Earth and the American Dream, 2001

UNITED STATES HISTORY

Theme 1:

Three Worlds Meet;

Colonization and Settlement (Review)

Essential Questions:

 In what ways are the belief systems, motives, and values of Native

Americans, Western Europeans, and

West Africans different?

 In what ways do the early interactions of these groups still

Potential Content:

 Key documents: Mayflower Compact, English

Bill of Rights, Magna Carta

 Mercantilism

 Sugar and Slavery (concrete way of looking at

Triangle Trade)

 Founding principles of Massachusetts vs.

Virginia

 Roger Williams (tolerance) vs. John Winthrop

(city on a hill)

 Characteristics of societies in the Americas,

Western Europe, and West Africa that increasingly interacted after 1450 affect us today?

 Were the conflicts between these groups inevitable?

 How do the motives of the founders of the New England colonies compare to those of the founders of the Southern colonies?

 In what ways have these regions impacted the development of the

United States?

 Was the transformation from indentured servitude to slavery inevitable?

 Early European exploration and colonization; the resulting cultural and ecological interactions

 Arrival of Europeans and Africans in the

Americas, and how these people interacted with

Native Americans

 Economic, religious, and cultural motives of

European colonizers and impact of these on colonies

 Interactions and conflicts with indigenous peoples and outcomes

 Origins of slavery

Sample Tasks and Assignments:

ASK: o What are some examples of historical development in North America before the arrival of

Europeans? (For example: adaptation of corn-based agriculture from Mesoamerica; adaptation of Mesoamerican multistory architecture in the Southwest by the Anasazi; development of long-range trade with centers such as The Dalles). o Forms of slavery were present in African, Native American, and European cultures, but actual conditions, relations, and behaviors varied considerably in each case. In what ways did slavery differ in these various cultural and economic contexts? o How did the slave trade influence life in the thirteen colonies? o How did Bacon’s Rebellion lead to the institutionalization of racism?

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ACQUIRE: o Watch documentary videos on Anasazi culture, agriculture, and architecture. o Study the importance of Native American agriculture for European immigrants (learning to grow corn and tobacco). o Review the importance of corn (leading agricultural export) in contemporary US culture. o Study contemporary Hopi society – the cultural descendents of Anasazi. Explore some other examples of ways in which Native American peoples have maintained their cultural identity through change and adaptation? o Research the origins of slavery.

ANALYZE: o In what ways does contemporary US society continue to benefit from ancient Native American culture? o Why do stereotypes of Native Americans present them as only hunters and gatherers? o How do the different forms of slavery reflect different sets of economic and social values? o What role did racism play in these various forms of slavery? o Compare the culture of Europe, Africa, and the Americas prior to colonization. o Compare the motivations and cultures of the New England colonies and the Southern colonies. o Analyze how the social norms of the Puritans led to the Salem Witch Trials.

APPLY: o Essay: Some Native American societies developed sustainable models of agriculture; some did not. What can we learn from their experiences? o Make a poster illustrating commonalities and differences in the three types of slavery. o Write the imaginary journal of a person taken first into slavery into Native American or traditional African slavery, and then into European-organized slavery. What changes? o Create a board game showing life in Puritanical Salem.

Sample Culminating Assessments:

 ESSAY: What was the impact of Columbus’s and other Europeans’ explorations on the world?

 PROJECT: Research an indigenous group to an area prior to the age of exploration.

 CRITICAL RESPONSE: (1) Read depictions of Columbus in various textbooks, children’s books, and media. Recognize whose story is being told and make conclusions about the society that created it. (2) Read Columbus’ journal and analyze his intentions.

 IMAGINATIVE WRITING: Imagine you are a person from Africa or the Americas meeting a

European explorer for the first time and write a letter, journal entry, or story sharing your impressions.

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RESOURCES:

Textbooks:

 American Pageant(AP and IB), chapters 1 – 5

 Born in Blood and Fire (IB), chapters 1 – 2

 History Alive! Unit 1

Literature and Documents:

 A People’s History of the United States, chapters 1 – 3

 The Crucible by Arthur Miller

 W.E.B. DuBois on Sugar and Slavery

 Document: Bartolomé de las Casas on slavery in the Caribbean

 Document: Diary of Christopher Columbus

 Document: The Taíno

 Indian Manifest, Vine Deloria, Jr



The Interesting Narrative of the Life of Olaudah Equiano: or, Gustavus Vassa, the African, by Shelly

Eversley and Olaudah Equiano

Role Plays/Simulations:

 Columbus Trial, Rethinking Columbus, by Bill Bigelow

 “Guns (pencils!) for Slaves”, by Bill Bigelow

Films:

 The West, 1996

 “Conquest”, from Guns, Germs and Steel with host historian Jared Diamond

POSSIBLE CONNECTIONS:

 Relate the beginnings of slavery to the end of slavery in the United States.

 Colonization in various parts of the world and time periods.

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Theme 2:

American Revolution and the

New Nation (Review)


 What motives led the thirteen colonies to overlook their differences and come together to seek union and achieve independence?

 To what extent did differences in economic and social class play a role in the revolution?

 How did ideals, values, and interests reflect in such founding documents as the Declaration of Independence and the Constitution?

 How did conflicts and debates characterize the nation’s early development, and to what extent are these conflicts and debates still current?


 Causes – political, economic, social, intellectual, religious, and ethnic conflicts

 Role of the social classes, including slavery, and leadership

 Importance of political and philosophical documents such as Declaration of

Independence

 Development of Constitution; failure of

Articles of Confederation

 The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the

Bill of Rights

 Role played by social classes in the conflicts and compromises leading to political change

 “Republican virtues”

 Debate between Federalists and Antifederalists and between Jefferson and

Hamilton

 Jeffersonian Republic

 Treaty of Ghent

 Nationalism

 Debate about slavery during Revolutionary

Era

 Declaration of Independence vs. Constitution

 Division of power between the three branches:

How much power should a president have?

(Debate that lead to Bill of Rights)


ASK: o What was the purpose of the Declaration of Independence? o What were the roles of varying social classes in the thirteen colonies? o What were the sectional differences in the thirteen colonies? o What are “Republican virtues?”

ACQUIRE: o Reenact the Constitutional Convention.

ANALYZE: o Analyze major battles over the course of the Revolution o Why did the Articles of Confederation fail? o Who won at the Constitutional Convention?

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APPLY: o Was the American Revolution a true revolution? o How would you change the U.S. constitution?


 PERSUASIVE ESSAY: Who gained power as a result of the Constitutional Convention?

 PROJECT: Write a Bill of Rights for a segment of the population.

 CRITICAL RESPONSE: Read the Federalist papers and explain their motivations.

 IMAGINATIVE WRITING: Write from the point of view from someone who was not invited to participate in creating the new nation.

RESOURCES:

Textbooks:

 American Pageant (AP and IB), chapters 6 – 11

 Born in Blood and Fire (IB), chapter 3

 History Alive! Units 2 - 3


 A People’s History of the United States, chapters 4 - 5

 Common Sense, by Thomas Paine

 Document: Declaration of Independence

 Document: Constitution

 Document: Washington’s Farewell Address

 Document: “Don’t Tread on Me” (Snake)

 We the People textbook

Role Plays/Simulation:

 Constitutional role play by Bill Bigelow

Films:

 Liberty!: The American Revolution, 1997


 Iraqi Constitutional Convention

 EU Constitutional Convention

 Modern debates on the role of government

 Important court cases

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Theme 3:

Expansion in the 19 th Century

(Review)


 Ideological foundation for expansion such as

Manifest Destiny


 Conflicts between settlers and indigenous peoples and other nations

 In what ways did cultural values and ideologies, such as Manifest Destiny,

 Dynamics of population movement and economics and social effects influence the perception of land?

 How could economic and political circumstances have played a role in encouraging Westward expansion?

 Could Westward Expansion have happened without the conflicts

 Louisiana Purchase

 Mexican-American War

 American Exceptionalism

 European concept of land, property, ownership

 Destruction of environment: buffalo, carrier pigeon between settlers and indigenous peoples?

 Culture of the cowboy as emblem of rugged individualism

 Gold as a motivation for expansion

 Creation of urban centers

 Spanish American War

 Lewis and Clark

 Oregon Trail

 Jacksonian Democracy


ASK: o In what ways did the various conflicts created by Westward expansion impact the cultures involved (for example, European, American, Native American, Mexican, Hawaiian, Russian)? o Why did settlers move west? o Was the expansion of United States’ borders inevitable? o What economic and political circumstances led to Westward Expansion?

ACQUIRE: o Research literature and art from the time. o Watch films relating to expansion. o Read journal entries of individuals moving west.

ANALYZE: o In what ways did religion in art and literature justify Westward Expansion? o Analyze the myth of the pioneer in current society. o Compare the idea of land ownership between European Americans and Native Americans.

APPLY: o Make your own western movie OR a film montage of western clips. o Is globalization a continuation of Westward Expansion?

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 ESSAY: Is Westward Expansion justified?

 PROJECT: Create a map dividing up the land of the United States as you think it should be done

 CRITICAL RESPONSE: Analyze a western movie and discuss stereotypes and misrepresentations.

 IMAGINATIVE WRITING: Write from the point of view of an indigenous person encountering pioneers OR write a script for a western movie.

RESOURCES:

Textbooks:

 American Pageant (AP and IB), chapters 11 – 15, 17

 Born in Blood and Fire (IB), chapter 4 (Either for Theme 3 or 4)

 History Alive! Units 4 - 5


 A People’s History of the United States, chapters 6 – 8

 My Antonia by Willa Cather

 Laura Ingalls Wilder series

 “I Hated Tonto and I Still Do” and excerpt from “The Lone Ranger and Tonto”, Sherman

Alexie


 Trail of Tears (Bill Bigelow)

 Mock Trial: Andrew Jackson charged with genocide written by Karen Rouse (West Sylvan)

Films:

 The Appalachians, 2005, PBS

 Frontline: American Exceptionalism

 Earth and the American Dream, 1992


 Globalization

 Colonization

 Religious justification for land ownership across time (i.e. Middle East)

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Theme 4:

Slavery, Civil War and

Reconstruction (Review)



 Who should be credited for having freed the slaves?

 Conditions of slavery

 Underground maintenance of African culture: songs, stories, etc

 Institutionalized culture of inferiority – racism

 Insurrections and reactions

 The debate on slavery and the development of abolitionism

 To what extent did the desire to end slavery lead to the Civil War?

 What is the relation between slavery and the Civil War?

 Political, economic and social causes of the Civil

War

 Sectionalism

 Impact of the war on the society (in all parts of the country)

 Accomplishments and disappointments of

Reconstruction

 End of Reconstruction


ASK: o What were the conditions that lead to a Northern victory?

ACQUIRE: o What were the conceptual and practical causes of slavery? o Identify the interest groups served by the Northern stance in the Civil War. o Identify the interest groups served by the Southern stance in the Civil War.

ANALYZE: o How did enslaved Africans respond to the conditions of slavery? o How did the slave trade and slave labor influence American economy and culture? o Identify the altruistic and more self-centered motives of the advocates of the Radical

Reconstruction plan.

APPLY: o How do the Reconstruction Constitutional Amendments apply to your personal life?


 ESSAY: How did presence of African Americans, brought about by slavery, influence

American Culture?

 PROJECT: Design an issue of an Abolitionist newspaper.

 CRITICAL RESPONSE: What laws and Constitutional Amendments were passed during

Reconstruction that had a lasting influence on American society?

 IMAGINATIVE WRITING: Write and present a dialog between an abolitionist and a southern planter (e.g. F. Douglass and J. Calhoun – in 1860).

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RESOURCES:

Textbooks:

 American Pageant (AP and IB), chapters 16, 18 – 22

 Born in Blood and Fire (IB), chapter 4 (Either for Theme 3 or 4)

 History Alive! Unit 3


 A People’s History of the United States, chapters 9 – 10


 End of Reconstruction Mystery -- Jigsaw Puzzle (Bigelow)

Films:

 Amistad, 1997

 Glory, 1989

 Birth of a Nation, 1915, by DW Griffith

Other:

 American History 102, us.history.wisc.edu/hist102/


 Racism in America today.

 The politics of racism within the world.

 Racism in Portland. Discuss the city of Vanport, OR.

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Theme 5:

The Development of the

Industrial United States


 Acceleration of technological innovation and society


 Monopoly capitalism and its effect on economic and political institutions

 Was the growth of monopoly capitalism good for the United States?

 Response to monopoly capitalism and resulting conflicts (Progressivism, Populism,

Unions, Media)

 To what extent did technological innovation in the early 20 th century empower and “disempower” Americans?

 Taylorism (breaking down production into the most minute task for the most efficient

 Do the conditions and motives that led to the formation of labor unions still exist today? outcome)

 Social Darwinism

 Growth of corporate power

 Laissez-faire vs. regulation


ASK: o What technology existed prior to the industrial revolution? o Why do people move to cities? o Where were Americans from in the 1800’s? o How did they make a living in the 1800’s? o How did Americans move from place to place in the 1800’s? o How do you predict those things will have changed in the 1900’s? o Where do you come from? Make a map of your ancestry.

ACQUIRE: o Research and graph changes in the patterns of immigration. o Research multiple sources on the development of labor unions. o Role-play a strike, with students playing the roles of union members, non-union members, management and the public. (Lowell, Homestead, Pullman) o Read excerpt from muckraking newspapers and/or books from the time. o Listen to Woody Guthrie’s “Ludlow Massacre” o Read multiple stories written by immigrants to the United States during this time.

ANALYZE: o Compare the Standard Oil monopolization case with the contemporary Microsoft case. o Compare different interpretations of monopoly capitalism. (Rockefeller, Carnegie, Teddy

Roosevelt, Ida Tarbell). o Demonstrate how changing modes of transportation changed patterns of population concentration.

APPLY: o Write a biography of a Ford Worker including place of origin, changing experiences through the 20 th century. o Write a muckraking-style newspaper either based on historical events, or use the muckraking style on current events. o Essay: (1) Was the legislation passed on worker protection or anti-trust valuable for the United

States in the long run? (2) How have developments in technology continued to change industry in the United States?

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 ESSAY: Research the Great Railroad Strike of 1877 and write an interpretative essay on the causes.

 PROJECT: Make a presentation on child labor with visual aids such as the photography of

Lewis Hine.

 CRITICAL RESPONSE: Read excerpt from the Jungle and write an interpretation.

 IMAGINATIVE WRITING: Write a dialogue between Ida Tarbell and John D. Rockefeller and

Teddy Roosevelt about the ramifications of monopoly capitalism for American society.

RESOURCES:

Textbooks:

 American Pageant (AP and IB), chapters 23 - 27


Literature:

 A People’s History of the United States, 11, 12, 13

 The Jungle by Upton Sinclair

 “Silent Spring” McClure’s Magazine

 How the Other Half Lives by Jacob Riis

 The Prize by Daniel Yergin


 Power in our Hands by Bill Bigelow and Norman Diamond o Goodie Simulation o Airplane Simulation

Films:

 Matewan, 1987 John Sayles

 The 20th Century/The 21st Century documentary, CBS Sunday Nights, 1957 – 1970,

(The series was originally narrated by Walter Cronkite then later by Mike Wallace)

 Hester Street, 1975, a film about Jews in New York

 Modern Times, 1936, a film by Charlie Chaplin

 Inherit the Wind, 1960, directed by Stanley Krammer about the Scopes Trial

 The Prize: The epic quest for oil, money and power, 1992

 Earth and the American Dream, 2001

Other:

 American History 102

, http://us.history.wisc.edu/hist102/


 Environmental issues

 Connections to current issues related to immigration (e.g. the rights of undocumented immigrants)

 Questions about the state of industrialization today, such as the export of jobs, decay of manufacturing, decay of railroads

 Trend toward deregulation (e.g. airlines)

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Theme 6:

US Emerges as a World Power


 How has technology affected war?

 What has been and/or what should be the relationship between the United States and the rest of the Americas?

 What should be the responsibilities and privileges of the United States as a world power?

 How did US involvement in WWII change

American foreign policy?


 Ideological, economic, and social roots of imperialism

 Development of spheres of influence in regions such as Latin America and Asia

 Spanish American War (Cuba, Philippines)

 Causes, practices, and effects of World War I

 Wilson’s 14-points

 Treaty of Versailles

 Causes, practices, and effects of World War II

 Use of the atomic bomb


ASK: o What is the relationship between the Monroe Doctrine, the ideology of Manifest Destiny and imperialism? o How has the power of the United States changed? o How has technology changed warfare? o How have Americans viewed other countries? o What factors affect our relationship with other countries? o When the US emerged after WWI as the world’s most powerful country, how did it respond to the resulting privileges and responsibilities?

ACQUIRE: o Role play the beginning of World War I focusing on the alliance system. o Read Wilson’s 14 point plan. o Role play the trench warfare experience. o Read “White Man’s Burden”. o Treaty of Versailles Role Play.

ANALYZE: o Compare the Spanish American War to the Iraqi War (or the Vietnam War) o Compare maps of Europe before and after World War I. o Explain what caused the Senate to reject the League of Nations treaty. o Graph casualties from the countries involved in WWI. o Compare the casualties of the WWI and the Civil War.

APPLY: o How did technology change the way wars are fought, and the results? o In what ways were the tenets of the Treaty of Versailles related to future conflicts in the world?

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 ESSAY: Compare America’s role in the world in 1914 to 1945.

 PROJECT: Make a poster that illustrates with graphs and explanations the growth of US exports between 1900 and 1945.

 CRITICAL RESPONSE: Read and summarize the thesis and main supporting points of

President Wilson’s 1917 war message, calling Congress to declare war on Germany, and Senator

George Norris’s response.

 IMAGINATIVE WRITING: Create a dialogue between Ho Chi Minh and Woodrow Wilson and

France Prime Minister Georges Clemenceau on self-determination.

RESOURCES:

Textbooks:


 Born in Blood Fire (IB), chapter 6

 History Alive! Units 6 – 7, 10



Films:

 The 20th Century/The 21st Century documentary, CBS Sunday Nights, 1957 – 1970, (The series was originally narrated by Walter Cronkite then later by Mike Wallace)

 All Quiet on the Western Front directed by Lewis Milestone

Role –Plays and Simulations:

 Treaty of Versailles Role Play History Alive


 Use of Atomic Energy

 Competition for Natural Resources as a in international politics

 Technological change shrinks the world: telegraph, telephone, radio, airplane

 Beginnings of globalization of international economy

 Changes in US government to support its global reach (new intelligence agencies, growth of presidential power).

 The growth in the relationship between the US government and large corporations (defense contractors).

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Theme 7:

Boom to Bust: Social and

Cultural Issues to 1945


 To what extent have the reception of immigrants and the experience of being an immigrant changed?

 Why is the United States called a

“nation of immigrants?”

 How did the social activism of the early 20 th century change the United

States?

 How did an individual’s leisure time reflect upon the period?

 How did the shift from traditional rural life to modern, urban life result in cultural clashes of the 1920s?


 Great Depression

 Rise of Immigration

 Progressivism

 Reform era

 Social History of the Twenties

 Contrasting decades: Twenties v. the Thirties

 Prohibition

 Harlem Renaissance

 Women voting

 Racism / KKK

 Great migration

 Labor Organizations

 Scopes Trial

 Urbanization


ASK: o How did the definition of socially appropriate behavior change? o What qualifies as social activism? o How did people use leisure time? o Why do people move?

ACQUIRE: o Examine the waves of immigrants during the history of the United States o Research your family’s movement across generations and place o Read stories, journals, and other writings of an immigrant o Interview a recent immigrant o Research the art of the Harlem Renaissance o Watch a film on the suffrage movement

ANALYZE: o What rights and responsibilities should a worker have? What rights and responsibilities should a business owner have? o How should social change take place? o Compare the philosophies on the futures of African Americans of W.E.B. DuBois and Booker T.

Washington. o Compare the experience of immigrants to the United States with the migrants of the Great

Migration. o Why did the KKK grow in membership and influence in the 1920s?

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APPLY: o In what situations should immigration be promoted or restricted? o Write a story or keep a diary from the perspective of an immigrant coming to the United States.


 ESSAY: Who should be allowed in the United States?

 PROJECT: Identify and use the techniques of the social activism of the era to solve a modern social problem.

 CRITICAL RESPONSE: (1) Read arguments for and against suffrage (or prohibition), summarize the main points and give your reasons your point of view.

 (2) Use an artistic expression from the era, describe the piece and its relevance to the period, and state how you think the piece reflects the era.

 IMAGINATIVE WRITING: Write a journal from the point of view of someone who has immigrated to the United States.

RESOURCES:

Textbooks:

 American Pageant (AP and IB), chapters 31 - 32


 History Alive! Units 8 – 9


 The People’s History of the United States, chapter 17

 The Jungle by Upton Sinclair

 “If We Must Die” poem by Claude McKay

 W.E.B. DuBois’ The Souls of Black Folk

 Harlem Stomp! by Laban Carrick Hill

 Authors: Zora Neale Hurston and Langston Hughes

 The Great Gatsby, F. Scott Fitzgerald

 The Line Between Us: Teaching About the Border and Mexican Immigration, by Bill Bigelow

Films:

 Hester Street

 Jazz directed by Ken Burns

 Baseball directed by Ken Burns

 Birth of a Nation, 1915

 Charlie Chaplin movies

 Untouchables

 The Great Gatsby

 Inherit the Wind

Other:

 Thelonius Monk Institute of Jazz, website on the history of Jazz

 Serialized radio programs (e.g. Superman, The Lone Ranger, The Shadow, etc.)

 Art of Jacob Lawrence

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 American History 102, http://us.history.wisc.edu/hist102/


 Social Activism of the Civil Rights Movement

 Leisure Time of Americans in other eras

 Immigration today

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Theme 8:

Big Business, Big Labor,

Big Government: Political and Economic


Issues to 1945

 Causes of the Great Depression and its affect on

U.S. society including workers, women, and

Essential Questions: minorities

 Impact on the changing role of government in the economy

 How could the Great Depression have been prevented?

 How could programs developed during the New Deal still be necessary or unnecessary?

 New Deal

 Growth of large corporations & monopolies

 Growth of labor movement: UMW, UAW, AFL-

CIO

 Impact of the war on the economy


ASK: o How could involvement in a war affect economic conditions? o What led to the crash of the Stock Market? o How were people affected by the crash of the Stock Market?

ACQUIRE: o Research the role of government in the economy prior to the Stock Market crash of 1929? o Document the growth of the role of government in the economy.

ANALYZE: o Compare the government reaction to the depression in United States and Germany. o Analyze how race and social class affected access to employment. o The reasons for the growth of social support from the government.

APPLY: o Can a monopoly ever be good for an economy? o Who should have access to and be responsible for providing social services? o What constitutes fair and safe labor practices? Who should be responsible for enforcing them?


 PERSUASIVE ESSAY: Were Americans justified in their criticism of the Hoover administration’s response to The Depression?

 PROJECT: (1) Write an economic “Bill of Rights”. Compare “The New Deal” to the “Patriot

Act”.

 CRITICAL RESPONSE: (1) Read newspaper articles from the period critical of (Labor, New

Deal, or Business, or Hoover) and write whether you agree or disagree with the point of view.

Listen to FDR “Fireside Chat” and explain what you think his objective was.

 IMAGINATIVE WRITING: Write a paper/letter/journal entry from the point of view of a recent investor in the stock market who has lost everything.

RESOURCES:

Textbooks:

 American Pageant (AP), chapters 33 – 35


 History Alive: Pursuing the American Ideals

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Theme 9:

Cold War to Globalization:

Foreign Relations 1945 to the Present




 Assess the relative importance of ideology, economics, politics and technology in the development of the

Cold War.

 What lessons were learned from the

Vietnam War experience and how have they been applied since?

 Have American interventions changed since the end of the Cold

War? If so, how?


 Origins of Cold War

 Cold War conflicts and resolutions

 Causes, practices, and effects of the Vietnam

War

 Post Cold War foreign policy decisions such as the Gulf War, WTO, NAFTA, and the War on

Terrorism

 Arms Race


ASK: o What did Americans believe to be the objective of the Soviet Union? o What did the Soviet Union believe the objectives of the US were?

ACQUIRE: o Create maps that show nations that are aligned with NATO, Warsaw and stayed neutral.

ANALYZE: o What was the appeal of communism for nations who adopted it as a government system? o What have been the lasting impacts of the Cold War?

APPLY: o Who is America afraid of today and what similarities exist between today’s fears and the fears of the cold war? o What is the relationship between Hollywood productions and US international relations?


 ESSAY: Compare US response to communists with the US response to post 9/11 terrorism.

 PROJECT: Identify and present the main areas of conflict between the USSR and the US.

 CRITICAL RESPONSE: Read and analyze the 1963 Nuclear Test-Ban Treaty.

 IMAGINATIVE WRITING: Write a diary entry of a person sitting in their bomb shelter listening to the news updates during the most tense moments of the Cuban Missile Crisis.

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RESOURCES:

Textbooks:


 Born in Blood and Fire (IB), chapter 8 and 10

 History Alive! Chapters 38 – 40, 57 – 59


 A People’s History of the United States, chapter 18

Films:

 Good Night and Good Luck directed by George Clooney

 13 days directed by Roger Donaldson

 War of the Worlds

 Fog of War

 Vietnam: A Television History

Other:



 Terrorism

 Political and social alignment

 Peer pressure

 Power of the media in creating a mass culture

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Theme 10:

Social Change: Social and

Cultural Issues 1945 to the Present


 The changing role of government (Executive

Branch, Supreme Court, and federalism)


 Has the development of advanced communication and data processing technologies improved the quality of life?

 How has the shift from manufacturing to service jobs changed the lives of

American people?

 Assess the relative importance of the

NAACP, SLC, SNCC, The Nation of

Islam and the Black Panthers in the efforts to gain social, economic and political equality for African

Americans.

 Is a civil rights movement still necessary today? Why or why not?

 What are some of the most important contradictions between grassroots social movements active today?

 Has the relationship between government, patriotism, dissent, and freedom of speech changed since the end of WWII?

 Economic and labor trends as reflected in government policy

 Changes in the media and technology and its impact on culture

 The rise and growth of the Civil Rights

Movement from 1954 to 1964 such as the goals, tactics and impact of Martin Luther

King, Rosa Parks, Southern Christian

Leadership Council, and the Student Nonviolent Coordinating Committee

 The changes and expansion of the Civil Rights

Movement to new agendas, tactics, methods and organizations such as the Black Panthers,

Black Muslims, La Raza, and the American

Indian Movement

 Political activism and counter culture such as the Free Speech Movement, Students for a

Democratic Society, the anti-war movement, and the hippies

 Continuing and ongoing grassroots efforts such as the women’s movement, gay rights, the environmental movement, the debate on globalization, and neo-conservatism


ASK: o What qualifies as social activism? o How did people’s relationship to authority change?

ACQUIRE: o Listen to and discuss music from the era that has an activist message? o Watch and discuss “Eyes on the Prize”

ANALYZE: o What is the relationship between social class and type of activism one might opt to use? o Explain how media can influence cultural values and how people act and react to situations.

APPLY: o Is there a cause you would die for? Explain. o Choose a current issue that needs public attention and determine the best means of making a change.

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 ESSAY: Explain a cause you would die for and identify the best means to make change to that cause.

 PROJECT: Construct a photo essay of the period that reflects the issues of the period. Write a short accompanying paper explaining the photos and deliver a speech

 CRITICAL RESPONSE: (1) Read and analyze the Students for a Democratic Society declaration.

 (2) Listen to a Civil Rights speech and determine its primary objectives.

 IMAGINATIVE WRITING: Write a journal entry/letter to a friend from the point of view of someone who has just viewed a protest. What impact did the event have on their thinking?

RESOURCES:

Textbooks:


 Born in Blood and Fire (IB), chapters 9, 10

 History Alive! Chapters 14, 16 – 18, 28, 32, 33, 42, 44 – 47, 50, 55


 A People’s History of the United States, chapters 17, 19, 20

Films:

 Eyes on the Prize

 PBS series “The Sixties”

 American Experience “Vietnam”

 Manufactured Consent

Other:


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Theme 11:

Centralization of Power:

Changing Roles of Government and Corporations


1945 to the Present

 The changing role of government

(Executive Branch, Supreme Court, and

Essential Questions: federalism)

 Economic and labor trends as reflected in government policy

 In what ways has the current US government changed since the country’s founding?

 How has the growth of power of the federal government compare to that of state governments?

 Power of the Multinational Corporations

 Rise of Imperial Presidency: Roosevelt,

Nixon, Reagan, GH Bush and GW Bush

 Bush Administration after 9/11

 Patriot Act

 In what ways do the current powers of the president, the Supreme Court and the

Federal Government in general differ from the original conception founder fathers?

 How has the first amendment’s right to freedom of speech been tested throughout the various periods of political dissent?


ASK: o What are the characteristics of our current government that have remained consistent throughout our nation’s history? o How has the role of the Supreme Court changed over time? o What power does the US have in the United Nations?

ACQUIRE: o How has the constitution been interpreted by presidents during times of war?

ANALYZE: o Compare and contrast the role of 3 presidents in the development of US foreign policy since

1945?

APPLY: o In what ways has the Constitution been used to justify the Patriot Act?


 ESSAY: What role should the US have in policing the world?

 PROJECT: Create a poster that challenges the increased power of Roosevelt, Nixon or Reagan.

 CRITICAL RESPONSE: Analyze GH Bush’s speech to Congress to invade Iraq (First Gulf War).

 IMAGINATIVE WRITING: Write an account of what our country would look like if 9/11 would not have happened.

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RESOURCES:

Textbooks:



 History Alive! Chapters 18, 33, 54, 56



 Rethinking Globalization, curriculum guide by Bill Bigelow and Jim Petersen

Films:

 Syriana directed George Clooney

 Cheney’s Law Frontline, PBS, (2007)

Other:

 http://www.thecorporation.com/ website for The Corporation with educational resources

 http://www.pbs.org/wgbh/pages/frontline/cheney/ website for Cheney’s Law with educational resources



 Newspapers

 Roots of American Culture

 Colonial Charters

 Civil War (Growth of Government and Corporate power)

 Pace of Change

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Earth and the American Dream, 2001

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