Content Standards for Unit 6 Cold War
Civics & Government
1.2 Alternative Forms of Government
Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?
1.2.1 Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
C4 The United States of America and World Affairs
4.1 Formation and Implementation of U.S. Foreign Policy Describe the formation and implementation of U.S. foreign policy through such questions as: How is foreign policy formed and implemented in American constitutional government?
4.1.1 Identify and evaluate major foreign policy positions that have characterized the United States’ relations with the world (e.g., isolated nation, imperial power, world leader) in light of foundational values and principles, provide examples of how they were implemented and their consequences (e.g., Spanish- American War, Cold War containment)
4.1.3 Evaluate the means used to implement U.S. foreign policy with respect to current or past international issues (e.g., diplomacy, economic, military and humanitarian aid, treaties, sanctions, military intervention, and covert action).
Economics
E3 The International Economy
3.1 Economic Systems
Explain how different economic systems, including free market, command, and mixed systems, coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.
3.1.5 Comparing Economic Systems – Using the three basic economic questions (e.g., what to produce, how to produce, and for whom to produce), compare and contrast a socialist (command) economy (such as North Korea or Cuba) with the Capitalist as a mixed, free market system of the United States.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
USHG ERA 8 – Post-world war 11 United States (1945 -1989)
8.1 Cold War and the United States Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States.
8.1.1 Origins and Beginnings of Cold War – Analyze the factors that contributed to the Cold War including
• differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.
• diplomatic decisions made at the Yalta and Potsdam Conferences (1945)
• actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North American Treaty Alliance (NATO), and Warsaw Pact) (National Geography Standard 13, p. 210)
8.1.2 Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including
• the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community
• the armed struggle with Communism, including the Korean conflict
• direct conflicts within specific world regions including Germany and Cuba
• U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media)
• indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala)
• the arms race Standards 13, p. 210)
8.2 Domestic Policies
Examine, analyze, and explain demographic changes, domestic policies, conflicts, and tensions in Post- WWII America.
8.2.1 Demographic Changes – Use population data to produce and analyze maps that show the major changes in population distribution, spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the “Sunbelt.”
8.2.2 Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by
• describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment (National Geography Standards 9 and 14; p. 201 and 212)
• evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A. (1970)
Civics & Government
1.2 Alternative Forms of Government
Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?
1.2.1 Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
C4 The United States of America and World Affairs
4.1 Formation and Implementation of U.S. Foreign Policy Describe the formation and implementation of U.S. foreign policy through such questions as: How is foreign policy formed and implemented in American constitutional government?
4.1.1 Identify and evaluate major foreign policy positions that have characterized the United States’ relations with the world (e.g., isolated nation, imperial power, world leader) in light of foundational values and principles, provide examples of how they were implemented and their consequences (e.g., Spanish- American War, Cold War containment)
4.1.3 Evaluate the means used to implement U.S. foreign policy with respect to current or past international issues (e.g., diplomacy, economic, military and humanitarian aid, treaties, sanctions, military intervention, and covert action).
Economics
E3 The International Economy
3.1 Economic Systems
Explain how different economic systems, including free market, command, and mixed systems, coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.
3.1.5 Comparing Economic Systems – Using the three basic economic questions (e.g., what to produce, how to produce, and for whom to produce), compare and contrast a socialist (command) economy (such as North Korea or Cuba) with the Capitalist as a mixed, free market system of the United States.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
USHG ERA 8 – Post-world war 11 United States (1945 -1989)
8.1 Cold War and the United States Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States.
8.1.1 Origins and Beginnings of Cold War – Analyze the factors that contributed to the Cold War including
• differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.
• diplomatic decisions made at the Yalta and Potsdam Conferences (1945)
• actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North American Treaty Alliance (NATO), and Warsaw Pact) (National Geography Standard 13, p. 210)
8.1.2 Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including
• the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community
• the armed struggle with Communism, including the Korean conflict
• direct conflicts within specific world regions including Germany and Cuba
• U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media)
• indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala)
• the arms race Standards 13, p. 210)
8.2 Domestic Policies
Examine, analyze, and explain demographic changes, domestic policies, conflicts, and tensions in Post- WWII America.
8.2.1 Demographic Changes – Use population data to produce and analyze maps that show the major changes in population distribution, spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the “Sunbelt.”
8.2.2 Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by
• describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment (National Geography Standards 9 and 14; p. 201 and 212)
• evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A. (1970)
cold_war_topics_cross_referenced.docx | |
File Size: | 13 kb |
File Type: | docx |
Week of April 6 - April 10, 2020
NO SCHOOL SPRING BREAK!
MONDAY - Learning Target: SWK the impact of the Red Scare on Cold War America (Lesson 3)
Success Criteria: I can explain the impact of the Red Scare on Cold War America (Lesson 3) by completing guided reading and anaylsis questions.
Tasks: Define Unit 6 Week 2 Terms; Read Ch. 13 lesson 2-3 completing guided reading and anaylsis questions.
TUESDAY - Learning Target: 95% of all students will complete the PSAT test.
Success Criteria: I can answer ALL PSAT questions during the allotted time.
Tasks: PSAT test
WEDNESDAY - Learning Target: SWK the importance of student meetings.
Success Criteria: SWBAT quietly listen to the Principal address the student body during the meeting and ask pertinent questions if need be.
THURSDAY - Learning Target: SWK the impact of the Sputnik launch in the United States. (Lesson 4).
Success Criteria: I can explain the impact of the Sputnik launch in the United States by completing guided reading and anaylsis questions.
Tasks: Read Ch. 13 lesson 4 completing guided reading and anaylsis questions.
FRIDAY - Learning Target: SWK the impact of the Red Scare on Cold War America and the impact of the Sputnik launch in the United States.
Success Criteria: I explain the impact of the Red Scare on Cold War America (Lesson 3) or the impact of the Sputnik launch in the United States and successfully pass the terms quiz week 2.
Tasks: Complete Unit 6 week terms quiz; HALF DAY FOR STUDENTS RECORDS DAY FOR TEACHERS
Success Criteria: I can explain the impact of the Red Scare on Cold War America (Lesson 3) by completing guided reading and anaylsis questions.
Tasks: Define Unit 6 Week 2 Terms; Read Ch. 13 lesson 2-3 completing guided reading and anaylsis questions.
TUESDAY - Learning Target: 95% of all students will complete the PSAT test.
Success Criteria: I can answer ALL PSAT questions during the allotted time.
Tasks: PSAT test
WEDNESDAY - Learning Target: SWK the importance of student meetings.
Success Criteria: SWBAT quietly listen to the Principal address the student body during the meeting and ask pertinent questions if need be.
THURSDAY - Learning Target: SWK the impact of the Sputnik launch in the United States. (Lesson 4).
Success Criteria: I can explain the impact of the Sputnik launch in the United States by completing guided reading and anaylsis questions.
Tasks: Read Ch. 13 lesson 4 completing guided reading and anaylsis questions.
FRIDAY - Learning Target: SWK the impact of the Red Scare on Cold War America and the impact of the Sputnik launch in the United States.
Success Criteria: I explain the impact of the Red Scare on Cold War America (Lesson 3) or the impact of the Sputnik launch in the United States and successfully pass the terms quiz week 2.
Tasks: Complete Unit 6 week terms quiz; HALF DAY FOR STUDENTS RECORDS DAY FOR TEACHERS
MONDAY - Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community; the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can read and take notes in groups about details of the election of 1960, Kennedy in office, Warren court reforms (Lesson 1) or I can read and take notes in groups about details of Truman’s legislative agenda and how it affected the nation.
Tasks: Define Unit 6 Week 4 Terms; Read Ch. 14 lesson 1 and Ch. 15 lesson 1 taking notes in groups in formal outline format;
TUESDAY - Learning Target: SWK Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn.
Tasks: Present notes if group 1, 2,3; take notes during presentation.
WEDNESDAY - Learning Target: SWK the Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn. Groups 5 & 6 present today.
Tasks: Present notes if group 4, 5 or 6; take notes during presentation.
THURSDAY - Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn.
Tasks: Present notes if group 5 or 6; take notes during presentation.
FRIDAY - Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn.
Tasks: Present notes if group 5 or 6; take notes during presentation.
Success Criteria: I can read and take notes in groups about details of the election of 1960, Kennedy in office, Warren court reforms (Lesson 1) or I can read and take notes in groups about details of Truman’s legislative agenda and how it affected the nation.
Tasks: Define Unit 6 Week 4 Terms; Read Ch. 14 lesson 1 and Ch. 15 lesson 1 taking notes in groups in formal outline format;
TUESDAY - Learning Target: SWK Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn.
Tasks: Present notes if group 1, 2,3; take notes during presentation.
WEDNESDAY - Learning Target: SWK the Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn. Groups 5 & 6 present today.
Tasks: Present notes if group 4, 5 or 6; take notes during presentation.
THURSDAY - Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn.
Tasks: Present notes if group 5 or 6; take notes during presentation.
FRIDAY - Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community;
Success Criteria: I can copy notes from the board during presentations and present my notes if it is my groups turn.
Tasks: Present notes if group 5 or 6; take notes during presentation.
Week of April 29- May 3, 2019
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom.
Tasks: Bell terms week 4 guess the meaning, Complete Ch. 13.3-4 pair notes by transferring to chart paper and begin writing into notebook.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom.
Tasks: Bell terms week 4 define, Complete writing Ch. 13.3-4 notes into your individual notebook.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom and take notes on specific assigned content.
Tasks: Bell terms week 4 synonym/antonym, Read Ch. 14 lesson 1-3 taking notes in pairs and transfer to chart paper.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom and take notes on specific assigned content.
Tasks: Bell terms week 4 sentences,Complete writing Ch. 14 lesson 1-3 notes into your individual notebook due no later than tomorrow 4/27.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom and take notes on specific assigned content.
Tasks: Bell terms week 4 quiz, Complete writing Ch. 14 lesson 1-3 notes into your individual notebook due no later than Monday 4/30/18.
Success Criteria: I can correctly define the terms using resources in the classroom.
Tasks: Bell terms week 4 guess the meaning, Complete Ch. 13.3-4 pair notes by transferring to chart paper and begin writing into notebook.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom.
Tasks: Bell terms week 4 define, Complete writing Ch. 13.3-4 notes into your individual notebook.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom and take notes on specific assigned content.
Tasks: Bell terms week 4 synonym/antonym, Read Ch. 14 lesson 1-3 taking notes in pairs and transfer to chart paper.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom and take notes on specific assigned content.
Tasks: Bell terms week 4 sentences,Complete writing Ch. 14 lesson 1-3 notes into your individual notebook due no later than tomorrow 4/27.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can correctly define the terms using resources in the classroom and take notes on specific assigned content.
Tasks: Bell terms week 4 quiz, Complete writing Ch. 14 lesson 1-3 notes into your individual notebook due no later than Monday 4/30/18.
Learning Target: SWK the Foreign Policy during the Cold War and evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including: the armed struggle with Communism, including the Korean conflict; direct conflicts within specific world regions including Germany and Cuba
Success Criteria: I can review for the exam and complete any missing notes for final notebook check.
Tasks: Complete writing Ch. 14 lesson 1-3 notes into your individual notebook due today.
Learning Target: SWK the entire material learned in Unit 6 The Cold War to successfully pass the Unit Post test.
Success Criteria: I can successfully pass the Unit 6 The Cold War Post test with at least 70% accuracy.
Tasks: Complete Unit 6 The Cold War Post test with at least 70% accuracy.
Learning Target: Students will analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Success Criteria: I can correctly define the terms using resources in the classroom. I can watch Emmitt Till documentary to understand the event to spark the civil rights movement
Tasks: define Unit 7 week 1 terms; watch Emmitt Till documentary
Learning Target: Students will analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Success Criteria: I can analyze, interpret and take notes about the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Tasks: I can copy notes from the chart paper completed by the other groups about Ch. 16 lesson 1-2 Green book Ch. 21.2 read and complete worksheet
Learning Target: Students will analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Success Criteria: I can analyze, interpret and take notes about the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Tasks: I can copy notes from the chart paper completed by the other groups about Ch. 16 lesson 1-2 Green book Ch. 21.2 read and complete worksheet; Unit 7 Week 1 Terms Quiz
Success Criteria: I can review for the exam and complete any missing notes for final notebook check.
Tasks: Complete writing Ch. 14 lesson 1-3 notes into your individual notebook due today.
Learning Target: SWK the entire material learned in Unit 6 The Cold War to successfully pass the Unit Post test.
Success Criteria: I can successfully pass the Unit 6 The Cold War Post test with at least 70% accuracy.
Tasks: Complete Unit 6 The Cold War Post test with at least 70% accuracy.
Learning Target: Students will analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Success Criteria: I can correctly define the terms using resources in the classroom. I can watch Emmitt Till documentary to understand the event to spark the civil rights movement
Tasks: define Unit 7 week 1 terms; watch Emmitt Till documentary
Learning Target: Students will analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Success Criteria: I can analyze, interpret and take notes about the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Tasks: I can copy notes from the chart paper completed by the other groups about Ch. 16 lesson 1-2 Green book Ch. 21.2 read and complete worksheet
Learning Target: Students will analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Success Criteria: I can analyze, interpret and take notes about the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
Tasks: I can copy notes from the chart paper completed by the other groups about Ch. 16 lesson 1-2 Green book Ch. 21.2 read and complete worksheet; Unit 7 Week 1 Terms Quiz
Unit 7 Civil Rights Movement & Vietnam Content Standards
Civics & Government
C2 Origins and Foundations of Government of the United States of America
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?
2.2.2 Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged.
2.2.4 Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and “Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).
4 System of Law and Laws
Explain why the rule of law has a central place in American society through the investigation of such questions as: What is the role of law in the American political system? What is the importance of law in the American political system?
3.4.3 Explain the meaning and importance of equal protection of the law (e.g., the 14th Amendment, Americans with Disabilities Act, equal opportunity legislation).
6.2 Participating in Civic Life
Describe multiple opportunities for citizens to participate in civic life by investigating the question: How can citizens participate in civic life?
6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy.
6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
8.3 Civil Rights in the Post-WWII Era
Examine and analyze the Civil Rights Movement using key events, people, and organizations.
8.3.1 Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including
• the impact of WWII and the Cold War (e.g., racial and gender integration of the military)
• Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
• protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
• resistance to Civil Rights
8.3.2 Ideals of the Civil Rights Movement – Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address.
Civics & Government
C2 Origins and Foundations of Government of the United States of America
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?
2.2.2 Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged.
2.2.4 Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and “Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act).
4 System of Law and Laws
Explain why the rule of law has a central place in American society through the investigation of such questions as: What is the role of law in the American political system? What is the importance of law in the American political system?
3.4.3 Explain the meaning and importance of equal protection of the law (e.g., the 14th Amendment, Americans with Disabilities Act, equal opportunity legislation).
6.2 Participating in Civic Life
Describe multiple opportunities for citizens to participate in civic life by investigating the question: How can citizens participate in civic life?
6.2.5 Describe how citizen movements seek to realize fundamental values and principles of American constitutional democracy.
6.2.6 Analyze different ways people have used civil disobedience, the different forms civil disobedience might take (e.g., violent and non-violent) and their impact.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
8.3 Civil Rights in the Post-WWII Era
Examine and analyze the Civil Rights Movement using key events, people, and organizations.
8.3.1 Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including
• the impact of WWII and the Cold War (e.g., racial and gender integration of the military)
• Supreme Court decisions and governmental actions (e.g., Brown v. Board (1954), Civil Rights Act (1957), Little Rock schools desegregation, Civil Rights Act (1964), Voting Rights Act (1965))
• protest movements, organizations, and civil actions (e.g., integration of baseball, Montgomery Bus Boycott (1955–1956), March on Washington (1963), freedom rides, National Association for the Advancement of Colored People (NAACP), Southern Christian Leadership Conference (SCLC), Student Non-violent Coordinating Committee (SNCC), Nation of Islam, Black Panthers)
• resistance to Civil Rights
8.3.2 Ideals of the Civil Rights Movement – Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the Seneca Falls Resolution, and the Gettysburg Address.
unit_8_ch._16_lesson_2_activity.pdf | |
File Size: | 125 kb |
File Type: |