U.S. History II Curriculum Guide Grade 11
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
UNIT I - AGE OF REFORM The student will be able to:		A. Economic Development	Teacher Made Tests Text Book Author Generated Tests Teacher Observation Class Discussion Term Papers Projects: debates; video analysis skits; role play mock trials; original artwork original compositions Book Reports (oral or written) Student Reports (oral or written) Surveys Utilization of Primary Resources Problem Solving Activities Construction of Maps, Charts and Graphs Quizzes	U.S. History II: The American Nation, Todd & Curtis, Holt Rinehart & Wilson 1995; The American Pageant, Bailey & Kennedy, D.C. Health & Co. 1994; American History Enrichment Support File Prentice Hall; Re-teaching Act. American Odyssey Glencoe;
§ Investigate government regulation of business practices and its impact on workers and free enterprise.	6.6             6.6	Students will review the formation of labor unions and in a class discussion will explain how the AF of L and IWW in cooperation with state and national governments expanded the rights of workers Students will list the newly found rights then they will interview someone who is the member of a labor union today and investigate if these rights are still being maintained Special Education: - Tape record readings, modify tests, guided reports, model assignments, peer tutor, cooperative learning. Students will review free enterprise capitalism, monopolies and "trust busting." Then they will address the problem of the "Senior Class" having a school fundraising "monopoly." Special Education: - Outline notes, highlight facts, peer tutors, graphic organizers, computer generated maps, charts, graphs. In cooperative learning groups the students will create a plan to "bust" the "monopoly" and create their own procedures for fundraising activities. What regulations will they impose on the Senior Class and other groups? Compare these trust busting activities to those of Roosevelt Special Education: - Outline notes, highlight facts, peer tutors, graphic organizers, computer generated maps, charts, graphs.	Students will achieve at least a satisfactory level or 70% score in mastering course objectives utilizing above instruments of measurement unless otherwise indicated	Promise of America Series, Books 3-5, Scott Foresman; Reteaching Activities; Cooperative Learning Activities; Performance Assessment Strategies & Activities Glencoe; Field Trips; Films/Video; Guest Speakers; Graphic Organizers for EWT/ HSPT Skills; Media Ctr Resources; U.S. & Them a History of Intolerance, Southern Poverty Law Center; Perspectives Readings on American History in the 20th Century, Prentice Hall	R. II R. III             R. II
		B. Democratic Values
§ Evaluate the effectiveness of reform groups and the government in improving the lives of the citizens and restoring political power to the people by studying the Progressive Movement.	6.1	Students will complete a chart that summarizes movements for social change, their leaders, and their goals Students will identify social problems and match them to the relevant legislation (See Appendix) Students will research and report on one of the reform organizations and include an update to the present day activities of the group Special Education: - Peer tutor, tape record readings, guided notes/ charts, cooperative learning groups. Students will contact local or state legislators about any new or pending social legislation. (i.e. letters, phone calls, interviews, panel discussions, mock, lobbying session) In cooperative learning groups students will portray a mock lobbying session. Groups will include lobbyists for the elderly, young parents, new citizens, young male blue collar workers, women, college students etc. Special Education: - Peer tutor, tape record readings, guided notes/ charts, cooperative learning groups.			R. II R. II R. II           R. III
UNIT II - EXPANSIONISM/ IMPERIALISM		A. Global Relations
§ Comprehend and critique U.S. foreign policy from 1898-1917.	6.6 6.7	Discuss and outline the components of a foreign policy (develop one) Discuss U.S. foreign policy today Special Education: - Audio/video tape session, verbal/visual cues.			R. II
		B. Democratic Values
§ Investigate Democratic principles in order to decide whether the U.S. has the right to interfere into the affairs of other countries.	6.1 6.2 6.3	Students will review Democratic principles such as the Preamble to the Declaration of Independence, and the Constitution. Then they will divide into cooperative groups depicting the concerns of different countries and develop a tool to persuade the U.S. not to interfere in the affairs of their particular country After group activity the entire class will come to a group consensus concerning U.S. justification for its actions			R. III R. III
UNIT III - WORLD WAR I (1914-1920)		A. Global Relations
§ Understand the causes of W.W. I, U.S. involvement in the war and the effects of W.W. I on lasting peace.	6.3 6.7	Students will create a political cartoon depicting a cause for W.W. I or a reason for U.S. involvement Students will complete a graphic organizer (Venn Diagram) to show overlapping causes of the war that involved U.S. Special Education: - Peer tutor, computer graphics, guided practice. Students will examine and analyze the effects of W.W. I by completing a graphic organizer identifying the effects of W.W. I (See Appendix) After the War, p. 86			R. II R. II R. III R. II R. III
		B. Economic Development
§ Investigate U.S. economic mobilization for war.	6.6	Students will outline steps taken by the U.S. to mobilize the nation for the war effort			R. II
		C. Democratic Values
§ Identify Democratic principles found in Wilson’s 14 points and the establishment of a League of Nations.	6.1 6.2	Students will discuss the 14 points and democratic values. Then in groups they will brainstorm which of the 14 points match with which democratic value Special Education: - Peer tutor, computer graphics, guided practice.			R. II
		D. Cultural Diversity
§ Examine ways groups respond to forms of discrimination.	6.5 6.4	Students will divide into cooperative learning groups and decide how they will respond to a situation concerning discrimination as an individual and a group. i.e. age, sex, racial, ethnic, sexual preference, religion or stereotype. i.e. nerd vs. jock, status, position in group. Then students will go back and look at Native Americans, African Americans, and Mexican Americans and their responses to discrimination and examine various responses from the cooperative groups			R. III
UNIT IV - THE JAZZ AGE (1920-1930)		A. Economic Development
§ Examine the factors which contributed to the economic prosperity of the 1920’s.	6.6	Using a mind-mapping, graphic organizer, students will mind-map the concept of economic prosperity			R. II
		B. Technology & Society
§ Identify how society changed in the 1920’s.	6.5	Students will view video on the 1920’s and discuss Special Education: - Peer tutor, computer graphics, guided practice.
		C. Cultural Diversity
§ Expose to examples of the art, music, literature, dance, theater, celebrities, and ideas of the Harlem Renaissance.	6.5	Students will create a radio quiz show on the 1920’s including an advertisement for a new product or technology (See Appendix) Special Education: - Cooperative learning group, visual/audio prompts, computer graphics.			R. II
UNIT V - THE GREAT DEPRESSION 1930’s		A. Economic Development
§ Identify the causes, cures and social effects of the Great Depression.	6.4 6.6	Students will complete an outline depicting the contributing factors to the stock market crash (See Appendix) Students will create a series of headlines depicting stories about the individual families, homelessness, food shortages, and unemployment during the Great Depression Students will complete a chart on the New Deal (See Appendix) Special Education: - Peer tutor, computer graphics, computer research, highlight facts for chart.			R. II R. III R. II
		B. Constitutional Heritage
§ Intrigue the constitutionality of the New Deal.	6.1	Students will debate the New Deal legislation through cooperative learning groups with groups portraying Congress, Roosevelt and Advisors			R. III
		C. Cultural Diversity
§ Evaluate and incorporate the role that the arts played in reflecting cultural diversity during the 1930’s.	6.2 6.4 6.5	Students will imagine that they are artists or writers during the 1930’s and will produce a work which represents their impressions of life during the 1930’s			R. II
UNIT VI - WORLD WAR II		A. Global Relations
§ Evaluate how attempts to maintain peace deteriorated due to rising dictatorships around the world.	6.1 6.3	Students in cooperative learning groups will be assigned by group one of the following. The Washington Conference, Five Power Agreement, Four Power Treaty, Nine Power Treaty, Kellogg-Brand Pact, and League of Nations. They will research and report to the class on their findings Special Education: - Peer tutor, outline notes, model debate technique. Students will create a chart of similarities and differences of dictators. See p. 741 - The American Nation Special Education: - Guided outline, highlight contrasts.			R. II R. II R. III
§ Examine the causes of W.W. II and explain how the Allies pulled their resources to win W.W. II.		Students will be able to Identify causes and examine how Allied and Axis Powers utilized their resources to conduct the war (See Appendix) Students will imagine that they are reporters for a war magazine etc. They will keep a journal of events that took place day by day, before and during war. (war correspondent) battles etc. as per example (See Appendix) p. 99 Special Education: - Peer tutor, outline notes, audio tape journal or computerize.			R. III R. II
		B. Democratic Values
§ Investigate Japanese internment, the Holocaust and African & Mexican Americans in the military and at home to illustrate violations of the democratic principle addressed in the following quote "Racial discrimination in any form and in any degree has no justifiable part whatever in our democratic way of life - Justice Frank Murphy.	6.1 6.2 6.3 6.4	Students will research one of the following: Japanese internment the Holocaust, African & African Americans in the military and at home and then report to the class on their findings via the methods of skits, diaries, collages, murals, oral reports etc. (See Resources) Students will debate on the following choice of topics. i.e. Resolved: U.S. was correct in putting Japanese-Americans in Internment Camps. Resolved: African-Americans should not be allowed in the military. Resolved: The Holocaust was only a hoax to get the U.S. into W.W. II Special Education: - Computer research, word processor, cooperative learning, guided practice, highlight facts.			R. II R. III
		C. Technology & Society
§ Identify new technology developed during W.W. II and explore the political and moral issues raised over the development of nuclear weapons.	6.2 6.5	Students will view part of the film "Hiroshima" and then debate the question of was the U.S. correct in using the Atomic Bomb on Japan? Special Education: - Peer tutor, cooperative learning, highlighted notes. Using p. 774 in the American Nation book - strategies and success, students will pick out examples from the Chapters 25-26 that illustrate these strategies and then give a present day example. i.e. magazines, newspapers, TV etc. Special Education: - Peer tutor, cooperative learning, highlighted notes.			R. III R. III
UNIT VII - THE 1950’s		A. Technology & Society
§ Explore how the new discoveries in Biology, Chemistry & Physics affected U.S. Society.	6.2 6.5 6.9	Students will view the movie "Threads" or "The Day After" or read "Alas Babylon." Then students will imagine they are H.S. students living in the 1950’s. Write a letter to your Congress person proposing greater restrictions on the use of nuclear energy Students will imagine that they have been recruited by NASA, and decide what role you would play in the space department and write your own job description Special Education: - Highlight notes, word processor.			R. III R. II
		B. Economic Development
§ Link population shifts of the 1950’s to the economic boom of the period.	6.6 6.8	Students will interpret and discuss the map on the movements of the population in the 1950’s p. 816 - The American Nation p. 881 - The American Pageant			R. II
		C. Cultural Diversity
§ Research attempts to rebel against the conformity of the 1950’s	6.5 6.2	Students will view an episode of "Happy Days" and point out the different elements of conformity vs. rebellion			R. III
		D. Democratic Values
§ Investigate how the government can infringe upon their civil liberties.	6.1 6.3 6.4	Students will participate in a mock trial/ kangaroo court to experience the McCarthyism of the 1950’s Special Education: - Peer tutor, guided notes, highlight facts, model activities.			R. III
UNIT VIII - THE 1960’s		A. Global Relations
§ Investigate how the spread of communism in the world affected the foreign policy of the U.S.	6.1 6.2 6.3 6.7	In cooperative learning groups, students will imagine that they are members of a radical political organization that has gained control of a section of your city or town and have decided to build a "wall" to divide your territory. Groups will present arguments for this and consider the effects of this wall (See Appendix) Simulation (American History Enrichment Support File) Students will view and discuss the film "The Missiles of Oct." In cooperative learning groups, the students will create a (kiosk) three-dimensional bulletin board depicting the Vietnam era (See Appendix) Free Nation Resource p. 33			R. III R. III R. II
		B. Democratic Values
§ Investigate how protest groups brought about the realization of democratic values/ principles during the 1960’s.	6.1 6.2 6.3 6.4	Students will do a unit on civil rights movement (See Appendix) Special Education: - Peer tutor, guided notes, computer graphics. Students will analyze and discuss protest movement through listening to the music of the 1960’s			R. II R. III R. III
		C. Constitutional Heritage
§ Identify and analyze steps taken by Congress to safeguard its constitutional powers.	6.1	Students will outline the new powers of the executive branch and the corresponding safeguards which Congress resolved and discuss their findings			R. II
UNIT IX - THE 1970’s & 1980’s		A. Global Relations
§ Examine the foreign policies of Presidents Nixon, Carter, Reagan and Bush.	6.1 6.3 6.7	Create a chart showing comparisons and contrasts of the foreign policies of Presidents Nixon, Carter, Reagan and Bush Imagine that you are a U.S. delegate to the U.N. and write a persuasive speech that you would give to the General Assembly protecting U.S. interests and at the same time promoting a balance of power among nations Special Education: - Cooperative learning, peer tutors, outline notes, highlight facts, computerize chart.			R. II R. III
		B. Constitutional Heritage
§ Gain a greater understanding of the constitution by investigating the Watergate Scandal.	6.1	Students will imagine that they are members of a special Senate Committee to investigate the Watergate Scandal for Constitutional violations Students will debate Resolved: President Nixon should be impeached			R. III R. III
		C. Democratic Values
§ Identify the changes in American society which challenge the preservation of democratic values.	6.1 6.3 6.4	In cooperative learning groups, students will be given a problem to solve. Students must identify the democratic value being challenged and present a solution to the problem which will preserve that particular value. i.e. a child with Aids being removed from public school (See Appendix)			R. II
		D. Economic Development
§ Give examples of the economic policies of Nixon, Carter, Reagan, and Bush.	6.6	Students will complete a chart which outlines the president, attitudes and beliefs and his economic policies Special Education: - Peer tutors, outline notes, highlight facts, tape discussions.			R. II
		E. Cultural Diversity
§ Examine the multi-cultural make-up of the U.S.	6.4 6.5 6.8	Students will analyze predominant ethnic backgrounds and contributions of immigrants to the U.S. & N.J. based on geographic location referencing the map entitled "A Multi-Cultural Country." Various immigrant groups will be represented by students from our ESL population who will serve as "primary resources" in a panel discussion			R. II
		F. Technology & Society
§ Begin to explore the impact of technology on today’s society and their picture.	6.5	Students will complete the unit in A Promise of America: An Unfinished Story "What Next?" Students will write a personal account of how technology will effect their own future and how they will prepare themselves for this "technological revolution" Special Education: - Peer tutor, computerized research, computerized report, guided outline.			R. II R. II

NOTE SPECIAL EDUCATION MODIFICATIONS SUGGESTIONS. SEE IEP FOR SPECIFIC ACCOMMODATIONS.