Connecticut Technical High Schools
DRAFT
SOCIAL
STUDIES
CURRICULUM
2005
Modern U.S. History
Grade 11
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
Curriculum Coordinator
Mary Skelly, CTHSS Consultant
Curriculum Writers
Patricia Staley, Social Studies Teacher, E.T. Grasso/Southeastern THS
Margaret Sonntag, General Education Dept. Head, J.M. Wright THS
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
SOCIAL STUDIES
3/8/2016
DRAFT Modern U.S. History
I.
DESCRIPTION OF THE COURSE
(1 credit) Modern United States History builds upon the historical foundations learned in
Civics/American Government. This course focuses on the major historical periods, issues and
trends in U. S. History from the 20th century to the present. Students examine historical themes
such as ideals beliefs and institutions, conflict resolution, science and technology in order to
understand how the United States came to be the way it is. The course emphasizes the
economic, political and social events that shaped our nation. Throughout the year, connections
are made to the student’s trade and technical program. Students will develop historical thinking
through active inquiry and research using multiple sources. Students will analyze multiple
perspectives and interpretations and write to inform and persuade the reader. Students continue
to build a portfolio, which includes position papers, as well as a research paper
(1 credit) Honors Modern United States History is an accelerated course for the motivated
student that focuses on the in-depth study of American History. The course builds upon the
historical foundations learned in Civics/American Government. This course focuses on the
major historical periods, issues and trends in U. S. History from the 20th century to the present.
Students are expected to express various historical viewpoints, develop point of views and
organize and present position papers. The course emphasizes the economic, political and social
events that shaped our nation. Throughout the year, connections are made to the student’s trade
and technical program. Students will develop historical thinking through active inquiry and
research using multiple sources. Students will analyze multiple perspectives and interpretations
and write to inform and persuade the reader. Students continue to build a portfolio including
position papers and a research paper.
II.
PURPOSE OF THE COURSE
To give students an understanding of the history of the United States from the 20th century to the
present as well as an understanding of the American character and heritage. John F. Kennedy
said that “History, after all, is the memory of a nation”. Students will learn that American
History is the result of many stories that are rich with dreams, passion, courage and challenges.
The course will prepare students to more effectively formulate positions and make decisions
which are essential to assuming the rights and responsibilities of citizenship. Important historical
thinking skills will be introduced, practiced and reinforced.
III. GOALS*
Students, independently and collaboratively, will be expected to:
1. GOAL 1: Students will recognize and analyze events, personalities, trends
and beliefs that have shaped the history and culture of Connecticut, the
United States and the world.
2. GOAL 2: Students will recognize and understand democratic and
constitutional principles and demonstrate an understanding of the rights
and responsibilities of citizenship.
3. GOAL 3: Students will articulate the significance of and the relationship
between historical and contemporary issues among nations in an
interdependent world.
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
4. GOAL 4 Students will demonstrate understanding of culture, diversity and
the multiple perspectives that exist in a global community.
5. GOAL 5: Students will apply concepts from the study of history, culture,
economics, government and other social sciences to their study of
literature, science, technology and society.
6. GOAL 6: Students will apply geographic skills and concepts to understand
the connection between the physical and human world.
7. GOAL 7: Students will apply the concepts of production, distribution and
consumption, as well as world trade and interdependence.
8. GOAL 8: Students will exchange ideas and critically analyze multiple
perspectives relating to historical, political, cultural, social, economic,
behavioral and environmental issues.
*CTHS Social Studies Goals
IV. MATERIALS CITED
America: Pathways to the Present, Prentice Hall
American Nation in the Modern Era, Holt, Rinehart and Winston
The Americans, McDougal Littell
V. STUDENT OUTCOMES
Students must showing evolving competence in their ability to:
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Social Studies
Read, discuss and respond critically to multiple types of primary and secondary texts;
Write to describe, explain and persuade;
Work cooperatively;
Express ideas verbally in discussion and presentations;
Analyze critical issues;
Research and investigate;
Organize and reflect social studies concepts and content.
DRAFT Scope and Sequence – Modern U.S. History
UNITS
1. Emergence of Modern America 1890 – 1920
2. 1920’s, Great Depression and World War
3. The Post-War Era (1945 – 1974)
4. Recent U.S. History (1974 to Present)
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
DRAFT
MODERN UNITED STATES HISTORY
LEARNER OUTCOMES/ASSESSMENTS
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
Emergence of Modern America 1890-1920
Student will:
1.1
Identify the significant changes in the
industrialization and urbanization of
America in the late 19th and early 20th
centuries and explain the causes and
effects of these changes.
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1.2
Critique the importance and judge the
success of the progressives and other
reform movements in social, economic,
moral and political reform.
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1.3
Analyze the rise in segregation and
discrimination, the impact of Jim Crow, and
the responses of African American leaders.
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1.4
Chart the changing role of the United States
in world affairs.
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Social Studies
Cause and Effect Chart
Thematic Map of Urbanization
CAPT-Persuasive Essay on the most
significant invention.*
Resume of an American industrialist
Debate on the role of the “robber barons”
Honors- Group Newspaper Assignmentrequired elements: Report of news articles on
incidents or events; biographical feature story
on an important personality of the period;
editorial; political cartoons & period
appropriate advertisements.
Honors – Research & writing assignment“The Arts as a Reflection of the Time Period”
Re-creation of a Muckraker news story for
modern readers.
Political Cartoon Analysis
CAPT-Persuasive Essay on the successes and
failures of the Progressives.*
Panel discussion on the Election of 1912
DBQ-How progressive were the progressives?
Film analysis -“Iron Jawed Angels”
Case Study-Plessy v. Ferguson decision.
Chart of the responses of African American
leaders to the rise in segregation and
discrimination. (W.E.B. Dubois, Ida B. Wells,
Booker T. Washington)
Map of the “Great Migration” of African
Americans and explain the impact of this
migration on society.
Map of the areas of US
involvement/intervention.
Summary of the major justifications for
imperialism.*
Create a political cartoon on the role of US in
world affairs.
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
Emergence of Modern America 1890-1920 (cont.)
LEARNER OUTCOMES
1.5
Analyze the role of the United States in
World War I and the impact of the War on
American society.
INDICATORS OF LEARNING
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Explain the causes of WW1 and analyze the
justifications for U.S. entry.
Comparison of the Map of Europe pre1914/post-1918.*
Diary entries for a soldier at the Western Front.
Chart of impact of war on women, labor and
minorities.
CAPT-Persuasive essay comparing the Alien
and Sedition Acts 1918 to the Patriot Act.
Student newspaper – WW1 on the home front.*
Honors-DBQ-Position papers on validity of
claim that U.S. was fighting to “make the
world safe for democracy”.
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
1920’s, Great Depression and World War
LEARNER OUTCOMES
Student will:
1.6 Describe and evaluate the causes and
consequences of the Great Depression.
INDICATORS OF LEARNING
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1.7
Chart the events in Europe and Asia, which
drew the United States into World War II.
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1.8
1.9
Analyze the causes and general course of
World War II and its impact on American
society.
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Analyze Hitler’s Final Solution and evaluate
the Allies response to the Holocaust and war
crimes.
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1.10 Assess the significant social, political and
economic changes in the United States.
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Stock market simulation.
Chart comparing impact of Great
Depression/New Deal on women, AfricanAmericans, and Labor.
Political action/Policy letter suggesting a
course of action to deal with an economic
problem.*
Speech analysis comparing FDR’s plans to
Hoover’s.
Analysis of effects of the Great Depression
through the use of economic statistics.
Timeline of major events leading to WW2.*
Comparison chart of dictators.
Speech Analysis-“Day of Infamy”
Debate: Resolved: The U.S. provoked the
Japanese into attacking Pearl Harbor.
Journal Entries: A soldier in either the Atlantic
or Pacific Theaters.*
Honors- Compare and contrast U.S. entry into
World Wars I and II.
Map of turning points in Pacific and European
theaters.
Diary entry of life on the Home front.
DBQ of changing role of women.
Debates and position statements on the
decision to drop the atomic bomb, bombing of
civilians and/or the need for and legality of
Japanese American Internment.*
Timeline of era-Hitler’s Final Solution.
Research project-American response to
Holocaust.
Holocaust memoir on Literary Selections.
Biographic/Reader’s Theater presentation of an
African American in the Jazz Age and the
Harlem Renaissance.
Analysis of technological changes resulting
from WW2.
Map of world post-WW2 with explanation of
changes.
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
The Post-War Era (1945 – 1974)
LEARNER OUTCOMES
Student will:
1.11
Analyze causes, events and consequences
of the Cold War on American economic,
social, political, and cultural life.
1.12
Discuss changes in the direction of US
foreign policy related to the Cold War.
INDICATORS OF LEARNING
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Timeline of major events of the Cold War
Storyboard on Cold War issues.
Map areas of US and USSR-influence.
Cause and Effect Chart.
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DBQ: Assess “blame” for the Cold War
Diary entries for Cuban Missile Crisis
Roleplay-Cuban Missile Crisis-Kennedy,
Khruschev, Castro, and citizens of involved
countries, etc.
Honors- Compare presidential policies:
Truman to Nixon
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1.13
1.14
Examine the impact of social and economic
changes of the post-war period on
America.
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Evaluate the impact of innovation in mass
media and technology.
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1.15
Analyze the origins and assess the impact
of the Civil Rights Movement
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1.16
Analyze the foreign and domestic
consequences of US involvement in
Vietnam
Social Studies
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Chart comparing American life during the
1950s with life in 1968-74.
DBQ-Portraits of American Life.
Case Study: Analyze the effects of
technology on American life and culture
(technology could include: air conditioning,
plastic, television, transistors, etc).
Research paper: Investigate the impact of
medical advances such as the polio vaccine
and penicillin.
Analyze the effects of Brown v. Board of
Education.
Timeline of events.
Journal entries on integration from the
perspective of an African American, a
northerner who is a freedom rider and an
African-American living in the South.
Role play of meeting between Malcolm X and
Martin Luther King.
Speech Analysis-“I Have a Dream”.*
Honors – DBQ- Civil Rights Leaders and
Tactics.
Chart showing events that led to increasing
U.S. involvement in Vietnam
DBQ-Viewpoints on Vietnam.*
Debate: Should the U.S. be involved in
Vietnam?
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
The Post-War Era (1945 – 1974) (cont.)
LEARNER OUTCOMES
1.17
Evaluate the changing role of women in
American society
INDICATORS OF LEARNING
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1.18
Evaluate the impact of Watergate scandal
on the presidency and American society.
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1.19
Identify, describe and analyze major
personalities in American politics
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Debate on the Equal Rights Amendment
DBQ: To what extent has the role of women
changed?
Comparison of portrayal of women on TV:
Lucy (I Love Lucy) to Carol Brady (The
Brady Bunch) to Desperate Housewives.
Honors-Essay comparison of Watergate to
other presidential scandals.
CAPT persuasive essay: Was Mark Felt (the
source for the Washington Post investigation
of the Watergate affair) a hero or a traitor?
Mock Trial: Impeachment of Richard Nixon.
Research project: investigate one of the
assassinations of the 1960s and analyze its
effect on the American public.*
DBQ: To what extent was the war on poverty
successful?
* Honors: Essay comparing the way in which
John F. Kennedy handled the crisis with the
steel industry with Theodore Roosevelt’s
handling of the trusts.
Resume of a modern day U.S. President.*
Panel Discussion: You have been asked to
choose one of the presidents since 1950 to be
enshrined on Mt. Rushmore. Who should it be
and why?
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
Recent U. S. History (1974 to present)
LEARNER OUTCOMES
Student will:
1.20
Chart and explain the impact of the end of
the Cold War on American foreign and
domestic policy.
1.21
Describe and analyze the impact of
innovations in mass media and technology
on contemporary American culture.
INDICATORS OF LEARNING
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1.22
Investigate the impact of terrorism on
American society and U.S. foreign and
domestic policy
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1.23
Assess America’s role in the world since
the end of the Cold War.
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1.24
Analyze major economic, social and
cultural changes in America since 1974.
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Social Studies
Comparison map of Soviet Union- 1950 and
2005.
DBQ-Why the Cold War ended?
Essay: What if the U.S. and the Soviet Union
had remained allies after World War II?
Chart showing increase in number of wireless
telephone /internet subscribers 1980-2000.
Panel Discussion: Should cloning be
permitted?
Research project-How have new
materials/technologies/innovations have
impacted students’ trade.
Debate-Impact of Innovation: What shall we
consider “truth” if photos can be altered with
new technology?
Honors- Futures simulation/group presentation
of a “decision that changed American history.
Timeline of events in the war on terror.
Create a political cartoon.*
DBQ-Historical Perspectives on Civil
Rights in a time of war.*
Debate: Is the Patriot Act necessary?
Honors- Compare presidential policies. Ford to
George W. Bush.
World map, charts, graphics showing areas
(military, financial aid, etc) and costs of U.S.
involvement in various countries.*
Group research- Selected major areas of U.S.
involvement.
Essay: Impact of 9/11 & terrorism on
Americans.
Group discussion: Are we willing to sacrifice
American lives for human rights in other
nations?
Chart comparing American life during the
1950s with life in 1974-2006.
Magazine Activity – “This Was the Best Year
Ever”.
DRAFT Scope and Sequence – Modern U.S. History
GOAL 1: History - Students will recognize and analyze events, personalities, trends and beliefs that
have shaped the history and culture of Connecticut, the United States and the world.
Recent U. S. History (1974 to present) (cont.)
LEARNER OUTCOMES
1.25
Evaluate the impact of environmental
issues on American society.
INDICATORS OF LEARNING
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1.26
Evaluate the shifts in American political
ideology.
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1.27
Describe and analyze the shifts in
immigration patterns in the last half of the
20th Century.
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Policy paper on environmental issue of the day
– for example, whether SUVs should be
permitted.
Research project: Can the U.S. compete with
China for oil?
Chart analyzing swings in American’s
political orientation (liberal or conservative
and vice versa) since the Depression.
Honors-Analyze the result of the chart.
Participation in large/small group discussion
on changes in American attitudes/values and
how these are transmitted to the government.
Map and chart comparing immigration
patterns from 1950-2000 with those of 18901920.*
Literature selection: American immigrant
experiences/contemporary authors.
Sample Collection for Portfolio
Refer to items with asterisks.
Student reflection on choices.
Social Studies
DRAFT Scope and Sequence – Modern U.S. History
GOAL 8: Essential Skills - Students will exchange ideas and critically analyze multiple perspectives
relating to historical, political, cultural, social, economic and environmental issues.
LEARNER OUTCOMES
INDICATORS OF LEARNING
Student will:
8.1
Form questions, research multiple sources,
develop an opinion and defend a position on
current issues.
8.2
Use and synthesize primary source documents
to analyze multiple perspectives.
8.3
Compare and evaluate statistical documents.
8.4
Evaluate data within historical source.
8.5
Make critical judgments and identify:
 Chronological sequence
 Fact and opinion
 Comparison and contrast
 Problem and solution
 Cause and effect
 Persuasion
 Point of view.
 Bias
 Propaganda
8.6
Read, discuss, interpret and evaluate multiple
literary sources such as:
 Newspapers
 Periodicals
 Editorials
 Essays
 Illustrations
 Political Cartoons
 Biography
 Web-based text
 Charts & graphs
 Trade publications
 Novels
 Short Stories
 Poems
8.7
Communicate with others to create
interpretations and evaluations of oral,
written, and visual texts.
Social Studies
History
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Content notes
Journal entries
Summaries
Vocabulary in context skills
Graphic Organizers and T-charts
Persuasive letters
Written analyses
Position papers
Participation in large and small group
discussions
Timelines, charts, and maps
Visual and oral presentation
KWL charts
Annotation Skills Activities
Technology based Activities
Formal Assessments for Portfolio
Persuasive Letter
Student reflection on choices.
DRAFT Scope and Sequence – Modern U.S.
GOAL 8: Essential Skills - Students will exchange ideas and critically analyze multiple perspectives
relating to historical, political, cultural, social, economic and environmental issues.
LEARNER OUTCOMES
INDICATORS OF LEARNING
Student will:
8.8
Examine textual structures to locate
information and aid comprehension in
informational and narrative texts including
textbooks, newspapers, magazines, novels
& short stories.
8.9
Utilize appropriate reading strategies to
enhance reading comprehension
 Pre-reading
 During reading
 Post-reading
8.10 Work independently and cooperatively within
groups to accomplish goals.
Social Studies
History
DRAFT Scope and Sequence – Modern U.S.