2011
New Challenges - 1992 to Present
Unit Title
Grade Level
Timeframe
Subject or Topic Area
Summary of Unit
Overarching/Essential
Questions
New Challenges - 1992 to Present
10-12
Three weeks
A Changing Nation in a Changing World
New forces have been shaping the way people live in the
United States in the 2000s, resulting in changing views about
America’s role in the world. Changes resulting from globalization,
terrorism, environmental issues, and advances in technology have
altered not only daily life, but how issues and change are
addressed. In order to get an accurate profile of current events,
leaders, trends, etc., you must have to learn to think critically about
what you read and hear. Ask yourself the following1. Can all facts be verified?
2. How many sources do I see used to support viewpoints?
3. Can I identify biases and determine their intentions or
effect(s)?
4. Is the news balanced and thorough?
5. Why is the use of language so important in media coverage
of events and people?
6. Why do I need to “walk a mile in their shoes” in order to
understand perspectives?
7. What is the impact of the Internet, blogs, and other means
of communication on commerce, schools, government
issues, privacy and my home environment?
United States History Overarching/ Essential Questions:
1. What happens when cultures collide? ( 6.9, 6.12)
2. What do we mean by stating the premise that “all men
are created equal?” (6.4., 6.12, 6.16)
3. From whose viewpoint, perspective or angle are we
seeing, reading and/or hearing? (6.2, 6.4)
4. How are events and people connected to each other?
(6.1, 6.4, 6.16)
5. What impact do leaders have on changing or continuing
the course and power of a nation? (6.4, 6.9, 6.12, 6.16)
1
Topical Questions
1. What do you feel are the most important issues facing
your generation that your generation will have the
greatest impact on?
2. Why is it important for minorities to be fully
represented and what political and economic gains have
been achieved and how is the premise that “all men are
created equal” connected?
3. What one environmental issue impacts you the most
personally and philosophically and why?
4. Why is analysis of media reporting of news and events
important and from whose viewpoint, perspective or
angle are we seeing, reading and/or hearing?
5. How are the demographics and ethnic mix of the
American landscape changing? What are the impacts of
this on the political, social and economic systems and
you personally?
6. How can you use the changes in technology to research
in-depth issues affecting humanity today?
Established Goals: (Grade
6.1 Causes and Effects in Human Societies:
Cluster Expectations (GCEs) 6.2 Uses of Evidence and data
and Standards)
History:
6.4 Historical Connections.
Civics and Government:
6.9 Meaning of Citizenship:
6.12 Human Rights
Economics:
6.16 Impact of Economic Systems:
Vital Results:
1.8 Reports
1.19 Research
1.21 Selection
1.22 Simulation and Modeling
2.1 Types of Questions
3.3 Respect
3.10 Teamwork
3.11 Interactions
4.1 Service
4.2 Democratic Processes
4.3 Cultural Expressions
4.4 Effects of Prejudice
4.5 Continuity and Change
4.6 Understanding Place
2
Introductory Activities
Enabling Activities
Final Performance
Assessment
Introductory Activities:
1. Students will complete presidential summaries on the G.W.
Bush, Clinton, G. H.W. Bush and Obama administrations.
2. Students will view and analyze visual text such as The
Century America’s Time, Then and Now, and Letters Home
from Iraq, Seven Days in September, Presidential
Biographies and Famous People and selections from
Planet Earth.
3. Students will identify the major social, educational,
economic and foreign policies and presidencies of Clinton,
G. W. and G. H.W. Bush, and Obama , e.g., graphic
organizers, free writes and reflective journals,
4. Students will create a visual representation of the process
being elected president of the United States. They will use
reflective writing and peer sharing to document their
knowledge.
5. Students will create a timeline of the main events in
American life during 1992 to current times with
descriptions of each event and make clear connections to
the Five Big Ideas.
6. Students will view selected videos from the Internet that
are student projects integrating imagery, thematic
organization, music and personal narrative. Students will
identify exemplars of excellent products and will work with
the software packages to practice using them and
manipulating images, sound and recordings.
1. Students will analyze the expanding role of the First Lady
during 1992-current times and the impact of their efforts
e.g., First Ladies have promoted culture and historic
preservation, advocated social causes and have campaigned
with the president and present their research to the class.
2. Students will view a television program that was/is
currently popular during this time, write a description of it,
and explain how it connects to current American culture
and society.
3. Students will view the visual text Forrest Gump and
complete an activity based on the critical analysis of the
film and events and make connections to the Five Big
Ideas.
“Gumping” Through American History:
PART 1- You will choose from the given selection and write a
constructed response connected to the musical score of the film
Forrest Gump reflecting your enduring learning of the era.
PART 2- You will complete a traditional exam and United
States maps test.
3
1992- Final Performance Assessment: Gumping Through History
Part One: Music Review and Constructive Response
PART 1- You will write a Constructed Response choosing two of the given song
prompts from the film Forrest Gump and explaining how the song lyrics relate to the
events that have shaped America since 1992. Included in the response are your own
opinions on how these themes impact you personally and how you can be a catalyst for
positive change.
Prompts

"Hound
Dog"
by Jerry
Leiber &
Mike
Stoller
Performed
by Elvis
Presley

"Rebel
'Rouser"
by Duane
Eddy & Lee
Hazlewood
Performed
by Duane
Eddy
"Fortunate Son" 
by John
Fogerty
Performed by
Creedence
Clearwater
Revival
"Respect"
by Otis
Redding
Performed
by Aretha
Franklin

"Rainy Day
Women #12
& 35"
Written and
Performed
by Bob
Dylan
Lovesick
Blues"
by Cliff
Friend &
Irving Mills
Performed
by Hank
Williams
For What It's
Worth (Stop,
Hey What's
That Sound)"
by Stephen
Stills
What The
World Needs
Now Is Love"
by Burt
Bacharach &
Hal David
Performed by
Jackie
DeShannon
"Break On
Through (To
The Other
Side)"
Written and
Performed by
The Doors
Blowin' In
The Wind"
by Bob
Dylan

""Land Of
1000
Dances"
by Chris
Kenner
Performed
by Wilson
Pickett
All Along The
Watchtower"
by Bob Dylan
Performed by
The Jimi
Hendrix
Experience
California
Dreamin'"
by John Phillips
& Michelle
Phillips
Performed by
The Mamas and
the Papas
""Hello, I Love
You"
Written and
Performed by
The Doors
Mrs. Robinson"
by Paul Simon
Performed by
Simon &
Garfunkel
4
"Where Have
All The
Flowers Gone"
by Pete Seeger
"Everybody's
Talkin'"
by Fred Neil
Performed by
Harry Nilsson
Sweet Home
Alabama"
by Ronnie Van
Zant, Edward
King & Gary
Rossington
Performed by
Lynyrd
Skynyrd
San Francisco
(Be Sure To
Wear Flowers
In Your Hair)"
by John Phillips
Performed by
Scott McKenzie
"Love Her
Madly"
Written and
Performed by
The Doors
It Keeps You
Runnin'"
by Michael
McDonald
Performed by
The Doobie
Brothers
Turn! Turn!
Turn! (To
Everything
There Is A
Season)"
adaption and
music by Pete
Seeger
Performed by
The Byrds
"Let's Work
Together"
by Wilbert
Harrison
Performed by
Canned Heat
Running On
Empty"
Written and
Performed by
Jackson
Browne
"Aquarius"
by James Rado,
Gerome Ragni
& Gault
McDermott
Performed by
The Fifth
Dimension
Free Bird"
by Allen
Collins &
Ronnie Van
Zant
Performed by
Lynyrd
Skynyrd
"Against The
Wind"
Written by Bob
Seger
Performed by
Bob Seger &
The Silver
Bullet Band
Joy To The
World"
by Hoyt Axton
Performed by
Three Dog
Night
Tie A Yellow
Ribbon 'Round
The Ole Oak
Tree"
by L. Russell
Brown & Irwin
Levine
Performed by
Tony Orlando
and Dawn
"On The Road
Again"
Written and
Performed by
Willie Nelson
Constructed Response Rubric- The Music of Gump
4 - Above
3 - Meets
2 – Approaching 1 Category
Standards
Standards
Standards
Below Standards
Focus or
Thesis
Statement
The thesis statement
names the topic of
the constructed
response and outlines
the main points to be
discussed.
The thesis
statement
names the
constructed
response of
the essay.
The thesis
statement
outlines some or
all of the main
points to be
discussed but
The thesis
statement does not
name the topic
AND does not
preview what will
be discussed.
5
does not address
the topic
Support for
Position
Includes 3 or more
pieces of evidence
Includes 3 or Includes 2 pieces Includes 1 or fewer
more pieces of evidence
pieces of evidence
of evidence
Evidence and
Examples
All of the evidence
and examples are
specific, relevant and
explanations are
given that show how
each piece of
evidence supports
the author's position.
Most of the
evidence and
examples are
specific,
relevant and
explanations
are given that
show how
each piece of
evidence
supports the
author's
position.
At least one of
the pieces of
evidence and
examples is
relevant and has
an explanation
that shows how
that piece of
evidence
supports the
author's position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Accuracy
All supportive facts
and statistics are
reported accurately.
Almost all
supportive
facts and
statistics are
reported
accurately.
Most supportive
facts and
statistics are
reported
accurately.
Most supportive
facts and statistics
were inaccurately
reported.
Transitions
A variety of
thoughtful transitions
are used. They
clearly show how
ideas are connected
Transitions
show how
ideas are
connected,
but there is
little variety
Some transitions
work well, but
some
connections
between ideas are
fuzzy.
The transitions
between ideas are
unclear OR
nonexistent.
Closing
paragraph
The conclusion is
strong and leaves the
reader solidly
understanding the
writer's position.
Effective restatement
of the position
statement begins the
closing paragraph.
The
conclusion is
recognizable.
The author's
position is
restated
within the
first two
sentences of
the closing
paragraph.
The author's
position is
restated within
the closing
paragraph, but
not near the
beginning.
There is no
conclusion - the
paper just ends.
6
Sentence
Structure
All sentences are
Most
well-constructed
sentences are
with varied structure. wellconstructed
and there is
some varied
sentence
structure in
the essay.
Most sentences
are well
constructed, but
there is no
variation is
structure.
Most sentences are
not wellconstructed or
varied.
GRASPS Task Design Prompts – Gumping through History Constructive Response
Goal
 Your task is to complete all the requirements of the Final Performance Assessment (Part One and
Part Two).
 The goal is to create a written constructive response analyzing some of the music prompts from the
film Forrest Gump and explaining how it illustrates the events, themes and issues of the time.
 You will complete a traditional exam and United States maps assessment.
Role
 You are to become a person of the times.
 You have been asked to thoughtfully plan out the components of your Constructed Response and
creative visual integrating historical facts and your reflections about your enduring learning.
 Your job is to be very thorough in your research and make clear connections to the unit’s
Overarching/Essential Question you chose and the Five Big Ideas.
 You job is to be successful on the traditional assessments.
Audience
 Your clients are your peers.
 The target audience is your peers and your teacher.
Situation
 The context you find yourself in is the United States during the years covered in the film.
 The challenge involves dealing with and preconceived notions and/or misconceptions in the film.
Product, Performance, and Purpose
 You will create an original written piece and creative visual that clearly represents your individual
thoughts, interpretations and enduring learning about the selections you made from the music
prompts. You need to develop pieces that reflect clear connections to the unit’s Overarching/Essential
Question you chose and the Five Big Ideas as well as the standards in the outlined rubric.
 You will complete the traditional assessment.
1992- Present Performance Assessment: Gumping Through History
7
PART 2- Thematic Video
Introduction:
This year we have looked at events, people and themes that have shaped life in America
since 1914. Using Billy Joel’s song “We Didn’t Start the Fire as a model and a video you
will see on Teacher Tube, you are going to begin your final performance assessment for
the year in American History.
Process:
Step One: Decide to work alone or a in a group of two.
Step Two: Brainstorm themes in American History that we have studied from 19142011.
Step Three: Find and create a slide show of images that you feel capture the most
important events included in this theme. Label each slide and provide a one to two
sentence summary of why it impacted American life. Three different software packages
are available on school computers for use in development of your video. Length of video
varies from 3-7 minutes.
Step Four: Select two songs that you feel best accompany this slide show and set the
show to music.
Step Five: Create a script that not only shows the images in chorological order, but plans
for when to insert the narration and what it will say to answer the questions listed below.
Step Six: Narrate a starting, middle and ending slide with your own voice answering the
following questions.
Questions:
1. What theme in American history does your video/slide show portray?
2. Whose story is it? What voices need to be heard to understand this time in
history?
3. What does it have to do with you today and why is it important?
8
Video- Production: Themes in American History
Teacher Name: Ms. Taylor/ Mrs. Step
Student Name:
________________________________________
CATEGORY 4
3
2
1
Concept
Team has a
clear picture of
what they are
trying to
achieve. Each
member can
describe what
they are trying
to do and
generally how
his/her work
will contribute
to the final
product.
Team has a
fairly clear
picture of what
they are trying
to achieve.
Each member
can describe
what they are
trying to do
overall but has
trouble
describing
how his/her
work will
contribute to
the final
product.
Team has
brainstormed
their concept,
but no clear
focus has
emerged for
the team.
Team
members may
describe the
goals/final
product
differently.
Team has spent
little effort on
brainstorming
and refining a
concept. Team
members are
unclear on the
goals and how
their
contributions
will help them
reach the goal.
Script
Script is
complete and
it is clear what
each actor will
say and do.
Entries and
exits are
scripted as are
important
movements.
Script is quite
professional.
Script is
mostly
complete. It is
clear what
each actor will
say and do.
Script is shows
planning.
Script has a
few major
flaws. It is not
always clear
what the actors
are to say and
do. Script
shows an
attempt at
planning, but
seems
incomplete.
There is no
script. Actors
are expected to
invent what
they say and do
as they go
along.
Teamwork
Students meet
and discuss
regularly. All
students
contribute to
the discussion
and all are
Students meet
and discuss
regularly.
Most students
contribute to
the discussion
and are
A couple of
team meetings
are held. Most
students
contribute to
the discussion
and are
Meetings are
not held
AND/OR some
team members
do not
contribute a
fair share of the
Score
9
Requirements
listened to
respectfully.
All team
members
contribute a
fair share of
the work.
listened to
respectfully.
All team
members
contribute a
fair share of
the work.
listened to
respectfully.
All team
members
contribute a
fair share of
the work.
work.
Students honor
the
requirement of
3-7 minutes,
images, music
and personal
analysis that
present themes
and connect to
the Five Big
Ideas.
Students honor
some of the
requirements
of 3-7 minutes,
images, music
and personal
analysis that
presents
themes and
connects to the
Five Big Ideas
Students honor
few of the
requirements
of 3-7 minutes,
images, music
and personal
analysis that
presents
themes and
connects to the
Five Big Ideas
Students honor
none of
requirements of
3-7 minutes,
images, music
and personal
analysis that
presents themes
and connects to
the Five Big
Ideas
GRASPS Task Design Prompts – Gumping Through History Thematic Video
Goal
 Your task is to complete all the requirements of the Final Performance Assessment (Part One and
Part Two).
 The goal is to create a 3-7 minute video/slide show demonstrating knowledge of the themes present in
that era of American history as well as your own personal analysis in response to the three assigned
question.
 Role
 You are to become a historian and are interpreting an era of history.
 You have been asked to thoughtfully plan out the components of your video or creative visual
integrating historical facts and your reflections about your enduring learning.
 Audience
 Your clients are your peers and your teacher.
Situation
 The context you find yourself in is as a student of US History and creating a presentation that
documents knowledge and demonstrates connections to the 5 Big Ideas and the impact on you
personally.
 The challenge involves dealing with the desire of just playing music with the pictures and not
providing thoughtful and clear narration.
Product, Performance, and Purpose
 You will create a video that presents images, music and analysis following the requirements listed
above.
10
My directions fro Cookie on video----
Directions for Pam for Final Performance Assessment for US History
1.
2.
3.
4.
5.
Log onto the Internet.
Go to Google
Type in Teachertube.com
In the search bar for teacher tube type We Didn’t Start the Fire by Billy Joel
Play video for kids ( explain this is a sample of a final performance assessment)
1.
2.
3.
4.
5.
Go to main screen of computer
Right click on the blue screen
Click new, file and label it for video pictures
Go to Internet and google images
Down load to video pictures file 10 photos of camels
1.
2.
3.
4.
5.
6.
7.
8.
Go to all programs
Choose photo story
Import 10 photos of camels
Put them in photo story
Add some typed comments
Add music, Beethoven or whatever
Play for students
Save photo story to same folder with images.
Let Tom teach the importing music and voice pieces.
11
US History Course Evaluation
Please evaluate the instructor for the items listed by checking the appropriate box:
Strongly Agree Neutral Disagree Strongly
agree
disagree
1. My instructor communicates ideas and
concepts clearly
Comments/suggestions
2. My instructor demonstrates a thorough
grasp of the course material
Comments/suggestions
3. My instructor explains the material in an
interesting manner
Comments/suggestions
4. My instructor is well-organized
Comments/suggestions
5. My instructor is accessible outside of
class
Comments/suggestions
6. My instructor encourages participation
in class
Comments/suggestions
7. The pace of the course is good
Comments/suggestions
8. The lab contributed greatly to my
understanding of class lectures
Comments/suggestions
12
9. My instructor uses good examples in
lecture
Comments/suggestions
10. My instructor notices indications when
students need help
Comments/suggestions
11. My instructor uses class time
efficiently
Comments/suggestions
12. The objectives for each class was stated
clearly at the beginning of each class
Comments/suggestions
13. The instructor stimulated my interest in
the subject.
Comments/suggestions
14. The grading in the course was fair.
Comments/suggestions
15. The instructor gave me helpful
feedback in a timely manner.
Comments/suggestions
The next 2 sections ask you to evaluate the instructor’s teaching and the course
itself.
I) Please comment on the teaching.

Please explain how your instructor has helped you learn the course material.
Please list at least 2 things.

Please explain how your instructor could improve in helping students learn the
materials covered in class. Please list at least 3 things.
13

Other comments?
II) Please comment on the course.

Please comment on the course material. Did the course meet your expectations?
Please explain.

Imagine you were an instructor for this course. Please explain what you would
change improve the course. Please list at least 2 things.

Other comments?
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