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U.S. HISTORY II

Unit 4

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Course Description

United States History II is a full-year course designed to provide students with content, practical knowledge of U.S. history, practice in critical

thinking activities, and experience in effective writing techniques that will better prepare them for their future educational areas.

Concepts and ideas such as examining and evaluating the desire to match European imperial expansion, progressivism, war, various economic

and political systems such as capitalism, communism and socialism, democracy and others will be discussed and studied in depth. Students will

be expected to synthesize and evaluate such information, as well as consider the development and impact of economics, technology, geography,

and human rights on US history. As well, the course will explore United States foreign policy and students will develop personal conclusions

and formulate policy statements. In doing so, students will make connections between the past and present and learn to make informed decisions

as productive citizens in local, national, and global communities.

Students will enhance their critical thinking, analyzing and synthesizing skills often through document analysis along with document based

question (DBQs) and open answer essay writing. Additionally, the use of maps, charts, timelines and other visual aids will be utilized and skills

such as creating power points and outlining and essay writing will be developed.

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Pacing Chart

Unit Topic Duration

Unit 1 A Changing America 7 Weeks

Unit 2 Boom and Bust: The roaring twenties, Great

Depression and New Deal

7 Weeks

Unit 3 The World at War: World War II 7 Weeks

Unit 4 Post-war United States 7 Weeks

Unit 5 Modern History- Vietnam War and Civil

Rights through topics facing the world today

8 Weeks

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.12.A.1, 8.1.12.A.3, 8.1.12.A.4, 8.1.12.E.1

• Technology Operations and Concepts

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example of use within the unit:

Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed.

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Example of use within the unit:

Create database/interactive map, which discusses the religious and ethnic makeup of the modern nations of the empires discussed.

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other

cultures about a current event or contemporary figure.

Example of use within the unit: Travel Blog: Create a travel blog using Tumblr. Students will address social, political, cultural, economic,

and interactions in each empire.

• Research and Information Literacy

Produce a position statement about a real-world problem by developing a systematic plan of investigation with peers and experts

synthesizing information from multiple sources.

Example of use within the unit: Students will research US Period specific events in order to analyze Historical significance of the issu

and write a paper detailing their position on the chosen topic.

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Career Readiness, Life Literacies and Key Skills

Standards

CRP1, CRP2, CRP4, CRP6

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and

the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that

contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the

minimum expectation and in participating in activities that serve the greater good.

Example of use within the Unit: Students are to pretend that they are the lawyer for Julius and Ethel Rosenberg. You must write a

defense argument for the two accused people.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more

productive. They make connections between abstract concepts with real-world applications, and they make correct insights about whenit

is appropriate to apply the use of an academic skill in a workplace situation

Example of use within the Unit: Students will view and analyze graphs and data from the Korean War. Afterwards they will answer

questions that accompany.http://cicerosystems.com/history/unit/cold-war/content/1955/4095

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual

methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are

excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate

ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

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Example of use within the Unit: Students will create a presentation explaining one country in Historically Correct Period. Students will

conduct research on the country and be able to clearly state the country's history and long-term goals.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a

useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to

issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and

ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand

how to bring innovation to an organization.

Example of use within the Unit Students will research not only the President’s cabinet but also the White House staff. Who are the

most important people employed at the White House.

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

✔ Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Awareness:

• Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings

about performance

• Check for emotional wellbeing

• Facilitate understanding of student

strengths and challenges

Teachers provide and review syllabi which

outline and review classroom rules, routines,

and procedures. Consequences for

inappropriate behavior are discussed with

the students. Students are considered

stakeholders in the creation of classroom

rules, routines, and procedures. The teacher

and students design a framework to

maximize student learning time. For

example, teachers provide and review

rubrics for Accountable Talk and dialectical

journals. The students work collaboratively

to develop a classroom environment which

supports self-regulation and a responsibility

for staying on task.

Self-Awareness

✔ Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Management:

• Encourage students to take

pride/ownership in work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

Where Have You Gone Charming Billy is a

short story focusing on the horrors of war as

internal/external conflicts including, person

vs. self, person vs. society, etc. In Where

Have You Gone Charming Billy, the main

character is Private First Class Paul Berlin.

The story takes place during the Vietnam

War. It is Paul’s first day, and he is having

an extremely hard time fighting anxiety and

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Assist students with managing their own

emotional states

fear. One soldier in his platoon has already

died from a heart attack. The teacher can

ask students how they would handle a

situation with overwhelmed anxiety and

fear. Additionally, the students can be

asked to put themselves into the character of

any one of the soldiers in the story and

reflect on the emotional state of the

character. Teachers can encourage students

to be cognizant of their own feelings when

faced with difficult situations and develop

strategies for self-management.

Self-Awareness

Self-Management

✔ Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Social-

Awareness:

• Encourage students to reflect on the

perspective of others

• Assign appropriate groups

• Help students to think about social

strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

Everyday Use can be used to teach

students about the importance of

traditions, history, and culture.

In Everyday Use by Alice Walker, the

tradition/custom is mostly represented

through practically objects that have been

passed down in the narrator’s family for

generations. The conflict concerns

competing ideas about what tradition or

heritage even means. Students can examine

their own traditions, history, and culture.

Self-Awareness

Self-Management

Example practices that address

Relationship Skills:

When discussing the required texts, students

will participate in Accountable Talk

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

Social-Awareness

✔ Relationship Skills

Responsible Decision-Making

• Engage families and community members

• Model effective questioning and

responding to students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication

skills

• Demonstrate value for a diversity of

opinions

discussion that will help develop their

communication skills. Within their

discussion’s students will model and

promote respecting differing opinions and

viewpoints from their classmates.

Additionally, using IFL routines and

procedures, students will model effective

questioning techniques and respond

appropriately to their peers.

Teachers can refer to Everyday Use, by

Alice Walker, when teaching students how

to build relationships with others.

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address

Responsible Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict

resolution process

• Foster student independence

• Model fair and appropriate decision

making

• Teach good citizenship

Teachers will foster student leadership

within classrooms and or the school

community by providing opportunities for

student independence. Students will be

responsible for their behavior as well as their

peers. For example, IFL best practices

requires teachers and students to establish

classroom norms and values when a

participation in classroom activities such

gallery walks, turn and talks, etc.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

• Leveled Text

• Chunking text

• Choice Board

• Socratic Seminar

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Tiered learning stations

• Tiered questions

• Data driven student partnerships

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

● Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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New Jersey Student Learning Standards 9-12

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global

communities.

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.

Geography, People, and the Environment

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

War II period.

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.

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.b: Assess the impact of agricultural innovation on the world economy.

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.

6.1.12.C.13.b: Evaluate the effectiveness of economic policies that sought to combat post-World War II inflation.

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.

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History, Culture, and Perspectives:

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

Middle East.

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.13.d: Determine the extent to which suburban living and television supported conformity and stereotyping during this time period,

while new music, art, and literature acted as catalysts for the counterculture movement.

ELA Companion Standards

Key Ideas and Details

ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features

as the date and origin of the information.

ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of

how key events or ideas develop over the course of the text.

ELA-LITERACY.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or

simply preceded them.

Craft and Structure

ELA-LITERACY.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing

political, social, or economic aspects of history/social science.

ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including

which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

ELA-LITERACY.RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or

digital text.

Text Type and Purposes

ELA-LITERACY.WHST.9-10.1: Write arguments focused on discipline-specific content.

ELA-LITERACY.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

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experiments, or technical processes.

Production and Distribution of Writing

ELA-LITERACY.WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience.

ELA-LITERACY.WHST.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.

ELA-LITERACY.WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing

products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

ELA-LITERACY.WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

ELA-LITERACY.WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain

the flow of ideas, avoiding plagiarism and following a standard format for citation.

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Grade: 11

Unit: IV

Topic: Post-war United States: This unit focuses on the

United States after the conclusion of World War II.

NJSLS: 6.1.12.D.12.c; 6.1.12.D.12.b, 6.1.12.D.12.a, 6.1.12.C.12.d, 6.1.12.C.12.c, 6.1.12.C.12.b, 6.1.12.C.12.a, 6.1.12.B.12.a

6.1.12.A.12.b; 6.1.12.A.12.a

ELA Companion Standards: RH.9-10.1; RH.9-10.2, RH.9-10.3, RH.9-10.4, RH.9-10.6, RH.9-10.7, WHST.9-10.1, WHST.9-10.2,

WHST.9-10.4, WHST.9-10.5, WHST.9-10.6, WHST.9-10.7, WHST.9-10.8

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Discuss the economic,

social, and cultural changes

that occurred in postwar

America

Standards:

6.1.12.C.12.c

6.1.12.C.12.b

6.1.12.C.12.d

6.1.12.B.13.a

6.1.12.C.13.b;

6.1.12.C.13.c;

6.1.12.C.13.d;

6.1.12.D.13.e

WHST.9-10.1; WHST.9-

10.2; WHST.9-10.7;

What economic challenges

did America face after the

war?

What caused the economy to

recover so rapidly?

What civil rights issues were

there after World War II?

How did changes in business

affect the workers?

What was the suburban

lifestyle of the 1950’s?

Entertainment Activity:

Students will view a variety

of different television

shows/movies from the post

war years. After watching

these examples from the

time period students will

write about and discuss the

idea of the American dream

and American family.

Researching an American

Pastime Students will

research and write an essay

that discusses the history of

African Americans in

baseball before integration

American Cultural

History:

http://kclibrary.lonestar.edu/

decade50.html

America’s Story

http://www.americaslibrary.

gov/jb/index.php

Digital History

http://www.digitalhistory.uh

.edu/era.cfm?eraID=16

Library of Congress

http://www.loc.gov/teachers

/classroommaterials/present

ationsandactivities/presentat

Media Literacy: Students

will be using different

technology to observe

different shows/movies from

the time period.

Standard: 8.18A.1

ELA: Reinforce writing

skills by constructing and

editing writing tasks, both

their own and their

classmates.

Standard: WHST.9-10.2 a

ELA: Reinforce skills of

reading and interpreting

informational text and

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

WHST.9-10.8; RH.9-10.1;

RH.9-10.2;

What were the causes and

effects of the automobile

boom?

What caused the increase in

consumerism in the 1950’s?

What types of entertainment

was available for people in

the 1950’s?

happened.

The Baby Boom: Students

will research data on

birthrates in America in the

post-World War II years and

will create graphs based on

the data that they find.

ions/timeline/postwar/

responding to questions

about their reading.

Standard: WHST.9-10.2 a

Technology: Students will

be using the computer to

research information about

birthrates and African

Americans in baseball.

Standard: 8.18A.1

Evaluate the origins of the

Cold War.

Standards:

6.1.12.A.12.a

6.1.12.B.12.a

6.1.12.D.12.c

RH.9-10.1; RH.9-10.2;

RH.9-10.4; RH.9-10.6;

WHST.9-10.1; WHST.9-

10.2; WHST.9-10.7;

WHST.9-10.8

What caused suspicions

between the United States

and the Soviet Union during

World War II?

What happened at the

Potsdam Conference?

What was the essence of the

disagreement between the

United States and the Soviet

Union in Europe?

How were the U.S. and

Soviet Union different?

What was the Truman

Doctrine?

What was the Marshall

Plan?

Comparison Chart:

Students will create

comparison charts that detail

the differences between the

United States and the Soviet

Union.

Create Timeline: Students

will create either a digital or

handmade timelines that

detail the events leading up

to the Cold War. Students

will document important

events from the conclusion

of World War II to the end

of the Cold War.

Create a News Report:

Students will create a news

report about the Berlin

Airlift. They will be

researching about the event

Edsitement:

http://edsitement.neh.gov/cu

rriculum-unit/origins-cold-

war-1945-1949

Origins of the Cold War

http://www.authentichistory.

com/1946-1960/1-

cworigins/

Digital History

http://www.digitalhistory.uh

.edu/disp_textbook.cfm?smt

ID=11&psid=3828

ABC CLIO

http://www.historyandthehe

adlines.abc-

Technology/Fine Arts:

Students will be creating

timelines either digitally or

with art supplies.

Standard: 8.18A.1

ELA: Reinforce writing

skills by constructing and

editing writing tasks, both

their own and their

classmates.

Standard: WHST.9-10.2 a

ELA: Reinforce skills of

reading and interpreting

informational text and

responding to questions

about their reading.

Standard: WHST.9-10.2 a

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

What caused Stalin to close

access to Berlin?

How did supplies get to

West Berlin?

Why was NATO formed?

and need to include

“interviews” from

eyewitness observers.

clio.com/ContentPages/Cont

entPage.aspx?entryId=1145

179&currentSection=11302

24&productid=3

Discuss growth of

communism throughout the

world and how that led to

the Korean War.

Standards:

6.1.12.A.12.b

RH.9-10.1; RH.9-10.2;

RH.9-10.4; RH.9-10.7;

WHST.9-10.1; WHST.9-

10.2;

What led to the renewed

civil war in China?

What was the outcome of the

civil war in China?

How did the outcome affect

American politics?

How did Korea become two

countries?

How did the Korean War

start?

Why did the U.S. go to the

aid of South Korea?

What brought China into the

war?

How did the Korean War

end?

Cicero: Graph Activity

Students will view and

analyze graphs and data

from the Korean War.

Afterwards they will answer

questions that accompany.

http://cicerosystems.com/hist

ory/unit/cold-

war/content/1955/4095

SAS Curriculum

Pathways: The Korean

War Students will be using

the computer and internet to

complete the activity that

timelines the United States

Cicero: Graph Activity

http://cicerosystems.com/his

tory/unit/cold-

war/content/1955/4095

Library of Congress

http://www.loc.gov/vets/stor

ies/ex-war-korea.html

The Korean War

http://web.archive.org/web/

20130218120916id_/http://

www.rt66.com/~korteng/Sm

allArms/history.htm

Khan Academy

https://www.khanacademy.o

rg/embed_video?v=MEGyR

gYJKEY

Math: Students will be

analyzing graphs and

different types of data.

Standard: S-ID

Technology: Use of

computer and internet

complete interactive activity.

Standard: 8.18A.1

ELA: Reinforce writing

skills by constructing and

editing writing tasks, both

their own and their

classmates.

Standard: WHST.9-10.2 a

ELA: Reinforce skills of

reading and interpreting

informational text and

responding to questions

about their reading.

Standard: WHST.9-10.2 a

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

involvement in the Korean

War.

https://www.sascurriculump

athways.com/portal/Launch?

id=209

Analyze the impact of the

Cold War on the United

States.

Standards:

6.1.12.C.12.a

6.1.12.D.12.b

RH.9-10.1; RH.9-10.2;

RH.9-10.4; WHST.9-10.1;

WHST.9-10.2; WHST.9-

10.7; WHST.9-10.8

Why were Americans

worried about the security of

the U.S.?

What was the Loyalty

Review Board?

What did the House Un-

American Activities

Committee do?

Who were the Hollywood

10?

Who were Julius and Ethel

Rosenberg?

What was McCarthyism?

What was the policy of

brinkmanship?

What was the impact of

Sputnik?

Interview McCarthy:

Students will pretend that

they are journalists writing

for a local newspaper. They

will be creating interview

questions that they would

ask McCarthy and write

responses to those questions.

Creation of Propaganda

Students will create

propaganda posters that

capture the sentiments

during the witch-hunts led

by McCarthy.

Create a Defense: Students

are to pretend that they are

the lawyer for Julius and

Ethel Rosenberg. You must

write a defense argument for

the two accused people.

Origins of the Cold War

http://americanhistory.si.edu

/subs/history/timeline/origin

s/american_society.html

US History:

http://countrystudies.us/unit

ed-states/history-113.htm

Cold War Home Front

http://www.authentichistory.

com/1946-1960/4-

cwhomefront/1-

mccarthyism/

ELA: Reinforce writing

skills by constructing and

editing writing tasks, both

their own and their

classmates.

Standard: WHST.9-10.2 a

ELA: Reinforce skills of

reading and interpreting

informational text and

responding to questions

about their reading.

Standard: WHST.9-10.2 a

Fine Arts: Students will be

using art supplies to create

propaganda posters.

Standard: 1.1.12.D.1

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Explain the achievements

and challenges of the

Kennedy and Johnson

administration

Standards:

6.1.12.D.12.a

6.1.12.A.12.a

RH.9-10.1; RH.9-10.2;

RH.9-10.4; WHST.9-10.1;

WHST.9-10.2; WHST.9-

10.7; WHST.9-10.8

What issues helped Kennedy

win in 1960?

What was the policy of

flexible response?

What happened in the Cuban

missile crisis?

Why was the Berlin Wall

built?

What was the New Frontier?

What were people’s

reactions to Kennedy’s

assassination?

What was the path that led

Johnson to the White

House?

What were the components

of the Great Society?

What was the impact of the

Great Society?

Researching the staff of the

President Students will

research not only the

President’s cabinet but also

the White House staff. Who

are the most important

people employed at the

White House.

Essay: Students will

compose essay that discusses

what was the impact of the

Great Society. This will be

workshopped in class.

Whitehouse.gov

http://www.whitehouse.gov/

about/presidents/johnfkenne

dy

John F. Kennedy

Presidential Library and

Museum

http://www.jfklibrary.org/

Lyndon Johnson and the

Great Society

http://countrystudies.us/unit

ed-states/history-121.htm

PBS: LBJ

http://www.pbs.org/wgbh/a

mericanexperience/features/

introduction/lbj-

introduction/

Technology: Students will

be using the computer to

research information about

both the President’s cabinet

and the White House staff.

Standard: 8.18A.1

ELA: Reinforce writing

skills by constructing and

editing writing tasks, both

their own and their

classmates.

Standard: WHST.9-10.2 a

ELA: Reinforce skills of

reading and interpreting

informational text and

responding to questions

about their reading.

Standard: WHST.9-10.2 a

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Vocabulary United Nation satellite nation containment

iron curtain Cold War Truman Doctrine

Marshall Plan Berlin airlift NATO

Chiang Kai-shek Mao Zedong 38th parallel

Korean War HUAC Hollywood Ten

blacklist Ethel and Julius Rosenberg Joseph McCarthy

McCarthyism H-bomb brinkmanship

CIA Nikita Khrushchev GI Bill of Rights

suburb conglomerate franchise

baby boom consumerism planned obsolescence

FCC rock ‘n’ roll urban renewal

flexible response Fidel Castro Berlin Wall

New Frontier Peace Corps Warren Commission

Great Society

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Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource Slavery in Chesapeake Bay Students will examine slavery in the

Chesapeake Bay area and how it may

have differed from slavery in other

regions. Students will also examine

slavery during the War of 1812 and

British promises of freedom. Students

will create a chart of slave plantations in

the Chesapeake Bay Area in 1812 and

compare their findings to their

classmates. Students will write a short

paper on the economic impact of slavery

in the Chesapeake Bay.

https://www.chesapeakebay.net/discover/history/

african_americans_in_the_chesapeake_region

Jackie Robinson Students will explore the life and

accomplishments of Jackie Robinson.

Students will research the life of Jackie

Robinson and then write a short play

based on his challenges and

accomplishments. Students will present

their play either to their class or school.

https://nj.pbslearningmedia.org/collection/ken-burns-jackie-

robinson/

African-American Inventors Students will research African-American

inventors and their impact on the world.

Students will choose one African-

American inventor about whom they will

create a tri-board presentation. Students

will represent the inventor’s education,

https://kidworldcitizen.org/african-american-inventors-for-

kids/

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early life, and inventions, then discuss

his or her impact on the country and

world.

WEB Du Bois and the NAACP Students will examine the life of WEB

Du Bois and the founding of the

NAACP. Students will explore the

motivations for WEB Du Bois’s

extensive education and his reasons for

founding the NAACP. Students will

create a graphic organizer based on their

research for other students to follow.

http://www.loc.gov/rr/program/bib/dubois/

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Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of

the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units

contain the following topics:

1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)

2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era

3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern

America (1901-1920)

4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and

Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

5. Establishment of a New Nation and Independence to Republic

(1600-1800)

12. America in the Aftermath of Global Conflict, Domestic and

Foreign Challenges, Implications and Consequences in an ERA of

reform. (1946-1970)

6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America

Faces in the 21st Century (1970-Present)

7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:

1. Intro

2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Griot

7. Library

8. Links

9. Rubrics

10. Tools

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Social Contributions of Persons with Disabilities and the LGBTQ Community

In 2019 the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social contributions of persons

with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as

part of the district’s implementation of the New Jersey Student Learning Standards. Throughout this course, the below will be covered.

Topics/People to Study Suggested Activity Resource

• What rights are guaranteed to all

Americans and how have they been

limited in the past?

• What protections are promised to all

Americans and why is this important?

• How is the American legal system able

to adapt to changing cultural norms and

evolve to protect the rights of all

citizens?

• Why is it important to learn about

LGBTQ

• How Does the evolution of LGBTQ

Venn Diagram/Time line of key LGBTQ events

Research paper on an influential member of the

LGBTQ community and their impact.

Create a protest poster with a key issue in the LGBTQ

struggle for equality and fair treatment.

Primary Documents of important events in the

LGBTQ community.

Cause and effect chart showing key events in LGBTQ

community and how it changed society.

Primary Documents of important events in the

LGBTQ community.

Milestones in the LGBTQ struggle

https://www.pbs.org/wgbh/americanexperience/featur

es/stonewall-milestones-american-gay-rights-

movement/LGBTQ Timeline

lesson.https://www.glsen.org/activity/lgbtq-history-

timeline-lesson

Brain Pop: Harvey Milk

https://vimeo.com/366559109

Personal reflection https://www.glsen.org/blog/im-

trans-student-color-supporting-me-means-fighting-

white-supremacy

A student’s research into a Trans Civil War soldier

and how it impacted them.

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rights mirror other social groups?

• How can disenfranchised Americans

change unjust laws?

• What are the negative results of not

treating all humans with dignity and

respect?

• How and why LGBTQ rights became

a flashpoint for H.I.B. legislation in the

state of New Jersey?

• Today, is American a place that has

“liberty and justice for all”?

• To what extent has our founding

documents been successful with

regarding to ensuring equality and

justice? To what extent what they

failed?

• Should our Constitution be amended to

specifically include legal protections

for women? Sexual minorities? Why or

why not?

Analyze a picture : protest pictures, StoneWall

riots,Pride Parade pictures, Mathew Shepard, ect.

Create a club with the goal of building acceptance in

the school and community.

Evaluate the extent to which women, minorities,

individuals with gender preferences, and individuals

with disabilities have met their goals of equality in the

workplace, politics, and society.

https://www.glsen.org/blog/what-happened-when-i-

studied-trans-civil-war-soldier-history-class

Does our government need to continually work at

overseeing justice? Or can it create a precedent where

it can move on and focus on other matters?

Is the United States done “ensuring equality” for

specific groups of Americans?

What does a “perfect America” look like to you?

Describe.

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Students will research marginalized groups

in history or made invisible in some way.

Students will create a display describing the

person/group by way of a poster, poem, display

Equality Puzzle:On a large piece of paper or poster

board, cut out the shape of a puzzle, but ensure that it

fits with two other “pieces” on each side. On each

puzzle piece, have students write what they believe

needs to be present in a society that promotes and

ensures equality for all people.

Goal-Setting:

On a poster board, create a “thermometer” or a scale

that can demonstrate varying levels of progress

toward a goal. Assign students a minority group and

have them fill out benchmarks that would track

progress toward equality with real, historical data and

goals for the future.

Current Events:

Assign students a particular minority group. Have

them research in current news

Examples of marginalized groups in society include

but are not limited to women, native Americans,

People with Disabilities, Laborers, Immigrants,

LGBT community, Minority religious groups.

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DBQ (Required)

Students will complete DBQ from Mini-Q’s in History. The topic of the DBQ for this unit is:

• Berlin, Korea, Cuba: How did the U.S. Contain Communism?

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Unit Project (Optional) Unit Project (Optional)

PowerPoint or Prezi Presentation: Students have to

create a PowerPoint or Prezi presentation about the

Korean war. Students should do research and will

upload their projects to edmodo account.

Skit: Students will create a 2 act play in which they will

depict a topic from this unit. They will work with

partners to research, write and design the play. They

will then preform the play for the class.