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PENNSVILLE SCHOOL DISTRICT http://www.state.nj.us/education/cccs/standards/9/Aligned to the 2009 New Jersey Core

Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST

CENTURY GLOBAL SKILLS

Content Area: Social Studies

Course Title: U.S. History AP Grades Level: 11-12

UNIT PACE BASED ON BLOCK SCHEDULE

Unit I: 1491-1607 5 class periods

Unit II: 1607-1754

7 class periods

Unit III: 1754-1800 10 class periods

Unit IV: 1800-1848 9 class periods

Unit V: 1844-1877 11 class periods

Unit VI: 1865-1898

11 class periods

Unit VII: 1890-1945 13 Class Periods

Unit VIII: 1945-1980

11 Class Periods

Unit IX: 1980 Present

6 Class Periods

Date Created: 8/6/2014

Board Approved On: August 25, 2014

http://www.state.nj.us/education/cccs/standards/9/Aligned

Unit I: 1491-1607

On a North American continent controlled by American Indians, contact among the

peoples of Europe, the Americas, and West Africa created a new world.

Essential Questions:

1. What skills must students use to think and write like historians do?

2. What themes will provide a framework for the study of AP US History?

3. Why have people migrated to, from and within North America?

4. In what ways did native communities adapt to the distinct regions of North America?

Enduring Understandings:

1. Students will need to master the skills of:

a. Chronological reasoning

b. Comparison and contextualization

c. Crafting historical arguments from historical evidence

d. Historical interpretation and synthesis

2. There are seven Thematic Learning Objectives for the AP US History course, which are

topics of historical inquiry to explore throughout the course. The objectives are:

a. Identity

b. Work, exchange, and technology

c. Peopling

d. Politics and power

e. America in the world

f. Environment and geography—physical and human

g. Ideas, beliefs, and culture

3. Societies responded to the lack of natural resources in the Great Basin and the western

Great Plains by developing largely mobile lifestyles. Some societies developed a mixed

agricultural and hunter-gatherer economy that favored permanent settlements.

4. Natural environments contributed to the development of distinct regional identities,

institutions, and conflicts in the pre-contact period through the independence period.

Key Terms:

1. Transoceanic migrations

2. Beringia

3. Althapascan

4. Pueblo

5. Chinook

6. Iroquois

7. Maize

8. Smallpox

9. Horses

10. Sugar

11. Silver

12. Joint-stock company

13. Bartolome de Las Casas

14. Mestizo

15. Taino

16. Spanish Mission system

17. Plestitocene Overkill

Objectives:

1. Students will be able to:

a. demonstrate understanding of ways that gender, class, ethnic, religious, regional,

and other group identities changed in different eras.

b. Students demonstrate understanding of ways that changes in markets,

transportation, and technology have affected American society.

c. demonstrate understanding of ways that different labor systems have developed

over time.

d. demonstrate understanding of why people have migrated to, from, and within

North America.

e. demonstrate understanding of how changes in migration and population patterns

have affected American life.

f. demonstrate understanding of how different political and social groups competed

for influence over society and government in colonial North America and the

United States.

g. demonstrate understanding of the relationship among events in North America

and the United States and contemporary events in the rest of the world.

h. demonstrate understanding of the various ways in which interactions with the

natural environment shaped the institutions and values of various groups living in

North America from prior to European contact through the Civil War.

i. Demonstrate understanding of how economic and demographic changes affected

the environment and led to debates over use and control of the environment and

natural resources.

j. Demonstrate understanding of how and why moral, philosophical, and cultural

values changed in what would become the United States.

Standards:

Content Statement Strand CPI# Cumulative Progress

Indicator

1. Colonization and

Settlement

North American

Colonial societies

adapted European

governmental,

economic, and

cultural institutions

and ideologies to meet

their needs in the New

World.

A. Civics, Government,

and Human Rights

6.1.12.A.1.b Analyze how gender,

property ownership,

religion, and legal

status affected

political rights.

B. Geography,

People, and the

Environment

6.1.12.B.1.a Relate regional

geographic variations

(e.g., climate, soil

conditions, and other

natural resources) to

economic development

in the New World.

C. Economics,

Innovation, and

Technology

6.1.12.C.1.a Explain how

economic ideas and

the practices of

mercantilism and

capitalism conflicted

during this time

period.

6.1.12.C.1.b Determine the extent to

which natural

resources, labor

systems (i.e., the use of

indentured servants,

African slaves, and

immigrant labor), and

entrepreneurship

contributed to


in the American

colonies.

D. History, Culture,

and Perspectives

6.1.12.D.1.a Explain the

consequences to

Native American

groups of the loss of

their land and people.

8.1 Educational

Technology All

students will use

digital tools to access,

manage, evaluate, and

synthesize

information in order

to solve problems

individually and

collaboratively and to

Effective use of

digital tools assists in

gathering and

managing

information.

8.1.12.E.1 Develop a systematic

plan of investigation

with peers and experts

from other countries

to produce an

innovative solution to

a state, national, or

worldwide problem or

issue.

http://www.state.nj.us/education/cccs/def/8/TECH_Digtools2.html

create and

communicate

knowledge.

Suggested Lesson Activities:

1. Students will be broken into small groups and given a pre-Columbian Native American

society to research online. Students acting as a researcher will interview an individual of

one of the societies researched to determine their potential of this group assimilating into

the future American societies of the 17th

and 18th

centuries.

2. Modified Socratic seminar students will present information about the particular tribe that

they researched. Interview questions are taken from the “American Lives in Two

Centuries: What is an American” online lesson plan.

Differentiated Learning:

1. Students will be paired by abilities and strengths.

2. Lessons can be differentiated in content, process, and or product. Students will be paired

by the amount of background knowledge.

3. Primary source selection is based on student ability.

Suggested Formative Assessments:

1. Students working in groups create “Mystery Native American” posters.

2. Discussion and debate. This will serve as a basis for a larger writing assignment.

3. Students will define the nine historical thinking skills assessed in this course, in their own

words. Students will create a poster to be hung around the room for reference throughout

the course.

Suggested Summative Assessments:

1. Unit one test.

2. Essay to be scored using college board rubric.

Unit II: 1607-1754

Europeans and American Indians maneuvered and fought for dominance, control , and

security in North America, and distinctive colonial and native societies emerged.


1. How did the diverse patterns of European colonization by countries such as Spain,

France, and England impact Native Americans socially, economically, and

politically from the 15th

through the 18th

centuries?

2. What factors impacted the political, social, and economic development of the

colonial regions (New England colonies, the middle colonies, and the Southern

colonies?

3. How did slavery in the British colonies differ from slavery in the Spanish and

Dutch colonies?


1. Spain sought to establish tight control over the process of colonization in the

Western Hemisphere and to convert and or exploit the native population. French

and Dutch colonial efforts involved relatively few Europeans and used trade

alliances and intermarriage with American Indians to acquire furs and other

products for export to Europe. The English established colonies based on

agriculture and sent large number of settlers to acquire land and populate

settlements. This lead to hostile interactions with American Indians.

2. Environmental and geographical variations, including climate and natural

resources, contributed to regional differences in what would become the British

colonies.

3. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and

cross-racial sexual unions with native peoples, English colonies attracted both

males and females who rarely intermarried with either native peoples or Africans,

leading to the development of a rigid racial hierarchy.

Key Terms:

New England

1. Protestant

Reformation

2. Separatists--

Pilgrims

3. Reformers—

Puritans

4. Mayflower

Compact

5. MA Bay Colony

6. Anglican Church

7. Established

Churches

8. J. Winthrop

9. Calvinism

10. Puritan emphasis

on education

11. Anne Hutchinson/

Roger Williams

South

1. Joint-stock

company

2. VA—purpose,

problems, failure,

success

3. Jamestown

4. Indentured

Servitude

5. Headright system

6. Olaudah Equiano

7. Maryland—Lord

Baltimore

8. MD Act of

Toleration

9. Bacon’s Rebellion

10. Carolina’s plan of

settlement,

proprietors, feudal-

manorial system,

nobility serfs

11. Salutary Neglect

Middle Colonies

1. Dutch in New

Amsterdam

2. Anglo-Dutch

War

3. New Sweden

4. Quakers—John

Fenwick Salem,

NJ

5. William Penn

6. Religious

toleration

7. Philadelphia,

NYC,

Baltimore—

seaports, urban

diversity

Political

1. Theory of

representative

government

2. Colonial

Assemblies

3. Rise of the lower

house

4. New England—

town meetings

5. Type of colonial

government—

royal, proprietary,

self-governing

6. Glorious

revolution-John

Locke

7. The

Enlightenment

8. Benjamin

Franklin

9. Natural law/rights

10. Prime Minister

Wapole—“Let

Sleeping Dogs

Lie”

11. Salutary Neglect

Religious

1. Religious motives

and aims of RI,

PA, MD

2. The Great

Awakening

3. Presbyterians,

Baptists

Economic

1. Mercantilism—

features, rationale,

impact on British

trade,

2. Impact on different

colonial regions

(NE shipping,

South colonial

economy, Middle

food production)

3. Navigation acts

4. Triangle trade—

overly simplistic

Social

1. Colonial class

structure

2. Yeomen

3. Master,

journeyman,

apprentice

4. Free laborer,

tenant farmer,

indentured

servant, slaves

5. Women’s roles—

legal and cultural

restrictions

Objectives:

Students will be able to:

a. Differentiate between imperial goals, cultures, and the North American

environments that different empires confronted led Europeans to develop diverse

patterns of colonization

b. Identify how the European colonization efforts in North America stimulated

intercultural contact and intensified conflict between the various groups of

colonizers and native peoples.

c. Explain how the increasing political, economic, and cultural exchanges within the

“Atlantic World” had a profound impact on the development of colonial societies

in North America.

Standards:


Indicator

1. Colonization and

Settlement

North American

Colonial societies

adapted European

governmental,

economic, and


and ideologies to meet

their needs in the New

World.

A. Civics,

Government, and

Human Rights

6.1.12.A.1.a Explain how British

North American

colonies adapted the

British governance

structure to fit their

ideas of individual

rights, economic

growth, and

participatory

government.

6.1.12.A.1.b Analyze how gender,

property ownership,

religion, and legal

status affected political

rights.

B. Geography,

People, and the

Environment

6.1.12.B.1.a Relate regional

geographic variations

(e.g., climate, soil

conditions, and other

natural resources) to

economic

development in the

New World.

C. Economics,

Innovation, and

Technology


economic ideas and

the practices of

mercantilism and

capitalism conflicted

during this time

period.

6.1.12.C.1.b Determine the extent to

which natural

resources, labor


indentured servants,

African slaves, and

immigrant labor), and

entrepreneurship

contributed to


in the American

colonies.


and Perspectives

6.1.12.D.1.a Explain the

consequences to

Native American

groups of the loss of

their land and people.

8.1 Educational

Technology All

students will use

digital tools to access,

manage, evaluate, and

synthesize

information in order

to solve problems

individually and

collaboratively and to

create and

communicate

knowledge.

F. Critical Thinking,

Problem Solving, and

Decision-Making

8.1.12.F.1 Select and use

specialized databases

for advanced research

to solve real-world

problems.


1. Socratic seminar to determine which European nation had the greatest impact on the

Native American societies in areas they colonized between the 15th

century and 1754.

2. Geography and mapping assignment. Students will be grouped then assigned a colonial

region. They will be given a map of the region and then they will create a list of

characteristics of the region, by placing their findings on chart paper. Students will then

be asked which region would have been most geographically and economically similar to

England and most likely to have competed with her? Which region would have been

favored by England because of the resources it could provide?

3. Students read a list of settlers who came to Jamestown on the first of three voyages and

make some generalizations about the people on the list. After discussing the articles,

students compare settlers’ experiences in both colonies based on information in the

readings. They then work in groups to analyze evidence found at a cemetery in Patuxent

Point, MD. Based on the evidence, students draw conclusions about life in the 17th

century

Chesapeake region and determine whether the conclusions they reach support, refute, or

modify what they have previously learned from their textbook and ancillary articles.





3. Primary source selection is based on student ability


1. Identify and explain the turning point in relations between Native Americans and the

Europeans for each of the three colonizing countries.

2. Discussion of Chesapeake and New England DBQ from 1993 exam.

3. Two paragraph essay on a related topic.


1. Units 1-2 assessment, 15 multiple choice questions and free response essay from AP

curriculum framework.

Unit III: 1754-1800

British imperial attempts to reassert control over its colonies and the colonial reaction to

these attempts produced a new American republic, along with struggles over the new

nation’s social, political, and economic identity.


1. How did Britain’s victory over France in the Seven Years War lead to new conflicts in

North America?

2. How did the perceived and real constraints on the colonists’ economic activities and

political rights spark a colonial independence movement and war with Great Britain?

3. How did the Declaration of Independence reflect the colonists’ belief in the superiority of

republican self-government based on the natural rights of the people?

4. What were the major compromises of the Constitutional Convention and the major

arguments for and against the ratification of the Constitution?


1. English population growth and expansion into the interior disrupted existing French-

Indian fur trade networks and caused various Indian nations to shift alliances among

competing European powers. After the British defeat of the French, white-Indian

conflicts continued to erupt as native groups sought both to continue trading with

Europeans and to resist the encroachment of British colonists on traditional tribal lands.

2. Great Britain’s massive debt from the Seven Years’ War resulted in renewed efforts to

consolidate imperial control over North American markets, taxes, and political

institutions—actions that were supported by some colonists but resisted by others.

3. The colonists’ belief in the superiority of republican self-government based on the natural

rights of the people found clearest American expression in Thomas Paine’s Common

Sense and in the Declaration of Independence.

4. Difficulties over trade, finances, and interstate and foreign relations, as well as internal

unrest, led to calls for significant revisions to the Articles of Confederation and a stronger

central government.

Key Terms: French and Indian War; Albany Congress; Proclamation of 1763; William Pitt;

James Wolfe; Edward Braddock; Pontiac; Stamp Act Congress; Intolerable Acts; Continental;

Quartering Act; The Association; Stamp Act; Committees of Correspondence; Hessians;

Loyalists; Navigation Acts; Declaratory Act; First Continental Congress; Sugar Act 1764;

Townshend Acts; "Virtual" representation; Boycott; The Boards of Trade; Sons of Liberty;

Quebec Act; King George III; George Grenville; John Adams; Declaration of Independence;

Loyalists/Tories; Whigs/Patriots; Treaty of Paris of 1783; Second Continental Congress;

Common Sense; John Jay; Mercenaries; Natural Rights Theory; Privateering; Thomas Jefferson;

Marquis de Lafayette; Admiral de Grasse; Patrick Henry; Comte de Rochambeau; Richard Henry

Lee; John Paul Jones; Charles Cornwallis; Thomas Paine; Benedict Arnold; John Burgoyne;

George Washington; William Howe; The Federalist; Confederation; Constitution of the United

States; Anti-Federalists; Shays's Rebellion; Federalists; Articles of Confederation; Electoral

College; Land Ordinance of 1785; Three-Fifths Compromise; Northwest Ordinance; Popular

Sovereignty; Great Compromise; Republicanism; Checks & Balances; Mobocracy; Daniel

Shays; Alexander Hamilton; James Madison; Primogeniture Federation; Abigail Adams; Bill of

Rights; Assumption; Cabinet; 9th Amendment; 10th Amendment; Faction; Political party; Bank

of the United States; Whiskey Rebellion; Jay’s Treaty; Excise tax; Battle of Fallen Timbers;

Protective tariff; State’s rights; Compact theory of national government; Pickney’s Treaty; XYZ

Affair; Alien and Sedition Acts; Neutrality Proclamation of 1793; Treaty of Greenville;

Washington’s Farewell Address; Virginia and Kentucky Resolutions; Judiciary Act of 1789;

Citizen Genet; Anthony Wayne; Talleyrand; James Madison; Henry Knox

Objectives:


a. Identify that throughout the second half of the 18th

century, various American Indian

groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and

the U.S. government.

b. Identify how new experiments with democratic ideas and republican forms of

government, as well as other new religious, economic, and cultural ideas, challenged

traditional imperial systems across the Atlantic World.

c. Analyze how migration within North America, cooperative interaction, and competition

for resources raised questions about boundaries and policies, intensified conflicts among

peoples and nations, and led to contests over the creation of a multiethnic, multiracial

national identity.

Standards:


Indicator

1. Colonization and

Settlement

North American

Colonial societies

adapted European

governmental,

economic, and


and ideologies to

meet their needs in

the New World.

A. Civics,

Government, and

Human Rights

6.1.12.A.1.b Analyze how gender, property

ownership, religion, and legal

status affected political rights.

C. Economics,

Innovation, and

Technology

6.1.12.C.1.a Explain how economic ideas

and the practices of

mercantilism and capitalism

conflicted during this time

period.

6.1.12.C.1.b Determine the extent to which

natural resources, labor


indentured servants, African

slaves, and immigrant labor),

and entrepreneurship

contributed to economic

development in the American

colonies.


and Perspectives

6.1.12.D.1.a Explain the consequences to

Native American groups of

the loss of their land and

people.

2. Revolution and

the New Nation

The war for

independence was

the result of

growing

ideological,

political,

geographic,

economic, and

religious tensions

resulting from

Britain’s

centralization

policies and

practices.

The United States

Constitution and

Bill of Rights were

designed to provide

a framework for the

A. Civics,

Government, and

Human Rights

6.1.12.A.2.a Analyze the intellectual

origins of the major ideas

expressed in the Declaration

of Independence.

American system of

government, while

also protecting

individual rights.

Debates about

individual rights,

states’ rights, and

federal power

shaped the

development of the

political institutions

and practices of the

new Republic.

6.1.12.A.2.b Evaluate the importance of the

Declaration of Independence,

the Constitution, and the Bill

of Rights to the spread of

democracy around the

world.

6.1.12.A.2.d Compare and contrast the

arguments of Federalists and

Anti-Federalists during the

ratification debates, and assess

their continuing relevance.

6.1.12.A.2.e Explain how judicial review

made the Supreme Court an

influential branch of

government, and assess the

continuing impact of the

Supreme Court today.

B. Geography,

People, and the

Environment

6.1.12.B.2.a Analyze how the United

States has attempted to

account for regional

differences while also striving

to create an American

identity.

6.1.12.B.2.b Evaluate the effectiveness of

the Northwest Ordinance in

resolving disputes over

Western lands and the

expansion of slavery.

C. Economics,

Innovation, and

Technology

6.1.12.C.2.a Analyze the problems of

financing the American

Revolutionary War and

dealing with wartime inflation

and profiteering.

6.1.12.C.2.b Explain the effects of

inflation, debt, and attempts

by new state and national

governments to rebuild the

economy by addressing issues

of foreign and internal trade,

banking, and taxation.


and Perspectives

6.1.12.D.2.a Analyze contributions and

perspectives of African

Americans, Native Americans,

and women during the

American Revolution.

6.1.12.D.2.c Relate events in Europe to the

development of American

trade and American foreign

and domestic policies.

6.1.12.D.2.e Determine the impact of

African American leaders and

institutions in shaping free

Black communities in the

North.

Suggested Learning Activities:

1. Creation of a graphic organizer detailing the events of the French and Indian War.

2. Students will create a chart focusing on British Legislation between 1763-1775. Students

will then list of reasons why 1763 is a turning point and categorize the reasons as

applying to colonial—British relations, colonial—Native American relations, or British—

Native American relations and present their findings.

3. Use primary and secondary sources to determine to conduct a debate regarding whether

the colonies should declare their independence and separate from England in May 1776.

Students will play the role of either pro-separation or in favor of remaining with England.

4. Primary source evaluation

5. Think-Pair-Share

6. Students will read the Articles of Confederation and discuss the relationship between the

overall results of the revolution and the writing of the Articles of Confederation. Each

small group of students analyzes a primary source document that shows either a strength

or weakness of the government under the Articles of Confederation.

7. Socratic Seminar about The Federalist papers.







1. Analyze and compare two political cartoons.

2. Discussion and debate.


1. 15 multiple choice questions and DBQ 2004 – The French and Indian War DBQ 1999

– The American Revolution

Unit IV: 1800-1848

The new republic struggled to define and extend democratic ideals in the face of rapid

economic, territorial, and demographic changes.


1. What changes and continuities in democracy did Americans experience between 1800-

1848?

2. What were the motives for the various land acquisitions of the United States between

1800-1848?

3. What were the beliefs underlying the doctrine of Manifest Destiny?


1. The United States developed the world’s first modern mass democracy and celebrated a

new national culture, while Americans sought to define the nation’s democratic ideals

and to reform its institutions to match them.

2. US interests in increasing foreign trade, expanding its national borders, and isolating

itself from European conflicts shaped the nation’s foreign policy and spurred government

and private initiatives.

3. Struggling to create an independent global presence, US policymakers sought to

dominate the North American continent and to promote foreign trade.

Key Terms:

Thomas Jefferson

James Madison

James Monroe

John Quincy Adams

Andrew Jackson

Martin Van Buren

William Henry Harrison

James K. Polk

Election of 1800

Judiciary Act of 1801

Midnight Judges

John Marshall—Supreme

Court Cases

Two Party System

Federalists

Democratic-Republicans

Hartford Convention

War Hawks

Aaron Burr

Whig Party

Era of Good Feeling

Corrupt Bargain

Spoils System

Alexis de Tocqueville

LA Purchase

Lewis and Clark

Trail of Tears

Oregon Territory

Republic of Texas

Erie Canal

Market Revolution

Henry Clay

American System

Bank Wars

Pet Banks

Panic of 1837

MO Compromise

Tariff of Abominations

Nullification Crisis

Force Bill

Republican Motherhood

Early immigration—Irish,

German

Early Industrialization

Essex decision

Leopard-Chesapeake

incident

Orders in Council 1806-07

Nonintercourse Act

Impressments

Embargo Act

Monroe Doctrine

Barbary Pirates

Napoleon

War of 1812

Treaty of Ghent

Adams Onis Treaty

Objectives:


a. Identify how the Federal Government divided power among the three branches of

government and why this took place.

b. Explain how the United States forged a distinctly American culture that differed

greatly from Old World cultures that were once prevalent.

c. Predict the possible side effects of the recent American acquisition of land in terms of

the slavery debate.

Standards:


Indicator

2. Revolution and the

New Nation

The war for

independence was the

result of growing

ideological, political,

geographic,

economic, and

religious tensions

resulting from

Britain’s

centralization policies

and practices.

The United States

Constitution and Bill

of Rights were

designed to provide a

framework for the

American system of

government, while

also protecting

individual rights.

A. Civics,

Government, and

Human Rights

6.1.12.A.2.d Compare and contrast

the arguments of

Federalists and Anti-

Federalists during the

ratification debates,

and assess their

continuing relevance.

Debates about

individual rights,

states’ rights, and

federal power shaped

the development of

the political

institutions and

practices of the new

Republic.

6.1.12.A.2.e Explain how judicial

review made the

Supreme Court an

influential branch of

government, and

assess the continuing

impact of the

Supreme Court today.

6.1.12.A.2.f Examine the

emergence of early

political parties and

their views on

centralized

government and

foreign affairs, and

compare these

positions with those

of today’s political

parties.

B. Geography,

People, and the

Environment

6.1.12.B.2.a Analyze how the

United States has

attempted to account

for regional

differences while also

striving to create an

American identity.

6.1.12.B.2.b Evaluate the

effectiveness of the

Northwest Ordinance

in resolving disputes

over Western lands

and the expansion of

slavery.

C. Economics,

Innovation, and

Technology

6.1.12.C.2.b Explain the effects of

inflation, debt, and

attempts by new state

and national

governments to

rebuild the economy

by addressing issues

of foreign and internal

trade, banking, and

taxation.


and Perspectives

6.1.12.D.2.a Analyze contributions

and perspectives of

African Americans,

Native Americans,

and women during the

American Revolution.

6.1.12.D.2.c Relate events in

Europe to the

development of

American trade and

American foreign and

domestic policies.

6.1.12.D.2.e Determine the impact

of African American

leaders and

institutions in shaping

free Black

communities in the

North.



Decision-Making




to solve real-world

problems.

Suggested Learning Activities

1. Philosophical Chairs (Federalists vs. Anti-Federalists); Liberty vs. Law & Order

2. Modern Topics- Amendment Issues; Strict interpretation vs. loose interpretation of

Constitution

3. Press Conference- oral presentation – (Alexander Hamilton vs. Thomas Jefferson);

George Washington- duties and office of President

Differentiated Learning






1. Four Corners

2. Exit tickets

3. Essay on related topic

4. Think Pair Share


1. Free Response Questions

2. Document Based Questions

3. Oral Presentations

4. Test 15 multiple-choice questions

5. Quiz

Unit V: 1844-1877

As the nation expanded and its population grew, regional tensions, especially over slavery,

led to a civil war—the course and aftermath of which transformed American society.


1. What were the similarities and differences between Northern and Southern societies?

2. What were the arguments for and against slavery, and why did proposals made to resolve

the issue of slavery in the territories fail?

3. Why did conflicts result from international and domestic migration between 1844-1877?

4. How were citizenship rights, equal protection of the laws, and voting rights granted to

African Americans stripped away between Reconstruction and the latter part of the 19th

century?


1. The birth of industry in Northern societies was tied directly to the institution of slavery in

the south.

2. Proponents of slavery used evidence in the Bible to help justify their claim that slavery

was an acceptable practice. The strongest legal defense of slavery was that the

Constitution allowed slavery during this time period. Opponents of slavery point to the

violence and coercion that is widely attributed to the slavery system. The divisive issue of

slavery could not be solved by proposals and could only be solved by war.

3. Economic and political upheaval was a result of the international and domestic

migrations between 1844-1877.

4. African Americans were stripped of many of their new found freedoms through the

passage of Jim Crow laws and de facto segregation policies practiced in northern and

southern regions alike.

Key Terms:

1. Lincoln-Douglas debates

2. Compromise of 1850

3. Fugitive Slave Law

4. KS-NE Act

5. Know Nothings

6. Bleeding KS

7. Dred Scott

8. Lecompton Constitution

9. John Brown’s Raid

10. Panic of 1857

11. Emancipation Proclamation

12. 13th

Amendment

13. 14th

Amendment

14. 15th

Amendment

Objectives:


a. Evaluate the political compromises on the issue of slavery and explain why there was no

lasting agreement.

b. Identify the causes of Southern secession from the Union following the Republican Party

victory in the election of 1860.

c. Evaluate the long term implications of the Dred Scott decision.

d. Identify how the Civil War effected the north and the south politically, economically, and

socially.

Standards:


Indicator

3. Expansion and

Reform

Multiple political,

social, and economic

factors caused

American territorial

expansion.

The rapid expansion

and transformation of

the American

economy contributed

to regional tensions,

social reform,

political

compromises, and an

expansion of

democratic practices.

A. Civics,

Government, and

Human Rights

6.1.12.A.3.a Assess the influence

of Manifest Destiny

on foreign policy

during different time

periods in American

history.

6.1.12.A.3.g Determine the extent

to which state and

local issues, the press,

the rise of interest-

group politics, and the

rise of party politics

impacted the

development of

democratic

institutions and

practices.

6.1.12.A.3.h Analyze the various

rationales provided as

a justification for

slavery.

B. Geography,

People, and the

Environment

6.1.12.B.3.a Assess the impact of

Western settlement on

the expansion of

United States political

boundaries.


and Perspectives

6.1.12.D.3.a Determine how

expansion created

opportunities for some

and hardships for

others by considering

multiple perspectives.

6.1.12.D.3.c Assess how states'

rights (i.e.,

Nullification) and

sectional interests

influenced party

politics and shaped

national policies (i.e.,

the Missouri

Compromise and the

Compromise of

1850).

4. Civil War and

Reconstruction

The Civil War was

caused by ideological,

economic, and

political differences

about the future

course of the nation.

A. Civics,

Government, and

Human Rights

6.1.12.A.4.a Analyze the ways in

which prevailing

attitudes,

socioeconomic

factors, and

government actions

(i.e., the Fugitive

Slave Act and Dred

Scott Decision) in the

Efforts to reunite the

country through

Reconstruction were

contested, resisted,

and had long-term

consequences.

North and South (i.e.,

Secession) led to the

Civil War.

6.1.12.A.4.b Analyze how ideas

found in key

documents (i.e., the

Declaration of

Independence, the

Seneca Falls

Declaration of

Sentiments and

Resolution, the

Emancipation

Proclamation, and the

Gettysburg Address)

contributed to

demanding equality

for all.

6.1.12.A.4.d Judge the


13th, 14th, and 15th

Amendments in

obtaining citizenship

and equality for

African Americans.

B. Geography,

People, and the

Environment

6.1.12.B.4.b Analyze the impact of

population shifts and

migration patterns

during the

Reconstruction

period.

C. Economics,

Innovation, and

Technology

6.1.12.C.4.a Assess the role that

economics played in

enabling the North

and South to wage

war.

6.1.12.C.4.b Compare and contrast

the immediate and

long-term effects of

the Civil War on the

economies of the

North and South.


and Perspectives

6.1.12.D.4.d Relate conflicting

political, economic,

social, and sectional

perspectives on

Reconstruction to the

resistance of some

Southern individuals

and states.

6.1.12.D.4.e Analyze the impact of

the Civil War and the

14th Amendment on

the development of

the country and on the

relationship between

the national and state

governments.

5. The Development

of the Industrial

United States

Technological

developments and

unregulated business

practices

revolutionized

transportation,

manufacturing, and

consumption and

changed the daily

lives of Americans.

The Industrial

Revolution and

immigration had a

powerful impact on

labor relations,

C. Economics,

Innovation, and

Technology

6.1.12.C.5.a Analyze the economic

practices of various

business organizations

(i.e., corporations and

monopolies)

regarding the

production and

marketing of goods,

and explain the

positive or negative

impact of these

practices on the nation

and on individuals.

urbanization, the

environment, and

cultural values and

created tensions

between ethnic and

social groups.


economic

development of the

North, South, and

West in the post-Civil

War period.



Decision-Making




to solve real-world

problems.



Decision-Making


1. Philosophical Chairs

a. Free Soldiers vs. Abolitionists

b. Merits of Manifest Destiny

2. Mock Trial- John Brown (Hero or Terrorist)

3. Lincoln Douglas Debates- Document Station

4. Lincoln-Douglas Debates- Press Conference

a. Lincoln

b. Douglas

Differentiated Instruction:





Suggested Formative Assignments:

1. Letter to the editor.

2. Short essay.





4. Test

5. Quiz

Unit VI: 1865-1898

The transformation of the United States from an agricultural to an increasingly industrialized and

urbanized society brought about significant economic, political, diplomatic, social,

environmental, and cultural changes.


1. What factors facilitated the transformation of the United States from an agricultural to an

increasingly industrialized and urbanized society in the Gilded Age?

2. How did both industrialization and the development of labor systems that accompanied

industrialization in the late 19th

century shape US society and workers’ lives?

3. What were the inequalities by immigrants, minorities, and women, and how did

reformers attempt to address them?


1. Revolutions in technology and transportation made it possible for the United States to

transform itself from a predominantly agrarian society to an increasingly industrialized

society.

2. Industrialization and the accompanying labor systems relied less on skilled labor and

focused primarily on heavily supervised unskilled labor to boost production. This led to

an increase in competition between the two groups and declining working conditions.

3. Many minorities and immigrants were excluded from industry for fear of competition and

loss of jobs.

Key Terms:

urbanization/tenements

immigration

unionization

vertical and horizontal consolidation

imperialism

trusts/monopolies

New Immigrants

Chinese Exclusion Act

Homestead Act

Pacific Railroad Act

William Jennings Bryan --Cross of Gold

New South

Sharecropping

Social Darwinism

Nativism

Conspicuous consumption

Homestead Strikes

Pullman Strikes

Knights of Labor

AFL

Populism

Farming Technology--steel plow, combine

etc…

Conservation

Political Machines, Boss Tweed and the

Tweed Ring Scandal

NAWSA and WCTU

Destruction of the Buffalo

Reservations and the Dawes Act

Morrill Land Grant Act

Little Big Horn and Wounded Knee

Laissez-faire

Pendleton Civil Service Act

Interstate Commerce Act

Plessy v. Ferguson

Carnegie and the Gospel of Wealth

Edward Bellamy, “Looking Backwards”

Booker T. Washington and Tuskegee

Institute

Ida B. Wells

Rocky Mountain School

Objectives:


a. Identify the causes and effects for the rise in Big Business.

b. Predict the impact the industrial revolution had on American culture for minorities,

women, and immigrants.

c. Critically examine the cultural and intellectual movements during this time period.

Standards:


Indicator

4. Civil War and

Reconstruction

The Civil War was

caused by ideological,

economic, and

political differences

about the future

course of the nation.

Efforts to reunite the

country through

Reconstruction were

contested, resisted,

and had long-term

consequences.

B. Geography,

People, and the

Environment

6.1.12.B.4.b Analyze the impact of

population shifts and

migration patterns

during the

Reconstruction

period.

C. Economics,

Innovation, and

Technology


the immediate and

long-term effects of

the Civil War on the

economies of the

North and South.


and Perspectives

6.1.12.D.4.d Relate conflicting

political, economic,

social, and sectional

perspectives on

Reconstruction to the

resistance of some

Southern individuals

and states.

5. The Development

of the Industrial

United States

Technological

developments and

unregulated business

practices

revolutionized

transportation,

manufacturing, and

consumption and

changed the daily

lives of Americans.

The Industrial

Revolution and

immigration had a

powerful impact on

labor relations,

urbanization, the

environment, and

cultural values and

created tensions

between ethnic and

social groups.

A. Civics,

Government, and

Human Rights

6.1.12.A.5.a Relate industrial

growth to the need for

social and

governmental reforms

6.1.12.A.5.b Assess the impact of

governmental efforts

to regulate industrial

and financial systems

in order to provide

economic stability.

C. Economics,

Innovation, and

Technology

6.1.12.C.5.a Analyze the economic

practices of various

business organizations

(i.e., corporations and

monopolies)

regarding the

production and

marketing of goods,

and explain the

positive or negative

impact of these

practices on the nation

and on individuals.


and Perspectives

6.1.12.D.5.b Evaluate how events

led to the creation of

labor and agricultural

organizations that

protect the rights of

workers.

6.1.12.D.5.d Relate varying

immigrants’

experiences to gender,

race, ethnicity, or

occupation.

6. The Emergence of

Modern America:

Progressive Reforms

Progressive reform

movements promoted

government efforts to

address problems

created by rapid

industrialization,

immigration, and

unfair treatment of

women, children, and

minority groups.

A. Civics,

Government, and

Human Rights

6.1.12.A.6.a Evaluate the

effectiveness of

Progressive reforms in

preventing unfair

business practices and

political corruption

and in promoting

social justice.

An expanding market

for international trade

promoted policies that

resulted in America

emerging as a world

power.

6.1.12.A.6.b Evaluate the ways in

which women

organized to promote

government policies

(i.e., abolition,

women’s suffrage,

and the temperance

movement) designed

to address injustice,

inequality, workplace

safety, and

immorality.

B. Geography,

People, and the

Environment

6.1.12.B.6.b Compare and contrast

issues involved in the

struggle between the

unregulated

development of

natural resources and

efforts to conserve

and protect natural

resources during the

period of industrial

expansion.

C. Economics,

Innovation, and

Technology

6.1.12.C.6.a Evaluate the

effectiveness of labor

and agricultural

organizations in

improving economic

opportunities for

various groups.

6.1.12.C.6.b Determine how

supply and demand

influenced price and

output during the

Industrial Revolution.



Decision-Making




to solve real-world

problems.


1. Philosophical Chairs

A. Robber Barons or Captains of Industry? (Connection with today)

B. Why are people poor? Document Activity (Connection with today)

C. Should the government get involved in business? (Outsourcing debate)

D. What should be the role of unions? (Unions and labor movements)







1. List and defend choices.

2. Short essay with follow up debate.





4. Test

5. Quiz

Unit VII: 1890-1945

An increasingly pluralistic United States faced profound domestic and global challenges, debated

the proper degree of government activism, and sought to define its international role.


1. Who were the Progressives, what problems did they want to solve, and how successful

were the reforms they championed?

2. How did events and beliefs during the period 1914-1920 shape US foreign policy?

3. What continuities and changes were evident in US foreign policy between the end of

World War I and World War II?

4. What were the major arguments for and against immigration restriction?

5. How did new technologies and changing demographics result in conflicts and cultural

expressions in the 1920s?


1. Progressives articulated American fears of corruption, the excesses of industrial

capitalism, and urban growth. They were diverse but believed Americans needed a new

social consciousness.

2. The United States was initially neutral at the onset of WWI. The neutrality was partially

based on the large number of 1st generation Irish and German-Americans living in this

country during this time. As events such as the sinking of the Lusitania and attacks on US

shipping interest increased, the United States started to play a more involved role in

WWI.

3. In the years following WWI, the US pursued a unilateral foreign policy that used

international investment, peace treaties, select military intervention to promote a vision of

international order, even while maintaining US isolationism, which continued to the late

1930s. The involvement of the US in WWII, while opposed by most Americans prior to

the attack on Pearl Harbor, vaulted the US into global political and military prominence

and transformed both American society and the relationship between the US and the rest

of the world.

4. The global ramifications of WWI and wartime patriotism and xenophobia, combined with

social tensions created by increased international migration, resulted in legislation

restricting immigration from Asia and from southern and eastern Europe.

Key Terms:

McKinley Tariff Act 1890

Homestead Strike 1892

Plessey v Ferguson

Sherman Anti-Trust Act

US Steel, Carnegie, Rockefeller

Labor Unrest

Jane Addams—Hull House

Pullman Strike

Muckrakers

Election of 1896

New Immigrants

NAACP

Roosevelt Corollary/Monroe Doctrine

Cuban Revolution

Spanish American War

Teller Amendment

Open Door Policy

Progressive Movement

Wilson’s 14 Points

Treaty of Versailles

New Deal

Objectives:


a. Identify how the foreign policy of the US evolved from the Spanish-American War to

the end of WWII.

b. Examine how a revolution in communications and transportation technology helped

to create a new mass culture and spread modern values and ideas, even as cultural

conflicts between groups increased under the pressure of migration, world wars, and

economic distress.

c. Evaluate the successes of government, political and social organizations had in

addressing the effects of large-scale industrialization, economic uncertainty, and

related social changes such as urbanization and mass migration.

Standards


Indicator

9.1 21st-Century Life

& Career Skills

All students will

demonstrate the

creative, critical

thinking,

collaboration, and

The ability to

recognize a problem

and apply critical

thinking and problem-

solving skills to solve

the problem is a

lifelong skill that

develops over time.

9.1.12.A.1 Apply critical


solving strategies

during structured

learning experiences.

problem-solving skills

needed to function

successfully as both

global citizens and

workers in diverse

ethnic and

organizational

cultures. The ability to

recognize a problem

and apply critical


solving skills to solve

the problem is a

lifelong skill that

develops over time.

7. The Emergence of

Modern America:

World War I

United States

involvement in World

War I affected

politics, the economy,

and geopolitical

relations following the

war.

A. Civics,

Government, and

Human Rights

6.1.12.A.7.a nalyze the reasons for

the policy of

neutrality regarding

World War I, and

explain why the

United States

eventually entered the

war.

6.1.12.A.7.c Analyze the Treaty of

Versailles and the

League of Nations

from the perspectives

of different countries.

B. Geography,

People, and the

Environment

6.1.12.B.7.a Explain how global

competition by

nations for land and

resources led to

increased militarism.

C. Economics,

Innovation, and

6.1.12.C.7.b Assess the immediate

and long-term impact

Technology of women and African

Americans entering

the work force in

large numbers during

World War I.


and Perspectives

6.1.12.D.7.a Evaluate the

effectiveness of

Woodrow Wilson’s

leadership during and

immediately after

World War I.

6.1.12.D.7.b Determine the extent

to which propaganda,

the media, and special

interest groups shaped

American public

opinion and American

foreign policy during

World War I.

8. The Emergence of

Modern America:

Roaring Twenties

The 1920s is

characterized as a

time of social,

economic,

technological, and

political change, as

well as a time of

emerging

isolationism, racial

and social tensions,

and economic

problems.

A. Civics,

Government, and

Human Rights

6.1.12.A.8.c Relate social

intolerance,

xenophobia, and fear

of anarchists to

government policies

restricting

immigration,

advocacy, and labor

organizations.

C. Economics,

Innovation, and

Technology

6.1.12.C.8.a Analyze the push-pull

factors that led to the

Great Migration.

9. The Great

Depression and World

War II: The Great

Depression

The Great Depression

resulted from

government economic

policies, business

practices, and

individual decisions,

and it impacted

business and society.

A. Civics,

Government, and

Human Rights

6.1.12.A.9.a Analyze how the

actions and policies of

the United States

government

contributed to the

Great Depression.

C. Economics,

Innovation, and

Technology


government can adjust

taxes, interest rates,

and spending and use

other policies to

restore the country’s

economic health.

10. The Great


War II : New Deal

Aimed at recovery,

relief, and reform,

New Deal programs

had a lasting impact

on the expansion of

the role of the national

government in the

economy.

A. Civics,

Government, and

Human Rights

6.1.12.A.10.c Evaluate the short-

and long-term impact

of the expanded role

of government on

economic policy,

capitalism, and

society.

C. Economics,

Innovation, and

Technology


the economic

ideologies of the two

major political parties

regarding the role of

government during

the New Deal and

today.

11. The Great


War II: World War II

The United States

participated in World

War II as an Allied

force to prevent

military conquests by

Germany, Italy, and

Japan.

Domestic and military

policies during World

War II continued to

deny equal rights to

African Americans,

Asian Americans, and

women.

A. Civics,

Government, and

Human Rights

6.1.12.A.11.a Evaluate the

effectiveness of

international

agreements following

World War I in

preventing

international disputes

during the 1920s and

1930s.

6.1.12.A.11.c Determine if

American policies

regarding Japanese

internment and

actions against other

minority groups were

a denial of civil rights.

C. Economics,

Innovation, and

Technology

6.1.12.C.11.a Apply opportunity

cost and trade-offs to

evaluate the shift in

economic resources

from the production

of domestic to

military goods during

World War II, and

analyze the impact of

the post-war shift

back to domestic

production.


and Perspectives

6.1.12.D.11.c Explain why women,

African Americans,

Native Americans,

Asian Americans, and

other minority groups

often expressed a

strong sense of

nationalism despite

the discrimination

they experienced in

the military and

workforce.


1. Philosophical Chairs-

A. Isolationism vs. US involvement (Key events: Lusitania, Zimmerman Note)

B. How should Germany be punished? Fourteen Points vs. Treaty of Versailles

C. War and Anti-Immigration sentiment- making connections with the present

Middle East)

2. Propaganda Analysis – examining propaganda posters from the war- what does this tell

us about social, political, religious, and economic issues?

3. Research Project- Federal Reserve

A. What was its original purpose? What is its purpose now?

B. How has the FED evolved over time?

C. What role does banking play in global conflicts?

Differentiated Learning






1. Short essay

2. Worksheet

3. Analyze editorial or political cartoon.


1. Short essay

2. Long essay

Unit VIII: 1945-1980

After WWII, the US grappled with prosperity and unfamiliar international responsibilities

while struggling to live up to its ideals.


1. In what ways did Cold War foreign policies impact domestic agendas and lead to public

debates and protests by the American people?

2. How did the US work to stem the growth of communism in its new position as a world

power, from the Harry S Truman through the Jimmy Carter administrations?

3. How did the liberal ideas prevalent in the US after WWII help to unintentionally energize

a new conservative movement within the US?


1. The increase in military spending in the US during the Cold War siphoned resources from

other domestic programs, lead many in America to question the military industrial

complex that President Eisenhower warned of.

2. The US government aggressively pursued any claims of communism in the film industry

and inside the government itself through many organizations.

3. The growing tide against liberalism during the second half of the 20th

century had much

to do with size and scope of the federal government and the failure to address key issues.

Key Terms:

UN

Truman Doctrine

Truman Doctrine

Containment

Korean War

Vietnam War

Suez Crisis

U2 Crisis

Limited Test Ban Treaty

Hiroshima/Nagasaki

Berlin Airlift

Tonkin Gulf Resolution

Geneva Accord

Domino Theory

Cuban Missile Crisis

Moon Landing

Interstate Highway Act

Flexible Response

Tet Offensive

Marshall Plan

Brinksmanship

NATO

Peace Corps

HUAC

Alger Hiss

Winston Churchill

Stalin

Hollywood 10

Mao Zedong

Objectives:


a. Appraise the policy of containment as a policy to prevent the spread of communism

with historical facts to judge its success.

b. Formulate changes in US society that led to the postwar boom.

c. Compare this time period with an earlier one to show similarities and differences.

Standards:


Indicator

12. Postwar United

States: Cold War

Cold War tensions

between the United

States and communist

countries resulted in

conflict that

influenced domestic

and foreign policy for

over forty years.

A. Civics,

Government, and

Human Rights

6.1.12.A.12.a Analyze ideological

differences and other

factors that

contributed to the

Cold War and to

United States

involvement in

conflicts intended to

contain communism,

including the Korean

War, the Cuban

Missile Crisis, and the

Vietnam War.

6.1.12.A.12.b Examine

constitutional issues

involving war powers,

as they relate to

United States military

intervention in the

Korean War, the

Vietnam War, and

other conflicts.

B. Geography,

People, and the

Environment

6.1.12.B.12.a Evaluate the


Marshall Plan and

regional alliances in

the rebuilding of

European nations in

the post World War II

period.

C. Economics,

Innovation, and

Technology

6.1.12.C.12.a Explain the

implications and

outcomes of the Space

Race from the

perspectives of the

scientific community,

the government, and

the people.

6.1.12.C.12.c Analyze how

scientific

advancements

impacted the national

and global economies

and daily life.

6.1.12.C.12.d Assess the role of the

public and private

sectors in promoting

economic growth and

ensuring economic

stability.


and Perspectives

6.1.12.D.12.b Analyze efforts to

eliminate

communism, such as

McCarthyism, and

their impact on

individual civil

liberties.

6.1.12.D.12.c Evaluate how the

development of

nuclear weapons by

industrialized

countries and

developing counties

affected international

relations.

6.1.12.D.12.d Compare and contrast

American public

support of the

government and

military during the

Vietnam War with

that of other conflicts

13. Postwar United

States: Civil Rights

and Social Change

The Civil Rights

movement marked a

period of social

turmoil and political

reform, resulting in

the expansion of

rights and

opportunities for

individuals and

groups previously

discriminated against.

A. Civics,

Government, and

Human Rights

6.1.12.A.13.b Analyze the

effectiveness of

national legislation,

policies, and Supreme

Court decisions (i.e.,

the Civil Rights Act,

the Voting Rights Act,

the Equal Rights

Amendment, Title

VII, Title IX,

Affirmative Action,

Brown v. Board of

Education, and Roe v.

Wade) in promoting

civil liberties and

equal opportunities.

B. Geography,

People, and the

Environment

6.1.12.B.13.a Determine the factors

that led to migration

from American cities

to suburbs in the

1950s and 1960s, and

describe how this

movement impacted

cities.

C. Economics,

Innovation, and

Technology


individuals and

organizations used

economic measures

(e.g., the Montgomery

Bus Boycott, sit

downs, etc.) as

weapons in the

struggle for civil and

human rights.

6.1.12.C.13.c Determine the

effectiveness of social

legislation that was

enacted to end

poverty in the 1960s

and today.

6.1.12.C.13.d Relate American

economic expansion

after World War II to

increased consumer

demand.


and Perspectives

6.1.12.D.13.b Compare and contrast

the leadership and

ideology of Martin

Luther King, Jr., and

Malcolm X during the

Civil Rights

Movement, and

evaluate their

legacies.


1. Divide students into small groups and provide groups with primary and secondary

sources relating to one of the following measures taken by the fderal government to

promote greater racial justice: desegregation of the military during Truman’s

administration, Brown v. BOE.

2. Use SOAPStone strategy to analyze one of the documents listed.

3. Use Venn diagram to compare New Deal with Great Society.






Suggested Formative Assessment

1. Short essay

2. Long essay

Suggested Summative Assessment:

Summative assessment combined with unit 9

Unit IX: 1980-Present

As the US transitioned to a new century filled with challenges and possibilities, it experienced

renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to

economic globalization and revolutionary changes in science and technology.


1. What were the continuities and changes in the US foreign policy initiatives of presidents

Reagan to Obama?

2. How did globalization and technological, economic, and demographic changes bring

benefits to some Americans and burdens to others?


1. The Reagan administration pursued a reinvigorated anti-Communist and interventionist

foreign policy that set the tone for later administrations.

2. Demographic changes intensified debates about gender roles, family structures, and racial

and national identity. New migrants affected US culture in many ways and supplied the

economy with an important labor force, but their undocumented citizenship status

became the focus of intense political, economic, and cultural debates.

Key Terms:

NAFTA

Iran Contra

Iran Hostage situation

Camp David Accords

Medicare

Medicaid debates

September 11th

Perestroika

Glasnost

Income gap

Yuppies

Reagonomics

Election of 1980-84

AIDS epidemic

SDI

Desert Storm

World Trade Organization

Bosnia

Kosovo

Objectives:


a. Identify the major divisions in American society at the end of the 20th

century

b. Explain Reagan’s approach to foreign policy and how it differed from Jimmy Carter’s

c. Identify causes for the widening income gap.

Standards:


Indicator

14. Contemporary

United States:

Domestic Policies

Differing views on

government’s role in

social and economic

issues led to greater

partisanship in

government decision

making.

The increased

economic prosperity

and opportunities

experienced by many

masked growing

tensions and

disparities

experienced by some

individuals and

groups.

Immigration,

educational

opportunities, and

social interaction have

led to the growth of a

multicultural society

A. Civics,

Government, and

Human Rights

6.1.12.A.14.c Assess the merit and

effectiveness of recent

legislation in

addressing the health,

welfare, and

citizenship status of

individuals and

groups.

with varying values

and perspectives.

6.1.12.A.14.d Analyze the

conflicting ideologies

and actions of

political parties

regarding spending

priorities, the role of

government in the

economy, and social

reforms.

B. Geography,

People, and the

Environment

6.1.12.B.14.a Determine the impact

of recent immigration

and migration patterns

in New Jersey and the

United States on

demographic, social,

economic, and

political issues.


and Perspectives

6.1.12.D.14.c Determine the impact

of the changing role

of labor unions on the

economy, politics, and

employer-employee

relationships.


1. Analyze primary source from this time period from Reagan, Pat Robertson, Newt

Gingrich. Use SOAPSTone. 2-3 min speech that responds to the following questions: To

what extent did the ideas of the conservative analyzed by the group mirror the ideas of

leading 1960s conservatives? Why did conservatives achieve only some of their political

and policy goals?

2. Student research project from one president of the time period. Three most important

foreign policy initiatives of their assigned president and explain which foreign policies

represented continuity and which represented change from the foreign policies of their

immediate predecessor.






Suggested Formative Assessment:

1. Short essay

Suggested Summative Assessment:

1. Time capsule project

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