Oroville Union High School District History-Social Science Curriculum

History-Social Science - U.S. History

U.S. History

COURSE TITLE: United States History: Continuity and Change in the Twentieth Century

LENGTH OF COURSE: One Year

TYPE OF CREDIT: Social Science Core (10 credits)

GRADE LEVEL: 11

PREREQUISITES: None

TEXTBOOK:

History Alive! Pursuing American Ideals (2013). D. Hart, TCI Publishers, Rancho Cordova, CA.. ISBN: 9781934534885 America – Pathways to the Present, Cayton, Andrew et al., Prentice Hall, Needham, Mass. 2000 ISBN: 0-13-4-358961

America's Story, After 1865, Vivian Bernstein, Steck-Vaughn, 2005, ISBN# 0-7398-9711-X

SUPPLEMENTAL MATERIALS:

America's Story, Vivian Bernstein, Steck-Vaughn Company, 1995, ISBN# 0-8114-2793-5.

United States History, 4th Edition, Joan Suter, Globe-Fearon, 1994 ISBN# Z-13-024410-4

SUPPLEMENTAL READING LIST:

Students may read the following:

Fahrenheit 451, Ray Bradhury Fallen Angels, Walter Dean Myers Grapes ofWrath, John Steinbeck The Jungle, Upton Sinclair Autobiography of Frederick Douglass, Frederick Douglass True Grit, Charles Portis

Flags of Our Fathers, James Bradley Autobiography of Malcolm X, Alex Haley Jonny Got His Gun, Dalton Trumbo

REFERENCE MATERIALS:

Merriam-Webster's High School Dictionary ISBN 0 03 096 484 9

World Maps (Physical and Political, Demographic, Climate, Natural Resource, Economic Activity, Time Zones) Appropriate software

SUPPLEMENTAL FILMS:

Missiles of October Letters to America Eyes on the Prize I The Great Dictator Eyes on the Prize II Wizard ofOz Cold War CNN Series Red Empire A& E Series Grapes ofWrath Cinderella Man Andersonville Far and Away Nazism in America KKK Secret History TR And His Times October Sky Time For Justice Americas Time This Century With Peter Jennings 13 Days Iron Jawed Angels Flyboys Glory John Adams Band of Brothers

COURSE DESCRIPTION

Students in grade eleven will study the major turning points in American history in the 20th century. Following a review of the nation's beginnings and the impact of the Enlightenment on United States' democratic ideals, students build upon the tenth grade study of global

industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society, the movement towards equal rights for racial minorities and women, and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the United States Constitution comprise a precious inheritance that depends on an educated citizenry for their preservation and protection.

BOARD ADOPTION DATE: July 21, 1999 REVISED: 7/2015

Evolution of Democracy in America

. 'Democracy: Events/Founding of Nation • ·.· The learner will be able to analyze the significant events in thefounding of the nation and

• its attempts to realize the philosophy of government described in the Declaration of

1liDemocracy: Enlightenment/Ideas i'''''*i:' The learner will be able to describe the Enlightenment and the rise of democratic ideas as · } ]the context in which the nation wasfounded. :::::f · ,f\'] 'Sc9 ?};·· ·· · · ····· ·

· ...., S..::¥ st ;;','::.....: .qA;•••c::91:1tetu::· aud ;·::c·nemocracy: American Revolution/Origins :,...,....1The learner will be able to analyze the ideological origins of the American Revolution, the .·.···Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates !,f 1. on the d afiing and ratification of the Constitution, and the addition Bill ( )i( tr !Ai <: ·. S, (>J e ,;. fiurce,,};;:· i·,· '; J)e.m, !$riy . Master ·.·. ' <ik Q i nt ):)!a,11St Jrf!S;

:.:.:. · Democracy: History/Constitution/1787

·The learner will be able to understand the history of the Constitution after 1787 with <,;:'emphasis onfederal versus state authority and growing democratization. ! b ,St, ··•··. • · · , ope , , S ·'·•. < > :'''i'i:;'·?' 'i . .

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i,' JDemocracy: Civil War/Reconstruction ::: .The learner will be able to examine the effects of the Civil War and Reconstruction and of ::·{,;};the industrial revolution, including demographic shifts and the emergence in the late

nineteenth century o United States as a world n..'"•"'r :w,r- ,.·. ·· ·,

Industry and Urban Issues

:•.},:iJ Industry: Industrialization/Migration i::ff:' The learner will be able to analyze the relationship among the rise of industrialization, . f.i' ·[l•large scale rural to urban migration, and massive immigration from Southern and Eastern

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[!; :; Industry: Effects/Industrialization I I ;:l The learner will be able to know the effects of industrialization on living and working t.j;j.::;:7 conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The

iil:ii Industry: Changing Landscape/Describe ::1 The learner will be able to describe the changing landscape, including the growth of cities

ili ll!inked by industry and trade, and the development of cities divided according to race, i;, ' ethnici and class.

Industry: Effect/Americanization Movement The learner will be able to trace the effect of the Americanization 1nove1nent. :s·;: id:j!:. '1f ;·;. ·t:·.,......... : ·.·:.. ·;·· Thdtistiy:;f;: ·. · ·Master if :W; { p( tarld ,J1: .p· .· ·.

Issues: Effect/Urban Political Machines The learner will be able to analyze the effect of urban political machines and responses to

: .....,,...;them by immigrants and middle class reformers. .. i f. · \ 2.: ...• :...............•. :.... :....••.••......•. ·:stJin· .); ::: :.; ..s:dur :•.:.:..•...·••·•·········fE1 .!i1:l1!1 i:i/D,;.iif!1 !1 i&: .. · :···.

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·Issues: Corporate Mergers/Discuss The learner will be able to discuss corporate mergers that produced trusts and cartels and

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l:.·: i[!Issues: Economic Development [ IJ' The learner will be able to trace the economic development of the United States and its i)f!?jemergence as a major industrial power, including its gains from trade and the advantages i':..Jof its physical geoarnnvn :? \J.

Social Darwinism/Socia! Gospel

Social Darwinism/Socia! Gospel: Analyze The learner will be able to analyze the similarities and differences between the ideologies

Darwinism and Social Gospel (e.g., using biographies of William Graham L. Moody).

Populists and Progressives

1 :, Populists: Political Programs/Populists ji);l The learner will be able to examine the effect of political programs and activities of j.:· ·i Populists. ' - - ' '

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··,'Progressives: Political Programs/Effect

X I The learner will be able to understand the effect of political programs and activities of the :·•·:··· Progressives (e.g.,federal regulation of railroad transport, Children's Bureau, the t: ·"m Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson). ! :: strand ...·i!, i$1?' ·•· .. :· rc ·•· : P ()gr ives /·M tbr :.c : Content Standards,. 11.1.9

Religion and Society

:Religion: Role Religion Played/Analyze .i The learner will be able to analyze the role religion played in thefounding of America, its ·lasting moral, social, and political impacts, and issues regarding religious liberty. ·Strand···· Scope Sotu .··. ·· ·f] (,.rf: J: >i.

, Religion: Contributions of Groups :The learner will be able to describe the contributions of various religious groups to

nJ.:O>rU'/JYI civic principles and social reform movements (e.g., civil and human rights, .. individual responsibility and the work ethic, antimonarchy and self-rule, worker

tv- -:;er.rteJ·ea communities).

it:\ :IReligion: Great Revivals/Leaders f;:1i j The learner will be able to analyze the great religious revivals and the leaders involved in i/'; them, including the First Great Awakening, the Second Great Awakening, the Civil War :::;\;;1revivals, the Social Gospel Movement, the rise of Christian liberal theology in the !;::":,nineteenth century, the impact of the Second Vatican Council, and the rise of Christian :. ·; )/undamentalism in current times.

[...: "·Religion: Religious Intolerance/Cite l',f'''The learner will be able to cite incidences of religious intolerance in the United States

. anti-Catholic sentiment, anti-Semitism).

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Religion: Religious Pluralism/Discuss ;';r The learner will be able to discuss the expanding religious pluralism in the United States · :,:,and California that resulted in the twentieth .;i: ( u ······

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Religion: Religious Liberty/Describe The learner will be able to describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the dehate on

·• the issue of separation of church and state. Strand

U.S. Foreign Policy: 1870s- 1940s

Policy: United States/Role/World Power The learner will be able to trace the rise of the United States to its role as a world power

· in the twentieth century. Stn\p(l · Scope Source, ; :

.

;; :;:,Policy: Spanish-American War/Expansion The learner will be able to describe the Spanish-American War and US. expansion in the

l:i I:JSouth !I Policy: P nama Revolution/Role :"!I :'' The learner will be able to discuss American's role in the Panama Revolution and the "-" '·'

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l::;; ::l Policy: Roosevelt/Taft/Wilson/Speeches fJr; l.j The learner will be able to explain Theodore Roosevelt's Big Stick diplomacy, William j!jji;:JTaft's Dollar Diplomacy, and Woodrow Wilson's Moral Diplomacy, drawing on relevant

speeches .

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World War I and the U.S.

;,)WW 1: Ramifications/Analyze i"'':::·:·; The learner will be able to analyze the political, economic, and social ramifications of , ;! World War I on the home jl-ont.

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World War II

' ' WW II: Great Britain/Declining Role The learner will be able to trace the declining role of Great Britain and the expanding role

' ·:of the United States in world affairs after World War II. §tfi Ii , . ' / w() tdw r

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American Society in the Postwar Era l:) j..;Postwar: Development/1920s/ Analyze ::,e'.1 The learner will be able to analyze the major political, social, economic, technological, !:;:1

1Uand cultural 1920s. i!!l l i¥'); ,;<.: ::

liJPostwar: Policies of Presidents

The learner will be able to discuss the policies of Presidents Warren Harding, Calvin ff:f;:· Coolidge, and Herbert Hoover. .

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. Postwar: International/Domestic Events L :'The learner will be able to analyze the international and domestic events, interests, and .:)?:philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus I.:,HGarvey's "back to Africa" movement, the Ku Klux Klan, and immigration quotas and the ::,·:m responses of organizations such as the American Civil Liberties Union, the National J;i:·!IAssociation for the Advancement of Colored People, and the Anti-Defamation League to .:li:'Ithose attacks.

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!·(· ·.)Postwar: Eighteenth Amendment/Examine ;:' The learner will be able to examine the passage of the Eighteenth Amendment to the r.·: Constitution and the Volstead Act

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Women's Rights: 1870-Today

Women's Rights: Nineteenth Amendment The learner will be able to analyze the passage of the Nineteenth Amendment and the changing role of women in society. StralJ.d :> ' . . S op Sol}tce Wo {Q Ri t ,::·: .. M t r . ···. CA: Content. '-'til·iufilrtilt

1920s: The Jazz Age

. yJazz Age: Harlem Renaissance/Trends ·· The learner will be able to describe the Harlem Renaissance and new trends in literature,

. music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston,

' (. '' ,,.

merican Society in the Postwar Era

.'' .. Postwar: Mass Production Techniques . ) The learner will be able to discuss the rise of mass production techniques, the growth of \.::)cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting

and on the American

e Great Depression/The New Deal

:;!:.Depression: Explanations/Great Depression t:'ii' The learner will be able to analyze the different explanations for the Great Depression and i ;.;how the New Deal the role the

Depression: Monetary Issues/Describe The learner will be able to describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in sectors of the in the late 1920s. Strand $ < :\.;. :i¥ ;;

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Pepression Master

·Depression: Causes/Steps Taken · ·The learner will be able to understand the explanations of the principal causes of the

Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis. : tr :q L ;fuepr §io :J

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:·:'!Depression; Human ToWDepression :})§l The learner will be able to discuss the human toll of the Depression, natural disasters, and i:; iunwise agricultural practices and their effects on the depopulation of rural regions and on !;,;:··:;, political movements of the left and right, with particular attention to the Dust Bowl ',);,, ; and their social and economic in

Hh :; ijNew Deal: Controversies/Effects/Analyze

The learner will be able to analyze the effects of and the controversies arising from New M:Deal economic policies and the expanded role of thefederal government in society and the p} ;1,:economy since the 1930s (e.g., Works Progress Administration, Social Security, National ..:Labor Relations Board, farm programs, regional development policies, and energy

:';:.;development projects such as the Tennessee Valley Authority, California Central Valley , ·· and Bonneville

American Society in the Postwar Era

[ t lPostwar: Organized Labor/Advance/Retreat The learner will be able to trace the advances and retreats of organized labor,from the

! ':!;; creation of the American Federation of Labor and the Congress of Industrial i:: :': Organizations to current issues of a post industrial, multi-national economy, including the !i·:: ;United Farm Workers in ,-'"''"'"

··:'WW II: America's Participation/Analyze ·:.The learner will be able to analyze America's participation in World War II.

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WW II: American Involvement/Origins ·The learner will be able to examine the origins of American involvement in the war, with

...... an emphasis on the events that precipitated the attack on Pearl Harbor. lsti d · c F· ·· ;· P .. Source .

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WW II: Wartime Strategy/Explain

The learner will be able to explain United States and Allied wartime strategy, including m(ljor batt! s ()fMid (l)!, Iwo Jima, Okinawa, and the Battle the

f1¥;i WW II: Individual Soldiers/Special Forces iT . The learner will be able to identify the roles and sacrifices of individual American

as well as the unique contributions of the special fighting forces (e.g., the Airmen, the 442nd Combat team, the · Code Talker

i:.'WW II: Roosevelt's Foreign Policy ,. The learner will be able to analyze Roosevelt's foreign policy during World War II (e.g.,

Four Freedoms speech). ·

( :·, r:c WW II: U.S. Home Frontffiiscuss :l : The learner will be able to discuss the constitutional issues and impact of events on the i0,!f;rl United States home front, including the internment of Japanese Americans (e.g., Fred :]Korematsu vs. United States of America) and the restrictions on German and Italian l 'jresident aliens; the response of the administration to Hitler's atrocities against Jews and ·: ·.'!other groups; the roles of women in military production; and the roles and growing :r. :·political demands of African Americans .

.... ........... ,,.. ,; ::: i·> -: ·· ·\;):. t t;i-fii•::•·:·· .. ,,

WW II: Major Developments/Describe The learner will be able to describe major developments in aviation, weaponry,

,;;,communication. and medicine and the war's impact on the location of American industry ·· and use of resources. ;§ jq'!·;;::. : . Scope : 9t1 f!;·fT.. :, ·:,:,,,,,,,,,,, ···································Mastel'"'"' ,,,,,,,,,,,,:.l.;· ..•·A· :..-(,:>,anteni:·(!)'t f!'jg

·. WW II: Decision to Drop Atomic Bombs

The learner will be able to discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki). tran<l . World Warn

Scope . . . j)u,t .....•....· •.•..: Master .·· C)'\:• () 1e#tS ,

WW II: Massive Aid/Marshall Plan The learner will be able to analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt El!ropeJo the United States economy.

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American Society in the Postwar Era

, :Postwar: Economic Boom/Transformation :;:: The learner will be able to analyze the economic boom and social transformation of post- !: :! World War II America.

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Postwar: Growth/Jobs/Trace !i"" The learner will be able to trace the growth of service sector, white collar, and ' professional in business and ·:: ;sti ··· ;::<;' ',',,;,::\_,

:!•:·;;Postwar: Mexican Immigration/Describe !:'l;;,iJ The learner will be able to describe the significance of Mexican immigration and its !: relationship to the agricultural economy, especially in California.

II Postwar: Truman's Labor Policy/Reaction The learner will be able to examine Truman's labor policy and congressional reaction to

,: .:Postwar: Government Spending/Analyze · ·•:'"'' The learner will be able to analyze newfederal government spending on defense, welfare, .: \!, interest on the national debt, and federal and state spending on education, including the '• !;,,California Master Plan.

Postwar: Powers of Presidency The learner will be able to describe the increased powers of the presidency in response to the Great Depression, World War IL and the, Cold War.

Postwar: Diverse Environmental Regions The learner will be able to discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental

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Str ··

iiPostwar: Effects on Society/Describe 1!11 The learn r will be able to de cribe the e.(fects ?n society and the econo y of . l'W::':technologzcal developments sznce 1945, zncludzng the computer revolutzon, changes zn 1:·1communication, advances in medicine, and ts in nur· r·u

I

1920s: The Jazz Age

.il lJazz Age: Popular Culture/Forms li !i The learner will be able to discuss forms of popular culture, with emphasis on their origins t;Jand geographic diffusion (e.g.,jazz and other forms of popular music, professional sports, ! ' architectural and artistic s

) .

N, IMF, World Bank and GATT

)\United Nations: U.S. Foreign Policy

The learner will be able to the United

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I';.}United Nations: Establishment/Importance 1: The learner will be able to discuss the establishment of the United Nations and i']!.Unternational Declaration of Human Rights, International Monetary Fund, World Bank, [:;::ii1l·and General Agreement on Tarifft and Trade (GATT) and their importance in shaping J;llmodern Europe and maintaining peace and international order.

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NATO, SEATO, and Cold War

:. \:NATO/SEATO/Cold War: Military Alliances h '.The learner will be able to understand the role of military alliances, including NATO and .. SEATO, in deterring communist aggression and maintaining security during the Cold

War.

I

j!j }; McCarthyism: Domestic Communism/Era i1 ; The learner will be able to trace the origins and geopolitical consequences (foreign and ;;1 \idomestic) of the Cold War and containment policy, including the era ofMcCarthyism,

lfl(t 1llii instances Communism and v""''-'l"'"',.u•;:.

Truman Doctrine/Marshall Plan

Origins/Consequences The learner will be able to trace the origins and geopolitical consequences (foreign and

Cold War and containment Truman Doctrine.

Berlin Blockade

· Blockade: Origins/Consequences The learner will be able to trace the origins and geopolitical consequences (foreign and

.domestic) of the Cold War and containment policy, including the Berlin Blockade.

· · .War: Korean War/Origins · The learner will be able to trace the origins and geopolitical consequences (foreign and •domestic) of the Cold War and containment · , including the Korean War.

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Bay of Pigs/Cuban Missile Crisis

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:::: Bay of Pigs: Invasion/Cuban Crisis

1!The learner will be able to trace the origins and geopolitical consequences (foreign and f ::::! !domestic) of the Cold War and containment policy, including the Bay of Pigs invasion and e',i:;jthe Cuban Missile Crisis.

I !,11 Policy: Atomic Testing/Origins/Trace f1

':] The learner will be able to trace the origins and geopolitical consequences (foreign and [ ..:;Jdomestic) of the Cold War and containment policy, including atomic testing in the f:,, @American West, the "Mutual assured d doctrine and disarmament h/;f:l ;<-:d j. ;_:_,;/

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ietnam War

..,., ..._ ......... War/Origins;/Consequences The learner will be able to trace the origins and geopolitical consequences (foreign and

Cold War and containment the Vietnam War.

· American Policy

!,;;: ··Policy: Latin American Policy i':;f:: The learner will be able to trace the origins and geopolitical consequences (foreign and .: !';:domestic) of the Cold War and containment policy, includin the Latin American

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Relationship of Foreign/Domestic Policy

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?' 'Foreign: Effects/Policy/List The learner will be able to list the effects offoreign policy on domestic policies and vice

,'iversa (e.g., protests during the war in Vietnam, the "nuclearfreeze" movement). : Pl!Jd e>'J;f •· ,,,,:,' (:;,:,,· · For i '· ·

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Reagan Policy

Reagan Administration/Role The learner will be able to analyze the role of the Reagan administration and other factors

the West in the Cold War.

Middle East Policy

,.,,H..............., East: Policy/Interests/Describe The learner will be able to describe United States Middle East policy and its strategic,

and economic interests, · those related to the War.

Relationship of Foreign/Domestic Policy f.i .jDomestic: Relations/United States/Mexico :i: y:) The learner will be able to examine relations between the United States and Mexico in the :'] .:!twentieth century, including key economic, political, immigration, and environmental :::e: issues.

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The Civil Rights Movement/Post War Era

Civil Rights: Development/Analyze The learner will be able to analyze the development offederal civil rights and voting

:rights. §tt: }ld cop J: [ r e· · · ·..... . •. : . ·· < • : ; CitllRights lVi si t: d.A:cc) tent;.$ d ; 11.1o*?'fMit .1ll G!acl.e 11 (.5)*·*G§E·i

Civil Rights: Demands/African Americans The learner will be able to explain how demands of African Americans helped produce a

. stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.

! ,

Civil Rights: Evolution/Key Events The learner will be able to examine and analyze the key events, policies, and court cases in

evolution of civil rights, including Dred Scott vs. Sandford, Plessy vs, Ferguson, Brown . ·vs. Board of Education, Regents of the University of California vs. Bakke, and California

209.

t ;; Civil Rights: Legal Strategy/Describe

['; ·: The learner will be able to describe the collaboration on legal strategy between African l.·!''· = an.an white civil to end racial in h · education.

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. ·Civil Rights: Movement/Discuss Diffusion ::!;:: The learner will be able to discuss the diffusion of the civil rights movement of African f,j) } Americans from the churches of the rural South and the urban North, including the l!;lir2• resistance to racial desegregation in Little Rock and Birmingham, and how the advances f j;J influenced the agendas, strategies, and effectiveness of the quests of American Indians,

rn 1 / Asian Americans, and Americans civil and w "iT :: >- <:·

· · Civil Rights: Civil Rights Movement , . The learner will be able to discuss the diffusion of the civil rights movement of African ·· ·. Americans from the churches of the rural South and the urban North, including the · .. resistance to racial desegregation in Little Rock and Birmingham, and how the advances

··... influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Americans civil · and equal opportunities.

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Civil Rights: Civil RightsNoting Rights The learner will be able to analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.

·.·.·.·.··.·.·.·.··· . ! .·.·...... "'""""'' ............. ,........ : !,;;],::.,,....... ; i....:..L.i... ..§. £ .... ''""'': .... \..:.....i.''......: .. ' ..... """"' "" ::'::: .... :...::;, ...... ::.'':.:..:.:...:..:.................. . .............. :................ . CivHRights ..fY! ter, {:, CA:'Co tel'ltStm r<;ts, 11.19,() .•.

Women's Rights: 1870-Today

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lljWomen's Rights: Movement/Analyze IllThe learner will be able to analyze the women's rights movement from the era of Elizabeth rfmJJStanton and Susan Anthony and the passage of the Nineteenth Amendment to the l;!! i}hmovement launched in the 1960s, on the roles i, [·;

Relationship of Foreign/Domestic Policy

!:!;,::GDomestic: Major Social Problems/Issues [;f:j:'•l. The learner will be able to analyze the major social problems and domestic policy issues

- ! i \t·l in cant American

ji;:!Domestic: Immigration Policy/Reasons The learner will be able to discuss the reasons for the nation g changing immigration

jf:f{t policy, with emphasis on how the Immigration Act of 1965 and successor acts have t':\1nVt

- ®ll Amerz·can

f JDomestic: Policy Speechesffiiscuss !' ii'The learner will be able to discuss the significant domestic policy speeches of Truman, !·il;;::Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with t:;rre ard to education, civil rights, economic policy, environmental policy). · :\ · 'sou i ··· · '" .{;,i(j ··· ··· dri;c6ntent.. 1tatl t a

Women's Rights: 1870-Today

iWomen's Rights: Roles of Women The learner will be able to describe the changing roles of women in society as reflected in the entry of more women into the laborforce and the changing family structure. Straif!: ::;.i,;::;·•·· .. ··;:::· :! Scqp .··.· Source ·· · ·•· ·. q 9i :: :: ..:...! ........,,.,........................... ; ...:Nf!i tei·:. C : Cont ( #ilfq§j·' i ',l '(f::·}/:'/•

The U.S. Since 1975

Since 1975: Watergate Scandal

The learner will be able to explain the constitutional crisis originating from the Watergate

;i;',::i,1fC) !S•mce 1975: • • Environmental Conservation

1' t1j The learner will be able to trace the impact of, need for, and controversies associated with ! ii!environmental conservation, expansion of the national park system, and the development l!l of environmental protection laws, with particular attention to the interaction between (fJenvironmental · advocates and · advocates.

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1975: Poverty/Persistence/Analyze

The learner will be able to analyze the persistence of poverty and how different analyses of this issue · health insurance and other social {./VH'-'•"""

Since 1975: Demographic/Social Changes :The learner will be able to explain how thefederal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline o wedlock births, and drug abuse.