Pitt County Schools
40212CP Standard Paideia U.S. History
40215C P Honors Paideia U.S. History
Instructional Guide
Time Frame: First Six Weeks
SCOS GOALS AND OBJECTIVES
Unit 1: The New Nation (1789-1820) - The
learner will identify, investigate, and assess the
effectiveness of the institutions of the emerging
republic.
1.01 Identify the major domestic issues and
conflicts experienced by the nation during the
Federalist Period.
1.02 Analyze the political freedoms available to
the following groups prior to 1820: women,
wage earners, landless farmers, American
Indians, African Americans, and other ethnic
groups.
1.03 Assess commercial and diplomatic
relationships with Britain, France, and other
nations.
ESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLS
Essential Questions
 How did the new U.S. Constitution
provide a stable government amid
rising political divisions?
 Was the United States a more
democratic nation after its
independence?
 During this period, how does America
define its role in international affairs?
Key Concepts
 Establishment of federal power and
supremacy over the states
 Development of the first two-party
system
 Strict & Loose Interpretation of
Constitution
Applicable 21st Century Themes:
 Conflicts with American Indians
 Global Awareness
 The status of slavery during The
 Financial, Economic, Business, and
Federalist Era
Entrepreneurial Literacy
 The place of women in the society
 Civic Literacy
during
 The disparities between classes in the
Applicable 21st Century Skills:
new nation
 Creativity and Innovation
 Early Foreign Policy
 Critical Thinking and Problem Solving
 The failure of peaceful coercion
Revised 2010 U.S. History Honors Instructional Guide
ESSENTIAL TASKS,
STRATEGIES,
PROJECTS,
CONNECTIONS
 Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
 1.01a Draw political
cartoons illustrating
the different beliefs of
the Federalist and
DemocraticRepublican Parties.
 1.01b Complete a
“Mystery Documents”
exercise. After
researching
philosophies of
Thomas Jefferson &
Alexander Hamilton,
students are given
famous quotes and
statements (from
RECOMMENDED
RESOURCES
AND
ASSESSMENT
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 6
 History Alive The
Constitution &
New Nation
 Honors level
assessment should
include freeresponse writing
on most tests
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 Freedom of the high seas and shipping
rights
 The impact of European events on
United States foreign policy
Key Terms
 Judiciary Act of 1789
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 Bill of Rights

 Hamilton’s Economic Plan

 Whiskey Rebellion

 Democratic-Republican Party

 Federalist Party
st
To view information on 21 Century Themes
 Election of 1800
and Skills, see: www.21stcenturyskills.org
 “Midnight Judges”
 Laissez-faire
 Marbury v. Madison, (1803)
 John Marshall
 Louisiana Purchase
 Alien & Sedition Acts
 Virginia & Kentucky Resolutions
 Hartford Convention (1814)
 Suffrage requirements
 Tecumseh
 Cotton Gin
 Eli Whitney
 “Necessary Evil”
 Emancipation
 Treaty of Greenville 1796
 XYZ Affair
 Convention of 1800
 Impressment of seamen
 Embargo Act 1807
 President Washington’s
 Proclamation Neutrality
 President Washington’s
 Farewell Address
Revised 2010 U.S. History Honors Instructional Guide
Communication and Collaboration
Information Literacy
Media Literacy
ICT (Information, Communications and
Technology) Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
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primary documents)
produced by Jefferson
& Hamilton. Discuss
quotes and have
students identify
which quotes Jefferson
or Hamilton authored.
1.01c Create campaign
posters and speeches
supporting Jefferson
or Adams during the
Election of 1800.
1.01d Research and
debate which president
was “best” or “Most
Effective”
(Washington, Adams,
Jefferson). Establish
criteria for deciding.
1.01e Produce a video
“talk show” in which
students portray
Federalist Era leaders
and their philosophies
regarding States’
Rights and Federal
Power.
1.02a Working in
cooperative groups,
complete a fishbone
diagram analyzing the
political freedoms
available to women,
workers, landless
farmers, American
Indians, free blacks
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War Hawks
War of 1812
Battle of New Orleans
Treaty of Ghent
Adams-Onis Treaty
Jay’s Treaty
Pinckney’s Treaty
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Revised 2010 U.S. History Honors Instructional Guide
and slaves during the
Federalist Era.
1.02b Contrast
American Indian and
United States citizens’
cultural views toward
land ownership and
religion.
1.02c Complete chart
and map exercises
illustrating how the
cotton gin increased
the demand for slaves
and accelerated
settlement of lands
occupied by American
Indians.
1.02d Develop a list of
alternative policies the
US government could
have used to improve
the social conditions
of women, African
Americans, and
American Indians
during the Federalist
Era. Explain why
each alternative would
have been accepted or
rejected by citizens of
the time period. (H)
1.03a Create an
illustrated timeline
identifying the major
foreign policy events
of the Federalist Era.
3
Unit 2: Expansion and Reform (1801-1850) The learner will assess the competing forces of
expansionism, nationalism, and sectionalism.
2.01 Analyze the effects of territorial expansion
and the admission of new states to the Union.
2.02 Describe how the growth of nationalism
and sectionalism were reflected in art, literature,
and language.
2.03 Distinguish between the economic and
social issues that led to sectionalism and
nationalism.
2.04 Assess political events, issues, and
personalities that contributed to sectionalism and
nationalism.
2.05 Identify the major reform movements and
evaluate their effectiveness.
2.06 Evaluate the role of religion in the debate
over slavery and other social movements and
issues.
 1.03b Design “bumper
stickers” protesting or
supporting American
military action during
the XYZ Affair.
 1.03c Compare and
contrast Washington’s
Farewell address to
current U.S. foreign
policy issues.
 1.03d Write letters to
the U.S. Congress of
1812 from the
perspective of War
Hawks or New
England Federalists
about the pending war.
Essential Questions
 Students enrolled in
Honors US History
 Describe the challenges and lasting
impact of manifest destiny.
should be prepared to
conduct additional
 How did transcendentalism assist in
independent research
developing a national identity?
projects that require
 How did industrialization promote
critical thinking and
both nationalism and sectionalism?
extensive reading and
 Why were reforms needed in American
th
writing
society in the early 19 century?
 2.01a Create
 What were the lasting impacts, if any,
“Territorial
of these reforms?
nd
Expansion” jigsaw
 How does the 2 Great Awakening
puzzles. Students can
propel slavery to the forefront of
trace and cut out
controversy as a moral, not economic,
puzzle pieces
issue?
representing the
Key concepts
territorial acquisitions
 The rationale for and the consequences
of the lower 48 states
of Manifest Destiny
on cardboard and write
 Federal Indian policy before The Civil
Revised 2010 U.S. History Honors Instructional Guide
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 7,8,9
 History Alive
Manifest Destiny
and a Growing
Nation
 Honors level
assessment should
include freeresponse writing
on most tests
4
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Environmental Literacy
Applicable 21st Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications and
Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
War
 The political and economic importance
of the West
 Cultural expressions of patriotism
 Celebrating the common man and the
American way of life
 Influence of the Transcendentalist
Movement
 Transformation of life in the early
industrial revolution
 Cultural polarization of Antebellum
America
 Political agendas of antebellum leaders
 Concepts of “Jacksonian Democracy”
 Slave Revolts
 States’ Rights
 Era of Good Feelings
 Women’s Rights
 Temperance Movement
 Improvement of social institutions
(prisons, mental health, education)
 Development of Utopian Communities
Second Great Awakening
 Moral Dilemma of Slavery
 The Abolitionist Movement
Key Terms
 Missouri Compromise
 The Indian Removal Act 1830
 Sequoyah
 Worchester v. Georgia, 1832
 Trail of Tears
 White man suffrage
 The Alamo
 Election of 1844
 Texas Annexation
Revised 2010 U.S. History Honors Instructional Guide
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notes on the back of
each piece to explain
how it was acquired.
Exchange puzzles and
compare notes.
2.01b Write personal
letters to President
Polk supporting or
protesting the Mexican
War.
2.01c Create posters
celebrating the
advantages of
territorial expansion.
2.01d Analyze the
painting “Trail of
Tears”. See analysis
sheet in Section Five.
Include visual imagery
and feelings.
2.02a Compare images
of neoclassical
architecture
(Monticello, US
Capitol, etc.) to
examples of Roman
structures. How are
the lines different?
2.02b View the image
of 1836 George
Washington statue by
Horatio Greenough.
Discuss or write
analysis of why
Americans embraced
neoclassical styles.
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“54-40 or Fight!”
Mexican War
Wilmot Proviso
Treaty of Guadalupe-Hidalgo
49ers
Stephen Austin
Gadsden Purchase
Lewis and Clark
Oregon Trail
Noah Webster
Ralph Waldo Emerson
Henry David Thoreau
Neoclassical Architecture
Washington Irving
Edgar Allen Poe
Nathaniel Hawthorne
James Fennimore Cooper
Hudson River School of Artists
Alex de Tocqueville
Samuel Morse
Eli Whitney
John Deere
Cyrus McCormick
Robert Fulton
Erie Canal
Cotton Kingdom
1st Industrial Revolution
Nativism
Know-Nothings
William Lloyd Garrison
Frederick Douglass
Henry Clay
American System
Panic of 1819
Revised 2010 U.S. History Honors Instructional Guide
 2.02c View landscape
paintings by Thomas
Cole and Asher
Durand, and genre
works by William
Sidney Mount, etc.
Summarize the images
and explain how the
works celebrate the
spirit of nationalism.
 2.02d Compare and
contrast the painting
“Cotton Plantation” by
Giroux and “After The
Sale” by Eyre Crowe
in the different
presentations of
slavery in America.
 2.02e Allow students
to present, in art or
literature, examples of
how this time period
displayed a new sense
of nationalism.
 202e (H) Have
students read Incidents
in the Life of a Slave
Girl by Harriett Jacobs
or Clotel by William
Wells Brown and
conduct a Paideia
seminar. Write a
position paper on the
injustices of slavery as
outlined in these
books.
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McCulloch v. Maryland, 1819
Election of 1824
“corrupt bargain”
suffrage
spoils system
Tariff of Abomination
South Carolina Nullification Crisis
South Carolina Exposition and Protest
Election of 1832
Pet Banks
Whig Party
Election of 1840
Nat Turner’s Rebellion
Monroe Doctrine
Dorothea Dix
Horace Mann
Elizabeth Cady Stanton
Lucretia Mott
Seneca Falls Convention
Sojourner Truth
Susan B. Anthony
Utopian Communities
Brook Farm
Oneida
New Harmony
Rehabilitation
Prison Reform
William Lloyd Garrison
Grimke Sisters
David Walker
Frederick Douglass
Charles G. Finney
Revised 2010 U.S. History Honors Instructional Guide
 2.02f What concepts
of the
Transcendentalist
Movement show a
change in American
society? Make a list
and share in groups.
 202h (H) Read and
participate in a Paideia
seminar on one of the
works of the
Transcendentalists
such as “Civil
Disobedience.” Debate
the concept of civil
disobedience and
when it can be used
for good rather than
evil. Analyze the
works of Mahatma
Gandhi and Martin
Luther King, Jr.
 2.03a On a US map,
indicate economic and
technological
developments of the
time period.
 2.03b Use a graphic
organizer to show the
growing divide
between the North and
the South in issues of
religion, education,
and economics.
 2.03c Research and
analyze the impact of
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Revised 2010 U.S. History Honors Instructional Guide
innovations and
inventions of the
period on American
society.
2.03d Write an
editorial to a local
paper opposing
discriminatory
practices in hiring,
housing, education,
etc. during this time
period.
2.04a Create a flowchart analyzing the
events that brought an
end to the nationalistic
“Era of Good
Feelings.”
2.04b Describe the
following: The
Corrupt Bargain of
1824, “Rotation in
Office”, Jackson’s
Bank Veto.
Summarize and
explain how these
events expanded the
American concept of
“natural rights”.
2.04c Choose a
perspective: “The
United States became
more democratic or
less democratic during
the age of Jackson.”
Illustrate with a
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Revised 2010 U.S. History Honors Instructional Guide
diagram from your
perspective.
2.04c (H) Summarize
and explain how the
events in the Corrupt
Bargain of 1824 and
“Rotation in Office,”
Jackson’s Bank Veto,
expanded the
American concept of
“natural rights.”
2.04e (H) Compare
and contrast the
Monroe Doctrine to
the Bush Doctrine in
terms of national
security issues facing
the United States.
2.05a (H) Create a
multimedia
presentation depicting
a reformer and a
reform movement.
2.05b Hypothesize
how society would be
different today if the
reforms of this period
had not occurred.
2.05c (H) Hold a
“Reform Convention”
in which groups of
students set up
displays on the
“reform” of their
choice. Establish
criteria for the displays
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Revised 2010 U.S. History Honors Instructional Guide
and include a theme
song.
2.05d Compare and
contrast the success of
the different reforms
of the period. Which
ones were most
successful? Why?
Develop a “How to
Succeed in Reforms
List.”
2.06a Trace the
religious background
and activities of major
social reformers
during the Antebellum
Period. Write a
position paper that
advocates the views of
one of these religious
leaders.
2.06b Have students
find pictures of “tent”
meetings or gatherings
when circuit ministers
visited communities.
What common factors
are seen in the
pictures? Make a list.
Discuss.
2.06b (H) Write a
position paper that
advocates the views of
one of the major social
reformers during the
Antebellum Period.
10
 2.06c Take a work of
Garrison and
Douglass, highlight
any terms that indicate
that these men were
“spiritually” led to
their work. Discuss
the terms.
 2.06f (H) Read
excerpts from the
works of David
Walker, Nat Turner,
Frederick Douglass,
and William Lloyd
Garrison. Compare
and contrast their ideas
and solutions to the
slavery question.
Unit 3: Crisis, Civil War, and Reconstruction
(1848-1877) - The learner will analyze the issues
that led to the Civil War, the effects of the war,
and the impact of Reconstruction on the nation.
3.01 Trace the economic, social, and political
events from the Mexican War to the outbreak of
the Civil War.
3.02 Analyze and assess the causes of the Civil
War.
3.03 Identify political and military turning points
of the Civil War and assess their significance to
the outcome of the conflict.
3.04 Analyze the political, economic, and social
impact of Reconstruction on the nation and
identify the reasons why Reconstruction came to
an end.
3.05 Evaluate the degree to which the Civil War
Essential Questions
 Discuss the long term issues that led to
the Civil War.
 Analyze and assess the short term
causes of the Civil War.
 What events could be considered
political and military turning points of
the Civil War?
 Assess their significance to the
outcome of the conflict. Discuss the
effects of the war.
 Summarize the impact of
Reconstruction on the nation.
 Discuss how the Civil War led to a
more centralized government.
Key Concepts
 The debate on the expansion of
Revised 2010 U.S. History Honors Instructional Guide
 Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
 3.01a Using a timeline
of 1820-1860, trace
and describe the
failure of various
compromises to reach
a solution to the
slavery issue.
 3.01b Determine ways
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 10, 11, 12
 History Alive
Civil War and
Reconstruction
 Honors level
assessment should
include freeresponse writing
on most tests
11
and Reconstruction proved to be a test of the
supremacy of the national government.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
Applicable 21st Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications and
Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
Slavery
Weak Presidential Leadership
Growing Sectionalism
Rise of the Republican Party
The role of slavery
Economics and expansion of the
geographic regions
 Interpretations of the 10th Amendment
 Immediate causes of the war
 Key turning points of the war
 New military technology
 Strategies of both sides
 Major political and military leaders
 European support
 Executive Powers
 Resistance to the war effort Effects of
Military occupation
 Limits on presidential and
congressional power
 Development of a new labor system
 Reconstruction: resistance and decline
 Enfranchisement and Civil Rights
 Reorganization of southern social,
economic, and political systems
Supremacy of The federal government
 The question of secession
 Dwindling support for civil rights
Key Terms
 Anti-slavery movement
 Slave codes
 Underground Railroad
 Harriet Tubman
 Kansas-Nebraska Act
 Bleeding Kansas
 Republican Party
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Revised 2010 U.S. History Honors Instructional Guide
in which strong
executive leadership in
the 1850s could have
averted the Civil War.
Make a list.
 3.01c On a map of the
U.S., identify the
following areas: Slave
and Free States,
Kansas and Nebraska
Territories, areas open
to slavery under the
terms of the Missouri
Compromise,
Compromise of 1850,
and proposed routes of
the transcontinental
railroad.
 3.01d Compare and
contrast Stephen
Douglas’ Freeport
Doctrine with the Dred
Scott decision.
 3.01d (H) Have
students read the text
of the Missouri
Compromise,
Compromise of 1859,
the Kansas-Nebraska
Act, excerpts from
Uncle Tom’s Cabin,
and excerpts from The
Impending Crisis of
the South, and create a
3-D timeline of 18201860 that
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Popular Sovereignty
Summer-Brooks Incident
Freeport Doctrine
Lincoln-Douglas Debates
Free Soil Party
Compromise of 1850
Dred Scott v. Sanford, 1857
John Brown and Harper’s Ferry
Fugitive Slave Act
Missouri Compromise
Compromise of 1850 Harriet Beecher
Stowe
Uncle Tom’s Cabin
Fugitive Slave Law
Election of 1860
Secession
Fort Sumter, S.C.
Abraham Lincoln
Jefferson Davis
Confederation
First Battle of Bull Run/ Manassas
John Wilkes Booth
Antietam
Vicksburg
Gettysburg
Gettysburg Address
Writ of Habeas Corpus
Election of 1864
William Sherman’s March
Anaconda Plan
Copperheads
Emancipation Proclamation
African-American participation
Appomattox Court House
Revised 2010 U.S. History Honors Instructional Guide
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demonstrates the
development of the
crisis.
3.01e Develop a
graphic organizer that
compares and
contrasts the Missouri
Compromise, the
Compromise of 1850,
and the KansasNebraska Act.
3.01f Using Bleeding
Kansas, John Brown’s
Raid at Harper’s
Ferry, and the BrooksSumner Incident as
background, have
students determine
how these issues were
a preview of the
coming war.
3.02a Create a chart
showing results of the
1860 election.
Determine the reasons
for Lincoln’s election
and project the
implications of it.
3.02b Outline the
viewpoints of
Abraham Lincoln and
Jefferson Davis in
regards to the
“UNION”.
3.02c (H) Create a
graphic organizer that
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Robert E. Lee
Ulysses S. Grant
George McClellan
Thomas “Stonewall” Jackson
Freedman’s Bureau
Radical Republicans
Reconstruction plans
Thaddeus Stevens
Andrew Johnson
Compromise of 1877
Tenure of Office Act
Johnson’s impeachment
Scalawags
Carpetbaggers
Black Codes
Ku Klux Klan
Sharecroppers
Tenant farmers
Jim Crow laws
The Whiskey Ring
Solid South
Military reconstruction
13th amendment
14th amendment
15th amendment
Civil Rights Act of 1866
Election of 1876
Compromise of 1877 (repeat)
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Revised 2010 U.S. History Honors Instructional Guide
demonstrates the ways
that the principles of
States’ Rights have
been interpreted by
politicians, the
Supreme Court, and
citizens from 17892003.
3.02d (H) Using
excerpts from Uncle
Tom’s Cabin and
Sociology of the South
identify arguments
used by abolitionists
and southerners to
denounce and defend
slavery.
3.03a On a map of the
United States draw
and explain the
Union’s Anaconda
Plan. On the same
map identify the
“turning point” battles.
3.03b Describe the
new military
technologies that were
developed in the war
and describe the
effects they had on the
war and its outcomes.
3.03c (H) Research
the battles of
Vicksburg and
Gettysburg. In a twopage essay explain
14
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Revised 2010 U.S. History Honors Instructional Guide
why these were
turning points.
3.03d Read the
Emancipation
Proclamation and
analyze its effects on
slaves in all areas of
the nation. Also
determine the impact
of this document on
the war as a whole.
3.03e (H) Determine
ways that Lincoln
expanded executive
powers during the war.
Make a list and
discuss the legality of
each.
3.03f (H) Research,
analyze, and
summarize ways in
which citizens of both
sides of the war
showed their
opposition or support.
3.04a Create a graphic
organizer that shows
Presidential and
Congressional
Reconstruction plans.
3.04b Compare and
contrast pre-war slave
codes with post-war
codes.
3.04c (H) Discuss how
the Tenure of Office
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Revised 2010 U.S. History Honors Instructional Guide
Act violated
constitutional
separation of powers,
and checks and
balances.
3.04d (H) Write a twopage essay on the
effectiveness of
Reconstruction.
3.04e With a triple
Venn diagram
compare and contrast
tenant farming,
sharecropping and
slavery.
3.04f Discuss ways the
South resisted/
supported
Reconstruction.
3.05a (H) Divide the
class into two groups;
one in support of
states rights, one in
support of federal
supremacy. Each
group will analyze the
historical arguments
for their position and
present to the class.
3.05b (H) Develop
arguments supporting
the idea that the Civil
War and
Reconstruction were
the key events in
determining the
16
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Unit 4: The Great West and the Rise of the
Debtor (1860s-1896) – The learner will evaluate
the great westward movement and assess the
impact of the agricultural revolution on the
nation.
4.01 Compare and contrast the different groups
of people who migrated to the West and describe
the problems they experienced.
4.02 Evaluate the impact that settlement in the
West had upon different groups of people and
the environment.
4.03 Describe the causes and effects of the
financial difficulties that plagued the American
farmer and trace the rise and decline of
Populism.
4.04 Describe innovations in agricultural
technology and business practices and assess
their impact on the West.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Environmental Literacy
Key Questions
 Discuss the different groups of people
who migrated to the West and describe
the problems they experienced.
 Discuss the impact of western
migration on inhabitants of the west.
(Indians and Mexican)
 Describe the causes and effects of the
financial difficulties that plagued the
American farmer and trace the rise and
decline of Populism.
 How did technology impact the
economy of the west?
Key Concepts
 Challenges of Westward Movement
 Motivation for Westward Movement
 Impact of the Transcontinental
Railroad
 Development of cattle, ranching, and
mining industries
 Mexican influence on the West
 Western Movement Impact on Indians:
 Destruction of:
 Buffalo
 Reservation
Applicable 21st Century Skills:
 System
Revised 2010 U.S. History Honors Instructional Guide
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supremacy of the
federal government.
3.05c Invite Civil War
re-enactors to speak as
a panel to the class.
Assess the validity of
the stories they
present. Determine
criteria for this
evaluation.
Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
4.01a Write letters to
your parents
explaining your
reasons for moving
west, the experiences
along the way, and the
conditions at your new
location. Share with
class.
4.01b Evaluate the
extent to which settlers
adapted to the new
environment and
geography of the
West.
4.01c (H) Research
the Land Grant
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 13
 History Alive
Manifest Destiny
and a Growing
Nation
 Honors level
assessment should
include freeresponse writing
on most tests
17
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Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
Information Literacy
Media Literacy
ICT (Information, Communications and
Technology) Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

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Cattle drives
Indian wars
Rise and fall of Populism
Impact of laws and court cases on the
farmer
 Growing discontent of the farmer
 Gold Standard vs. Bimetallism

 Technological improvements on
farming

 Changing nature of farming as a

business

 Increased dependence on the railroads

Key Terms
st
 Joseph Smith
To view information on 21 Century Themes
and Skills, see: www.21stcenturyskills.org
 Brigham Young
 Mormons
 Homestead Act
 Roles of women
 Roles of African Americans
 Roles of Chinese
 Roles of Irish
 Comstock Lode
 Morrill Land Grant Act 1862
 Sod houses
 Oklahoma Land Rush
 Dawes Severalty Act
 Chief Joseph
 Nez Perce
 Battle of Little Big Horn
 Sand Creek Massacre
 Wounded Knee
 Helen Hunt Jackson’s
 Century of Dishonor
 Buffalo Soldiers
 Promontory Point, Utah
Revised 2010 U.S. History Honors Instructional Guide
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Colleges in N. C. and
trace their origins to
the Morrill Land Grant
Act. Present findings
using a multimedia
presentation.
4.01d Create a chart
showing all the groups
who went west; why,
and the results of their
quest.
4.01e Create a
campfire setting in the
class (brown and red
paper), sit around and
tell the “Tall Tales” of
moving west. Sing
songs.
4.02a (H) Review
excerpts from
historical fiction,
selected works of art
and/or movie excerpts
to compare the
romantic vision of the
West to the reality of
life there.
4.02b Create a
pictorial or verbal
diary of stories of the
Buffalo Soldiers
serving in the Indian
wars. Share these
stories with the class.
4.02c (H) Prove or
disprove this quote:
18
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Transcontinental Railroad
Irish immigrants
Chinese immigrants The Grange
National Farmer Alliances
Southern Alliance
Colored Farmers Alliance
Omaha Platform
Interstate Commerce Act
Rebates
William Jennings Bryan
“Cross of Gold Speech”
Greenbacks
Barbed wire
Refrigerator car
Windmill
Farmer’s Cooperatives
Steel Plow
Vertical/horizontal integration
Interlocking directorates
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Revised 2010 U.S. History Honors Instructional Guide
”The American
cowboy was actually a
dirty, overworked
laborer who fried his
brains under a prairie
sun, or rode endless
miles in rain and wind
to mend fences or look
for lost calves.” The
Cowboy, Time Life,
p.1
4.02d What evidences
of “Western” style
exists throughout our
culture? Make a list.
4.03a (H) Examine the
political cartoon on the
Judge Magazine cover
of September 1896,
“The Sacrilegious
Candidate.” Contrast
the message of the
Cross of Gold Speech
with this depiction of
Bryan.
4.03b Create a
diagram that illustrates
the impact of
bimetallism on the
farmer and the
consumer.
4.03c (H)Evaluate the
government’s response
to the farmer’s
complaints with regard
to the Munn Case, the
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Revised 2010 U.S. History Honors Instructional Guide
Wabash Case, and the
Interstate Commerce
Act.
4.03d Design a flow
chart showing the
difference in coined
and paper money.
4.03e (H) Outline the
political basis of the
Populist Party and
assess the validity of
how these reforms
would further
democracy and
liberties for the
common man.
4.03f Hold a town
meeting to air the
views of different
groups - farmers,
skilled workers,
unskilled workers,
business owners,
cowboys, ranchers,
etc. on passage of the
Interstate Commerce
Act.
4.04a Compare and
contrast the workings
of the largest cattle
ranches of the west
and small farms in
eastern states.
4.04b Collect photos
and any other
representations of the
20
coming of the railroad
to the West. Who is in
the pictures? Why?
 4.04c Create a catalog
of the newest tools
available to the
farmers and ranchers.
Compare the catalog
to an early mail order
catalog of the time
period.
 4.04d (H) Evaluate the
impact of the change
in farming and
business practices in
the west on the
American economy.
Time Frame: Second Six Weeks
SCOS GOALS AND OBJECTIVES
Unit 5: Becoming an Industrial Society
(1877-1900) - The learner will describe
innovations in technology and business
practices and assess their impact on
economic, political, and social life in
America.
5.01 Evaluate the influence of immigration
and rapid industrialization on urban life.
5.02 Explain how business and industrial
leaders accumulated wealth and wielded
political and economic power.
5.03 Assess the impact of labor unions on
industry and the lives of workers.
ESSENTIAL TASKS,
ESSENTIAL QUESTIONS,
STRATEGIES,
BENCHMARKS, AND SKILLS
PROJECTS,
CONNECTIONS
Key Questions
 Students enrolled in
Honors US History
 How did Americans react to the growth
of immigration?
should be prepared to
conduct additional
 How did industrialization change
independent research
American society at this time?
projects that require
 How did the rise of industrialism impact
critical thinking and
 Adam Smith’s economic model?
extensive reading and
 Were low wages an essential ingredient
writing
for the rise of capitalism?

5.01a Review primary
 Would working conditions and wages
documents and
have improved without unions?
photographs of the
 Did industrialization really improve the
period, and write letters
lives of working people?
Revised 2010 U.S. History Honors Instructional Guide
RECOMMENDED
RESOURCES
AND
ASSESSMENT
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 14, 15, 16
 History Alive The
Rise of Industrial
America
 Honors level
assessment should
include freeresponse writing
on most tests
21
5.04 Describe the changing role of
government in economic and political affairs.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Environmental Literacy
21st
Applicable
Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem
Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications
and Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
 How did unions develop?
 How did industrialists try to prevent the
spread of unions?
 Why was it necessary for the
government to take a more active role in
business affairs?
Key Concepts
 Urban Issues
 Housing
 Sanitation
 Transportation
 The rise of ethnic neighborhoods
 New forms of leisure
 Emergence of new industries:
 Railroads
 Steel
 Oil
 Changes in the ways businesses formed
and consolidated power
 Influence of business leaders as
“captains of industry” or as “robber
barons”
 Relationship of big business to the
government
 Influence of Darwinism, Social
Darwinism and the Gospel of Wealth
 Formation of labor unions
 Types of unions
 Tactics used by labor unions
 Opposition to labor unions
 Impact of law and court decisions
 “Laissez-Faire” government policies
 Operation of political machines
 Patronage vs. the civil service system
 Impact of corruption and scandal in the
Revised 2010 U.S. History Honors Instructional Guide
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to friends and family in
your “home” country
describing a new life in
America.
5.01b Debate whether
the “melting pot” theory
is an accurate phrase for
America 1877-1900.
5.01c Graph patterns
and sources of
immigration to America
over an extended period
of time. Match with
today’s patterns.
5.01d Review diagrams
of dumbbell tenements.
How could they have
been made safer?
5.01e Design pamphlets
replicating earlier ones
distributed to new
arrivals in America.
5.01f Hold a mock city
council meeting to
propose solutions to
urban issues of the day.
5.01g (H) Compare
positive and negative
aspects of maintaining
the existence of ethnic
neighborhoods including
de facto segregation,
racial and religious
housing covenants, and
red lining of
neighborhoods. Find
22
government
 The Election of 1896 (see also Goal
4.03)
Key Terms
 Frederick Olmstead
 Cultural pluralism
 Urbanization
 Nativism
 Melting pot
 Bessemer Process
 Andrew Carnegie
 John Rockefeller
 J. P. Morgan
 Vanderbilt family
 Edwin Drake
 Standard Oil Company
 U. S. Steel
 George Westinghouse
 Gospel of Wealth
 Horatio Alger
 Social Darwinism
 Trust
 Monopoly
 Gilded Age
 Working conditions
 Wages
 Child labor
 Craft unions
 Trade unions
 Knights of Labor
 Haymarket Riot
 American Federation of Labor
 Samuel Gompers
 Eugene Debs
 Strike
Revised 2010 U.S. History Honors Instructional Guide
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examples of these
practices and analyze
their effect on society.
5.01h (H) Analyze the
quote by the Carpenter’s
Union in Worchester,
Mass.: “8 hours for
work, 8 hours for rest, 8
hours for what we will.”
How did this idea
impact urban life?
5.02a (H) Research the
business practices of
men such as Carnegie
and Rockefeller. Put
them on trial as either
“Captains of
Industry”/”robber
barons.”
5.02b (H) Read excerpts
of the “Gospel of
Wealth” and discuss to
what extent Carnegie
and others practiced the
philosophy.
5.02c Interpret
quotations from business
leaders of the time and
discuss how they reflect
the idea of Social
Darwinism.
5.02d (H) Design a
display for a Gilded Age
Museum that features
one of the emerging
industries and its impact
23
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Negotiation
Mediation
Collective bargaining
Arbitration
Yellow-dog contract
Closed shop
Sherman Antitrust Act
The Great Strike (1877)
Pullman Strike
Homestead Strike
Sherman Anti-Trust Act
Pendleton Act
Political machines
Boss Tweed
Tammany Hall
Thomas Nast
Credit Mobilier scandal
Graft
Whiskey Ring scandal
Populism
Secret ballot (Australian)
Initiative
Referendum
Recall
Mugwumps
Revised 2010 U.S. History Honors Instructional Guide
on people’s lives.
 5.02e Discuss what
responsibilities today’s
corporate leaders have
that the captains of
industry did not.
 5.02f Research a
business or industrial
leader and prepare a
resume for that
individual.
 5.02g Illustrate the
concepts of vertical and
horizontal integration in
business.
 5.03a Create a chart to
show the various unions
that formed in the time
period. Include these
topics: how organized,
goals, attempts to reach
goals, and success.
 5.03b (H) Work
cooperatively to form a
union. Each group
should develop rules for
membership, goals,
plans to reach goals, and
expected results. Share
with the class.
 5.03c Diagram decision
trees exploring the likely
consequences and
results of going on strike
vs. collective bargaining
or arbitration.
24
 5.03d Write letters to the
editor of a newspaper
supporting or protesting
attempts to organize a
hypothetical union in the
town.
 5.03e Group students to
review how presidents
respond to different
strikes in the time period
and offer suggestions as
to how the situation
might have been
resolved differently.
Students should provide
rationales.
 5.03e (H) Have students
write an additional
editorial describing the
effects of unionization
of workers on a
hypothetical town.
 5.04a Create a flow
diagram that shows the
working of a political
machine within a city
like New York.
 5.04b Review the
political cartoons of
Thomas Nast and create
new cartoons to address
issues of the era.
 5.04c Compare public
reaction to the scandal in
the Gilded Age to
scandals today.
Revised 2010 U.S. History Honors Instructional Guide
25
Unit 6: The emergence of the United States in
World Affairs (1890-1914) - The learner will
analyze causes and effects of the United
States emergence as a world power.
6.01 Examine the factors that led to the
United States taking an increasingly active
role in world affairs.
6.02 Identify the areas of United States
military, economic, and political involvement
and influence.
6.03 Describe how the policies and actions of
the United States government impacted the
affairs of other countries.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Environmental Literacy
Key Questions
 How has free trade impacted
imperialism?
 How did racism contribute to
imperialism?
Key Concepts
 Global and military competition
 Increased demands for resources and
markets
 Closing of the Frontier
 Exploitation of nations, peoples, and
resources
 Causes and conduct of the SpanishAmerican War
 United States Interventions in
 Hawaii
 Latin America
 Caribbean
 Asia/Pacific
 Intervention vs. Isolation
Applicable 21st Century Skills:
 Support for and opposition to United
Revised 2010 U.S. History Honors Instructional Guide
 5.04d Generate
questions that should be
on a civil service exam
and compare the new
questions to actual
sample questions from
the original exam.
 5.04e (H) In cooperative
learning groups, create a
cartoon in the style of
Thomas Nast, and
compose an
accompanying editorial
depicting the oil policy
of today.
 Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
 6.01a (H) Compare and
contrast the U. S.
justification for
continental expansion
versus expansion
abroad.
 6.01b Have students
write responses to
Kipling’s White Man’s
Burden.
 6.01c Examine or draw
political cartoons that
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 17
 History Alive The
United States:
Coming of Age
1890-1920
 Honors level
assessment should
include freeresponse writing
on most tests
26
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

Creativity and Innovation
Critical Thinking and Problem
Solving
Communication and Collaboration
Information Literacy
Media Literacy
ICT (Information, Communications
and Technology) Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
States economic intervention
 Perception of the United States as a
world power
Key Terms
 Alfred T. Mahan
 Josiah Strong
Frederick Jackson Turner
 Imperialism
 Spheres of influence
 Queen Liliuokalani
 Seward’s Folly
 Treaty of Paris 1898
 Platt Amendment
 “Splendid Little War”
 Social Darwinism
 Philippines
 Commodore George Dewey
 Theodore Roosevelt
 Rough Riders
 William Randolph Hearst
 Joseph Pulitzer
 USS Maine
 Panama Canal
 Pancho Villa Raids
 “Jingoism”
 Dollar Diplomacy
 Platt Amendment
 Roosevelt Corollary
 Anti-Imperialism League
 Missionary (Moral) Diplomacy
 Boxer Rebellion
 Open Door Policy
 Annexation of Hawaii
Revised 2010 U.S. History Honors Instructional Guide
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represent supporting and
opposing views of
imperialism.
6.02a Design a chart that
details the specifics of
United States
involvement in Cuba,
Hawaii, Latin America/
Caribbean, and
Asia/Pacific.
6.02b Analyze and
discuss some examples
of “yellow journalism”
from the period and
from today.
6.02c Map the pattern of
United States imperial
activities around the
world.
6.02d (H) Develop an
argument either
supporting or opposing
the following statement:
“Modern news shows
are a form of political
propaganda very similar
to the ‘yellow
journalism’ of the late
19th and early 20th
Centuries.”
6.03a Create a chart
comparing Roosevelt,
Taft, and Wilson’s
foreign policies in Latin
American and the
Caribbean. Include the
27
outcomes of actions.
 6.03b In a role-play
activity, present the
views of leaders of the
period.
 6.03c (H) Using the
argument from the
 May 17, 1898, “Report
of the Committee on
Foreign Affairs on
House Res. 259,” ask
students to hold a
hearing on the
annexation of Hawaii.
 6.03d (H) Ask students
to reveal why the 1897
“Petition Against
Annexation” is
important to Hawaiians
and other Americans.
Brainstorm cases of
similar incidents of
neglect in recorded
history.
 6.03e (H) Map areas of
the world affected by
each type of diplomacy
(i. e. , dollar, moral, “big
stick,” etc) and create a
generalization about the
type of diplomacy used
in different places in the
world. Compare that to
areas of the world where
we have diplomatic
relations today.
Revised 2010 U.S. History Honors Instructional Guide
28
Unit 7: The Progressive Movement in the
United States (1890-1914) –The learner will
analyze the economic, political, and social
reforms of the Progressive Period.
7.01 Explain the conditions that led to the rise
of Progressivism.
7.02 Analyze how different groups of
Americans made economic and political gains
in the Progressive Period.
7.03 Evaluate the effects of racial segregation
on different regions and segments of the
United States' society.
7.04 Examine the impact of technological
changes on economic, social, and cultural life
in the United States.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
Key Questions
 How did 19th century Industrialization
negatively affect Social and urban
America?
 How did the Progressives change the
lives of
 American workers, women, and urbandwellers?
 Which groups of Americans were not
 helped by Progressives?
 What evidence suggested racial
inequality and
 injustice after the 14th Amendment and
through The Progressive era?
 What was the impact of Technological
advances upon turn-of-the-20th
 Century Americans?
Key Concepts
 Corruption and ineffectiveness of
government
 Immigration and urban poor
 Working conditions
 Emergence of Social Gospel
 Unequal distribution of wealth
 The roles of the Progressive presidents:
 Roosevelt
 Taft
 Wilson
 The growing power of the electorate
 The changing roles and influence of
women
 The impact of political and economic
changes on the working class
 The changing nature of state and local
governments
Applicable 21st Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem
Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications
and Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
Revised 2010 U.S. History Honors Instructional Guide
 Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
 7.01a (H) Divide the
class into sample groups
(i.e. presidential cabinet,
state governors,
women’s clubs, and
selected ethnic groups).
Give each group a
problem to resolve from
their perspective. Chart
their solutions on a
graph line illustrating all
views from far right to
far left.
 7.01b Define the term
“radical”. Evaluate
excerpts of muckraking
articles based on the
definition.
 7.01c (H) Compare
conditions in industry
today with conditions in
the late 19th Century.
Write a research paper
regarding the conditions.
Explain how the
conditions were better or
worse and defend your
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 15-16
 History Alive The
U.S. Coming of
Age: 1890-1920
 Honors level
assessment should
include freeresponse writing
on most tests
29
 Disenfranchisement
 African-American responses to Jim
Crow
 Segregated Society
 Industrial innovations
 Emergence of advertising and
consumerism
Key Terms
 Muckraking
 Ida Tarbell
 Lincoln Steffens
 Upton Sinclair
 Jacob Riis
 Urban slums
 Triangle Shirtwaist Factory Fire
 Jane Addams/Hull House
 16th Amendment
 17th Amendment
 18th Amendment
 (Volstead Act)
 19th Amendment
 Carrie A. Nation
 Anthracite Coal Strike
 Sherman Anti-Trust Act North
 Northern Securities v U.S., 1904
 American Tobacco v U.S., 1911
 US v EC Kight &Co, 1895
 Payne Aldrich Tariff, 1909
 Mann Elkins Act
 Robert LaFollette
 Election of 1912
 Progressive/Bull Moose Party
 Federal Reserve Act
 Plessey v Ferguson, 1896
 Booker T. Washington
Revised 2010 U.S. History Honors Instructional Guide
To view information on 21st Century
Themes and Skills, see:
www.21stcenturyskills.org
opinion with research.
 7.01d (H) Research the
Triangle Shirt Waist
Fire and the Hamlet
Chicken Plant Fire and
compare and contrast
the causes and effects of
each, specifically the
reaction of state and
federal governments.
 7.01e (H) Read excerpts
from the writings of Ida
Tarbell and the writings
of John D. Rockefeller
and develop a dialogue
that demonstrates
Rockefeller’s response
to Tarbell’s claims.
 7.02a (H) Compare the
party platforms for the
election of 1912.
Determine which
candidate was the true
progressive. Justify
your position.
 7.02b Select one
progressive
law/amendment.
Identify groups most
impacted by the law and
whether the law’s
objective was achieved
 7.02c Using the music
of a popular song,
rewrite the words to
become a “trust-busting”
30
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W.E.B. Dubois
Ida Wells Barnett
Great Migration
Niagara Movement
Atlanta Compromise Speech
The NAACP
Nationwide lynching
Disenfranchisement
Literacy test
Poll taxes
Grandfather clauses
Wright brothers
Movie Camera
Coca Cola
Ford’s Innovations:
$5 day
Assembly line
Model T
Workers as consumers
Electricity
Mail order catalogs
Skyscrapers
Kodak cameras
Airline service
Sewing machine
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Revised 2010 U.S. History Honors Instructional Guide
song. Teach the new
lyrics to the class.
7.02d Construct a tree
map of the political,
social, and economic
gains of the Progressive
Period. Determine
which gain most
changed society.
7.02e (H) Determine
which groups were left
out of the Progressive
Movement (Social
Gospel) and the reasons
for their exclusion.
7.03a Use a cause and
effect foldable to
illustrate an event such
as the Great Migration,
Plessey Decision,
Atlantic Compromise
and/or the formation of
NAACP.
7.03b Analyze James
Weldon Johnson’s “Lift
Every Voice and Sing”
and explain why it
became the Negro
National Anthem.
7.03c Compare the lives
of Booker T.
Washington and W. E.
B. Dubois and how they
turned adversity into
triumph.
7.03c (H) Read excerpts
31
from W.E.B. DuBois,
Booker T. Washington,
Ida B. Wells, and Henry
Turner. Compare and
contrast their solutions
to the plight of African
Americans in the late
19th and early 20th
Century. Determine
which solution you
support and write a
justification of your
position.
 7.03d Read and discuss
the events that led
W.E.B. Dubois to call
Booker T. Washington’s
Atlanta Exposition
address as the “Atlanta
Compromise.”
 7.03e (H) Read either
The Souls of Black Folk
by W.E.B. DuBois or
Up from Slavery by
Booker T. Washington
and participate in a
Paideia seminar on the
issues discussed.
 7.03f (H) Read excerpts
from The Autobiography
of an Ex-Colored Man
by James Weldon
Johnson and The
Klansman by Thomas
Dixon. Compare and
contrast the experiences
Revised 2010 U.S. History Honors Instructional Guide
32
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Revised 2010 U.S. History Honors Instructional Guide
of both in the late 19th
and early 20th Century.
7.04a Compare and
contrast methods of
advertising then that
appeal to consumers
with similar advertising
now.
7.04b Create a
multimedia presentation
depicting how one
innovation altered daily
life in this time period.
Use music of the time
period.
7.04c Demonstrate the
process of assembly
line. Place desks side by
side and assign a task
for the class to
complete. Each student
will have an individual
job to complete. Speed
up, add demands. Ask
for reflections.
7.04d Collect and
display photographs of
antique and modern
sewing machines.
Discuss the changes.
2.04d (H) Discuss the
economic effects of mail
order and on-line
businesses and compare
these to the effects of
changing business forms
33
Unit 8: The Great War and Its Aftermath
(1914-1930) - The learner will analyze United
States involvement in World War I and the
war's influence on international affairs during
the 1920's.
8.01 Examine the reasons why the United
States remained neutral at the beginning of
World War I but later became involved.
8.02 Identify political and military turning
points of the war and determine their
significance to the outcome of the conflict.
8.03 Assess the political, economic, social,
and cultural effects of the war on the United
States and other nations.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
Key Questions
 How did the United States get involved
in European World War I?
 How did America turn the tide of WWI
to lead to Allied victory?
 How did WWI change the lives of
Americans at home, at work, and in
their government?
Key Concepts
 Causes of World War I in Europe
 Use of and effects of propaganda
 U. S. anti-war Sentiment
 Reasons for U. S. entry into The Great
War
 The importance of United States
involvement in World War I
 Modernization of warfare
 The changing nature of United States
foreign policy
 Key factors in the Allies’ success
 Failure of the United States to ratify the
Treaty of Versailles
 Adjustment from wartime to a
peacetime economy
 Government bureaucracy in the United
States
 Anti-immigration sentiment and the
first Red Scare
 Restrictions on civil liberties during
wartime
 Political changes in Europe and the near
East
 Impact of isolationism on American
Applicable 21st Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem
Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications
and Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
Revised 2010 U.S. History Honors Instructional Guide
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
in the late 19th and 20th
century.
Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
8.01a Compare pro and
con war propaganda
posters and explain their
influence on the United
State’s decision to go to
war.
8.01b Create and
compare maps of
Europe in 1914 and
1918, and discuss the
reasons for changes.
8.01c (H) Research how
European countries
viewed the United States
neutrality.
8.01d Form country
groups and debate
whether or not the
United States should
enter WWI from the
perspective of the
country assigned.
8.02a (H) Compare the
Fourteen Points with the
whole Treaty of
 Refer to NCDPI
CD-ROM for
U.S. History
 American Anthem
Ch. 18-19
 History Alive The
U.S. Coming of
Age: 1890-1920
 Honors level
assessment should
include freeresponse writing
on most tests
34
foreign policy
Key Terms
 Nationalism
 Militarism
 Alliances
 Archduke Francis Ferdinhand
 U-Boat submarine warfare
 Serbia
 Allies
 Central Powers
 Kaiser Wilhelm II
 Contraband
 Zimmerman Telegram
 Lusitania
 Mobilization
 Election of 1916
 Woodrow Wilson
 Isolationists
 Selective Service Act
 Jeanette Rankin
 “Make the world safe for democracy”
 Idealism
 John J. Pershing
 American Expeditionary Force
 Trench warfare
 “No Man’s Land”
 Mustard gas
 Doughboys
 Armistice
 Fourteen Points (1-5, 14)
 “The Big Four”
 “Peace without victory”
 Russian and Bolshevik Revolutions
 Treaty of Versailles
 League of Nations
Revised 2010 U.S. History Honors Instructional Guide
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
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Versailles in regard to
preventing future
conflicts.
8.02b Listen to George
M. Cohan’s “Over
There” and discuss the
impact of patriotic
music on the war effort.
8.02c (H) Compare
Woodrow Wilson’s
arguments supporting a
League of Nations and
Henry Cabot Lodge’s
“14 Reservations”.
8.02d Identify
similarities and
differences in strategies,
tactics, and weaponry of
World War I and the
Spanish-American War.
8.03a Discuss ways in
which World War I
contributed to the
growing revolution in
Russia.
 8.03b (H) Describe
correlations on
restrictions on civil
liberties during World
War I and other periods
of United States military
conflicts.
 8.03c Prepare a
compare/contrast essay
on how the U. S. and
35
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Henry Cabot Lodge
17th Amendment
18th Amendment
19th Amendment
Industrial workers of the World
Self-determination
Committee on Public
Information/George Creel Food
Administration/
Herbert Hoover
War Industries Board/Bernard Baruch
Ku Klux Plan
Palmer/Palmer Raids
Espionage and Sedition Acts
Eugene V. Debs
Schenck v United States, 1919
Sacco and Vanzetti
John L. Lewis (United Mine Workers)
Washington Naval Conference
Dawes Plan
German economies were
affected by the war.
 8.03d Develop pictorial
representations of these
terms: liberty bonds,
ration books,
demobilization, victory
gardens, and ultra
nationalism.
Time Frame: Third Six Weeks
SCOS GOALS AND OBJECTIVES
ESSENTIAL QUESTIONS,
BENCHMARKS, AND SKILLS
Unit 9: Prosperity and Depression (19191939) - The learner will appraise the
economic, social, and political changes of the
decades of "The Twenties" and "The
Thirties."
9.01 Elaborate on the cycle of economic
boom and bust in the 1920's and 1930's.
9.02 Analyze the extent of prosperity for
different segments of society during this
Key Questions
 What were the causes of the Great
Depression?
 What were the consequences of the
Great Depression?
 How successful were Herbert Hoover’s
actions in limiting the effects of the
Great Depression?
 How did the Great Depression impact
Revised 2010 U.S. History Honors Instructional Guide
ESSENTIAL TASKS,
STRATEGIES,
PROJECTS,
CONNECTIONS
 Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
RECOMMENDED
RESOURCES AND
ASSESSMENT
 Refer to NCDPI
CD-ROM for U.S.
History
 American Anthem
Ch. 20, 21, 22
 History Alive The
Roaring 20s and
the Great
Depression
36
period.
9.03 Analyze the significance of social,
intellectual, and technological changes of
lifestyles in the United States.
9.04 Describe challenges to traditional
practices in religion, race, and gender.
9.05 Assess the impact of New Deal reforms
in enlarging the role of the federal
government in American life.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
Applicable 21st Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem
Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications
and Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
the lower, middle and upper classes of
society in the United States?
 How did the Great Depression impact
the lower, middle and upper classes of
society in the United States? What
developments occurred in popular
forms of entertainment during the Great
Depression?
 How did the Great Depression effect
education in the United States?
 How was traditional Christianity
challenged by new scientific theories in
the 1920s.
 How did the role of women change in
the 1920s.
 How did the white majority view
minorities in the United States during
the 1920s and 30s. How has New Deal
reforms affected the role of the Federal
government in the life of the average
American citizen?
Key Concepts
 The impact of presidential policies on
economic activity (Harding, Coolidge,
Hoover, and Roosevelt)
 Rise and/or decline of major industries
in the United States
 Factors leading to the stock market
crash and the onset of the Great
Depression Consumer spending habit
and trends
 Difficulties of farmers
 Response to Prosperity: the stock
market crash, Dust Bowl, Bonus Army
march and bank failures on various
groups of the population The impact of
Revised 2010 U.S. History Honors Instructional Guide
 9.01a Write a letter to
 Honors level
President Hoover about
assessment should
the state of the
include freeeconomy in 1929.
response writing on
Propose ways the
most tests
economy can be
improved.
 9.01b Use political
cartoons to analyze
public reactions to
political and economic
events of the time
period.
 9.01c (H) Plan a
1920’s fair to include
music, movies, and
new inventions. Invite
other classes to visit.
Use a student designed
rubric.
 9.01d Study the
photographs of
Dorothea Lange and
hold a discussion on
the “mood’ of the
nation as displayed in
her work.
 9.02a Make a list of the
economic problems of
the 20’s that led to the
stock market crash.
Examine the effects of
these problems on
different segments of
society.
 9.02b (H) Analyze
37
mass media
Public response to the Great Depression
The Harlem Renaissance
Prohibition
Leisure time and spectator sports
The “Back to Africa” movement and
Pan-Africanism
 The Fundamentalist versus Freethinking
movement
 Religion in politics
 The changing role of women
 Responses to the New Deal program
 The Three R’s (Relief, Recovery,
Reform)
 Expansion of the role of federal
government
Key Terms
 “Return to Normalcy”
 laissez-faire
 Teapot Dome scandal
 Albert Fall
 Hawley-Smoot Tariff
 Speculation
 Buying on the margin
 Mechanization
 “Black Tuesday”
 Rugged individualism
 Direct relief
 Easy credit
 Installment plan
 Overproduction
 Hoovervilles
 Soup kitchens
 Breadlines
 Radio
Revised 2010 U.S. History Honors Instructional Guide
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Dorothea Lange’s
famous “Migrant
Worker” photograph.
Compare the
population and issues
of migrant workers in
the 1920’s with those
of migrant workers
today.
9.02c Play the song
and interpret the lyrics
of “Brother, Can You
Spare A Dime”. Add a
new set of verses for
later economic
downturns.
9.02d Collect and
display examples of
the many ways
segments of the society
did not experience
prosperity.
9.03a Create a radio
show typical of the
20’s and 30s; broadcast
live.
9.03b Using a graphic
organizer illustrate the
quote; “the 1920’s
were either the best of
times or the worst of
times.”
9.03c (H) Compare
and contrast
Prohibition in the
1920’s to modern laws
38
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Market/advertising
Jazz
Silent and “talkies” films
“The Jazz Singer”
Lost Generation
Langston Hughes
Louis Armstrong
F. Scott Fitzgerald
Ernest Hemingway
Sinclair Lewis
Speakeasies
Bootleggers
Babe Ruth
Charles Lindbergh
Automobiles
FDR’s “Fireside Chats”
Zora Neal Hurston
Marcus Garvey
United Negro Improvement Association
W.E.B. Dubois (repeat)
Fundamentalism
Scopes Trial
Aimee Semple McPherson
Billy Sunday
Margaret Sanger
Deficit spending
Social Security
Federal Deposit Insurance Corporation
(FDIC)
 Securities and Exchange Commission
(SEC)
 Public Works Administration (PWA)
 Civilian Conservation Corps (CCC)
 Agricultural Adjustment Act (AAA)
 Tennessee Valley Authority (TVA)
Revised 2010 U.S. History Honors Instructional Guide
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which prohibit the use
of illegal drugs.
9.03d (H) Evaluate the
appropriateness of the
terms: “Great
Depression” or
“Roaring 20’s”. Base
your evaluation on oral
histories, journals, and
historic accounts of
events.
9.03e Create a
“Hooverville” scenario
with a soup kitchen,
bread lines and
handouts. Reflect and
volunteer in a current
soup kitchen.
9.03f (H) Read one of
the following authors
and hold a Paideia
seminar on how the
issues of the social and
cultural changes of the
1920’s are dealt with in
the literature of the
Harlem Renaissance:
Langston Hughes, Zora
Neale Hurston, Arna
Bontemps, Claude
McKay, James Weldon
Johnson, etc.
9.04a Design a graphic
organizer to illustrate
the changing role of
women in these
39
 National Industrial Recovery Act
(NIRA)
 Works Progress Administration (WPA)
 National Labor Relations Act (Wagner
Act)
 Fair Labor Standards Act
 Father Charles Coughlin
 Huey P. Long
 Frances Perkins
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Revised 2010 U.S. History Honors Instructional Guide
decades. Use key
terms related to
changes like flapper,
ear bobs, etc.
9.04b (H) Read the
excerpt “Returning
Soldier,” from The
Crisis, by W. E. B.
Dubois. How does the
reading reflect the
challenges to the
traditional perceptions
of race?
9.04c (H) Compare
and contrast the UNIA
with the NAACP.
Report findings using a
graphic organizer or
multimedia
presentation.
9.04d Create a cause
and effect diagram to
illustrate the clash
between the
Fundamentalist and the
Freethinking
movements.
9.05a (H) Analyze the
effectiveness and
impact of New Deal
policies from the
perspective of: an
historian, a political
scientist, a geographer
and economist.
9.05b (B) Listen to a
40
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Unit 10: World War II and the Beginning of
the Cold War (1930s-1963) - The learner will
analyze United States involvement in World
War II and the war's influence on
international affairs in following decades.
10.01 Elaborate on the causes of World War
Key Questions
 What were the causes of World War II
in Europe?
 What dictators threatened the stability
of the World from 1922 – 1945?
 What caused the United States to enter
Revised 2010 U.S. History Honors Instructional Guide

recording of a
“Fireside Chat”. Write
a response in favor of
or against the speech
given by President
Roosevelt. Analyze
how the President
attempted to motivate
the country.
9.05c Create a poem,
rap or dance movement
explaining the variety
of New Deal programs
of alphabet soup.
9.05d Using
http//newdeal.feri.org/a
ttic/index.htm find the
Dear Mrs. Eleanor
Roosevelt letter. Read
and write a response
making
recommendations for
assistance.
9.05e Design a
foldable poster that
explains bank failures,
bank holidays, brain
trust, court packing
plan and FDR’s 100
days.
Students enrolled in
 Refer to NCDPI
Honors US History
CD-ROM for U.S.
should be prepared to
History
conduct additional
 American Anthem
independent research
Ch. 23-24
projects that require
 History Alive The
41
II and reasons for United States entry into the
war.
10.02 Identify military, political, and
diplomatic turning points of the war and
determine their significance to the outcome
and aftermath of the conflict.
10.03 Describe and analyze the effects of the
war on American economic, social, political,
and cultural life.
10.04 Elaborate on changes in the direction of
foreign policy related to the beginnings of the
Cold War.
10.05 Assess the role of organizations
established to maintain peace and examine
their continuing effectiveness.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
hostilities during World War II ? What
were the significant Axis victories from
1939 – 1944?
 Name specific agreements among
Allied leaders during World War II?
 Name the turning point battles of World
War II for the Allies.
 What were the consequences of
technological developments on the final
outcome of World War II?
 How did the roles of women and
minorities in the United States during
World War II?
 How did the conclusion of World War
II create change in American culture?
How did relations between the Allied
Power change after World War II?
 What steps did the United States take to
ensure the security of democratic ideals
in the face of a perceived communist
threat?
 What international organizations were
formed after World War II to promote
Applicable 21st Century Skills:
world peace?
 Creativity and Innovation
 How effective were these international
 Critical Thinking and Problem
organizations?
Solving
Key Concepts
 Communication and Collaboration
 Appeasement
 Information Literacy
 Isolationism
 Media Literacy
 Reparations
 ICT (Information, Communications
 Totalitarianism Governments
and Technology) Literacy
 Treaty of Versailles
 Flexibility and Adaptability
 Worldwide depression The United
 Initiative and Self-Direction
States at war
 Social and Cross-Cultural Skills
 The influence of propaganda at home
and abroad
 Productivity and Accountability
Revised 2010 U.S. History Honors Instructional Guide
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critical thinking and
extensive reading and
writing
10.01a Compare
reasons for the public’s
desire for neutrality to
FDR’s shift to
intervention.
10.01b Suggest
alternatives for the
U.S. policies of
isolation and
appeasement in the
1930’s.
10.01c Construct an
annotated timeline
highlighting the rise of
Nazism, Fascism, and
the Axis aggression
that led to Europe’s
declaration of war in
1939. Locate key areas
of the timeline on a
map.
10.01d Using an
outline map, label key
regions of aggression
in Europe, Africa, the
Pacific, during WWII.
Include the allied
powers and the axis
powers in a map key.
10.02a Construct a
pictorial timeline of
political, social,
foreign, and domestic
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U.S. in World War
II
History Alive The
Cold War
Honors level
assessment should
include freeresponse writing on
most tests.
http://www.history
ofcuba.com/history
/baypigs/pigs.htm
http://www.fordha
m.edu/halsall/mod/
churchill-iron.html
42

Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
 Designs for peace
 The Homefront
 Suspension of Civil Liberties
 Suburbanization
 Transition to Peacetime
 U. S. Military Intervention
 Containment
 The Cold War
 The Domino Theory
 Balance of Power
 Organizations for peace
Key Terms
 Adolf Hitler
 Benito Mussolini
 Emperor Hirohito
 Winston Churchill
 Fascism
 Joseph Stalin
 Munich Pact
 Third Reich
 Four Freedoms
 Kellogg-Briand Pact
 Lend-Lease Act
 Neutrality Acts
 Non-Aggression Pact
 Pearl Harbor
 Quarantine Speech
 Atomic bomb
 Battle of Britain
 Battle of the Bulge
 Blitzkrieg
 Chester Nimitz
 D-Day (Operation Overlord)
 Douglas MacArthur
Revised 2010 U.S. History Honors Instructional Guide
events of WWII.
 10.02b In small groups
report on major Allied
meetings of World
War II.
 10.02c Write a news
story of the attack on
Pearl Harbor for a U.S.
paper and a Japanese
paper.
 10.02d Hold a panel
discussion on the
concepts of genocide
and relate them to
different periods of
history or a news
conference featuring a
selected battle or
Allied leader.
 10.02dd (H) Using
primary sources of the
time, write a position
paper on whether the
United States should
have use the atomic
bomb.
 10.02e (H) Hold a
class discussion on the
topic of genocide, and
research genocide
throughout different
time periods of history.
 10.03a (H) Evaluate
the extent of changes
in U. S. society caused
by: working women,
43
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George Patton
Holocaust
Newsreels
Pamphlets
Airdrops
War posters
Iwo Jima
J. Robert Oppenheimer
Manhattan Project
Midway
Island hopping
Nuremberg Trials
Okinawa
Pearl Harbor
Stalingrad
Tehran
V-E Day, V-J Day
Casablanca, Potsdam
War bonds
Baby boomers
Fair Deal
G.I. Bill
Korematsu v United States
1944
Levittown
Northern Migration
Middle class
Rosie the Riveter
Selective Services Act
AFL-CIO
Taft-Hartley Act
WACS
War Production Board
Japanese Internment Sites
Revised 2010 U.S. History Honors Instructional Guide
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northern migration,
“baby boom, growth of
suburbs, and the G.I.
Bill.
10.03b (H) Research
the ways the
government intervened
with free society
during WWII. Write a
position paper
defending intervention.
10.03c (H) Based on
research, create a
newsletter to cover the
stories of Northern
Migration. Include
causes and gains for
African Americans.
10.03d In a mock
presidential cabinet
meeting, discuss the
events of Japanese
internment and
relocation.
10.03e (H) Research
the correspondence
between A. Philip
Randolph and Franklin
D. Roosevelt
concerning Randolph’s
threatened march on
Washington. Create a
dialogue between the
two men demonstrating
their ideas of
democracy.
44
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Japanese American Museum
Japanese Internment Rationing
Bay of Pigs
Berlin Airlift
Berlin Wall
Central Intelligence Agency (CIA)
Cuban Missile Crisis
Douglas MacArthur
Eisenhower Doctrine
Fidel Castro
Geneva Accords
Hydrogen Bomb
Iron Curtain
Police Action
Test Ban Treaty
Chinese Civil War
Israel
Korean War
Marshall Plan
Nikita Khrushchev
Truman Doctrine
U-2 Incident Alliance for Progress
N.A.T.O.
O.A.S.
S.E.A.T.O.
Security Council
United Nations
Warsaw Pact
Revised 2010 U.S. History Honors Instructional Guide
 10.04a Create a
graphic organizer that
demonstrates the ways
in which containment
expanded U.S.
commitment abroad.
 10.04b Scenario: On
flight from New York
to Los Angeles, seated
next to a key leader of
the era. What three
questions would you
ask to get an
understanding of their
role in Cold War
history?
 10.04c Videotape an
episode of “You Are
There” from one of the
hot spots of the Cold
War.
 10.04d On a desk map
or on-line map, label
all the areas where the
U. S. military was
involved from 1945 to
1960.
 10.04d (H) Compare a
story of the Cuban
Missile Crisis as told
by actual historical
documents with
portrayals in the movie
Thirteen Days. Use a
motion picture analysis
worksheet form the
45
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Revised 2010 U.S. History Honors Instructional Guide
National Archives to
evaluate an excerpt of
the film.
10.04e Compare a
story of the Cuban
Missile Crisis as told
by actual historical
documents with
portrayals in the movie
“Thirteen Days”. Use
a motion picture
analysis worksheet
from the National
Archives to evaluate
the film. Discuss.
10.05a (H) Conduct an
Internet search of each
of the organizations
that have been
designed to promote
peace. What are the
missions and goals for
each? How effective
are they?
10.05b Compare and
contrast organizations
such as NATO and
SEATO, NATO v.
Warsaw Pact, UN v.
League of Nations.
Assess their roles and
effectiveness.
10.05c Hold a NATO
dinner party. Plan who
attends, the theme, and
what will be served.
46
Unit 11: Recovery, Prosperity, and Turmoil
(1945-1980) - The learner will trace
economic, political, and social developments
and assess their significance for the lives of
Americans during this time period.
11.01 Describe the effects of the Cold War on
economic, political, and social life in
America.
11.02 Trace major events of the Civil Rights
Movement and evaluate its impact.
11.03 Identify major social movements
including, but not limited to, those involving
women, young people, and the environment,
and evaluate the impact of these movements
on the United States' society.
11.04 Identify the causes of United States'
involvement in Vietnam and examine how
this involvement affected society.
11.05 Examine the impact of technological
innovations that have impacted American life.
11.06 Identify political events and the actions
and reactions of the government officials and
citizens, and assess the social and political
consequences.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
Key Questions
 Describe America’s preparedness for
the atomic age.
 With regard to McCarthyism, how did
the constitutional provisions protect as
well as threaten American freedoms?
 Why were the 1950s and 1960s the right
time for the Civil Rights movement?
 Analyze the success of the Civil Rights
movement for the timeframe 19451980.
 How did the Civil Rights movement set
the stage for future reforms?
 Were these reforms, reactions, or
revolutions? Evaluate the success and
failures of American foreign policy as it
relates to Cold War strategy.
 What was the U.S. government’s role in
promoting the technological advances
of the Space Age?
 Analyze the relationship between
American government and its citizenry
during this time frame.
 Compare this relationship to previous
eras.
Key Concepts
 Effects of Cold War On America’s
Home life
 Domino Theory and geopolitics
Revised 2010 U.S. History Honors Instructional Guide
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
Decide who is invited
and where each guest
will sit. What are the
conversations you hear
among the dinner
guests related to
peace?
Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
11.01a (H) Study the
2nd Red Scare of the
1950’s. Prepare reports
on the Congressional
Hearings, results of the
hearings, and
justification (if any).
Discuss lessons
learned.
11.01b List and explain
four major pieces of
anti-communist
legislation.
11.01c View the movie
of the Kahn Family in
Hollywood. What is
the story telling?
11.01d (H) Form two
groups. Debate the
question: “Did the
 Refer to NCDPI
CD-ROM for U.S.
History
 American Anthem
Ch. 26-30
 History Alive The
Cold War
 History Alive The
Civil Rights
Movement
 History Alive
Contemporary
American Society
 Honors level
assessment should
include freeresponse writing on
most tests
47


 McCarthyism
 Spread of Suburbia
 Effects of Nixon’s visits to China and
st
Applicable 21 Century Skills:
Moscow
 Creativity and Innovation
 Carter’s Human Rights Foreign policy
and the collapse of detente
 Critical Thinking and Problem
Solving
 The Military Industrial Complex
 Communication and Collaboration
 The Civil Rights Movement
 Information Literacy
 De jure and
 Media Literacy
 De facto Segregation
 ICT (Information, Communications
 Affirmative Action
and Technology) Literacy
 Turning points
 Flexibility and Adaptability
 Changes in state and federal Legislation
 Initiative and Self-Direction
 Executive actions
 Social and Cross-Cultural Skills
 Harry S. Truman
 Productivity and Accountability
 Dwight D. Eisenhower
 Leadership and Responsibility
 John F. Kennedy
 Lyndon Johnson
To view information on 21st Century Themes  Cultural Movements
and Skills, see: www.21stcenturyskills.org
 Feminists
 Indian
 Latino
 Labor Movements
 Environmental Movements
 Social Movements
 Pop Culture
 Counter Culture
 Socio-economic Status:
 Jobs:
 White collar
 Blue collar
 Pink collar
 Significance of the domino theory
 U. S. Involvement in Vietnam:
 Eisenhower
Revised 2010 U.S. History Honors Instructional Guide
Health Literacy
Environmental Literacy
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RED SCARE violate
U.S. citizens’
constitutional rights?
11.01e Design your
own fallout shelter and
list essentials that you
would have with you.
11.01f (H) Read
excerpts from A.
Mitchell Palmer,
Joseph McCarthy, and
The Crucible by Arthur
Miller and compare the
Red Scare of the
1920’s to the Red
Scare of the 1950’s.
11.02a Describe how
these terms are applied
to the Civil Rights
Movement: civil
disobedience, urban
riots, Dixiecrats,
Freedom Riders,
Greensboro sit-ins.
11.02b (H) Research
leadership of the Black
Revolution. Compare
their goals, strategies,
and results. How did
Malcolm X and
Stokley Carmichael
justify the use of
violence?
11.02c Create a chart
with these headings:
Human Costs of Civil
48
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
Kennedy
Johnson
Nixon
Ford
Vietnam’s effect on U. S. politics and
society
 Vietnamization
 Role of the media
 The Impact of the Space Race on
education
 Technological Changes:
 Mass media
 Communication
 Military
 Science
 Medicine
 Electronics
 Data storage
 Transportation
 Energy
 Connection of population shifts to
technological changes in society
Actions and reactions to political
platforms:
 New Frontier
 Great Society
 Law &Order
 Voter Apathy
 1968
 Election
 Tet Offensive
 Robert Kennedy
 Martin Luther King, Jr.
 Watergate Scandal
 Changing relationship of the federal
Revised 2010 U.S. History Honors Instructional Guide
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
Rights Movement,
Role of Ordinary
People, Effects of the
Media.
11.02d Hold seminar
sessions with topics
such as “Letter from a
Birmingham Jail,” and
the “I Have A Dream”
speech, etc.
11.02e (H) Students
should discuss who the
intended audience was
for each of the above
written documents and
oral speeches.
11.03a Using these
terms, describe the
social movements of
the decades: feminist’s
hippies, Rock ‘n roll,
beatniks.
11.03b Compare
leaders of the feminist
movement and the
American Indian
Movement. How were
each successful? What
problems were unique
to each?
11.03c (H) Analyze the
effects of Roe v. Wade
on the political climate
of the U.S. from 1973
to the present.
11.03d (H) Create
49
government
 Urban renewal programs
Key Terms
 “Duck and cover”
 Fallout Shelters
 National Security Act, 1947
 House on Un-American Activities
Committee
 Alger Hiss
 Julius and Ethel Rosenberg
 Hollywood Blacklist
 The National Highway Act
 Selective Service System
 New Left
 Détente
 S.A.L.T. I and II
 Montgomery bus boycotts
 Rosa Parks
 Martin Luther King, Jr.
 Malcolm X
 Black Panthers
 Black Power Movement
 Stokley Carmichael
 C.O.R.E.
 S.N.C.C.
 March on Washington
 James Meredith
 Little Rock Nine
 George Wallace
 Brown v Board of Education, Topeka,
Kansas, 1954
 Thurgood Marshall
 Earl Warren
 24th amendment
 Civil Rights Act of 1964
Revised 2010 U.S. History Honors Instructional Guide




multimedia
presentations
demonstrating the
differences in youth
culture in the 50’s and
60’s: focusing on
literature, music, fads,
slang, etc.
11.04a Prepare a
description of the
decades and concepts
using the terms:
escalation, Hawks and
Doves, containment,
student protest
movements, and
“living room war”.
11.04b Prepare a time
line of U.S.
involvement in
Vietnam. Note each
president and the
number of U.S. deaths
per year. Include at
least 3 protest events
like Kent State,
Democratic National
Convention riots, and
the trial of Dr.
Benjamin Spock.
11.04c (H) Analyze the
relationship between
the Gulf of Tonkin
Resolution and the
War Powers Act.
11.04d (H) Conduct a
50
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Voting Rights Act of 1965
Women’s Liberation
National Organization for Women
Gloria Steinem
Phyllis Schafly
The Feminine Mystique
Equal Rights Amendment
Roe v. Wade, 1973
British Invasion-Beatles
Elvis Presley
Haight-Ashbury
Woodstock
Cesar Chavez
American Indian Movement
Clean Air Act
Clean Water Act
Environmental Protection Agency
Betty Friedan
Tet Offensive
Robert McNamara
Gulf of Tonkin Resolution
War Powers Act 1973
Ho Chi Minh
My Lai Incident
Agent Orange
Napalm
Vietcong
Pentagon Papers
26th Amendment
General William Westmoreland
Kent State
Cambodia/Laos
Fall of Saigon, 1975
Paris Peace Accords
Revised 2010 U.S. History Honors Instructional Guide

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


debate based on
research notes with
“Doves and Hawks” on
the issue of Vietnam.
11.04d (H) Prepare a
timeline of US
involvement in
Vietnam. Note each
president and the
number of US deaths
per year. Include at
least three protest
events such as Kent
State, Democratic
National Convention
riots, and the trial of
Dr. Benjamin Spock.
11.04e Identify the
common themes in
War Protest songs of
the era.
11.04g (H) Compare
the Gulf of Tonkin
Resolution with the
declaration of war in
Iraq.
11.05a Compare job
possibilities for women
in the 1950’s and
today. Where are the
“glass ceilings” now?
11.05b (H) Create
multimedia
presentations that
demonstrate how
technology has
51
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Operation Rolling Thunder
Radio in 1950’s
Sputnik
NASA
National Defense Education Act
Space Programs
Neil Armstrong
John Glenn
Computers
Calculators
Silicon Valley
ICBMs
Hydrogen bombs
Color television
Microwave technology
Nuclear power
Commercial jet travel
HUD
Head Start
VISTA
Medicare
Peace Corps
National Endowment for the
Humanities
New York Times v U.S. 1971
United States v Nixon 1974
Sam Ervin/Senate Watergate
Committee
John Dean
Bob Woodward/Carl Bernstein
Democratic National Convention 1968
25th Amendment
Students for a Democratic Society
(SDS)
Revised 2010 U.S. History Honors Instructional Guide
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changed the way U.S.
citizens live their
everyday lives.
11.05c Design a
“Moon” backdrop for
the class and reenact
the MAN ON THE
MOON initiatives.
Include all missions
tried.
11.05d Create a collage
wall of all the
medicines and
machines developed in
this time period;
include polio vaccines,
birth control pills, and
artificial hearts, etc.
11.05e Create an
artwork that represents
the differences in the
sunbelt, rustbelt,
frostbelt of the U. S.
11.06a Debate:
Resolved: The U.S.
government should
provide, at no charge,
minimum necessities
for each of its citizens
living below the
poverty level.
11.06b Write headline
articles about the
protests that occurred
outside the Democratic
National Convention in
52
1968.
 11.06c (H) Compare
LBJ’s Latin American
policy with that of
FDR’s “Good
Neighbor” policy.
 11.06d Discuss the
impact of the
assassinations of the
period on U.S. citizens.
 11.06e Analyze the
image of the United
States after the
Vietnam years.
 11.06e (H) Analyze the
image of the United
States after the
Vietnam years.
Unit 12: The United States since the Vietnam
War (1973-present) – The learner will
identify and analyze trends in domestic and
foreign affairs of the United States during this
time period.
12.01 Summarize significant events in foreign
policy since the Vietnam War.
12.02 Evaluate the impact of recent
constitutional amendments, court rulings, and
federal legislation on United States' citizens.
12.03 Identify and assess the impact of
economic, technological, and environmental
changes in the United States.
12.04 Identify and assess the impact of social,
political, and cultural changes in the United
States.
12.05 Assess the impact of growing racial and
Key Questions
 Evaluate the fall of communism and
America’s role in a new world order.
 Identify the elements of the political
spectrum and analyze their efforts to
spearhead legislative and legal agendas
in modern America?
 What is the modern significance of oil
in the world economy?
 What are the greatest strengths and
weaknesses in domestic America?
 What does census data really tell us
about America today?
 With WW1, WW2, and the Cold War
identified as 20th century world
campaigns, has the war on terrorism
become the first world war of the 21st
Revised 2010 U.S. History Honors Instructional Guide
 Students enrolled in
Honors US History
should be prepared to
conduct additional
independent research
projects that require
critical thinking and
extensive reading and
writing
 12.01a (H) Create
multimedia
presentations on the
Cold War after
Vietnam, up through
the decline of the
Soviet Union.
Chronicle major
 Refer to NCDPI
CD-ROM for U.S.
History
 American Anthem
Ch. 31-33
 History Alive The
Cold War
 History Alive The
Civil Rights
Movement
 History Alive
Contemporary
American Society
 Honors level
assessment should
include freeresponse writing on
53
ethnic diversity in American society.
12.06 Assess the impact of twenty-first
century terrorist activity on American society.
Applicable 21st Century Themes:
 Global Awareness
 Financial, Economic, Business, and
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
Applicable 21st Century Skills:
 Creativity and Innovation
 Critical Thinking and Problem
Solving
 Communication and Collaboration
 Information Literacy
 Media Literacy
 ICT (Information, Communications
and Technology) Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction
 Social and Cross-Cultural Skills
 Productivity and Accountability
 Leadership and Responsibility
To view information on 21st Century Themes
and Skills, see: www.21stcenturyskills.org
century? Explain
Key Concepts
 Problems in the Third World
 Modern-day genocide
 AIDS and Pandemics
 Politics of Oil
 Rise of Religious and Political
Radicalism
 Collapse of Communism
 European Union
 Changing roles of International
Organizations
 Role of lobbyists and special interest
groups
 The Supreme Court:
 Minority rights
 Privacy rights
 Conservative judges Recession:
Economic Boom and Bust
 Benefits and conflicts of continued
globalization
 Conservation Measures
 Impact of economics on:
 Lifestyle
 Stock market
 Job market
 Impact of technology on way of life
 Changes from industrial economy to
service economy
 Changing Society
 Social
 Political
 Cultural
 Demographic
 Presidential Troubles
Revised 2010 U.S. History Honors Instructional Guide





foreign policy events
in this period.
12.01b (H) Write a
position paper using
primary sources,
regarding the history of
the Middle East peace
processes since 1973.
Develop and defend
arguments regarding
the role of the U.S. in
these agreements.
12.01c Create a chart
comparing and
contrasting apartheid in
South Africa to what
happened in the U.S.
during segregation and
the civil rights
movements.
12.01d. Explain the
decline of the Soviet
Union using these
terms: glasnost and
perestroika.
12.02a (H) Compare
the U.S. government’s
case against Microsoft
to anti-trust cases in
the late nineteenth
century.
12.02b (H) Debate
whether or not students
agree that flag burning
or other anti-patriotic
acts should be declared
most tests
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Major Issues
Health Care
Welfare reform
Medicare
AIDS
Growing Cultural Diversity in the
United States
 Questions of Race
 Population Changes and new
demographics
 Restrictions on Civil Liberties
 The challenge t o the American Spirit
 The U. S. government’s policy toward
terrorism
 Impact of terrorist threats on U. S.
foreign policy
 Key Terms
 Yasser Arafat-Palestine Nationalism
(PLO)
 U.S. invasion of Lebanon
 Yom Kipper War
 Camp David Accords
 Anwar el-Sadat
 Menachem Begin
 Shah of Iran
 Ayatollah Khomeini
 Iranian Hostage Crisis
 Jimmy Carter
 Famine/Somalia and Ethiopia
 Foreign debt
 Apartheid
 Nelson Mandela
 Helsinki Accords
 Strategic Defense Initiative (Star Wars)
 Iran-Contra Affair
Revised 2010 U.S. History Honors Instructional Guide
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unconstitutional by the
Supreme Court.
12.02c Chart the names
and number of cases
that Title IX has
brought to the courts.
12.02d Check to see
what businesses or
agencies in the
community have
political action
committees. Invite a
speaker to explain
what they do and why.
12.03a (H) Research
the Three Mile Island
incident and analyze
data regarding its
environmental impact.
Form groups and write
a piece of legislation
addressing concerns
about nuclear power.
12.03b (H) Create
documentaries on
technology and the
impact on the society
as a whole. Interview
members of the
community to ask how
lives have changed
over the past 30 years
for the better or worse.
12.03c (H) Compare
current corporate
magnates to the
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INF Treaty
Mikhail Gorbachev
Saddam Hussein
Persian Gulf Wars
Fall of the Berlin Wall
Tiananmen Square
Sandra Day O’Connor
Clarence Thomas
Microsoft
27th Amendment
Flag burning
Americans with Disabilities Act
Political Action Committees
Geraldine Ferraro
Title IX
Texas v Johnson
Swan v Charlotte Mecklenburg Schools
William Rehnquist
WIN (Ford)
Stagflation
NAFTA
Department of Energy
Airline deregulation
Three Mile Island
Energy Crisis
National Energy Act
Solar Energy
Supply-Side economics
Computer revolution
Internet
Bill Gates
National debt
Food stamps
NASDAQ, 1990’s
Revised 2010 U.S. History Honors Instructional Guide
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“robber barons” of the
late nineteenth century.
Discuss their business
practices, current antitrust lawsuits and their
philanthropy.
12.04a Write an
editorial on the
importance of the
Bicentennial
Celebration to the
nation.
12.04b Compare and
contrast the funerals
for JFK, 1963 and JFK,
Jr., 1999. Compare the
photos of the son at the
funeral of his dad and
the nephew’s at the
son’s funeral. What
words of eulogy did his
sister Caroline use at
the funeral? Why?
12.04c Using a
pictorial Venn
diagram, use the heads
of Carter and Ford.
Compare and contrast
the two on economic
policy, foreign policy,
energy policy, and
domestic policy to
include civil rights and
education.
12.04d Gray Rights:
What concerns do the
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“Trickle-down” theory
Challenger disaster
Presidential pardon
1976 election
Jimmy Carter
Ronald Reagan
Amnesty
Elections of 1980-2000
New Right Coalition
New Federalism
Graying of America
New Democrat
Ross Perot
Bill Clinton
Al Gore
Joe Lieberman
John McCain
Newt Gingrich
Immigration Policy Act
Republican Election of 2000
Regents of UC v Bakke, 1978
Reverse discrimination
Affirmative action
Minorities in politics
Multiculturalism
Green Card
Nativist
Bilingual education
ESEA-No Child Left Behind Patriot Act
Embassy bombings
September 11, 2001
Al-Quaeda
Colin Powell
Osama bin Laden
Revised 2010 U.S. History Honors Instructional Guide
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senior citizens have
about Medicare, health
care, and welfare? Find
examples.
12.04e (H) Read the
Keynote address by
Barbara Jordon at the
Democratic
Conventions in 1976
and 1992. What did
she say that inspired so
many citizens? Why
did she leave
Congress?
12.04f Create line
drawings of the
presidential campaigns
of Ford, Carter,
Reagan, Bush, Clinton,
and Bush. Are there
any similarities?
Discuss the designs.
12.05a (H) Examine
the Census Report of
2000 (web site). Print
out the map of the
United States and have
teams analyze the
changes that are shown
reflecting U. S.
demographics.
12.05b (H) Define
“racism”. Discuss, in
seminar style, concerns
and difficulties with
the definitions.
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Taliban Regime
Terrorist network
George W. Bush
World Trade Center
War on Iraq
Afghanistan
Department of Homeland Security
Nuclear proliferation
Airport security
Pre-emptive strikes
“Axis of Evil”
Revised 2010 U.S. History Honors Instructional Guide
 12.05c Conduct a
series of
“Conversations About
Diversity,” using key
pieces of literature and
poetry, or create a
multimedia
presentation.
 12.06a (H) Compare
the Patriot Act to other
limits on civil liberties
during times of
national crisis.
 12.06b Map out the
locations of terrorist
activity at the
beginning of the 21st
century. Discuss how
the United States is
perceived by other
nationalities.
 12.06c (H) Put
together an oral history
project by interviewing
members of the
community about their
thoughts and feelings
in the wake of
September 11.
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