2011
Facing New Challenges, 1980-1992
Unit Title
Grade Level
Timeframe
Subject or Topic Area
Summary of Unit
Overarching/ Essential
Questions
Facing New Challenges, 1980 - 1992
10-12
Three weeks
Reagan and Bush Years
Reagan’s personal appeal and his views on limited
government won him the popular support to pursue a
conservative version of America. The collapse of Soviet
communism affected United States foreign policy,
especially nations in Eastern Europe, the Mideast, Central
America and the Caribbean. Mikhail Gorbachev was the
leader of the Soviet Union from 1985-1991. Reagan and
Gorbachev agreed to a treaty that was the first to call for the
destruction of nuclear weapons that marked the beginning of
the end of the Cold War.
Urban sprawl, homelessness and a new and
devastating disease AIDS was first noticed in the 1980’s.
Crime rates, poverty and drug usage was increasing and
social activism for attainment of rights for the gay
community begins. Attention also became focused on global
environmental issues such as the depletion of the rain
forests. In 1992 Bill Clinton was elected president becoming
the first president of the “baby boom” generation. Hillary
Rodham Clinton redefines the role of the First Lady in the
1990s.
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. Why did Americans develop a new environmental
awareness in the 1980s? Do you think your
generation is aware of current environmental policies
and issues? Why or why not? What are your
suggestions to increase awareness among your
generation?
2. What technological advances of the 1990s affect
your life and why?
3. Why has the United States foreign policy changed
since the end of the Cold War?
4. What major cultural and social changes occurring
during 1981-1992 affect your life today and why?
5. What changes occurred to the Constitutional
framework of our government during this time?
6. Why is the Reagan presidency viewed with such
differing viewpoints by historians? What is your
perspective?
7. What qualities do you believe define a successful
leader and how do you evaluate their performance?
8. What is the legacy of American involvement in the
Mideast?
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
Topical Questions:
Introductory Activities
1. Students will view and analyze visual text, e.g., The
Century: America’s Time 1981-1989, The Twentieth
Century, A New World, presidential biographies and
the Hunt for Red October or War Games.
2. Students will read primary texts about Reagan and
Gorbachev and identify key elements of both
political ideologies and how they intended to change
them.
3. Students will work with world maps to label sites of
major events and change during the decade.
4. Students will create a timeline of key events for
further research based on teacher lecture and power
point presentations.
Enabling Activities
1. Students use graphic organizers that match their
learning styles to identify causes and effects of each
major social, political and economical issue analyzed
in the unit, linking them to current times.
2. Students will keep a list for two days detailing every
use of a computer and answer: How could someone
perform these types of activities a decade ago? How
pervasive are computers in your life? Exit Cards will
be shared in class.
3. Students will analyze a primary source, e.g., visual
and /or literary from the era from a varying
perspective. They will identify key issues, analyze
between fact and opinion, and compare and contrast
the author’s point of view with the views of others.
4. Students will complete presidential summaries on the
Reagan and G.W. Bush presidencies.
5. Students will complete biographical research and
analysis of key individuals from the decade
including: Sandra Day O’Connor, Princess Diana,
Lech Walesa, Peter Ueberroth, Steven Jobs, Bill
Gates, Thurgood Marshall, Deng Xiaoping, and
Michael Jackson.
6. Students will research selected events, explain the
context of the event, its impact and create a
power point of the decade clearly explaining its
importance in American and world events to their
peers. Examples of events are - fragmentation of
Communism in the Soviet Union, Falkland Islands
Crisis, Tiananmen Square, Famine in Ethiopia, Gaza
Strip & West Bank, Terrorist Attacks on Air Flight
India (1982), Rome & Vienna Attacks ( 1985),
Lockerbie Disaster (1988) and Beirut Attacks
(1983), Assassinations & Attempts: Anwar
Sadat(1981), John Lennon (1980), Ronald Reagan
(1981)Indira Gandhi (1984) Pope John Paul (1981).
Final Performance
Assessment
Final Performance Assessment - Constructed Response
and Crossword Puzzle Assessment
PART 1 - Part one will include a constructed response
analysis of selected prompts from the lyrics of 1980’s artist
Elton John.
PART 2 - Crossword Puzzle Assessment
Students will create an original crossword puzzle with forty
clues reflecting the main ideas, events and people of the era.
Students will use the website
http://puzzlemaker.discoveryeducation.com/
Each puzzle will include two copies that show the clues, the
puzzle, and an answer key. Students will exchange puzzles
and complete them as a test assessment of their
comprehension of the era.
Final Performance Assessment Part One: Constructed Response of Elton John
Lyrics
Directions: After reading the selected lyric prompts, choose two of them and write a
constructed response of between 60-80 words that expresses the main ideas of the lyrics
and how they link to the events and themes of the 1980-1992 eras.
Goodbye Norma Jean
Though I never knew you at all
You had the grace to hold yourself
While those around you crawled
They crawled out of the woodwork
And they whispered into your brain
They set you on the treadmill
And they made you change your name
And it seems to me you lived your life
Like a candle in the wind
Never knowing who to cling to
When the rain set in
And I would have liked to have known you
But I was just a kid
Your candle burned out long before
Your legend ever did
Candle in the Wind
All Quiet on the Western Front
All quiet on the Western Front, nobody saw
A youth asleep in the foreign soil, planted by the war
Feel the pulse of human blood pouring forth
See the stems of Europe bend under force
All Quiet on the Western Front
All quiet
All quiet
All quiet on the Western Front
So tired of this garden's grief, nobody cares
Old kin kiss the small white cross, their only souvenir
See the Prussian offense fly, weren't we grand
To place the feel of cold sharp steel in their hands
It's gone all quiet on the Western Front, male angels sigh
Ghosts float in a flooded trench as Germany dies
Fever reaps the flowers of France, fair-haired boys
String the harps to Victory's voice, joyous noise
Rocket Man
She packed my bags last night pre-flight
Zero hour nine a.m.
And I'm gonna be high as a kite by then
I miss the earth so much I miss my wife
It's lonely out in space
On such a timeless flight
And I think it's gonna be a long long time
Till touch down brings me round again to find
I'm not the man they think I am at home
Oh no no no I'm a rocket man
Rocket man burning out his fuse up here alone
Mars ain't the kind of place to raise your kids
In fact it's cold as hell
And there's no one there to raise them if you did
And all this science I don't understand
It's just my job five days a week
A rocket man, a rocket man
And I think it's gonna be a long long time...
Post Cards from Richard Nixon
We heard Richard Nixon say, welcome to the USA
The common sense I sometimes lack
Has opened up a seismic crack
We've fallen in and I can't pull back
And I guess we'll have to stay
In open arms we put our trust they put us on a big red bus
Twin spirits soaking up a dream
Fuel to feed the press machine
After years that were long and lean
We're finally on our way
chorus
And Richard Nixon's on his knees he's sent so many overseas
He'd like to know if you and me could help him in some way
A little camouflage and glue to mask the evil that men do
A small diversion caused by two, pale kids come to play
And we heard Richard Nixon say "welcome to the USA"
Neither of us understood the way things ticked in Hollywood
We just loaded in and grabbed the bat
With little room to swing a cat
And pretty soon we were where it's at
Or so the papers say
And all around us suntanned teens, beauty like we'd never seen
Our heroes led us by the hand
Through Brian Wilson's promised land
Where Disney's God and he commands
Both mice and men to stay
Constructed Response Rubric- New Challenges 1980-1992
4 - Above
3 - Meets
2 – Approaching
Category
Standards
Standards
Standards
The thesis statement The thesis
The thesis
Focus or
names the topic of
statement
statement
Thesis
the constructed
names the
outlines some or
Statement
response and outlines constructed all of the main
the main points to be response of points to be
discussed.
the essay.
discussed but
does not address
the topic
1Below Standards
The thesis
statement does not
name the topic
AND does not
preview what will
be discussed.
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.
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.
Grammar &
Spelling
Author makes no
Author
errors in grammar or makes 1-2
spelling
errors in
grammar or
spelling.
Author makes 34 errors in
grammar or
spelling
Author makes
more than 4 errors
in grammar or
spelling
PART 1 Constructive Response - GRASPS Task Design Prompts
Goal
Your task for Part 1 is to read and construct a 60-80 word constructive response that analyzes the lyrics of Elton
John songs and includes your knowledge of the events of the era.
The goal is to choose the rights words to make your 60-80 word response complete and descriptive.
The problem or challenge is be clear, concise and to the point in your constructive response.
Role
You are to a student of American history and a participant in the writing process.
Your job is to follow the required format for a constructed response outlined in the rubric above and to include
your own views and analysis.
Audience
Your clients are your peers and the teacher.
Situation
The context you find yourself in is reflecting on lyrics of the era.
Product, Performance, and Purpose
You will create a letter to a historical figure reflecting on their comments and adding your own analysis.
Final Performance Assessment Part Two: Crossword Puzzle
Step One: Each student will create a list of the main individuals, vocabulary and theme
for the 1980-1992 unit.
Step Two: Each student will use the software at www.puzzlemaker.com to create a
Cross Word puzzle with 40 clues. The puzzle will be printed blank and with an answer
key.
Step Three: Students will then exchange puzzles and complete them for an
assessment/test grade. The peer will grade the puzzle and evaluate it for clarity, content,
and difficulty.
Crossword Puzzle Rubric
RETAILING CROSSWORD PUZZLE
NAME ______________________________________ DATE _________________________
 Exceeds standard (must receive 7 - 8 total points)
 Meets standard (must receive 5 - 6 total points)
 Approaches standard (must receive 3 - 4 total points)
 Begins standard or absent (must receive 2 total points)
4
Final Definition
Consistently:
 Provides a clear definition.
 Creates effective clues from formal
definitions (e.g., synonym of,
Puzzle Format
Consistently:
 Provides squares for each letter of word.
(Words are spelled correctly.)
 Words are designed down and across on
antonym of).
 Creates effective clues from technical
context.
3
Usually:
 Provides a clear definition.
 Creates effective clues from formal
definitions (e.g., synonym of,
antonym of).
 Creates effective clues from technical
context.
2
Occasionally:
 Provides a clear definition.
 Creates effective clues from formal
definitions (e.g., synonym of,
antonym of).
 Creates effective clues from technical
context.
1
Seldom/Never:
 Provides a clear definition.
 Creates effective clues from formal
definitions (e.g., synonym of,
antonym of).
 Creates effective clues from technical
context.
Adapted from Illinois Department of Education, 1999.
puzzle.
 Words and clues are numbered.
 Number of clue corresponds with number
of word.
Usually:
 Provides squares for each letter of word.
(Words are spelled correctly.)
 Words are designed down and across on
puzzle.
 Words and clues are numbered.
 Number of clue corresponds with number
of word.
Occasionally:
 Provides squares for each letter of word.
(Words are spelled correctly.)
 Words are designed down and across on
puzzle.
 Words and clues are numbered.
 Number of clue corresponds with number
of word.
Seldom/Never:
 Provides squares for each letter of word.
(Words are spelled correctly.)
 Words are designed down and across on
puzzle.
 Words and clues are numbered.
 Number of clue corresponds with number
of word.
PART 2 - GRASPS Task Design Prompts
Goal
Your task for Part 2 is to construct a crossword puzzle featuring the most important individuals, events and
themes of the era.
The goal is to successfully use a software program and website to create a puzzle that will serve as a test
assessment for peers.
The problem or challenge is to create a puzzle that reflects your own learning and challenges your peers to
demonstrate mastery of the content.
Role
You are to assume the role of a teacher and create an assessment for the unit reflecting your knowledge and
ability to use software.
Your job is to follow the required format for the assignment and meet the requirements of the rubric.
Audience
Your clients are your peers and the teacher.
Situation
The context you find yourself in is creating, taking and scoring assessments in the form of a crossword puzzle.