Bales
Time
Period/Historical
Era
American
Revolutionary
War/1750s1780s
America at War: Curriculum Map
Unit
#/Approximate
Days per Unit
1
6 days
2014-2015
Core
Activities/Technology/Instructional Learning Targets/Outcomes
Content/POS/Standards Strategies
and Key Vocab
SS-H-HP-U-US1
Students will
understand that U.S.
History can be analyzed
by examining
significant eras
(Reconstruction,
Industrialization,
Progressive Movement,
World War I, Great
Depression and the
New Deal, World War
II, Cold War,
Contemporary United
States) to develop
chronological
understanding and
recognize cause-andeffect relationships and
multiple causation.
1. Pre and post-Assessment of
major Generals, battles, facts,
events of the American
Revolution.
2. Guided Notes overview of ARW.
3. Student-created
brochures/Prezi’s about famous
British generals of the ARW.
4. Selected reading excerpts from:
“George Washington’s Secret
Six…”
5.Weekly quiz and unit exam
6. WebQuest over covert actions
during the ARW.
7. Student/group-created research
and presentations over key
battles.
8. Movies/Documentaries:
-Fox News excerpts
The Patriot (segments only)
John Adams (miniseries)
The Crossing
April Morning (segments)
History Channel Presents: The
Revolution (miniseries)
Students can:
-identify and describe the
causes of the American
Revolutionary War.
-describe the role colonialism
played in shaping the
colonies’ future with
England.
-identify and describe major
battles of the American
Revolution.
-identify and describe major
English and colonial generals
during the war, such as
George Washington,
Nathaniel Greene, Benedict
Arnold, William Howe, Lord
Cornwallis, Henry Clinton,
Ethan Allen, Marquise de
Lafayette among others.
-analyze the social structure
in the colonies after British
defeat.
-summarize and analyze the
legacies of the American
Revolution.
_______________
Tea Act
Stamp Act
Navigation Acts
salutary neglect
Bales
America at War: Curriculum Map
2014-2015
British Empire
French and Indian War
French contributions to
colonists
King Louis XVI
Boston Massacre
Annapolis Convention
Rebels
Loyalists
King George III
Secret Six
covert actions/spies
US Civil
War/1861-1865
2
5 days
SS-H-CS-S-4
Students will describe
how compromise and
cooperation are
characteristics that
influence interaction
(e.g., peace studies,
treaties, conflict
resolution) in the
modern world (1500
A.D. to present) and
the United States
(Reconstruction to
present)
SS-H-HP-U-US1
Students will
understand that U.S.
History can be analyzed
by examining
significant eras
1. Pre and post-Assessment of Civil
War generals, battles, tactics,
Confederate prisoners, strategies,
etc.
2. Guided Notes overview of Civil
War.
3. WebQuest over infamous
Prisoner of war camps.
4. WebQuest over key battles and
generals on both sides.
5. Map activity over movement of
troops/logistics.
6. Weekly quiz and unit exam.
7. Letter to President Lincoln
describing prison conditions from
this time.
7. Ugly Side of US Civil War:
infections and STDs of the late 19th
century/learning stations.
8. Student-created projects about
counter-factual history: What if
Students can:
-identify historical causes of
the Civil War.
-describe Union and
Confederate battle
strategies.
-describe key Union and
Confederate battles and
generals.
-summarize how the Union
won.
-analyze the impacts of the
Civil War in 19th century
politics and today.
_______________
Andersonville
slash and burn
General Sherman
war of attrition
insurance policies
photography—role of
Bales
Great War/First
World
War/1900s1919
America at War: Curriculum Map
3
5 days
(Reconstruction,
Industrialization,
Progressive Movement,
World War I, Great
Depression and the
New Deal, World War
II, Cold War,
Contemporary United
States) to develop
chronological
understanding and
recognize cause-andeffect relationships and
multiple causation.
the South won?
9. Student-researched projects
about the introduction of
photography during war.
10. Documentaries/Movies:
Gangs of New York (segments)
The Civil War: PBS
Cold Mountain (segments)
Glory (segments)
Lincoln
Battle of Gettysburg
(documentary)
Somersby (segments)
Horrors at Andersonville
(Documentary)
SS-H-HP-U-US1
Students will
understand that U.S.
History can be analyzed
by examining
significant eras
(Reconstruction,
Industrialization,
Progressive Movement,
World War I, Great
Depression and the
1. Pre and post-Assessment of
WW1; including major battles,
generals, strategies, and weapons.
2. Guided Notes overview of the
Great War with special emphasis
on the war before US involvement
and after US involvement.
3. WebQuest over key battles and
generals.
4. Weekly quiz and unit exam.
5. Learning stations on new
2014-2015
Confederation
Emancipation Proclamation
Ft. Sumter
Shiloh
Fredericksburg
Vicksburg
Gettysburg Address
Appomattox
Kansas-Nebraska Act
Fugitive Slave laws
states’ rights
secession
Jefferson Davis
Dred Scott
popular sovereignty
border state
new weapons—minie ball,
ironclad
Copperhead
13th-15th Amendments
conscription
Abolitionists
Henry Wirz
Students can:
-analyze and explain the
causes of the Great War.
-summarize Allied
involvement and successes in
WW1 before 1917.
-identify and explain the
origins of US involvement in
the Great War.
-summarize US contributions
to the war effort, including
Bales
America at War: Curriculum Map
New Deal, World War
II, Cold War,
Contemporary United
States) to develop
chronological
understanding and
recognize cause-andeffect relationships and
multiple causation.
SS-H-HP-S-4
d) examine how
nationalism, militarism,
expansionism and
imperialism led to
conflicts (e.g., World
War I, Japanese
aggression in China and
the Pacific, European
imperialism in Africa,
World War II) and the
rise of totalitarian
governments (e.g.,
Communism in Russia,
Fascism in Italy, Nazism
in Germany)
weaponry during WW1.
6. Learning stations on key US
battles and generals.
7. Movies/Documentaries:
All Quiet on the Western Front
Joyeux Noel
The Trench
History Channel’s The Great War
(documentary)
2014-2015
materiel and soldiers,
weapons, and money.
-analyze the new world order
as a result of the results of
WW1.
-identify and explain how the
US was changed politically,
economically, and socially as
a result.
_________________
Allied Powers
Entente Powers
Triple Alliance
alliances
nationalism
militarism
imperialism
trench warfare
Western Front
balance of power
shellshock
Schlieffen Plan
stalemate
Zimmerman Telegram
U-Boats
Weimar
convoy
Bolshevik
Russian Revolution
Treaty of Brest-Litovsk
Doughboys
Mobilization
Materiel
home front
Bales
Second World
War/1930s1945
America at War: Curriculum Map
4
7-8 days
SS-H-HP-U-US1
Students will
understand that U.S.
History can be analyzed
by examining
significant eras
(Reconstruction,
Industrialization,
Progressive Movement,
World War I, Great
Depression and the
New Deal, World War
II, Cold War,
Contemporary United
States) to develop
chronological
understanding and
2014-2015
liberty bonds
National War Labor Board
President Wilson
14 Points
self-determination
Versailles—Treaty of and
punishment of Germany
war guilt clause
reparations
War Industries Board
Espionage Act
socialist threat
League of Nations
Victory Gardens
neutrality
Lusitania
‘peace without victory’
1. Pre and post-Assessment over
Students can:
major
-identify major causes of the
terms/concepts/strategies/military Second World War.
leaders/Holocaust
-classify countries according
terms/Nuremberg Trials
to Allied or Axis Powers.
2.Guided Notes: overview of the
-explain America’s shift in
war and Holocaust and its legacy
political policy in 1941.
3.Learning centers about
-explain interventionism
concentration camps vs.
-compare and contrast
extermination camps—Poland vs.
isolationism and
Germany vs. Western Europe.
interventionism.
4. Student-led presentations about -identify and describe key
major battles with US troops.
Allied (US) victories in the
5. WebQuest over: US Generals in Second World War.
WW2, US military preparation for
-analyze the contributions of
Overlord, US response to the
US military during WW2.
Bales
America at War: Curriculum Map
recognize cause-andeffect relationships and
multiple causation.
SS-H-HP-S-3
Students will research
issues or interpret
accounts of historical
events in U.S. history
using primary and
secondary sources (e.g.,
biographies, films,
periodicals, Internet
resources, textbooks,
artifacts):
e) evaluate how the
Great Depression, New
Deal policies, and
World War II
transformed America
socially and politically
at home (e.g., stock
market crash, relief,
recovery, reform
initiatives, increased
role of government in
business, influx of
women into workforce,
rationing) and reshaped
its role in world affairs
(emergence of the U.S.
as economic and
political superpower) f)
analyze economic
Holocaust.
5. Weekly quizzes and unit exam.
6.Documentaries/Movies:
Tora! Tora! Tora!
Saving Private Ryan (segments)
The Bridge on the River Kwai
Letters from Iwo Jima
History Channel’s America: The
Story of Us (1 episode)
Empire of the Sun
Pearl Harbor (segments)
Patton 360 (documentary)
Band of Brothers (segments)
WWII in HD
History Channel’s The World Wars
Propaganda cartoons: Walt Disney
Triumph of the Will
2014-2015
-analyze the US response to
the Holocaust by examining
primary sources.
-analyze the new world order
at the end of the war.
-explain the origins of the
Cold War.
Holocaust/Shoah
America First Committee
isolationism
Japanese treatment of US
POWs
Allied vs. Axis Powers
interventionism
island hopping
Operation Overlord
Nazism
Fascism
authoritarianism
Stalin
The Big 3
Churchill
Chamberlain
FDR
Stalingrad
Battle of Britain
Battle of El Alamein
aerial bombing
accuracy
railways to Auschwitz
US decision not to bomb
appeasement
concentration vs.
extermination camps
Bales
America at War: Curriculum Map
growth in America after
WWII (e.g., suburban
growth), struggles for
racial and gender
equality (e.g., Civil
Rights Movement), the
extension of civil
liberties, and conflicts
over political issues
(e.g., McCarthyism, U.S.
involvement in
Vietnam)
2014-2015
appeasement
Vichy
blitzkrieg
Charles Lindberg
home front
rationing
Jeeps
Mussolini
Lend-Lease
Lebensraum
Nuremberg Trials
General Eisenhower
General Patton
Charles de Gaulle
General Montgomery
GI Bill of Rights
Anti-Semitism at home and
abroad
UN
Manhattan Project
Hiroshima and Nagasaki
Bataan Death March
Rape of Nanking
Japanese aggression
unchecked
Yalta Conference
Issei
Nissei
civil rights in the US during
wartime
Bracero Program
new weapons of
destruction---Atomic Bomb
Bales
Cold
War/Korean and
Vietnam
Wars/19451991
America at War: Curriculum Map
5
7-8 days
SS-H-HP-U-US1
Students will
understand that U.S.
History can be analyzed
by examining
significant eras
(Reconstruction,
Industrialization,
Progressive Movement,
World War I, Great
Depression and the
New Deal, World War
II, Cold War,
Contemporary United
States) to develop
chronological
understanding and
recognize cause-andeffect relationships and
multiple causation.
1. Pre and Post-Assessment over
Cold War ideology, leaders, and
events.
2. Guided Notes Overview
3. WebQuest over Korean and
Vietnam Wars.
4. Map Activity/containment and
domino theory in practice.
5. Twitter activity in groups with
propaganda and war: Comparing
how news is reported today versus
1960s-1970s; role of propaganda
will be stressed.
6. Weekly Quiz and exam.
7. Learning Stations on US
involvement in Vietnam at home
and abroad.
8. Mock Draft activity.
9.Movies/Documentaries:
Vietnam in HD (History Channel)
Casualties of War (segments)
SS-H-HP-S-3
Forest Gump (segments)
Students will research
Good Morning, Vietnam
issues or interpret
(segments)
accounts of historical
We Were Soldiers (segments)
events in U.S. history
Born on the Fourth of July
using primary and
(segments)
secondary sources (e.g., Tigerland (segments)
biographies, films,
The Hanoi Hilton (segments)
periodicals, Internet
Tank Man: Documentary
resources, textbooks,
PBS documentary: Battlefield:
artifacts):
Vietnam
2014-2015
Marshall Plan and US efforts
to rebuild Europe
Students can:
-explain how events after
1945 led to a bipolar world.
-identify and explain the
origins of the Cold War.
-explain US involvement in
the Cold War.
-describe the two sides of the
Cold War.
-analyze US and USSR
ideology during the Cold
War.
-summarize key hotspots of
the Cold War, by examining
Korea, Vietnam, and
Cambodia.
-describe the legacy of the
Cold War for the US and
USSR.
Containment
George Kennan
domino theory
hotspots of the Cold War
hot war. Vs. cold war
ideology
communism
Khrushchev
Eisenhower
Saigon
working-class war
Yalta Conference
Potsdam
Bales
America at War: Curriculum Map
e) evaluate how the
Great Depression, New
Deal policies, and
World War II
transformed America
socially and politically
at home (e.g., stock
market crash, relief,
recovery, reform
initiatives, increased
role of government in
business, influx of
women into workforce,
rationing) and reshaped
its role in world affairs
(emergence of the U.S.
as economic and
political superpower) f)
analyze economic
growth in America after
WWII (e.g., suburban
growth), struggles for
racial and gender
equality (e.g., Civil
Rights Movement), the
extension of civil
liberties, and conflicts
over political issues
(e.g., McCarthyism, U.S.
involvement in
Vietnam)
The Wall: PBS
Dr. Seuss’ The Butter Battle Book
DVD
Thirteen Days (segments)
JFK (segments)
Rocky IV (segments)
US Olympic Games—1980 and
1984, respectively
Dr. Strangelove (segments)
10. (Summative) Letter writing
projects: Students will write
letters to the Soviet Premier
(Khrushchev, Gorbachev, or
Brezhnev) from the point of view
of an American spy or diplomat
(students will be required to cite
factual events and an accurate
timeline)
Iron Curtain
Truman Doctrine
Marshall Plan
Berlin Blockade
Berlin Airlift
NATO
Warsaw Pact
Hydrogen Bomb
Secret Speech
guerrilla warfare
VietCong
Propaganda
Kent State
student demonstrations
ICBMs
Berlin Wall
U-2 Spy Plane
détente
Brezhnev
SDI
Helsinki
President Reagan
SALT I and II
Star Wars
‘tear down this wall…”
Glasnost
perestroika
EU
collapse of Soviet Union
Gorbachev’s reforms
Tet Offensive
Inchon
38th parallel
2014-2015
Bales
1st Gulf War
3 days
1990-1991
America at War: Curriculum Map
6
4 days
SS-H-HP-U-US1
Students will
understand that U.S.
History can be analyzed
2014-2015
17th parallel
Chiang Kai-Shek
Formosa
NSC 68
Mao Zedong
Seoul
Truman
Pusan
Yalu River
Armistice
UN police state
Dien Bien Phu
Ho Chi Minh
Gulf of Tonkin Resolution
SEATO
napalm
Agent Orange
hawk vs. dove
Draft resistance
credibility gap
RFK
JFK
LBJ
Nixon
My Lai
Pentagon Papers
realpolitik
Kissinger
Walter Cronkite
importance of mass media
1. Pre and post-Assessment of First Students can:
Gulf War between Kuwait, Iraq,
-identify causes of the First
and the international community.
Gulf War.
Bales
War on
Terror/21st
century
America at War: Curriculum Map
7
6-7 days
by examining
significant eras
(Reconstruction,
Industrialization,
Progressive Movement,
World War I, Great
Depression and the
New Deal, World War
II, Cold War,
Contemporary United
States) to develop
chronological
understanding and
recognize cause-andeffect relationships and
multiple causation.
SS-H-HP-S-2 Students
will analyze how the
United States
participates with the
global community to
maintain and restore
world peace (e.g.,
League of Nations,
United Nations, Cold
War politics, Persian
Gulf War), and evaluate
the impact of these
efforts
2. WebQuest over History of Iraq
in 20th century.
3. Guided Notes overview of US
involvement in the Gulf War.
4. Weekly Quiz and unit exam.
5.Movies/Documentaries:
Jarhead (segments)
Three Kings (segments)
Live From Baghdad
Rules of Engagement (segments)
The Hurt Locker (segments)
The Gulf War: Frontline/PBS
Gulf War Syndrome: Killing our
Own
6.Prezi (in groups) comparing and
contrasting 1st Gulf War with War
on Terror (2002-present)
SS-H-Ge-S-2
Students will
investigate regions of
1. Pre and Post-Assessment of
warfare/events/people of the 21st
century.
2014-2015
-identify and describe the
aggressor(s) of the First Gulf
War.
-describe America’s
contributions in the First Gulf
War.
-analyze the outcome of the
First Gulf War and its
(eventual) impacts on the
Middle East 20 years
later.____________________
Arab League
Ayatollah Khomeini
Kurds
Kuwait
Ba’ath Party
Saddam Hussein
international coalition
Norman Schwarzkopf
Colin Powell
George Bush
Persian Gulf
no-fly zones
OPEC
Operation Desert Storm
sanctions
Republican Guard
SCUD
Sunni vs. Shia Muslims
international sanctions
WMD
Students can:
-identify and describe the
War on Terror (including
Bales
1998/2001present
America at War: Curriculum Map
the Earth’s surface
using information from
print and non-print
sources (e.g., books,
films, periodicals,
Internet, geographic
tools, news media):
explain how cultural
differences and
perspectives
sometimes result in
conflicts in the modern
world (1500 A.D. to
present) and United
States (Reconstruction
to present)
SS-H-HP-U-2 Students
will understand that
history is a series of
connected events
shaped by multiple
cause effect
relationships, tying past
to present.
SS-H-HP-S-2 Students
will analyze how the
United States
participates with the
global community to
maintain and restore
world peace (e.g.,
League of Nations,
United Nations, Cold
2. Guided Notes overview of global
warfare since 1998-present.
3. Weekly Quiz and unit exam.
4. Documentaries/Movies:
Seal Team Six: The Raid on Osama
bin Laden (segments)
Home of the Brave (segments)
The Brave (segments)
9/11 news footage, courtesy of
Fox News, BBC, CNN, Al Jazeera
Iraq, Afghanistan and the War on
Terror: Frontline/PBS
Breaking the Silence
Fahrenheit 9/11 (segments)
The Road to Guantanamo
(documentary; segments)
5. WebQuest over major terrorist
networks today.
6. WebQuest over Arab Spring and
its significance to US presence in
the Middle East today.
7. Map activity looking at the
seeds of hate.
8. Learning Stations: major terror
incidents globally and nationally
over the last 10-20 years and US
reaction to these incidents
(including the Oklahoma City
Bombing, World Trade Center
Bombing in 1993).
9. Primary and secondary analysis
of 9/11 (viewing non-American
forms of media, including
podcasts, newscasts, videos, etc.)
2014-2015
when it began)
-analyze how the September
11, 2001 attacks on America
changed international
warfare.
-identify key players in the
War on Terror.
-identify and describe major
terrorist organizations
operating in the 21st century.
-Analyze the US-led coalition
in Iraq and Afghanistan and
its effectiveness on the global
war on terror.
-Make a prediction about the
War on Terror and the role of
the US in this war.
Weapons of Mass
destruction
Afghanistan
Pakistan
Al-Qaeda
ISIL
Osama bin Laden
September 11, 2001
‘shock and awe’ tactics
Mosul
Libya
Moammar Quaddafi
Arab Spring
George W. Bush
Tony Blair
Colin Powell
mujahedeen
Bales
America at War: Curriculum Map
War politics, Persian
Gulf War), and evaluate
the impact of these
efforts
10. Summative Project: Pick a
current terror organization and
research it (in groups); present to
the class and predict when/where
in the world will be hit next with a
‘war on terror.’ Groups will create
a presentation and guided notes
for the rest of the class to follow.
Groups must do one of the
following to complete the project:
A Wiki-type page; a Podcast;
video; or radio show.
2014-2015
Saddam Hussein
USS Cole
Guantanamo Bay
horn of Africa
chemical weapons
Chemical Ali
Benghazi
anthrax
US Marines Corps
regime change
Lashkar-e-Taiba
shoe bomb
enemy combatants
Patriot Act
US’ role in world in 21st
century
role of the UN/international
community
terrorism—origins of the
word and historical uses.
geopolitics
Boko Haram
US presence in Africa and
the Middle East
home-grown terror
oil pays
Halliburton Company
Dick Cheney
Bales
America at War: Curriculum Map
2014-2015