Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.4 14

• Identify and explain the causes and significant events and conditions of The Great War.

• Test questions: Have students find magazine or newspaper photographs of cities that have been severely damaged by recent conflicts.

• Students will create a time line to portray the events leading up to World War I.

6.4 14

• Assess the effect of World War I.

• Read and discuss isolationist politics.

• Investigate newspaper coverage of the war and Americans surprise of outbreak of World War I.

• Test questions: How could the U.S. have avoided entering WWI?

• Analyze political cartoons of this time period.

6.4 14,5

• Assess the role of national and state home front efforts (N.J. Industry).

• Create a poster that portrays all of the opportunities for civilians to help in the war effort.

6.4 16,7

• Evaluate the results of World War I as a possible cause for World War II (Treaty of Versailles, Fourteen Points).

• Discuss debt of Germany and Italy from WWI and the alliance they form.

• Discuss development of League of Nations.

• Test questions: Create a journal from Woodrow Wilson’s perspective outlining his successes and failures following World War I/discuss.

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.4 I 10,11

• Examine the relationship between the growth of American unions, immigration, and the Red Scare.

• Compare the political atmosphere today with that of the Red Scare and judge which was a greater threat to American stability.

6.4 18

• Interpret the social and cultural changes/influences of this time period including the rise of consumer economy, the Harlem Renaissance, entertainment, literature, music, art and sports.

• Twenties Trivia Game

• Research and discuss major influential figures of the time.

• Why is it called the Jazz Age?

• Listen to music of the Twenties.

6.1 A7

6.6 D3

• Examine the changing physical, political, economic and social roles of Black, Spanish, and Asian Americans and women in the United States and it’s local impact.

• Create a newspaper for 1923 and 1929 and compare the attitude change of Americans with regard to economics and their prosperity.

• Students: Prepare a radio broadcast of the news of the decade.

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.4 J1

• Recognize the immediate and long term causes of the Great Depression.

• Essay: Identifying the causes of the Great Depression

• Create a poster for Hoover and one for FDR depicting what they are offering Americans.

6.4 J2,4

• Relate how the New Deal policies contributed to the lives of Americans then and today.

• Students compare Herbert Hoover’s hands off government style to Franklin Roosevelt’s Reformist style.

• Analyze political cartoons pertaining to this time period.

• Analyze the debate over Roosevelt’s New Deal with that over the welfare system today.

• Write a position paper arguing as to the need today for social programs created out of the New Deal.

6.4 J3

• Analyze how the Great Depression and the New Deal transformed N.J., including WPA Projects, the Jersey Homesteads and New Deal Projects.

• Students: Research New Deal and its connections to New Jersey Palisades development and preservation.

• As Great Depression worsens park attendance soars

6.4 J10

• Describe the living and working conditions of Americans during the Great Depression.

• Read excerpt of The Grapes of Wrath and explain how each character represents a separate section of society with regard to conditions and experiences.

• View movie “Cinderella Man” – follow up with discussion.

• Novel A Tree Grows in Brooklyn

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.4 J6; K1

• Analyze the political factors leading up to WWII including Rise of Dictators, Communism, Fascism and the changes in U.S. Response.

• Analyze the military and economic transformation that occurs throughout World War II.

• Students will use colored tacks to map out how/when countries enter the war and their leaders know.

• Identify the countries and their leaders that became Allied Power and Axis Powers.

6.1 A1

6.3 F2

6.4 J5

• Identify and analyze key battles and turning points during WWII.

• Compare and contrast Allied and Axis strategies.

• What advantages did the Axis powers have over the United States and the beginning of the war?

• Create a timeline of key events in war for U.S.

• Evaluate political cartoons.

• Choose prominent figure in WWII and write an essay/biography about them or a speech as if you are that person (i.e. Macarthur, Eisenhower, G. Marshall, Winston Churchill, Roosevelt, Truman, Hitler, Stalin).

6.1 A1

6.2 E15

6.3 F2

• Examine the causes and impact of the Holocaust.

• Describe the effect of WWII on American life.

• Create a newspaper depicting events in war.

• Novels – Night CP and H, Essay – Diary of Ann Frank, Number the Stars.

• Schindler’s List – Compare/contrast two main characters.

6.2 B5

6.4 J6

• Examine the social transformation that occurs throughout the war years.

• Examine the changes WWII brought for women.

• Why did the United States relocate and imprison Japanese Americans?

• How did most Americans feel about the war?

• Analyze political cartoons.

6.1 A1

6.2 E1-3

6.3 G1

6.4 K4,5

• Scrutinize the political and military encounters in Soviet-American relations from 1945-1960.

• Examine the costs of WWII.

• Discuss Truman’s containment.

• Create chart comparing the costs of war for countries involved in the war.

• Reenact a war crime trial.

• What factors gave rise to Cold War?

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.1 A1

6.4 J6

• Consider the political, economic and social ramifications of the Atomic Age.

• Evaluate why the atomic bomb was used against Japan.

• Examine the Atomic Energy Act.

• Debate United States’ use of the atomic bomb.

• What international and domestic tensions resulted from the conflict between United States and Soviet Union?

6.1 A1

6.3 G1

6.4 J6

• Examine the formation and function of cold war alliances and international peace keeping/human rights organizations.

• Review the Churchill-Roosevelt Atlantic Charter of 1941.

• Maps: Outline formation of United Nations.

• Explain how Taft-Hartley Act affected unions.

• Write newspaper article outlining aspects of Cold War.

6.3 G1, H1

• Recognize the impact of the ideological struggle between communism and democracy on developing nations.

• Why was WWII the most devastating war the world has ever known?

• Identify superpowers during WWII.

• Students: Outline the theoretical economic system of communism and highlight communism as a totalitarianism government.

• Students: Compare and contrast to a democracy.

6.2 E9

6.4 K2

• Examine changes to society, technology and culture in the Post-War era.

• Identify social changes in 1950’s for Americans.

• Discuss the H-bomb.

• Describe aspects of the Nuclear Age.

• Compare United States government’s response to the Red Scare during the Cold War to it’s response to the Red Scare after WWI.

• Investigate how 1950’s television portrayed women and minorities.

• Describe how teenagers rebelled against the conformity of the 1950’s.

• Describe the shifts in population in 1950’s. How did these affect city residents?

• What effect did discrimination in housing have on ethnic groups?

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.2 B4

6.3 G1

6.4 K4, L5

• Identify events in Korean War and U-2 incident.

• Scrutinize the major events in Soviet/American relations 1960-1975.

• Explain covert war and CIA.

• Examine the development of Nuclear Arms Race.

• Identify aspects of Space Age (Sputnik).

• Discuss Johnson’s domino theory.

• Summary on Dwight Eisenhower’s presidency

• What effect did the U-2 Incident have on relations between United States and Soviet Union?

6.2 B4

6.5 K4

• Examine the causes and effects of the United States’ involvement in the Vietnam War.

• Students: Examine and discuss communist supporters/allies of North Vietnam and South Vietnam supported by United States.

• Students: List what factors led United States involvement.

• Students: Discuss political and social impact on U.S. citizens due to United States involvement in Vietnam.

•  

6.2 B4

6.5 K6

• Chronicle the changing social and political policies that restricted the rights of minorities.

• Identify causes of the Civil Rights Movement.

• Analyze Little Rock Schools Crisis and Brown vs. Board of Education.

• Debate segregation.

• Identify policies and programs that expanded education and employment opportunities for women and minorities.

• Eyes on the Prize KWL and/or compare and contrast Malcolm X with Dr. Martin Luther King.

• Research Civil Rights leaders.

• Analyze political cartoons.

•  

6.2 B4

6.4 K6; L4

• Contrast the methods and ideologies of civil rights leaders and groups.

• Write a newspaper article about Montgomery Bus Boycott.

• Essay on Civil Rights Act 1957 and 1964

• Review books and music from 1950’s.

• What events helped expand legislation on Civil Rights?

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.4 B6

6.9 A2

• Compare the domestic agendas of JFK and LBJ; examine the legacy of these programs.

• Describe how the Kennedy administration tried to boost the economy.

• Explain how the Bay of Pigs, the Berlin Wall, and Cuban missile crisis were related.

• What events sparked the Cuban missile crisis?

• Compare Kennedy’s New Frontier Agenda to those of his predecessors (Truman and the New Deal and Eisenhower’s policies).

• Explain the Equal Pay Act.

• Study Peace Corps.

• Investigate the Kennedy assassination (movies, books, news).

• Students: Use Teacher Tube on the internet to watch short videos on Cuban Missile Crisis.

• Students as Historians: Students use website Reel American History.

• Students: Watch movies on Cuban Missile Crisis and write a movie review including actors who played major political roles and events leading up to the crisis.

6.4 B6

6.2 C2

• Assess the impact of immigration and migration on American economy, politics and society.

• Analyze LBJ’s three areas of focus: tax cuts, civil rights, and poverty.

• Describe Great Society.

• Review excerpts from the Other American

• Show where immigrants from different countries moved to in the United States (which cities).

6.2 C2

6.4 K5, 6

• Consider judicial activism; analyze the Warren Court decisions for their effect on contemporary American society.

• Analyze LBJ’s focus on the war on poverty in the United States versus his focus on Vietnam.

• Write an essay explaining how the Warren Court decisions strengthened individual rights.

• Write newspaper articles describing components of Job Corps, Head Start, and VISTA Medicare.

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.3 H2

6.4 K4; L1, 4

• Analyze the impact of globalization on United States immigration, economy and government policy.

• Students will use the internet to look up impact on productivity, the worker gap, competitiveness and entrepreneurship.

• Students write a brief review on current events articles on globalization.

• Students review and compare government’s opinions on globalization versus public opinion.

6.2 A2, C2

6.4 K5

• Assess the impact that the Supreme Court has on contemporary American politics and society.

• Compare the impact of scandals on the American Presidency.

• Students: Debate contemporary White House scandals as to whether or not the scandals seriously jeopardized the presidency and the president’s place in history.

• Pretend to conduct an interview with Presidents – role- play with questions regarding how American people feel about: Watergate, Clinton Sex Scandal, and Bush invasion of Iraq.

• Political cartoon analysis.

6.3 H1

6.4 K5

• Analyze the emergence of Islamic extremism and it’s effect on America’s domestic and foreign policy.

• Students: Discuss impact of Islamic extremism – was the cause “foreign policy” or was the policy adopted as a reaction to extremism?

• Students: Create posters aimed at Islamic Youth with very different messages about their future with regard to education, dress, and positive aspects of diversity.

• Students: Write about how stereotypes are learned.

• Students: Compare how joining a “gang” is similar to joining an extremist organization. What are the driving factors in joining groups encouraging violence for change?

• Students: Go online to research projects aimed at Muslim/high gang population areas to break free from group teachings on extremism.

Cumulative Progress Indicators

Major Outcome:

Assessments/

Materials/Strategies

6.4 K7

• Trace the development and impact of activist movements on modern America.

• Students: Review women, worker, and minorities rights movements.

• Students: Come up with a plan of action for a relevant social movement necessary for today.

• Students: Create posters.

6.4 L1

• Assess the impact that the conservative resurgence has on politics, economy and society.

• Students: Create a timeline of party winners for presidential elections over past 20 years.

• Students: Look at time periods; write up summaries about music, movies, commercials, and ads to determine level at conservatism during presidential elections.