance
○
Flappers
○
Marcus Garvey
○
organized crime
Work, Exchange, Technology
Peopling
○
“Great Migration”
Politics and Power
America in the World
Environment and Geography
Ideas, Beliefs, Culture
○
“Lost Generation”
○
fundamentalism
Write a short
essay that
accounts for
the rise of the
modern
environmenta
l movement
during the
Progressive
Era.
●
Write a free
response essay
that analyzes
the arguments
of women
activists for
their suffrage.
●
Create a
timeline that
shows
African-Ameri
can migration
figures from
the early
1900s and use
it to detect
potential
causes of the
the period of industrial
expansion.
●
6.1.12.C.6.c Analyze the
impact of money,
investment, credit, savings,
debt, and financial
institutions on the
development of the nation
and the lives of individuals.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving strategies
during structured learning
experiences.
●
9.1.12.B.1 Present resources
and data in a format that
effectively communicates
the meaning of the data and
its implications for solving
problems, using multiple
perspectives.
●
CCSS.ELA-Literacy.RH.11-1
2.1 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.
●
6.1.12.A.6.b 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.
●
6.1.12.C.7.b Assess the
immediate and long-term
impact of women and
African Americans entering
the work force in large
numbers during World War
I.
4
lessons
○
Scopes Trial
Great
Migration.
●
6.1.12.D.6.a Assess the
impact of technological
innovation and
immigration on the
development of agriculture,
industry, and urban culture
during the late 19th
century in New Jersey (i.e.,
Paterson Silk Strike 1913)
and the United States.
●
6.1.12.D.6.c Analyze the
successes and failures of
efforts to expand women’s
rights, including the work of
important leaders (i.e.,
Elizabeth Cady Stanton,
Susan B. Anthony, Alice
Paul, and Lucy Stone) and
the eventual ratification of
the 19th Amendment.
●
6.1.12.D.8.a Explain why
the Great Migration led to
heightened racial tensions,
restrictive laws, a rise in
repressive organizations,
Skills:
●
Identify and analyze the causes of social
change.
Use various media to evaluate the effects of
social change.
Combine disparate, sometimes
contradictory evidence from primary
sources and secondary works in order to
create a persuasive understanding of the
past.
●
●
Perform a
“gallery walk”
presentation
using a
Harlem
Renaissance,
“flapper,” or
technology-rel
ated
text/picture
where
students
analyze and
connect the
content to
economic,
social,
technological,
and cultural
changes.
Using specific
historical
evidence,acco
unt for the
calls for
normalcy,
isolation and
intolerance
that arose in
the 1920s.
Explain how
activist groups
and reform
movements,
such as
suffragettes,
have caused
changes to
state
institutions
and U.S.
society.
and an increase in violence
●
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.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.
●
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.
●
9.1.12.E.1 Create messages
for different purposes and
audiences with sensitivity to
cultural, gender, and age
diversity, using various
digital media outlets.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving strategies
during structured learning
experiences.
Unit 3 Overview
Unit Title: 1890-1945, Part II: The Great Depression and World War II
Unit Summary:
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government
activism, and sought to define its international role. The Great Depression resulted from government economic policies, business
practices, and individual decisions, and it impacted business and society. 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. 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.
Suggested Pacing: 25 lessons
Learning Targets
Unit Essential Questions:
● What were America's "vital foreign policy interests" during the interwar period and how did they change after 1941?
● How might the presence of immigrant groups in America, such as Germans, Italians and Japanese, influence our relationship
with other nations? How might American foreign policy impact immigrant groups present in the United States?
● Was World War II generally a result of economic needs or political principles? Which should be the basis of American policy
towards other nations?
● In what ways did America play the role of "World Policeman" during this era?
● What methods have been used by various groups, such as labor unions, to achieve social change?
● To what extent did the New Deal change the habits and laws under which Americans live?
● Why might groups fighting for the same cause face internal dissention and conflict?
● How did culture and the arts, such as the Art Deco, Art Moderne, and Socialist Realism movements, affect social and political
life?
Unit Enduring Understandings:
● The Great Depression arose from both domestic and global causes.
● Government intervention in the economy can have both positive and negative consequences.
● Wars can both stimulate and harm a nation’s economy.
● The United States became a dominant world military and economic power because of World War II.
● Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic
uncertainty, and related social changes such as urbanization and mass migration.
● A revolution in communications and transportation technology helped to create a new mass culture and spread “modern”
values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and
economic distress.
● Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world,
while simultaneously propelling the United States into a dominant international military, political, cultural, and economic
position.
Applicable Themes:
● Identity
● Work, Exchange and Technology
● Peopling
● Politics and Power
● American in the World
Evidence of Learning
Unit Benchmark Assessment Information:
● Culminating multiple choice/DBQ response relevant to unit material
Essential
Content/Skills
Objectives
(Students will be able to…)
Explain how and why the role of the
federal government in regulating
economic life and the environment
has changed since the end of the
19th century.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
○
economic cycles
○
depression and
recession
○
unemployment
○
Keynesian
economics
○
monetary and
fiscal policies
○
Bonus Army
○
“Hoovervilles”
Peopling
Politics and Power
○
Huey Long and
“Share the wealth”
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
●
Collect statistics on wealth,
income, and employment
from the 1920s and 1930s,
create a graph through
Excel, and connect to the
overall strength or
weakness of the economy.
●
Create a timeline that
shows government actions
from the 1920s and use it
to argue for causes of the
Great Depression.
●
●
Skills:
Recognize basic patterns of
economic activity.
Find factual information through
Internet research.
Explain and evaluate ways in
which specific historical
phenomena, events, or processes
connect to broader regional,
national, or global processes
occurring at the same time.
Standards
Suggested Assessments
●
As a group research a
popular song (e.g. by
Woody Guthrie) and
connect its imagery and
content to economic
conditions of the period.
Create a flowchart that
follows the enactment and
impact of the
Hawley-Smoot Tariff.
(NJCCCS CPIs, CCSS, NGSS)
●
6.1.12.C.6.c Analyze the
impact of money,
investment, credit,
savings, debt, and
financial institutions on
the development of the
nation and the lives of
individuals.
●
6.1.12.A.9.a Analyze how
the actions and policies of
the United States
government contributed
to the Great Depression.
●
6.1.12.B.9.a Determine
how agricultural
practices, overproduction,
and the Dust Bowl
intensified the worsening
economic situation during
the Great Depression.
●
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.
●
6.1.12.D.9.a Explore the
global context of the Great
Depression and the
Write a short essay that
accounts for the influence
and continuation of the
modern environmental
movement during the New
Deal Era.
Pacing
4 lessons
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
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.WHST
.11-12.1.a 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.
Analyze how and why the New Deal
sought to change the federal
government’s role in U.S. political,
social and economic life.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
Politics and Power
○
“alphabet”
agencies
○
Court packing
scheme
○
“Bank Holiday”
○
“Hundred Days”
○
“relief, recovery,
reform
○
Second New Deal
○
Schechter Poultry
v. U.S.
America in the World
Environment and
Geography
○
Dust Bowl
Ideas, Beliefs, Culture
●
As a pair create a Prezi or
PowerPoint presentation on
a specific New Deal agency
or law, including its origin,
its tenets, and its impact.
●
Write a focused paragraph
that interprets the actions
taken by the Executive
branch as a reaction to
Judicial branch decisions
regarding New Deal
legislation.
●
●
Produce campaign leaflets
that identify the ideas of
the Democratic and
Republican parties in the
1932 and 1936 Elections.
●
Construct and defend a
relevant rubric, then use it
Skills:
Analyze the relationship between
the branches of government, note
Construct and defend a
relevant rubric, then use it
to evaluate the arguments
for and against the New
Deal.
●
CCSS.ELA-Literacy.WHST
.11-12.2.b 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
.11-12.5 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.
●
6.1.12.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.
●
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.10.a Evaluate
the effectiveness of
economic regulations and
standards established
during this time period in
combating the Great
Depression.
●
6.1.12.A.10.a Explain
how and why conflict
developed between the
6 lessons
connections between politics and
government policy
Pull key information from
informational texts.
Assess historical contingency by
distinguishing among coincidence,
causation, and correlation, as well
as critiquing existing
interpretations of cause and effect.
assess the leadership
abilities of FDR and another
American president.
●
●
Evaluate the claim that
this was an era of liberal
change against data that
contradicts accepted
historiography.
Explain how activist
groups, such as labor
unions, and reform
movements,, such as the
New Deal, have caused
changes to state
institutions and U.S.
society.
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.
●
6.1.12.B.10.a Assess the
effectiveness of New Deal
programs designed to
protect the environment.
●
6.1.12.C.10.b Compare
and contrast the economic
ideologies of the two major
political parties regarding
the role of government
during the New Deal and
today.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
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.WHST
.11-12.1.a ntroduce
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
.11-12.5Develop 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
.11-12.2.b 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
Analyze the goals of US policy
makers in major international
conflicts such as World War II and
explain how US involvement in
these conflicts has altered the US
role in world affairs.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
Politics and Power
America in the World
○
Nye Committee
and “merchants of
death”
○
Quarantine Speech
○
“cash and carry”
○
America First
Committee
○
isolationism and
neutrality
○
Lend-Lease
○
Pearl Harbor
attack
○
Atlantic Charter
○
Manhattan Project
Environment and
Geography
Ideas, Beliefs, Culture
●
Write a focused paragraph
on the adoption and impact
of three international
agreements of the 1920s
and 1930s (e.g.
Washington Naval
Conference).
●
Create a timeline that
shows the development and
use of the atomic bomb and
use it to evaluate the
impact of its usage.
●
●
Construct and defend a
relevant rubric, then use it
to evaluate the arguments
for and against the use of
the atomic bomb.
●
Evaluate the actions of the
United States during World
War II from the perspective
of another nation that was
directly affected by
American actions.
Skills:
Analyze features of historical
evidence such as audience, purpose,
point of view, format argument,
limitations and context relevant to
the evidence considered to write a
cogent paper on American foreign
policy.
Visually render the home
life of the average
American family during
and immediately after
World War II into a digital
format such as PowerPoint
or Prezi that reflects
wartime economic
restrictions.
●
Support, modify, or refute,
using specific evidence,the
●
RI.1.3 Describe the
connection between two
individuals, events, ideas,
or pieces of information in
a text.
●
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.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.d Analyze the
decision to use the atomic
bomb and the
consequences of doing so.
●
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.D.10.a Analyze
how other nations
responded to the Great
Depression.
6 lessons
argument that World War
II marked a turning point
in United States foreign
policy.
●
6.1.12.A.11.d Analyze the
decision to use the atomic
bomb and the
consequences of doing so.
●
6.1.12.B.11.a Explain the
role that geography
played in the
development of military
strategies and weaponry
in World War II.
●
6.1.12.C.11.b Relate new
wartime inventions to
scientific and
technological
advancements in the
civilian world.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
misconceptions or
misunderstandings
resulting from past or
current international
issues or events.
●
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.WHST
.11-12.1.a 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
.11-12.2.b 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
.11-12.5Develop 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.
Analyze how debates over political
values (such as democracy, freedom
and citizenship) and the extension
of American ideals abroad
contributed to the ideological
clashes and military conflicts of the
19th century and early 20th
century.
Content:
●
●
●
●
●
●
●
Identity
○
segregated
military
○
internment camps
and Korematsu v.
U.S.
Work, Exchange,
Technology
Peopling
Politics and Power
America in the World
○
Nuremberg trials
○
Holocaust and
genocide
○
United Nations
Environment and
Geography
Ideas, Beliefs, Culture
Skills:
Analyze and evaluate historical
evidence, make supportable
inferences and draw appropriate
conclusions about issues relating to
war crimes, crimes against
humanity and racism.
●
Write a focused paragraph
that interprets two major
speeches (e.g. by
Lindbergh, FDR) regarding
their arguments for and
against American
intervention abroad.
●
Perform a “gallery walk”
presentation using a
Japanese
internment-related
text/picture where students
analyze and connect the
content to the issue of
citizen rights.
●
How did the history of
Japanese-Americans color
the way in which other
Americans viewed them
once Pearl Harbor was
attacked?
●
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.
●
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.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.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
misconceptions or
5 lessons
misunderstandings
resulting from past or
current international
issues or events.
●
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.WHST
.11-12.1.a 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
.11-12.2.b 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. 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.
Analyze the role of culture and the
arts in 20th century movements
for social and political change.
Content:
●
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
○
John Steinbeck and
Grapes of Wrath
Politics and Power
○
Works Progress
Administration
and Federal Arts
Project
○
wartime
propaganda
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
Skills:
Explain and evaluate ways in
which a phenomenon, event, or
processes connect to broader
regional, national, or global
processes at the same time.
As a group create a Prezi or
PowerPoint presentation on
a specific New Deal public
works project in New
Jersey, analyzing its
purpose and including its
impact.
●
Select a number of images
and/or short texts, related
to specific minority groups
during the 1930s and
1940s, and use them to
illustrate the members of
these groups as both
victims of discrimination
and as patriotic Americans.
●
Write a focused paragraph
that analyzes how the
image of “Rosie the Riveter”
contrasted with existing
understandings of women’s
roles and created a basis for
new ones.
●
6.1.12.D.10.d Determine
the extent to which New
Deal public works and arts
programs impacted New
Jersey and the nation.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
CCSS.ELA-Literacy.WHST
.11-12.2.b 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
.11-12.5Develop 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.
4 lessons
Unit 4 Overview
Unit Title: 1945-1980: The United States in the Post-War World
Unit Summary:
After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up
to its ideals. Cold War tensions between the United States and communist countries resulted in conflict that influenced domestic and
foreign policy for over forty years. 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. Differing views on government’s
role in social and economic issues led to greater partisanship in government decision making. The United States used various methods
to achieve foreign policy goals that affected the global balance of power, national security, other national interests, and the
development of democratic societies.
Suggested Pacing: 25 lessons
Learning Targets
Unit Essential Questions:
● What factors contributed to ethnic and racial tension within the United States in the post-war era?
● How effectively did Americans respond to the challenges of the civil rights movement in the 1950s? In what ways did that
change in the 1960s and 70s?
● How should the concept of general welfare, as evidenced by the Great Society, be understood in the context of American
capitalism?
● Did the Great Society programs focus more on establishing economic equality or equality of economic opportunity?
● What natural resources does America have in great supply? In limited supply? How did these factors affect American actions in
the 1970s?
● How has the growth of our post-war economy, such as the rise of automobiles and pharmaceutical companies, impacted the
natural environment?
● Should wealthy people living in the United States pay more in taxes to support the government than those who are poor?
● What were America's "vital foreign policy interests" during the Cold War?
● How did Supreme Court decisions in the 1960s and 70s both support and refute the idea that the United States is living up to
the principles embodied in the Declaration of Independence and the Constitution?
● What methods have been used by various groups, such as Civil Rights activists and anti-Vietnam War protesters, to achieve
social change?
● How can culture and the arts, such as the Modernist, Post-Modernist and counterculture movements, affect social and political
life?
Unit Enduring Understandings:
● McCarthyism was an outgrowth of the tension between security and civil rights.
● The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of
global leadership, with far-reaching domestic and international consequences.
● Liberalism, opposed to Communism abroad and believing in the efficacy of governmental power to achieve social goals at home,
reached its apex in the mid-1960s and generated a variety of political and cultural responses.
● Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the
environment.
Applicable Themes:
● Identity
● Peopling
● Politics and Power
● American in the World
● Environment and Geography
● Ideas, Beliefs and Culture
Evidence of Learning
Unit Benchmark Assessment Information:
● Culminating multiple choice/DBQ response relevant to unit material
Essential
Content/Skills
Objectives
(Students will be able to…)
Analyze the goals of US policy
makers in major international
conflicts, such as the Cold War, and
explain how U.S. involvement has
altered the U.S. role in world
affairs.
Content:
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
Politics and Power
○
“Fall of China”
○
National Security
Acts
○
Gulf of Tonkin
resolution
○
War Powers Act
America in the World
○
superpower
○
satellites
○
George Kennan and
“containment”
○
Truman Doctrine
○
Berlin airlift
○
Marshall Plan
○
NATO
○
Korean War
○
“massive
retaliation”
○
“brinkmanship”
○
Eisenhower
Doctrine
○
Bay of Pigs
○
Cuban Missile
Crisis
○
“flexible response”
○
Vietnam War
○
“domino theory”
○
Tet Offensive
○
Vietnamization
○
detente
○
“shuttle
diplomacy”
○
OPEC and oil
embargo
○
SALT treaties
○
Camp David
Accords
○
Olympic boycott
○
Iranian hostage
crisis
Standards
Suggested Assessments
●
Create a Venn Diagram or
T-Chart depicting the
ideological differences
between the United States
and the Soviet Union, and
use it in a focused
paragraph that explains
U.S. involvement in Cold
War conflicts.
●
Construct and defend a
relevant rubric, then use it
to evaluate the
effectiveness of a major
post-war international pact
(e.g. Marshall Plan, NATO).
●
●
●
As a pair create an
illustration that
compares/contrasts the
degree of public support for
World War II, the Korean
War, and the Vietnam
War.
Evaluate the actions of the
United States during the
Cold War from the
perspective of another
nation that was directly
affected by American
actions.
Support, modify, or refute,
using specific evidence,the
argument that the policy of
containment marked a
turning point in United
States foreign policy.
(NJCCCS CPIs, CCSS, NGSS)
●
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.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.
●
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.
●
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.D.12.a Analyze the
impact of American
governmental policies on
independence movements
in Africa, Asia, the
Pacing
7 lessons
●
●
Environment and
Geography
Ideas, Beliefs, Culture
○
Socialism and
Communism
Caribbean, and the Middle
East.
●
Skills:
Explain and evaluate the multiple
and differing perspectives on the
beginning of the Cold War.
Find factual information through
Internet research.
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
misconceptions or
misunderstandings
resulting from past or
current international
issues or events.
●
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.
Explain how and why the role of the
federal government in regulating
economic life and the environment
has changed since the end of World
War II.
Content:
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
○
“baby boom”
Perform a “gallery walk”
presentation using a
text/picture from the
1950s or 1960s where
students analyze and
connect the content to the
●
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.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
●
6.1.12.C.12.d Assess the
role of the public and
private sectors in
promoting economic
growth and ensuring
economic stability.
4 lessons
●
●
●
●
Politics and Power
○
Fair Deal
○
GI Bill of Rights
○
Interstate
Highways Act
○
military-industrial
complex
○
New Frontier
○
EPA
○
Clean Air and
Water Acts
America in the World
○
Bretton Woods
conference
Environment and
Geography
○
Rachel Carson and
Silent Spring
Ideas, Beliefs, Culture
need for environmental
protection.
●
●
Create a timeline that
shows the development of
and migration into suburbs
and use it to write a focused
piece for an urban
newspaper on the effect
that this had on the cities.
●
6.1.12.B.13.b Evaluate
the effectiveness of
environmental
movements and their
influence on public
attitudes and
environmental protection
laws.
●
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.
●
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
Debate the underlying and
proximate causes of
environmental
catastrophes related to
pesticide use and the rise of
offshore drilling.
Skills:
Pull key information from
informational texts.
Compare thematic developments
(e.g., role of the government in the
economy or environmentalism)
across the span of US history in the
20th century.
economies and daily life.
●
6.1.12.C.13.b Evaluate
the effectiveness of
economic policies that
sought to combat
post-World War II
inflation.
●
6.1.12.C.13.d Relate
American economic
expansion after World
War II to increased
consumer demand.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Explain how Civil Rights activism
affected the growth of
African-American and other
identity-based political and social
movements
Content:
●
●
Identity
○
Gunnar Myrdal
and An American
Dilemma
○
desegregation of
the military
○
Rosa Parks and
Montgomery bus
boycott
○
Martin Luther
King, Jr.
○
Little Rock, AR
○
Southern Christian
Leadership
Conference
○
Student Nonviolent
Coordinating
Committee
○
sit-ins and freedom
rides
○
March on
Washington and “I
Have a Dream”
speech
○
Medgar Evers
○
Malcolm X and
Nation of Islam
○
Black Panthers
○
Betty Friedan and
The Feminine
Mystique
○
Gloria Steinem
○
National
Organization for
Women
○
Cesar Chavez
○
American Indian
Movement and
Wounded Knee
Work, Exchange,
Technology
●
Construct and defend a
relevant rubric, then use it
to evaluate the
effectiveness of a specific
piece of national Civil
Rights legislation in terms
of its success in promoting
civil liberties and/or equal
opportunities.
●
Create a political cartoon
that illustrates the usage of
economic measures to
achieve a civil or human
rights goal.
●
Produce a 4x4 table that
compares the legislative
promises of the
Reconstruction Era and the
realities of the Civil Rights
Era.
●
Research leaders or
organizations associated
with civil rights and write
an essay that evaluates
how effective their actions
were.
●
Contrast the restrictions
that many ethnic groups
faced in American society
with contributions that
members of those ethnic
groups ultimately made to
American life.
●
Explain how activist groups
and reform movements,,
such as the such as Civil
Rights activists/activism
have caused changes to
●
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.
●
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.
●
6.1.12.D.13.a Determine
the impetus for the Civil
Rights Movement, and
7 lessons
●
●
●
●
●
Peopling
Politics and Power
○
Brown v. Board of
Education
○
Civil Rights Act
and Voting Rights
Act
○
“affirmative
action”
○
Equal Rights
Amendment
○
Title IX
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
state institutions and U.S.
society.
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.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
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
-12.6 Evaluate authors'
Skills:
Construct convincing
interpretations of the material
through analysis of disparate,
relevant historical analysis.
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
Explain how and why “modern”
cultural values and popular culture
have grown since 1945 and how
they have affected American
politics and society.
Content:
●
●
●
●
Identity
○
“Silent generation”
○
hippies
Work, Exchange,
Technology
Peopling
○
suburbanization
Perform a “gallery walk”
presentation using a pop
art image from the 1950s
to the 1970s (e.g. Warhol,
Lichtenstein, Max) where
students analyze and
connect the content to the
spirit of the times.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
●
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
3 lessons
●
●
●
●
○
Baby Boomers
Politics and Power
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
○
television
○
rock music
○
Modern and
Post-Modern arts
○
drug culture
Skills:
Evaluate and synthesize conflicting
historical evidence about modern
culture to construct persuasive
written historical arguments.
●
●
As a group research a
popular song (e.g. by Bob
Dylan) and connect its
imagery and content to
cultural conditions of the
period.
Use maps and geographical
data to illustrate which
region of the United States
was most likely to have
anti-Vietnam War protests,
to send participants to the
March on Washington or to
go to San Francisco during
the summer of 1967.
counterculture
movement.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Analyze how and why the Great
Society sought to change the federal
government’s role in U.S. political,
social and economic life.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
○
Appalachia
Politics and Power
○
Lyndon Johnson
○
War on Poverty
○
Medicare and
Medicaid
○
Title I
○
Immigration Act of
1965
○
Sargent Shriver
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
●
As a group create a Prezi or
PowerPoint presentation on
specific Great Society
legislation, analyzing its
purpose and including its
impact.
●
Evaluate the claim that the
1950s was necessarily
“conservative” and the
1960s as”liberal” against
data that contradicts the
accepted historiography.
●
Explain how activist groups
and reform movements,,
such as the War on Poverty
have caused changes to
state institutions and U.S.
society.
●
States.
●
6.1.12.C.13.c Determine
the effectiveness of social
legislation that was
enacted to end poverty in
the 1960s and today.
●
6.1.12.D.13.e Explain
why the Peace Corps was
created and how its role
has evolved over time.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
CCSS.ELA-Literacy.RH.11
-12.1 Cite specific textual
evidence to support
analysis of primary and
Skills:
Evaluate how historians’
perspectives influence their
interpretations of the Great Society
and how models of interpretation
change over time.
6.1.12.A.13.c Determine
the extent to which
changes in national policy
after 1965 impacted
immigration to New
Jersey and the United
4 lessons
secondary sources,
connecting insights
gained from specific
details to an
understanding of the text
as a 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.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Analyze how debates over political
values (such as democracy, freedom
and citizenship) and the extension
of American ideals abroad
contributed to the ideological
clashes of the 20th century.
Content:
●
●
●
●
●
●
●
●
Identity
○
Free Speech
movement
○
Weather
Underground
Work, Exchange,
Technology
Peopling
Politics and Power
○
McCarthyism
○
HUAC
○
Hollywood Ten
○
loyalty oaths
○
Watergate
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
●
As a group prepare a verbal
presentation on the
question of why artists and
writers of the 1950s might
more often need to resort to
metaphor than their 1960s
counterparts (e.g. Arthur
Miller v. Ralph Nader).
Evaluate the rise of the New
Left’s influence on
academic historical
interpretation including
psychohistory,
historiography and the
rejection of the Great Man
theory.
●
6.1.12.D.12.b Analyze
efforts to eliminate
communism, such as
McCarthyism, and their
impact on individual civil
liberties.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
misconceptions or
misunderstandings
resulting from past or
current international
issues or events.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
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.WHST
.11-12.1.a Introduce
Skills:
Construct a coherent thesis with
supporting evidence that includes a
sophisticated analysis of documents,
artifacts and media sources.
4 lessons
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
.11-12.1.b 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.
Unit 5 Overview
Unit Title: 1980-present: The United States in the Modern World
Unit Summary:
As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and
cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and
technology. 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. Scientific and technological changes have dramatically affected the
economy, the nature of work, education, and social interactions.
Suggested Pacing: 20 lessons
Learning Targets
Unit Essential Questions:
● What qualities or characteristics make someone uniquely "American"?
● How did the creation and distribution of vast wealth, as a result of the Reagan and Bush era tax cuts, challenge underlying
principles of democracy?
● How did Presidents Reagan, Bush and Clinton address the debate over whether the government should establish economic
equality or equality of economic opportunity?
● How did ethnic and regional tensions resulting from large waves of legal and illegal immigration since the 1980s, affect national
development?
● How did Supreme Court decisions of the 1980s and 1990s support or refute the idea that the United States has lived up to the
principles embodied in the Declaration of Independence and the Constitution?
● Has the United States become more or less democratic over the last 200+ years? What about the last 25 years?
● How did America’s abundance of, or shortages of, natural resources affect both foreign and domestic policies during the 1980s
and 1990?
● How has the growth of our economy since the 1980s impacted the natural environment?
● How did American foreign policy decisions and actions, such as overtly fighting terrorism or involving ourselves in Iraq, affect
life within the United States?
● How did culture and the arts, such as the rise of personal computers, cable television and the Internet, affect social and political
life?
Unit Enduring Understandings:
● Recent immigration trends raise complicated demographic issues.
● A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal
views about the role of government.
● The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign policy and
global role.
● Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and political
changes.
Applicable Themes:
● Identity
● Work, Exchange, and Technology
● Peopling
● Politics and Power
● America and the World
● Environment
● Ideas, Beliefs and Culture
Evidence of Learning
Unit Benchmark Assessment Information:
● Culminating multiple choice/DBQ response relevant to unit material
Essential
Content/Skills
Objectives
(Students will be able to…)
Analyze how arguments over the
meaning and interpretation of the
Constitution have affected
American politics since the 1980s.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
Politics and Power
○
“imperial
presidency”
○
expansion of
presidential powers
○
“original intent”
doctrine
○
Supreme Court
rulings on religion,
abortion, flag
burning
○
appointment of
more conservative
judges
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
Standards
Suggested Assessments
●
Write an essay on the
changing power
relationships between the
Executive and Legislative
branches during the 1980s
and 1990s.
●
Create a timeline of
Supreme Court decisions on
individual rights (e.g.
Planned Parenthood v.
Casey) and use it in a
focused paragraph that
evaluates their impact on
public policy.
●
Challenge the notion that
the Constitution is a
flexible, changeable
document by drawing on
historical evidence and the
arguments of legal scholars
from the end of the 19th
century to the present day.
(NJCCCS CPIs, CCSS, NGSS)
●
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.
●
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.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.
Skills:
Analyze diverse historical
interpretations of the meaning of
the Constitution.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
CCSS.ELA-Literacy.RH.11
-12.1 Cite specific textual
evidence to support
analysis of primary and
secondary sources,
Pacing
4 lessons
connecting insights
gained from specific
details to an
understanding of the text
as a 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.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Analyze how and why the modern
conservative movement sought to
change the federal government’s
role in U.S. political, social and
economic life.
Content:
●
●
●
●
●
●
●
Identity
○
Religious Right
Work, Exchange,
Technology
○
supply-side
economics
○
recession of
1981-1982
○
1980s stock
market boom
Peopling
Politics and Power
○
Reagan tax cuts
○
cuts to social
programs
○
rise of PACs
○
Bush tax hikes
○
AIDS
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
○
culture wars
●
Construct and defend a
relevant rubric, then use it
to evaluate legislation
related to health and
welfare issues.
●
Produce campaign leaflets
that identify the ideas of
the Democratic and
Republican parties in the
1980 and 1984 Elections.
●
Assess the comparative
impact of migrations to the
United States in the 1890s
and 1980s.
●
Evaluate the claim that the
presidential election of
1980 ushered in, and the
Congressional election of
1994 solidified the accepted
notion that this was an era
of conservatism against
data that contradicts
accepted historiography.
●
Explain how activist
groups, such as social
conservatives, have caused
changes to state
institutions and U.S.
society.
Skills:
Explain and evaluate the
appropriateness of calling this an
era of conservatism.
●
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.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
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
-2.6 Evaluate authors'
4 lessons
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
Explain how changes in
transportation, technology and the
integration of the U.S. economy into
world markets have influenced U.S.
society since the 1980s.
Content:
●
●
Identity
Work, Exchange,
Technology
○
rise of imported
cars
○
decline of
American
●
Produce a table that
illustrates the relationships
between socioeconomic
status with voting patterns
in New Jersey.
●
Create a graph based on
economic statistics
covering the 1980s and
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
●
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.
3 lessons
○
○
○
○
●
●
●
●
●
automobile
industry
influence of cheap
gas
computer
revolution
NAFTA
fair trade
movement
Peopling
Politics and Power
○
industry
deregulation
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
1990s (e.g.
unemployment, trade
surplus/deficit) and use it
in a focused paragraph on
U.S. involvement in the
world economy.
●
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.A.16.a Determine
the impact of media and
technology on world
politics during this time
period.
●
6.1.12.A.16.b Analyze
government efforts to
address intellectual
property rights, personal
privacy, and other ethical
issues in science,
medicine, and business
that arise from the global
use of new technologies.
●
6.1.12.A.16.c Assess from
various perspectives the
effectiveness with which
the United States
government addresses
economic issues that
affect individuals,
business, and/or other
countries.
●
6.1.12.C.16.a Evaluate
the economic, political,
and social impact of new
and emerging
technologies on
individuals and nations.
●
6.1.12.C.16.c Assess the
impact of international
trade, global business
organizations, and
overseas competition on
the United States
economy and workforce.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
Skills:
Apply insights about the past to
other historical contexts or
circumstances, including the
present regarding how
transportation and technology have
affected the American and world
economies.
structured learning
experiences.
●
9.1.12.E.4 Predict the
impact of emerging media
technologies on
international business
and globalization.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Explain how and why the role of the
federal government in regulating
economic life and the environment
has changed since the1980s.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
○
rise of big banks
○
internet
○
Internet bubble of
2000
Peopling
Politics and Power
○
Reagan, Bush, and
Clinton economic
policies
○
changes in
securities laws
America in the World
Environment and
Geography
○
climate change
Ideas, Beliefs, Culture
Skills:
●
As a group research a
SuperFund site in New
Jersey and create a Prezi or
PowerPoint presentation
that provides information
on why the site was chosen
and evaluates its success at
mitigation.
●
Construct and defend a
relevant rubric, then use it
to argue for or against
government intervention
in the economy.
●
Evaluate the historical
evidence used by the new
conservative thinkers that
lead them to call for lower
taxes, fewer governmental
regulations and a more
specific return to market
capitalism.
●
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.
●
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.A.16.c Assess from
various perspectives the
effectiveness with which
the United States
government addresses
economic issues that
Analyze and evaluate the
interaction of multiple causes
and/or effects of government
involvement in the economy.
3 lessons
affect individuals,
business, and/or other
countries.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.B.1 Present
resources and data in a
format that effectively
communicates the
meaning of the data and
its implications for
solving problems, using
multiple perspectives.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
CCSS.ELA-Literacy.RH.11
-12.8 Evaluate an
author's premises, claims,
and evidence by
corroborating or
challenging them with
other information.
Explain how U.S. military and
economic involvement in the
developing world and issues such as
terrorism and economic
globalization have changed U.S.
foreign policy goals since the 1980s.
Content:
●
●
●
●
●
Identity
Work, Exchange,
Technology
○
global trade
Peopling
Politics and Power
○
government
surveillance and
privacy concerns
America in the World
○
rise of global
terrorism networks
○
September 11,
2001
○
Eurozone
●
Create a flowchart that
follows the events that led
to the fall of Communism.
●
Produce a Venn Diagram or
T-Chart comparing the
effectiveness of the
Marshall Plan and U.S.
policies to reconstruct Iraq.
●
CCSS.ELA-Literacy.WHST
.11-12.1.a 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
.11-12.1.b 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.
●
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.
4 lessons
third world
manufacturing
○
China
Environment and
Geography
Ideas, Beliefs, Culture
○
●
●
Skills:
●
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.f Evaluate
the effectiveness of United
States policies and actions
in supporting the
economic and democratic
growth of developing
nations.
●
6.1.12.D.14.a Determine
the relationship between
United States domestic
and foreign policies.
●
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 prevent terrorism.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
9.1.12.D.2 Determine the
immediate and long-term
effects of cross-cultural
Distinguish among coincidence,
causation and correlation, as well as
critiquing existing interpretations
of cause and effect relating to
American military and economic
involvement in the world.
misconceptions or
misunderstandings
resulting from past or
current international
issues or events.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Explain how and why debates about
and policies concerning the use of
natural resources and the
environment more generally have
changed since the 1980s.
Content:
●
●
●
●
●
●
●
Identity
Work, Exchange,
Technology
Peopling
Politics and Power
America in the World
Environment and
Geography
○
green technologies
○
recycling
○
global warming
Ideas, Beliefs, Culture
●
Visually render a specific
energy or environmental
issue of the 1980s or 1990s
into a digital format such
as PowerPoint or Prezi.
●
Write a short essay
comparing and contrasting
the conservation efforts of
the early 1900s and those
of today.
●
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.B.16.a Explain
why natural resources
(i.e., fossil fuels, food, and
water) continue to be a
source of conflict, and
analyze how the United
States and other nations
have addressed issues
concerning the
distribution and
sustainability of natural
resources.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
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.
Skills:
Connect patterns of continuity and
change over time to larger
historical processes or themes
relating to environmentalism.
2 lessons
●
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.
●
CCSS.ELA-Literacy.RH.11
-12.8 Evaluate an
author's premises, claims,
and evidence by
corroborating or
challenging them with
other information.
●
6.1.12.A.16.a Determine
the impact of media and
technology on world
politics during this time
period.
●
6.1.12.D.16.a Analyze the
impact of American
culture on other world
cultures from multiple
perspectives.
●
6.1.12.D.16.b Explain
how and why technology
is transforming access to
education and
educational practices
worldwide.
●
6.1.12.B.14.a Determine
the impact of recent
immigration and
migration patterns in
New Jersey and the
United States on
demographic, social,
economic, and political
issues.
Explain how and why “modern”
cultural values and popular culture
have grown since 1980 and how
they have affected American
politics and society.
Content:
●
●
●
●
●
●
●
●
Identity
○
culture wars and
identity politics
Work, Exchange,
Technology
○
influence of
Amazon and other
internet retailers
Peopling
○
new immigration
Politics and Power
○
Americans with
Disabilities Act
America in the World
Environment and
Geography
Ideas, Beliefs, Culture
○
music, art, film,
reality TV
Skills:
Explain and evaluate multiple and
differing perspectives on the
emergence and role of modern
culture in American life.
As a group research and
present orally on the use of
social media in a specific
country involved in the
Arab Spring.
●
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.
●
9.1.12.A.1 Apply critical
thinking and
problem-solving
strategies during
structured learning
experiences.
●
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
-12.6 Evaluate authors'
differing points of view on
the same historical event
or issue by assessing the
authors' claims,
reasoning, and evidence.
●
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.WHST
.11-12.1.a 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
.11-12.1.b 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.
Unit 6 Overview
Unit Title: Final Research Paper
Unit Summary:
Students will develop a thesis on a historical event, person, argument or phenomenon, conduct research in support of their position
and argue their position in a formal paper that relies upon supporting evidence comprised of both primary and secondary source
materials.
Suggested Pacing: 12 lessons
Learning Targets
Unit Essential Questions:
● What are the qualities and characteristics of effective writing?
● How can information be presented in an engaging manner?
● How do you know if a website or Internet resource is reliable or factual?
● What is the most effective way of applying evidence to an academic argument?
Unit Enduring Understandings:
● Writing is one of the most effective methods of reinforcing information for future use.
● Conducting research is a skill that can be extended to other areas of personal, academic and economic life.
Evidence of Learning
Unit Benchmark Assessment Information:
● Culminating research, writing and presentation project. Students can choose topics related to United States History covered in
the AP Curriculum, American Government and Politics, or other social science subjects.
Essential
Content/Skills
Objectives
(Students will be able to…)
Research and gather information on
a relevant topic.
Content:
Standards
Suggested Assessments
●
Evaluate potential topics
for relevance and ascertain
whether there is enough
information available for a
research paper.
●
Assess sources for accuracy
and create notecards or
technology-based media for
taking notes and gathering
formation.
Topics related to the student’s area
of research.
(NJCCCS CPIs, CCSS, NGSS)
●
CCSS.ELA-LITERACY.WH
ST.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.WH
ST.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.WH
ST.11-12.9 Draw evidence
from informational texts
to support analysis,
reflection, and research.
●
CCSS.ELA-LITERACY.WH
ST.11-12.4 Produce clear
and coherent writing in
which the development,
Skills:
Locate and gather relevant
information
Write a research paper that
conforms to the course standards
and rubric.
Content:
Paper related to student’s area of
research.
●
Write and submit drafts of
paper including thesis
statement, outlines,
Pacing
6 lessons
5 lessons
Skills:
●
Organize and present information
in appropriate written fashion.
●
paragraphs and research
notes.
Revise and refine paper as
required.
Assess progress by using the
rubric to evaluate the
paper.
organization, and style
are appropriate to task,
purpose, and audience.
●
CCSS.ELA-LITERACY.WH
ST.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.WH
ST.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.
●
CCSS.ELA-LITERACY.WH
ST.11-12.1.A 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.WH
ST.11-12.1.B 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.WH
ST.11-12.1.C 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.WH
ST.11-12.1.D 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.WH
ST.11-12.1.EProvide a
concluding statement or
section that follows from
or supports the argument
presented.
●
CCSS.ELA-LITERACY.WH
ST.11-12.2.A 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.WH
ST.11-12.2.B 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.
Present the research to the class.
Content:
Presentation related to student’s
area of research.
Skills:
Organize and present information
in appropriate oral fashion.
●
Assess presentation media
for accuracy, spelling,
grammar and visual
conformity to rubric.
●
CCSS.ELA-LITERACY.WH
ST.11-12.2.C 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.WH
ST.11-12.2.D 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.WH
ST.11-12.2.E 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).
●
CCSS.ELA-LITERACY.SL.1
1-12.4 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.1
1-12.5 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.1
1-12.6 Adapt speech to a
variety of contexts and
tasks, demonstrating a
command of formal
English when indicated or
appropriate.