United States History Des Moines Public Schools

2015-2016 QUICK GUIDE

The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with our balanced assessment plan to scaffold our students in mastery of the Iowa Core State Standards.

Unit 1: America’s Foundations

Essential Question and Pacing

How did we become a nation? 6 weeks

Enduring Understandings Suggested Texts and ResourcesThis course is designed to be a survey experience in United States History. For many students, this is the only course in United States history he or she will take in high school. We are committed to telling a compelling story of our country’s history to help students think critically about where we’ve been and where we will go as a nation. Students will learn about our country’s past from multiple perspectives and through the use of primary and secondary sources.

In this unit, students learn about the path from colonies to country. Between 1607 and 1733, English settlers established 13 colonies in North America. The interaction between settlers and Native Americans often had tragic consequences for indigenous populations. The development of colonial economies and governments were an indication of the ideals on which the United States would be founded.

Beginning in the 1760s, some American colonists grew increasingly unhappy with British rule. Eventually, they rebelled and declared independence. During the revolution, American forces wore down and defeated the larger and more experienced British army. In 1783, the United States became an independent country. After the war, the states formed a loose confederation of states, but soon after realized this arrangement did not satisfy the need for a stronger central government. The process of writing and ratifying the U.S. Constitution would provide the foundation for the country.

History Alive!A Nation and Its Ideals: Chapters 4, 5, 6, and 7Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator.

NBC Learn Early Claims ResourcesNBC Learn Road to Revolution ResourcesNBC Learn Colonial Era Doc ResourcesNBC Learn New Nation Resources

Primary Documents:Mayflower Compact, Declaration of IndependenceBoston Massacre Engraving, Join or Die PropagandaArticles of Confederation, Common SenseFederalist Papers 10/51, The ConstitutionGeorge Washington’s Farewell Address

DBQ: Valley Forge: Would you have quit?DBQ: How did the Constitution guard against tyranny?Primary Sources Site: http://www.masshist.org/revolution/index.htmlStanford History Education Group: https://sheg.stanford.edu/

Learn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5)

Learning Goal (3) Exceeding (4)

Historical Change – Road to War

Basic knowledge such as:relationships with Native Americans, slave trade; colonial regions: NE, Middle, Southern acts (Sugar, Stamp, Townshend), Boston Massacre, Boston Tea Party; Loyalists vs. Patriots

Identify and describe the different colonial regions.

Describe at least one issue between the colonists and Great Britain that led the colonists to seek independence.

Compare and contrast the different colonial regions.

Describe the issues between the colonists and Great Britain that led the colonists to seek independence.

Were the colonists justified in their claims for independence?

Make a case, using historical evidence, as to whether or not the colonists’ claims for independence from Great Britain were justifiable.

Historical Change – A New Nation

Basic knowledge such as:Loyalists vs. Patriots; Saratoga, Yorktowndocuments: Declaration of Independence, Articles of Confederation, ConstitutionLeaders: G. Washington, J. Adams, T. Jefferson, J. Madison

Make a t-chart of the advantages & disadvantages of the colonists and British during the war.

Identify key turning points in the Revolutionary War.

List and define founding documents.

Discuss the advantages & disadvantages of the colonists and British during the war.

Explain, with examples, key turning points in the Revolutionary War.

Explain how founding documents created change in the U.S.

Source AnalysisDetermines the main idea. Uses evidence from a source to

accurately determine the main idea. Analysis must address either historical context or author’s point of view.

Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view.

In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.

Writing ArgumentsA level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas.

-Introduce a claim and distinguish the claim from opposing claims.-Organize claim(s) and evidence (chronologically, thematically, etc.).-Develop claim(s) with reasoning, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

-Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) (chronologically, thematically).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.-Provides an analysis of evidence and support for claim.

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Unit 2: Age of Expansion

Essential Question and Pacing

What opportunities and conflicts occurred as America expanded? 4 weeks

Enduring Understandings Suggested Texts and ResourcesIn this unit, students analyze history through the theme of expansion. The United States experienced geographic, political, economic, and social changes in the first half of the 1800s. During this time, the nation expanded from 13 states along the Atlantic coast to a huge nation that spanned a continent. Students examine both domestic and foreign policy of the early 1800s.

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator.

History Alive!The Growth of an Challenges to American Ideals: Chapter 8Building an Empire: Chapter 19 and Chapter 20

DBQ ProjectDBQ: How “free” were free Blacks in the North?DBQ: Was the United States justified in going to war with Mexico?

NBC Learn Jefferson/LP ResourcesNBC Learn War of 1812 ResourcesNBC Learn Jacksonian ResourcesNBC Learn Texas/MexAmWar ResourcesNBC Learn Reform Resources

NBC Learn A New Nation Collection

Stanford History Education Group: https://sheg.stanford.edu/

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5) Learning Goal (3) Exceeding (4)

Historical Analysis -Expansion

Basic knowledge such as:the Louisiana Purchase, the Lewis & Clark expedition, the Monroe Doctrine, expansion of voting rights, Trail of Tears, Texas Independence, Mexican-American War

Leaders: T. Jefferson, J. Madison, A. Hamilton, J. Monroe, A. Jackson, J. Polk Vocabulary: reform, temperance, suffrage, spoils system, abolitionism, Manifest Destiny

Describe the Louisiana Purchase and the Lewis & Clark expedition.

Identify and explain two major reform movements of the early 1800s.

List historical events and important changes during Andrew Jackson’s presidency.

Explain the concept of Manifest Destiny.

Describe how the Louisiana Purchase and the Lewis & Clark expedition affected how America expanded and changed.

Describe two major reform movements of the early 1800s.

Explain the impact of Andrew Jackson’s presidency.

Explain the concept of Manifest Destiny.

What opportunities and conflicts occurred as America expanded?

Evaluate the advantages and disadvantages of U.S. expansion.

Source Analysis

Determines the main idea. Uses evidence from a source to accurately determine the main idea. Analysis must address either historical context or author’s point of view.

Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view.

In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.

Writing Arguments

A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas.

-Introduce a claim and distinguish the claim from opposing claims.-Organize claim(s) and evidence (chronologically, thematically, etc.).-Develop claim(s) with reasoning, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

-Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) (chronologically, thematically).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.-Provides an analysis of evidence and support for claim.

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Unit 3: Civil War and Reconstruction

Essential Question and Pacing

Was the Civil War inevitable? 5 weeks

Enduring Understandings Suggested Texts and ResourcesIn the mid-1800s, the United States was deeply divided over slavery. By 1860, a series of events had widened this gulf to the breaking point. The election of Abraham Lincoln as president that year triggered a secession crises that led to the Civil War.

Students explore this divisive war and the reconstruction of a nation that followed. The Civil War lasted four years and cost over 600,000 lives. It was by far the most destructive conflict ever wage don American soil.

The Reconstruction era lasted from 1865 to 1877. During these years, biracial governments were established across the South. These governments expanded the rights and opportunities of former slaves. But when Reconstruction ended, the South returned to “white man’s rule.” Students analyze the efforts made during Reconstruction and think critically about what might have been done differently.

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator.

History Alive!Civil War and Reconstruction: Chapters 9, 10 and 11

DBQ ProjectDBQ: The Battle of Gettysburg: Why was it a turning point?DBQ: North or South: Who killed Reconstruction?

NBC Learn Causes of the Civil War ResourcesNBC Learn War ResourcesNBC Learn Results of War ResourcesNBC Learn Civil War Collection

NBC Learn Civil War CollectionNBC Learn Reconstruction Collection

Stanford History Education Group: https://sheg.stanford.edu/

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5) Learning Goal (3) Exceeding (4)

Chronology and Consequence

Basic knowledge such as:causes of the Civil War, the Emancipation Proc., Reconstruction, Plessy, Freedman’s Bureau, Black CodesLeaders: Abraham Lincoln, Robert E. Lee, Ulysses GrantVocabulary: popular sovereignty, sectionalism, Reconstruction, 13th, 14th and 15th amendments, segregation

Identify and explain two events leading to the Civil War.

Make a t-chart to show the advantages and disadvantages of the North and South.

Identify and describe two effects of the Civil War.

Make a timeline to show the events of Reconstruction.

Explain key events leading to the Civil War.

Describe the advantages and disadvantages of the North and South.

Describe the effects of the Civil War.

Summarize the success and/or failure of Reconstruction.

Was the Civil War inevitable?

Take a position and support it using historical evidence.

Source AnalysisDetermines the main idea. Uses evidence from a source to

accurately determine the main idea. Analysis must address either historical context or author’s point of view.

Cite evidence from a source to accurately determine the main idea. Analysis must address: historical context and author’s point of view.

In addition to meeting the level 3 expectation, the response includes the use of extended, content-specific vocabulary, connections to history or modern-day concepts.

Writing Arguments

A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas.

-Introduce a claim and distinguish the claim from opposing claims.-Organize claim(s) and evidence (chronologically, thematically, etc.).-Develop claim(s) with reasoning, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

-Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) (chronologically, thematically).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.-Provides an analysis of evidence and support for claim.

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Unit 4: Migrations and Industry Change America

Essential Question and Pacing

How were Americans affected by the transformation from a rural to an urban society? 3 weeks

Enduring Understandings Suggested Texts and ResourcesStudents explore the theme of change over time in this unit to explore the migration of settlers West, relations with different groups of Native Americans, industrialization, mass immigration, and the creation of a labor movement. Settlement of the West in the mid and late 1800s brought opportunities for some Americans. This migration also sparked conflict and tragedy as settlers invaded Native American homelands.

Innovations in technology and business boosted American industry in the late 1800s. Large steel, oil, and railroad corporations dominated the economy, with little governmental control. Industrial expansion produced greater access to goods and services, and it improved standards of living for some Americans, but certainly not all. Factory owners often treated their workers poorly, imposing low wages, long hours, and poor working conditions. Many workers joined labor unions to fight for better treatment and the raise their standard of living. But hostility between labor unions and employers sometimes led to violence.

At the same time, large numbers of immigrants came to the U.S. Most emigrated from Europe, but many also arrived from Asia and other parts of North America. They all saw the United States as a land of opportunity but they faced many challenges entering the United States, learning American culture, and facing threats from nativists. Americans faced social, political, and environmental problems at the turn of the century as a result of rapid changes in the U.S.

History Alive!Growing Pains and Gains: Chapters 12, 13, 14, and 15Progressivism: Chapters 16, 17 and 18

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator

History Alive!Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16

NBC Learn Unit 4 Western Frontier ResourcesNBC Learn Western Development CollectionNBC Learn Unit 4 Industrialization ResourcesNBC Learn Industrial America Late 1800s CollectionNBC Learn Unit 4 Immigration and Gilded AgeNBC Learn Urban Society Late 1800s Collection

Stanford History Education Group: https://sheg.stanford.edu/Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5)

Learning Goal (3) Exceeding (4)

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Unit 5: Imperialism and World War I

Essential Question and Pacing

What pushed America toward imperialism and into World War I? 4 weeks

Enduring Understandings Suggested Texts and ResourcesIn this unit, students briefly revisit two topics deeply addressed in the 9th grade course: 20th Century World History. Students explore these themes from the American perspective.

During the 1800s, U.S. foreign policy was guided by two goals. The first was to keep the United States free of foreign alliances and out of foreign conflicts (isolationism) and the second was to expand the United States across the North American continent (imperialism).

As a result of imperialist actions and the Spanish-American war, the United States became a world power with overseas territories. In the eyes of many, the United States had become an imperialist nation.

The outbreak of war in Europe had many underlying causes including militarism, alliances, and nationalism – the United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies. During the war, the federal government worked to mobilize the country for war. Tensions existed as the need for unity was weighed against the rights of Americans to express their opposition to the war.

History Alive!Imperialism: Chapters 19, 20 and 21World War I: Chapters 22, 23, 24, and 25

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator

DBQ ProjectDBQ: Should the United States have annexed the Philippines?

World War I Primary Documents: http://wwi.lib.byu.edu/index.php/Main_Page

NBC Learn World War I ResourcesNBC Learn Progressivism Resources

Stanford History Education Group: https://sheg.stanford.edu/

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5) Learning Goal (3) Exceeding (4)

Chronology and

Consequence – Imperialism

Vocabulary: imperialism, protectorate, annexation, self-determination

Concepts/Events:American imperialism in the Pacific, USS Maine, the Spanish-American War

Describe a cause and an effect of American imperialism.

Describe the motivating factors and effects in American imperialism.

Determine whether or not U.S. imperialism and involvement in WW1 was necessary for the protection of the nation.

Chronology and

Consequence – World War I

Vocabulary: isolationism, neutrality, convoy system, propaganda, civil liberties, armistice, progressive

Concepts/Events: causes for U.S. involvement in World War I, Zimmerman Note, American home front, effects of World War I, Wilson’s 14 Points

Explain two reasons for U.S. entry into World War I.

Summarize the impact of war on the home front (choose a topic of interest: women, minorities, civil liberties).

Explain, with examples, the reasons for U.S. entry into World War I.

Summarize the impact of war on the home front (women, minorities, civil liberties).

Determine whether or not U.S. imperialism and involvement in WW1 was necessary for the protection of the nation.

Analyzing Multiple

Sources (DBQ)

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Uses at least two documents on the same topic to take a stand on an issue (thesis). Uses evidence from two or more sources to support the position (claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

In addition to meeting the level 3 expectation, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim).

Writing Arguments

A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas.

-Introduce a claim and distinguish the claim from opposing claims.-Organize claim(s) and evidence (chronologically, thematically, etc.).-Develop claim(s) with reasoning, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

-Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) (chronologically, thematically).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.-Provides an analysis of evidence and support for claim.

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Unit 6: Boom and Bust

Essential Question and Pacing

How did the boom of the 1920s and the bust of the 1930s lead to permanent changes in America? 4 weeks

Enduring Understandings Suggested Texts and ResourcesThe ideas of “boom” and “bust” drive the learning in this unit centered on life in the 1920s followed by the Great Depression.

The elections of 1920 launched a decade-long Republican era in national politics. During that time, Harding, Coolidge, and Hoover worked to return the nation to “normalcy” after the war. New ideas brought change to American popular culture in the Roaring Twenties. Most of these changes occurred in urban areas, while rural areas stayed quite traditional. In cities, creative energy of writers, artists, filmmakers, and musicians, as well as innovations by businesspeople and inventors, all contributed to new directions in American life.

However, the United States became a deeply divided nation during the 1920s. Tensions arose between traditionalists, with their deep respect for long-held cultural and religious values, and modernists, who embraced new ideas, styles, and social trends.

The Great Depression was triggered by the stock market crash of 1929, but many other causes contributed to what became the worst economic crisis in U.S. history. Americans were anything but united in their responses to the Great Depression.

History Alive!Progressivism: Chapters 16, 17 and 18The Twenties: Chapters 26, 27, 28 and 29The Great Depression and the New Deal: Chapters 30, 31, 32 and 33

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator

Documents“I Too, Sing America” Langston Hughes; Stock Market Crash Newspaper HeadlinePhoto: Dorthea Lange; FDR Inaugural Speech; “Share Our Wealth” Huey Long; WPA Creations

DBQ: Progressivism: Where will you put your million dollars?DBQ: Prohibition: Why did American change its mind?DBQ: What caused the Dust Bowl?

NBC Learn The New Era 1920s CollectionNBC Learn Great Depression and New Deal Collection

Stanford History Education Group: https://sheg.stanford.edu/Learn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5)

Learning Goal (3) Exceeding (4)

Historical Change –

1920s

Basic knowledge such as:1920s: innovations, prohibition, Harlem Renaissance, Black Tuesday, Great Depression (causes), conservative politicsLeaders: Presidents Harding, Coolidge, HooverVocabulary: free enterprise system, popular culture, credit, buying on margin, speculation, consumerism, stock market crash

Identify characteristics of conservative politics of the 1920s.

Describe life in the 1920’s including topics like consumerism, innovations, and popular culture.

List and explain at least two causes of the Great Depression.

Explain, with examples, the conservative politics of the 1920s.

Describe life in the 1920’s including topics like consumerism, innovations, and popular culture.

Discuss the causes of the Great Depression.

Predict if the Great Depression would have happened to the same degree if FDR would have been elected instead of Hoover in 1928.

Historical Change –

1930s

Basic knowledge such as:1930s: the Dust Bowl, the 3-Rs (relief, recovery, reform), goals of the New Deal, Great Depression (effects)Leaders: Presidents Hoover and FDRVocabulary: public assistance, welfare state, deficit spending

Describe an impact of the Great Depression on American life.

List important pieces of FDR’s New Deal.

Describe the impacts of the Great Depression on American life.

Evaluate the impact of FDR’s New Deal.

Analyze the political, social, and economic effect of FDR and the New Deal as compared to the conservative politics of the 1920s. Use examples to support your position.

Analyzing Multiple

Sources (DBQ)

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Uses at least two documents on the same topic to take a stand on an issue (thesis). Uses evidence from two or more sources to support the position (claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

In addition to meeting the level 3 expectation, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint.

Writing Arguments

See scale provided in Unit 5 See scale provided in Unit 5 See scale provided in Unit 5 See scale provided in Unit 5

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Unit 7: World War II and the Cold War

Essential Question and Pacing

How did America move from economic ruin to a world super power? 5 weeks

Enduring Understandings Suggested Texts and ResourcesIn this unit, students revisit two topics deeply addressed in the 9th grade course: 20th Century World History. However, in this course, students explore World War II and the Cold War from the American perspective.

In 1941, The United States entered World War II as one of the Allied powers. The war had a great impact on Americans. Some aided the war effort by joining the armed forces, while others stayed home to produce military equipment and supplies. Many tended victory gardens, recycled goods, and used ration coupons. Minority groups continued to struggle for equality. The war lasted until 1945 and the U.S. played a major role in both fronts – Europe and the Pacific. At the end of the war, the U.S. vowed not to repeat the mistakes of World War I. With the other Allies, it worked to establish ways of avoiding future conflicts and dealing with war crimes. At home, Congress passed legislation to help returning veterans rejoin postwar society. Unfortunately the benefits of the GI Bill of Rights were only fully realized by White Americans, while minorities returned from war to face continued segregation and inequalities.

In the postwar period, clear differences emerged between the U.S. and the Soviet Union. During the Cold War, the superpower conflict that began in Europe, expanded to China and other parts of the world, influencing life at home in dramatic ways.

History Alive!World War II: Chapters 34, 35, 36, and 37The Early Cold War: Chapters 38, 39, and 40

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinator

DBQ ProjectDBQ: Why did Japan attack Pearl Harbor?DBQ: The Geography of the Cold War: What was Containment?

NBC Learn U7 World War II ResourcesNBC Learn The Second World War CollectionNBC Learn Beginning of the Cold War Collection

Stanford History Education Group: https://sheg.stanford.edu/

Heartland AEA ResourcesLearn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5) Learning Goal (3) Exceeding (4)

Historical Analysis –

WWII

Concepts: Axis vs. Allied Powers, European theater, Pacific theater; Pearl Harbor, Japanese internment, atomic bombVocabulary: neutrality, militarismLeaders: Hitler, Stalin, Churchill, FDR, TrumanGen. Eisenhower, Gen. MacArthurEconomic Impacts: US militarism, life on the home front, GI Bill

Identify and explain an event led the U.S. towards militarism.

Describe life at “home” during World War 2. Choose a group of interest such as women, young men, Japanese Americans, African Americans, etc.

List the strategies used by the Allies in Europe and in the Pacific.

Explain, with examples, the conservative politics of the 1920s.

Describe life in the 1920’s including topics like consumerism, innovations, and popular culture.

Discuss the causes of the Great Depression.

Evaluate whether or not the United States should be praised or criticized for the military strategies or actions it pursued during World War II.

Historical Analysis – Cold War

Concepts: Cold War, Korean conflict, McCarthyism Leaders: Stalin, Truman, Gen. MacArthurVocabulary: containment, communism, democracy

Explain how a fear of communism influenced Americans during the Cold War.

Describe the impacts of the Great Depression on American life.

Evaluate the impact of FDR’s New Deal.

Evaluate how a fear of communism affected life in the United States.

Analyzing Multiple

Sources (DBQ)

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Uses at least two documents on the same topic to take a stand on an issue (thesis). Uses evidence from two or more sources to support the position (claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

In addition to meeting the level 3 expectation, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim).

Writing Arguments

A level 2 writing sample fails to meet the level 3 standard in one or more areas: -Introduction -Organization -Use of evidence -Conclusion*A level 1.5 writing sample fails to meet the level 3 standard in two areas.

-Introduce a claim and distinguish the claim from opposing claims.-Organize claim(s) and evidence (chronologically, thematically, etc.).-Develop claim(s) with reasoning, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

-Introduce a knowledgeable claim, establish the significance of the claim, and distinguish the claim from opposing claims.-Organize claim(s) (chronologically, thematically).-Develop claim(s) with logical reasoning, accurate data, evidence, and examples; -Provide a concluding statement (a sentence or a paragraph).

In addition to meeting the level 3 expectation, the writing: -Establishes the significance of the claim using prior knowledge and a deep understanding of multiple perspectives.-Develops claim(s) with logical reasoning, an abundance of data, evidence, and examples.-Provides an analysis of evidence and support for claim.

14

Unit 8: Era of Social Change

Essential Question and Pacing

How did America go from conformity to rebellion? 5 weeks

Enduring Understandings Suggested Texts and ResourcesThe driving question of this unit, “How did America go from conformity to rebellion?” shapes our understanding of America’s changes from the 1950s to the 1970s.

In the 1950s, it seemed as though it was a time of prosperity for the United States. The economy boomed and millions of working-class families became affluent enough to move up to the middle class. Popular culture was a powerful force and the advent of new technologies and television increased the spread of this American culture. However, millions of “socially invisible” Americans lived in poverty.

Segregation remained widespread in the U.S. after the war, especially in the South. There were also signs of change – desegregation in sports and the military. Civil rights organization were growing stronger and the landmark court case Brown v. Board heralded the beginning of the modern civil rights movement. The movement inspired many Americans to stand up for their rights such as women, Latinos, American Indians, Asian Americans, gay Americans, disabled Americans, etc.

The Vietnam conflict also played a role in the nation’s transition from conformity to rebellion. Initial support for American intervention waned over time, leading to a frustrated, cynical public.

History Alive!The Fifties: Chapters 41 and 42The Civil Rights Movement: Chapters 43, 44, 45, and 46The Sixties: Chapters 47, 48, and 49The Vietnam War: Chapters 50, 51 and 52

Access to Teacher Materials: www.teachtci.com Click Teacher LoginUsername: DMPS email address Password: school nameIf you need assistance, please reach out to your curriculum coordinatorDBQ ProjectDBQ: What made Cesar Chavez an effective leader?

NBC Learn Unit 8 Civil Rights ResourcesNBC Learn Unit 8 1968 ResourcesNBC Learn Unit 8 Social MovementsNBC Learn Unit 8 Vietnam Resources

Stanford History Education Group: https://sheg.stanford.edu/Learn 360 http://www.learn360.com/index.aspxNetTrekker http://school.nettrekker.comNewsela http://newsela.com/Link to DMPS US History Weebly: http://socialstudies.dmschools.org/us-history.html

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Scales

Topic Foundational Knowledge & Skills (2)

Scaffolded Learning Goal (2.5) Learning Goal (3) Exceeding (4)

Historical Change –

Social/Cultural

Vocabulary: nonviolent resistance, militancy, Civil Rights ActLeaders/Groups: Eisenhower, Kennedy, Johnson, Nixon, MLK, Malcolm X, SNCC, SCLC, Black Panther Party, Cesar Chavez Concepts: baby boom, space race, technology, civil rights movement (Brown v. Board, Birmingham), social movements (counterculture, women’s rights, Chicano, gay rights)

Explain one way in which life changed in postwar America.

Make a timeline to trace the changes in the Civil Rights Movement from nonviolent resistance to militancy.

Choose one social movement and describe its goals, leader(s), and ultimate impact on American society.

Explain, with examples, the ways in which life changed in postwar America.

Analyze the evolution of the Civil Rights Movement from nonviolent resistance to militancy.

Choose one social movement and describe its goals, leader(s), and ultimate impact on American society.

Analyze the ways America transitioned from conformity (1950s) to rebellion (1970s)?

Historical Change - Political

Vocabulary: containment, domino theory, hawks and doves, guerilla warfarePresidents: Eisenhower, Kennedy, Johnson, NixonConcepts: Vietnam, Gulf of Tonkin, Vietnamization

Define the foreign policy of containment. Explain why it was used in Vietnam.

Identify different perspectives on the conflict in Vietnam (hawks vs doves).

Trace how containment led to US involvement in Vietnam from the 1950s to our exit in 1975.

Describe the different perspectives on the conflict in Vietnam.

Analyze the ways America transitioned from conformity (1950s) to rebellion (1970s)?

Analyzing Multiple

Sources (DBQ)

Attempts to use more than one document on the same topic to take a stand on an issue (thesis). Evidence used from the sources to explain and support the position (claim) may have some misconceptions or inaccuracies.

Uses at least two documents on the same topic to take a stand on an issue (thesis). Uses evidence from two or more sources to support the position (claim).

Uses at least three documents on the same topic to take a stand on an issue (thesis). Accurately uses evidence from three or more sources to explain and support the position (claim).

In addition to meeting the level 3 expectation, the response includes prior knowledge or outside information to enhance the position and recognizes and responds to the opposing viewpoint (counter claim).

Writing Arguments

See scale provided in Unit 7. See scale provided in Unit 7. See scale provided in Unit 7. See scale provided in Unit 7.

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