Instructional Timeline 11Th Grade U

6/15/2011

Instructional Timeline – 11th Grade U.S. History – /
Unit 7 – A Time of Upheaval – 1954 – 1980
Chapter 25 – The Vietnam War 1954 – 1975
Chapter 26 – The Politics of Protest 1960 - 1980 /
Suggested Time Frame: ≈ block days
Description / The United States focuses on Vietnam, going to war in Vietnam, Vietnam divides the nation, the war winds down
The Student Movement and the Counterculture, the Feminist Movement, New Approaches to civil rights, Saving the earth
Assessment / Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation
Essential Questions / The politics of the 1960’s produced extremes in the spectrum. How did each of the groups involved in the protest movement represent new ideas and old ideas?
Core Components / TEKS/SEs / Specifications/Examples
(2)(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major characteristics that define an historical era;
(B)(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(C)(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(D)(C) explain the significance of the following dates years as turning points: 1968-1969 / Social Reform Era 1954-1976 (Civil Rights Movement, Vietnam War, Protest Movements, end of economic boom);
Refer frequently to the events placed in the timeline of U.S. History
Assassination of MLK, Civil Rights act of 1968
Democratic National Convention, Tonkin Gulf
(8)(7) History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:
D) explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War Conflict
(E) analyze the major issues and events of the Vietnam War Conflict such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon; and
(F) describe the responses to the Vietnam War Conflict such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement. / United Nations, domino theory, escalation, Vietnamization, anti-war protests, Tet Offensive, Ho Chi Mihn Trail
Kent State
Lyndon B. Johnson
Nixon
Civil disobedience
(19)(18)(15) Government. The student understands changes over time in the role of government over time. The student is expected to:
(B)(A) explain constitutional issues raised by the impact of significant international events such as how the role of the federal government policy changes during times of significant events, the 1960s on changes in the role of the federal government; / Means that may be tested include:
1. 19th, 24th, and 26th amendments.
protest marches and rallies
(20)(19)(16) Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
(A) describe evaluate the impact of events, including such as the Gulf of Tonkin Resolution and the War Powers Act, on the relationship between the legislative and executive branches of government; and / War Power Act
(23)(21)(18) Citizenship. The student understands efforts to expand the democratic process. The student is expected to:
(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments
C) identify the contributions of Texans who have been President of the United States. / Lyndon B. Johnson
(25)(23)(20) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
(A) describe how the characteristics and issues of various eras in U.S. history have been reflected in various genres works of art, music, film, and literature such as rock and roll
(B) describe both the positive and negative the impacts of significant examples of cultural movements in art, music, and literature such as rock and roll on American society, including;
(C) identify examples of American art, music, and literature that transcend American culture and convey universal themes; / Rock music, protest movements of the 60s, modern and pop art
the influence of TV.
World-wide transmission of US culture – music, clothes, foods, art, etc.
Vocabulary
Counterculture – commune – feminism – Title IX – affirmative action – busing – bilingualism – smog
Recommended Lessons / Recommended Lessons - Primary Source Lesson – The Rise of Modern America, PowerPoint: The Vietnam War Vietnam DBQ Primary Source Lesson – The Vietnam War PowerPoint: Anti-war Protests of the 1960’s and 1970’s
Differentiation / Special Education – all differentiation per SPED modifications and requirements
TAG - differentiation according to TAG mandates. To include, but not restricted to:
independent study, alternative projects in lieu of test, alternate readings
504 – All differentiation according to student needs as specified per 504 committee.
ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include, but not restricted to: small group instruction, sentence stem activities, HIS, T-Chart-Pair and Defend
Instructional Resources / Books or Readings -
Videos - United Streaming: The First Television War – A Documentary (25:00), Making Sense of the 60’s
Websites - http://www.english.illinois.edu/maps/vietnam/antiwar.html
College and Career Readiness Standards / I
A- 1-ABCD 2-AC 3-ABC 4-ABC 5-AB 6-B
B- 1-AB 2-B 3-B
C- 1-AD 2-ABCEF 3-ABC
D- 1-A 2-AB
E- 1-A 2-AB 3-C
F- 1-A 2-A
II
A- 1AB 2-AB
B- 1-ABC 2-A 4-AC 5-ABC 6-ABC
III
A- 1-B 2-AB 3-AB
B- 1-B
IV
A- 1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB
B- 1-AB 2-AC 3-ABC 4-ABC
C- 1-ABC
D- 1-AB 2-AB
V
A- 1AB 2-AB
B- 1-ABCDEF
Essential Questions / Unit VII
Chapters 23,24,25,26
1. The history of the North Atlantic Treaty Organization involved all of the following events except
a) The members declared that an armed attack against one member would be considered an attack on all
b) The United States Senate did not ratify the charter until a decade after the organization was formed
c) The crisis in Berlin accelerated the formation of the organization
d) The Soviet union responded to its formation with the creation of the Warsaw Pact
2. During the 1950’s and 1960’s, many Americans came to believe in the concept of the New Economics, which held that the government should:
a) Regulate and stabilize the economy without intruding directly in the private sector
b) Intervene directly in the economy to ensure that all classes received a fair share of the wealth
c) Protect the environment, from damages caused by large corporations
d) Reject deficit spending and regulate prices
3. During the 1950’s, the number of women working outside the home increased, mainly because:
a) Many families needed a second income to maintain their desired standard of living
b) Feminism became a major force in society
c) The suburbs provided a poor environment in which to raise a family, so women had no reason to stay at home
d) Many women found that they received pay equal to that of men who did the same work
4. The final outcome of the bus boycott triggered by the arrest of Rosa Parks was that the bus line:
a) Was desegregated because a reformist governor was elected in Alabama
b) Was desegregated because the Supreme Court declared segregation of public transportation was illegal
c) Remained segregated because the city government forced black riders to end the boycott
d) Remained segregated because the bus company had enough money to outlast the boycott
5. Among the causes of the Civil Rights Movement of the 1950’s and 1960’s were all of the following factors except
a) Millions of blacks had learned much about the world by serving in WWII
b) A large and strong Black middle class had developed by that time
c) Television allowed many blacks to see what racism was depriving them of
d) The Republican president had decided that the time was right for major advances in civil rights.
6. Eisenhower’s greatest contribution as president was his:
a) Sense of the limitation of American power
b) Success in eliminating the tensions between the US and USSR
c) Success in ending the arms race
d) Successful peace negotiations in bringing an end to the conflict in Vietnam
7. The United States began its expanded presence in Vietnam when it:
a) Sent armed forces into that country during World War II to push out the Japanese
b) Sent military aid to Ho Chi Minh in his struggle against the French
c) Intervened militarily to rescue French forces besieged at Dien bien phu
d) Allowed the French to be forced out of Vietnam and then gradually began to fill the void left by their absence
8. One of the legacies of the Great Society was very high budget deficits that were caused by:
a) Decreased tax revenues and an unfavorable balance of trade
b) Rapidly rising government expenditures
c) American dependence upon foreign manufactured and agricultural goods
d) The decreasing rate of economic growth
9. The Voting rights Act of 1965 was designed to do all of the following except
a) Reestablish Black Codes nationwide
b) Ensure the voting rights of Blacks
c) Provide Blacks equal access to public accommodations
d) End discrimination in employment
10. In the 1962 case of Baker v. Carr, the Supreme Court ruled that:
a) State governments must give rural voters more representation
b) State governments must give urban voters a more equal share in choosing elected officials
c) The voting age must be lowered to eighteen to give young people their proper voting rights
d) The poll tax was unconstitutional and must not be used to restrict voting in the South