Teacher: core history II year: 2014-15 Course: History II month: All Months



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Teacher: CORE History II

Year:   2014-15

 

Course: History II



Month:   All Months


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Your Landscape Map Report has been published. Here is your link:

 

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Intro to the Cold War ~

The origins of the Cold War post-WWII




Standards

Essential Questions

Assessments

Skills

Content

Lessons

Resources

8.3.C.A-Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy. (Reference Civics and Government Standard 5.4.12.E.)
8.3.C.C-Analyze the principles and ideals that shape United States government. • Liberty / Freedom • Democracy • Justice • Equality (Reference Civics and Government Standard 5.1.9.C.)
8.3.C.D-Analyze the role political symbols play in civil disobedience and patriotic activities. (Reference Civics and Government standard 5.1.9.F.)
8.3.U.A-Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.
7.3.C.A-Analyze the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities
7.3.U.A-Analyze the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities
7.3.W.A-Analyze the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities
RH.9-10.6-Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH.9-10.9-Compare and contrast treatments of the same topic in several primary and secondary sources.
RH.9-10.10-By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
WHST.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RH.9-10.1-Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3-Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH.9-10.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
WHST.9-10.1.a-Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1.b-Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
WHST.9-10.1.c-Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WHST.9-10.1.d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.9-10.2-Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.9-10.2.a-Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
WHST.9-10.2.b-Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. 

What did the Big Three accomplish at Yalta towards the end of WWII?

What does the Potsdam Agreement accomplish?

What are the four big overarching reasons for why WWII started?

How does the end of WWII lead to future international crises?

How have different factors influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas? 


WWII Timeline 9/12/2014

Cold War unit assessment 9/30/2014 



Summarize both the opportunities and the discrimination African Americans, other minorities and women experienced during the war.

Describe the challenges faced by the Allies in building a just and lasting peace.

Describe the economic and social changes that reshaped American life during World War II.

Describe the wartime mobilization of industry inclusive of African Americans, Mexican Americans and women in the absence of white males.

summarize the causes and effects of WWII

label a map of Europe with the correct countries and color code the Allied and Axis powers.

explore the political spectrum by analyzing left and right wing beliefs to determine political association with terms such as left and right wing, Democrats, Republicans, Moderates, Socialists, Fascists, etc.

define political vocabulary terms which are necessary foundation knowledge for class discussion.

evaluate the U.S. current political and economic systems used in the modern world as foundation knowledge for future class discussion. 


Overarching reasons for WWII

Effects of WWII on the U.S. and the world at large

Political terms

The Political ideology spectrum

Map of Europe 


Recapping World War II 

textbook

Howard Zinn's "A People's History of the United States"

outline maps from www.eduplace.com

Google images 



7.1.C.A-Use geographic tools to analyze information about the interaction between people, places, and the environment.
7.1.U.A-Use geographic tools to analyze information about the interaction between people, places, and the environment.
7.3.W.A-Analyze the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities
8.3.C.A-Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy. (Reference Civics and Government Standard 5.4.12.E.)
8.3.C.C-Analyze the principles and ideals that shape United States government. • Liberty / Freedom • Democracy • Justice • Equality (Reference Civics and Government Standard 5.1.9.C.)
8.3.C.D-Analyze the role political symbols play in civil disobedience and patriotic activities. (Reference Civics and Government standard 5.1.9.F.)
8.3.U.A-Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.
8.3.U.B-Compare the impact of historical documents, artifacts, and places which are critical to the U.S.
8.3.U.C-Evaluate how continuity and change have impacted the United States. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations
8.3.U.D-Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability
8.4.C.D-Analyze strategies used to resolve conflicts in society and government. (Reference Civics and Government Standards 5.2.9.B.) Evaluate the role of nationalism in uniting and dividing citizens. (Reference Civics and Government Standards: 5.1.12.F.)
8.4.W.A-Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history.
8.4.W.C-Evaluate how continuity and change have impacted the world today. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organization 

What examples are prevalent in the 1950's that showcase the U.S. government's anti-communist stance?

What is the impact of the Red Scare in the 1950's on the American citizens attempts to live "the American Dream"?

How does the fear of the spread of communism in the United States propel government policy? 


 

explain the spy cases of Alger Hiss and Julius and Ethel Rosenberg.

describe government efforts to investigate the loyalty of U.S. citizens.

analyze the efforts made by the U.S. government in achieving containment.

evaluate the classroom mock battle to discuss the outcome of the Korean War and it's usefulness. 



fear of the communist influence on the home front. 

Origins of the Cold War

The Cold War Heats Up

The Cold War at Home

Two Nations Live on the Edge  



Howard Zinn's "A People's History of the United States"

textbook 












Intro to the Cold War ~

This is the unit that introduces the origins of the Cold War post-WWII




Standards

Essential Questions

Assessments

Skills

Content

Lessons

Resources

7.1.C.A-Use geographic tools to analyze information about the interaction between people, places, and the environment.
7.1.U.A-Use geographic tools to analyze information about the interaction between people, places, and the environment.
7.3.W.A-Analyze the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities
8.3.C.A-Compare and contrast the politics of various interest groups and evaluate their impact on foreign policy. (Reference Civics and Government Standard 5.4.12.E.)
8.3.C.C-Analyze the principles and ideals that shape United States government. • Liberty / Freedom • Democracy • Justice • Equality (Reference Civics and Government Standard 5.1.9.C.)
8.3.C.D-Analyze the role political symbols play in civil disobedience and patriotic activities. (Reference Civics and Government standard 5.1.9.F.)
8.3.U.A-Compare the role groups and individuals played in the social, political, cultural, and economic development of the U.S.
8.3.U.B-Compare the impact of historical documents, artifacts, and places which are critical to the U.S.
8.3.U.C-Evaluate how continuity and change have impacted the United States. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations
8.3.U.D-Evaluate how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability
8.4.C.D-Analyze strategies used to resolve conflicts in society and government. (Reference Civics and Government Standards 5.2.9.B.) Evaluate the role of nationalism in uniting and dividing citizens. (Reference Civics and Government Standards: 5.1.12.F.)
8.4.W.A-Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history.
8.4.W.C-Evaluate how continuity and change have impacted the world today. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organization
RH.9-10.2-Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3-Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH.9-10.4-Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.6-Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH.9-10.8-Assess the extent to which the reasoning and evidence in a text support the author's claims.
RH.9-10.9-Compare and contrast treatments of the same topic in several primary and secondary sources.
RH.9-10.10-By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
WHST.9-10.2.d-Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
WHST.9-10.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
WHST.9-10.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.9-Draw evidence from informational texts to support analysis, reflection, and research. 

Why do relations break down between the United States and the Soviet Union after World War II?

What are the steps that the American government takes in the aftermath of WWII to contain Soviet influence in the world?

How did the Truman Doctrine impact international affairs?

What is the impact of the Marshall Plan on the success of American foreign policy?

What role does Germany play for both the U.S. and the Soviet Union during the Cold War?

What was the essence of the disagreement between the United States and the Soviet Union in Europe?

How were the United States and the Soviet Union different in their political and economic ideologies?

Which communist nations were located behind the Iron Curtain?

What caused Stalin to close access to Berlin?

How did the Allies get supplies to West Berlin?

Why was the NATO alliance formed?

What did the Soviets create in response to NATO?

What precipitated renewed civil war in China?

What was the outcome of the civil war in China?

How did the outcome of the Chinese civil war affect American politics?

How did Korea become divided into two countries?

How did the Korean War start?

Why did the United States go to the aid of South Korea?

What did General MacArthur's counterattack at Inchon accomplish?

What brought China into the war?

What caused the disagreement between MacArthur and Truman?

How did the Korean War end?

How far south did North Korean troops push the UN forces?

Why do you think MacArthur chose Inchon as his landing place?

Why were Americans worried about the security of the United States?

What was the purpose of the Loyalty Review Board?

What did the House Un-American Activities Committee do?

Who were the Hollywood Ten?

Why was the State Department official Alger Hiss investigated?

What was controversial about McCarthy's tactics?

Why did most Republicans remain silent about McCarthy's "Witch Hunt"?

What caused McCarthy's downfall?

What other anti-Communist measures were enacted in the early 1950's?

How does the hydrogen bomb differ from the atomic bomb?

What was the policy of brinkmanship?

What covert actions did the United States undertake in the Middle East and Latin America?

What was the Warsaw Pact?

What happened at the Geneva Summit?

How did conflict over the Suez Canal start a war in the Middle East?

What was the Eisenhower Doctrine?

What happened during the Hungarian uprising?

Which nations belonged to NATO, and which to the Warsaw Pact?

Which nations did not belong to either NATO or Warsaw Pact?

How did the Soviet Union's launch of Sputnik affect the United States?

How did the U-2 flight of Francis Gary Powers influence U.S.-Soviet relations?

By how much did the percentage of the federal budget for defense increase between 1950 and 1960? 





Atomic Comics 10/31/2014

Asia Map test 10/31/2014

Sci-Fi Literature DBQ 10/31/2014

Cold War Origins test 10/31/2014 



explain the spy cases of Alger Hiss and Julius and Ethel Rosenberg.

describe government efforts to investigate the loyalty of U.S. citizens.

discuss the persona of Harry S. Truman and evaluate the impact of his personality on foreign affairs.

view the film The Atomic Cafe to evaluate its educational information on the Cold War.


 illustrate the ridiculous and harmful efforts of the U.S. government's attempts to lessen Americans' fear of the nuclear bomb.

evaluate the reasons why Science Fiction becomes a popular genre of this time period.

compare and contrast the growth in nuclear weapons to the growth of space exploration engaged in by both the U.S. and the U.S.S.R. during the Cold War.

write a film review describing information learned about McCarthyism in the 1950's.

Explain how Communists came to power in China and how the United States reacted.

Reenact and summarize the events of the Korean War.

Explain the conflict between President Truman and General MacArthur.

describe government efforts to investigate the loyalty of U.S. citizens.

explain the spy cases of Alger Hiss and Julius and Ethel Rosenberg.

Describe the efforts of Senator Joseph McCarthy to investigate alleged communist influence in the United States.

Explain how the science fiction of the 1950's reflected the anxieties of the age.

Explain the policy of brinkmanship.

Describe American and Soviet actions that caused the Cold War to spread around the world.

Identify the messages of sample sci-fi literature.

Summarize the impact of Sputnik and the U-2 incident on the United States. 


Harry S. Truman's presidency.

fear of the communist influence on the home front.

Senator Joseph McCarthy's Communist "Witch Hunt".

brinkmanship rules U.S. foreign policy.

the Cold War spreads around the world to Latin America, Africa and the Middle East.

the Cold War and the Space Race.

Science Fiction develops as a literary genre and reflects Cold War fears.

The Eisenhower presidency

Readjustment and recovery in the 1950's

Social unrest persists for civil rights under Truman and Eisenhower

Republicans take the middle road in politics

The American Dream of the 1950's

The organization and the organization of men

The suburban lifestyle 



Two Nations Live on the Edge  

textbook

sci-fi literature excerpts by Ray Bradbury and other authors

United Streaming video clips

NATO and Warsaw Pact maps

map of Europe and the Iron Curtain

Film: Good Night and Good Luck



Film: The Atomic Cafe 










The 1950's Postwar Boom ~

The 1950's Postwar Boom Unit explores the reasons and outcomes of the values of 1950's America; conservatism, consumerism and conformity.




Standards

Essential Questions

Assessments



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