american history · gilded age: industry and labor 1. railroad industry 2. compare\contrast...
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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
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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)
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Page 2Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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.
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Page 3Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
Technology Integration
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?
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 4Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
Materials and Resources
Unit TestSummative Assessment
Unit: Immigration and Urbanization in the Gilded Age Duration: 2 Week(s)
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 5Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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)
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 6Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
"ism" words suffrage muckraker scientific management initiative referendum recall photojournalism
Academic Vocabulary
The Americans textbookMaterials and Resources
Unit test Muckraker Prezi or Power Point (Slides)
Summative Assessment
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.
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 7Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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)
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 8Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
The Americans textbook US possessions by 1900 map with longitude/latitude grid
Materials and Resources
Unit TestSummative Assessment
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
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 9Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
Materials and Resources
SmartBoard overhead projector video player
Technology Integration
Unit TestSummative Assessment
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.
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 10Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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?
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 11Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
The Americans textbookMaterials and Resources
video film clips internet research
Technology Integration
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
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 12Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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)
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 13Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
The Americans textbook current stock quotes
Materials and Resources
Yahoo Finance web siteTechnology Integration
Stock Market Portfolio Unit Test
Summative Assessment
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.
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 14Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
The Americans textbookMaterials and Resources
internet research Google slides Fakebook website film clips from this century
Technology Integration
Battles Fakebook or Google Slides Unit test
Summative Assessment
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.
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Page 15Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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)
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Page 16Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
Unit TestSummative Assessment
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
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Page 17Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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.
Materials and Resources
Unit TestSummative Assessment
Unit: The 1950's and 1960's Domestic Policy Duration: 3 Week(s)
Topic: Duration: 2 Day(s)What Were Eisenhower's Domestic Policies?
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Page 18Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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"
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Page 19Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
The Americans textbookMaterials and Resources
Unit TestSummative Assessment
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.
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Page 20Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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.
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Page 21Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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
The Americans textbookMaterials and Resources
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
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Page 22Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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).
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Page 23Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
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.
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Page 24Southern Boone Co R-I, MO
Grade(s) 9th - 12th, Duration 1 Year, 1 CreditRequired Course
Social StudiesAmerican History
11/10/2016 10:56 AMCourse SummaryPowered by BuildYourOwnCurriculum
Page 25Southern Boone Co R-I, MO
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