Curricular Requirements Page(s)
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- Thematic Learning Objectives
- Secondary Sources The Sixties (excerpts from CNN documentary series) [CR1c] Cluster, Dick. “They Should have Served that Cup of Coffee” [CR1c]
- [CR1b] MLK’s “I Have a Dream Speech” [CR1b] Letter from Vietnam War soldier Marion Lee Kempner to home [CR1b]
- Activities “Reading Like a Historian lesson.” Women in the 1950s. Is the image of the happy 1950s housewife accurate [CR1b]
- [CR1b] “Reading Like a Historian lesson” Montgomery Bus Boycott. Why did the Montgomery Bus Boycott succeed [CR1b]
- [CR1b] “Reading Like a Historian lesson.” Anti-Vietnam. Why did many Americans oppose the Vietnam War [CR1b]
- Period 9 [CR2] (1980-Present)
- Textbook
- [CR1c] Gil, Troy. “The Age of Reagan” Primary Sources
Period 8 [CR2] (1945-1980) After WW II, the U.S. grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. Textbook: American Pageant Chapters: 36-39 [CR1a] Content The Cold war Marshall Plan Korean War Eisenhower admin McCarthyism Desegregation Space race JFK Vietnam Cuba Civil Rights JFK assassination Great Society Nixon 60’s culture China Middle East Watergate Feminism Energy crisis Iran Hostage crisis Vocabulary Collective security Containment Korean conflict Vietnam conflict Détente Decolonization Nationalist movements Nonaligned countries Cold War Oil crisis Military Industrial Complex Liberalism Non-violent protest Desegregation of military Brown v. Bd. of Education Civil Rights Act of 1964 Lyndon Johnson Great Society Private sector Baby boom Suburbanization Sun Belt Conformity Immigration Act of 1965 Counterculture Sexual Revolution Key Concepts 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences. 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses. 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment. Thematic Learning Objectives: (ENV-5) (WOR-3) (WOR-4) (WOR-7) (WOR-8) (ID-3) (ID-6) (ID-7) (ID-8) (POL-2) (POL-5) (POL-3) (POL-7) (WXT-3) (WXT-5) (WXT-8) (CUL-5) (CUL-6) (CUL-7) (PEO-2) (PEO-3) (PEO-7) Secondary Sources The Sixties (excerpts from CNN documentary series) [CR1c] Cluster, Dick. “They Should have Served that Cup of Coffee” [CR1c] The Fog of War (documentary film about Robert McNamara) [CR1c] Primary Sources Brown v Board of Education decision [CR1b]____“Reading_Like_a_Historian_lesson”_Montgomery_Bus_Boycott._Why_did_the_Montgomery_Bus_Boycott_succeed_[CR1b]'>[CR1b]__MLK’s_“I_Have_a_Dream_Speech”_[CR1b]__Letter_from_Vietnam_War_soldier_Marion_Lee_Kempner_to_home_[CR1b]'>[CR1b] JFK’s Inaugural Address [CR1b] MLK’s “I Have a Dream Speech” [CR1b] Letter from Vietnam War soldier Marion Lee Kempner to home [CR1b] LBJ’s televised address to the nation (March 31, 1968) [CR1b] United Farm Workers Poster: “Viva Chavez” [CR1b] Friedan, Betty. The Feminine Mystique excerpts [CR1b] Activities “Reading Like a Historian lesson.” Women in the 1950s. Is the image of the happy 1950s housewife accurate? [CR1b] “Reading Like a Historian lesson.” Civil Rights Act. Was JFK a strong supporter of Civil Rights? [CR1b] “Reading Like a Historian lesson” Montgomery Bus Boycott. Why did the Montgomery Bus Boycott succeed? [CR1b] “Reading Like a Historian lesson.” Great Society. Was the Great Society successful? [CR1b] “Reading Like a Historian lesson.” Anti-Vietnam. Why did many Americans oppose the Vietnam War? [CR1b] Students will research and write an essay regarding the patterns of change and continuity between the first Red Scare of the 1920s and the period of McCarthyism in the 1950s [CR9] [CR11] The Cold War Across Time (1945-1990). A Jigsaw with Expert Groups https://www.gilderlehrman.org/history-by-era/postwar-politics-and-origins-cold-war/resources/cold-war-across-time-1945%E2%80%931990-jigsaw Guided Reading: Anti-Communism at Home https://www.gilderlehrman.org/history-by-era/postwar-politics-and-origins-cold-war/resources/guided-readings-anti-communism-home Students will write Cornell notes for chapters 36-39 of The American Pageant, 13th Ed. Period 9 [CR2] (1980-Present) As the U.S. transitioned to a new country filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary change in science and technology Textbook: American Pageant Chapters: 40-41 [CR1a] Content Conservative rise Reagan and the USSR Gorbachev Reaganomics End of Cold War Persian Gulf War Clinton 2000 election 9/11 Iraq War Obama Vocabulary Globalization Neoconservative Religious fundamentalism Deregulation Big government Ronald Reagan Mikhail Gorbachev Arms reduction 9/11 War on Terror Afghanistan Iraq conflict Free Trade Agreements Climate change Fossil fuels Computer/Internet revolution Key Concepts 9.1: A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. 9.2: The end of the Cold War and new challenges to U.S. leadership in the world forced the nation to redefine its foreign-policy and global role. 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes. Thematic Learning Objectives: (WXT-3) (WXT-7 (WXT-8) (POL-4) (POL-3) (POL-7) (WOR-3) (WOR-7) (WOR-8) (ENV-5) (CUL-7) (ID-6) (ID-7) (PEO-2) (PEO-3) (PEO-7) Secondary Sources Why We Fight (documentary film) [CR1c] Citino, Robert. “Technology in the Persian Gulf War of 1991” [CR1c] Gil, Troy. “The Age of Reagan” Primary Sources Iran Hostage's Diary / Robert C. Ode [CR1b] Reagan Speech: “Tear down this wall,” 1987 [CR1b] Ronald Reagan’s first inaugural address [CR1b] Mark Rickert. Discovering a mass grave in Iraq, 2003 Activities Students use a graphic organizer to compare and contrast the causes and goals of each act as described excerpts from the 1924, 1965, and 1990 Immigration Acts. (PEO-7) [CR4][CR9] Students write an essay that compares technological developments from 1800 to 2014, noting the impact of technology on culture and politics [CR3][CR5][CR11] Students will complete a compare and contrast chart of 1980s conservative and New Deal philosophies on the role of government [CR11] Using SOAPStone students will analyze the following document and evaluate the extent to which POTUS Reagan met his goals: Roland Reagan: First Inaugural Address. [CR13b] Students write a mock op-ed for or against drilling for oil in the ANWR that cites precedents in U.S. law and history to justify their position (ENV-5) [CR4] Looking at economic data about employment, compensation, and household data broken down by race, gender, and education from the 1970s to 2010, each student will write an essay that makes an argument about whether or not the American Dream existed [CR1b] Students will create Cornell notes of chapters 39-42 of The American Pageant, 13th Ed. Review
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