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Montclair Public Schools Center for Social Justice US History II Unit: Marshall A.b

Subject CSJ US History II H Grade 11 Unit # 3 Pacing 8-10 weeks

Unit Imperialism and Civil Liberties During Wartime

Overview In the third thematic unit Social Justice juniors will look at United States foreign policy decisions from a variety of perspectives. The beginning of the United States being seen as global power by the world followed the Spanish American War in 1898, where the U.S. lived the “White Man’s Burden” (Rudyard Kipling). Thus began a century of imperialist endeavors, a time to make the world safe for democracy, and unfailing support for international allies, while keeping American citizens safe at home and abroad – all depending on one’s perspective. Students will discuss foreign policy in the 20th and 21st centuries from an economic and political perspective, the effect of war on civil liberties at home, and the role of the United States in the world today. During the third unit all CSJ juniors are required to research and write an inquiry term paper on a topic of their choosing related to American history. Term papers must use books, MHS Library databases, and primary sources to prove their chosen inquiry. Standard 6.3 is addressed in the Center for Social Justice Action Lab required for all CSJ students. Lexile 1185-1385

Standard # NJCCCS SLO #

Student Learning Objectives Depth of Knowledge

6.1.12.D.6.b Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.

1 Compare and contrast the foreign policies of American presidents during this time period, and analyze how these presidents contributed to the United States becoming a world power.

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6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.

2 Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war.

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6.1.12.A.7.b Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition Amendment) on individual rights.

3 Evaluate the impact of government policies designed to promote patriotism and to protect national security during times of war (i.e., the Espionage Act and the Sedition

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Amendment) on individual rights.

6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries

4 Analyze the Treaty of Versailles and the League of Nations from the perspectives of different countries

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6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased militarism.

5 Explain how global competition by nations for land and resources led to increased militarism.

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6.1.12.C.7.a Determine how technological advancements affected the nature of World War I on land, on water, and in the air.

6 Determine how technological advancements affected the nature of World War I on land, on water, and in the air.

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6.1.12.C.7.b Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I.

7 Assess the immediate and long-term impact of women and African Americans entering the work force in large numbers during World War I.

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6.1.12.D.7.a Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.

8 Evaluate the effectiveness of Woodrow Wilson’s leadership during and immediately after World War I.

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6.1.12.D.7.b Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I.

9 Determine the extent to which propaganda, the media, and special interest groups shaped American public opinion and American foreign policy during World War I.

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6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I

10 Analyze the factors contributing to a rise in authoritarian forms of government and ideologies (i.e., fascism, communism, and socialism) after World War I

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6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.

11 Compare and contrast the global marketing practices of United States factories and farms with American public opinion and government policies that favored isolationism.

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6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.

12 Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of past and recent presidents.

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6.1.12.A.11.a Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.

13 Evaluate the effectiveness of international agreements following World War I in preventing international disputes during the 1920s and 1930s.

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6.1.12.A.11.b Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.

14 Compare and contrast different perspectives about how the United States should respond to aggressive policies and actions taken by other nations at this time.

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6.1.12.A.11.c Determine if American policies regarding Japanese internment and actions against other minority groups were a denial of civil rights.

15 Determine if American policies regarding Japanese internment and actions against other minority groups were a denial of civil rights.

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6.1.12.A.11.d Analyze the decision to use the atomic bomb and the consequences of doing so.

16 Analyze the decision to use the atomic bomb and the consequences of doing so.

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6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.

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Define human rights. Define genocide. List and summarize human rights violations. Analyze how the United States and other nations responded to those violations. Evaluate the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.

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6.1.12.B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II.

22 Explain the role that geography played in the development of military strategies and weaponry in World War II.

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6.1.12.C.11.a Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact of the post-war shift back to

23 Apply opportunity cost and trade-offs to evaluate the shift in economic resources from the production of domestic to military goods during World War II, and analyze the impact

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domestic production. of the post-war shift back to domestic production.

6.1.12.C.11.b Relate new wartime inventions to scientific and technological advancements in the civilian world.

224 Relate new wartime inventions to scientific and technological advancements in the civilian world.

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6.1.12.D.11.a Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.

25 Analyze the roles of various alliances among nations and their leaders in the conduct and outcomes of the World War II.

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6.1.12.D.11.b Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II.

26 Evaluate the role of New Jersey (i.e., defense industries, Seabrook Farms, military installations, and Battleship New Jersey) and prominent New Jersey citizens (i.e., Albert Einstein) in World War II.

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6.1.12.D.11.c Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.

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Define nationalism. Hypothesize as to what makes people feel patriotic. Define discrimination. Hypothesize as to what made (makes) minority groups feel patriotic. Investigate discrimination faced by women, African Americans, Native Americans, and Asian Americans specifically in the military and the workforce. Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the

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military and workforce. Critique that sense of nationalism from your perspective.

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6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

34 Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.

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6.1.12.D.11.e Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

35 Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

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6.1.12.D.12.a Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.

36 Analyze the impact of American governmental policies on independence movements in Africa, Asia, the Caribbean, and the Middle East.

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6.1.12.D.13.d Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.

37 Determine the extent to which suburban living and television supported conformity and stereotyping during this time period, while new music, art, and literature acted as catalysts for the counterculture movement.

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6.1.12.D.12.b Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.

38 Analyze efforts to eliminate communism, such as McCarthyism, and their impact on individual civil liberties.

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6.1.12.A.12.a Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

39 Analyze ideological differences and other factors that contributed to the Cold War and to United States involvement in conflicts intended to contain communism, including the Korean War, the Cuban Missile Crisis, and the Vietnam War.

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6.1.12.D.13.e Explain why the Peace Corps was created and how its role has evolved over time.

40 Explain why the Peace Corps was created and how its role has evolved over time.

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6.1.12.A.12.b Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.

41 Examine constitutional issues involving war powers, as they relate to United States military intervention in the Korean War, the Vietnam War, and other conflicts.

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6.1.12.A.12.c Explain how the Arab-Israeli conflict influenced American foreign policy.

42 Explain how the Arab-Israeli conflict influenced American foreign policy.

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6.1.12.B.12.a Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.

43 Evaluate the effectiveness of the Marshall Plan and regional alliances in the rebuilding of European nations in the post World War II period.

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6.1.12.C.12.a Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.

44 Explain the implications and outcomes of the Space Race from the perspectives of the scientific community, the government, and the people.

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6.1.12.D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.

45 Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.

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6.1.12.D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.

46 Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts.

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6.1.12.A.14.h Assess the effectiveness of government policies in balancing the rights of the individual against the need for national security.

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Identify and summarize government policies related to wartime security. Define and interpret the rights of the individual. Define national security. Classify effective and ineffective government policies as related to war and national security.

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Critique ineffective government policies. Prove what are more important – civil liberties or national security. Analyze the effectiveness of government policies in balancing the rights of the individual against the need for national security.

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6.1.12.D.14.a Determine the relationship between United States domestic and foreign policies.

54 Determine the relationship between United States domestic and foreign policies.

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6.1.12.A.15.a Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.

55 Analyze the factors that led to the fall of communism in Eastern European countries and the Soviet Union, and determine how the fall influenced the global power structure.

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6.1.12.A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.

56 Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems.

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6.1.12.A.15.c Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.

57 Evaluate the role of diplomacy in developing peaceful relations, alliances, and global agreements with other nations.

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6.1.12.A.15.d Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

58 Assess the impact of the arms race and the proliferation of nuclear weapons on world power, security, and national foreign policy.

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6.1.12.A.15.e Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.

59 Analyze the impact of United States support for the policies and actions of the United Nations and other international organizations.

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6.1.12.A.15.f Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.

60 Evaluate the effectiveness of United States policies and actions in supporting the economic and democratic growth of developing nations.

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6.1.12.B.15.a Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.

61 Evaluate the effectiveness of the United States government’s efforts to provide humanitarian assistance during international natural disasters and times of crises.

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6.1.12.C.15.a Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

62 Relate the role of America’s dependence on foreign oil to its economy and foreign policy.

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6.1.12.D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.

63 Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.

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6.1.12.D.15.b Compare the perspectives of other nations and the United States regarding United States foreign policy.

64 Compare the perspectives of other nations and the United States regarding United States foreign policy.

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6.1.12.D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

65 Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region.

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6.1.12.D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

66 Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism.

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6.1.12.A.16.a Determine the impact of media and technology on world politics during this time period.

67 Determine the impact of media and technology on world politics during this time period.

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6.1.12.D.16.a Analyze the impact of American culture on other world cultures from multiple perspectives.

68 Analyze the impact of American culture on other world cultures from multiple perspectives.

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6.1.12.B.16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.

69 Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict, and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources.

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6.1.12.A.14.a Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.

70 Evaluate the effectiveness of the checks and balances system in preventing one branch of national government from usurping too much power during contemporary times.

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Standard # CCSS ELA Standard SLO #

Student Learning Objectives Depth of Knowledge

CCSS.ELA-Literacy.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

71 Connect insights gained from specific details to an understanding of the text as a whole.

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CCSS.ELA-Literacy.RH.11-12.4

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

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Define important vocabulary. Analyze how the author uses and refines the meaning of a key term over the course of a text.

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CCSS.ELA-Literacy.RH.11-12.6

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

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Summarize each author’s claims, reasoning, and evidence on the same historical event or issue. Compare and contrast the authors’ differing points of view based on summaries. Critique the authors’ points of views by assessing the authors’ claims, reasoning, and evidence based on historical fact and analysis of the period.

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CCSS.ELA-Literacy.RH.11-12.9

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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Summarize information from diverse sources. Compare and contrast information from diverse sources. Critique information from diverse sources. Synthesize information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

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CCSS.ELA-Literacy.RH.11-12.3

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

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Analyze actions or events. Support analysis with textual evidence. Critique where the text leaves matters uncertain.

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CCSS.ELA-Literacy.WHST.11-12.2a

Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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Identify historical information. Locate graphics and multimedia. Organize information so each new element builds on that which precedes it. Design a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

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CCSS.ELA-Literacy.WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection, and research.

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Find evidence from information text. Apply evidence to support analysis, reflection, and research

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CCSS.ELA-Literacy.WHST.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Evaluate historical topics. Identify audience for essay. Construct essays routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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CCSS.ELA-Literacy.WHST.11-12.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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Identify research topic to answer a question. Revise topic. Investigate topic. Evaluate inquiry method. Synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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CCSS.ELA-Literacy.WHST.11-12.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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Find relevant information from multiple authoritative print and digital sources. Use advanced searches effectively. Assess the strengths and limitations of each source in terms of the specific task purpose and audience. Synthesize information into text.

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CCSS.ELA-Literacy.WHST.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

102 Critique research using technology. 4

Big Ideas: Marshall A.c 1. The Merriam-Webster Dictionary defines imperialism as: “the policy, practice, or advocacy of extending the power and dominion of a

nation especially by direct territorial acquisitions or by gaining indirect control over the political or economic life of other areas.” Given that definition the United States has participated in imperialist ventures throughout its history. It is not, however, the practice of the U.S. government to enter a war on such terms.

2. African Americans have long fought for the United States in every war or military action. The notion that they are Americans and agree

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to fight for a country which will accept them after showing such allegiance has often been a factor. Legislative acceptance and equality did not begin until 1948 when President Truman desegregated the military. Social acceptance of minorities, including women and LGBTs continues to be an issue. Additionally the financial recompense offered by the military has drawn immigrants and the poor to serve throughout American history.

3. During times of war there is often a fear of espionage or sedition. Throughout American history such groups such as German Americans,

Japanese Americans, communists, and Middle Eastern Americans to name a few have come under suspicion. In an effort to reduce possible treason many political, social, and ethnic groups have been the targets of oppression.

4. While the United States has been involved in wars to stop those violating human rights, most often a declaration of war occurs only after

a catastrophic event. The reasons the U.S. enters wars has varied. There have been economic, social and other impacts of America’s military involvement including: wartime economies have employed people and offered financial gains; foreign policy decisions have opened doors for trade and thrust the United States onto the stage as negotiator; and peace treaties have helped to “make the world safe for democracy.”

Essential Questions: Marshall A.c, C.c 1. Is the United States an imperialist power? 2. Why do oppressed people in the United States choose to serve the country? 3. Why have political, social, and ethnic groups been the targets of oppression in the United States? 4. Why has the United States chosen to go to war?

Assessments: Marshall A.d, D.c 1. Formal and informal formative and summative assessments as determined by the teacher

Key Vocabulary imperialism conscientious objector genocide diplomacy fascism communism Suggested Resources (CCSS Exemplar Texts in Bold) These are recommended; you may select others as long as they are aligned to the standards and Lexile levels in this unit of study. The White Man’s Burden by Rudyard Kipling – Lexile 1230 Woodrow Wilson’s 14 Points – Lexile 1440

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A People’s History of the United States Chapter 14: War is the Health of the State, Chapter 16: A People’s War? by Howard Zinn , and Chapter 18: The Impossible Victory: Vietnam – Lexile 1360 Hiroshima by John Hersey – Lexile 1190 www.facing.org One Thousand Ugly Americans by Ronald Anderson – Lexile 1440 www.historyisaweapon.com Amistad curriculum http://njamistadcurriculum.org/ www.lexile.com