American History II Syllabus

Americans II Pacing Guide

 

 

Unit I – Chapter 13

Day 1

-Class Introduction: Seating by Alphabetical. Distribute textbooks and get book numbers. - - Students will begin working on vocabulary for Chapter 13.

- Chapter 13 Section 1 (Cultures Clash on the Prairie) - Learning Targets: I can analyze the role of the Railroad in Western settlement and development. I can identify potential conflicts between native cultures western settlers.

- Begin Reading and Notes Guides for Chapter 13 (CANVAS assignment)

- Essential Standards: AH2.H.2.1, AH2.H.3.2, AH2.H.3.3

- Reading Objective: I can write two sentences that summarize how the Railroads effected Native American Cultures.

Day 2

- Chapter 13 Section 2 (Settling on the Great Plains) - Learning Targets: I can explain how various farming inventions impacted American in the nineteenth century. I can analyze the role of the Railroad in Western settlement and development.

- Essential Standards: AH2.H.2.1, AH2.H.2.2, AH2.H.3.2, AH2.H.3.3

Day 3

- Chapter 13 Section 3 (Farmers and the Populist Movement) – Learning Targets: I can explain and interpret the basic tenants of Populism. I can analyze William Jennings Bryan’s Cross of Gold speech and explain its impact on the Populist movement. I can describe the Grange and explain its influence on farmers. I can compare and contrast the terms Robber Barron and Captain of Industry

- Essential Standards: AH2.H.2.1, AH2.H.3.2, AH2.H.4.1, AH2.H.4.2

Day 4

Unit I Test (Matching, Multiple Choice, and Short Answer Essay)

- Vocabulary for Unit II (Chapters 14 + 15)

 

Unit II (Chapters 14+15)

Day 5

- Chapters 14 Section 1 + 2 (The Expansion of Industry + The Age of Railroads) – Learning Target: I can analyze how inventions of the late nineteenth Century and early twentieth centuries impacted/affected industry and the home. I can analyze the growth and influence of the Railroad in the nineteenth and twentieth centuries.

- Begin Reading and Notes Guides for Unit II (Chapters 14+15) – CANVAS assignment.

- Essential Standards: AH2.H.2.2, AH2.H.3.3, AH2.H.8.1

Day 6

- Chapter 14 Section 2 + 3 (The Age of Railroads + Big Business and Labor) Learning Target: I can analyze how inventions in the late 19th and early 20th centuries impacted the daily life of people. I can compare and contrast the terms Robber Baron and Captain of Industry. I can evaluate the effectiveness of Labor Unions in the 19th and 20th centuries.

- Essential Standards: AH2.H.2.2, AH.2.H.4.1, AH2.H.4.2, AH2.H.8.1

Day 7

- Chapter 14 Section 3 (Big Business and Labor) – Learning Targets: I can compare and contrast the terms Robber Baron and Captain of Industry. I can evaluate the effectiveness of Labor Unions in the 19th and 20th centuries.

- Anti-trust political cartoon activity. Students will use the Library of Congress primary source analysis tool to Analyze a selection of political cartoons from the early 20th century for bias, purpose, and intended audience.

- You-tube video on the Triangle Shirtwaist Factory fire (@ 10 minutes long)

- Essential Standards AH2.H.2.2, AH2.H.4.1, AH2.H.4.2

 

 

 

 

 

 

Day 8

- Chapter 15 Section 1 (New Immigrants) – Learning Targets: I can explain the impact of immigration on Urbanization. I can explain nativism and how it impacted government in the 19th century.

- You Tube Video – “Immigration Through Ellis Island.” (28 minutes)

- Immigration creative essay – Students will use their knowledge of the experiences of immigrants to construct an essay that imagines themselves as an immigrant from their decision to leave their home, their journey to America, their experiences on Ellis or Angel Islands, and their release into America.

- Essential Standards: AH2.H.3.2, AH2.H.3.3, AH2.H.3.4, AH2.H.8.3

Day 9

- Chapter 15 Section 2 (Challenges of Urbanization) – Learning Target: I can explain the impact of immigration on urbanizations.

- Problems of Urbanization worksheet. Students will begin in class, but will need to complete for homework.

- Essential Standards: AH2.H.3.2, AH2.H.8.2

Day 10

- Chapters 15 Section 3 (Politics in the Gilded Age) – Learning Targets: I can synthesize the role of “political bosses” in the late 19th century. I can evaluate the impact of Political Machines on politics in the 19th century. I can explain the effect of tariffs on the presidential election of the late 19th century.

- Tammany Hall political cartoon analysis. Students will use the Library of Congress primary source analysis tool to Analyze a selection of political cartoons from the early 20th century for bias, purpose, and intended audience.

- Essential Standards: AH2.H.2.1, AH2.H.2.2

Day 11

- Unit II Test (Matching, Multiple Choice, and Short Answer Essay)

- Vocabulary for Unit III (Chapters 16+17)

 

Unit III (Chapters 16+17)

Day 12

- Chapter 16 Section 1+2 (Science and Urban Life) + (Expanding Public Education) - Learning Target: - I can identify key developments in the late 19th and early 20th centuries and explain how they might have changed how Americans lived their lives. - I can analyze the effect of public education on American society in the early 20th century. - I can compare and contrast the policies of Booker T. Washington and W.E.B. Du Bois on American race relations.

- Begin Reading and Notes Guides for Unit III (Chapters 16+17) – CANVAS assignment.

- Essential Standard: AH2.H.4.2

Day 13

 

- Chapter 16 Section 3 (Segregation and Discrimination) - Learning Target: I can provide examples of Jim Crow laws and discuss their impact on American society.

- Plessy v. Ferguson case study, worksheet, and video http://www.pbslearningmedia.org/resource/bf09.socst.us.const.plessy/plessy-v-ferguson

- Essential Standards: AH2.H.2.1,

Day 14

- Chapter 16 Section 4 (The Dawn of Mass Culture) – Learning Target: I can explain how Mass Culture affected the lives of Americans around the turn of the 20th century.

- Advertising Activity – Using the laptop computers, students should create an advertising collage and analysis of the 1900 Sears Roebuck catalog.

- Essential Standards:

Day 15

- Chapter 17 Section 1 (The Origins of Progressivism) - Learning Target: I can explain and summarize the roots of the Progressive Movement. I.E – Populism, Immigration, Urbanization, Labor Movement. I can identify and explain the four main goals of the Progressive Movement

- Essential Standard: AH2.H.4.1, AH2.H.4.3

 

 

 

Day 16

- Chapter 17 Section 2 (Women in Public Life)- Learning Target: I can identify the main strategies used by women to attain suffrage:

- Essential Standard: AH2.H.4.1, AH2.H.4.4

Day 17

- Chapter 17 section 3 (Teddy Roosevelt’s Square Deal) - Learning Target: - I can analyze the effects on the Progressive Era of the presidencies of Theodore Roosevelt, Taft, and Wilson.

- Trustbusting political cartoon analysis activity. Using the Library of Congress analysis tool students will chose two of four provided political trust-busting political cartoons and analyze them for bias, audience, and intended purpose.

- Begin Progressive Presidents “Foldable” activity – Students will construct a foldable “triangle” that shows Progressive efforts of Presidents Roosevelt, Taft, and Wilson

- Essential Standards: AH2.H.4.1

Day 18

- Chapter 17 Section 4+5 (Progressivism Under Taft) + (Wilson’s New Freedom) - Learning Target: I can analyze the effects on the Progressive Era of the presidencies of Theodore Roosevelt, Taft, and Wilson.

- Finish Progressive Presidents “Foldable” activity.

- Essential Standards: AH2.H.4.1

Day 19

- Unit III Test (Matching, Multiple Choice, and Short Answer Essay)

- Vocabulary for Unit IV (Chapters 18+19)

 

Unit IV (Chapters 18+19)

Day 20

- Chapter 18 Section 1+2 (Imperialism and America) + (The Spanish American War) – Learning Targets: I can explain the justifications and describe the actions of United States imperialistic policy at the turn of the century. I can analyze how U.S. imperial actions have affected other countries of the world.

- Begin Reading and Notes Guides for Unit IV (Chapters 18+19) – CANVAS assignment

- Essential Standards: AH2.H.3.1, AH2.H.6.1

Day 21

- Chapter 18 Sections 2+3 (The Spanish American War) + (Acquiring New Lands) – Learning Targets: I can explain the justifications and describe the actions of United States imperialistic policy at the turn of the century. I can analyze how U.S. imperial actions have affected other countries of the world. - I can analyze the impact of the Treaty of Paris of 1898 had on American relations in Latin America. – (Teller Amendments, Platt Amendments, Foraker Act, Insular cases)

- Spanish American War Poetry assignment – student will write for homework a poem (minimum of two (four line) stanzas that illustrates American involvement in the Spanish American War.

- Essential Standards: AH2.H.3.1, AH2.H.6.1, AH2.H.6.2

Day 22

- Chapter 18 Section 4 (America as a World Power) – Learning Target: I can anticipate the effect of the “Roosevelt Corollary on American foreign policy. I can explain America’s role in determining Spheres of Influence.

- Essential Standards: AH2.H.3.1, AH2.H.6.1

Day 23

- Chapter 19 Section 1 (World War I Begins) – Learning Target: I can explain the causes of American involvement in World War I.

- World War I “Gallery Walk” activity. Students will begin this chapter by viewing the World War I “Raw War” posters for 10 minutes. Then Students are to write short essay in which they describe the three most memorable pictures that they saw and why those pictures were so memorable

- For Homework: Students should research, print, and analyze a propaganda program from World War I, specifically looking for External Bias (who wrote it), Internal Bias (emotions), and intended audience.

- Essential Standards: AH2.H.6.1, AH2.H.6.2, AH2.H.7.1

 

 

Day 24

- Chapter 19, Section 2 (American Power Tips the Balance) - Learning Target: I can explain the causes of American involvement in World War I. I can analyze American contributions in World War I.

- “Over There” lyrics analysis. After listening to George Cohen’s “Over There,” Students should analyze the lyrics for evidence of patriotic nationalism. Both pro-American and anti-German.

- Analyze World War I propaganda posters using the Library of Congress analysis worksheet

- Essential Standards: AH2.H.6.2, AH2.H.7.2

Day 25

- Chapter 19, Section 3 (The War at Home) – Learning Target: I can analyze American contributions in World War I. I can assess how World War I impacted the American economy. I can explain the impact that World War I had on American Government:

- Extra Grade Opportunity: Students should create a poster that highlights art in World War I (I.E.- propaganda posters, soldiers poetry, soldiers drawings, and songs)

- Essential Standards: AH2.H.6.2

Day 26

- Chapter 19, Section 4 (Wilson Fights for Peace) – Learning Target: I can describe America’s role in establishing a new world order at the end of World War I and analyze America’s success.

- “Eye Witness to History – Treaty of Versailles” Primary Source small group activity.

- Essential Standards: AH2.H.6.2, AH2.H.7.1

Day 27

- Unit IV Test (Matching, Multiple Choice, and Short Answer Essay)

- Vocabulary for Unit V (Chapters 20+21)

 

Unit V (Chapters 20+21)

Day 28

- Chapter 20, Section 1-3 (America Struggles with Postwar Issues) + (The Harding Presidency) + (The Business of America – Learning Targets: I can evaluate the impact of isolationism on American foreign policy after World War I. I Can analyze the effect nativism had on American thinking and policies. I can explain the impact the Teapot Dome scandal had on the Harding administration and the Republican Party. I can summarize the impact of the Kellogg-Briand Pact, the Dawes Plan, and the Washington Naval Conference on American isolationism. I can explain the impact of the automobile on the American economy. I can analyze the relationship between the installment plan and superficial prosperity.

***Use Chapter 20 Reading and Notes Guides to complete this chapter***

- Essential Standards: AH2.H.4.2, AH.H.4.4, AH2.H.6.1, AH2.H.7.1, AH.H.7.3, AH2.H.8.1

Day 29

- Chapter 21 Section 1-4 (Changing ways of Life) + (The Twenties Woman) + (Education and Popular Culture) + (The Harlem Renaissance) – Learning Targets: I can assess the role of Prohibition on organized Crime in the 1920’s. I can analyze the role of fundamentalism on the Scopes trial. - I can explain who flappers were and how they challenged traditional roles for women. - I can explain how the prosperity of the 1920’s changed the culture of America.

***Use Chapter 21 Reading and Notes Guides to complete this chapters ***

- Show the George Gershwin’s “Rhapsody in Blue” skit from Disney’s Fantasia using the LCD projector.

- Essential Standards: AH2.H.4.3, AH2.H.4.4, AH2.H.5.1, AH2.H.8.3

Day 30

Unit V Test (Matching, Multiple Choice, and Short Answer Essays) ***Take Home – Open Note

- Begin working on Unit VI vocabulary

 

 

 

 

 

 

 

 

 

 

Unit VI (Chapters 22+23)

Day 31

- Chapter 22 Section 1 (The Nation’s Sick Economy) – Learning Target: I can analyze the causes of the Great Depression.

- Eye Witness to History: The Great Depression – primary sources small group activity. Students should read the primary source and then work with a partner to answer the questions for analysis.

- Secondary Source Reading, “The Many Causes of the Great Depression, by David Kennedy, The Gilder Lehman Institute of American History”

- Begin Reading and Notes Guides for Unit VI (Chapters 22+23) – CANVAS assignment

- Essential Standards: AH2.H.4.1, AH2.H.4.2

Day 32

- Chapter 22 Sections 2+3 (Hardship and Suffering During the Great Depression) – Learning Targets: I can synthesize the physical and psychological effects of the Great Depression on the American people. - See the first half of the Great Depression Power Point presentation.

- Essential Standards: AH2.H.4.1, AH2.H.4.2

Day 33

- Chapter 22 Section 3 (Hoover Struggles with the Depression. I can Evaluate the effectiveness of Hoover’s response to the hardships suffered by the American people. I can Analyze the effect of the Bonus Army march on Hoover’s re-election.

- Secondary Source Reading, “The Many Causes of the Great Depression, by David Kennedy, The Gilder Lehman Institute of American History”

- Essential Standards: AH2.H.4.1, AH2.H.4.2

Day 33

- Dorothea Lange Poster Collage Activity – Students will use the laptop computers to create a photo collage poster using the works of Dorothea Lange. Should include the top ¾ of the Poster (use the 12x18 drawing paper), and on the bottom should include an analysis of the pictures and how they might have influenced public support for the New Deal. – Learning Target: I can synthesize the physical and psychological effects of the Great Depression of the American people.

- Essential Standards: AH2.H.8.3, AH2.H.8.4

Day 34:

- Chapter 23 Section 1 (A New Deal fights the Great Depression) - Learning Targets: - I can determine how various New Deal programs had an impact on America’s economy.

- I can analyze the changing role of the American Presidency on U.S. economic policy.- I can explain the role of the United States Supreme Court in New Deal Programs

- Students will complete the Supreme Court v. New Deal analysis of political cartoons using the LCD projector and the Library of Congress primary source analysis tool.

- Students should finish viewing the Great Depression Power Point Presentation.

- Essential Standards: AH2.H.4.1, AH2.H.4.2, AH2.H.5.2,

Day 35

- Chapter 23 Section 2 (A Second New Deal Takes Hold) - Learning Targets: - I can determine how various New Deal programs impacted the American Economy - I can evaluate how the role of the American government changed during the Great Depression.

- New Deal Programs worksheets

- Legacy of the New Deal Essay – students should research New Deal Programs still active today. Then write an essay in which they discuss the legacy of the New Deal, both positive and negative.

- Essential Standards: AH2.H.4.1, AH2.H.4.2

Day 36

- Chapter 23 Section 3+4 (The New Deal Affects Many Groups) + (Culture in the 1930’s) – Learning Targets: - I can analyze effect of the New Deal on women and African Americans. I can explain how American’s tried to “escape” the Great Depression.

- Essential Standards:

Day 37

- Chapter 23 Section 4+5 (Culture in the 1930’s) + (The Impact of the New Deal) - Learning Targets: I can explain how American’s tried to “escape” the Great Depression. I can evaluate lasting changes of the federal government role in society during the Great Depression.

- Essential Standards: AH2.H.4.1, AH2.H.4.2

 

 

Day 38:

Unit VI Test (Matching Multiple Choice and Short answer essay

- Begin working on Unit VII vocabulary!

Day 39

Benchmark Mid-term Examination!

 

Unit VII (Chapters 24+25)

Day 40

- Chapter 24 Section 1 (Dictators Threaten World Peace) - Learning Targets: - I can assess the role of the economy in the rise of dictators prior to World War II. - I can analyze American actions that moved the United States away from isolationism. - I can evaluate how events in Europe prior to World War II impacted American isolationism.

- Begin Reading and Notes Guides for Unit VII (Chapters 24+25) – CANVAS assignment

- Essential Standards: AH2.H.6.1,

Day 41

- Chapter 24 Section 2 (War in Europe) – Learning Targets: - I can evaluate how the actions/inactions of the Allies impacted Hitler’s decisions. - I can analyze the significance of key events in both the Atlantic and Pacific theaters.

- For sections 2-4 – students should construct a timeline foldable/flow chart that organized the major events of World War II in Europe alongside of the major events of the Holocaust. See the samples for instructions.

- Essential Standards: AH2.H.6.2

Day 42

- Chapter 24 Section 3 (The Holocaust) - Learning Targets: - I can chronicle the events of the Holocaust and analyze changes in Nazi policy toward whom they deemed “undesirables.”

- Holocaust Power Point presentation

- Essential Standards: AH2.H.6.2

Day 43

- Chapter 24 Section 4 (America Moves Toward War) – Learning Targets: - I can analyze President Roosevelt’s actions prior to the war and determine if they moved us toward the war or to stay out of the war.

- Essential Standards: AH2.H.6.1, AH2.H.6.2

Day 44

- Chapter 25 Sections 1+2 (Mobilizing for Defense) + (The War for Europe and North Africa) – Learning Targets: - I can identify the contributions of different elements of American society in participating in World War II. - I can identify major events that led to the Allied victory

- Essential Standards: AH2.H.7.1, AH2.H.7.2, AH2.H.8.3

Day 45

- Chapter 25 Sections 2+3 (The War for Europe and North Africa) + (The War in the Pacific) – Learning Targets: - I can identify major events that led to the Allied victory- I can identify major turning points in the War in the Pacific:

- Watch the short video on the attack at Pearl Harbor from the movie “Pearl Harbor” – 15 minutes.

- Essential Standards:AH2.H.7.1

Day 46

- Chapter 25 Sections 3+4 (The War in the Pacific) + ( The Home Front) – Learning Targets: - I can identify major turning points in the War in the Pacific: - I can analyze the effect of the Second World War on the American People

- Watch the short video clip on the development of the atomic bomb from the movie “Atomic Café” – first 9 minutes of the video.

- Essential Standards: AH2.H.3.2, AH2.H.5.2, AH2.H.7.2, AH2.H.7.3

Day 47

- Unit VII Test (Matching, Multiple Choice, and Short Answer Essays

- Begin working on vocabulary for Unit VIII

 

Unit VIII (Chapters 26+27)

Day 48

- Chapter 26 Section 1 (Origins of the Cold War) – Learning Targets: - I can explain how American and Soviet actions during the Second World War contributed to the start of the Cold War.- I can define the American policy of Containment and provide examples from the Truman and Eisenhower administrations

- Begin Reading and Notes Guides for Unit VIII (Chapters 26+27) – CANVAS assignment

- Essential Standards: AH2.H.6.1, AH2.H.6.2, AH2.H.7.1

Day 49

- Chapter 26 Section 2+3 (The Cold War Heats Up) + (The Cold War at Home) – Learning Target: - I can define the American policy of Containment and provide examples from the Truman and Eisenhower administrations. - I can analyze the actions of the United States and how they impacted relations with the Soviet Union during the Cold War.

- Essential Standards: AH2.H.6.1, AH2.H.6.2, AH2.H.7.1, AH2.H.7.3

Day 50

- Chapter 26 Section 3+4 (The Cold War at Home) + (Two Nations Live on the Edge) - Learning Target: - I can describe how American fear of Communism effect American actions at home during the Cold War. - I can identify the Eisenhower administration’s policy of Brinkmanship and connect it to the overall American foreign policy of containment.

- Watch video clip from Civil Defense Video…Bert the Turtle – 15 minutes.

- Essential Standards: AH2.H.7.1, AH2.H.7.3

Day 51

- Chapter 27 Section 1+2 (Postwar America) + (The American Dream in the Fifties) - Learning Target: - I can identify the successes and failure of American as it adjusted to life after World War II. - I can evaluate the success of Americans in attaining the “American Dream” in the 1950’s.

- Advertising Activity – Students will work in small groups, each with a “placard” of 1940’s era advertising and 1960’s era advertising. Students should then create a “T-bar” chart noting similarities and differences in advertising. Finally, students should discuss what might account for these differences.

- Essential Standards: AH2.H.8.1, AH2.H.8.2, AH2.H.8.3

Day 52

- Chapter 27 Sections 2+3 (The American Dream in the Fifties) + (Popular Culture) – Learning Target: I can evaluate the success of Americans in attaining the “American Dream” in the 1950’s. I can explain how Popular Culture in the mid-20th century reflected Americans outlook on life.

- Listen to Chuck Berry’s “Johnny B Good” and Elvis Pressley’s “Aint nothin but a Hound Dog” using You Tube and the LCD projector.

- Essential Standards: AH2.H.8.1, AH2.H.8.2, AH2.H.8.3

Day 53

- Chapter 27 Section 4 (The Other America) - Learning Targets: - I can identify groups that were left out of the “American Dream,” and explain how they were left behind.

- Essential Standards: AH2.H.8.1, AH2.H.8.2, AH2.H.8.3

Day 54

- Unit VIII Test (Matching, Multiple Choice, and Short Answer essays)

- Begin working on vocabulary for Unit IX

 

Unit IX (Chapters 28+29)

Day 55

- Chapter 28 Section 1 (Kennedy and the Cold War) – Learning Target: - I can analyze the actions of the United States during the Bay of Pigs Invasion and the Cuban Missile Crisis and how they impacted the relationship with the Soviet Union

- Watch the Civil Defense Video “Duck and Cover” using You Tube and the LCD projector (9 minutes.)

- Begin Reading and Notes Guides for Unit IX (Chapters 28+29) – CANVAS assignment

- Essential Standards: AH2.H.6.2

Day 56

- Chapter 28 Section 2 (The New Frontier) – Learning Target: - I can identify major events in the Space Race and evaluate their effect on the Cold War and the American economy.

- Essential Standards: AH2.H.8.1

Day 57

- Chapter 28 Section 3 (The Great Society) – Learning Target: - I can identify the elements of Lyndon Johnson’s Domestic Agenda and evaluate their success.

- Miranda v. Arizona Frayer Model Worksheet

- Essential Standards: AH2.H.4.2, AH2.H.5.1, AH2.H.5.2

 

 

 

 

Day 58

- Chapter 29 Section 1 (Taking On Segregation) – Learning Target: I can identify major Supreme Court decisions concerning civil rights and explain how they helped end segregation.

- Brown v. Board of Education of Topeka Frayer Model and Worksheet

- Watch “Eyes on the Prize” (The Little Rock Nine – 9:56 minutes)

- Watch “Eyes on the Prize” (The Montgomery Bus Boycott – 7:15 minutes)

- Essential Standards: AH2.H.2.1, AH2.H.4.3, AH2.H.4.4, AH2.H.5.2

Day 59

- Chapter 29 Section 2 ( The Triumph of the Crusade) – Learning Target: I can identify and summarize major events in the American Civil Rights movement in the 1950’s

- Essential Standards: AH2.H.4.1, AH2.H.4.3, AH2.H.4.4

Day 60

- Chapter 29 Section 3 (Challenges and Changes in the Movement) - Learning Targets: I can identify ways in which the civil rights movement had changed during the 1960’s.

- Essential Standards: AH2.H.4.1, AH2.H.4.3, AH2.H.4.4

Day 61

- Unit IX Test (Matching, Multiple Choice, and Essays)

- Begin Unit X vocabulary (Chapters 30+31)

 

Unit X (Chapters 30+31)

Day 62

Chapter 30 Section 1+2 (Moving Toward Conflict) + (U.S. Involvement and Escalation) - Learning Target: I can identify major reasons for the start of the Vietnam War. - I can identify reasons why the United States government escalated the War in Vietnam and evaluate its success.

- Begin Reading and Notes Guides for Unit X (Chapters 30+31) – CANVAS assignment.

- Essential Standards: AH2.H.6.2,

Day 63

Chapter 30 Section 2+3 (U.S. Involvement and Escalation) + (A Nation Divided) – Learning Target: - I can identify reasons why the United States government escalated the War in Vietnam and evaluate its success. - I can identify major reasons for protesting the war from different groups.

- Listen to Credence Clearwater Revival – “Senator Son” as an example of Vietnam Era protest music.

- Essential Standards: AH2.H.4.1, AH2.H.4.3, AH2.H.6.2, AH2.H.7.3

Day 64

- Chapter 30 Section 4+5 (1968: A Tumultuous Year) + (The End of the War and its Legacy) – Learning Targets: - I can identify major events of 1968 and analyze their effect on American society. - I can Nixon’s strategy of withdrawal from Vietnam and evaluate its successes and weakness.

- Chapter 30 Quiz for Homework (Open Note/Open Book)

- Essential Standards: AH2.H.6.2, AH2.H.7.3

Day 65

- Chapter 31 Sections 1-3 Highlights (Latinos and Native Americans Seek Equality) + (Women fight for Equality) + (Culture and Counterculture) - Learning Target: - I can identify major leaders within the Latino and Native American cultures that helped lead to social change in the United States. - I can identify major personalities in the Women’s rights movement of the 1960’s and evaluate the success of the Women’s rights movement. - I can identify major elements of the counterculture movement.

- Essential Standards: AH2.H.4.4, AH2.H.5.1, AH2.H.8.3

 

Unit XI (Chapters 32+33)

Day 66

- Chapter 32 Section 1 (The Nixon Administration) - Learning Target: - I can identify successes and failures in the Nixon administration

- Begin Reading and Notes Guides for Unit XI (Chapters 32+33) – CANVAS assignment

- Essential Standards: AH2.H.4.4, AH2.H.6.1

Day 67

- Chapter 32 Section 2 (Watergate: Nixon’s Downfall) – Learning Target: - I can summarize major steps in the impeachment of President Nixon.

- Essential Standards: AH2.H.4.1, AH2.H.5.2,

 

 

Day 68

- Chapter 32 Sections 3+4 (The Ford and Carter Years) + (Environmental Activism) – Learning Target: - I can identify major successes and failures of the Ford and Carter administrations. - I can identify the beginning of the environmental movement and determine successes and failures of the early movement.

- Chapter 32 Quiz (Open Notes)

- Essential Standards: AH2.H.8.3

Day 69

- Chapter 33 Sections 1+2 (A Conservative Movement Emerges) + (Conservative Policies Under Reagan and Bush) – Learning Target: - I can describe how/why Ronald Reagan was able to capture the White House in 1980. - I can identify positive and negative effects of Reagan’s conservative policies.

- Essential Standard: AH2.H.4.2

Day 70

- Chapter 33 Sections 3+4 (Social Concerns in the 1980’s) + (Foreign Policy After the Cold War)

- Leaning Targets: - I can identify major social struggles in America during the 1980’s. - I can identify major elements of American foreign policy after the collapse of the Soviet Union.

- Essential Standards:AH2.H.4.2, AH2.H.7.1

Day 71

- Chapter 34 Section 1 (The 1990’s and the New Millennium) - Learning Target: - I can identify major successes and failures of the Clinton, Bush, and Obama administrations.

- Essential Standards: AH2.H.6.2, AH2.H.7.1, AH2.H.8.3

Day 72

- Chapter 34 Section 2 (The New Global Economy) - Learning Target: - I can identify factors that led to the development of a global economy and I can identify positive and negative effects of globalization.

- Essential Standards: AH2.H.6.1, AH2.H.8.3