american history · gilded age: industry and labor 1. railroad industry 2. compare\contrast...

$: American History · Gilded Age: Industry and Labor 1. Railroad Industry 2. Compare\Contrast Business Before and After the Civil War 3. Labor Unions Goals and Outcomes 4. Social Studies$
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course

Social StudiesAmerican History

Timeframe Unit Instructional Topics

The American West 1. National Economy Formula 2. Native Americans 3. Developing Industry in Western Lands 4. Social Studies Skills

2 Week(s)

Gilded Age: Industry and Labor 1. Railroad Industry 2. Compare\Contrast Business Before and After the Civil War 3. Labor Unions Goals and Outcomes 4. Social Studies Skills

2 Week(s)

Immigration and Urbanization in the Gilded Age 1. Cause and Effect of Immigration During the Gilded Age 2. Key Problems & Solutions to Rapid Urbanization 3. Key Problems/Solutions to Urban and Federal Politics During theGilded Age

2 Week(s)

Progressivism 1. What Were the Main Progressive Goals? 2. Use Problem/Solution to Link Past and Present Progressive Reforms 3. How Did the Progressive Presidents Make Real Change at the FederalLevel? 4. How Were Women Affected by Progressivism? 5. Who/What Reforms Were Limited?

3 Week(s)

Imperialism 1. Compare US Historical Expansion of the US Before and After the CivilWar 2. Cause, Fact, and Immediate Effect of the Spanish-American War 3. Positive and Negative Effects of the US as a World Power 4. Foreign Policy of the Imperialistic US Presidents: McKinley, T.Roosevelt, Taft, and Wilson

2 Week(s)

World War I 1. Causes of WWI 2. Why Did the US Enter WWI? 3. How Did New and Old Technology Change the Scope of WWI? 4. How Did the US Government Ensure the American Public was Behindthe War Effort? 5. How Were the US Government and Industry and Labor Partners in theWar? 6. How Did the Effect of the Treaty of Versailles Help Create FertileGround for WWII to Follow?

3 Week(s)

The Roaring Twenties 1. What Were Presidents Harding & Coolidge's Domestic and ForeignPolicy? 2. What are Some Social Shifts of the 1920's? 3. 1920's Poster Project

3 Week(s)

The Great Depression/New Deal 1. How Does the Stock Market Work? 2. What Caused the Great Depression? 3. How Did New Deal Programs Effect Government and Society?

2 Week(s)

World War II 1. How Did WWII Begin? 2. Why Did the US Enter WWII? 3. What Were Positive and Negative Effects of the US Home Front DuringWWII? 4. What Were the Effects of WWII? 5. What Were the Causes, Facts, and Effect of the Holocaust?

4 Week(s)

The Cold War Era 1. What Were the Causes of the Cold War? 2. Compare and Contrast Democracy with Soviet Communism 3. What Events Deepened the Cold War? 4. What Were the Social and Political Effects of the Cold War in America?

2 Week(s)

Scope And Sequence

This course covers the time after the Civil War to the present day. Events included are: The Gilded Age (western development,industrialization, urbanization, immigration), Progressivism, Imperialism, World Wars I and II, The Cold War, Korean and Vietnam wars,decade studies from the 1950's to present. For these events we will be learning the political, economical, and social aspects of eachera.

Course Description

11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum

Page 1Southern Boone Co R-I, MO



Power StandardsDescribe & evaluate US government role in shaping the economy. Describe & evaluate changes in US foreign policy from Reconstruction to present. Describe & evaluate the cause and effect of US wars of the 20th century to present. Explain how economic concepts of supply & demand affect changes in US history. Describe & evaluate social changes for minority groups from 1865 to present. Describe & evaluate the motivations, challenges, and contribution of immigrants as they have contributed to American history fromReconstruction to present. Describe & evaluate the cause and effect of the Cold War Era. Describe & evaluate the political parties as they pertain to an era in time. Distinguish between, and analyze primary & secondary sources. Interpret maps, charts, timelines, picture, political cartoons, art, historical literature, and artifacts. Explain & evaluate opposing viewpoints in historical controversies. Explain cause and effect of government backed domestic policy reforms.

PrerequisitesNone

Essential QuestionsHow has the United States domestic & foreign policy changed since 1865? How has the American government's role helped shape the United States economy?

Materials and ResourcesThe Americans textbook McDougal Littell 2010

Course Details

The 1950's and 1960's Domestic Policy 1. What Were Eisenhower's Domestic Policies? 2. How was Modern Popular Culture Created? 3. What was President Kennedy's Foreign Policy? 4. What was the Effect of JFK's New Frontier? 5. What was the Effect of LBJ's Great Society Domestic Policy?

3 Week(s)

Civil Rights 1. Rights of Citizens 2. History of African-Americans Since 1619 3. How Did the US Federal Courts Rule in Key Civil Rights Cases? 4. What Events Pushed Americans to Overcome Discrimination in the1950's and 1960's?

2 Week(s)

Vietnam 1. Why Did the US Become Involved in Vietnam? 2. Why was 1968 a Turning Point in US Involvement of the Vietnam War? 3. How Did American Reaction to the US Involvement in Vietnam ChangeDuring the Course of the War? 4. What is the Effect of the Vietnam War?

2 Week(s)

Post-Vietnam Modern America 1. What is the Cause, Fact, Effect of the Watergate Scandal? 2. President Carter's Foreign and Domestic Policies 3. President Reagan and Bush Conservative Ideology 4. The Cold War is Over!

2 Week(s)

Explain how the National Economy Formula helped the United States government settle the American west.Unit Description

Was the US Government justified in removing Natives from the land and claiming it for development?Essential Questions

National Economy FormulaAcademic Vocabulary

The Americans textbookMaterials and Resources

video overhead projector transparency pictures

Technology Integration

Unit test - This test will include an explanation of the National Economy Formula and how the US claimed the land west of the Mississippi fromthe Natives.

Summative Assessment

Unit: The American West Duration: 2 Week(s)





Topic: Duration: 1 Day(s)National Economy Formula

Learning Targets

Topic DescriptionStudents will learn how natural resources+government actions+technology created a national economy.

Topic Specific Vocabularyeconomy

Formative AssessmentExit Slip: How did the National Economy Formula help develop the west?

Assessment: Formative assessment- visual as we go Summative assessment- questions on test

DOK Level 2

Students will write the National Economy Formula. Students will be able to apply the National Economy Formula to the development of the American west.

Topic: Duration: 2 Day(s)Native Americans

Learning Targets

Topic DescriptionExplain how the clash of cultures between Natives and the whites helped in the development of the American West.

Topic Specific Vocabularyculture Native American Plains Indians

Formative Assessmentexit slip: How did the whites disregard the culture of the Natives?

DOK Level 2

Students will be able to explain how the clash of cultures enabled the US Government to move the Native Americans out of the way, thuspaving the way for white settlement.

Topic: Duration: 5 Day(s)Developing Industry in Western Lands

Learning Targets

Topic DescriptionOnce the Great Plains were void of Natives and buffalo, whites started to settle and other industries began: farming, cattle ranching, railroadindustry, and mining. How did this developmental progression begin and prosper?

Topic Specific VocabularyPacific Railway Act strip mining cattle ranching

Formative AssessmentExit Slip: Explain one positive and one negative to industry developing in the western lands.

DOK Level 2Students will be able to explain how the US government encouraged white settlement to strengthen its claim to the western lands.

DOK Level 2

Students will be able to explain how the US government encouraged industry to form in the western lands- ranching, mining, railroad, andfarming.

Topic: Duration: 2 Day(s)Social Studies Skills

Topic DescriptionThe following skills will be enhanced: map construction, map interpretation, primary source document interpretation, and fact vs opinion.





Learning Targets

Topic Specific Vocabularyprimary source secondary source factual statements opinion statements

Formative AssessmentCattle Ranch Map Fact v Opinion worksheet

DOK Level 2Students will be able to demonstrate proficient and advanced skills when using: maps, primary source analysis, fact vs opinion.

Students will explain how Industry and Labor changed after the Civil War, thus leading the United States to become a major world power.Students will also describe conditions under which people worked during this era and how labor unions tried to help workers. Students willevaluate the effectiveness of the labor movement.

Unit Description

How did industry grow after the Civil War?Essential Questions

labor unions mass production business tycoons/aka "fat cats"

Academic Vocabulary

The Americans textbook internet Mollie Maguires motion picture

Materials and Resources

internet research Smart Board VHS


Unit TestSummative Assessment

Unit: Gilded Age: Industry and Labor Duration: 2 Week(s)

Topic: Duration: 4 Day(s)Railroad Industry

Learning Targets

Topic DescriptionStudents can explain how the railroad industry contributed to creating a national economy.

Topic Specific Vocabularytranscontinental railroad

Formative AssessmentExit Slip: How did the railroad help business and industry?

DOK Level 2Students will be able to explain how the railroad industry contributed to creating a national economy.

Topic: Duration: 2 Day(s)Compare\Contrast Business Before and After the Civil War

Topic DescriptionIn this topic students will be able to compare and contrast business manufacturing and business practices both before and after the Civil War.

Topic Specific Vocabularyinterchangeable parts mass production assembly line piece work

Formative AssessmentExit slip: What are two important changes in manufacturing after the Civil War?





Learning Targets

Assessment: Exit slip: What are two important changes in manufacturing after the Civil War?DOK Level 3

Students will be able to compare and contrast how manufacturing/business practices were both alike and different before and after the CivilWar.

Topic: Duration: 2 Day(s)Labor Unions Goals and Outcomes

Learning Targets

Topic DescriptionLabor groups had an important influence in the development of industry during the Gilded Age. How did union aims and results effect theworkers during this time?

Topic Specific Vocabularystrike labor union AFL Knights of Labor

Formative AssessmentLabor Union Mini Poster

Assessment: Labor Union Mini PosterDOK Level 2

Students will be able to explain the major labor groups during the Gilded Age. Students will be able to explain the goals of the major labor groups during the Gilded Age. Students will be able to explain the effect of strikes during the Gilded Age.

Topic: Duration: 2 Day(s)Social Studies Skills

Learning Targets

Topic DescriptionStudents sharpen their social studies skills by interpret a variety of primary sources that deal with labor issues during the Gilded Age.

Topic Specific Vocabularystrike Pullman

Formative AssessmentPullman Strike of Chicago Times and Chicago Tribune primary source articles analysis

DOK Level 3Students will be able to read a primary source about the Pullman Strike and compare and contrast different newspaper accounts of the event.

Students will explain the cause and effect of urbanization and immigration during the Gilded Age.Unit Description

Is America a salad bowl or a melting pot?Essential Questions

urbanization Boss Tweed Spoils system Political Cartoon Political Machine

Academic Vocabulary

The Americans textbook Political Cartoons- Nast: Let Us Prey



Unit: Immigration and Urbanization in the Gilded Age Duration: 2 Week(s)





Topic: Duration: 2 Day(s)Cause and Effect of Immigration During the Gilded Age

Learning Targets

Topic DescriptionStudents will be able to explain why immigrants were coming to the United States in the late 1800's. Students will be able to determine ifAmerica is a salad bowl or melting pot of immigration.

Topic Specific Vocabularyimmigration vs. emigration

Formative AssessmentExit slip: Is the United States a salad bowl or melting pot? Support your opinion. Political cartoon analysis

DOK Level 3Students will be able to analyze a political cartoon.

Topic: Duration: 4 Day(s)Key Problems & Solutions to Rapid Urbanization

Learning Targets

Topic DescriptionStudents will be able to recognize key problems and solutions to rapid urbanization in the Gilded Age.

Topic Specific Vocabularyurbanization

Formative AssessmentExit slip; In your opinion what was the most critical problem in urban centers in the late 1800's an what was a solution to the problem. Explain.

Assessment: Exit slip; In your opinion what was the most critical problem in urban centers in the late 1800's an what was a solution to theproblem. Explain.

DOK Level 3

Students will be able to explain key problems in urban areas related to rapid urbanization such as: water, sewer, housing, disease, pollution. Students will be able to explain solutions to these problems- both effective and long range and short term.

Topic: Duration: 4 Day(s)Key Problems/Solutions to Urban and Federal Politics During the Gilded Age

Learning Targets

Topic DescriptionPolitics in urban areas were corrupt due to the proliferation of political machines. Federal politics also was corrupt with the patronage system.Reforms were limited and provided little relief.

Topic Specific Vocabularypolitical machines patronage system spoils system

Formative Assessmentpolitical cartoon analysis

DOK Level 3

Students will be able to describe political machines. Students will be able to distinguish positive and negative aspects of political machines. Students will be able to analyze political cartoons about political machines.

This unit will explore progressive ideology and its arrival on the national government scene. Reforms in government and industry will bestudied. The progressive presidents domestic reforms will also be compared. An emphasis on groups in society that were not helped byprogressivism will be studied.

Unit Description

Why were reforms during the progressive era effective compared with ineffective reforms prior to that era?Essential Questions

Unit: Progressivism Duration: 3 Week(s)





"ism" words suffrage muckraker scientific management initiative referendum recall photojournalism

Academic Vocabulary


Unit test Muckraker Prezi or Power Point (Slides)


Topic: Duration: 3 Day(s)What Were the Main Progressive Goals?

Learning Targets

Topic DescriptionStudents will be able to explain the 4 goals of Progressive Reformers: Protecting Social Welfare Promote Moral Improvement Create Economic Reform Foster Efficiency

Topic Specific Vocabularysocial welfare moral improvement efficiency

Formative AssessmentTree Graphic organizer showing 4 goals

Assessment: Progressive Tree Graphic OrganizerDOK Level 2

Students will be able to classify the Progressive goals when given a specific problem/reform

Topic: Duration: 4 Day(s)Use Problem/Solution to Link Past and Present Progressive Reforms

Learning Targets

Topic DescriptionDetermine the problem that existed in child labor, working hours, state elections and senate elections at the state level. Determining the solution during the Progressive Era for those problems will be learned. Discuss solutions that are still existing today.

Topic Specific VocabularyMuckraker scientific management initiative referendum recall 17th Amendment

Formative AssessmentProblem/Solution Chart

Assessment: Progressive Problem/Solution chartDOK Level 2

Students will explain the reality of the problem that existed in child labor, working hours, state elections and senate elections at the state level. Students will describe the solution during the Progressive Era for those problems. Students will discuss solutions that are still existing today.

DOK Level 3Students will use internet research and technology to create a prezi or power point presentation of the Muckrakers of the Progressive era.





Topic: Duration: 4 Day(s)How Did the Progressive Presidents Make Real Change at the Federal Level?

Learning Targets

Topic DescriptionThe Progressive Presidents T. Roosevelt, Taft, and Wilson supported many reforms, some of which are still around today.

Topic Specific Vocabularyscientific management initiative referendum

Formative AssessmentWhat were some of these legacy reforms and how did they effect society and the economy?

Assessment: Progressive Presidents Chart- compare/contrastDOK Level 3

Students will be able to compare and contrast the Progressive Presidents reforms and solutions to major problems in America.

Topic: Duration: 2 Day(s)How Were Women Affected by Progressivism?

Learning Targets

Topic DescriptionDiscuss women feeling empowered with the reforms of the Progressive movement.

Topic Specific Vocabularysuffrage

Formative AssessmentGuided reading 9-2 from The Americans textbook.

Assessment: Guided Reading from Textbook The Americans Ch 9 Section 2DOK Level 2

Students will summarize how women's roles were changing during the Progressive Era.

Topic: Duration: 2 Day(s)Who/What Reforms Were Limited?

Learning Targets

Topic DescriptionNot every social/economic group in America enjoyed reform. How were minority groups discriminated against by looking at PresidentsRoosevelt and Wilson?

Topic Specific Vocabularyinitiative referendum recall

Formative AssessmentVenn Diagram: Limits to Progressivism

Assessment: Venn Diagram: Limits to ProgressivismDOK Level 2

Students will be able to explain how minority groups were limited in benefiting from Progressive reforms.

American Imperialism will be analyzed from its origins in the Monroe Doctrine through 1914, when the United States becomes a major world power.

Unit Description

How did the United States become a major world power?Essential Questions

imperialism "big fish/little fish" longitude/latitude

Academic Vocabulary

Unit: Imperialism Duration: 2 Week(s)





The Americans textbook US possessions by 1900 map with longitude/latitude grid



Topic: Duration: 2 Day(s)Compare US Historical Expansion of the US Before and After the Civil War

Learning Targets

Topic DescriptionStudents will be able to compare US expansion before and after the Civil War beginning with the Monroe Doctrine thru 1900.

Topic Specific Vocabularylongitude/latitude Monroe Doctrine acquisition imperialism

Formative AssessmentTerritorial Expansion maps before and after the Civil War

DOK Level 2Students will be able to compare US expansion before and after the Civil War.

Topic: Duration: 4 Day(s)Cause, Fact, and Immediate Effect of the Spanish-American War

Learning Targets

Topic DescriptionStudents will be able to explain the cause, facts, and immediate effect of the Spanish-American War.

Topic Specific Vocabularyacquisition peace treaty

Formative AssessmentMap 11 &17 Political Cartoons of Spanish/American War

Assessment: Exit slip: In your opinion, what is the biggest effect for the United States that resulted from the Spanish-American War?Explain.

DOK Level 2Students will be able to explain the cause, facts, and immediate effect of the Spanish-American War.

Topic: Duration: 2 Day(s)Positive and Negative Effects of the US as a World Power

Learning Targets

Topic DescriptionStudents will explain and be able to recognize a positive and negative effect of the US becoming a major world power after the Spanish-American War.

Topic Specific VocabularyGun Boat Diplomacy tropical climate

Formative AssessmentPanama Canal Video Guide US plays "Big Brother" around the world

Assessment: Evaluation chart of US playing "Big Brother" around the world.DOK Level 2

Students will evaluate US actions as positive and/or negative given our involvement in areas around the world from 1898-1920, specifically:China, Cuba, Panama, Nicaragua.

Topic: Duration: 2 Day(s)Foreign Policy of the Imperialistic US Presidents: McKinley, T. Roosevelt, Taft, and Wilson





Learning Targets

Topic DescriptionStudents will be able to explain how each Imperialist US President handled foreign policy differently.

Topic Specific Vocabularyforeign policy Big Stick Dollar Diplomacy Moral Diplomacy

Formative AssessmentExit Slip: 1 paragraph How were the three Imperialist President's foreign policies alike and different?

Assessment: Exit Slip: 1 paragraph How were the three Imperialistic President's foreign policies alike and different?DOK Level 2

Students will be able to compare and contrast each Imperialist US President (T. Roosevelt, Taft, and Wilson) foreign policies.

The emphasis of this unit will be cause and effect of WWI. Emphasis will be given on the causes of the United States entry in this war. Analysiswill be directed to the effects of WWI as a cause of World War II.

Unit Description

Why do nations go to war?Essential Questions

militarism nationalism propaganda reparations

Academic Vocabulary

The Americans textbook Reading Like a Historian film clips


SmartBoard overhead projector video player



Unit: World War I Duration: 3 Week(s)

Topic: Duration: 3 Day(s)Causes of WWI

Learning Targets

Topic DescriptionStudents will be able to explain the causes of Europe going to war in 1914 and understand that the US chose to remain neutral at this time.

Topic Specific Vocabularymilitarism nationalism

Formative AssessmentBuilding vocabulary Ch 11:The First World War

Assessment: Building WWI VocabularyDOK Level 2

Students will be able to explain the causes of Europe going to war in 1914 and understand why the US chose to remain neutral at this time.

Topic: Duration: 2 Day(s)Why Did the US Enter WWI?

Topic DescriptionStudents will discover the reason the US entered the war in 1917, specifically studied will be the Zimmerman Note and Germany's break oftheir Sussex Pledge.





Learning Targets

Topic Specific Vocabularycryptogram unrestricted sub warfare

Formative Assessmentcryptogram Reading Like a Historian Trade Alliances

Assessment: Exit slip: Why did the United States enter WWI?DOK Level 2

Students will be able to explain why the United States entered WWI (Zimmerman Note and Germany breaking the Sussex Pledge).

Topic: Duration: 2 Day(s)How Did New and Old Technology Change the Scope of WWI?

Learning Targets

Topic DescriptionBoth new and old technology changed the scope of the war. Students will be able to explain these important technology developments.

Topic Specific Vocabularytrench

Formative AssessmentWWI Weapons Quiz Exit slip: How did technology change warfare in WWI? Bell Ringer: pg 376 Describe what it would be like to be a soldier in the trenches during WWI?

Assessment: Exit Slip: In your opinion what was the greatest technology development during the war? Support your answer.DOK Level 2

Students will explain how both new and old technology changed the scope of the war.

Topic: Duration: 3 Day(s)How Did the US Government Ensure the American Public was Behind the War Effort?

Learning Targets

Topic DescriptionStudents will examine and explain several ways the US government made sure that it's citizens were behind the war effort.

Topic Specific Vocabularypropaganda

Formative AssessmentGerman Propaganda Leaflets WWI poster

Assessment: WWI Propaganda posterDOK Level 3

Students will examine and explain several ways the US government made sure that it's citizens were behind the war effort. Specifically withthe use of propaganda techniques students will create their own WWI poster supporting the war effort.

Topic: Duration: 2 Day(s)How Were the US Government and Industry and Labor Partners in the War?

Learning Targets

Topic DescriptionStudents will explain how the US government, industry, and labor were partners in the war. How did women and African-Americans become apart of the labor force during the war?

Topic Specific Vocabulary"Great Migration"

Formative AssessmentHome Front Web

Students will explain how the US government, industry, and labor were partners in the war. Students will be able to explain how women and African-Americans become a part of the labor force during the war?





Assessment: WWI Homefront WebDOK Level 2

Topic: Duration: 3 Day(s)How Did the Effect of the Treaty of Versailles Help Create Fertile Ground for WWII to Follow?

Learning Targets

Topic DescriptionStudents have learned many of Germany's illegal activities during the war. Students will realize Germany is left with no choice but acceptingthe blame for the War at the Treaty of Versailles. Students will be able to explain how the hardships that the treaty outlined set up Germanyfor failure in a few short years, and made it possible for radical forces to take over the government by 1933.

Topic Specific Vocabularyreparation League of Nations

Formative AssessmentExit slip: How did this treaty help set up WWII?

Assessment: Exit slip: Explain why Germany was blamed for WWI?DOK Level 2

Students will be able to explain many of Germany's illegal activities during the war that earn them a bad reputation when the Treaty ofVersailles is negotiated; and Germany is left with no choice but accepting the blame for the War at the Treaty of Versailles. Students will be able to explain the hardships that the treaty outlined set up Germany for failure in a few short years, and made it possible forradical forces to take over the government by 1933.

The 1920's brought about a great change in America. Students will examine the change in the political, social, and economics of the UnitedStates.

Unit Description

Why is this decade known as "The Roaring Twenties"?Essential Questions

normalcy prohibition prosperity flapper stock market nativism Harlem Renaissance

Academic Vocabulary


video film clips internet research


1920's Poster ProjectSummative Assessment

Unit: The Roaring Twenties Duration: 3 Week(s)

Topic: Duration: 4 Day(s)What Were Presidents Harding & Coolidge's Domestic and Foreign Policy?

Topic DescriptionPresident Harding's domestic and foreign policies: "Return to Normalcy" and isolationism have a huge impact on the social, political andeconomic future of the US. President Coolidge continued isolationism and was focused on prosperity for America. His policies also impactedthe future development in America. Students will be able to compare and contrast these Presidential policies.

Topic Specific VocabularyNormalcy isolationism prosperity

Formative AssessmentHarding & Coolidge Domestic & Foriegn Policies Guided Reading





Learning Targets

Assessment: Guided Reading from The Americans Textbook: Chapter 12 Section 2&3.DOK Level 2

Students will explain President Harding's domestic policy consisting of Return to Normalcy and his foreign policy was isolationism. Students will explain President Coolidge's domestic policy, prosperity and his foreign policy (isolationism).

Topic: Duration: 4 Day(s)What are Some Social Shifts of the 1920's?

Learning Targets

Topic DescriptionSocial shift during the 1920's came about by these factors: nativism, prohibition, women's status, Harlem Renaissance

Topic Specific VocabularyHarlem Renaissance nativism

Formative AssessmentPrimary Source: from Vanzetti's Speech to the Jury. Secondary Source: Ken Burns: Is this the end of civility (again)?

Assessment: Primary Source: from Vanzetti's Speech to the Jury. Secondary Source: Ken Burns: Is this the end of civility (again)?

DOK Level 3

Students will be able to explain how society shifted during the 1920's by these factors: nativism, prohibition, women's status, HarlemRenaissance. Students will also analyze primary source material and secondary source materials.

Topic: Duration: 7 Day(s)1920's Poster Project

Learning Targets

Topic DescriptionStudents will show a knowledge of the 1920's by creating a poster project with a group to show various segments of America during thedecade.

Topic Specific Vocabularysocial political economic

Formative AssessmentStudents will be assessed informally each day of the project based upon progress made toward completion.

Assessment: 1920's Poster ProjectDOK Level 4

Students will create and design a poster project with a collaborative poster to illustrate and explain various segments of America during thedecade: Presidents, History, Fads, Fashion, Sports, and Entertainment

Students will be able to explain and demonstrate how the stock market works by participation in a stock market simulation. Causes of the GreatDepression will be explored. New Deal programs will be charted and connected to current programs (Social Security for example). The effect ofthe New Deal and the Great Depression will be deconstructed to determine their lasting impact on American Society.

Unit Description

How can our country learn from the past to prevent future economic failure? Should our government help people in need?

Essential Questions

stock market shares dividend Depression New Deal Gold Standard

Academic Vocabulary

Unit: The Great Depression/New Deal Duration: 2 Week(s)





The Americans textbook current stock quotes


Yahoo Finance web siteTechnology Integration

Stock Market Portfolio Unit Test


Topic: Duration: 3 Day(s)How Does the Stock Market Work?

Learning Targets

Topic DescriptionStudents will be able to read stock quotes from the financial pages with confidence and have an understanding of what the terms mean.

Topic Specific Vocabularydividend stock limited liability

Formative AssessmentReading Stock Quotes practice sheet

Assessment: Reading Stock Quotes practice worksheetDOK Level 3

With confidence, students will be able to read stock quotes from the financial pages. Students will demonstrate understanding of the terms use in reading the stock quotes.

Topic: Duration: 3 Day(s)What Caused the Great Depression?

Learning Targets

Topic DescriptionStudents will be able to explain the causes of the Great Depression: stock market crash, overproduction/under consumption, farm prices,distribution of wealth

Topic Specific Vocabularyeconomic depression economic cycle over/under production/consumption distribution of wealth

Formative AssessmentExit slip: Choose one of the following to explain how the concept contributed to the Great Depression: over production, under consumption,farm prices or distribution of wealth.

Assessment: Guided Reading from The Americans Textbook Ch 14, Section 1DOK Level 2

Students will be able to explain the causes of the Great Depression: Stock market crash, overproduction/under consumption, farm prices, anddistribution of wealth.

Topic: Duration: 4 Day(s)How Did New Deal Programs Effect Government and Society?

Learning Targets

Topic DescriptionHow did New Deal Programs effect government and society?

Topic Specific VocabularyNew Deal positive effect negative effect

Formative AssessmentNew Deal ABC Agencies Chart New Deal Evaluation T-Chart using Pg 516 of The Americans Textbook, evaluate positive/negatives of the New Deal

Students will be able to explain how New Deal programs effected government and society? Students will be able to evaluate positive and /or negative effects of the New Deal.





Assessment: New Deal ABC Agencies Chart New Deal Evaluation T-Chart using Pg 516 of The Americans Textbook, evaluate positive/negatives of the New Deal

DOK Level 2

The emphasis of this unit will be cause, fact, and effect of WWIl.Unit Description

Should the United States become involved in world affairs?Essential Questions

Fascism Nazi Holocaust rationing

Academic Vocabulary


internet research Google slides Fakebook website film clips from this century


Battles Fakebook or Google Slides Unit test


Unit: World War II Duration: 4 Week(s)

Topic: Duration: 4 Day(s)How Did WWII Begin?

Learning Targets

Topic DescriptionHow totalitarian governments began in Germany, Italy, and Japan?

Topic Specific Vocabularytotalitarian government

Formative AssessmentInteractive notes Totalitarian Governments comparison chart

Assessment: Interactive notes Totalitarian Governments comparison chart

DOK Level 2Students will be able to explain how totalitarian governments came to power in Germany, Italy, and Japan.

Topic: Duration: 4 Day(s)Why Did the US Enter WWII?

Learning Targets

Topic DescriptionStudents will explain why the US struggled with neutrality and finally entered WWII.

Topic Specific Vocabularyneutrality Four Freedoms Atlantic Charter

Formative AssessmentRoosevelt's Four Freedoms Neutrality Acts and Atlantic Charter Guided Reading

Assessment: Roosevelt's Four Freedoms Neutrality Acts and Atlantic Charter Guided Reading

DOK Level 2

Students will explain how the US struggled with neutrality from 1939 to December 1941. Students will evaluate: Were we really neutral? Students will explain why the US entered WWII and finally entered WWII.





Topic: Duration: 4 Day(s)What Were Positive and Negative Effects of the US Home Front During WWII?

Learning Targets

Topic DescriptionStudents will explain both positive and negative effects of the US home front during the war?

Topic Specific Vocabularyinternment

Formative AssessmentExit slip: What is one positive and one negative to emerge from the home front during WWII? Exit slip: Should the Supreme Court have agreed with Korematsu? Why/Not?

DOK Level 3

Students will explain the positive effects which relate to our government working with industry to produce war materials, and citizen supportfor the war. In addition students will be able to explain how women and African-Americans benefited from open job opportunities. Students will explain thenegative effects of the Japanese-American Internment (EO-9066). Students will analyze the landmark Supreme Court Case Korematsu vs. US (1945)

Topic: Duration: 3 Day(s)What Were the Effects of WWII?

Learning Targets

Topic DescriptionStudents will explain how the end of WWII led the world into the Cold War Era.

Topic Specific VocabularyYalta Conference

Formative AssessmentMap of Europe: 1945

DOK Level 2

Students will explain how tension between Western nations (non-Communist) and Eastern nations (Communist) began at the YaltaConference, thus leading to the Cold War era. Students will draw the map of Europe immediately after WWII.

Topic: Duration: 5 Day(s)What Were the Causes, Facts, and Effect of the Holocaust?

Learning Targets

Topic DescriptionStudents will explain the cause, facts, and effect of the Holocaust.

Topic Specific Vocabularygenocide holocaust Kristalnacht

Formative Assessment"Before You Study The Holocaust"- critical thinking about Holocaust "After You Study The Holocaust"- critical thinking about Holocaust

DOK Level 2Students will explain the cause, facts, and effect of the Holocaust.

Students will be able to explain the cause, facts, and effects of the Cold War and it's social, political, and economic impact.Unit Description

Unit: The Cold War Era Duration: 2 Week(s)





How did the Western Nations (non-Communist) and the USSR go from Allies in WWII to enemies at the end of the war? How can a war be "Cold"? How did lives in America change as a result of the Cold War in the 1940's and 1950's?

Essential Questions

Communism Democracy

Academic Vocabulary

The Americans TextbookMaterials and Resources


Topic: Duration: 2 Day(s)What Were the Causes of the Cold War?

Learning Targets

Topic DescriptionStudents will explain the causes of the Cold War that have their origin at the Yalta conference.

Topic Specific VocabularyCommunism Democracy

Formative AssessmentExit slip: How did the Yalta conference help to start the Cold War?

Assessment: Exit slip: How did the Yalta conference help to start the Cold War?DOK Level 2

Students will explain the causes of the Cold War that have their origin at the Yalta conference.

Topic: Duration: 1 Day(s)Compare and Contrast Democracy with Soviet Communism

Learning Targets

Topic DescriptionStudents will be able to Compare and contrast Democracy with Soviet Communism as to determine: "What's all the fuss about?".

Topic Specific VocabularyCommunism Democracy Civil Rights

Formative AssessmentWhat's All The Fuss About? worksheet Exit Slip: When comparing and contrasting government styles, why were citizens fearful of the spread of Communism?

Assessment: What's All The Fuss About? worksheet Exit Slip: When comparing and contrasting government styles, why were citizens fearful of the spread of Communism?

DOK Level 3

Students will be able to compare and contrast Democracy/Capitalism with Soviet Communism as to determine why citizens and ourgovernment were fearful of the spread of Communism.

Topic: Duration: 4 Day(s)What Events Deepened the Cold War?

Learning Targets

Topic DescriptionStudents will be able to explain how key events deepened the Cold War from 1945- 1960's.

Topic Specific Vocabularycontainment domino effect

Formative AssessmentGuided Reading Studyguide/Outline Marshall Plan graph skills Ch 18 Section 4: Cold War Heats Up Around the World- 1950's The Korean War Studyguide





Assessment: Guided Reading Studyguide/Outline Marshall Plan graph skills Ch 18 Section 4: Cold War Heats Up Around the World- 1950's The Korean War Studyguide

DOK Level 2

Students will be able to explain how key events deepened the Cold War: Marshall Plan "Iron Curtain" Containment Containment in Asia Truman Doctrine Arms Race Latin America Middle East Bay of Pigs Cuban Missile Crisis

Topic: Duration: 3 Day(s)What Were the Social and Political Effects of the Cold War in America?

Learning Targets

Topic DescriptionStudents will be able to explain the social and political effects of the Cold War in America.

Topic Specific VocabularyHUAC dissent Red Scare

Formative AssessmentCold War Heats up at Home Web Primary Source: HUAC Hearing Testimony, 1947 and a Voice of Dissent from Lillian Hellman

Assessment: Cold War Heats up at Home Web Primary Source: HUAC Hearing Testimony, 1947 and a Voice of Dissent from Lillian Hellman

DOK Level 2

Students will explain the social effects of the Cold War in America in how varied citizens lives changed. Students will explain the political effects of the Cold War in America. Students will analyze primary sources

Students will describe the domestic policies of President Eisenhower, Kennedy, Johnson and the emergence of modern pop culture.Unit Description

Why was the 1950's ironically known as a time of conformity? How did the role of the federal government change with these domestic policies?

Essential Questions

conformity HUAC bomb shelters pop culture New Frontier Great Society

Academic Vocabulary

The Americans textbook video clips of early rock and roll performers: Chuck Berry, Elvis, etc.



Unit: The 1950's and 1960's Domestic Policy Duration: 3 Week(s)

Topic: Duration: 2 Day(s)What Were Eisenhower's Domestic Policies?





Learning Targets

Topic DescriptionStudents will be able to explain Eisenhower's domestic policies.

Topic Specific Vocabularybudget interstate highway public assistance

Formative AssessmentEisenhower Domestic Policy Web.

Assessment: Eisenhower Domestic Policy Web.

DOK Level 2Students will be able to explain how Eisenhower handled the economy thru budget and taxes;, provided public assistance in housing,created the interstate highway system. He also changed government in reforming the cabinet with new positions.

Students will be able to explain President Eisenhower's domestic policy

Topic: Duration: 4 Day(s)How was Modern Popular Culture Created?

Learning Targets

Topic DescriptionStudents will be able to explain how the American Dream, automobile, advertising, conformity, music and the counterculture helped to formpopular culture in the 1950's.

Topic Specific Vocabularypop culture counter culture baby boom

Formative AssessmentBaby Boom Graph Skills Primary and Secondary Sources Ch 19 Section 3. Impact of the Auto in the 1950's Web Guided reading Ch 19 Section 2 & 3

Assessment: Baby Boom Graph Skills Primary and Secondary Sources Ch 19 Section 3. Impact of the Auto in the 1950's Web Guided reading Ch 19 Section 2 & 3

DOK Level 2

-Students will be able to define "The American Dream" -Students will be able to explain how the baby boom, consumerism, and the automobile helped to promote "The American Dream" Students will be able to draw conclusions from Primary and Secondary sources about rock and roll.

Topic: Duration: 3 Day(s)What was President Kennedy's Foreign Policy?

Learning Targets

Topic DescriptionStudents will be able to explain how the Bay of Pigs, Cuban Missile Crisis, and the Berlin Wall helped deepen the Cold War.

Topic Specific VocabularyCamelot Iron Curtain

Formative AssessmentExit slip: In your opinion what event had the greatest effect in deepening the Cold War? Support your answer.

Assessment: The Cuban Missile Crisis Graphic Organizer Guided Reading from pages 673-78

DOK Level 2

-Students will explain how the Bay of Pigs incident deepened the Cold War and weakened President Kennedy's presidency. -Students will explain how the Cuban missile crisis deepened the Cold War and strengthened the Kennedy Presidency. - Students will explain how the building of the Berlin Wall became the personification of the "Iron Curtain"





Topic: Duration: 3 Day(s)What was the Effect of JFK's New Frontier?

Learning Targets

Topic DescriptionStudents will be able to explain the effect of JFK's New Frontier domestic policy plans.

Topic Specific VocabularyNew Frontier

Formative AssessmentExit slip: In your opinion, what was a positive and a negative of The New Frontier? Support your answer.

Assessment: Exit slip: In your opinion, what was a positive and a negative of The New Frontier? Support your answer.DOK Level 2

Students will be able to explain the positive and negative effects of JFK's New Frontier.

Topic: Duration: 3 Day(s)What was the Effect of LBJ's Great Society Domestic Policy?

Learning Targets

Topic DescriptionWhat was the effect of LBJ's Great Society Domestic policy?

Topic Specific VocabularyGreat Society Medicare Medicaid Head Start

Formative AssessmentExit slip: In your opinion what was one positive and one negative of The Great Society? Support your answer.

Assessment: Exit slip: In your opinion what was one positive and one negative of The Great Society? Support your answer.DOK Level 2

Students will be able to explain the positive and negative effects of the Great Society. Students will be able to make connections to existingprograms today.

This unit will briefly cover a historical overview from 1619 through the Civil War. The United States court system will be studied for its role inshaping civil rights. The civil rights movement of the 1950-60's will be analyzed.

Unit Description

How have civil rights changed since 1865?Essential Questions

segregation integration

Academic Vocabulary



Unit: Civil Rights Duration: 2 Week(s)

Topic: Duration: 2 Day(s)Rights of Citizens

Learning Targets

Topic DescriptionStudents will be able to explain the civil rights all citizens are entitled to.

Topic Specific Vocabularycivil rights First Amendment

Formative AssessmentExit slip: Explain what is a civil right and give two examples.





Assessment: Exit slip: Explain what is a civil right and give two examples.DOK Level 2

Students will be able to explain the civil rights to which all citizens are entitled. Students will be able to identify basic civil rights as can befound in the Declaration of Independence and the Bill of Rights.

Topic: Duration: 1 Day(s)History of African-Americans Since 1619

Learning Targets

Topic DescriptionStudents will be able to explain historic patterns of discrimination from 1619.

Topic Specific Vocabularydiscrimination indentured servant slave second class citizen

Formative AssessmentExit Slip: What pattern of discrimination do you observe since 1619?

Assessment: Exit Slip: What pattern of discrimination do you observe since 1619?DOK Level 2

Students will be able to explain historic patterns of discrimination for African-Americans beginning in 1619.

Topic: Duration: 4 Day(s)How Did the US Federal Courts Rule in Key Civil Rights Cases?

Learning Targets

Topic DescriptionStudents will be able to explain how the Federal Courts both encouraged and broke discrimination while analyzing court cases, especially butnot limited to: Plessey v. Ferguson and Brown v. Board of Education.

Topic Specific VocabularySupreme Court plaintiff defendant

Formative AssessmentCase analysis of Brown v Board of Education and Plessey v Ferguson.

Assessment: Case analysis of Brown v Board of Education and Plessey v Fergusson.DOK Level 3

Students will be able to explain how the Federal Courts both encouraged and attempted to dissolve discrimination while analyzing courtcases, especially but not limited to: Plessey v. Ferguson and Brown v. Board of Education.

Topic: Duration: 3 Day(s)What Events Pushed Americans to Overcome Discrimination in the 1950's and 1960's?

Learning Targets

Topic DescriptionStudents will be able to explain how key events during the civil rights movement helped overcome discrimination.

Topic Specific Vocabularydiscrimination civil disobedience non violent movement

Formative AssessmentIn your opinion what was the most impactful event from the Civil Rights movement? Explain

Assessment: In your opinion what was the most impactful event? ExplainDOK Level 3

Students will be able to explain how key events during the civil rights movement helped overcome discrimination. These key events include,but are not limited to: Emittt Till murder, Rosa Parks civil disobedience, Montgomery Bus Boycott, Brown v. Board of Education, Little Rock Nine, Freedom Rides,Lunch Counter desegregation, Voter Registration efforts, Birmingham Church Bombing, Bloody Sunday/March to Montgomery, Martin LutherKing and non violent civil disobedience.





A historical approach will be used by a study of each US President's involvement in this conflict. Also discussed will be Americanreaction/protest to the war.

Unit Description

How did the Cold War create the Vietnam Conflict?Essential Questions

containment guerilla warfare Tet Offensive Vietcong Ho Chi Minh Vietminh

Academic Vocabulary


Unit: Vietnam Duration: 2 Week(s)

Topic: Duration: 2 Day(s)Why Did the US Become Involved in Vietnam?

Learning Targets

Topic DescriptionAnalyze the reasons for US military intervention in Vietnam

Topic Specific Vocabularycontainment

Formative AssessmentGulf of Tonkin Guided Reading

Assessment: Gulf of Tonkin Guided ReadingDOK Level 2

Explain why the US became involved in Vietnam by using a time line sequence of events.

Topic: Duration: 2 Day(s)Why was 1968 a Turning Point in US Involvement of the Vietnam War?

Learning Targets

Topic DescriptionWhy was the Tet Offensive a turning point in US involvement of the war?

Topic Specific VocabularyTet psychological warfare

Formative AssessmentDays of Rage guided reading

Assessment: Days of Rage guided readingDOK Level 2

Students will explain why 1968 was a turning point in the US involvement of the war? Events such as the Tet Offensive, Presidentialcampaign of 1968, assassinations of Kennedy and King will be evaluated.

Topic: Duration: 3 Day(s)How Did American Reaction to the US Involvement in Vietnam Change During the Course of the War?

Topic DescriptionStudent will explain the emergence of the antiwar movement.

Topic Specific Vocabularyprotest tv war

Formative AssessmentProtest Movement Origins Protest Button





Learning Targets

Assessment: Protest Movement Origins Protest Button

DOK Level 3

Students will explain how American citizens changed their views on the US involvement in Vietnam from early 1960's to after the TetOffensive until the American pullout. Events such as the Tet Offensive, Mei Lai, Television broadcasts from the battlefield, and music will beused as instructional material for this lesson. A comparative analysis of modern-day protests of current wars will be used.

Topic: Duration: 3 Day(s)What is the Effect of the Vietnam War?

Learning Targets

Topic DescriptionStudents will explain the effect of the Vietnam war in the United States and abroad.

Topic Specific VocabularyPentagon Papers containment War Powers Act

Formative AssessmentLegacy of Vietnam Guided Reading

Assessment: Legacy of Vietnam Guided ReadingDOK Level 2

Students will explain the legacy of the Vietnam war giving such examples as containment, Pentagon Papers, Vietnam memorial, War PowersAct.

The unit covers the following Presidents' domestic & foreign policies: Nixon, Ford, Carter, Reagan, Bush. Of particular study will be the effect ofthe Watergate scandal, the Iraq Crisis, and the swing to conservatism.

Unit Description

How can a President's actions effect a nation?Essential Questions

Foreign Policy Domestic Policy Watergate Reaganomics Conservatism

Academic Vocabulary

Quiz for each presidentSummative Assessment

Unit: Post-Vietnam Modern America Duration: 2 Week(s)

Topic: Duration: 3 Day(s)What is the Cause, Fact, Effect of the Watergate Scandal?

Learning Targets

Topic DescriptionWho, What, When, Why, How did Watergate happen? What effect did this event have upon American society and politics? Also included willbe a look at President Ford's actions.

Topic Specific VocabularyWatergate Judicial Review pardon

Formative AssessmentWatergate players worksheet Exit Slip: How did Watergate challenge the executive and judicial branches?

DOK Level 2

Students will explain the motives of participation in the Watergate cover-up, the facts of the case, and the effects that challenged the USConstitution (executive and judicial).





Topic: Duration: 2 Day(s)President Carter's Foreign and Domestic Policies

Learning Targets

Topic DescriptionA focus of President Carter's foreign and domestic policies will be studied. Of note will be the Iran Crisis and the Middle East Peacesettlements.

Topic Specific VocabularyMiddle East Accords Iranian Crisis

Formative AssessmentCarter Web

Assessment: Carter WebDOK Level 3

Students will explain the foreign and domestic policies of President Carter. Students will evaluate the best and worse actions of this president.

Topic: Duration: 2 Day(s)President Reagan and Bush Conservative Ideology

Learning Targets

Topic DescriptionDescribe the conservative shift in American politics that enabled Reagan to e elected. Explain how Reaganomics affected the economy.

Topic Specific Vocabularyconservative republican trickle down economics

Formative AssessmentReagan Web

Assessment: Reagan WebDOK Level 3

Students will explain the conservative wave that swept the nation, thus allowing Ronald REagan and George H.W. Bush to be electedpresident. Students will explain how Reagan's economic plan both hurt and helped the economy. Students will evaluate the best and worseactions of these presidents.

Topic: Duration: 3 Day(s)The Cold War is Over!

Learning Targets

Topic DescriptionExplan how the Cold War ended resulting in the break up of the Communist block in Eastern Europe and the USSR. Explore the short andlong term effects for the end of the Cold War.

Topic Specific Vocabularycommunist bloc Berlin Wall

Formative AssessmentExit slip: What is one long term and one short term effect of the ending of the Cold War?

Assessment: Exit slip: What is one long term and one short term effect of the ending of the Cold War?DOK Level 3

Students will explain how the Cold War ended and evaluate the short and long term effects of the ending of the Cold War from a globalperspective.



american history · gilded age: industry and labor 1. railroad industry 2. compare\contrast...

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