Curriculum Map

Curriculum Map

1st 9 Weeks

Weeks	Topics/Focus	Concepts/Skills	Activities/Resources	Assessments
1-4	Early National Development 1755-1877 USH.1.1-USH.1.8	Explain major themes in early national history of the United States. Identify issues pertaining to slavery, sectionalism, and nationalism before the Civil War and analyze the interests, perspectives and points of those involved in the issue	Students will develop and construct timelines of the key events from exploration to the Civil War. Students will be divided into groups and assigned a chapter. Using technology they will create a presentation over the chapter and will teach the class and create re-teaching materials for the class.	See Rubric for group project. Timelines. Writing--Students will write a 2-3 page essay over the key events in American History up through the Civil War. Writing-key terms paper.
5-6	Civil War and Reconstruction USH.1.6,USH.1.7, USH.1.8, USH.2.7, USH.2.9	Students will be able to identify the major military and political leaders during the American Civil War and the major battles. Students should be able to explain how the death of Abraham Lincoln and the presidency of Andrew Johnson changed Reconstruction efforts.	Students will present one the major battles to the their classmates. Students will listen to a Civil War reinactor who has instruments and uniforms to present. Students will make political cartoons of the Johnson administration Students will watch parts of the Ken Burns Civil War series and fill out appropriate study guide	Standard based assessments Writing-journal and study guide Political Cartoon drawing. Writing: Essay question: Most historians believe that Abraham Lincoln was one of the best, if the best, president of all time. Just as Lincoln was good, many believe that his successor Andrew Johnson was one of the worst presidents that the nation has seen. Why do you think that people feel this way about Andrew Johnson and what could he have done to change his legacy into being a good president?
7	The Western Frontier USH.2.6, USH.2.12	Explain the various perspectives on federal government policies about American Indians and migration of settlers to western territories	Debate in class-Did the white settlers have the right to take the lands from the Native Americans Students will make a chart of both sides of issue and write a response to who won the debate. Students will read and discuss primary sources in regard to Custer's Last Stand and the Trail of Tears.	Writing- Chart over debate and journal of who won. Writing-What were some of the things that our government could have done to be more fair to the Native Americans. Standard based assessments
8	A New Industrial Age USH.2.1-USH.2.4, USH.2.8, USH.2.11	Describe the economic development by which the U.S. became a major industrial power in the world and identify the factors necessary for industrialization	In groups of 2-3, students will come up with their own inventions and draw models for the the class. Students will market their products with commercials and a slogan	Models of inventions. Chapter test. Writing--Journal and study guides
9	Immigration and Urbanization USH.2.1, USH.2.5, USH.2.11	Analyze how new immigrant groups affected U.S.'s society and culture generally.	Students will analyze immigration patterns and how the shifts affected the U.S. in regional differences	Writing: What stipulations should be placed on immigration into the U.S. Chapter test

2nd 9 Weeks

Weeks	Topics/Focus	Concepts/Skills	Activities/Resources	Assessments
10	Life at the turn of the 20th Century USH.2.7, USH.2.8, USH.2.12	Investigate historical data from a variety of sources and perspectives about historical issues involving African Americans.	Students will study political cartoons from the time. Students will take an Alabama literacy test that blacks would have to take to vote.	Writing: Journals Chapter test
11-12	Progressive Era and Imperialistic America USH.3.1, USH.3.2, USH.3.3, USH.3.4, USH.3.6, USH.3.7, USH.3.8, USH.3.10, USH.9.1, USH.9.2	Identify and explain the importance of key events and people that were important in America emerging through the Progressive Era. Compare the Roosevelt Corollary to the Monroe Doctrine to see how foreign policy changed	Group project on the Progressive Era and presentation using multimedia to their classmates as a group. Study and assess political cartoons from the era.	Rubric on group project Test on Chapters 18 and 19. Essay--explain the difference of the Monroe Doctrine and the Roosevelt Corollary.
13	World War I USH.3.7, USH.3.8, USH.3.9, USH.8.5	Explain the reasons the U.S. got involved in WWI and how they contributed to the war effort. Evaluate Woodrow Wilson's decisions to create the League of Nations and the Senate's decision not to join.	Read and evaluate literature from the time period such as "Dulce Et Decorum Est" and "The Soldier." We will also read part of "All Quiet on the Western Front." Students will also listen to the patriotic ditty, "Over There." Students will create posters that can either be propaganda posters to support the war or over any topic the nation faced during WWI.	Group project and presentation. Chapter test.
14-15	The Prosperous U.S. from 1910-1928 USH.4.1-USH.4.7, USH.4.9	Explain the differing and changing perspectives about the role of government in American society during the 1920's and 1930's. Analyze the causes of economic prosperity in the 1920's and the economic depression of the 1930's.	Students will review artwork and listen to music of the period that reflected the mood of the country. Students will conduct family tree research back as far as they can. If possible, students will trace their family heritage to when they came to America. Students will present their family history to class.	Rubric on Family Tree. Journal and Study Guide.
16-17	The Great Stockmarket Crash and the Great Depression that ensues USH.4.2-USH.4.7	Identify and explain the importance of key events, people, and groups in the period of the Great Depression.	Identify and explain the importance of key events people, and groups in the period of the Great Depression.	Students will play a stock market simulation game that shows how the market works in which
18	Finals	Know all 43 presidents of the United States in order	We will review the presidents and their accomplishments.	Final Exam

3rd 9 Weeks

Weeks	Topics/Focus	Concepts/Skills	Activities/Resources	Assessments
19-20	FDR and the New Deal USH.4.2, USH.4.3, USH.4.6	Analyze the legacy of the Hoover Administration and how FDR and the New Deal attempted to bring America out the Great Depression	Students will create an advertisement for one of the New Deal policies. Students will debate the effectiveness of the New Deal in getting all people in need out of the Great Depression.	Journal and Study Guides. KWL Chart Vocab Sheet Essay question
21-23	The atmosphere of the world prior to WWII, WWII: including the Holocaust and the U.S.'s role in WWII. 1939-1945 USH.5.1-USH.5.3, USH.5.5-USH.5.9	Analyze the causes of WWII in Europe and in the Pacific region and explain thee involvement of the United States in WWII. Investigate Hitler's "final solution" policy and the Allies responses to the Holocaust.	Students will watch, discuss, and fill out the appropriate study guides for "Hitler: The Rise of Evil." Students will: come up with a play, song, skit, poem, poster, powerpoint of anything that interested you about WWII. You may choose to do it through the eye	Debate-Do you think that the U.S. should have dropped the atomic bombs? Writing-persuasive essay.
24-25	Postwar United States 1945-1960 USH.6.1-USH.6.4, USH.6.6, USH.6.8	Identify and explain the importance of key events, people, and groups related to the causes, conditions, and consequences of the Cold War. Analyze President Truman's proclamation of a new foreign policy, the Truman Doctrine in his address to Congress and evaluate his decision to contain expansion of Soviet power in the world.	Students will analyze political cartoons of the era and create their own on the topics of McCarthyism, Rosenbergs, U-2 incident, HUAC, Warsaw Pact, an the Hollywood Ten. Students will watch clips of popular culture of the time. Students will construct a timeline to show United States conflicts with other nations.	Standard based assessments. KWL chart. Vocab terms.
26	JFK, LBJ Years: The New Frontier and The Great Society USH.7.1, USH.7.3, USH.7.5	Recognize the changing relationship as demonstrated in the Cuban Missile Crisis, the space race, the Vietnam War, and the SALT agreements, between the United States and the Soviet Union from 1960-1980.	Students will analyze JFK's Inaugural Address, watch clips about the space race, the death of Kennedy, and the death of Lee Harvey Oswald. Students will study about the LBJ and the Great Society Programs. They will get together in groups of three and outline a problem that is facing the nation today. They will then come up with their own Great Society Program.	Writing-Journal and Study Guides. Vocab sheets
27	Civil Rights Movement USH.6.2, USH.6.5, USH.7.1, USH.7.3	Analyze the causes, conditions, and consequences of the struggle for civil rights by African Americans. Analyze and interpret the main ideas of the "I Have a Dream" speech (1963) and the Letter from the Birmingham Jail by MLK, Jr.	Students will watch "Eyes on the Prize." They will fill out a study guide on the film and discuss parts of the film. Students will analyze MLK, Jr.'s speeches	Writing-Journals and study guides. Vocab sheets and KWL charts

4th 9 Weeks

Weeks	Topics/Focus	Concepts/Skills	Activities/Resources	Assessments
28-30	Vietnam and Opposition USH.7.3, USH.7.4, USH.7.10, USH.9.1, USH.9.2	Trace and explain the events that led to the United States into and out of the Vietnam War. Analyze opposition to the Vietnam War through popular culture (especially music) and its effects on American culture and foreign policy.	Students will conduct a timeline of the major events that led America into the Vietnam War. Students will write a research paper on the musical groups of the era and how popular culture reflected what was going on in the country. Students will do several critical thinking questions.	See Rubric for speeches and research papers. Timelines
31-33	America after Vietnam until present day USH.7.6, USH.7.7, USH.7.8, USH.8.1, USH.8.2, USH.8.3, USH.8.4, USH.8.5, USH.8.7, USH.8.8, USH.8.9, USH.8.9, USH.8.10	Identify and explain the importance of key events and people associated with domestic problems and policies from 1980-2008. Identify and explain the trends and events that led to the fall of the Soviet Union and the communist regimes of Soviet satellite nations in Europe and explain the role of the U.S. as a super-power Cold-War world. Analyze and evaluate Bill Clinton's decision to use U.S. armed forces against Yugoslavia to stop human rights abuses in Kosovo.	Students will debate- What do you think the legacy of President Bush will be? Give evidence to support your stance. Students will read and analyze primary sources about Presidents' Clinton's decision to send troops to Yugoslavia. Students will listen to a veteran of the First Gulf War and his experiences. Students will create a book called the 10 events that changed America since the Vietnam War. It will be 1/2 page summary over each event.	Rubric on project. Critical thinking answers. Debate Rubric
34-35	Indiana and Local History USH.1.4, USH.2.5, USH.3.3, USH.3.4, USH.4.5, USH.4.7, USH.9.1, USH.9.2	Students will investigate, accumulate, and share information of the history of Indiana, Scott County, and their city of Austin.	Students are to interview people, take pictures, videotape, and research the history of their community. Students will write a research paper of their findings and give a speech to the class.	See Rubric on speech and research paper.
36	FINALS!!!!!!!!!