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ALTERNATIVE SCHOOLS AND PROGRAMS

The New York City Department of Education


90-27 Sutphin Blvd. Jamaica, NY 11435

UNITED STATES HISTORY AND


GOVERNMENT 2
Recommended Calendar of Lessons
2

Nelson Acevedo
Curriculum Instructional Specialist (CIS)
District 79
Naceved2@nycboe.net

TABLE OF CONTENTS
TOPIC PAGE

UNIT FOUR: THE PROGRESSIVE MOVEMENT: RESPONSES TO THE CHALLENGES


BROUGHT ABOUT BY UNDUSTRIALIZATION AND URBANIZATION5

CONTENT TOPIC I: Reform in America


Sub-Topic I A: Pressure for Reform……………………………… 5
. Sub-Topic 1 B: Progress: Social and Economic Reform
and Consumer Protection…………………………………..………… 5
Sub-Topic 1C- Progressivism and Government Action …………… 7

CONTENT TOPIC II: The Rise of American Power


Sub-Topic II A: An Emerging Global Involvement ………………… 8
Sub-Topic II B: Restraint and Involvement: 1914-1920….………… 10
Sub-Topic II C: Wartime Constitutional Issues……..…………... 11

UNIT FIVE: AT HOME AND ABROAD: PROSPERITY AND DEPRESSION, 1917-1940

CONTENT TOPIC I: War and Prosperity: 1917-1929


Sub-Topic I A: Impact of War…………………………..…………… 12
Sub-Topic I B: The Twenties Business Boom or False Prosperity?…………………..
……………………………………….... 12
Sub-Topic I C: Mass Consumption and The Clash Of Cultural Values 14

CONTENT TOPIC II: The Great Depression


Sub-Topic II A: Onset of the Depression…………………………….. 15
Sub-Topic II B: Franklin D. Roosevelt and The New Deal: Relief,
Recovery and Reform Programs…………………………………….. 16

UNIT SIX: THE UNITED STATES IN AN AGE OF GLOBAL CRISIS: RESPONSIBILITY AND
COOPERATION

CONTENT TOPIC I: Peace In Peril: 1933-1950


Sub-Topic I A: Isolation and Neutrality ……………………………….. 19
Sub-Topic I B: Failure Of Peace: Triumph Of Aggression ………... 19
Sub-Topic I C: The United States In World War II ………………… 19

CONTENT TOPIC II: Peace With Problems: 1945 – 1960


Sub-Topic II A: International Peace Efforts……………………….….. 22
Sub-Topic II B: Expansion and Containment: Europe……….…….… 23
Sub-Topic II C: Containment in Asia, Africa, and Latin America…. 24
Sub-Topic II D: The Cold War at Home…………………………….. 24
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TABLE OF CONTENTS

TOPIC PAGE

UNIT SEVEN: A WORLD IN UNCERTAIN TIMES: 1950 - PRESENT

CONTENT TOPIC I: Toward a Postindustrial World: Living in a Global Age


Sub-Topic I A: Changes Within the United States ……………….. 25

CONTENT TOPIC II: Containment and Consensus


Sub-Topic II A&B: Eisenhower Foreign Policies………………….. 25
Sub-Topic II C: Domestic Politics and Constitutional Issues…...… 26

CONTENT TOPIC III: Decade OF Change: 1960s


Sub-Topic III A: The Kennedy Years………………………………. 27
Sub-Topic III B: Johnson and the Great Society……..…………… 28

CONTENT TOPIC IV: The Limits Of Power: Turmoil At Home And


Abroad, 1965-1972
Sub-Topic IV A: Vietnam: Sacrifice and Turmoil……………………. 32

CONTENT TOPIC V: The Trend Toward Conservatism, 1972- 1985


Subtopic V A: Nixon as President, 1969-1974………………………… 34
Subtopic V B: The Ford and Carter Presidencies …………………... 35
Subtopic V C: Reagan and Bush, The “New” Federalism and Growth
of Conservatism…………………………………………….…………. 35

CONTENT TOPIC VI: Approaching the Next Century 1986-1999


Subtopic VI A: The Bush Presidency ………………………………… 36
Subtopic VI B: The Clinton Presidency………………………………. 37

MODEL LESSON……………………………………………………………… 41
REGENTS REVIEW AND SAMPLE LESSON …………………………….. 44
BLOOMS TAXONOMY……………………………………………………….. 47
4

Dear District 79 teachers:

The enclosed calendar of lessons represents an attempt to move the teacher from the state syllabus to actual
lessons with aims and suggested resources keyed to materials readily available primarily on the Internet. The
object is to assist the educator in the difficult task of planning lessons and quickly locating resources,
particularly documents. Suggested time allotments for the various units serve to provide guidance in the
management of all too precious class time. This calendar is meant as a tool for the imaginative professional
educator. It does, however, follow the state syllabus, is keyed to state standards and themes, and to the
Regents Examination in United States History and Government.

Many of the resources and specific documents are easily located by using specific Internet addresses. A list of
general Internet Resources is also included at the end of this curriculum. We urge teachers to adhere to the
lessons and supervisors to monitor their implementation.

The lessons are designed for student class periods of 40 minutes. Schools with different schedules should
adjust the pacing of the lessons to meet their needs. Many of the lessons may require more that one class
period. The depth of instruction and the needs of your students will determine the number of class periods
needed to implement each lesson. We have built in some flexibility in the pacing of the lessons to guarantee
completion of the course of study by January.

Engaging and challenging students and student interaction in a lesson are the critical ingredients in providing
quality instruction. Student participation through the use of documents has proven to be a successful tool to
deliver content and understanding using higher level thinking skills. Teachers should be using a variety of
methods to deliver instruction including cooperative learning, interactive learning experiences and workshop
model. . We have included a sample lesson plan based upon Lesson #42 as an illustration of how you can
create a classroom activity based upon this calendar. In an effort to assist you planning active learning we
have provided you with Bloom’s taxonomy in order to better engage the students in higher level reasoning
skills.

Finally I would like to express my sincere appreciation to the following educators who gave of their time and
expertise to develop this pacing calendar. They have worked tirelessly during the summer of 2006 to
complete this task

Matteo Mannino – District 79 Administrative Intern


Minerva Zanca – District 79 Administrative Intern

If you have any questions please contact Mr. Nelson Acevedo, Curriculum Instructional Specialist District 79,
Naceved2@nycboe.net
5

UNIT FOUR: THE PROGRESSIVE MOVEMENT: RESPONSES TO THE CHALLENGES


BROUGHT ABOUT BY UNDUSTRIALIZATION AND URBANIZATION
CONTENT TOPIC I: Reform in America
Sub-Topic IA: Pressure for Reform
Suggested Time: 16 to 21 Class periods

LESSON # 1
AIM: Why was there a need for reform at the turn of the 20th century?

OBJECTIVES: Students will be able to:


 Review the political, social and economic problems facing America in the lat 19th century
 Describe the goals/beliefs of the Progressive movement.
 Evaluate the impact of the U.S. Supreme Court decisions in Lochner v. N.Y., 1905 and Muller v. Oregon,
1908
 Describe the increasing inequities in American society at that time.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp. 16-18
http://multimedialearning.org/presentations/progressive.php3
http://salem.k12.va.us/staff/sataylor/SOLProgressive.ppt
http://www.historyplace.com/unitedstates/childlabor
http://www.tourolaw.edu/patch/Muller/

New York State Standard: 1, 5 Theme: Science and Technology, Change, Culture
and Intellectual Life

Sub-Topic IB: Progress: Social and economic reform and consumer protection

LESSON # 2
AIM: Why can writers help change society? (Case Study: The Muckrakers)

OBJECTIVES: Students will be able to:


 Define the term, Muckrakers
 Describe the work of the “Muckrakers,” such as: Frank Norris (The Octopus, 1901), Upton Sinclair (The
Jungle, 1906) – Ida Tarbell (History of Standard Oil company, 1903), Jacob Riis (How the Other Half
Lives) and Lincoln Steffens (The Same of the Cities, 1904)
 Assess the impact of this literature on legislation and consumer protection (e.g. Pure Food and Drug Act,
1906 and Meat Inspection Act, 1906)
 Compare the Muckrakers of today (e.g. TV journalists – 60 minutes, Dateline, etc.) with those of the past.

SUGGESTED RESOURCES/DOCUMENTS:
http://socialstudieshelp.com/Lesson_65_Notes.htm
http://www.history.rochester.edu/fuels/tarbell/MAIN.HTM
http://mohawk.k12.ny.us/progressive/progressive.html
http://www.pace.edu/library/pages/links/muckrakers/Pages/Muckrakers.htm
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http://regentsprep.org/Regents/ushisgov/essays/thematic/muckrakers/index.htm
http://www.historyteacher.net/AHAP/Topics/AHAP_Topic20.htm
http://www.americanwriters.org/writers/sinclair.asp

New York State Standard: 1, 5 Theme: Culture and Intellectual Life,


Change, Reform Movements
LESSON # 3
AIM: How did the Progressive Movement influence social reform?

OBJECTIVES: Students will be able to:


 Analyze the works of reformers as Jacob Riis (urban poverty), Frances Willard (Temperance Movement,
Jane Addams (urban settlement movement) Elizabeth Cady Stanton, Susan B. Anthony (women’s
suffrage), Margaret Sanger (birth control)
 Describe the significance of the Seneca falls Convention
 Evaluate the impact and effectiveness of the social reformers.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 1-30
http://memory.loc.gov/learn/features/timeline/progress/suffrage/whyvote.html
http://memory.loc.gov/learn/features/timeline/progress/suffrage/suffrage.html
http://www.npg.si.edu/col/seneca/senfalls1.htm

New York State Standard: 1, 5 Theme: Culture and Intellectual Life,


Reform Movements

LESSON # 4
AIM: How “equal” were African Americans by 1900?

OBJECTIVES: Students will be able to:


 Describe the problems faced by African Americans in the late 19th century (rise of Jim Crow Laws,
Grandfather clauses, race riots lynchings)
 Compare and contrast conditions for African Americans in the South with that of the North (rise of the
urban ghetto)
 Discuss the role of the Ku Klux Klan as an obstacle towards equality

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 6-10
http://www.worldbook.com/wc/features/aajourney/html/bh059.html
http://www.jimcrowhistory.org/home.htm

New York State Standard: 1, 5 Theme: Culture and Intellectual Life,


Diversity

LESSON # 5
AIM: How did African Americans attempt to achieve equality in the early part of the 20th century?

OBJECTIVES: Students will be able to:


 Explain the importance of the anti-lynching crusade of Ida Wells and the NAACP.
 Compare and contrast the views in the philosophies of Booker T. Washington, W.E.B. DuBois.
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 Evaluate the role of Marcus Garvey, the Universal Negro Improvement Association, and his back to
African movement.
 Analyze the impact of the creation of the NAACP and the ant-lynching crusade of Ida Wells.
 African American community (creation and growth of black colleges, emergence of a middle class, role of
churches.)

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 6-10
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart6.html
http://www.marcusgarvey.com/wmview.php?ArtID=565
www.americaslibrary.gov/cgi-bin/page.cgi/aa/dubois

New York State Standard: 1, 5 Theme: Diversity, Change, Individuals,


Groups and Institutions
Sub-Topic IC: Progressivism And Government Action

LESSON # 6
AIM: How did reforms in state and local governments reflect the spirit of Progressivism in the early 20
century?

OBJECTIVES: Students will be able to:


 Evaluate the role of “Fighting Bob”- Robert Lafollette (Wisconsin) and Theodore Roosevelt (New
York.) in bringing change
 Explain how initiative and recall can bring about change
 Explain the influence and the role of the middle class in demanding reforms at the city, state and local
levels of government
 Describe the response of local government to urban problems

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 29
http://en.wikipedia.org/wiki/Progressive_Era
http://www.crf-usa.org/election_central/election_progressive.htm

New York State Standard: 1, 5 Theme: Government, Civic Values

LESSON # 7
AIM: How effective was Theodore Roosevelt’s “Square Deal?”

OBJECTIVES: Students will be able to:


 Discuss what is meant by a “Square deal”.
 Explain Roosevelt’s stewardship theory of governance.
 Assess the significance of the following during Theodore Roosevelt’s presidency: Anthracite Coal
Strike, Pure Foods and Drugs Act, and Conservation measures.
 Evaluate his reputation as the “trustbuster”-Standard Oil and the court case Northern Securities Co. v
United States, 1904
 Explain how the Square Deal reflected progressive goals
8
SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 30-36
http://www.theodoreroosevelt.org/
http://www.theodoreroosevelt.org/TR%20Web%20Book/TR_CD_to_HTML1357.html
http://www.theodore-roosevelt.com/trfilm.html
http://www.vw.cc.va.us/vwhansd/HIS122/Teddy/TRProgressive.html

New York State Standard: 1, 5 Theme: Government, Presidential Decisions and


Actions
LESSON # 8
AIM: How did Woodrow Wilson’s “New Freedom” reflect the Progressive movement?

OBJECTIVES: Students will be able to:


 Discuss what is meant by Wilson’s “New Freedom”
 Describe Wilson’s major domestic achievement in terms of Progressive goals- e.g. Underwood Tariff,
graduated income tax, Clayton Anti-Trust Act, Federal Trade Commission, establishment of Federal
Reserve System, women’s suffrage.
 Explain the impact of World War I on domestic reforms.
 Explain the reason for the passage of the 19 amendment.
 Assess to what extent Wilson’s presidency ref1ected Progressive reform.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 34-36
http://www.usa-presidents.info/wilson.htm
http://www.gilderlehrman.org/teachers/module14/intro_pop17.html
http://www.gilderlehrman.org/teachers/module14/tool_is_pop6.html
http://www.gilderlehrman.org/teachers/module14/intro_pop3.html
http://www.socialstudieshelp.com/Lesson_68_Notes.htm
http://www.whitehouse.gov/history/presidents/ww28.html
http://www.infoplease.com/ipa/A0760612.html
http://en.wikipedia.org/wiki/Woodrow_Wilson

New York State Standard: 1, 5 Theme: Civic Values, Individuals, Groups and
Institutions, Change

CONTENT TOPIC II: The Rise of American Power


Sub-Topic IIA: An Emerging Global Involvement

LESSON # 9
AIM: How did the United States change its foreign policy in the period 1865-1900?

OBJECTIVES: Students will be able to:


 Explain how US foreign policy at the turn of the century reaffirmed the aims of the Monroe Doctrine
and Manifest Destiny.
 Compare and contrast the motives and policies of the period of 1890-1914 with those of the 1840s
 Discuss the increasingly involvement of the United States in world affairs: the opening of Japan in
1854 and the purchase of Alaska in 1867
 Evaluate the impact of the growth of naval power in the emergence of the United States as a world
power
 Analyze the relationship between expansion and involvement in world affairs
9

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 42-53
http://www.smplanet.com/imperialism/toc.html
http://www.history.navy.mil/branches/teach/ends/opening.htm
http://www.library.state.ak.us/hist/cent/home.html
http://www.globalpolicy.org/empire/history/1979/79riseworldpower.htm

New York State Standard: 1, 2 Theme: Change. Foreign Policy, Government

LESSON 10
AIM: Why did the United States turn its eyes towards the Pacific in the 19th century?

OBJECTIVES: Students will be able to:


 Describe how the United States pursued its expansionist policies in the Pacific.
 Describe the role of the United States during the Boxer Rebellion.
 Analyze why the United States and Europe pressured for an Open Door policy in China.
 Examine how the United States acquired Hawaii and Samoa.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 42-44, 48.
http://www.u-s-history.com/pages/h908.html
http://www.smplanet.com/imperialism/fists.html
http://www.state.gov/r/pa/ho/time/gp/17661.htm

New York State Standard: 1, 2 Theme: Change. Foreign Policy, Government

LESSON # 11
AIM: Why did the United States go to war against Spain?

OBJECTIVES: Students will be able to:


 Discuss the causes of the Spanish-American War. Yellow journalism, economic interests, sinking of
the Maine
 Examine how politicians and publishers of yellow journalism molded public opinion toward the Spain.
 List and locate the various lands acquired by the United States as a result of the Spanish-American
War.
 Evaluate the disposition of newly acquired territories: The Teller and Platt Amendments in Cuba, the
occupation of Puerto Rico and the Philippines

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 51
http://www.loc.gov/rr/hispanic/1898/
http://www.smplanet.com/imperialism/remember.html
http://www.loc.gov/rr/hispanic/1898/teller.html
http://www.colorado.edu/AmStudies/lewis/2010/usoccupy.htm

New York State Standard: 1, 2 Theme: Change. Foreign Policy, Government,


Places and Regions
10
LESSON # 12
AIM: Why was the Panama Canal built?

OBJECTIVES: Students will be able to:


 Evaluate the effect of President Theodore Roosevelt’s policies towards Latin America
 Discuss the impact of the “Roosevelt Corollary,” “Big Stick” policy
 Explain why the United States considered the building of the canal important
 Assess the role of the United States in the Panamanian revolution
 Evaluate the building of the Panama Canal as a technical achievement

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 49
http://www.pancanal.com/eng/history/index.html
http://www.canalmuseum.com/
http://www.pancanal.com/eng/history/history/american.html
http://www.sil.si.edu/Exhibitions/Make-the-Dirt-Fly/
http://www.ourdocuments.gov/doc.php?flash=true&doc=56
http://www.theodoreroosevelt.org/life/RooseveltCorollary.htm

New York State Standard: 1, 3 Theme: Change. Foreign Policy, Government,


Places and Regions

LESSON # 13
AIM: How did the Panama Canal affect United States Latin American policy?

OBJECTIVES: Students will be able to:


 Assess the impact of Roosevelt’s “Big Stick” policy on U.S. relations with Latin America
 Analyze President William Taft’s “dollar diplomacy” approach to foreign policy.
 Summarize the changes in the relationship between the United States and Latin America. as a result of
these policies

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 52-53
http://www.pbs.org/wgbh/amex/tr/panama.html
http://www.canalmuseum.com/
http://www.smplanet.com/imperialism/teddy.html
http://www.prep.fairfield.edu/atschool/FacultyWebSites/rmauritz/imperialism.htm

New York State Standard: 1, 3 Theme: Change. Foreign Policy, Government,


Places and Regions

Sub-Topic IIB: Restraint and Involvement: 1914-1920

LESSON 14:
AIM: Should the United States have gotten involved in World War I?

OBJECTIVES: Students will be able to:


 Review reasons for the war in Europe
 List major European players in conflict during World War I
11
 Discuss the conflicting issues of neutrality and preparedness
 Define “freedom of the seas” and explain how it was violated in WW1
 Examine the reasons why the U.S. entered the war in 1917: unrestricted submarine warfare, American
loans, partiality of various immigrant groups, cultural affinity to Western Europe, Zimmerman Note,
moral crusade, sinking of the Lusitania

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 62-87
http://www.worldwar1.com/dbc/reasons.htm
http://www.lib.byu.edu/~rdh/wwi/1917/zimmerman.html
http://www.pbs.org/wgbh/amex/wilson/filmmore/fm_neutrality.html
http://www.archives.gov/education/lessons/zimmermann/
http://www.lib.byu.edu/~rdh/wwi/1917/wilswarm.html
http://home.earthlink.net/~gfeldmeth/chart.ww1.html

New York State Standard: 1, 2, 3 Theme: Change. Foreign Policy, Government,


Places and Regions

Sub-Topic IIC: Wartime Constitutional Issues

LESSON # 15
AIM: How did World War 1 affect the lives of citizens?

OBJECTIVES: Students will be able to:


 Discuss how lives were affected by government mobilization of the population through conscription,
the use of propaganda, the stifling of dissent, effects on the economy.
 Describe the ways government regulatory bodies such as the War Industries Board, Railroad
Administration, Fuel Administration impacted society and the economy (“gasless Sundays,” “lightless
nights,” daylight savings time, victory gardens, “gospel of the clean plate”).
 Determine how labor disputes could affect the war effort – (rise of union membership, role of National
War Labor Board in enforcing the draft).

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 79-103
http://www.library.georgetown.edu/dept/speccoll/amposter.htm
http://encarta.msn.com/encyclopedia_761595573/Schenck_v_United_States.html
http://www.iath.virginia.edu/seminar/unit10/home.html
http://www.nlrb.gov/nlrb/shared_files/brochures/60yrs_entirepub.asp

New York State Standard 1, 2, 4, 5 Theme: Citizenship, Economic Systems

LESSON 16
AIM: Should the rights of citizens be limited during a national emergency?

OBJECTIVES: Students will be able to:


 Discuss the facts and rulings in Schenck v. United States and Debs v. United States.
 Examine restrictions imposed on civil liberties – Espionage and Sedition Acts, Schenck v. United
States. (1919), Debs v. United States, 1919
12
 Discuss the effect of the “clear and present danger” ruling on the right of free speech.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 98-103
http://encarta.msn.com/encyclopedia_761595573/Schenck_v_United_States.html
http://www.firstamendmentcenter.org/faclibrary/case.aspx?case=Debs_v_US
http://en.wikipedia.org/wiki/Debs_v._United_States
http://www.lib.byu.edu/~rdh/wwi/1918/usspy.html

New York State Standard: 2, 3, 5 Theme: Change, Civic Rights, Constitutional


Principals

UNIT FIVE: AT HOME AND ABROAD: PROSPERITY AND DEPRESSION, 1917-1940


CONTENT TOPIC I: War and Prosperity: 1917-1929
Sub-Topic IA: Impact of War
Suggested Time: Sixteen to twenty- one class periods

LESSON # 17
AIM: What were the results of World War I?

OBJECTIVES: Students will be able to:


 Explain the implications of the Treaty of Versailles: geographical changes to Europe, reparations,
war guilt clause, disarmament of Germany, loss of Axis colonies
 Discuss Wilson’s 14 Points and the creation of the League of Nations
 Define isolationism and the policy of “Normalcy”
 Explain why the Senate rejected the Treaty of Versailles
 Analyze the election of 1920 and the return of the Republican Party to power

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 112-121, 140
http://www.lib.byu.edu/~rdh/wwi/1918/14points.html
http://www.senate.gov/artandhistory/history/common/briefing/Treaties.htm
http://www.quotedb.com/speeches/return-to-normalcy

New York State Standards: Theme: Change, Foreign Policy

Sub-Topic IB: The Twenties: Business Boom Or False Prosperity?

LESSON #18
AIM: Why were the 1920’s called the Roaring 20’s?

OBJECTIVES: Students will be able to:


 Discuss the reasons why the decade is referred to the “Roaring 20s”
 Describe the major elements comprising the Harlem Renaissance
 Describe the War’s effects on gender roles, African-Americans and other minority groups.
 Discuss the impact of the 19th Amendment on women and American society
13
 Examine new ideas and social themes such as gangsters, “Black Culture” and “Popular Culture”
 Evaluate the impact of new industries, the automobile and installment buying on American economics

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 122-130
http://www.archives.gov/education/lessons/woman-suffrage/script-intro.html
http://www.maxwell.syr.edu/maxpages/faculty/merupert/Research/Fordism/fordism.htm
http://www.socialstudieshelp.com/USRA_1920s.htm
http://kclibrary.nhmccd.edu/decade20.html
http://www.lib.byu.edu/~rdh/wwi/1918/14points.html
http://www.yale.edu/lawweb/avalon/wilson14.htm
http://www.library.northwestern.edu/govpub/collections/league/background.html
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7.html

NEW YORK STATE STANDARDS: THEME: Change, Culture And Intellectual Life,
Economic Systems

LESSON #19
AIM: What were the political changes in the 1920’s?

OBJECTIVES: Students will be able to:


 Describe American foreign policy in terms of returning to isolation
 Define and explain the impact of laissez-faire and prohibition policies on American economics and
public affairs
 Define and analyze the impact of graduated income tax policy
 Explain why Americans opposed policies seen as involving the country abroad e.g. membership in the
League of Nations
 Discuss to what extent the diplomacy of the 1920’s reflected Wilsonian principles (Washington Naval
Disarmament Conference, establishment of the World Court, Kellogg-Briand Pact).

SUGGESTED RESOURCES/DOCUMENTS:
http://www.tax.org/museum/1901-1932.htm
http://www.revision-notes.co.uk/revision/32.html
http://en.wikipedia.org/wiki/Aftermath_of_World_War_I
http://www.firstworldwar.com/bio/lodge.htm
http://edsitement.neh.gov/view_lesson_plan.asp?id=477
http://en.wikipedia.org/wiki/Kellogg-Briand_Pact
http://www2.sunysuffolk.edu/westn/warguilt.html

New York State Standards: 1, 5 Theme: Foreign Policy, Government,


Change
14
15
Sub-Topic IC: Mass Consumption And The Clash Of Cultural Values

LESSON #20
AIM: Why did immigration lead to a rise of nativism in the 1920s?

OBJECTIVES: Students will be able to:


 Discuss how the scope and patterns of immigration had changed by the early 1920’s
 Review earlier periods of nativist sentiment including Asian exclusion
 Assess the reasons for growing American uneasiness about immigration during and after WWI
 Evaluate the immigration restriction legislation of the 1920’s
 Define and explain the causes of the Red Scare

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 143
http://www.rapidimmigration.com/usa/1_eng_immigration_history.html
http://en.wikipedia.org/wiki/Great_Migration_%28African_American%29
http://northbysouth.kenyon.edu/
http://www.itvs.org/outreach/workers/workers-Cycles.pdf
http://www.hsp.org/default.aspx?id=421
http://www.smfc.k12.ca.us/class/laurel/lalosh/
http://www.msu.edu/course/mc/112/1920s/

New York State Standards: 1, 5 Theme: Change, Immigration And


Migration

LESSON #21
AIM: Did civil liberties take a step backwards during the 1920s?

OBJECTIVES: Students will be able to:


 Discuss the factors that gave rise to the KKK
 Discuss the methods used by the KKK
 Evaluate the factors that resulted in the demise of KKK
 Describe the impact of each of the following on American society: The Scopes Trial, the Sacco –
Vanzetti Case, the Red Scare, the Palmer Raids, the Volstead Act.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 130-131, 141, 144-151
http://en.wikipedia.org/wiki/Ku_Klux_Klan
http://www.historylearningsite.co.uk/kkk_and_racial_problems.htm
http://www.pbs.org/wnet/jimcrow/stories_org_kkk.html

New York State Standards: 1, 5 Theme: Change, Individuals, Groups, Institutions,


Civic Values

LESSON #22
AIM: How were the 1920s a time of shifting cultural values?

OBJECTIVES: Students will be able to:


 Define the terms, culture, values
16
 Discuss the rise of the following: Jazz music (Duke Ellington), Freud’s expression of one’s self,
literature (F. Scott Fitzgerald, Langston Hughes), fads (flappers, smoking, drinking, cosmetics) and
dancing (dance marathons, Charleston)
 Explain how these phenomena reflected the shift in cultural values
 Assess the impact African Americans had on the American public and entertainment

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 153-163
www.pbs.org./newshour/forum/february98/harlem_2-20.html
www.usc.edu/isd/archives/ethnicstudies/harlem.html
www.geocities.com/flapper_culture

New York State Standards: Theme: Culture And Intellectual Life And Change

CONTENT TOPIC II: THE GREAT DEPRESSION


Sub-Topic II A: Onset of the Depression

LESSON #23
AIM: What were the economic factors that lead to false prosperity?

OBJECTIVES: Students will be able to:


 Define and explain the impact of easy credit, installment plans/sales, and a Bull Market on economy
 Describe the impact of poor banking practices and buying on margin on America’s economy
 Discuss the effects of overproduction and underconsumption in regards to America’s economy
 Explain how the farm crisis and land speculation effected the value of property

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 160
http://eh.net/encyclopedia/article/Smiley.1920s.final
http://www.stock-market-crash.net/what.htm
http://www.agclassroom.org/gan/timeline/farm_economy.htm
http://www.albany.edu/faculty/jjpowers/risp361/projects/F_Viau_Jim/econmypoltics.htm

New York State Standards: 1, 4 Theme: Economic Systems

LESSON# 24
AIM: How did the Great Depression come about?

OBJECTIVES: Students will be able to:


 Identify the direct and indirect causes of the stock market crash.
 Explain how the stock market was a trigger for the Great Depression
 Analyze the results of the crash (e.g. income fell for industrialists, bank closing…)
 Discuss how the stock market effected the rest of the world

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 171-173
http://www.google.com/search?hl=en&lr=&ie=UTF-
8&q=related:www.bergen.org/AAST/Projects/depression/
17
http://newdeal.feri.org/

New York State Standards: 1, 4 Theme: Economic Systems

LESSON# 25
AIM: To what extent does the term Great Depression describe the 1930s?

OBJECTIVES: Students will be able to:


 Define what is meant by the term “Great Depression”
 Discuss how each of the following were affected by the Great Depression; African Americans,
immigrants, women, farmers, industrial workers, children.
 Assess the impact of the Dust Bowl on the Midwest and neighboring regions

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 174-179, 190-192, 196-198, 201
http://www.amatecon.com/greatdepression.html
http://www.usd.edu/anth/epa/dust.html
http://www.pbs.org/wgbh/amex/dustbowl/
http://en.wikipedia.org/wiki/Great_Depression
http://newdeal.feri.org/
http://www.amatecon.com/greatdepression.html
http://www.usd.edu/anth/epa/dust.html

New York State Standards: 1, 4 Theme: Economic Systems

Sub-Topic II B: Franklin D. Roosevelt And The New Deal: Relief, Recovery And Reform Programs

LESSON # 26
AIM: How can we explain FDR’s election victory in 1932?

OBJECTIVES: Students will be able to:


 Review laissez faire and “rugged individualism” as a guiding philosophy for the role of government in
the economy
 Assess Hoover’s response in terms of its effectiveness in lifting the nation out of economic crisis e.g.
Reconstruction Finance Corporation (RFC), Hawley Smoot Tariff.
 Discuss the reasons for Roosevelt’s victory: continued high unemployment, Hoovervilles, Bonus
Army, Roosevelt’s charisma.

SUGGESTED RESOURCES/DOCUMENTS:
http://www.ssa.gov/history/hooverletter.html
http://www.amatecon.com/greatdepression.html
http://www.usd.edu/anth/epa/dust.html
http://newdeal.feri.org/
http://www.bergen.org/AAST/Projects/depression/

New York State Standards: 1, 4 Theme: Economic Systems

LESSON # 27
Aim: How did the early actions taken by Roosevelt provide hope?
18

OBJECTIVES: Students will be able to:


 Discuss the programs that came to be called “The First Hundred Days” : Emergency Banking Act
(Bank “holiday”), Civilian Conservation Corps (CCC), Federal Emergency Relief Administration
(FERA), Agricultural Adjustment Administration (AAA), National Recovery Administration (NRA),
Public Works Administration (WPA)
 Assess FDR’s effectiveness as a leader during this period
 Evaluate the psychological impact of this period on the American People.

SUGGESTED RESOURCES/DOCUMENTS:
http://www.ssa.gov/history/hooverletter.html
http://www.amatecon.com/greatdepression.html
http://www.usd.edu/anth/epa/dust.html
http://www.u-s-history.com/pages/h1589.html

New York State Standards: 1, 4 Theme: Economic Systems, Presidential Decisions


and Actions

LESSON# 28
Aim: How did the Roosevelt administration try to extend its relief, recovery, and reform movements?

OBJECTIVES: Students will be able to:


 Explain how the various programs of the New Deal focused on relief, recovery, and reform
 List and explain the recovery efforts of the Second New Deal programs
 Evaluate photographs from the 1930s (e.g. Dorothea Lange)
 Assess the effects of the New Deal policies on American women, African Americans, Mexican
Americans, Native Americans, unionized workers, and urban Americans.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 193, 199-200, 204. 212-214, 222
http://www.u-s-history.com/pages/h1589.html
http://en.wikipedia.org/wiki/Great_Depression
http://newdeal.feri.org/
http://www.u-s-history.com/pages/h1589.html
http://en.wikipedia.org/wiki/Great_Depression

New York State Standards: 1, 4 Theme: Economic Systems, Presidential Decisions


and Actions, Government

LESSON # 29
AIM: How did the courts echo the controversies of the New Deal?

OBJECTIVES: Students will be able to:


 Analyze the major issues and the impact of the following Supreme Court decisions: Schechter Poultry
Corp. v. United States(1935), United States v. Butler (1936), National Labor Relations Board v. Jones
and Laughlin Steel Corporation (1937)
 Discuss the reasons for FDR’s growing dispute with the Supreme Court
 Evaluate arguments opposing the New Deal program (“creeping socialism”, abuse of executive
authority, the role of government, Checks and Balances)
19
 Examine the political impact of FDR “court packing” proposal

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 208
http://www.nisk.k12.ny.us/fdr/1937/37_scgifs/small/37020608.gif
http://www.constitutioncenter.org/timeline/html/cw09_12212.html
http://images.rarenewspapers.com/ebayimgs/webimages/60181.jpg
http://chronicle.uchicago.edu/030109/hutchinson.shtml

New York State Standards: 1, 5 Theme: Constitutional Principles, Presidential


` Decisions and Actions

LESSON # 30
AIM: To what extent did minorities get a “New Deal?”

OBJECTIVES: Students will be able to:


 Analyze the effects of the New Deal programs on women, African Americans, Native Americans
 Identify reasons for the political shift of minorities to the Democratic Party
 Discuss Eleanor Roosevelt’s role as a proponent for activism to help the impoverished and minorities

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 194, 203, 209
http://disa.nu.ac.za/content/GR/GRAug84/image/web-ready/p004-700.gif
http://www.ualr.edu/~arwomen/depression.htm
http://www.vcdh.virginia.edu/afam/reflector/historicald.html
http://timmer.org/Distance%20Learning/History_17B/Lecture11/Lecture11_p05.htm
http://a2zcds.net/cds/history/great_depression.htm

New York State Standards: 1, 4, 5 Theme: Civic Values, Economic Systems

LESSON # 31
AIM: How do we explain Roosevelt’s breaking the two term tradition?

OBJECTIVES: Students will be able to:


 Define, “two term tradition.”
 Examine the issues and results in the elections of 1936, 1940 and 1944.
 Analyze FDR’s ability to communicate; press conferences, , use of the radio (“fireside chats”)
 Evaluate the reasons for the eventual passage of the 22nd Amendment (1951)

SUGGESTED RESOURCES/DOCUMENTS
http://www.dailypress.com/extras/solutions/sol051503.htm
http://www.answers.com/topic/franklin-d-roosevelt-1
http://www.beyondbooks.com/gop00/4b.asp
http://www.historycentral.com/postwar/22ndamend.html

New York State Standards: 1, 5 Theme: Change, Constitutional Principles

LESSON # 32
AIM: How did the Depression and the New Deal affect American Arts?
20
OBJECTIVES: Students will be able to:
 Discuss popular themes (realist and escapist) that dominated the entertainment industry
 Describe the goals and provisions of the Federal Art Project
 Identify some of the writers of the New Deal era (e.g. John Steinbeck)
SUGGESTED RESOURCES/DOCUMENTS
1http://www.lancefuhrer.com/new_deal_arts.htm
http://www.english.uiuc.edu/maps/depression/artgallery.htm
http://kclibrary.nhmccd.edu/decade30.html
http://www.artlex.com/ArtLex/a/african_american_5.html
New York State Standards: 1 Theme: Culture and Intellectual Life
UNIT SIX: THE UNITED STATES IN AN AGE OF GLOBAL CRISIS: RESPONSIBILITY AND
COOPERATION
CONTENT TOPIC I: PEACE IN PERIL: 1933-1950
Sub-Topic IA: Isolation And Neutrality and IB: Failure Of Peace: Triumph Of Aggression
Suggested Time: Twelve to Sixteen class periods
LESSON # 33
AIM: How did Axis aggression challenge American isolationism?
OBJECTIVES: Students will be able to:
 Discuss the Neutrality Acts of 1935 and 1937 as examples of isolationist sentiment
 Evaluate the impact of the of the following: Cash and Carry, Lend-Lease, Embargo of Japan
 Identify acts of Axis aggression (Manchuria Incident, Sudetenland, Munich Agreement, invasion of
Ethiopia)
 Discuss the reasons for the United States entry into World War II.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 227-233
http://www.islandnet.com/~kpolsson/ww2hist/
http://www.history.navy.mil/photos/events/wwii-pac/pearlhbr/pearlhbr.htm
http://www.history.navy.mil/faqs/faq59-23.htm
http://teacher.scholastic.com/researchtools/researchstarters/wwii/index.htm

New York State Standards: 1, 2, 3 Theme: Foreign Policy, Places and Regions

Sub-Topic IC: The United States In World War II

LESSON #34
AIM: How did America’s homefront mobilize for war?

OBJECTIVES: Students will be able to:


 Discuss the impact of the absence of men on the homefront.
 Evaluate the roles women assumed during the war years: Rosie the Riveter, women as head of
households
 Examine steps by the government on the homefront e.g. rationing, the use of media to promote the war
effort, curtailment of civil liberties.
 Evaluate America’s success in building an arsenal of democracy (business, draft, war bonds)

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 233-234, 238-241
21
http://history.sandiego.edu/gen/st/~cg3/pagethree.html
http://library.thinkquest.org/15511/museum/garden.htm
http://lcweb2.loc.gov/cgi-bin/query/i?
pp/ils:@filreq(@field(NUMBER+3g04442)+@field(COLLID+cph)):displayType=1:m856sd=fsac:m856sf
http://www.u-s-history.com/pages/h1674.html
http://armyaircorps.us/Homefront.cfm
http://www.ieee-virtual-museum.org/exhibit/exhibit.php?id=159269&lid=1&seq=7
http://americanhistory.si.edu/victory/
http://teacher.scholastic.com/researchtools/researchstarters/wwii/index.htm
http://www.teacheroz.com/WWIIHomefront.htm
http://library.thinkquest.org/15511/museum/index.htm
http://www.homefrontmag.org/
http://www.binghamton.edu/ctah/summer04/wwiidbq2.html

New York State Standards: Theme: Change, Factors Of


Production
LESSON# 35
AIM: How should historians view the treatment of Japanese Americans during World War II?

OBJECTIVES: Students will be able to:


 Review the history of anti-Japanese sentiment in the U.S. with a focus on northern California
 Discuss the internment policy of Japanese – Americans: Presidential Proclamation, military orders,
establishment of camps and the evacuation of Japanese – Americans
 Analyze the Supreme Court Case of Korematsu vs. the United States (legal issues, majority decision.)
 Compare and contrast the treatment of German-Americans and Japanese-Americans

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 235-237
www.onpower.org/history_wwii.html
http://en.wikipedia.org/wiki/anti-Japanese_sentiment
www.pbs.org/childofcamp/
www.sfmuseum.org/war/evactxt.html

New York State Standards: 1, 5 Theme: Constitutional Principles, Individuals,


Groups, Institutions, Civic Values

LESSON # 36
AIM: How did U.S. assistance help the Allies win World War II?

OBJECTIVES: Students will be able to:


 Describe the challenges America faced in the Pacific and Western Theater
 Identify the reasons behind the “Europe first” policy
 Discuss how key turning points insured U.S. success (D-Day, “island hopping,” Battle of Midway)

SUGGESTED RESOURCES/DOCUMENTS:
22
http://ww2.vet.org/
http://wwiiarchives.net/about_us.html
http://www.ibiblio.org/hyperwar/USA/index.html\
http://www.army.mil/cmh-pg/books/wwii/11-9/11-9c.htm
http://www.historychannel.com/worldwartwo/?page=tide

New York State Standards: 1, 2 Theme: Foreign Policy, Change

LESSON # 37
AIM: Should the U.S. have dropped the atomic bomb?

OBJECTIVES: Students will be able to:


 Discuss the Manhattan Project
 Analyze the justifications used by Truman in making his decision to drop the bomb
 Discuss the Japanese surrender following the dropping of the bombs.

SUGGESTED RESOURCES/DOCUMENTS:
http://www.dannen.com/decision/index.html
http://www.ww2guide.com/atombomb.shtml
http://www.trumanlibrary.org/whistlestop/study_collections/bomb/large/index.php
http://www.dannen.com/decision/hst-jl25.html

New York State Standards: 1 Theme: Foreign Policy, Change, Science and
Technology, Presidential Decisions and Actions

LESSON # 38
AIM: How did the U.S. govern Japan after World War II?

OBJECTIVES: Students will be able to:


 Discuss the historical circumstances that led to U.S. occupation of Japan
 Evaluate the role of the U.S. in shaping Japanese society and government: “the MacArthur Constitution,”
change in the role of the Emperor, extending suffrage to women, disarmament.)
 Assess the success or failure of this policy

SUGGESTED RESOURCES/DOCUMENTS:
http://en.wikipedia.org/wiki/Occupied_Japan
http://www.japan-guide.com/e/e2124.html
http://www.pbs.org/wgbh/amex/macarthur/peopleevents/pandeAMEX102.html
http://www.crf-usa.org/election_central/japan_democracy.htm

New York State Standards: 1, 5 Theme: Foreign Policy, Change,


Constitutional Principles
LESSON # 39
AIM: How did American society change as a result of World War II?

OBJECTIVES: Students will be able to:


 Analyze the effect of demobilization on the American society: GI Bill, increased demand for housing,
“Baby Boom,” conversion to a civilian economy (consumer products).
23
 Discuss the changes affecting minorities: Truman’s Fair Deal, use of Executive Orders to promote
minority rights
 Compare post WWII at home with that of the post WWI period.
 Describe the political, social and economic changes in the U.S.
 Evaluate the changes affecting minorities

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 245, 308-310, 312-315
http://www.inghamisd.org/~goals2k/lessons/sociallesson/bauer.html
http://countrystudies.us/united-states/history-115.htm
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/modern/fairdeal_1
http://www.cr.nps.gov/nr/publications/bulletins/suburbs/intro.htm
http://www.ucpress.edu/books/pages/9982/9982.ch01.html

New York State Standards: 1 Theme: Change And Government

CONTENT TOPIC II: Peace With Problems: 1945 – 1960


Sub-Topic II A: International Peace Efforts

LESSON # 40
AIM: How did WWII change the role of the United States in world affairs?

OBJECTIVES: Students will be able to:


 Assess the impact of U.S. economic assistance to war-torn economies and societies (Marshall Plan)
 Assess how WWII changed the way the United States conducted its foreign policy (movement away from
isolationism)
 Evaluate the role of the U.S. at the international conferences during WWII (Yalta, Potsdam)
 Discuss the role the United States played in the formation of the United Nations (plans at the San
Francisco Conference, Eleanor Roosevelt’s role in the drafting of the Universal Declaration of Human
Rights).

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 232, 255-258
http://www.un.org/UN50/Photos/40s.html
http://us.history.wisc.edu/hist102/lectures/lecture21.html
http://www.un.org/Overview/rights.html
http://www.udhr.org/index.htm
http://encarta.msn.com/encyclopedia_761564986/United_Nations.html
http://www.bbc.co.uk/history/state/nations/league_nations_01.shtml

New York State Standard: 1, 2 Theme: Foreign Policy, Change

Sub-Topic IIB: Expansion and Containment: Europe

LESSON # 41
AIM: How did early confrontations in Europe after WWII lead to mistrust between the United States and the
Soviet Union?

OBJECTIVES: Students will be able:


24
 Discuss why the Soviet Union was perceived as a threat to the noncommunist world.
 Explain the reasons for the emergence of the U.S. and the USSR as superpowers after WWII.
 Evaluate the Soviet Union’s mistrust of the west: early history, “capitalist encirclement,”
 Discuss how Winston Churchill’s “Iron Curtain” speech created a recognizable division between
free Western Europe and communist Eastern Europe.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 252, 255-256
http://www.yale.edu/lawweb/avalon/trudoc.htm
http://www.trumanlibrary.org/whistlestop/study_collections/doctrine/large/index.php
http://usinfo.state.gov/usa/infousa/facts/democrac/57.htm
http://www.loc.gov/exhibits/marshall/
http://www.fordham.edu/halsall/mod/churchill-iron.html

New York State Standards: 1, 2 Theme: Economic Systems, Government

LESSON # 42
AIM: How did mistrust lead to a “cold war?”

OBJECTIVES: Students will be able to:


 Define the term “Cold War.”
 Discuss the tools of the Cold War - espionage, propaganda, giving or withholding of foreign aid,
surrogate warfare.
 Discuss the four zones of occupation and the impact of the Berlin Blockade on U.S. – Soviet
relations.
 Discuss how the Berlin Airlift contributed to the development of the policy of containment.
 Explain the nature of the alliances created to contain communism in Europe: NATO, the Common
Market and the European Parliament in forging European cooperation.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 253
http://www.pbs.org/wgbh/amex/bomb/peopleevents/pandeAMEX49.html
http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docs.php
http://www.usafe.af.mil/berlin/photos2.htm
http://www.nato.int/

New York State Standard: 1, 2 Theme: Places and Regions, Presidential


Decisions and Actions

Sub-Topic IIC: Containment in Asia, Africa, and Latin America

LESSON: # 43
AIM: How were U.S. foreign polices in Asia direct responses to the Cold War?

OBJECTIVES: Students will be able to:


 Discuss the role of the United States in the reconstruction of Japan
 Analyze the motives for United States support for Japan
 Discuss the US role in aiding the Nationalists in China
 Assess the reaction of the US to the victory of the Communists in China and the fleeing of the
25
Nationalists to Taiwan.

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 294
http://www.socialstudieshelp.com/Lesson_96_Notes.htm
http://www.ibiblio.org/pha/policy/post-war/451215a.html
http://www.japan-guide.com/e/e2124.html

New York State Standard: 1, 2, 3 Theme: Change, Places and Regions

LESSON # 44
AIM: How did the United States respond to the aggression in Korea?

OBJECTIVES: Students will be able to:


 Discuss reasons for the division of Korea.
 Explain how US containment efforts during the Korean War differed from earlier containment efforts
(economic aid v. military action).
 Evaluate the reasons for conflict between President Truman and General MacArthur.
 Discuss Truman's strategy of limited war and containment.
 Determine to what extent the Korean War was successful or unsuccessful

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp259
http://www.trumanlibrary.org/korea/
http://history.acusd.edu/gen/20th/korea.html
http://en.wikipedia.org/wiki/Korean_War
http://www.u-s-history.com/pages/h1670.html

New York State Standard: 1,2,3 Theme: Foreign Policy, Places


and Regions
Sub-Topic II D: The Cold War at Home

LESSON # 45
AIM: How did Cold War fears lead to violations of civil rights?

OBJECTIVES: Students will be able to:


 Discuss why Americans perceived that there was a communist threat to the nation (Soviet expansion in
Europe, “loss” of China, stalemate in Korea, Rosenberg trial, Hiss case)
 Discuss the United States reaction to the perceived communist threat (HUAC, Truman's Loyalty
Review Board, Smith Act)
 Evaluate the decisions in Dennis vs. United States, Watkins vs. United States and Oppenheimer's
opposition to the Loyalty Review Board.
 Discuss what the term "McCarthyism" has come to mean.
 Compare this Red Scare with that after WWI in terms of effects on constitutional rights.

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 263-265
http://www.writing.upenn.edu/~afilreis/50s/huac-main.html
http://www.cnn.com/SPECIALS/cold.war/episodes/06/documents/huac/
26
http://www.pbs.org/wnet/americanmasters/database/mccarthyism.html
http://www.writing.upenn.edu/~afilreis/50s/schrecker-age.html
http://regentsprep.org/Regents/core/questions/questions.cfm?Course=USHG&TopicCode=6b
http://www.nps.gov/elro/teach-er-vk/lesson-plans/notes-er-and-cold-war.htm

New York State Standard: 1, 5 Theme: Civic Values,


Constitutional Principals

UNIT SEVEN: A WORLD IN UNCERTAIN TIMES: 1950 - PRESENT


CONTENT TOPIC I: Toward a Postindustrial World: Living in a Global Age
Sub-Topic A: Changes Within the United States
Suggested Time: Twenty seven to thirty three class periods

LESSON # 46
AIM: How did the United States meet post-war economic challenges?

OBJECTIVES: Students will be able to:


 Define the term demobilization
 Assess the impact of demobilization on the American economy: employment (men and women), shift
to consumer products, fear of inflation,” baby boom”, housing shortage.
 Discuss the response of the government: GI Bill, Youngstown Steel Seizure, GI mortgages,
Employment Act of 1946, Taft – Hartley Act.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 301-303
http://www.historymatters.gmu.edu/d/6253/
http://history.sandiego.edu/gen/classes/20th/postwar-culture.html
http://www.cdi.org/issues/usmi/complex/
http://www.loc.gov/rr/print/swann/herblock/ticktock.html

New York State Standard: 1, 4 Theme: Science and Technology


Environment

CONTENT TOPIC II: Containment And Consensus


Sub-Topic II A&B: Eisenhower Foreign Policies

LESSON # 47
AIM: How did President Eisenhower build on and extend the policy of “containment”?

OBJECTIVES: Students will be able to:


 Explain the nature of the geopolitical structure of the world (Western bloc, Communist bloc, non-
aligned Bloc, Developing Nations-Third World)
 Evaluate the decision by Eisenhower to end the Korean conflict in terms of containment
 Assess the impact of the following events and how the United States reacted to each: the “arms race”
(e.g. nuclear weapons, delivery systems), the building of the Aswan Dam (Egypt) the nationalization of
the Suez Canal, the Polish and Hungarian uprisings, the launch of Sputnik and the start of the space
race.
 Assess the Administration’s foreign policy: role of John Foster Dulles, the “domino” theory,
brinksmanship, and massive retaliation (“balance of terror”)
27

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 292-294, 296-297
http://www.yale.edu/lawweb/avalon/presiden/eisenpap.htm
http://www.spartacus.schoolnet.co.uk/USAeisenhower.htm
http://korea50.army.mil/index.html
http://history.acusd.edu/gen/20th/coldwar0.html
http://en.wikipedia.org/wiki/1956_Hungarian_Revolution

New York State Standard: 1, 3 Theme: Places and Regions,


Interdependence
Sub-Topic II C: Domestic Politics and Constitutional Issues
LESSON # 48
AIM: How did the civil rights movement transform America in the post-war years?

OBJECTIVES: Students will be able to:


 Discuss early commitments of the federal government in the area of Civil Rights: desegregation of the
armed forces and the Fair Employment Practices Act.
 Analyze the effect of Brown v. Board of Education (1954).
 Evaluate the role of the Warren Court as a spearhead for change in American attitudes toward unequal
treatment of minorities

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 303-306
http://historymatters.gmu.edu./d/6330/
http://www.army.mil/cmh/topics/afam/afam-usa.htm
http://www.trumanlibrary.org/deseg1.htm
http://www.trumanlibrary.org/whistlestop/study_collections/desegregation/large/
http://www.pbs.org/jefferson/enlight/brown.htm
http://www.supremecourtus.gov/publicinfo/speeches/sp_05-17-04b.html\
http://www.historicaldocuments.com/BrownvBoardofEducation.htm
http://www.socialstudieshelp.com/Lesson_106_Notes.htm
http://rs6.loc.gov/ammem/aaohtml/exhibit/aopart7.html

New York State Standard: 1, 5 Theme: Civic Values, Citizenship, Change

LESSON # 49
AIM: Should historians consider the 1950’s a period of complacency or activism?

OBJECTIVES: Students will be able to:


 Evaluate the effect of the Brown Decision; Rosa Park and the Montgomery bus boycott; Jackie
Robinson breaking the color barrier; sit-ins; Little Rock school desegregation; Civil Rights Act of 1957
in furthering the cause for equality in America.
 Discuss the impact of the following on American Culture; baby boom, growth of suburbs, white flight
to the suburbs; consumerism and conformity; impact of television; teen culture and rock and roll.
 Evaluate the role of the Interstate Highway Act (1956) in the growth of the economy and suburbs
(increased use of the automobile.)
28

SUGGESTED RESOURCES/DOCUMENTS:
http://historymatters.gmu.edu/d/6567/
http://www.enotes.com/affluent-society/
http://shs.ee.msstate.edu/mswm/MSWritersAndMusicians/musicians/Presley.html (fix)
http://www.tfhrc.gov/pubrds/summer96/p96su10.htm
http://members.tripod.com/~Sprayberry/poems/howl.txt (fix)

New York State Standard: 1, 3, 4 Theme: Change, Environment


Diversity, Immigration and Migration

CONTENT TOPIC III: Decade Of Change: 1960s


Sub-Topic III A: The Kennedy Years

LESSON # 50
AIM: To what extent did the New Frontier raise minority expectations for their future?

OBJECTIVES: Students will be able to:


 Define the term, “New Frontier” .
 Assess the ideals expressed in Kennedy’s Inaugural Address and the “Letter from Birmingham Jail”
written by Dr. Martin Luther King, Jr.
 Discuss the issues of states’ rights versus federal authority using the following examples: James
Meredith and the integration of the University of Mississippi.
 Explain the impact of the March on Washington and the assassination of Medgar Evers on the Civil
Rights movement.
 Explain how increasing awareness of disabled American led to legislation such as the American
Disabilities Act, 1990.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 332, 340-344
http://www.spartacus.schoolnet.co.uk/USAmeredith.htm
http://www.bartleby.com/124/pres56.html
http://www.almaz.com/nobel/peace/MLK-jail.html
http://www.angelfire.com/pa/marchonwashington/
http://www.dol.gov/esa/regs/statutes/ofccp/ada.htm
http://en.wikipedia.org/wiki/Medgar_Evers

New York State Standard: 1,5 Theme: Civic Values, Diversity,


Change

LESSON # 51
AIM: How was the Kennedy Administration’s foreign policy a product of Cold War tensions?

OBJECTIVES: Students will be able to:


 Locate the following: Cuba, Laos, Vietnam, Berlin, Latin America.
 Discuss Kennedy’s actions such as the Bay of Pigs invasion, the support for the people behind the
Berlin Wall, the Cuban Missile crisis, and the U.S. involvement in Laos and Vietnam.
 Explain the reasons for the creation of the Peace Corp and the Alliance for Progress.
 Assess the impact of the Nuclear Test Ban Treaty on Cold War thinking
29
 Evaluate the importance of the decision to place a man on the moon.
 Explain the impact of the assassination of President Kennedy

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 325-331
http://www.historyofcuba.com/history/baypigs/pigs.htm
http://www.idahoptv.org/ntti/nttilessons/lessons2002/delgado1.htm
http://www.peacecorps.gov/
http://www.coreknowledge.org/CK/resrcs/lessons/898AdaptKennedy.htm
http://score.rims.k12.ca.us/activity/tobeornot/
http://en.wikipedia.org/wiki/Alliance_for_Progress
http://www.archives.gov/exhibits/american_originals/kennedy.html
http://www.copperas.com/jfk/Ichbin.htm
http://mcadams.posc.mu.edu/viet6.htm
http://en.wikipedia.org/wiki/Treaty_Banning_Nuclear_Weapon_Tests_in_the_Atmosphere,_in_Outer_Space,_
and_Under_Water
http://home.interserv.com/~cgraybea/moonpage.htm#kennedy

New York State Standard: 1, 2, 5 Theme: Foreign Policy, Places and Regions,
Presidential Decisions and Actions

Sub-Topic IIIB: Johnson and the Great Society

LESSON # 52
AIM: How should historians evaluate President Johnson’s “Great Society?”

OBJECTIVES: Students will be able to:


 Define the term: “Great Society”
 Discuss the ways in which Johnson’s programs were considered extensions of Kennedy’s social
reform legacy
 Explain the stated purpose of initiatives such as the “war on poverty,” Medicare, and increased Federal
aid to education.
 Assess the reasons for Johnson’s legislative success.

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 337-339, 345-348
http://www.learnhistory.org.uk/usa/greatsociety.htm
http://www.cnn.com/SPECIALS/cold.war/episodes/13/documents/lbj/
http://odur.let.rug.nl/~usa/H/1994/ch12_p2.htm
http://www.ssa.gov/history/lbjsm.html

New York State Standard: 1, 5 Theme: Citizenship, Change, Presidential


Decisions and Actions
LESSON # 53
AIM: How did the moon landing affect American prestige around the world?

OBJECTIVES: Students will be able to:


 Identify the reasons for space exploration
 Evaluate the value of the lunar landings in the Cold War era
30
 Analyze the psychological impact of the moon landing on the American public and world opinion

SUGGESTED RESOURCES/DOCUMENTS:
http://www.hq.nasa.gov/office/pao/History/ap11ann/introduction.htm
http://www.historyplace.com/unitedstates/apollo11/
http://www.timelines.info/history/ages_and_periods/the_modern_world/the_cold_war/race_to_the_moon/

New York State Standard: 1 Theme: Change, Science and Technology

LESSON # 54
AIM: How did minority protest groups and political action make the 1960’s a political charged decade?

OBJECTIVES: Students will be able to:


 Define the following terms: “Black Power,” non-violent protest, sit-in, boycott, civil
disobedience, freedom riders.
 Review the early civil rights movement 1955-1965
 Evaluate the goals and objectives of the civil rights movement of the 1960s
 Compare and contrast the following in their beliefs and action plans: NAACP
(National Association for the Advancement of Colored People)
 SNCC(Student Non-violent Coordinating Committee), SCLC (Southern Christian
Leadership conference), CORE (Congress of Racial Equality), Malcolm X
 Discuss examples of violent outbreaks of civil unrest: urban riots (Watts, Newark
Detroit)

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 349-352, 365-367
http://www.naacp.org/
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart9.html
http://college.hmco.com/history/readerscomp/rcah/html/ah_017100_civilrightsm.htm
http://www.ibiblio.org/sncc/
http://www.ncsu.edu/chass/mds/sncchist.html
http://www.cviog.uga.edu/Projects/gainfo/sclc.htm
http://www.core-online.org/
http://www.colostate.edu/Orgs/MSA/find_more/m_x.html
http://www.usc.edu/isd/archives/la/watts.html

New York State Standard: 1, 5 Theme: Change, Reform Movements, Citizenship

LESSON # 55
AIM: How did the government respond to the civil rights protests of the 1960’s?

OBJECTIVES: Students will be able to:


 Discuss the impact of the protests on the government
 Analyze the various pieces of legislation produced in the Civil Rights Era:
Civil Rights Act 1963-1964, 24th Amendment, Voting Rights Act, Fair Housing Act.
 Discuss court decisions since 1948 upholding or modifying preferential treatment in
31
employment; equal access to housing; travel and accommodations; voting rights;
educational equity.

SUGGESTED RESOURCES/DOCUMENTS:
http://www.spartacus.schoolnet.co.uk/USAcivil64.htm
http://www.nps.gov/malu/documents/amend24.htm
http://www.usdoj.gov/crt/voting/intro/intro_b.htm
http://www.usdoj.gov/crt/housing/housing_coverage.htm

New York State Standard: 1, 5 Theme: Citizenship, Change, Presidential


Decisions and Actions

LESSON # 56
AIM: How successful was the women’s movement of the 1960s?

OBJECTIVES: Students will be able to:


 Describe the goals of the National Organization for Women (NOW)
 Evaluate the impact of the Roe v. Wade decision on the Women’s Movement
 Compare the arguments made by each side in the Equal Rights Amendment debate
 Assess the degree of success of the women’s movement

SUGGESTED RESOURCES/DOCUMENTS:
United States History and Government 2 Resource Guide pp 353-355
http://disa.nu.ac.za/content/Sf/SfMar82/image/web-ready/p004-700.gif
http://us.history.wisc.edu/hist102/lectures/lecture14.html
http://www.now.org/store/images/items/bt-rr2.jpg
http://us.history.wisc.edu/hist102/lectures/lecture14.html
http://www.cwluherstory.com/CWLUArchive/voice.html
http://www.prochoiceamerica.org/issues/choice-in-the-courts/supreme-court/key-cases/
New York State Standard: 1, 5 Theme: Citizenship, Change, Reform Movements
LESSON # 57
AIM: How did the Hispanic-American civil rights movement represent expanding concerns over the concept
of equality in the United States?
OBJECTIVES: Students will be able to:
 Discuss the size and scope of the Hispanic American community in the 1960s: Native born Americans
of Hispanic decent, influx of people from Mexico and Puerto Rico, Cuban immigration.
 Explain the goals of the “brown power” movement.
 Describe the role of Cesar Chavez in organizing farm labor
 Examine the efforts of Hispanic – Americans to enhance their political power
SUGGESTED RESOURCES/DOCUMENTS:
http://www.cesarechavezfoundation.org/Default.aspx?pi=33
http://www.pbs.org/itvs/fightfields/
http://www.sdcoe.k12.ca.us/chavez/
http://benito.arte.uh.edu/Arte_Publico_Press/Catalog/civilrights/body_civilrights.htm
32
New York State Standard: 1, 5 Theme: Citizenship, Change, Reform Movements
LESSON # 58
AIM: Why did Native Americans join the struggle for civil rights?
OBJECTIVES: Students will be able to:
 Review the historical relationship of Native Americans and the United States government
 Describe the nature of the grievances held by Native Americans
 Discuss the battles and achievements of the Native American Movement: Creation of AIM,
Occupation of Alcatraz, the “long march” and Wounded Knee 1973.
 Assess the degree of success achieved by these movements
SUGGESTED RESOURCES/DOCUMENTS
http://www.dickshovel.com/AIMIntro.html
http://en.wikipedia.org/wiki/American_Indian_Movement
http://www.aimovement.org/ggc/history.html
http://www.eyewitnesstohistory.com/knee.htm
http://www.woundedkneemuseum.org/main_menu.html
New York State Standard: 1, 5 Theme: Citizenship, Change, Reform Movements

LESSON # 60
AIM: How did the Warren Court transform the United States?

OBJECTIVES: Students will be able to:


 Discuss the legal issues related to each of the following cases: Mapp v. Ohio (1961), Gideon v.
Wainwright (1963), Miranda v. Arizona (1966), Baker vs. Carr (1962)
 Explain why these cases were controversial.

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 359-364
http://www.landmarkcases.org/
http://www.findlaw.com/casecode/supreme.html
http://supreme.lp.findlaw.com/
http://www.prochoiceamerica.org/issues/choice-in-the-courts/supreme-court/key-cases/
http://www.digitalhistory.uh.edu/supreme_court/supreme_court.cfm

New York State Standard: 1, 5 Theme: Citizenship, individuals, Groups and


Institutions

CONTENT TOPIC IV: The Limits Of Power: Turmoil At Home And Abroad,
1965-1972
Sub-Topic IV A: Vietnam: Sacrifice and Turmoil

LESSON # 61
AIM: How did the U.S. become involved in war in Southeast Asia?

OBJECTIVES: Students will be able to:


 Locate on a map the various countries considered part of Southeast Asia
 Discuss major events in the history of Indo-China though World War II
 Analyze the rise of Ho Chi Minh and the Viet Minh as anti-French nationalists
33
 Evaluate reasons for the successes against the French: military tactics (guerilla warfare - “ant power”),
Dien Bien Phu, nationalism.
 Explain the agreements reached at the Geneva Convention of 1954.
 Discuss the early role of the U.S: aid to France, commitment of “advisors” under Eisenhower and
Kennedy, continued success of NLF (Viet Cong)

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 373-376
http://www.chss.montclair.edu/english/furr/vietnam.html
http://vietnam.vassar.edu/overview.html
http://www.mtholyoke.edu/acad/intrel/vietnam.htm
http://www.campbell.edu/faculty/Slattery/dien_bien_phu.htm

New York State Standard: 1, 2, 3 Theme: Foreign Policy

LESSON # 62
Aim: How did the “Americanization” of the civil war in Vietnam occur?

OBJECTIVES: Students will be able to:


 Analyze the reasons for President Johnson’s decision to escalate U.S. involvement in Vietnam:
containment, “domino theory,” SEATO,
 Explain the impact of the Gulf of Tonkin Resolution on U.S. involvement in the war; the controversy
surrounding the draft; rising death toll, inability to achieve victory
 List and locate the events showing an escalation of US involvement in Vietnam.
 Discuss the reasons for the growth of the anti-war movement

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 377-381, 382-383
http://www.richmond.edu/~ebolt/history398/DominoTheory.html
http://www.yale.edu/lawweb/avalon/tonkin-g.htm
http://grunt.space.swri.edu/jeffviet.htm
http://www.digitalhistory.uh.edu/modules/vietnam/index.cfm
http://faculty.plattsburgh.edu/john.stubbs/pw/page3.html
http://history.acusd.edu/gen/20th/LBJ/lbj-vietnam.html
http://www.colorado.edu/AmStudies/lewis/2010/vietnam.htm
http://www.mtholyoke.edu/acad/intrel/pentagon4/doc260.htm
http://mcel.pacificu.edu/as/students/arvn/vietpersp.html

New York State Standard: 1, 5 Theme: Foreign Policy

LESSON # 63
Aim: Why was 1968 a year of turmoil and tragedy?

OBJECTIVES: Students will be able to:


 List and summarize the perspectives of radical groups and individuals against the U.S. involvement in
the Vietnam War: SDS, FSM, New Left, hawks, doves, hippies, communalists, Kent State.
 Discuss the impact of the Tet offensive in changing U.S. public opinion towards the Vietnam War.
 Explain the impact of the Vietnam War on President Johnson’s decision not to seek reelection.
 Assess the social and political effects of the assassinations of Martin Luther King, Jr. and Robert
Kennedy.
34
 Describe the chaos and divisiveness of the Democratic Party during the 1968 presidential campaign.

SUGGESTED RESOURCES/DOCUMENTS
http://www.chss.montclair.edu/english/furr/Vietnam/riseandfall.html
http://www.english.uiuc.edu/maps/vietnam/antiwar.html
http://www.h-net.msu.edu/reviews/showpdf.cgi?path=138991094183304
http://www1.lakeland.edu/personal/faculty/~haas/courses/gs330/pages/CounCul.htm
http://www.wellesley.edu/Polisci/wj/Vietimages/fonda.html
http://www.mtsu.edu/~vvesper/king.html
http://www.lib.umassd.edu/ARCHIVES/findaids/MC1RFKAA.pdf
http://www.fredonia.edu/department/english/mcvicker/1968/kevinh.htm
http://www.nyu.edu/library/bobst/collections/exhibits/arch/1968/Index.html
http://www.law.umkc.edu/faculty/projects/ftrials/Chicago7/chicago7.html
http://cpl.lib.uic.edu/004chicago/disasters/1968dem_convention.html

New York State Standard: 1 Theme: Citizenship, individuals, Groups and


Institutions, Change

LESSON # 63
AIM: How can we describe the legacy of the Vietnam War?

OBJECTIVES: Students will be able to:


 Explain why the war continues to be a controversial issue for many Americans.
 Describe the significance of the War Powers Act of 1973.
 Discuss how the Vietnam War impacted on America’s views of foreign policy.
 Analyze how the war altered American attitudes about their government and leaders.

SUGGESTED RESOURCES/DOCUMENTS
http://servercc.oakton.edu/~wittman/warend.htm
http://www.yale.edu/lawweb/avalon/warpower.htm
http://www.english.uiuc.edu/maps/vietnam/postwar.htm
http://chss.montclair.edu/english/furr/chomskyin1282.html
http://www3.niu.edu/~td0raf1/history468/feb2604.htm
http://www.providence.edu/polisci/students/vietnam/vietnam.htm
http://www.pbs.org/vietnam/

New York State Standard: 1, 5 Theme: Foreign Policy

CONTENT TOPIC V: The Trend Toward Conservatism, 1972- 1985


Subtopic V A: Nixon as President, 1969-1974

LESSON # 64
AIM: How can we assess the Nixon presidency?

OBJECTIVES: Students will be able to:


 discuss Nixon’s achievements in foreign affairs: “Peace With Honor” (withdrawal from
Vietnam), SALT I and the beginning of detente, “opening” China, Nixon Doctrine
 Examine Nixon’s achievements in domestic policy: modifications of Great Society
35
programs (food stamps, OSHA, DEA, revenue sharing
 Evaluate the impact of detente with Russia and China on prospects for world peace

SUGGESTED RESOURCES/DOCUMENTS::
United States History and Government 2 Resource Guide 382-384, 389-393
http://www.whitehouse.gov/history/presidents/rn37.html
http://en.wikipedia.org/wiki/Richard_M._Nixon
http://www.presidentsusa.net/nixon.html
http://www.pbs.org/wgbh/amex/presidents/37_nixon/nixon_politics.html
http://www.pbs.org/wgbh/amex/presidents/37_nixon/nixon_domestic.html
http://www.pbs.org/wgbh/amex/presidents/37_nixon/psources/index.html

New York State Standard: 1 Theme: Change, Presidential Decisions and Actions

LESSON # 65
AIM: How did Nixon’s resignation impact on the powers of the presidency?

OBJECTIVES: Students will be able to:


 Review the checks and balances mechanisms in the Constitution
 Discuss the effects of the Agnew resignation on the Nixon presidency
 Examine the chronology of the major events in the Watergate affair
 Analyze the constitutional implications of the Watergate Affair: role of the investigative
committees, the use of a special prosecutor, invoking executive privilege and national
security arguments, illegal use of the IRS and FBI illegally
 Assess the role of the Supreme Court- New York Times v U.S. (1971), United States v
Nixon (1974)
 Analyze the charges against President Nixon
 Assess the significance of the Nixon resignation

SUGGESTED RESOURCES\DOCUMENTS:
United States History and Government 2 Resource Guide pp. 389-392.
http://www.luminet.net/~tgort/resign.htm
http://watergate.info/nixon/resignation-letter.shtml
http://watergate.info/judiciary/
http://www.historyplace.com/unitedstates/impeachments/nixon.htm
http://www.pbs.org/wgbh/amex/presidents/37_nixon/psources/index.html

New York State Standard: 1,5 Theme: Government

Subtopic V B: The Ford and Carter Presidencies

LESSON # 66
AIM: To what extent did Presidents Ford and Carter succeed in restoring confidence in the
American presidency?

OBJECTIVES: Students will be able to:


 Examine the constitutional aspects of the Ford, Rockefeller appointments
 Discuss the “corrupt bargain”- the pardon of Nixon
 Discuss the effects of the oil crisis, the Iranian hostage Crisis and the Soviet invasion of Afghanistan
36
 Assess the Carter’s emphasis on human rights in the conduct of U.S. foreign policy- Camp David
Agreements, Panama Canal Treaty

SUGGESTED RESOURCES|DOCUMENTS:
U.S. History and Government II Resource Guide, page 393-397
http://www.infoplease.com/ce6/history/A0825448.html
http://www.jimmycarterlibrary.org/documents/hostages.phtml
http://www.jimmycarterlibrary.gov/tour/middle_east/
http://www.ford.utexas.edu/library/speeches/740060.htm
http://www.chron.com/content/interactive/special/watergate/pardon.html

New York State Standard: 1 Theme: Civic Values, Foreign


Policy

Subtopic V C: Reagan and Bush, The “New” Federalism and Growth of Conservatism

LESSON # 67
AIM: To what extent was the term “Reagan Revolution justified?

OBJECTIVES: Students will be able to:


 Analyze evidence of a movement towards conservatism: decline of judicial activism as
characterized by the Warren Court (Engle v Vitale, 1962 , Tinker, 1969, T.L.O.,1985 Veronica v
Acton, 1995)
 Discuss the growth of power of religion based groups, backlash in response to crime, government
spending on social programs (e.g. end of the Great Society), affirmative action controversy, changing
attitude towards “big’ government”
 Explain Reagan’s ideas of supply side economics and tax policy (“Reaganomics”)

SUGGESTED RESOURCES/DOCUMENTS
U.S. History and Government II Resource Guide, pp. 399-402, 414, 420
http://www.reagan.utexas.edu/archives/speeches/publicpapers.html
http://www.reagan.utexas.edu/archives/reference/reference.html
http://en.wikipedia.org/wiki/Ronald_Reagan
http://en.wikipedia.org/wiki/Ronald_Reagan#Domestic_record
http://en.wikipedia.org/wiki/Supply-side_economics
http://www.brainyquote.com/quotes/authors/r/ronald_reagan.html
http://www.pbs.org/wgbh/amex/presidents/40_reagan/index.html

New York State Standard: 1 Theme: Change

LESSON # 68
AIM: How successful was President Reagan’s foreign policy advancing American interests?

Objectives: Students will be able to:


 Compare and contrast Reagan’s ideas about big government with his emphasis on rebuilding the
military
37
 Discuss major foreign policy issues of the period: increased use of American military power, “Star
Wars,” the “evil empire’ policy towards the USSR prior to its fall, Grenada, Nicaragua, El Salvador
 Discuss the events which came to be called the Iran-Contra Controversy

SUGGESTED RESOURCES/DOCUMENTS
http://www.pbs.org/wgbh/amex/presidents/40_reagan/index.html
http://www.cnn.com/SPECIALS/2004/reagan/
http://money.cnn.com/2004/06/07/commentary/column_hays/hays/index.htm
http://www.americanpresidents.org/presidents/president.asp?PresidentNumber=39
http://www.americanpresidents.org/classroom/39.asp

Standard: 1,5 Theme: Foreign Policy

CONTENT TOPIC VI: Approaching The Next Century 1986-1999


Subtopic VI A: The Bush Presidency

LESSON # 69
AIM: To what extent did the election of President George H.W. Bush in 1988 demonstrate a shift in our
political system?

OBJECTIVES: Students will be able:


 Compare the appeal and failures of third party candidates H. Ross Perot (1992) and Theodore
Roosevelt (1912)
 Assess the impact of Political Action Committees (PACs)
 Discuss the difficulty in monitoring campaign financing

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp. 416
http://www.u-s-history.com/pages/h913.html
http://www.multied.com/elections/1988.html
http://www.presidency.ucsb.edu/showelection.php?year=1988
http://www.foreignaffairs.org/19890201faessay5933/norman-j-ornstein-mark-schmitt/the-1988-election.html
http://www.answers.com/topic/u-s-presidential-election-1988

New York State Standard: 1, 5 Theme: Government

LESSON # 70
AIM: How successfully did America address important social issues during the Bush Administration (1998-
1992)?
OBJECTIVES: Students will be able:
 Explain the issues, decisions and long term implications of Cruzan v. Director, Missouri Department
of Health (1990) and Planned Parenthood of Southeastern Pennsylvania, et. al. v. Casey (1992)
 Evaluate the impact of immigration patterns from Mexico, Haiti and Cuba
 Describe reasons for opposition to and support for environmental legislation
 Discuss the impact of the Savings and Loan scandal of the 1980s
SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp. 414- 420
38
http://www.pbs.org/wgbh/amex/presidents/41_g_h_w_bush/
http://www.americanpresident.org/history/georgehwbush/staffadvisers/domesticpolicy/
New York State Standard: 1, 5 Theme: Human Systems,
Government

LESSON # 71
AIM: How effective was President George H.W Bush’s foreign policy?

OBJECTIVES: Students will be able:


 List and describe the issues facing the US with the collapse of the Soviet Union
 Assess the international role of the US in the Bosnian crisis
 Discuss the impact of the Persian Gulf war on the United States

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 421, 424
http://www.pbs.org/wgbh/amex/presidents/41_g_h_w_bush/
http://www.npr.org/templates/story/story.php?storyId=4131471

New York State Standard: 1, 5 Theme: Government, Foreign Policy

Subtopic VI B: The Clinton Presidency

LESSON # 72
AIM: How will historians view the domestic leadership of President Clinton?

OBJECTIVES: Students will be able to:


 Examine Clinton’s emphasis on health care, education and welfare reform
 Describe the relationship between the baby boom generation and concerns for the Social Security system
 Discuss the impact of market trends of the 1990s and President Clinton’s popularity ratings
 Evaluate the effect of the following on the Clinton Presidency: Whitewater investigation, impeachment
and acquittal.

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 428-433
http://www.britannica.com/ebi/article-228990
http://www.clintonlibrary.gov/
http://www.americanpresident.org/history/billclinton/
http://history.acusd.edu/gen/20th/1990s/clinton.html
http://www.ssa.gov/history/clntstmts.html
http://www.newsmax.com/articles/?a=2000/9/20/121810
http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-Clintonimpeach.htm

New York State Standard: 1, 5 Theme: Government, Presidential Decisions and Actions

LESSON # 72
AIM: How did Clinton’s foreign trade policies reflect a changing world?

OBJECTIVES: Students will be able to:


 Assess the effectiveness of each of the following: NAFTA, GATT, economic aid to Russia
39
 Examine Clinton Administration trade policies with China, Japan, and Latin America
 Evaluate United States/European relations: European Union (EU), North Atlantic Treaty Organization
(NATO)
 Discuss reasons why the Clinton Administration believed these policies were important

SUGGESTED RESOURCES/DOCUMENTS
http://www.ontheissues.org/Celeb/Bill_Clinton_Free_Trade.htm
http://clinton4.nara.gov/WH/new/html/Tue_Oct_24_163554_2000.html
http://www.nafta-sec-alena.org/DefaultSite/index_e.aspx
http://www.epinet.org/content.cfm/briefingpapers_nafta01_index
http://www.gatt.org/
New York State Standard: 1, 5 Theme: Foreign Policy, Change,
Government

LESSON # 73
AIM: How will historians view the foreign policy leadership President Clinton?

SOBJECTIVES: Students will be able to:


 Discuss the degree of success or failure of the Middle East policy of the Clinton Administration
(Israeli/PLO Agreement between Prime Minister Rabin and Arafat)
 Explain the Administration’s reasons for taking action in: Somalia, Haiti, Bosnia, and Yugoslavia
 Examine the relationship between Russia and the United States during the Clinton Administration.

SUGGESTED RESOURCES/DOCUMENTS
United States History and Government 2 Resource Guide pp 432
http://www.academy.umd.edu/publications/presidential_leadership/Clinton_Roundtable.htm
http://www.mtholyoke.edu/acad/intrel/clinton.htm
http://www.ontheissues.org/Celeb/Bill_Clinton_Foreign_Policy.htm
http://www.hawaii.edu/powerkills/MTF.CHAP8.HTM
http://www.foxnews.com/story/0,2933,50830,00.html
http://www.pbs.org/wgbh/pages/frontline/shows/ambush/etc/cron.html
http://www.ontheissues.org/Celeb/Colin_Powell_Foreign_Policy.htm
http://www.country-data.com/cgi-bin/query/r-11500.html

New York State Standard: 1, 5 Theme: Foreign Policy, Government


40

The following list has been inserted from the New York State Curriculum Guide for United States
History and Government.

Since the curriculum emphasizes government and basic constitutional principles, students should
understand the importance of key United States Supreme Court decisions. The following required Supreme
Court decisions have had significant impact on our nation’s history:

Marbury v. Madison (1803)


McColloch v. Maryland (1918)
Gibbons v. Ogden (1824)
Worcester v. Georgia (1832)
Dredd Scott v. Sanford (1857)
Civil Rights Cases (1883)
Wasbash, St. Louis & Pacific R.R. v. Illinois (1886)
United States v. E.C. Knight Co. (1895)
In Re Debs (1895)
Plessy v. Ferguson (1896)
Northern Securities Co. v. United States (1904)
Lochner v. New York (1905)
Muller v. Oregon (1908)
Schenck v. United States (1919)
Shechter Poultry Corporation v. United Sates (1935)
Korematsu v. United States (1944)
Brown v. Board of Education of Topeka (1954)
41
Watkins v. United States (1935)
Mapp v. Ohio (1961)
Baker v. Carr (1962)
Engle v. Vitale (1962)
Gideon v. Wainwright (1963)
Heart of Atlanta Motel v. United States (1964)
Miranda v. Arizona (1966)
Tinker v. Des Moines (1969)
New York Times v. United States (1971)
Roe v. Wade (1973)
United States v. Nixon (1974)
New Jersey v. TLO (1985)
Cruzan v. Director Missouri Department of Health (1990)
Planned Parenthood of Southeastern Pennsylvania, et. al. v. Casey (1992)
Veronia School District v. Acton (1995)

NOTE – THE FOLLOWING MODEL LESSON IS BASED ON LESSON # 34 OF


THIS PACING CALENDAR

Aim: How did America’s homefront mobilize for war?

CONNECTION During World War II thousands of young American men went to


(5 Minutes) Europe and Asia to fight. With the sudden attack on Pearl Harbor on
December 7, 1941, the United States had to quickly shift its manufacturing
from cars to tanks, submarines, airplanes and bombs to fight the war. How
do you think it will affect the people that were still at home in the US? Let
us look at that now and see how the “homefront” responded to the challenge.
Whole Group Show the class a copy of the Cartoon, “Rosie the Riveter Steps Out.”
MINI LESSON Explain to the class that this depicts one aspect of what has come to be
(10-12 Minutes) known as the homefront during World War II. Let me show you how I
would analyze this cartoon so that I can understand its meaning. The first
* Content- Skill question I would ask is ‘What do I see in this cartoon?” Then I would make
Point
a list of those items. Write a partial list on board of some of the parts of the
* Set purpose cartoon. Then elicit from the class additional information to add to the list.
for Document Explain to the class that the next step would be to look at the whole picture
focus and try to determine its message. Tell them that one message is that women
were going to work in jobs that were traditionally filled by men. Elicit
additional ideas from the class.

Explain that this lesson will help the class examine various aspects of the
42
homefront’s effort to support WWII.
List materials, books, documents to be used:
Small Group Documents and pictures from United States History and Government 2
(18-20 Minutes) Resource Guide pp 239-241,
http://history.sandiego.edu/gen/st/~cg3/pagethree.html
* Learners in
pairs/groups read
http://library.thinkquest.org/15511/museum/garden.htm
independently http://lcweb2.loc.gov/cgi-bin/query/i?
pp/ils:@filreq(@field(NUMBER+3g04442)+@field(COLLID+cph)):displa
* Learners discuss yType=1:m856sd=fsac:m856sf
documents in http://www.u-s-history.com/pages/h1674.html
groups
http://armyaircorps.us/Homefront.cfm
* Learners http://www.ieee-virtual-museum.org/exhibit/exhibit.php?
reconvene to id=159269&lid=1&seq=7
interact on http://americanhistory.si.edu/victory/
findings
Note: All materials for the group activity can be selected from the list
of sources and websites listed above.
Before beginning the group activity, elicit a definition of “homefront.”

Divide the class into groups of four. Provide the class with the work sheet
that appears below. Using a semantic web each group will brainstorm ways
in which people might contribute to the war effort at home. Then distribute
an assortment of documents and sources. Each group will follow the Task
sheet that appears below.
Whole group As part of the whole group activity, one representative from each group
* Summarize should highlight the ideas included in their editorial. Students should
learnings discuss what might happen to society once the soldiers came home ready to
take their old jobs back. They should also discuss how this whole
experience impacted on women.

Collect the editorials, correct them and duplicate them for distribution to the
class within a few days of the lesson.

Homefront Task Sheet


1. In your groups use a semantic web to brainstorm a ways people on the homefront during WWII
could contribute to the war effort. (When you have completed that list, tell your teacher that
you are ready to receive your packet of documents)
2. Each member of the group should work with a different document, poster etc. and analyze it.
Write the main ideas in your notebook. Be prepared to teach your group partners the main
ideas related to your material.
4. When all members of the group have completed their analysis, each member will share the
information.
5. Upon completion of the sharing, the group will write an editorial (persuasive essay) explaining
why it was important for American citizens to contribute to the war effort by participating in
homefront activities.
6. Be prepared to share your editorial with the entire class.
43

SUGGESTIONS FOR REGENTS REVIEW

A thorough review and preparation for the Regents Examination in United States
History and Government should be considered an absolute necessity and a major
professional responsibility of the teacher. Although familiarization with Regents
type skills and content should have been an ongoing process throughout your
students’ United States history experience, a concentrated review is now paramount.

Planning the scope and sequence of the review carefully will go a long way in
optimizing usage of time and resources. The teacher should keep in mind the
following:

 A sufficient amount of time must be allocated for review of the years work.
It is recommended that a minimum of two to three weeks be set aside for this
purpose.
 Review is not re-teaching. The teacher should not expect to “cover” the
material in the same way it was originally taught.
 It is recommended that a review book be used in conjunction with other
review activities. Several are available.
 A number of internet sites are available to assist you and your students.
Below is a list of some.
http://www.edusolution.com/ --- Resource for Regents Review
http://www.emsc.nysed.gov/ciai/social.html --- New York State
Education Department site for previous social studies exams, rubrics
and answer keys
44
http://www.regentsprep.org --- contains a full program for Regents
Review
http://www.region4.nycenet.edu/instruction/socialstudies/ -- Region 4 Social Studies web site
containing curriculum, glossaries and related web sites.
45

UNITED STATES HISTORY AND GOVERNMENT II


SAMPLE REGENTS REVIEW LESSON

Aim: How has our system of checks and balances served to preserve our system of
government?
CONNECTION Throughout our study of United States history we have seen clashes between
(5 Minutes) one branch of the federal government and another. Our Constitution has built
in a system that allows each branch to oversee the other. This lesson is
designed to help us review how this works.
Whole Group We have learned this year about the operation of our national government. A
MINI LESSON major interest of the framers of the Constitution was to ensure that power was
(10-12 Minutes) divided so that no one group of people in the government would become too
powerful. Once example is the concept of separation of powers. Let us
* Content- Skill consider what that means. The government is divided into three branches.
Point
The Legislative, Executive and the Judicial. The Legislative in the form of
* Set purpose Congress has the power to make laws. What do the other branches do? Elicit
for Document responses from the class and list them on the board.
focus
This lesson will focus on another “insurance policy” written into the
Constitution. It is known as “Checks and Balances.” Let us examine how
this idea has operated in different times in United States History.
List materials, books, documents to be used:
Small Group http://fp.okstate.edu/vestal/polsci4053/images/checks5.gif
(18-20 Minutes) http://www.oyez.org/oyez/resource/case/410/
http://usinfo.state.gov/usa/infousa/facts/democrac/72.htm\
* Learners in
pairs/groups read
http://nixon.archives.gov/learn/timeline.html#1974
independently http://www.chicagotribune.com/news/nationworld/chi-
060131alito,1,2421481.story?coll=chi-news-hed
* Learners discuss United States History and Government 2 Resource Guide p. 208
documents in http://www.hpol.org/fdr/chat/
groups
http://newdeal.feri.org/court/toons.htm
* Learners http://regentsprep.org/Regents/ushisgov/themes/foreignpolicy/isolation.htm
reconvene to http://www.senate.gov/artandhistory/history/minute/A_Bitter_Rejection.htm
interact on http://www.westga.edu/~hgoodson/The%20Peace%20Treaty.htm
findings United States History and Government 1 Resource Guide p. 134 (Marshall’s
Opinion)
http://www.impeach-andrewjohnson.com/
http://www.crf-usa.org/impeachment/impeachment1.html
Students will examine and analyze the following historical events and
relate them to the operation of Checks and Balances:
1. Marbury vs. Madison (1803)
2. The Impeachment of President Andrew Johnson
3. The rejection of the Treaty of Versailles by the U.S. Senate
4. Franklin Roosevelt’s attempt to “pack” the Supreme Court
5. The Supreme Court Decision of United States v. Nixon (1974)

Divide the class into groups of four.


46
Assign one of these 5 topics to each group. Students will read the
pertinent material. In groups they are to complete chart that appears at the
end of this lesson plan.
As each group completes the chart, provide them with the chart from
the this website: http://fp.okstate.edu/vestal/polsci4053/images/checks5.gif

Students should compare their ideas about checks and balances with the
chart.
Whole group Upon Completion of the task, each group will share out their editorial. A
* Summarize discussion then will follow as to why checks are important today.
learnings
Assign students the task of examining current events. Have them research
current issues that involve checks and balances.
47

Group # __________________________________

Complete the chart below. When it is completed, let your teacher know. You will then be given
additional material.
Name of the event Important Facts about Constitutional issues How is this, an
that event example of a check by
one branch of
government on
another? (all members
must agree)

Compare the chart you were given to your list of checks that are listed in the last column. How accurate were
you?

As a group write an editorial (persuasive essay) explaining your opinions as to the importance of checks and
balances in the 21st century.
48
The role of critical thinking in the teaching process
Studies suggest that young people perform best when they are involved. This refers to various aspects of
active learning activities that will be suggested throughout this web guide. All of the active learning
approaches require students to engage in critical thinking exercises that are essential to attain high levels
of student achievement. Planning such activities will necessarily, involve the integration of various aspects
of Bloom’s Taxonomy of High Levels Reasoning. Below is a summary of that material.

In 1956, Benjamin Bloom headed a group of


educational psychologists who developed a
classification of levels of intellectual behavior
important in learning. Bloom found that over 95 % of
the test questions students encounter require them to
think only at the lowest possible level...the recall of
information.

Bloom identified six levels within the cognitive


domain, from the simple recall or recognition of facts,
as the lowest level, through increasingly more complex
and abstract mental levels, to the highest order which
is classified as evaluation. Verb examples that
represent intellectual activity on each level are listed
here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write.

6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,
select, support, value, evaluate.

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