1
IMPLEMENTATION GUIDE – SOCIAL STUDIES
COURSE NAME: Modern US History
Topic: _Emergence of Modern America 1890-1920
X Goal 1
Cycle:
__X_Goal 2
__X_Goal 3
____Goal 4
____Goal 5
__X_Goal 6
____Goal 7
____1-2____
__X__Goal 8
THEME:_____ Impact of Technology, Mass Markets and Advertising __________US Role in the World__________________
Learner Outcomes
1.1 Identify the
significant changes
in the
industrialization and
urbanization of
America in the late
19th and early 20th
centuries and explain
the causes and effects
of these changes.
Critical Content
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



Industrialization
Urbanization
Working Conditions
Role of Labor
Immigration
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


Social Studies
Suggested Formal/
Informal
Assessments
Suggested Differentiated
Instructional Activities/Strategies
Cause and Effect Chart
Thematic Map of Urbanization
CAPT-Persuasive Essay on the
most significant
invention/scientific advance
and its impact on American
life.
Résumé of an American
industrialist.
Debate on the role of the
“robber barons”.
Honors- Group Newspaper
Assignment- required
elements: Report of news
articles on incidents or events;
biographical feature story on
an important personality of the
period; editorial; political
cartoons & period appropriate
advertisements.
Honors – Research & writing
assignment- “The Arts as a
reflection of the Time Period”







Cause and
Effect Chart
Map
Persuasive
Essay
Résumé
Debate
Group
newspaper
Research/
Writing
Assignment
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 6
American History Political Cartoon 14, 15
Primary Source Reading 6
Literature Reading 6
America: Pathways
Ch. 16, sec. 2 and 3
Comparing Primary Sources-On Cultural Ties
*Honors-The Americans-Ch. 7
Guided Reading-Problems of Urbanization
Primary Sources-How the Other Half Lives,
Artifacts from Ellis Island,
America 1900, PBS Video
Ellis Island
http://www.ellisisland.org
Jacob Riis’ How the Other Half Lives
http://www.cis.yale.edu/amstud/inforev/riis/contents.html
Tenement.org
http://www.tenement.org/
NY 1900-1920
http://www.albany.edu/mumford/1920/groups.html
2
Learner
Outcomes
1.2 Critique the
importance
and judge the
success of the
progressives
and other
reform
movements
in social,
economic,
moral and
political
reform.
Critical Content


Goals of the
Progressive
Movement
Accomplishments
of the Progressive
Movement
Suggested Differentiated
Instructional Activities/Strategies
 Re-creation of a Muckraker
news story for modern readers.
 Political Cartoon Analysis.
 CAPT-Persuasive Essay on the
successes and failures of the
Progressives.
 Panel discussion on the Election
of 1912
 Honors-DBQ-How progressive
were the progressives?
 Honors- Rank the 3 presidents
& defend rankings- Theodore
Roosevelt, William Howard
Taft & Woodrow Wilson –
political effectiveness and
administrative
accomplishments.
Suggested Formal/
Informal Assessments






New story
Political
Cartoon
analysis
Panel
Discussion
Persuasive
Essay
DBQ
Rank and
Defend
Textbook(s)/Resources
American Nation-Ch. 8, 9
Literature Reading 8, 9
Graphic Organizer Activity 8, 9
Primary Source Activity 9
America: Pathways-Ch. 16, sec. 4; Ch. 19
Literature Activity-Horrors of the Meat-packing Industry
Primary Source Activity-The Shame of the People
Decision-Making Activity-Marching for Child Labor Laws
*Honors-The Americans-Ch. 9
Guided Reading-The Origins of Progressivism
Literature Selections-The Jungle
Primary Sources-Child Labor in the Coal Mines
New York: A Doumentary, Episode 4, PBS Video.
“The Hardest Struggle”, Women and Sweated Industrial Labor,
A Unit of Study for Grades 7-12, by Eileen Boris and Rita
Koman, NCHS and OAH.
Triangle Shirtwaist Factory Fire
http://www.ilr.cornell.edu/trianglefire/
Regents Prep Progressive Reforms
http://regentsprep.org/Regents/ushisgov/themes/reform/progressi
ve.htm
Women and Social Movements
http://history.sandiego.edu/gen/soc/reform-women.html
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
3
Learner
Outcomes
1.3 Analyze the
rise in
segregation
and
discriminatio
n, the impact
of Jim Crow,
and the
responses of
African
American
leaders.
1.4 Chart the
changing role
of the United
States in
world affairs.
Critical Content









W.E.B. Dubois,
Ida B. Wells,
Booker T.
Washington
Great Migration
Jim Crow
Plessey v.
Ferguson
Imperialism
Spanish-American
War
Panama Canal
Moral Diplomacy
Dollar Diplomacy
Suggested Differentiated
Instructional Activities/Strategies
 Case Study-Plessy v. Ferguson
decision.
 Chart of the responses of
African American leaders to the
rise in segregation and
discrimination.
 Map of the “Great Migration” of
African Americans and explain
the impact of this migration on
society.



Map of the areas of US
involvement/ intervention.
Summary of the major
justifications for imperialism.
Create a political cartoon on the
role of US in world affairs.
Suggested Formal/
Informal Assessments



Case Study
Chart
Map
Textbook(s)/Resources
American Nation-Ch. 3, Sec. 4
Literature Reading 3-The Cruelty of Jim Crow Laws
America: Pathways-Ch. 17, sec. 3
Primary Source Activity-The Washington-Du Bois Debate,
Lynchings and Mob Law
Decision-Making Activity-Can Separate Be Equal
*Honors-The Americans-Ch. 8, Sec. 3
Plessy v. Ferguson
http://www.landmarkcases.org/plessy/home.html
Jim Crow History
http://www.jimcrowhistory.org/



Map
Summary
Political
Cartoon
American Nation-Ch. 10
Geography Activity 10
Literature Reading 10
America: Pathways-Ch. 18; Ch. 20, sec. 5
Comparing Primary Sources-On the Race for Empire
Critical Thinking-Drawing Conclusions-The Explosion of the
Maine
*Honors-The Americans-Ch. 10
Skillbuilder-Analyzing Bias
Geography Application-Geography of the Panama Canal.
The Philippine-American War, A Unit of Study for Grades 7-12,
by James A. Williams and Charles F. Pennachio, NCHS and
OAH.
The Spanish American War
http://www.loc.gov/rr/hispanic/1898/
Imperialism
http://www.smplanet.com/imperialism/toc.html
Empire Beyond the Seas
http://www.yale.edu/ynhti/curriculum/units/1978/3/78.03.07.x.ht
ml
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
4
Learner Outcomes
1.5 Analyze the role
of the United
States in World
War I and the
impact of the
War on
American
society.
Critical Content





Causes of WW1
Reasons for US entry
Impact on Women,
African Americans,
Labor
Wilson’s 14 Points
Versailles Treaty
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



Social Studies
Suggested Differentiated
Instructional
Activities/Strategies
Writing prompt-Explain
and analyze the causes of
WW1 and the justifications
for US entry.
Comparison of the Map of
Europe pre-1914/post-1918
Diary entries for a soldier at
the Western Front.
Chart of impact of war on
women, labor and
minorities.
CAPT-persuasive essay
comparing the Alien and
Sedition Acts 1918 to the
Patriot Act.
Student newspaper-WW1
on the home front.
*Honors-DBQ-Position
paper on validity of claim
the US was fighting to
“make world safe for
democracy.”
Suggested Formal/ Informal
Assessments
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



Writing Prompt
Map comparison
Diary entries
Chart
Persuasive Essay
Student Newspaper
DBQ
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 11
Geography Activity 11
Primary Source Reading 11
Graphic Organizer Activity 11
America: Pathways-Ch. 20
*Honors-The Americans-Ch. 11
Primary Sources-The Zimmermann Note
WW1 Document Archive
http://lib.byu.edu/~rdh/wwi/
WW1-England
http://www.schoolhistory.co.uk/gcselinks/wars/w
wi.html
WW1-Trenches on the web
http://www.worldwar1.com/
WW1.com
http://www.firstworldwar.com/index.htm
NARA-Digital Classroom-Zimmermann Note
http://www.archives.gov/digital_classroom/lesso
ns/zimmermann_telegram/zimmermann_telegra
m.html
Wilson’s War Message
http://www.lib.byu.edu/~rdh/wwi/1917/wilswar
m.html
World War 1
http://www.historylearningsite.co.uk/world_war_
one.htm
WW1-England
http://www.spartacus.schoolnet.co.uk/USAwar.ht
m
5
IMPLEMENTATION GUIDE – SOCIAL STUDIES
COURSE NAME: _ Modern US History
Topic: ____The 1920’s, Great Depression and World War 2_(1920-1945)___
__X_Goal 1
____Goal 2
____Goal 3
Cycle:
____Goal 4
__X__Goal 5
X_Goal 6
___3-4_____
_X__Goal 7
__X_Goal 8
THEME:______ The Impact of the Government on American Society ___________The Role of the US in the world_______________
Learner Outcomes
1.6 Describe and
evaluate the
causes and
consequences of
the Great
Depression.
Critical Content






Social Studies
Causes of the
Great Depression
Effects of Great
Depression
Causes/Impact of
the Dust Bowl
and the Bonus
Army
Major legislation
of the New Deal
Impact of the
New Deal.
Goals of the New
Deal (Relief,
Recovery,
Reform)
Suggested Differentiated
Instructional Activities/Strategies
 Stock market simulation.
 Chart comparing impact of
Great Depression/New Deal
on women, AfricanAmericans, and labor.
 Policy letter suggesting a
course of action to deal with
an economic problem.
 Speech analysis comparing
FDR’s and Hoover’s plans to
end depression.
 Group discussion-Effects of
the Great Depression using
economic statistics.
 *Honors-Debate-the New
Deal worsened the
Depression.
Suggested Formal/
Informal Assessments
 Simulation
 Graphic
Organizers
 Policy Letter
 Speech analysis
 Discussion
 Debate
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 14, 15
Primary Source Reading 14, 15
Literature Reading 14, 15
American History Cartoon 23, 24
Geography Activity 14
America: Pathways-Ch. 22, 23
Literature Activity-In Search of Work, Migrant Farmers
*Honors-The Americans-Ch. 14, 15
Guided Reading-Ch. 23 sec. 1, A New Deal Fights the
Depression. Primary Source-The Stock Market Crash,
Political Cartoon, Attack on the Bonus Army, Letter from a
Dust Bowl Survivor. Humanities Transparencies-Dust Storm.
Literature-John Steinbeck’s The Grapes of Wrath
New Deal Network
http://newdeal.feri.org/
Library of Congress-WPA Life Histories
http://memory.loc.gov/ammem/wpaintro/wpahome.html
DBQ-Impact Great Depression
http://www.murrayschools.org/mhs/apus/dbq/2003/group05.ht
m
Library of Congress-Voices of the Dust Bowl
http://memory.loc.gov/ammem/afctshtml/tshome.html
PBS-Surviving the Dust Bowl
http://www.pbs.org/wgbh/amex/dustbowl/
Bergen.org Great Depression and New Deal
http://www.bergen.org/AAST/Projects/depression/
6
Learner Outcomes
1.7 Chart the events
in Europe and
Asia, which
drew the United
States into
World War II.
Critical Content




Rise of
Dictatorships
Events leading to
War in Europe
US Neutrality
Pearl Harbor
Suggested Differentiated
Instructional Activities/Strategies
 Quickwrite- What freedoms
are worth fighting for?
 Timeline of major events
leading to WW2.
 Comparison chart of
dictators.
 Speech Analysis-“Day of
Infamy”.
 Debate: Resolved: The U.S.
provoked the Japanese into
attacking Pearl Harbor.
 Journal Entries: A soldier in
either the Atlantic or Pacific
Theaters.
 Honors- Compare and
contrast U.S. entry into World
Wars I and II.
Suggested Formal/
Informal Assessments
 Quickwrite
 Timeline
 Map
 Graphic
organizer
 Debate
 Speech Analysis
 Journal Entries
 Comparison/
contrast
Textbook(s)/Resources
American Nation-Ch. 16
Primary Source Reading 16
Graphic Organizer Activity 16
American History Outline Map 32
America: Pathways-Ch. 24
Great Debates-How Much Should the US be Involved in
World Affairs?
*Honors-The Americans-Ch. 16
Guided Reading (including Spanish version)-America Moves
to War
Primary Sources-FDR’s Quarantine Speech, the Bombing of
Pearl Harbor, War Poster
Humanities Transparencies-Nazi Party Poster,
Skillbuilder Practice-Developing Historical Perspective
Geography Transparencies-Aggression in Europe
Geography Application-Japanese Aggression
Critical Thinking Transparencies-Timeline
WW2-England
http://www.schoolhistory.co.uk/gcselinks/wars/wwii.html
Pearl Harbor
http://history.acusd.edu/gen/WW2Timeline/RD-PEARL.html
Pearl Harbor-National Geographic
http://plasma.nationalgeographic.com/pearlharbor/
Pearl Harbor Hearings
http://www.ibiblio.org/pha/pha/
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
7
Learner Outcomes
1.8
Analyze the
causes and
general course
of World War
II and its
impact on
American
society.
Critical Content








War in Europe &
Pacific
Allied Strategy
Axis Strategy
Major Battles and
Turning Points
Participation of
minorities
Japanese
American
Internment
Response of
Americans at
Home
Economic impact
of war on home
front.
Suggested Differentiated
Instructional Activities/Strategies
 Map of turning points in
Pacific and European
theaters.
 Diary entry of life on the
Home front.
 Map analysis of advantages
and disadvantages of Allies
and Axis.
 Debate/position statements on
the need for and legality of
Japanese American
Internment, bombing of
civilians, use of Atomic
bomb.
Suggested Formal/
Informal Assessments
 Map
 Diary entry
 Map analysis
 Debate/position
statement
Textbook(s)/Resources
American Nation-Ch. 17
Geography Activity 17
American History Outline Map 19, 20
Graphic Organizer 17
Literature Reading 17
America: Pathways-Ch. 25
Literature Activity-Dispatches from the Battle Front
Literature Activity-Black Boy
Literature Activity-Hiroshima
Primary Source Activity-Experiences of an African American
Soldier
*Honors-The Americans-Ch. 17
Guided Reading-the War for Europe and North Africa, The
War in the Pacific, the Impact of the War
Outline Map-Crisis in Europe
Primary Sources-the Bombing of Nagasaki
Critical Thinking Transparencies-Human Cost of WW2
Literature-John Hershey’s Hiroshima, Julie Otsuka’s When
the Emperor Was Devine
Video-Saving Private Ryan
Women in WW2
http://www.stg.brown.edu/projects/WWII_Women/tocCS.htm
l
Japanese-American Internment
http://www.children-of-the-camps.org/
WW2-Hyperwar
http://www.ibiblio.org/hyperwar/
WW2 History
http://www.worldwariihistory.info/WWII/war.html
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
8
Learner Outcomes
1.9
Analyze
Hitler’s Final
Solution and
evaluate the
Allies
response to the
Holocaust and
war crimes.
Critical Content

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





Genocide
Final Solution
Wannasee
Conference
Concentration
Camps
Auschwitz
Kristallnacht
Nuremburg
Trials
War Crimes
SS St. Louis
Suggested Differentiated
Instructional Activities/Strategies
 Quickwrite- Reaction to
Pastor Niemoller’s poem,
“First They Came for the
Jews”.
 Timeline-Hitler’s Final
Solution.
 Holocaust memoir on Literary
Selections.
 Moot Court-Examination of
issues arising from US
response to the Holocaust.
 *Honors-Policy paperComparison of international
responses to genocide in the
20th century.
Suggested Formal/
Informal Assessments
 Quickwrite
 Discussion
 Timeline
 Small and Large
Group
Discussions
 Literature
Reading
 Memoir
 Video
 Research Project
 Moot Court
 Policy Paper
Textbook(s)/Resources
American Nation-Ch. 17, Sec. 3
America: Pathways-Ch. 24, Sec. 4
Why Study History-Genocide Has Happened Again
*Honors-The Americans-Ch. 16, Sec. 3
Guided Reading (including Spanish version)-The Holocaust
Literature Selection-William Styron’s Sophie’s Choice
American Lives-Elie Wiesel
Literature-Alicia Appleman-Jurman’s Alicia: My Story,
Arnold, Geier’s Heroes of the Holocaust, Klein Weissmann’s
All But My Life, Jayne Pettit’s A Place To Hide, Elie
Wiesel’s Night, William Styron’s Sophie’s Choice
Video-Steven Spielberg’s Schindler’s List,
America and the Holocaust, PBS Video
US Holocaust Memorial Museum
http://www.ushmm.org/wlc/en/
PBS-America and the Holocaust
http://www.pbs.org/wgbh/amex/holocaust/index.html
Holocaust Cybrary
http://www.remember.org/
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
9
Learner Outcomes
1.10 Assess the
significant
social,
political and
economic
changes in the
United States.
Critical Content






Social Studies
Impact of Great
Depression, New
Deal and World
War 2 on
Minorities
Harlem
Renaissance
“Lost
Generation”
Great Migration
Outcome of
World War 2Europe, Asia,
United States
Costs and Results
of WW2.
Suggested Differentiated
Instructional Activities/Strategies
 Biographic presentation or
Reader’s Theater presentation
of an African American in the
Jazz Age and the Harlem
Renaissance.
 Map of world, post-WW2
with explanation of changes.
 Diary Entries-Comparison of
life of a minority during the
1920’s, Depression, New
Deal, and WW2.
 Writing Prompt-Analysis of
technological changes
resulting from WW2.
 Essay explaining the impact
of the New Deal and World
War 2 on the role of
government.
 DBQ of changing role of
women.
 Data analysis of costs and
results of war.
Suggested Formal/
Informal Assessments
 Biography or
Reader’s Theater
 Peer Evaluations
 Map
 Day in the Life
 Writing Prompt
 Essay
 DBQ
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 12-17
Literature Reading 12, 13
Geography Activity 13
Primary Source Activity 13
Graphic Organizer 15
America: Pathways-Ch. 21-25
*Honors-The Americans-Ch. 12-17
Literature-F. Scott Fitzgerald’s The Great Gatsby, Ernest
Hemingway’s The Sun Also Rises, Langston Hughes-Poems
Video-Ken Burn’s Jazz (PBS Video)
The Great Depression and The Arts, A Unit of Study for
Grades 8-12, by Robert Gabrick, Barbara Markham, and
James Curtis, NCHS and OAH.
Red Scare
http://newman.baruch.cuny.edu/digital/redscare/
Harlem Renaissance
http://www.si.umich.edu/CHICO/Harlem/
Sacco and Vanzetti
http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/Sacc
oV.htm
Scopes Trial
http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scope
s.htm
PBS-Jazz
http://www.pbs.org/jazz/
Hoover Archives
http://www.hoover.archives.gov/
1930’s
http://xroads.virginia.edu/~1930s/front.html
10
IMPLEMENTATION GUIDE – SOCIAL STUDIES
COURSE NAME: Modern US History
Topic: __Post-War United States (1945-1974)_
_X_Goal 1
__X_Goal 2
Cycle:
__X_Goal 3
_X__Goal 4
____Goal 5
_X_Goal 6
____Goal 7
__5-6____
___X_Goal 8
THEME:______The Role of Minorities______________________The Role of the US in the World____________________________________
Learner Outcomes
1.11
Analyze causes,
events and
consequences of
the Cold War on
American
economic, social,
political, and
cultural life.
Critical Content





Causes of the Cold
War.
Costs and
Consequences of the
Cold War
McCarthyism
Nuclear Fall-out
Shelters
Alger Hiss/ Ethel and
Julius Rosenberg
Trial
Suggested Differentiated
Instructional
Activities/Strategies
 Timeline of major
events of the Cold
War.
 Storyboard on Cold
War issues.
 Map areas of US and
USSR-influence.
 Cause and Effect
Chart.
 Résumé of significant
Cold War leader.
 Persuasive Essay-The
Rosenberg TrialGuilty or Innocent?
 DBQ-Causes of
McCarthyism.
Suggested
Formal/Informal
Assessments
 Chart
 Résumé
 Evaluation
Summary
 Essay
Textbook(s)/Resources
American Nation-Ch. 18
American History Political Cartoon 26
Literature Reading 18
America: Pathways-Ch. 27
Geography and History-A Cold War Confrontation
*Honors-The Americans-Ch. 18,
Guided Reading-Origins of the Cold War, the Cold War Comes
Home
Primary Source-Harry Truman’s Letter to His Daughter
Humanities Transparencies-California Bomb Shelter, Political
Cartoon
Critical Thinking Transparencies-The Cold War, The Space
Race
Literature-Arthur Miller’s The Crucible
The Origins of the Cold War, A Unit of Study for Grades 10-12,
NCHS and OAH.
Rosenberg Trial
http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ROSEN
B.HTM
CNN Specials-Cold War
http://www.cnn.com/SPECIALS/cold.war/
The Cold War Museum
http://www.coldwar.org/
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
11
Learner Outcomes
1.12
Discuss changes
in the direction
of US foreign
policy related to
the Cold War.
Social Studies
Critical Content






Truman Doctrine
Marshall Plan
Containment
Domino Theory
Korean War
Cuban Missile Crisis
Suggested Differentiated
Instructional
Activities/Strategies
 Writing PromptExplain how the
Grand Alliance
turned into the Cold
War.
 DBQ: Assess
“blame” for the Cold
War.
 Memorandum: From
Gen. Douglas
McArthur to
President Truman
justifying his actions
during the Korean
War.
 Summary- Korean
War.
 Diary entry for
Cuban Missile Crisis.
 Role play-Cuban
Missile CrisisKennedy, Khruschev.
 * Honors: include
additional characters.
 *Honors-Essay
comparing
presidential policies.
Truman to Nixon.
 Honors- Pie Graphs:
the percentage of the
world’s population
residing in
Communist and nonCommunist nations
on the following
dates: 1/1/1945, 1/1/
1946, 1/1/1950 &
1/1/1960/
Suggested
Formal/Informal
Assessments
 Writing
prompt
 DBQ
 Diary entry
 Role play
 Summary
 Extended
role play
 Comparison
essay
 Pie Chart
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 18, Sec. 2; Ch. 20, Sec. 1
Primary Source Reading 18
Geography Activity 20
America: Pathways-Ch 28, Sec. 3
Primary Sources: On the Cold War p. 153
(Pathways manual p. 742)
*Honors-The Americans-Ch. 18, 20 sec. 1
Geography Application-Divided Germany and the Berlin Wall.
Primary Source-Political Cartoon
Video-Thirteen Days, The Missiles of October
CNN Specials-Cold War
http://www.cnn.com/SPECIALS/cold.war/
The Cold War Museum
http://www.coldwar.org/
12
Learner Outcomes
1.13
Examine the
impact of social
and economic
changes of the
post-war period
on America.
Critical Content








Baby Boom
Culture of
Abundance
Move to Suburbs/
Decline of the City
Democratization of
Higher Education
Rise of the Sun Belt
War on Poverty
The Great Society
Hippie/Counterculture
Suggested Differentiated
Instructional
Activities/Strategies
 Thematic map of the
population shift
(1945-1975).
 Oral History:
interview
parents/family/friends
about life in the
1950’s.
 DBQ: Portraits of
American Life.
 Essay evaluating the
effect of the GI Bill
on American life in
the 1950’s.
Suggested
Formal/Informal
Assessments
 Map
 Oral
History
 DBQ
 Essay
Textbook(s)/Resources
American Nation-Ch. 19, Sec. 1-2; Ch. 20, Sec. 3; Ch. 22, Sec.
3-4
Geography Activity 19
Literature Reading 22
America: Pathways-Ch. 27, Sec. 1
Suburban explosion, p. 772-3
Literature Activity: Conformity in the 1950s, p.76
Primary Sources: On Rock and Roll - R
*Honors-The Americans-Ch. 19, 23 Sec. 3
Primary Sources-Cartoon
Geography Application-The Baby Boom
Skillbuilder-Comparing & Contrasting
Primary Sources-Popular Song
Literature-Arthur Miller’s Death of a Salesman
The Fifties Web
http://www.fiftiesweb.com/
Levittown-Suburbs
http://tigger.uic.edu/~pbhales/Levittown/index.html
1.14
Evaluate the
impact of
innovation in
mass media and
technology.





Social Studies
Air Conditioning
Television
Science/medicine
(penicillin/polio
vaccine, plastics)
Highway system/
Automobile
Space race/ Sputnik/
Moon-landing



Explain the impact of
the highway system
on US culture.
Examine current
debate on
vaccinations.
Case Study- Research
one technological
advancement such as
air conditioning,
transistors or plastics
and discuss its impact
on American life.



Case Study:
Research
and
analysis
Debate
PowerPoint
presentation
DRAFT Scope and Sequence – Modern U.S. History
American Nation Ch. 19, Sec. 2
America: Pathways-Ch. 28, Sec. 1
*Honors-The Americans-Ch. 27, Sec. 2; Ch. 28, Sec. 2-3
Primary Sources-Unsafe at Any Speed
Geography Transparencies-G27
Humanities Transparencies-H42
Critical Thinking Transparencies-CT61
Inventors
http://www.enchantedlearning.com/inventors/
Fifties Web
http://www.fiftiesweb.com/
13
Learner Outcomes
1.15
Analyze the
origins and
assess the impact
of the Civil
Rights
Movement
Critical Content










Social Studies
Brown v. Board of
Ed
Bus Boycott
Little Rock
Univ. of Mississippi
sit-ins
Martin Luther King
March on
Washington
“Two Societies”
Civil Rights Act of
1964
Voting Rights Act of
1965
Suggested Differentiated
Instructional
Activities/Strategies
 Document Analysis
of Martin Luther
King’s “Letter from a
Birmingham Jail”
 Persuasive essay
evaluating the
success of the Civil
Rights Movement.
 Case Study-Analyze
the effects of Brown
v. Board of Education
 Timeline of events
 Journal entries on
integration from the
perspective of an
African American, a
northerner who is a
freedom rider and an
African-American
living in the South
 Role play of meeting
between Malcolm X
and Martin Luther
King
 Speech Analysis “I
Have a Dream”
 *Honors – DBQCivil Rights Leaders
and Tactics.
Suggested
Formal/Informal
Assessments
 Document
Analysis
 Persuasive
Essay
 Case Study
 Timeline
 Journal
Entries
 Role Play
 Speech
Analysis
 DBQ
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation- Ch. 19, Sec. 3; Ch. 21
Graphic Organizer 19, 21
Literature Reading 19, 21
America: Pathways-Ch. 27 Sect. 4, Ch. 29
Literature Activity: SNCC Workers, p. 78
Primary Sources: On School Integration, p. 151
On the Legacy of the Civil Rights Movement p. 161
Decision-Making Activity-Integrating the University of Georgia
*Honors-The Americans-Ch. 21
Primary Source-Crisis in Little Rock, Civil Rights Song, “I Have
A Dream”
Literature-Anne Moody’s Coming of Age in Mississippi, Harper
Lee’s To Kill A Mockingbird
Video-The Murder of Emmett Till, American Experience, PBS
Video
Stride for Freedom: The Aftermath of the Brown vs. Board of
Education, A Unit of Study for Grades 9-12, NCHS and OAH.
Reporting Civil Rights
http://www.reportingcivilrights.org/
Martin Luther King-Seattle Times
http://seattletimes.nwsource.com/mlk/
14
Learner Outcomes
1.16
Analyze the
foreign and
domestic
consequences of
US involvement
in Vietnam.
Critical Content




Tet Offensive
Peace movement/
Student protests
Counterculture
1968 election
Suggested Differentiated
Instructional
Activities/Strategies
 With a partner, create
a chart showing
events that led to
increasing U.S.
involvement in
Vietnam.
 Interview Vietnam
veterans and/or
families or friends of
veterans.
 DBQ-Viewpoints on
Vietnam
 Debate: Should the
U.S. be involved in
Vietnam?
Suggested
Formal/Informal
Assessments
 Chart
 DBQ
 Debate
 Interview
summary
Textbook(s)/Resources
American Nation-Ch. 23
American History Outline Map 22
Literature Reading 23
Geography Activity 23
America: Pathways-Ch. 31
Literature Activity: Experiences of a Young Soldier in Vietnam,
p. 83
Primary Sources: On the Tragedy of Kent State p. 157
*Honors-The Americans-Ch. 22
Guided Reading-Moving Toward Conflict, US Involvement and
Escalation
Primary Sources-Letter from a Soldier, Lyndon B. Johnson on
Vietnam and Re-election.
Outline Map-The Vietnam War
Literature-Philip Caputo’s A Rumor of War
Video-Making Sense of the Sixties, Vietnam: A Television
History, VH-1’s 1968-Behind the Music
The Vietnam War: A National Dilemma, A Unit of Study for
Grades 10-12, by D. Antonio Cantu and Sandy Cantu, NCHS
and OAH.
The Vietnam Project
http://www.vietnam.ttu.edu/index.htm
Vietnam: Yesterday and Today
http://servercc.oakton.edu/~wittman/
NSA-Gulf of Tonkin
http://www.gwu.edu/%7Ensarchiv/NSAEBB/NSAEBB132/inde
x.htm
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
15
Learner Outcomes
1.17
1.18
Evaluate the
changing role of
women in
American
society.
Evaluate the
impact of the
Watergate
scandal on the
presidency and
American
society.
Critical Content









Feminine Mystique
ERA
“Glass Ceiling”
Nixon Presidency
Washington Post
Carl Bernstein and
Bob Woodward
The “Plumbers”
“Deep Throat”
Saturday Night
Massacre
Suggested Differentiated
Instructional
Activities/Strategies
 Debate on the Equal
Rights Amendment
 DBQ: To what extent
has the role of
women changed?
 Comparison of
portrayal of women
on TV: Lucy (I Love
Lucy) to Carol Brady
(The Brady Bunch) to
Desperate
Housewives
Suggested
Formal/Informal
Assessments
 Debate
 DBQ
 Comparison
of Images
of Women






Timeline of events
CAPT-Persuasive
essay: Was Mark Felt
(the source for the
Washington Post
investigation of the
Watergate affair) a
hero or a traitor?
Mock Trial:
Impeachment of
Richard Nixon.
*Honors-Essay
comparison of
Watergate to other
presidential scandals.
Textbook(s)/Resources
American Nation-Ch. 22, Sec. 1
Graphic Organizer 22
America: Pathways-Ch. 30 Sec. 1
Most women are in the work force p. p. 737
Primary Sources: On Working Mothers, p. 155
Lasting Impact Activity-The Lasting Impact of the 19th
Amendment
*Honors-The Americans-Ch. 23, Sec. 2
Primary Sources-The Feminine Mystique.


Timeline
CAPTPersuasive
Essay
Mock Trial
Essay
comparison
Literature-Betty Friedan’s the Feminine Mystique
American Nation-Ch. 24, Sec. 1-2
American History Political Cartoon 29
Primary Source Reading 24
America: Pathways-Ch. 32, Sec. 2 & 4
Primary Sources: On Nixon’s Impeachment p. 159
Literature Activity: Unraveling the Story of Watergate:
*Honors-The Americans-Ch. 32, Sec. 1-2
Guided Reading-Watergate-Nixon’s Downfall
Primary Source-from All the President’s Men.
Literature-Woodward & Bernstein’s All the President’s Men
Video- All the President’s Men
Watergate Info
http://www.watergate.info/
The Washington Post-Watergate
http://www.washingtonpost.com/wpsrv/national/longterm/watergate/front.htm
The Watergate Tapes
http://www.lib.berkeley.edu/MRC/watergate.html
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
16
Learner Outcomes
1.19
Identify, describe
and analyze
major
personalities in
American
politics
Social Studies
Critical Content



The Kennedy
mystique/Camelot
Lyndon Johnson
Ford
Suggested Differentiated
Instructional
Activities/Strategies
 Research project:
investigate one of the
assassinations of the
1960s and analyze its
effect on the
American public
 DBQ: To what extent
was the war on
poverty successful?
 Résumé of a modern
day U.S. President.
 Panel Discussion:
You have been asked
to choose one of the
presidents since 1950
to be enshrined on
Mt. Rushmore. Who
should it be and why?
 * Honors: Compare
the war in which John
F. Kennedy handled
the crisis with the
steel industry with
Theodore Roosevelt’s
handling of the trusts.
Suggested
Formal/Informal
Assessments
 Research
project
 DBQ
 Résumé
 Panel
discussion
 Comparison
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 20
America: Pathways-Ch 28
*Honors-The Americans-Ch. 28; Ch. 32, Sec. 3;
Primary Sources-John F. Kennedy’s Inaugural Address
The Kennedy Assassination
http://mcadams.posc.mu.edu/home.htm
17
IMPLEMENTATION GUIDE – SOCIAL STUDIES
COURSE NAME: _ Modern US History _
Topic: _Recent U. S. History (1974-Present)_
__X_Goal 1
Cycle:
____Goal 2
__X_Goal 3
____Goal 4
__X__Goal 5
__X__Goal 6
____Goal 7
__7-8_____
_X__Goal 8
THEME:_________ The Impact of the Government on American Society _______________ The Role of the US in the World ____________
Learner Outcomes
1.20
Chart and
explain the
impact of the
end of the Cold
War on
American
foreign and
domestic
policy.
Critical Content






Social Studies
Détente
SALT I and II
Camp David
Accords
Gorbachev“glasnost” and
“perestroika”
Fall of the Berlin
Wall
Tiananmen Square



Suggested Differentiated
Instructional
Activities/Strategies
Comparison map of Soviet
Union- 1950 and 2005
DBQ-Why the Cold War
ended?
Essay: What if the U.S. and
the Soviet Union had
remained allies after World
War II?
Suggested
Formal/Informal
Assessments
 Map
 DBQ
 Essay
Textbook(s)/Resources
American Nation-Ch. 25, Sec. 1 & 3
Geography Activity 25
America: Pathways-Ch. 41
*Honors-The Americans-Ch. 33, Sec. 4
Geography Transparencies-G33
CNN Specials-Cold War
http://www.cnn.com/SPECIALS/cold.war/
The Cold War Museum
http://www.coldwar.org/
DRAFT Scope and Sequence – Modern U.S. History
18
Learner Outcomes
1.21
Describe and
analyze the
impact of
innovations in
mass media and
technology on
contemporary
American
culture.
Critical Content






Plastic/other new
materials
Travel (jets/space)
DNA/cloning
Computers/internet
Lasers
Digital technology





1.22
Investigate the
impact of
terrorism on
American
society and US
foreign and
domestic
policy.





Iran Hostage Crisis
Persian Gulf War
9-11
The Patriot Act
Iraq War





Social Studies
Suggested Differentiated
Instructional
Activities/Strategies
Chart showing increase in
number of wireless
telephone/ internet
subscribers 1980-2000
Panel Discussion: Should
cloning be permitted?
Research project-How have
new materials/ technologies/
innovations have impacted
students’ trade.
Debate-Impact of
Innovation: What shall we
consider “truth” if photos
can be altered with new
technology?
*Honors- Futures
simulation/group
presentation of a “decision
that changed American
history.
Timeline of events in the
war on terror.
Create a political cartoon.
DBQ-Historical Perspectives
on Civil
Rights in a time of war.
Debate: Is the Patriot Act
necessary?
*Honors- Essay comparing
presidential policies. Ford to
George W. Bush.
Suggested
Formal/Informal
Assessments
 Chart
 Panel
Discussio
n
 Research
Project
 Debate
 Futures
simulation/
group
presentation





Timeline
Political
Cartoon
DBQ
Debate
Essay
Comparison
DRAFT Scope and Sequence – Modern U.S. History
Textbook(s)/Resources
American Nation-Ch. 26, Sec. 3-4
America: Pathways-Ch. 42
*Honors
The Americans-Ch. 34, Sec. 3
American Nation-Ch. 25, Sec. 3; Ch. 26, Sec. 1; Ch. 27
America: Pathways-Ch. 41
*Honors-The Americans-Ch. 33, Sec. 4; Ch. 34, Sec. 1
Guided Reading-Changes in American Foreign Policy
Primary Sources-The First Days of Desert Storm
Literature-The 9/11 Commission Report
Frontline-The Gulf War
http://www.pbs.org/wgbh/pages/frontline/gulf/
CNN The War Against Terror
http://www.cnn.com/SPECIALS/2001/trade.center/index.html
19
Learner Outcomes
1.23
Assess
America’s role
in the world
since the end of
the Cold War.
Critical Content





Somalia
Rwanda
Middle East
Former Yugoslavia
Nuclear
Disarmament


Suggested Differentiated
Instructional
Activities/Strategies
World map, charts, graphics
showing areas (military,
financial aid, etc) and costs
of U.S. involvement.
Group discussion: are we
willing to sacrifice
American lives for human
rights in other nations?
Suggested
Formal/Informal
Assessments
 World Map
 Charts
 Graphics
 Group
Discussion
Textbook(s)/Resources
American Nation-Ch. 26
Graphic Organizer 26
America: Pathways-Ch. 34, Sec. 4
U.S. in the New World p. 988-93
Lasting Impact Activity-The Lasting Impact of the Atomic
Bomb
*Honors-The Americans-Ch. 33, Sec. 4; Ch. 34, Sec. 1
Guided Reading-Changes in American Foreign Policy
Literature-Mark Bowden’s Black Hawk Down
Video- Black Hawk Down
1.24
1.25
Analyze major
economic,
social and
cultural
changes in
America since
1974.


Evaluate the
impact of
environmental
issues on
American
society.








Globalization
SUVs/oil
conservation
Pollution
Nuclear power
EPA
Silent Spring
3 Mile Island
Chernobyl
Love Canal

Chart comparing American
life during the 1950s with
life in 1974-2000.



Magazine Activity/Group
Presentation – “This Was
the Best Year Ever”.

Policy paper on
environmental issue of the
day – for example, whether
SUVs should be permitted.
Research project: Can the
U.S. compete with China for
oil?




Chart
Magazine
project
Group
Presentation
American Nation-Ch. 24, Sec. 3-4; Ch. 25, 26, 28, 29, 30
American History Political Cartoon 30
Graphic Organizer 25
America: Pathways-Ch. 35, Sec. 3
Persuasive
essay
Research
project
American Nation-Ch. 31
Primary Source Reading 31
Geography Activity 31
*Honors-The Americans-Ch. 34, Sec. 2
America: Pathways-Ch 30, Sec. 4
*Honors-The Americans-Ch. 32, Sec. 4
Primary Sources-Love Canal, Silent Spring
Geography Transparencies-G32-OPEC
Geography Application-Oil Consumption in the 1970’s
Literature-Rachel Carson’s Silent Spring
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
20
Learner Outcomes
1.26
Evaluate the
shifts in
American
political
ideology.
Critical Content




Ronald Reagan
Bill Clinton
George W. Bush
Contract with
America




Suggested Differentiated
Instructional
Activities/Strategies
Chart analyzing swings in
American’s political
orientation (liberal or
conservative and vice versa)
since the Depression.
*Honors-Analyze the result
of the chart.
Participation in large/small
group discussion on changes
in American attitudes/
values and how these are
transmitted to the
government.
Suggested
Formal/Informal
Assessments
 Chart
 Chart
Analysis
 Large/Small
group
discussion
Textbook(s)/Resources
American Nation-Ch. 25, Sec. 1-2; Ch. 26, Sec. 1
Primary Source Reading 25
Geography Activity 26
America: Pathways-Ch 34, Sec. 1, 2; Ch 35, Sec. 1
Literature Activity:
Masters of the Universe, p. 88; The Republican Revolution, p.
89-90
*Honors-The Americans-Ch 33, Sec. 1, 2, 3; Ch. 34, Sec. 1
Primary Sources-Contract with America
Telescoping the Times-The Conservative Tide
Critical Thinking Transparencies-CT33, CT67
Literature-Thomas Frank’s What’s the Matter With Kansas
1.27
Describe and
analyze the
shifts in
immigration
patterns to in
the last half of
the 20th
Century.



Recent immigration
Changes in
immigration law


Map and chart comparing
immigration patterns from
1950-2000 with those of
1890-1920.
Literature selection:
American immigrant
experiences/ contemporary
authors.



Map
Chart
Literature
Selection
American Nation-Ch. 29, Sec. 1-2
Geography Activity 29
Graphic Organizer 29
America: Pathways-Ch. 34
Primary Sources: On Immigration Policy, p. 163
*Honors-The Americans-Ch. 33, Sec. 3
Geography Application-Latino Population in the 1980’s.
Literature-Amy Tan’s The Joy Luck Club
Asian Immigration to the United States, A Unit of Study for
Grades 8-12, by Padma Rangaswamy and Dorothie Shah,
NCHS and OAH.
Social Studies
DRAFT Scope and Sequence – Modern U.S. History