Documente Academic
Documente Profesional
Documente Cultură
Nelson Acevedo
Curriculum Instructional Specialist (CIS)
District 79
Naceved2@nycboe.net
TABLE OF CONTENTS
TOPIC PAGE
UNIT SIX: THE UNITED STATES IN AN AGE OF GLOBAL CRISIS: RESPONSIBILITY AND
COOPERATION
TABLE OF CONTENTS
TOPIC PAGE
MODEL LESSON……………………………………………………………… 41
REGENTS REVIEW AND SAMPLE LESSON …………………………….. 44
BLOOMS TAXONOMY……………………………………………………….. 47
4
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
If you have any questions please contact Mr. Nelson Acevedo, Curriculum Instructional Specialist District 79,
Naceved2@nycboe.net
5
LESSON # 1
AIM: Why was there a need for reform at the turn of the 20th century?
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)
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
6
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
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
LESSON # 4
AIM: How “equal” were African Americans by 1900?
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
LESSON # 5
AIM: How did African Americans attempt to achieve equality in the early part of the 20th century?
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
LESSON # 6
AIM: How did reforms in state and local governments reflect the spirit of Progressivism in the early 20
century?
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
LESSON # 7
AIM: How effective was Theodore Roosevelt’s “Square Deal?”
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
LESSON # 9
AIM: How did the United States change its foreign policy in the period 1865-1900?
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
LESSON 10
AIM: Why did the United States turn its eyes towards the Pacific in the 19th century?
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
LESSON # 11
AIM: Why did the United States go to war against Spain?
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
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
LESSON # 13
AIM: How did the Panama Canal affect United States Latin American policy?
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
LESSON 14:
AIM: Should the United States have gotten involved in World War I?
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
LESSON # 15
AIM: How did World War 1 affect the lives of citizens?
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
LESSON 16
AIM: Should the rights of citizens be limited during a national emergency?
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
LESSON # 17
AIM: What were the results of World War I?
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
LESSON #18
AIM: Why were the 1920’s called the Roaring 20’s?
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?
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
LESSON #20
AIM: Why did immigration lead to a rise of nativism in the 1920s?
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/
LESSON #21
AIM: Did civil liberties take a step backwards during the 1920s?
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
LESSON #22
AIM: How were the 1920s a time of shifting cultural values?
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
LESSON #23
AIM: What were the economic factors that lead to false prosperity?
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
LESSON# 24
AIM: How did the Great Depression come about?
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/
LESSON# 25
AIM: To what extent does the term Great Depression describe the 1930s?
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
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?
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/
LESSON # 27
Aim: How did the early actions taken by Roosevelt provide hope?
18
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
LESSON# 28
Aim: How did the Roosevelt administration try to extend its relief, recovery, and reform movements?
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
LESSON # 29
AIM: How did the courts echo the controversies of the New Deal?
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
LESSON # 30
AIM: To what extent did minorities get a “New Deal?”
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
LESSON # 31
AIM: How do we explain Roosevelt’s breaking the two term tradition?
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
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
LESSON #34
AIM: How did America’s homefront mobilize for war?
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
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
LESSON # 36
AIM: How did U.S. assistance help the Allies win World War II?
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
LESSON # 37
AIM: Should the U.S. have dropped the atomic bomb?
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?
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
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
LESSON # 40
AIM: How did WWII change the role of the United States in world affairs?
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
LESSON # 41
AIM: How did early confrontations in Europe after WWII lead to mistrust between the United States and the
Soviet Union?
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
LESSON # 42
AIM: How did mistrust lead to a “cold war?”
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/
LESSON: # 43
AIM: How were U.S. foreign polices in Asia direct responses to the Cold War?
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
LESSON # 44
AIM: How did the United States respond to the aggression in Korea?
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
LESSON # 45
AIM: How did Cold War fears lead to violations of civil 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
LESSON # 46
AIM: How did the United States meet post-war economic challenges?
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
LESSON # 47
AIM: How did President Eisenhower build on and extend the policy of “containment”?
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
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
LESSON # 49
AIM: Should historians consider the 1950’s a period of complacency or activism?
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)
LESSON # 50
AIM: To what extent did the New Frontier raise minority expectations for their future?
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
LESSON # 51
AIM: How was the Kennedy Administration’s foreign policy a product of Cold War tensions?
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
LESSON # 52
AIM: How should historians evaluate President Johnson’s “Great Society?”
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
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/
LESSON # 54
AIM: How did minority protest groups and political action make the 1960’s a political charged decade?
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
LESSON # 55
AIM: How did the government respond to the civil rights protests of the 1960’s?
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
LESSON # 56
AIM: How successful was the women’s movement of the 1960s?
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?
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
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?
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
LESSON # 62
Aim: How did the “Americanization” of the civil war in Vietnam occur?
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
LESSON # 63
Aim: Why was 1968 a year of turmoil and tragedy?
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
LESSON # 63
AIM: How can we describe the legacy of the Vietnam War?
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/
LESSON # 64
AIM: How can we assess the Nixon presidency?
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?
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
LESSON # 66
AIM: To what extent did Presidents Ford and Carter succeed in restoring confidence in the
American presidency?
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
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?
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
LESSON # 68
AIM: How successful was President Reagan’s foreign policy advancing American interests?
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
LESSON # 69
AIM: To what extent did the election of President George H.W. Bush in 1988 demonstrate a shift in our
political system?
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
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?
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
LESSON # 72
AIM: How will historians view the domestic leadership of President Clinton?
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?
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?
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
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:
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.
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
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)
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.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,
select, support, value, evaluate.