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could ignite another era of progressive reform on the local, state, and national

levels. (903.02H)

Suggested Strategy (CONTENT/PROCESS): Have student groups brainstorm recent, social, political, or economic issues that are controversial and have divided public opinion on the local, state, or national levels. After forming cooperative learning groups, students will adopt one of the issues discussed and research public opinion polls and identify the differing opinions regarding the issue. Students will propose a reform measure and devise a plan for implementation. Finally, students will predict how the reform would improve American life 50 to 100 years later. A “gallery walk” should be used as the presentation format.
Analyze and critique to what extent the Treaty of Versailles succeeded or failed to live up to the expectations mapped out in Wilson’s Fourteen Points. (904.05H)

Suggested Strategy (PRODUCT): After examining the articles of the Treaty of Versailles and President Wilson’s Fourteen Points, write a critical analysis concerning how the Treaty failed to realize the spirit of the Fourteen Points. Assess how each Article of the Treaty worked against or ignored each Point. Support your position with specific citations. Suggested Resources: Copies of the Treaty of Versailles Copies of Wilson’s Fourteen Points
Justify how military mobilization at the beginning of World War II sparked U.S.

economic recovery from the depression. (907.05H)

Suggested Strategy (CONTBNT/PRODUCT): Have students construct a graph. Along the horizontal axis, place a chronology from 1932 to 1945. Along the vertical axis, list percentages of economic growth. In student groups, students will research the percentage of economic growth in the United States from 1932 to 1945. After connecting the points of economic growth, determine what segment of the business cycle (recession, depression, recovery, or prosperity) existed during that time period.. Students will then gather pictures or data that serve as evidence of war mobilization efforts and place them above the points graphed as examples of economic activity during that time period. As a follow-up activity, students are to respond to the following question in an extended constructed response:

  • Explain how war impacts a nation’s economy.

  • Citing examples of war mobilization efforts during World War II,

  • justify whether or not they helped or hindered economic solvency.

  • Include details and examples to support your answer.

Evaluate the political, social, and cultural climate of the United States during the



McCarthy era of the early 1950s. (908.05H)

Suggested Strategy (PRODUCT): Have students research the members of the House Committee of Un-American Activities between 1947 and 1954. Establish a panel of at least six members, including notables as young Richard Nixon and Senator Joseph McCarthy. Reenact a Committee hearing with suspected communists in the film industry such as Burt Lancaster, Marsha Hunt, Ronald Reagan, Gary Cooper, Robert Taylor, Zero Mostel. During the debriefing of the activity, have students discuss possible reasons why members of the entertainment industry fell victim to the political climate of the Cold War.
Explain how the S.A.L.T. talks brought about détente between the United States

and Russia after the Korean War. (909.01H)

Suggested Strategy (PRODUCT): Have students create a visual metaphor (History Alive1 on the ways in which S.A.L.T., negotiated by Nixon and Brezhnev, eased tensions between the United States and the Soviet Union.
Compare expectations of women’s roles in society during and after World War II with those of women participating in support of war efforts today. (910.03H)

Suggested Activity (PROCESS/(PRODUCT): Have students script an email exchange between a grandmother and her granddaughter, both of whom participated in war efforts. Grandmother worked in a munitions factory in the mid-west. The granddaughter was deployed with her National Guard unit to Baghdad during Operation Iraqi Freedom. They are to discuss the following questions:

  • What jobs or responsibilities did women hold during the war mobilization efforts of World War II?

  • What jobs or responsibilities did women hold during were held by women during such recent military endeavors such as Operation Desert Storm, Operation Enduring Freedom, and Operation Iraqi Freedom?

  • In what ways did he jobs and responsibilities of women change after male soldiers returned home from the war front?

  • The exchange will culminate in an act-it-out between the grandmother and granddaughter.

Questions to be considered for discussion are:

  • What was life like as a woman in your position?

  • How essential was your role?

  • Do you consider this a life-long career? Why or why not?

  • What are your goals and expectations after the war?

  • What photo documents could you provide to document your experiences to share with the audience?

Justify the policy of Vietnamization (the building up of South Vietnamese forces and making them do more of the fighting while gradually withdrawing American troops) as a way of attempting a “peace with honor.” (909.02H)



Suggested Strategy (PRODUCT): Have students implement a History Alive! experiential strategy, by simulating a “60’s teach-in” like the ones sponsored by Students for a Democratic Society (SDS) on the Vietnam War. Students write and orally deliver speeches in support of or against the policy of Vietnamization.
Analyze the impact of religious conservatism on the transformation of public policy in the 21st century. (910.09H)

Suggested Strategy (PROCESS/PRODUCT): Divide students into research groups taking on the roles of the following historical and contemporary politicians, political analysts. and religious figures. Persons may include James Carville, Thomas Jefferson, Pat Robertson, Jerry Falwell, D. James Kennedy, Paul Begala, Bill O’Reilly, Rush Limbaugh, Al Franken, and Benjamin Franklin. Provide students time to investigate the political leanings and beliefs on each individual. Taking on the persona of the individual assigned, students will hold an open discussion addressing the following questions in response groups:

  • Is the United States in danger of turning into a theocracy?

  • To what extent should religion play in molding government’s public policy on such issues as crime and punishment, foreign policy, health care, taxation, energy, regulation, and social services?

  • Should the President express personal religious values when establishing public policy or should there be strict adherence to separation of church and state?

  • End the response group activity by having students complete a value line.

Justify or critique how personal liberties changed in the United States in wake of the 9/11 attacks. (910.12H)



Suggested Strategy (PRODUCT) Have students create a visual representation /metaphor, based on the following question: “Is the price of protection worth the cost of liberty?”


APPENDIX 2

Guidelines for Teaching Honors Level Classes
What is differentiation?
Differentiation is providing curriculum and instruction that meets the differing needs of all students. Differentiated instruction provides multiple approaches to three curricular elements: (1) content - input, what students learn; (2) process - how students go about making sense of ideas and information; and (3) product - output, how students demonstrate what they have learned.
Why differentiate?
Within our classrooms, there are many students of varying abilities, learning styles, interests, and needs; all of which must be met. Some of the students already know a significant amount of the content teachers have planned and some can learn new material in less time than others. Anxiety occurs when teachers expect too much from their students, and boredom occurs when teachers expect too little. When curriculum expectations are out of sync with students’ abilities, not only does motivation decrease, but so does achievement. (Carol Tomlinson, University of Virginia.) To effectively execute a differentiated classroom, teachers must plan to realign the content, elevate the process through the use of various instructional strategies, offer varied product choices, and/or use performance and other alternative assessments in anticipation of students’ differences.
How to use this handbook?
This handbook contains specific strategies and techniques teachers can use to differentiate curriculum and instruction in their Honors social studies classes without totally rewriting their content. The expectations for teachers are for them to use these ideas to meet the differing needs of their students. These strategies should be used to provide differentiated experiences for students who have elected to take an honors class. These suggestions can act as a springboard for the development of more ideas. When planning lessons for honors students, teachers need to ask themselves:
In what ways can I:

  • provide appropriate rigor?

  • accelerate the pace of instruction?

  • extend the scope of the topic?

  • add dimension to this unit?

  • increase the depth of learning?



HCPSS Secondary Social Studies Office, 2012


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