ALTERNATIVE SCHOOLS AND PROGRAMSThe New York Ci ty Depar tment o f Educat ion

90-27 Sutphin Blvd. Jamaica, NY 11435

UNITED STATES HISTORY AND GOVERNMENT 2

Recommended Calendar of Lessons

Nelson AcevedoCurriculum Instructional Specialist (CIS)District 79Naceved2@nycboe.net

TABLE OF CONTENTS

TOPIC PAGE

UNIT FOUR: THE PROGRESSIVE MOVEMENT: RESPONSES TO THE CHALLENGES BROUGHT ABOUT BY UNDUSTRIALIZATION AND URBANIZATION5

CONTENT TOPIC I: Reform in AmericaSub-Topic I A: Pressure for Reform……………………………… 5

. Sub-Topic 1 B: Progress: Social and Economic Reform and Consumer Protection…………………………………..………… 5 Sub-Topic 1C- Progressivism and Government Action …………… 7

CONTENT TOPIC II: The Rise of American PowerSub-Topic II A: An Emerging Global Involvement ………………… 8 Sub-Topic II B: Restraint and Involvement: 1914-1920….………… 10Sub-Topic II C: Wartime Constitutional Issues……..…………... 11

UNIT FIVE: AT HOME AND ABROAD: PROSPERITY AND DEPRESSION, 1917-1940

CONTENT TOPIC I: War and Prosperity: 1917-1929Sub-Topic I A: Impact of War…………………………..…………… 12 Sub-Topic I B: The Twenties Business Boom or False Prosperity?…………………..

……………………………………….... 12Sub-Topic I C: Mass Consumption and The Clash Of Cultural Values 14

CONTENT TOPIC II: The Great Depression Sub-Topic II A: Onset of the Depression…………………………….. 15Sub-Topic II B: Franklin D. Roosevelt and The New Deal: Relief, Recovery and Reform Programs…………………………………….. 16

UNIT SIX: THE UNITED STATES IN AN AGE OF GLOBAL CRISIS: RESPONSIBILITY AND COOPERATION

CONTENT TOPIC I: Peace In Peril: 1933-1950Sub-Topic I A: Isolation and Neutrality ……………………………….. 19Sub-Topic I B: Failure Of Peace: Triumph Of Aggression ………... 19Sub-Topic I C: The United States In World War II ………………… 19

CONTENT TOPIC II: Peace With Problems: 1945 – 1960Sub-Topic II A: International Peace Efforts……………………….….. 22Sub-Topic II B: Expansion and Containment: Europe……….…….… 23Sub-Topic II C: Containment in Asia, Africa, and Latin America…. 24Sub-Topic II D: The Cold War at Home…………………………….. 24

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TABLE OF CONTENTS

TOPIC PAGE

UNIT SEVEN: A WORLD IN UNCERTAIN TIMES: 1950 - PRESENT

CONTENT TOPIC I: Toward a Postindustrial World: Living in a Global AgeSub-Topic I A: Changes Within the United States ……………….. 25

CONTENT TOPIC II: Containment and ConsensusSub-Topic II A&B: Eisenhower Foreign Policies………………….. 25Sub-Topic II C: Domestic Politics and Constitutional Issues…...… 26

CONTENT TOPIC III: Decade OF Change: 1960s Sub-Topic III A: The Kennedy Years………………………………. 27Sub-Topic III B: Johnson and the Great Society……..…………… 28

CONTENT TOPIC IV: The Limits Of Power: Turmoil At Home And Abroad, 1965-1972

Sub-Topic IV A: Vietnam: Sacrifice and Turmoil……………………. 32

CONTENT TOPIC V: The Trend Toward Conservatism, 1972- 1985Subtopic V A: Nixon as President, 1969-1974………………………… 34Subtopic V B: The Ford and Carter Presidencies …………………... 35Subtopic V C: Reagan and Bush, The “New” Federalism and Growth of Conservatism…………………………………………….…………. 35

CONTENT TOPIC VI: Approaching the Next Century 1986-1999Subtopic VI A: The Bush Presidency ………………………………… 36Subtopic VI B: The Clinton Presidency………………………………. 37

MODEL LESSON……………………………………………………………… 41REGENTS REVIEW AND SAMPLE LESSON …………………………….. 44BLOOMS TAXONOMY……………………………………………………….. 47

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Dear District 79 teachers:

The enclosed calendar of lessons represents an attempt to move the teacher from the state syllabus to actual lessons with aims and suggested resources keyed to materials readily available primarily on the Internet. The object is to assist the educator in the difficult task of planning lessons and quickly locating resources, particularly documents. Suggested time allotments for the various units serve to provide guidance in the management of all too precious class time. This calendar is meant as a tool for the imaginative professional educator. It does, however, follow the state syllabus, is keyed to state standards and themes, and to the Regents Examination in United States History and Government.

Many of the resources and specific documents are easily located by using specific Internet addresses. A list of general Internet Resources is also included at the end of this curriculum. We urge teachers to adhere to the lessons and supervisors to monitor their implementation.

The lessons are designed for student class periods of 40 minutes. Schools with different schedules should adjust the pacing of the lessons to meet their needs. Many of the lessons may require more that one class period. The depth of instruction and the needs of your students will determine the number of class periods needed to implement each lesson. We have built in some flexibility in the pacing of the lessons to guarantee completion of the course of study by January.

Engaging and challenging students and student interaction in a lesson are the critical ingredients in providing quality instruction. Student participation through the use of documents has proven to be a successful tool to deliver content and understanding using higher level thinking skills. Teachers should be using a variety of methods to deliver instruction including cooperative learning, interactive learning experiences and workshop model. . We have included a sample lesson plan based upon Lesson #42 as an illustration of how you can create a classroom activity based upon this calendar. In an effort to assist you planning active learning we have provided you with Bloom’s taxonomy in order to better engage the students in higher level reasoning skills.

Finally I would like to express my sincere appreciation to the following educators who gave of their time and expertise to develop this pacing calendar. They have worked tirelessly during the summer of 2006 to complete this task

Matteo Mannino – District 79 Administrative InternMinerva Zanca – District 79 Administrative Intern

If you have any questions please contact Mr. Nelson Acevedo, Curriculum Instructional Specialist District 79, Naceved2@nycboe.net

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UNIT FOUR: THE PROGRESSIVE MOVEMENT: RESPONSES TO THE CHALLENGES BROUGHT ABOUT BY UNDUSTRIALIZATION AND URBANIZATIONCONTENT TOPIC I: Reform in AmericaSub-Topic IA: Pressure for ReformSuggested Time: 16 to 21 Class periods

LESSON # 1AIM: Why was there a need for reform at the turn of the 20th century?

OBJECTIVES: Students will be able to: Review the political, social and economic problems facing America in the lat 19th century Describe the goals/beliefs of the Progressive movement. Evaluate the impact of the U.S. Supreme Court decisions in Lochner v. N.Y., 1905 and Muller v. Oregon,

1908 Describe the increasing inequities in American society at that time.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp. 16-18http://multimedialearning.org/presentations/progressive.php3http://salem.k12.va.us/staff/sataylor/SOLProgressive.ppthttp://www.historyplace.com/unitedstates/childlaborhttp://www.tourolaw.edu/patch/Muller/

New York State Standard: 1, 5 Theme: Science and Technology, Change, Culture and Intellectual Life

Sub-Topic IB: Progress: Social and economic reform and consumer protection

LESSON # 2AIM: Why can writers help change society? (Case Study: The Muckrakers)

OBJECTIVES: Students will be able to: Define the term, Muckrakers Describe the work of the “Muckrakers,” such as: Frank Norris (The Octopus, 1901), Upton Sinclair (The

Jungle, 1906) – Ida Tarbell (History of Standard Oil company, 1903), Jacob Riis (How the Other Half Lives) and Lincoln Steffens (The Same of the Cities, 1904)

Assess the impact of this literature on legislation and consumer protection (e.g. Pure Food and Drug Act, 1906 and Meat Inspection Act, 1906)

Compare the Muckrakers of today (e.g. TV journalists – 60 minutes, Dateline, etc.) with those of the past.

SUGGESTED RESOURCES/DOCUMENTS:http://socialstudieshelp.com/Lesson_65_Notes.htmhttp://www.history.rochester.edu/fuels/tarbell/MAIN.HTMhttp://mohawk.k12.ny.us/progressive/progressive.html http://www.pace.edu/library/pages/links/muckrakers/Pages/Muckrakers.htm

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http://regentsprep.org/Regents/ushisgov/essays/thematic/muckrakers/index.htm http://www.historyteacher.net/AHAP/Topics/AHAP_Topic20.htmhttp://www.americanwriters.org/writers/sinclair.asp

New York State Standard: 1, 5 Theme: Culture and Intellectual Life, Change, Reform MovementsLESSON # 3AIM: How did the Progressive Movement influence social reform?

OBJECTIVES: Students will be able to: Analyze the works of reformers as Jacob Riis (urban poverty), Frances Willard (Temperance Movement,

Jane Addams (urban settlement movement) Elizabeth Cady Stanton, Susan B. Anthony (women’s suffrage), Margaret Sanger (birth control)

Describe the significance of the Seneca falls Convention Evaluate the impact and effectiveness of the social reformers.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 1-30http://memory.loc.gov/learn/features/timeline/progress/suffrage/whyvote.htmlhttp://memory.loc.gov/learn/features/timeline/progress/suffrage/suffrage.htmlhttp://www.npg.si.edu/col/seneca/senfalls1.htm

New York State Standard: 1, 5 Theme: Culture and Intellectual Life, Reform Movements

LESSON # 4AIM: How “equal” were African Americans by 1900?

OBJECTIVES: Students will be able to: Describe the problems faced by African Americans in the late 19th century (rise of Jim Crow Laws,

Grandfather clauses, race riots lynchings) Compare and contrast conditions for African Americans in the South with that of the North (rise of the

urban ghetto) Discuss the role of the Ku Klux Klan as an obstacle towards equality

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 6-10http://www.worldbook.com/wc/features/aajourney/html/bh059.htmlhttp://www.jimcrowhistory.org/home.htm

New York State Standard: 1, 5 Theme: Culture and Intellectual Life, Diversity

LESSON # 5AIM: How did African Americans attempt to achieve equality in the early part of the 20th century?

OBJECTIVES: Students will be able to: Explain the importance of the anti-lynching crusade of Ida Wells and the NAACP. Compare and contrast the views in the philosophies of Booker T. Washington, W.E.B. DuBois.

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Evaluate the role of Marcus Garvey, the Universal Negro Improvement Association, and his back to African movement.

Analyze the impact of the creation of the NAACP and the ant-lynching crusade of Ida Wells. African American community (creation and growth of black colleges, emergence of a middle class, role of

churches.)

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 6-10http://memory.loc.gov/ammem/aaohtml/exhibit/aopart6.htmlhttp://www.marcusgarvey.com/wmview.php?ArtID=565www.americaslibrary.gov/cgi-bin/page.cgi/aa/dubois

New York State Standard: 1, 5 Theme: Diversity, Change, Individuals, Groups and Institutions

Sub-Topic IC: Progressivism And Government Action

LESSON # 6AIM: How did reforms in state and local governments reflect the spirit of Progressivism in the early 20 century?

OBJECTIVES: Students will be able to: Evaluate the role of “Fighting Bob”- Robert Lafollette (Wisconsin) and Theodore Roosevelt (New

York.) in bringing change Explain how initiative and recall can bring about change Explain the influence and the role of the middle class in demanding reforms at the city, state and local

levels of government Describe the response of local government to urban problems

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 29http://en.wikipedia.org/wiki/Progressive_Erahttp://www.crf-usa.org/election_central/election_progressive.htm

New York State Standard: 1, 5 Theme: Government, Civic Values

LESSON # 7AIM: How effective was Theodore Roosevelt’s “Square Deal?”

OBJECTIVES: Students will be able to: Discuss what is meant by a “Square deal”. Explain Roosevelt’s stewardship theory of governance. Assess the significance of the following during Theodore Roosevelt’s presidency: Anthracite Coal

Strike, Pure Foods and Drugs Act, and Conservation measures. Evaluate his reputation as the “trustbuster”-Standard Oil and the court case Northern Securities Co. v

United States, 1904 Explain how the Square Deal reflected progressive goals

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SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 30-36http://www.theodoreroosevelt.org/http://www.theodoreroosevelt.org/TR%20Web%20Book/TR_CD_to_HTML1357.htmlhttp://www.theodore-roosevelt.com/trfilm.htmlhttp://www.vw.cc.va.us/vwhansd/HIS122/Teddy/TRProgressive.html

New York State Standard: 1, 5 Theme: Government, Presidential Decisions and Actions

LESSON # 8AIM: How did Woodrow Wilson’s “New Freedom” reflect the Progressive movement?

OBJECTIVES: Students will be able to: Discuss what is meant by Wilson’s “New Freedom” Describe Wilson’s major domestic achievement in terms of Progressive goals- e.g. Underwood Tariff,

graduated income tax, Clayton Anti-Trust Act, Federal Trade Commission, establishment of Federal Reserve System, women’s suffrage.

Explain the impact of World War I on domestic reforms. Explain the reason for the passage of the 19 amendment. Assess to what extent Wilson’s presidency ref1ected Progressive reform.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 34-36http://www.usa-presidents.info/wilson.htmhttp://www.gilderlehrman.org/teachers/module14/intro_pop17.htmlhttp://www.gilderlehrman.org/teachers/module14/tool_is_pop6.htmlhttp://www.gilderlehrman.org/teachers/module14/intro_pop3.htmlhttp://www.socialstudieshelp.com/Lesson_68_Notes.htmhttp://www.whitehouse.gov/history/presidents/ww28.htmlhttp://www.infoplease.com/ipa/A0760612.htmlhttp://en.wikipedia.org/wiki/Woodrow_Wilson

New York State Standard: 1, 5 Theme: Civic Values, Individuals, Groups and Institutions, Change

CONTENT TOPIC II: The Rise of American PowerSub-Topic IIA: An Emerging Global Involvement

LESSON # 9AIM: How did the United States change its foreign policy in the period 1865-1900?

OBJECTIVES: Students will be able to: Explain how US foreign policy at the turn of the century reaffirmed the aims of the Monroe Doctrine

and Manifest Destiny. Compare and contrast the motives and policies of the period of 1890-1914 with those of the 1840s Discuss the increasingly involvement of the United States in world affairs: the opening of Japan in

1854 and the purchase of Alaska in 1867 Evaluate the impact of the growth of naval power in the emergence of the United States as a world

power Analyze the relationship between expansion and involvement in world affairs

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SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 42-53http://www.smplanet.com/imperialism/toc.htmlhttp://www.history.navy.mil/branches/teach/ends/opening.htmhttp://www.library.state.ak.us/hist/cent/home.htmlhttp://www.globalpolicy.org/empire/history/1979/79riseworldpower.htm

New York State Standard: 1, 2 Theme: Change. Foreign Policy, Government

LESSON 10AIM: Why did the United States turn its eyes towards the Pacific in the 19th century?

OBJECTIVES: Students will be able to: Describe how the United States pursued its expansionist policies in the Pacific. Describe the role of the United States during the Boxer Rebellion. Analyze why the United States and Europe pressured for an Open Door policy in China. Examine how the United States acquired Hawaii and Samoa.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 42-44, 48.http://www.u-s-history.com/pages/h908.htmlhttp://www.smplanet.com/imperialism/fists.htmlhttp://www.state.gov/r/pa/ho/time/gp/17661.htm

New York State Standard: 1, 2 Theme: Change. Foreign Policy, Government

LESSON # 11 AIM: Why did the United States go to war against Spain?

OBJECTIVES: Students will be able to: Discuss the causes of the Spanish-American War. Yellow journalism, economic interests, sinking of

the Maine Examine how politicians and publishers of yellow journalism molded public opinion toward the Spain. List and locate the various lands acquired by the United States as a result of the Spanish-American

War. Evaluate the disposition of newly acquired territories: The Teller and Platt Amendments in Cuba, the

occupation of Puerto Rico and the Philippines

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 51http://www.loc.gov/rr/hispanic/1898/http://www.smplanet.com/imperialism/remember.htmlhttp://www.loc.gov/rr/hispanic/1898/teller.htmlhttp://www.colorado.edu/AmStudies/lewis/2010/usoccupy.htm

New York State Standard: 1, 2 Theme: Change. Foreign Policy, Government, Places and Regions

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LESSON # 12AIM: Why was the Panama Canal built?

OBJECTIVES: Students will be able to: Evaluate the effect of President Theodore Roosevelt’s policies towards Latin America Discuss the impact of the “Roosevelt Corollary,” “Big Stick” policy Explain why the United States considered the building of the canal important Assess the role of the United States in the Panamanian revolution Evaluate the building of the Panama Canal as a technical achievement

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 49http://www.pancanal.com/eng/history/index.htmlhttp://www.canalmuseum.com/http://www.pancanal.com/eng/history/history/american.htmlhttp://www.sil.si.edu/Exhibitions/Make-the-Dirt-Fly/http://www.ourdocuments.gov/doc.php?flash=true&doc=56http://www.theodoreroosevelt.org/life/RooseveltCorollary.htm

New York State Standard: 1, 3 Theme: Change. Foreign Policy, Government, Places and Regions

LESSON # 13AIM: How did the Panama Canal affect United States Latin American policy?

OBJECTIVES: Students will be able to: Assess the impact of Roosevelt’s “Big Stick” policy on U.S. relations with Latin America Analyze President William Taft’s “dollar diplomacy” approach to foreign policy. Summarize the changes in the relationship between the United States and Latin America. as a result of

these policies

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 52-53http://www.pbs.org/wgbh/amex/tr/panama.htmlhttp://www.canalmuseum.com/http://www.smplanet.com/imperialism/teddy.htmlhttp://www.prep.fairfield.edu/atschool/FacultyWebSites/rmauritz/imperialism.htm

New York State Standard: 1, 3 Theme: Change. Foreign Policy, Government, Places and Regions

Sub-Topic IIB: Restraint and Involvement: 1914-1920

LESSON 14:AIM: Should the United States have gotten involved in World War I?

OBJECTIVES: Students will be able to: Review reasons for the war in Europe List major European players in conflict during World War I

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Discuss the conflicting issues of neutrality and preparedness Define “freedom of the seas” and explain how it was violated in WW1 Examine the reasons why the U.S. entered the war in 1917: unrestricted submarine warfare, American

loans, partiality of various immigrant groups, cultural affinity to Western Europe, Zimmerman Note, moral crusade, sinking of the Lusitania

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 62-87http://www.worldwar1.com/dbc/reasons.htmhttp://www.lib.byu.edu/~rdh/wwi/1917/zimmerman.htmlhttp://www.pbs.org/wgbh/amex/wilson/filmmore/fm_neutrality.htmlhttp://www.archives.gov/education/lessons/zimmermann/http://www.lib.byu.edu/~rdh/wwi/1917/wilswarm.htmlhttp://home.earthlink.net/~gfeldmeth/chart.ww1.html

New York State Standard: 1, 2, 3 Theme: Change. Foreign Policy, Government, Places and Regions

Sub-Topic IIC: Wartime Constitutional Issues

LESSON # 15AIM: How did World War 1 affect the lives of citizens?

OBJECTIVES: Students will be able to: Discuss how lives were affected by government mobilization of the population through conscription,

the use of propaganda, the stifling of dissent, effects on the economy. Describe the ways government regulatory bodies such as the War Industries Board, Railroad

Administration, Fuel Administration impacted society and the economy (“gasless Sundays,” “lightless nights,” daylight savings time, victory gardens, “gospel of the clean plate”).

Determine how labor disputes could affect the war effort – (rise of union membership, role of National War Labor Board in enforcing the draft).

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 79-103http://www.library.georgetown.edu/dept/speccoll/amposter.htmhttp://encarta.msn.com/encyclopedia_761595573/Schenck_v_United_States.htmlhttp://www.iath.virginia.edu/seminar/unit10/home.htmlhttp://www.nlrb.gov/nlrb/shared_files/brochures/60yrs_entirepub.asp

New York State Standard 1, 2, 4, 5 Theme: Citizenship, Economic Systems

LESSON 16AIM: Should the rights of citizens be limited during a national emergency?

OBJECTIVES: Students will be able to: Discuss the facts and rulings in Schenck v. United States and Debs v. United States. Examine restrictions imposed on civil liberties – Espionage and Sedition Acts, Schenck v. United

States. (1919), Debs v. United States, 1919

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Discuss the effect of the “clear and present danger” ruling on the right of free speech.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 98-103http://encarta.msn.com/encyclopedia_761595573/Schenck_v_United_States.htmlhttp://www.firstamendmentcenter.org/faclibrary/case.aspx?case=Debs_v_UShttp://en.wikipedia.org/wiki/Debs_v._United_Stateshttp://www.lib.byu.edu/~rdh/wwi/1918/usspy.html

New York State Standard: 2, 3, 5 Theme: Change, Civic Rights, Constitutional Principals

UNIT FIVE: AT HOME AND ABROAD: PROSPERITY AND DEPRESSION, 1917-1940CONTENT TOPIC I: War and Prosperity: 1917-1929Sub-Topic IA: Impact of WarSuggested Time: Sixteen to twenty- one class periods

LESSON # 17AIM: What were the results of World War I?

OBJECTIVES: Students will be able to: Explain the implications of the Treaty of Versailles: geographical changes to Europe, reparations,

war guilt clause, disarmament of Germany, loss of Axis colonies Discuss Wilson’s 14 Points and the creation of the League of Nations Define isolationism and the policy of “Normalcy” Explain why the Senate rejected the Treaty of Versailles Analyze the election of 1920 and the return of the Republican Party to power

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 112-121, 140http://www.lib.byu.edu/~rdh/wwi/1918/14points.htmlhttp://www.senate.gov/artandhistory/history/common/briefing/Treaties.htmhttp://www.quotedb.com/speeches/return-to-normalcy

New York State Standards: Theme: Change, Foreign Policy

Sub-Topic IB: The Twenties: Business Boom Or False Prosperity?

LESSON #18AIM: Why were the 1920’s called the Roaring 20’s?

OBJECTIVES: Students will be able to: Discuss the reasons why the decade is referred to the “Roaring 20s” Describe the major elements comprising the Harlem Renaissance Describe the War’s effects on gender roles, African-Americans and other minority groups. Discuss the impact of the 19th Amendment on women and American society

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Examine new ideas and social themes such as gangsters, “Black Culture” and “Popular Culture” Evaluate the impact of new industries, the automobile and installment buying on American economics

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 122-130http://www.archives.gov/education/lessons/woman-suffrage/script-intro.htmlhttp://www.maxwell.syr.edu/maxpages/faculty/merupert/Research/Fordism/fordism.htmhttp://www.socialstudieshelp.com/USRA_1920s.htmhttp://kclibrary.nhmccd.edu/decade20.htmlhttp://www.lib.byu.edu/~rdh/wwi/1918/14points.htmlhttp://www.yale.edu/lawweb/avalon/wilson14.htmhttp://www.library.northwestern.edu/govpub/collections/league/background.htmlhttp://memory.loc.gov/ammem/aaohtml/exhibit/aopart7.html

NEW YORK STATE STANDARDS: THEME: Change, Culture And Intellectual Life, Economic Systems

LESSON #19AIM: What were the political changes in the 1920’s?

OBJECTIVES: Students will be able to: Describe American foreign policy in terms of returning to isolation Define and explain the impact of laissez-faire and prohibition policies on American economics and

public affairs Define and analyze the impact of graduated income tax policy Explain why Americans opposed policies seen as involving the country abroad e.g. membership in the

League of Nations Discuss to what extent the diplomacy of the 1920’s reflected Wilsonian principles (Washington Naval

Disarmament Conference, establishment of the World Court, Kellogg-Briand Pact).

SUGGESTED RESOURCES/DOCUMENTS:http://www.tax.org/museum/1901-1932.htmhttp://www.revision-notes.co.uk/revision/32.htmlhttp://en.wikipedia.org/wiki/Aftermath_of_World_War_Ihttp://www.firstworldwar.com/bio/lodge.htmhttp://edsitement.neh.gov/view_lesson_plan.asp?id=477http://en.wikipedia.org/wiki/Kellogg-Briand_Pacthttp://www2.sunysuffolk.edu/westn/warguilt.html

New York State Standards: 1, 5 Theme: Foreign Policy, Government, Change

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Sub-Topic IC: Mass Consumption And The Clash Of Cultural Values

LESSON #20AIM: Why did immigration lead to a rise of nativism in the 1920s?

OBJECTIVES: Students will be able to: Discuss how the scope and patterns of immigration had changed by the early 1920’s Review earlier periods of nativist sentiment including Asian exclusion Assess the reasons for growing American uneasiness about immigration during and after WWI Evaluate the immigration restriction legislation of the 1920’s Define and explain the causes of the Red Scare

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 143http://www.rapidimmigration.com/usa/1_eng_immigration_history.htmlhttp://en.wikipedia.org/wiki/Great_Migration_%28African_American%29http://northbysouth.kenyon.edu/http://www.itvs.org/outreach/workers/workers-Cycles.pdfhttp://www.hsp.org/default.aspx?id=421http://www.smfc.k12.ca.us/class/laurel/lalosh/http://www.msu.edu/course/mc/112/1920s/

New York State Standards: 1, 5 Theme: Change, Immigration And Migration

LESSON #21AIM: Did civil liberties take a step backwards during the 1920s?

OBJECTIVES: Students will be able to: Discuss the factors that gave rise to the KKK Discuss the methods used by the KKK Evaluate the factors that resulted in the demise of KKK Describe the impact of each of the following on American society: The Scopes Trial, the Sacco –

Vanzetti Case, the Red Scare, the Palmer Raids, the Volstead Act.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 130-131, 141, 144-151http://en.wikipedia.org/wiki/Ku_Klux_Klanhttp://www.historylearningsite.co.uk/kkk_and_racial_problems.htmhttp://www.pbs.org/wnet/jimcrow/stories_org_kkk.html

New York State Standards: 1, 5 Theme: Change, Individuals, Groups, Institutions, Civic Values

LESSON #22AIM: How were the 1920s a time of shifting cultural values?

OBJECTIVES: Students will be able to: Define the terms, culture, values

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Discuss the rise of the following: Jazz music (Duke Ellington), Freud’s expression of one’s self, literature (F. Scott Fitzgerald, Langston Hughes), fads (flappers, smoking, drinking, cosmetics) and dancing (dance marathons, Charleston)

Explain how these phenomena reflected the shift in cultural values Assess the impact African Americans had on the American public and entertainment

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 153-163www.pbs.org./newshour/forum/february98/harlem_2-20.htmlwww.usc.edu/isd/archives/ethnicstudies/harlem.htmlwww.geocities.com/flapper_culture

New York State Standards: Theme: Culture And Intellectual Life And Change

CONTENT TOPIC II: THE GREAT DEPRESSION Sub-Topic II A: Onset of the Depression

LESSON #23AIM: What were the economic factors that lead to false prosperity?

OBJECTIVES: Students will be able to: Define and explain the impact of easy credit, installment plans/sales, and a Bull Market on economy Describe the impact of poor banking practices and buying on margin on America’s economy Discuss the effects of overproduction and underconsumption in regards to America’s economy Explain how the farm crisis and land speculation effected the value of property

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 160http://eh.net/encyclopedia/article/Smiley.1920s.finalhttp://www.stock-market-crash.net/what.htmhttp://www.agclassroom.org/gan/timeline/farm_economy.htmhttp://www.albany.edu/faculty/jjpowers/risp361/projects/F_Viau_Jim/econmypoltics.htm

New York State Standards: 1, 4 Theme: Economic Systems

LESSON# 24AIM: How did the Great Depression come about?

OBJECTIVES: Students will be able to: Identify the direct and indirect causes of the stock market crash. Explain how the stock market was a trigger for the Great Depression Analyze the results of the crash (e.g. income fell for industrialists, bank closing…) Discuss how the stock market effected the rest of the world

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 171-173http://www.google.com/search?hl=en&lr=&ie=UTF-8&q=related:www.bergen.org/AAST/Projects/depression/

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http://newdeal.feri.org/

New York State Standards: 1, 4 Theme: Economic Systems

LESSON# 25AIM: To what extent does the term Great Depression describe the 1930s?

OBJECTIVES: Students will be able to: Define what is meant by the term “Great Depression” Discuss how each of the following were affected by the Great Depression; African Americans,

immigrants, women, farmers, industrial workers, children. Assess the impact of the Dust Bowl on the Midwest and neighboring regions

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 174-179, 190-192, 196-198, 201http://www.amatecon.com/greatdepression.htmlhttp://www.usd.edu/anth/epa/dust.htmlhttp://www.pbs.org/wgbh/amex/dustbowl/http://en.wikipedia.org/wiki/Great_Depressionhttp://newdeal.feri.org/http://www.amatecon.com/greatdepression.htmlhttp://www.usd.edu/anth/epa/dust.html

New York State Standards: 1, 4 Theme: Economic Systems

Sub-Topic II B: Franklin D. Roosevelt And The New Deal: Relief, Recovery And Reform Programs

LESSON # 26AIM: How can we explain FDR’s election victory in 1932?

OBJECTIVES: Students will be able to: Review laissez faire and “rugged individualism” as a guiding philosophy for the role of government in

the economy Assess Hoover’s response in terms of its effectiveness in lifting the nation out of economic crisis e.g.

Reconstruction Finance Corporation (RFC), Hawley Smoot Tariff. Discuss the reasons for Roosevelt’s victory: continued high unemployment, Hoovervilles, Bonus

Army, Roosevelt’s charisma.

SUGGESTED RESOURCES/DOCUMENTS:http://www.ssa.gov/history/hooverletter.htmlhttp://www.amatecon.com/greatdepression.htmlhttp://www.usd.edu/anth/epa/dust.htmlhttp://newdeal.feri.org/http://www.bergen.org/AAST/Projects/depression/

New York State Standards: 1, 4 Theme: Economic Systems

LESSON # 27Aim: How did the early actions taken by Roosevelt provide hope?

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OBJECTIVES: Students will be able to: Discuss the programs that came to be called “The First Hundred Days” : Emergency Banking Act

(Bank “holiday”), Civilian Conservation Corps (CCC), Federal Emergency Relief Administration (FERA), Agricultural Adjustment Administration (AAA), National Recovery Administration (NRA), Public Works Administration (WPA)

Assess FDR’s effectiveness as a leader during this period Evaluate the psychological impact of this period on the American People.

SUGGESTED RESOURCES/DOCUMENTS:http://www.ssa.gov/history/hooverletter.htmlhttp://www.amatecon.com/greatdepression.htmlhttp://www.usd.edu/anth/epa/dust.htmlhttp://www.u-s-history.com/pages/h1589.html

New York State Standards: 1, 4 Theme: Economic Systems, Presidential Decisions and Actions

LESSON# 28Aim: How did the Roosevelt administration try to extend its relief, recovery, and reform movements?

OBJECTIVES: Students will be able to: Explain how the various programs of the New Deal focused on relief, recovery, and reform List and explain the recovery efforts of the Second New Deal programs Evaluate photographs from the 1930s (e.g. Dorothea Lange) Assess the effects of the New Deal policies on American women, African Americans, Mexican

Americans, Native Americans, unionized workers, and urban Americans.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 193, 199-200, 204. 212-214, 222http://www.u-s-history.com/pages/h1589.htmlhttp://en.wikipedia.org/wiki/Great_Depressionhttp://newdeal.feri.org/http://www.u-s-history.com/pages/h1589.htmlhttp://en.wikipedia.org/wiki/Great_Depression

New York State Standards: 1, 4 Theme: Economic Systems, Presidential Decisions and Actions, Government

LESSON # 29AIM: How did the courts echo the controversies of the New Deal?

OBJECTIVES: Students will be able to: Analyze the major issues and the impact of the following Supreme Court decisions: Schechter Poultry

Corp. v. United States(1935), United States v. Butler (1936), National Labor Relations Board v. Jones and Laughlin Steel Corporation (1937)

Discuss the reasons for FDR’s growing dispute with the Supreme Court Evaluate arguments opposing the New Deal program (“creeping socialism”, abuse of executive

authority, the role of government, Checks and Balances)

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Examine the political impact of FDR “court packing” proposal

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 208http://www.nisk.k12.ny.us/fdr/1937/37_scgifs/small/37020608.gifhttp://www.constitutioncenter.org/timeline/html/cw09_12212.htmlhttp://images.rarenewspapers.com/ebayimgs/webimages/60181.jpghttp://chronicle.uchicago.edu/030109/hutchinson.shtml

New York State Standards: 1, 5 Theme: Constitutional Principles, Presidential ` Decisions and Actions

LESSON # 30AIM: To what extent did minorities get a “New Deal?”

OBJECTIVES: Students will be able to: Analyze the effects of the New Deal programs on women, African Americans, Native Americans Identify reasons for the political shift of minorities to the Democratic Party Discuss Eleanor Roosevelt’s role as a proponent for activism to help the impoverished and minorities

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 194, 203, 209http://disa.nu.ac.za/content/GR/GRAug84/image/web-ready/p004-700.gifhttp://www.ualr.edu/~arwomen/depression.htmhttp://www.vcdh.virginia.edu/afam/reflector/historicald.htmlhttp://timmer.org/Distance%20Learning/History_17B/Lecture11/Lecture11_p05.htmhttp://a2zcds.net/cds/history/great_depression.htm

New York State Standards: 1, 4, 5 Theme: Civic Values, Economic Systems

LESSON # 31AIM: How do we explain Roosevelt’s breaking the two term tradition?

OBJECTIVES: Students will be able to: Define, “two term tradition.” Examine the issues and results in the elections of 1936, 1940 and 1944. Analyze FDR’s ability to communicate; press conferences, , use of the radio (“fireside chats”) Evaluate the reasons for the eventual passage of the 22nd Amendment (1951)

SUGGESTED RESOURCES/DOCUMENTShttp://www.dailypress.com/extras/solutions/sol051503.htmhttp://www.answers.com/topic/franklin-d-roosevelt-1http://www.beyondbooks.com/gop00/4b.asphttp://www.historycentral.com/postwar/22ndamend.html

New York State Standards: 1, 5 Theme: Change, Constitutional Principles

LESSON # 32AIM: How did the Depression and the New Deal affect American Arts?

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OBJECTIVES: Students will be able to: Discuss popular themes (realist and escapist) that dominated the entertainment industry Describe the goals and provisions of the Federal Art Project Identify some of the writers of the New Deal era (e.g. John Steinbeck)

SUGGESTED RESOURCES/DOCUMENTS1http://www.lancefuhrer.com/new_deal_arts.htmhttp://www.english.uiuc.edu/maps/depression/artgallery.htmhttp://kclibrary.nhmccd.edu/decade30.htmlhttp://www.artlex.com/ArtLex/a/african_american_5.html

New York State Standards: 1 Theme: Culture and Intellectual Life

UNIT SIX: THE UNITED STATES IN AN AGE OF GLOBAL CRISIS: RESPONSIBILITY AND COOPERATIONCONTENT TOPIC I: PEACE IN PERIL: 1933-1950Sub-Topic IA: Isolation And Neutrality and IB: Failure Of Peace: Triumph Of AggressionSuggested Time: Twelve to Sixteen class periods

LESSON # 33AIM: How did Axis aggression challenge American isolationism?

OBJECTIVES: Students will be able to: Discuss the Neutrality Acts of 1935 and 1937 as examples of isolationist sentiment Evaluate the impact of the of the following: Cash and Carry, Lend-Lease, Embargo of Japan Identify acts of Axis aggression (Manchuria Incident, Sudetenland, Munich Agreement, invasion of

Ethiopia) Discuss the reasons for the United States entry into World War II.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 227-233http://www.islandnet.com/~kpolsson/ww2hist/http://www.history.navy.mil/photos/events/wwii-pac/pearlhbr/pearlhbr.htmhttp://www.history.navy.mil/faqs/faq59-23.htmhttp://teacher.scholastic.com/researchtools/researchstarters/wwii/index.htm

New York State Standards: 1, 2, 3 Theme: Foreign Policy, Places and Regions

Sub-Topic IC: The United States In World War II

LESSON #34AIM: How did America’s homefront mobilize for war?

OBJECTIVES: Students will be able to: Discuss the impact of the absence of men on the homefront. Evaluate the roles women assumed during the war years: Rosie the Riveter, women as head of

households Examine steps by the government on the homefront e.g. rationing, the use of media to promote the war

effort, curtailment of civil liberties. Evaluate America’s success in building an arsenal of democracy (business, draft, war bonds)

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 233-234, 238-241

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http://history.sandiego.edu/gen/st/~cg3/pagethree.htmlhttp://library.thinkquest.org/15511/museum/garden.htmhttp://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@filreq(@field(NUMBER+3g04442)+@field(COLLID+cph)):displayType=1:m856sd=fsac:m856sfhttp://www.u-s-history.com/pages/h1674.htmlhttp://armyaircorps.us/Homefront.cfmhttp://www.ieee-virtual-museum.org/exhibit/exhibit.php?id=159269&lid=1&seq=7http://americanhistory.si.edu/victory/http://teacher.scholastic.com/researchtools/researchstarters/wwii/index.htmhttp://www.teacheroz.com/WWIIHomefront.htmhttp://library.thinkquest.org/15511/museum/index.htmhttp://www.homefrontmag.org/http://www.binghamton.edu/ctah/summer04/wwiidbq2.html

New York State Standards: Theme: Change, Factors Of ProductionLESSON# 35AIM: How should historians view the treatment of Japanese Americans during World War II?

OBJECTIVES: Students will be able to: Review the history of anti-Japanese sentiment in the U.S. with a focus on northern California Discuss the internment policy of Japanese – Americans: Presidential Proclamation, military orders,

establishment of camps and the evacuation of Japanese – Americans Analyze the Supreme Court Case of Korematsu vs. the United States (legal issues, majority decision.) Compare and contrast the treatment of German-Americans and Japanese-Americans

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 235-237www.onpower.org/history_wwii.htmlhttp://en.wikipedia.org/wiki/anti-Japanese_sentimentwww.pbs.org/childofcamp/www.sfmuseum.org/war/evactxt.html

New York State Standards: 1, 5 Theme: Constitutional Principles, Individuals, Groups, Institutions, Civic Values

LESSON # 36AIM: How did U.S. assistance help the Allies win World War II?

OBJECTIVES: Students will be able to: Describe the challenges America faced in the Pacific and Western Theater Identify the reasons behind the “Europe first” policy Discuss how key turning points insured U.S. success (D-Day, “island hopping,” Battle of Midway)

SUGGESTED RESOURCES/DOCUMENTS:

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http://ww2.vet.org/http://wwiiarchives.net/about_us.htmlhttp://www.ibiblio.org/hyperwar/USA/index.html\http://www.army.mil/cmh-pg/books/wwii/11-9/11-9c.htmhttp://www.historychannel.com/worldwartwo/?page=tide

New York State Standards: 1, 2 Theme: Foreign Policy, Change

LESSON # 37AIM: Should the U.S. have dropped the atomic bomb?

OBJECTIVES: Students will be able to: Discuss the Manhattan Project Analyze the justifications used by Truman in making his decision to drop the bomb Discuss the Japanese surrender following the dropping of the bombs.

SUGGESTED RESOURCES/DOCUMENTS:http://www.dannen.com/decision/index.htmlhttp://www.ww2guide.com/atombomb.shtmlhttp://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/index.phphttp://www.dannen.com/decision/hst-jl25.html

New York State Standards: 1 Theme: Foreign Policy, Change, Science and Technology, Presidential Decisions and Actions

LESSON # 38AIM: How did the U.S. govern Japan after World War II?

OBJECTIVES: Students will be able to: Discuss the historical circumstances that led to U.S. occupation of Japan Evaluate the role of the U.S. in shaping Japanese society and government: “the MacArthur Constitution,”

change in the role of the Emperor, extending suffrage to women, disarmament.) Assess the success or failure of this policy

SUGGESTED RESOURCES/DOCUMENTS:http://en.wikipedia.org/wiki/Occupied_Japanhttp://www.japan-guide.com/e/e2124.htmlhttp://www.pbs.org/wgbh/amex/macarthur/peopleevents/pandeAMEX102.htmlhttp://www.crf-usa.org/election_central/japan_democracy.htm

New York State Standards: 1, 5 Theme: Foreign Policy, Change, Constitutional Principles

LESSON # 39AIM: How did American society change as a result of World War II?

OBJECTIVES: Students will be able to: Analyze the effect of demobilization on the American society: GI Bill, increased demand for housing,

“Baby Boom,” conversion to a civilian economy (consumer products).

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Discuss the changes affecting minorities: Truman’s Fair Deal, use of Executive Orders to promote minority rights

Compare post WWII at home with that of the post WWI period. Describe the political, social and economic changes in the U.S. Evaluate the changes affecting minorities

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 245, 308-310, 312-315http://www.inghamisd.org/~goals2k/lessons/sociallesson/bauer.htmlhttp://countrystudies.us/united-states/history-115.htmhttp://www.americaslibrary.gov/cgi-bin/page.cgi/jb/modern/fairdeal_1http://www.cr.nps.gov/nr/publications/bulletins/suburbs/intro.htmhttp://www.ucpress.edu/books/pages/9982/9982.ch01.html

New York State Standards: 1 Theme: Change And Government

CONTENT TOPIC II: Peace With Problems: 1945 – 1960Sub-Topic II A: International Peace Efforts

LESSON # 40AIM: How did WWII change the role of the United States in world affairs?

OBJECTIVES: Students will be able to: Assess the impact of U.S. economic assistance to war-torn economies and societies (Marshall Plan) Assess how WWII changed the way the United States conducted its foreign policy (movement away from

isolationism) Evaluate the role of the U.S. at the international conferences during WWII (Yalta, Potsdam) Discuss the role the United States played in the formation of the United Nations (plans at the San

Francisco Conference, Eleanor Roosevelt’s role in the drafting of the Universal Declaration of Human Rights).

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 232, 255-258http://www.un.org/UN50/Photos/40s.htmlhttp://us.history.wisc.edu/hist102/lectures/lecture21.htmlhttp://www.un.org/Overview/rights.htmlhttp://www.udhr.org/index.htmhttp://encarta.msn.com/encyclopedia_761564986/United_Nations.htmlhttp://www.bbc.co.uk/history/state/nations/league_nations_01.shtml

New York State Standard: 1, 2 Theme: Foreign Policy, Change

Sub-Topic IIB: Expansion and Containment: Europe

LESSON # 41AIM: How did early confrontations in Europe after WWII lead to mistrust between the United States and the Soviet Union?

OBJECTIVES: Students will be able:

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Discuss why the Soviet Union was perceived as a threat to the noncommunist world. Explain the reasons for the emergence of the U.S. and the USSR as superpowers after WWII. Evaluate the Soviet Union’s mistrust of the west: early history, “capitalist encirclement,” Discuss how Winston Churchill’s “Iron Curtain” speech created a recognizable division between

free Western Europe and communist Eastern Europe. SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 252, 255-256http://www.yale.edu/lawweb/avalon/trudoc.htmhttp://www.trumanlibrary.org/whistlestop/study_collections/doctrine/large/index.phphttp://usinfo.state.gov/usa/infousa/facts/democrac/57.htmhttp://www.loc.gov/exhibits/marshall/http://www.fordham.edu/halsall/mod/churchill-iron.html

New York State Standards: 1, 2 Theme: Economic Systems, Government

LESSON # 42AIM: How did mistrust lead to a “cold war?”

OBJECTIVES: Students will be able to: Define the term “Cold War.” Discuss the tools of the Cold War - espionage, propaganda, giving or withholding of foreign aid,

surrogate warfare. Discuss the four zones of occupation and the impact of the Berlin Blockade on U.S. – Soviet

relations. Discuss how the Berlin Airlift contributed to the development of the policy of containment. Explain the nature of the alliances created to contain communism in Europe: NATO, the Common

Market and the European Parliament in forging European cooperation.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 253http://www.pbs.org/wgbh/amex/bomb/peopleevents/pandeAMEX49.htmlhttp://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docs.phphttp://www.usafe.af.mil/berlin/photos2.htmhttp://www.nato.int/

New York State Standard: 1, 2 Theme: Places and Regions, Presidential Decisions and Actions

Sub-Topic IIC: Containment in Asia, Africa, and Latin America

LESSON: # 43 AIM: How were U.S. foreign polices in Asia direct responses to the Cold War?

OBJECTIVES: Students will be able to: Discuss the role of the United States in the reconstruction of Japan Analyze the motives for United States support for Japan Discuss the US role in aiding the Nationalists in China Assess the reaction of the US to the victory of the Communists in China and the fleeing of the

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Nationalists to Taiwan.

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 294http://www.socialstudieshelp.com/Lesson_96_Notes.htmhttp://www.ibiblio.org/pha/policy/post-war/451215a.htmlhttp://www.japan-guide.com/e/e2124.html

New York State Standard: 1, 2, 3 Theme: Change, Places and Regions

LESSON # 44AIM: How did the United States respond to the aggression in Korea?

OBJECTIVES: Students will be able to: Discuss reasons for the division of Korea. Explain how US containment efforts during the Korean War differed from earlier containment efforts

(economic aid v. military action). Evaluate the reasons for conflict between President Truman and General MacArthur. Discuss Truman's strategy of limited war and containment. Determine to what extent the Korean War was successful or unsuccessful

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp259http://www.trumanlibrary.org/korea/http://history.acusd.edu/gen/20th/korea.htmlhttp://en.wikipedia.org/wiki/Korean_Warhttp://www.u-s-history.com/pages/h1670.html

New York State Standard: 1,2,3 Theme: Foreign Policy, Places and Regions

Sub-Topic II D: The Cold War at Home

LESSON # 45AIM: How did Cold War fears lead to violations of civil rights?

OBJECTIVES: Students will be able to: Discuss why Americans perceived that there was a communist threat to the nation (Soviet expansion in

Europe, “loss” of China, stalemate in Korea, Rosenberg trial, Hiss case) Discuss the United States reaction to the perceived communist threat (HUAC, Truman's Loyalty

Review Board, Smith Act) Evaluate the decisions in Dennis vs. United States, Watkins vs. United States and Oppenheimer's

opposition to the Loyalty Review Board. Discuss what the term "McCarthyism" has come to mean. Compare this Red Scare with that after WWI in terms of effects on constitutional rights.

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 263-265http://www.writing.upenn.edu/~afilreis/50s/huac-main.htmlhttp://www.cnn.com/SPECIALS/cold.war/episodes/06/documents/huac /

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http://www.pbs.org/wnet/americanmasters/database/mccarthyism.htmlhttp://www.writing.upenn.edu/~afilreis/50s/schrecker-age.htmlhttp://regentsprep.org/Regents/core/questions/questions.cfm?Course=USHG&TopicCode=6bhttp://www.nps.gov/elro/teach-er-vk/lesson-plans/notes-er-and-cold-war.htm

New York State Standard: 1, 5 Theme: Civic Values, Constitutional Principals

UNIT SEVEN: A WORLD IN UNCERTAIN TIMES: 1950 - PRESENTCONTENT TOPIC I: Toward a Postindustrial World: Living in a Global AgeSub-Topic A: Changes Within the United States Suggested Time: Twenty seven to thirty three class periods

LESSON # 46AIM: How did the United States meet post-war economic challenges?

OBJECTIVES: Students will be able to: Define the term demobilization Assess the impact of demobilization on the American economy: employment (men and women), shift

to consumer products, fear of inflation,” baby boom”, housing shortage. Discuss the response of the government: GI Bill, Youngstown Steel Seizure, GI mortgages,

Employment Act of 1946, Taft – Hartley Act.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 301-303http://www.historymatters.gmu.edu/d/6253/http://history.sandiego.edu/gen/classes/20th/postwar-culture.htmlhttp://www.cdi.org/issues/usmi/complex/http://www.loc.gov/rr/print/swann/herblock/ticktock.html

New York State Standard: 1, 4 Theme: Science and Technology Environment

CONTENT TOPIC II: Containment And ConsensusSub-Topic II A&B: Eisenhower Foreign Policies

LESSON # 47AIM: How did President Eisenhower build on and extend the policy of “containment”?

OBJECTIVES: Students will be able to: Explain the nature of the geopolitical structure of the world (Western bloc, Communist bloc, non-

aligned Bloc, Developing Nations-Third World) Evaluate the decision by Eisenhower to end the Korean conflict in terms of containment Assess the impact of the following events and how the United States reacted to each: the “arms race”

(e.g. nuclear weapons, delivery systems), the building of the Aswan Dam (Egypt) the nationalization of the Suez Canal, the Polish and Hungarian uprisings, the launch of Sputnik and the start of the space race.

Assess the Administration’s foreign policy: role of John Foster Dulles, the “domino” theory, brinksmanship, and massive retaliation (“balance of terror”)

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SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 292-294, 296-297http://www.yale.edu/lawweb/avalon/presiden/eisenpap.htmhttp://www.spartacus.schoolnet.co.uk/USAeisenhower.htmhttp://korea50.army.mil/index.htmlhttp://history.acusd.edu/gen/20th/coldwar0.htmlhttp://en.wikipedia.org/wiki/1956_Hungarian_Revolution

New York State Standard: 1, 3 Theme: Places and Regions, Interdependence

Sub-Topic II C: Domestic Politics and Constitutional IssuesLESSON # 48AIM: How did the civil rights movement transform America in the post-war years?

OBJECTIVES: Students will be able to: Discuss early commitments of the federal government in the area of Civil Rights: desegregation of the

armed forces and the Fair Employment Practices Act. Analyze the effect of Brown v. Board of Education (1954). Evaluate the role of the Warren Court as a spearhead for change in American attitudes toward unequal

treatment of minorities

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 303-306http://historymatters.gmu.edu./d/6330/http://www.army.mil/cmh/topics/afam/afam-usa.htmhttp://www.trumanlibrary.org/deseg1.htmhttp://www.trumanlibrary.org/whistlestop/study_collections/desegregation/large/http://www.pbs.org/jefferson/enlight/brown.htmhttp://www.supremecourtus.gov/publicinfo/speeches/sp_05-17-04b.html\http://www.historicaldocuments.com/BrownvBoardofEducation.htmhttp://www.socialstudieshelp.com/Lesson_106_Notes.htmhttp://rs6.loc.gov/ammem/aaohtml/exhibit/aopart7.html

New York State Standard: 1, 5 Theme: Civic Values, Citizenship, Change

LESSON # 49AIM: Should historians consider the 1950’s a period of complacency or activism?

OBJECTIVES: Students will be able to: Evaluate the effect of the Brown Decision; Rosa Park and the Montgomery bus boycott; Jackie

Robinson breaking the color barrier; sit-ins; Little Rock school desegregation; Civil Rights Act of 1957 in furthering the cause for equality in America.

Discuss the impact of the following on American Culture; baby boom, growth of suburbs, white flight to the suburbs; consumerism and conformity; impact of television; teen culture and rock and roll.

Evaluate the role of the Interstate Highway Act (1956) in the growth of the economy and suburbs (increased use of the automobile.)

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SUGGESTED RESOURCES/DOCUMENTS:http://historymatters.gmu.edu/d/6567/http://www.enotes.com/affluent-society/http://shs.ee.msstate.edu/mswm/MSWritersAndMusicians/musicians/Presley.html (fix) http://www.tfhrc.gov/pubrds/summer96/p96su10.htmhttp://members.tripod.com/~Sprayberry/poems/howl.txt (fix)

New York State Standard: 1, 3, 4 Theme: Change, Environment Diversity, Immigration and Migration

CONTENT TOPIC III: Decade Of Change: 1960s Sub-Topic III A: The Kennedy Years

LESSON # 50AIM: To what extent did the New Frontier raise minority expectations for their future?

OBJECTIVES: Students will be able to: Define the term, “New Frontier” . Assess the ideals expressed in Kennedy’s Inaugural Address and the “Letter from Birmingham Jail”

written by Dr. Martin Luther King, Jr. Discuss the issues of states’ rights versus federal authority using the following examples: James

Meredith and the integration of the University of Mississippi. Explain the impact of the March on Washington and the assassination of Medgar Evers on the Civil

Rights movement. Explain how increasing awareness of disabled American led to legislation such as the American

Disabilities Act, 1990.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 332, 340-344http://www.spartacus.schoolnet.co.uk/USAmeredith.htmhttp://www.bartleby.com/124/pres56.htmlhttp://www.almaz.com/nobel/peace/MLK-jail.htmlhttp://www.angelfire.com/pa/marchonwashington/http://www.dol.gov/esa/regs/statutes/ofccp/ada.htmhttp://en.wikipedia.org/wiki/Medgar_Evers

New York State Standard: 1,5 Theme: Civic Values, Diversity, Change

LESSON # 51AIM: How was the Kennedy Administration’s foreign policy a product of Cold War tensions?

OBJECTIVES: Students will be able to: Locate the following: Cuba, Laos, Vietnam, Berlin, Latin America. Discuss Kennedy’s actions such as the Bay of Pigs invasion, the support for the people behind the

Berlin Wall, the Cuban Missile crisis, and the U.S. involvement in Laos and Vietnam. Explain the reasons for the creation of the Peace Corp and the Alliance for Progress. Assess the impact of the Nuclear Test Ban Treaty on Cold War thinking

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Evaluate the importance of the decision to place a man on the moon. Explain the impact of the assassination of President Kennedy

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 325-331http://www.historyofcuba.com/history/baypigs/pigs.htmhttp://www.idahoptv.org/ntti/nttilessons/lessons2002/delgado1.htmhttp://www.peacecorps.gov/http://www.coreknowledge.org/CK/resrcs/lessons/898AdaptKennedy.htmhttp://score.rims.k12.ca.us/activity/tobeornot/http://en.wikipedia.org/wiki/Alliance_for_Progresshttp://www.archives.gov/exhibits/american_originals/kennedy.htmlhttp://www.copperas.com/jfk/Ichbin.htmhttp://mcadams.posc.mu.edu/viet6.htmhttp://en.wikipedia.org/wiki/Treaty_Banning_Nuclear_Weapon_Tests_in_the_Atmosphere,_in_Outer_Space,_and_Under_Waterhttp://home.interserv.com/~cgraybea/moonpage.htm#kennedy

New York State Standard: 1, 2, 5 Theme: Foreign Policy, Places and Regions, Presidential Decisions and Actions

Sub-Topic IIIB: Johnson and the Great Society

LESSON # 52AIM: How should historians evaluate President Johnson’s “Great Society?”

OBJECTIVES: Students will be able to: Define the term: “Great Society” Discuss the ways in which Johnson’s programs were considered extensions of Kennedy’s social

reform legacy Explain the stated purpose of initiatives such as the “war on poverty,” Medicare, and increased Federal

aid to education. Assess the reasons for Johnson’s legislative success.

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 337-339, 345-348http://www.learnhistory.org.uk/usa/greatsociety.htmhttp://www.cnn.com/SPECIALS/cold.war/episodes/13/documents/lbj/http://odur.let.rug.nl/~usa/H/1994/ch12_p2.htmhttp://www.ssa.gov/history/lbjsm.html

New York State Standard: 1, 5 Theme: Citizenship, Change, Presidential Decisions and Actions

LESSON # 53AIM: How did the moon landing affect American prestige around the world?

OBJECTIVES: Students will be able to: Identify the reasons for space exploration Evaluate the value of the lunar landings in the Cold War era

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Analyze the psychological impact of the moon landing on the American public and world opinion SUGGESTED RESOURCES/DOCUMENTS:http://www.hq.nasa.gov/office/pao/History/ap11ann/introduction.htmhttp://www.historyplace.com/unitedstates/apollo11/http://www.timelines.info/history/ages_and_periods/the_modern_world/the_cold_war/race_to_the_moon/

New York State Standard: 1 Theme: Change, Science and Technology

LESSON # 54AIM: How did minority protest groups and political action make the 1960’s a political charged decade? OBJECTIVES: Students will be able to:

Define the following terms: “Black Power,” non-violent protest, sit-in, boycott, civil disobedience, freedom riders. Review the early civil rights movement 1955-1965 Evaluate the goals and objectives of the civil rights movement of the 1960s Compare and contrast the following in their beliefs and action plans: NAACP (National Association for the Advancement of Colored People) SNCC(Student Non-violent Coordinating Committee), SCLC (Southern Christian Leadership conference), CORE (Congress of Racial Equality), Malcolm X Discuss examples of violent outbreaks of civil unrest: urban riots (Watts, Newark

Detroit)

SUGGESTED RESOURCES/DOCUMENTS:United States History and Government 2 Resource Guide pp 349-352, 365-367http://www.naacp.org/http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.htmlhttp://college.hmco.com/history/readerscomp/rcah/html/ah_017100_civilrightsm.htmhttp://www.ibiblio.org/sncc/http://www.ncsu.edu/chass/mds/sncchist.htmlhttp://www.cviog.uga.edu/Projects/gainfo/sclc.htmhttp://www.core-online.org/http://www.colostate.edu/Orgs/MSA/find_more/m_x.htmlhttp://www.usc.edu/isd/archives/la/watts.html

New York State Standard: 1, 5 Theme: Change, Reform Movements, Citizenship

LESSON # 55AIM: How did the government respond to the civil rights protests of the 1960’s?

OBJECTIVES: Students will be able to: Discuss the impact of the protests on the government Analyze the various pieces of legislation produced in the Civil Rights Era:

Civil Rights Act 1963-1964, 24th Amendment, Voting Rights Act, Fair Housing Act. Discuss court decisions since 1948 upholding or modifying preferential treatment in

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employment; equal access to housing; travel and accommodations; voting rights; educational equity.

SUGGESTED RESOURCES/DOCUMENTS:http://www.spartacus.schoolnet.co.uk/USAcivil64.htmhttp://www.nps.gov/malu/documents/amend24.htmhttp://www.usdoj.gov/crt/voting/intro/intro_b.htmhttp://www.usdoj.gov/crt/housing/housing_coverage.htm

New York State Standard: 1, 5 Theme: Citizenship, Change, Presidential Decisions and Actions

LESSON # 56AIM: How successful was the women’s movement of the 1960s?

OBJECTIVES: Students will be able to: Describe the goals of the National Organization for Women (NOW) Evaluate the impact of the Roe v. Wade decision on the Women’s Movement Compare the arguments made by each side in the Equal Rights Amendment debate Assess the degree of success of the women’s movement

SUGGESTED RESOURCES/DOCUMENTS: United States History and Government 2 Resource Guide pp 353-355http://disa.nu.ac.za/content/Sf/SfMar82/image/web-ready/p004-700.gifhttp://us.history.wisc.edu/hist102/lectures/lecture14.htmlhttp://www.now.org/store/images/items/bt-rr2.jpghttp://us.history.wisc.edu/hist102/lectures/lecture14.htmlhttp://www.cwluherstory.com/CWLUArchive/voice.htmlhttp://www.prochoiceamerica.org/issues/choice-in-the-courts/supreme-court/key-cases/

New York State Standard: 1, 5 Theme: Citizenship, Change, Reform Movements

LESSON # 57AIM: How did the Hispanic-American civil rights movement represent expanding concerns over the concept of equality in the United States?

OBJECTIVES: Students will be able to: Discuss the size and scope of the Hispanic American community in the 1960s: Native born Americans

of Hispanic decent, influx of people from Mexico and Puerto Rico, Cuban immigration. Explain the goals of the “brown power” movement. Describe the role of Cesar Chavez in organizing farm labor Examine the efforts of Hispanic – Americans to enhance their political power

SUGGESTED RESOURCES/DOCUMENTS:http://www.cesarechavezfoundation.org/Default.aspx?pi=33http://www.pbs.org/itvs/fightfields/http://www.sdcoe.k12.ca.us/chavez/http://benito.arte.uh.edu/Arte_Publico_Press/Catalog/civilrights/body_civilrights.htm

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New York State Standard: 1, 5 Theme: Citizenship, Change, Reform Movements

LESSON # 58AIM: Why did Native Americans join the struggle for civil rights?

OBJECTIVES: Students will be able to: Review the historical relationship of Native Americans and the United States government Describe the nature of the grievances held by Native Americans Discuss the battles and achievements of the Native American Movement: Creation of AIM,

Occupation of Alcatraz, the “long march” and Wounded Knee 1973. Assess the degree of success achieved by these movements

SUGGESTED RESOURCES/DOCUMENTShttp://www.dickshovel.com/AIMIntro.htmlhttp://en.wikipedia.org/wiki/American_Indian_Movementhttp://www.aimovement.org/ggc/history.htmlhttp://www.eyewitnesstohistory.com/knee.htmhttp://www.woundedkneemuseum.org/main_menu.html

New York State Standard: 1, 5 Theme: Citizenship, Change, Reform Movements

LESSON # 60 AIM: How did the Warren Court transform the United States?

OBJECTIVES: Students will be able to: Discuss the legal issues related to each of the following cases: Mapp v. Ohio (1961), Gideon v.

Wainwright (1963), Miranda v. Arizona (1966), Baker vs. Carr (1962) Explain why these cases were controversial.

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 359-364http://www.landmarkcases.org/http://www.findlaw.com/casecode/supreme.htmlhttp://supreme.lp.findlaw.com/http://www.prochoiceamerica.org/issues/choice-in-the-courts/supreme-court/key-cases/http://www.digitalhistory.uh.edu/supreme_court/supreme_court.cfm

New York State Standard: 1, 5 Theme: Citizenship, individuals, Groups and Institutions

CONTENT TOPIC IV: The Limits Of Power: Turmoil At Home And Abroad, 1965-1972

Sub-Topic IV A: Vietnam: Sacrifice and Turmoil

LESSON # 61AIM: How did the U.S. become involved in war in Southeast Asia?

OBJECTIVES: Students will be able to: Locate on a map the various countries considered part of Southeast Asia Discuss major events in the history of Indo-China though World War II Analyze the rise of Ho Chi Minh and the Viet Minh as anti-French nationalists

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Evaluate reasons for the successes against the French: military tactics (guerilla warfare - “ant power”), Dien Bien Phu, nationalism.

Explain the agreements reached at the Geneva Convention of 1954. Discuss the early role of the U.S: aid to France, commitment of “advisors” under Eisenhower and

Kennedy, continued success of NLF (Viet Cong)

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 373-376http://www.chss.montclair.edu/english/furr/vietnam.htmlhttp://vietnam.vassar.edu/overview.htmlhttp://www.mtholyoke.edu/acad/intrel/vietnam.htmhttp://www.campbell.edu/faculty/Slattery/dien_bien_phu.htm

New York State Standard: 1, 2, 3 Theme: Foreign Policy

LESSON # 62Aim: How did the “Americanization” of the civil war in Vietnam occur?

OBJECTIVES: Students will be able to: Analyze the reasons for President Johnson’s decision to escalate U.S. involvement in Vietnam:

containment, “domino theory,” SEATO, Explain the impact of the Gulf of Tonkin Resolution on U.S. involvement in the war; the controversy

surrounding the draft; rising death toll, inability to achieve victory List and locate the events showing an escalation of US involvement in Vietnam. Discuss the reasons for the growth of the anti-war movement

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 377-381, 382-383http://www.richmond.edu/~ebolt/history398/DominoTheory.htmlhttp://www.yale.edu/lawweb/avalon/tonkin-g.htmhttp://grunt.space.swri.edu/jeffviet.htmhttp://www.digitalhistory.uh.edu/modules/vietnam/index.cfmhttp://faculty.plattsburgh.edu/john.stubbs/pw/page3.htmlhttp://history.acusd.edu/gen/20th/LBJ/lbj-vietnam.htmlhttp://www.colorado.edu/AmStudies/lewis/2010/vietnam.htmhttp://www.mtholyoke.edu/acad/intrel/pentagon4/doc260.htmhttp://mcel.pacificu.edu/as/students/arvn/vietpersp.html

New York State Standard: 1, 5 Theme: Foreign Policy

LESSON # 63Aim: Why was 1968 a year of turmoil and tragedy?

OBJECTIVES: Students will be able to: List and summarize the perspectives of radical groups and individuals against the U.S. involvement in

the Vietnam War: SDS, FSM, New Left, hawks, doves, hippies, communalists, Kent State. Discuss the impact of the Tet offensive in changing U.S. public opinion towards the Vietnam War. Explain the impact of the Vietnam War on President Johnson’s decision not to seek reelection. Assess the social and political effects of the assassinations of Martin Luther King, Jr. and Robert

Kennedy. Describe the chaos and divisiveness of the Democratic Party during the 1968 presidential campaign.

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SUGGESTED RESOURCES/DOCUMENTShttp://www.chss.montclair.edu/english/furr/Vietnam/riseandfall.htmlhttp://www.english.uiuc.edu/maps/vietnam/antiwar.htmlhttp://www.h-net.msu.edu/reviews/showpdf.cgi?path=138991094183304http://www1.lakeland.edu/personal/faculty/~haas/courses/gs330/pages/CounCul.htmhttp://www.wellesley.edu/Polisci/wj/Vietimages/fonda.htmlhttp://www.mtsu.edu/~vvesper/king.htmlhttp://www.lib.umassd.edu/ARCHIVES/findaids/MC1RFKAA.pdfhttp://www.fredonia.edu/department/english/mcvicker/1968/kevinh.htmhttp://www.nyu.edu/library/bobst/collections/exhibits/arch/1968/Index.htmlhttp://www.law.umkc.edu/faculty/projects/ftrials/Chicago7/chicago7.htmlhttp://cpl.lib.uic.edu/004chicago/disasters/1968dem_convention.html

New York State Standard: 1 Theme: Citizenship, individuals, Groups and Institutions, Change

LESSON # 63AIM: How can we describe the legacy of the Vietnam War?

OBJECTIVES: Students will be able to: Explain why the war continues to be a controversial issue for many Americans. Describe the significance of the War Powers Act of 1973. Discuss how the Vietnam War impacted on America’s views of foreign policy. Analyze how the war altered American attitudes about their government and leaders.

SUGGESTED RESOURCES/DOCUMENTShttp://servercc.oakton.edu/~wittman/warend.htmhttp://www.yale.edu/lawweb/avalon/warpower.htmhttp://www.english.uiuc.edu/maps/vietnam/postwar.htmhttp://chss.montclair.edu/english/furr/chomskyin1282.htmlhttp://www3.niu.edu/~td0raf1/history468/feb2604.htmhttp://www.providence.edu/polisci/students/vietnam/vietnam.htmhttp://www.pbs.org/vietnam/

New York State Standard: 1, 5 Theme: Foreign Policy

CONTENT TOPIC V: The Trend Toward Conservatism, 1972- 1985Subtopic V A: Nixon as President, 1969-1974

LESSON # 64AIM: How can we assess the Nixon presidency?

OBJECTIVES: Students will be able to: discuss Nixon’s achievements in foreign affairs: “Peace With Honor” (withdrawal from

Vietnam), SALT I and the beginning of detente, “opening” China, Nixon Doctrine Examine Nixon’s achievements in domestic policy: modifications of Great Society

programs (food stamps, OSHA, DEA, revenue sharing

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Evaluate the impact of detente with Russia and China on prospects for world peace

SUGGESTED RESOURCES/DOCUMENTS:: United States History and Government 2 Resource Guide 382-384, 389-393http://www.whitehouse.gov/history/presidents/rn37.htmlhttp://en.wikipedia.org/wiki/Richard_M._Nixonhttp://www.presidentsusa.net/nixon.htmlhttp://www.pbs.org/wgbh/amex/presidents/37_nixon/nixon_politics.htmlhttp://www.pbs.org/wgbh/amex/presidents/37_nixon/nixon_domestic.htmlhttp://www.pbs.org/wgbh/amex/presidents/37_nixon/psources/index.html

New York State Standard: 1 Theme: Change, Presidential Decisions and Actions

LESSON # 65AIM: How did Nixon’s resignation impact on the powers of the presidency?

OBJECTIVES: Students will be able to: Review the checks and balances mechanisms in the Constitution Discuss the effects of the Agnew resignation on the Nixon presidency Examine the chronology of the major events in the Watergate affair Analyze the constitutional implications of the Watergate Affair: role of the investigative

committees, the use of a special prosecutor, invoking executive privilege and national security arguments, illegal use of the IRS and FBI illegally

Assess the role of the Supreme Court- New York Times v U.S. (1971), United States v Nixon (1974)

Analyze the charges against President Nixon Assess the significance of the Nixon resignation

SUGGESTED RESOURCES\DOCUMENTS: United States History and Government 2 Resource Guide pp. 389-392.http://www.luminet.net/~tgort/resign.htmhttp://watergate.info/nixon/resignation-letter.shtmlhttp://watergate.info/judiciary/http://www.historyplace.com/unitedstates/impeachments/nixon.htmhttp://www.pbs.org/wgbh/amex/presidents/37_nixon/psources/index.html

New York State Standard: 1,5 Theme: Government

Subtopic V B: The Ford and Carter Presidencies

LESSON # 66AIM: To what extent did Presidents Ford and Carter succeed in restoring confidence in the American presidency?

OBJECTIVES: Students will be able to: Examine the constitutional aspects of the Ford, Rockefeller appointments Discuss the “corrupt bargain”- the pardon of Nixon Discuss the effects of the oil crisis, the Iranian hostage Crisis and the Soviet invasion of Afghanistan

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Assess the Carter’s emphasis on human rights in the conduct of U.S. foreign policy- Camp David Agreements, Panama Canal Treaty

SUGGESTED RESOURCES|DOCUMENTS:U.S. History and Government II Resource Guide, page 393-397 http://www.infoplease.com/ce6/history/A0825448.htmlhttp://www.jimmycarterlibrary.org/documents/hostages.phtmlhttp://www.jimmycarterlibrary.gov/tour/middle_east/http://www.ford.utexas.edu/library/speeches/740060.htmhttp://www.chron.com/content/interactive/special/watergate/pardon.html

New York State Standard: 1 Theme: Civic Values, Foreign Policy

Subtopic V C: Reagan and Bush, The “New” Federalism and Growth of Conservatism

LESSON # 67AIM: To what extent was the term “Reagan Revolution justified?

OBJECTIVES: Students will be able to: Analyze evidence of a movement towards conservatism: decline of judicial activism as

characterized by the Warren Court (Engle v Vitale, 1962 , Tinker, 1969, T.L.O.,1985 Veronica v Acton, 1995)

Discuss the growth of power of religion based groups, backlash in response to crime, government spending on social programs (e.g. end of the Great Society), affirmative action controversy, changing attitude towards “big’ government”

Explain Reagan’s ideas of supply side economics and tax policy (“Reaganomics”)

SUGGESTED RESOURCES/DOCUMENTSU.S. History and Government II Resource Guide, pp. 399-402, 414, 420http://www.reagan.utexas.edu/archives/speeches/publicpapers.htmlhttp://www.reagan.utexas.edu/archives/reference/reference.htmlhttp://en.wikipedia.org/wiki/Ronald_Reaganhttp://en.wikipedia.org/wiki/Ronald_Reagan#Domestic_recordhttp://en.wikipedia.org/wiki/Supply-side_economicshttp://www.brainyquote.com/quotes/authors/r/ronald_reagan.htmlhttp://www.pbs.org/wgbh/amex/presidents/40_reagan/index.html

New York State Standard: 1 Theme: Change

LESSON # 68AIM: How successful was President Reagan’s foreign policy advancing American interests?

Objectives: Students will be able to: Compare and contrast Reagan’s ideas about big government with his emphasis on rebuilding the

military

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Discuss major foreign policy issues of the period: increased use of American military power, “Star Wars,” the “evil empire’ policy towards the USSR prior to its fall, Grenada, Nicaragua, El Salvador

Discuss the events which came to be called the Iran-Contra Controversy

SUGGESTED RESOURCES/DOCUMENTShttp://www.pbs.org/wgbh/amex/presidents/40_reagan/index.htmlhttp://www.cnn.com/SPECIALS/2004/reagan/http://money.cnn.com/2004/06/07/commentary/column_hays/hays/index.htmhttp://www.americanpresidents.org/presidents/president.asp?PresidentNumber=39http://www.americanpresidents.org/classroom/39.asp

Standard: 1,5 Theme: Foreign Policy

CONTENT TOPIC VI: Approaching The Next Century 1986-1999Subtopic VI A: The Bush Presidency

LESSON # 69AIM: To what extent did the election of President George H.W. Bush in 1988 demonstrate a shift in our political system?

OBJECTIVES: Students will be able: Compare the appeal and failures of third party candidates H. Ross Perot (1992) and Theodore

Roosevelt (1912) Assess the impact of Political Action Committees (PACs) Discuss the difficulty in monitoring campaign financing

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp. 416http://www.u-s-history.com/pages/h913.htmlhttp://www.multied.com/elections/1988.htmlhttp://www.presidency.ucsb.edu/showelection.php?year=1988http://www.foreignaffairs.org/19890201faessay5933/norman-j-ornstein-mark-schmitt/the-1988-election.htmlhttp://www.answers.com/topic/u-s-presidential-election-1988

New York State Standard: 1, 5 Theme: Government

LESSON # 70AIM: How successfully did America address important social issues during the Bush Administration (1998-1992)?

OBJECTIVES: Students will be able: Explain the issues, decisions and long term implications of Cruzan v. Director, Missouri Department

of Health (1990) and Planned Parenthood of Southeastern Pennsylvania, et. al. v. Casey (1992) Evaluate the impact of immigration patterns from Mexico, Haiti and Cuba Describe reasons for opposition to and support for environmental legislation Discuss the impact of the Savings and Loan scandal of the 1980s

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp. 414- 420

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http://www.pbs.org/wgbh/amex/presidents/41_g_h_w_bush/http://www.americanpresident.org/history/georgehwbush/staffadvisers/domesticpolicy/

New York State Standard: 1, 5 Theme: Human Systems, Government

LESSON # 71AIM: How effective was President George H.W Bush’s foreign policy?

OBJECTIVES: Students will be able: List and describe the issues facing the US with the collapse of the Soviet Union Assess the international role of the US in the Bosnian crisis Discuss the impact of the Persian Gulf war on the United States

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 421, 424http://www.pbs.org/wgbh/amex/presidents/41_g_h_w_bush/http://www.npr.org/templates/story/story.php?storyId=4131471

New York State Standard: 1, 5 Theme: Government, Foreign Policy

Subtopic VI B: The Clinton Presidency

LESSON # 72AIM: How will historians view the domestic leadership of President Clinton?

OBJECTIVES: Students will be able to: Examine Clinton’s emphasis on health care, education and welfare reform Describe the relationship between the baby boom generation and concerns for the Social Security system Discuss the impact of market trends of the 1990s and President Clinton’s popularity ratings Evaluate the effect of the following on the Clinton Presidency: Whitewater investigation, impeachment

and acquittal.

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 428-433 http://www.britannica.com/ebi/article-228990http://www.clintonlibrary.gov/http://www.americanpresident.org/history/billclinton/http://history.acusd.edu/gen/20th/1990s/clinton.htmlhttp://www.ssa.gov/history/clntstmts.htmlhttp://www.newsmax.com/articles/?a=2000/9/20/121810http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-Clintonimpeach.htm

New York State Standard: 1, 5 Theme: Government, Presidential Decisions and Actions

LESSON # 72AIM: How did Clinton’s foreign trade policies reflect a changing world?

OBJECTIVES: Students will be able to: Assess the effectiveness of each of the following: NAFTA, GATT, economic aid to Russia

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Examine Clinton Administration trade policies with China, Japan, and Latin America Evaluate United States/European relations: European Union (EU), North Atlantic Treaty Organization

(NATO) Discuss reasons why the Clinton Administration believed these policies were important

SUGGESTED RESOURCES/DOCUMENTShttp://www.ontheissues.org/Celeb/Bill_Clinton_Free_Trade.htmhttp://clinton4.nara.gov/WH/new/html/Tue_Oct_24_163554_2000.htmlhttp://www.nafta-sec-alena.org/DefaultSite/index_e.aspxhttp://www.epinet.org/content.cfm/briefingpapers_nafta01_indexhttp://www.gatt.org/New York State Standard: 1, 5 Theme: Foreign Policy, Change,

Government

LESSON # 73AIM: How will historians view the foreign policy leadership President Clinton?

SOBJECTIVES: Students will be able to: Discuss the degree of success or failure of the Middle East policy of the Clinton Administration

(Israeli/PLO Agreement between Prime Minister Rabin and Arafat) Explain the Administration’s reasons for taking action in: Somalia, Haiti, Bosnia, and Yugoslavia Examine the relationship between Russia and the United States during the Clinton Administration.

SUGGESTED RESOURCES/DOCUMENTSUnited States History and Government 2 Resource Guide pp 432http://www.academy.umd.edu/publications/presidential_leadership/Clinton_Roundtable.htmhttp://www.mtholyoke.edu/acad/intrel/clinton.htmhttp://www.ontheissues.org/Celeb/Bill_Clinton_Foreign_Policy.htmhttp://www.hawaii.edu/powerkills/MTF.CHAP8.HTMhttp://www.foxnews.com/story/0,2933,50830,00.htmlhttp://www.pbs.org/wgbh/pages/frontline/shows/ambush/etc/cron.htmlhttp://www.ontheissues.org/Celeb/Colin_Powell_Foreign_Policy.htmhttp://www.country-data.com/cgi-bin/query/r-11500.html

New York State Standard: 1, 5 Theme: Foreign Policy, Government

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The following list has been inserted from the New York State Curriculum Guide for United States History and Government.

Since the curriculum emphasizes government and basic constitutional principles, students should understand the importance of key United States Supreme Court decisions. The following required Supreme Court decisions have had significant impact on our nation’s history:

Marbury v. Madison (1803)McColloch v. Maryland (1918)Gibbons v. Ogden (1824)Worcester v. Georgia (1832)Dredd Scott v. Sanford (1857)Civil Rights Cases (1883)Wasbash, St. Louis & Pacific R.R. v. Illinois (1886)United States v. E.C. Knight Co. (1895)In Re Debs (1895)Plessy v. Ferguson (1896)Northern Securities Co. v. United States (1904)Lochner v. New York (1905)Muller v. Oregon (1908)Schenck v. United States (1919)Shechter Poultry Corporation v. United Sates (1935)Korematsu v. United States (1944)Brown v. Board of Education of Topeka (1954)

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Watkins v. United States (1935)Mapp v. Ohio (1961)Baker v. Carr (1962)Engle v. Vitale (1962)Gideon v. Wainwright (1963)Heart of Atlanta Motel v. United States (1964)Miranda v. Arizona (1966)Tinker v. Des Moines (1969)New York Times v. United States (1971)Roe v. Wade (1973)United States v. Nixon (1974)New Jersey v. TLO (1985)Cruzan v. Director Missouri Department of Health (1990)Planned Parenthood of Southeastern Pennsylvania, et. al. v. Casey (1992)Veronia School District v. Acton (1995)

NOTE – THE FOLLOWING MODEL LESSON IS BASED ON LESSON # 34 OF THIS PACING CALENDAR

Aim: How did America’s homefront mobilize for war?

CONNECTION(5 Minutes)

During World War II thousands of young American men went to Europe and Asia to fight. With the sudden attack on Pearl Harbor on December 7, 1941, the United States had to quickly shift its manufacturing from cars to tanks, submarines, airplanes and bombs to fight the war. How do you think it will affect the people that were still at home in the US? Let us look at that now and see how the “homefront” responded to the challenge.

Whole GroupMINI LESSON(10-12 Minutes)

* Content- Skill Point

* Set purpose for Document focus

Show the class a copy of the Cartoon, “Rosie the Riveter Steps Out.” Explain to the class that this depicts one aspect of what has come to be known as the homefront during World War II. Let me show you how I would analyze this cartoon so that I can understand its meaning. The first question I would ask is ‘What do I see in this cartoon?” Then I would make a list of those items. Write a partial list on board of some of the parts of the cartoon. Then elicit from the class additional information to add to the list. Explain to the class that the next step would be to look at the whole picture and try to determine its message. Tell them that one message is that women were going to work in jobs that were traditionally filled by men. Elicit additional ideas from the class.

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Explain that this lesson will help the class examine various aspects of the homefront’s effort to support WWII.

Small Group (18-20 Minutes)

* Learners in pairs/groups read independently

* Learners discuss documents in groups

* Learners reconvene to interact on findings

List materials, books, documents to be used:Documents and pictures from United States History and Government 2 Resource Guide pp 239-241, http://history.sandiego.edu/gen/st/~cg3/pagethree.htmlhttp://library.thinkquest.org/15511/museum/garden.htmhttp://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@filreq(@field(NUMBER+3g04442)+@field(COLLID+cph)):displayType=1:m856sd=fsac:m856sfhttp://www.u-s-history.com/pages/h1674.htmlhttp://armyaircorps.us/Homefront.cfmhttp://www.ieee-virtual-museum.org/exhibit/exhibit.php?id=159269&lid=1&seq=7http://americanhistory.si.edu/victory/

Note: All materials for the group activity can be selected from the list of sources and websites listed above. Before beginning the group activity, elicit a definition of “homefront.”

Divide the class into groups of four. Provide the class with the work sheet that appears below. Using a semantic web each group will brainstorm ways in which people might contribute to the war effort at home. Then distribute an assortment of documents and sources. Each group will follow the Task sheet that appears below.

Whole group* Summarize learnings

As part of the whole group activity, one representative from each group should highlight the ideas included in their editorial. Students should discuss what might happen to society once the soldiers came home ready to take their old jobs back. They should also discuss how this whole experience impacted on women.

Collect the editorials, correct them and duplicate them for distribution to the class within a few days of the lesson.

Homefront Task Sheet1. In your groups use a semantic web to brainstorm a ways people on the homefront during WWII

could contribute to the war effort. (When you have completed that list, tell your teacher that you are ready to receive your packet of documents)

2. Each member of the group should work with a different document, poster etc. and analyze it. Write the main ideas in your notebook. Be prepared to teach your group partners the main ideas related to your material.

4. When all members of the group have completed their analysis, each member will share the information.

5. Upon completion of the sharing, the group will write an editorial (persuasive essay) explaining why it was important for American citizens to contribute to the war effort by participating in homefront activities.

6. Be prepared to share your editorial with the entire class.

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SUGGESTIONS FOR REGENTS REVIEW

A thorough review and preparation for the Regents Examination in United States History and Government should be considered an absolute necessity and a major professional responsibility of the teacher. Although familiarization with Regents type skills and content should have been an ongoing process throughout your students’ United States history experience, a concentrated review is now paramount.

Planning the scope and sequence of the review carefully will go a long way in optimizing usage of time and resources. The teacher should keep in mind the following:

A sufficient amount of time must be allocated for review of the years work. It is recommended that a minimum of two to three weeks be set aside for this purpose.

Review is not re-teaching. The teacher should not expect to “cover” the material in the same way it was originally taught.

It is recommended that a review book be used in conjunction with other review activities. Several are available.

A number of internet sites are available to assist you and your students. Below is a list of some.

http://www.edusolution.com/ --- Resource for Regents Reviewhttp://www.emsc.nysed.gov/ciai/social.html --- New York State Education Department site for previous social studies exams, rubrics and answer keys

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http://www.regentsprep.org --- contains a full program for Regents Review http://www.region4.nycenet.edu/instruction/socialstudies/ -- Region 4 Social Studies web site containing curriculum, glossaries and related web sites.

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UNITED STATES HISTORY AND GOVERNMENT IISAMPLE REGENTS REVIEW LESSON

Aim: How has our system of checks and balances served to preserve our system of government?CONNECTION(5 Minutes)

Throughout our study of United States history we have seen clashes between one branch of the federal government and another. Our Constitution has built in a system that allows each branch to oversee the other. This lesson is designed to help us review how this works.

Whole GroupMINI LESSON(10-12 Minutes)

* Content- Skill Point

* Set purpose for Document focus

We have learned this year about the operation of our national government. A major interest of the framers of the Constitution was to ensure that power was divided so that no one group of people in the government would become too powerful. Once example is the concept of separation of powers. Let us consider what that means. The government is divided into three branches. The Legislative, Executive and the Judicial. The Legislative in the form of Congress has the power to make laws. What do the other branches do? Elicit responses from the class and list them on the board.

This lesson will focus on another “insurance policy” written into the Constitution. It is known as “Checks and Balances.” Let us examine how this idea has operated in different times in United States History.

Small Group (18-20 Minutes)

* Learners in pairs/groups read independently

* Learners discuss documents in groups

* Learners reconvene to interact on findings

List materials, books, documents to be used:http://fp.okstate.edu/vestal/polsci4053/images/checks5.gifhttp://www.oyez.org/oyez/resource/case/410/http://usinfo.state.gov/usa/infousa/facts/democrac/72.htm\http://nixon.archives.gov/learn/timeline.html#1974http://www.chicagotribune.com/news/nationworld/chi-060131alito,1,2421481.story?coll=chi-news-hedUnited States History and Government 2 Resource Guide p. 208http://www.hpol.org/fdr/chat/http://newdeal.feri.org/court/toons.htmhttp://regentsprep.org/Regents/ushisgov/themes/foreignpolicy/isolation.htmhttp://www.senate.gov/artandhistory/history/minute/A_Bitter_Rejection.htmhttp://www.westga.edu/~hgoodson/The%20Peace%20Treaty.htmUnited States History and Government 1 Resource Guide p. 134 (Marshall’s Opinion)http://www.impeach-andrewjohnson.com/http://www.crf-usa.org/impeachment/impeachment1.htmlStudents will examine and analyze the following historical events and relate them to the operation of Checks and Balances:1. Marbury vs. Madison (1803)2. The Impeachment of President Andrew Johnson3. The rejection of the Treaty of Versailles by the U.S. Senate4. Franklin Roosevelt’s attempt to “pack” the Supreme Court5. The Supreme Court Decision of United States v. Nixon (1974)

Divide the class into groups of four.

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Assign one of these 5 topics to each group. Students will read the pertinent material. In groups they are to complete chart that appears at the end of this lesson plan. As each group completes the chart, provide them with the chart from the this website: http://fp.okstate.edu/vestal/polsci4053/images/checks5.gif

Students should compare their ideas about checks and balances with the chart.

Whole group* Summarize learnings

Upon Completion of the task, each group will share out their editorial. A discussion then will follow as to why checks are important today.

Assign students the task of examining current events. Have them research current issues that involve checks and balances.

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Group # __________________________________

Complete the chart below. When it is completed, let your teacher know. You will then be given additional material.Name of the event Important Facts about

that eventConstitutional issues How is this, an

example of a check by one branch of government on another? (all members must agree)

Compare the chart you were given to your list of checks that are listed in the last column. How accurate were you?

As a group write an editorial (persuasive essay) explaining your opinions as to the importance of checks and balances in the 21st century.

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The role of critical thinking in the teaching process

Studies suggest that young people perform best when they are involved. This refers to various aspects of active learning activities that will be suggested throughout this web guide. All of the active learning approaches require students to engage in critical thinking exercises that are essential to attain high levels of student achievement. Planning such activities will necessarily, involve the integration of various aspects of Bloom’s Taxonomy of High Levels Reasoning. Below is a summary of that material.

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

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