North Adams Public SchoolsRevised 2012

Curriculum Map

Topic 1: Origins of the Civil Rights Movement / Notes / Unit Vocabulary / Assessment
Massachusetts Frameworks
USII.25 Analyze the origins, goals,and key events of the Civil Rights movement. (H)
Events:
A. Brown v. Board of Education(1954)
B. the 1955-1956 Montgomery BusBoycott
C. the 1957-1958 Little Rock SchoolCrisis
Common Core
11-12.RI.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
11-12.W.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the elective selection, organization, and analysis of content. / Expectations
  1. Identifytwo events that ignited the 1960s Civil Rights Movement
  1. Explain the impact of the following events on the 1960s Civil Rights Movement:
  1. Brown v. Board of Education
  2. Montgomery Bus Boycott
  3. Little Rock School Crisis
  4. Murder of Emmett Till
Materials
  1. Facing History and Ourselves, The Murder of Emmett Till: A Series of Four Lessons
  1. The Untold Story of Emmett Louis Till – Think Films Documentary
  1. Facing History and Ourselves, Choices in Little Rock
  1. Rosa – Nikki Giovanni
  1. Free At Last: A History of the Civil Rights Movement – Richard Cohen
  1. Voice of the Civil Rights – History Channel Documentary
  1. The Sixties in America Almanac –Civil Rights
  1. “The Shocking Story of Approved Killing in Mississippi” Look magazine, January 24, 1956
  1. “Desegregation’s First Test” Milestones in American History
/ Required
  • Emmett Till
  • Montgomery Bus Boycott
  • Medger Evers
  • Rosa Parks
  • Martin Luther King Jr.
  • SCLC
  • March on Washington
  • Malcolm X
  • Thurgood Marshall
  • Robert Kennedy
  • Black Panthers
  • Civil Rights
  • NAACP
  • SNCC
Enrichment
  • Freedom Riders
  • Civil Rights Bill
  • Bobby Seale
  • Angela Davis
  • Greensboro Sit-ins
Enrichment Vocabulary Cont.
  • Voter Registration Drives
  • James Meredith
  • Eugene “Bull” Connor
  • KKK
  • J.F.K.
  • Eisenhower
  • Children’s March
  • 1964 Civil Rights Act
  • 1965 Voting Rights Act
  • CORE
  • Non-Violent Resistance
/ Summative District
January Assessment
Topic 2: Key Events of the Civil Rights Movement / Notes / Assessment
Massachusetts Frameworks
USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H)
Events:
  1. the sit-ins and freedom rides of the early 1960s
  2. the 1963 civil rights protest in Birmingham
  3. the 1963 March on Washington
  4. the 1965 civil rights protest in Selma
  5. the 1968 assassination of Martin Luther King, Jr.
Common Core
11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11-12.W. 2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the elective selection, organization, and analysis of content.
11-12.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. / Expectations
  1. Identify three Civil Rights organizations
  1. Identify and explain the goals of three Civil Rights leaders
  1. Analyze the impact of two of the key events of the Civil Rights movement (listed below):
  1. the sit-ins and freedom rides of the early 1960s
  2. the 1963 civil rights protest in Birmingham
  3. the 1963 March on Washington
  4. the 1965 civil rights protest in Selma
  5. the 1968 assassination of Martin Luther King, Jr.
Materials
  1. Free At Last: A History of the Civil Rights Movement – Richard Cohen
  1. The Sixties in America Almanac –Civil Rights
  1. I Have a Dream – Martin Luther King Jr.
  1. Freedom Summer – Congress of Racial Equality
  1. Letter from a Birmingham Jail – MLK Jr.
  1. Mississippi Burning – MGM (DVD)
  1. The Children’s March – Mighty Times
/ Summative District
January Assessment
Topic 3: From Non-Violence to Black Power / Notes / Assessment
Massachusetts Frameworks
USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H)
Common Core
11-12. RI.6Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
11-12.RI.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
11-12.W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11-12.W.7Conduct 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 underinvestigation. / Expectations
  1. Explain the split in the Civil Rights movement between nonviolent groups and the more militant groups.
  1. Identify and describe the causes and effects of two race riots during the 1960s
Materials
  1. Black Power speech – Stokely Carmichael
  1. The Sixties in America Almanac –Civil Rights
  1. The Sixties – Todd Gitlin
  1. Boom – Tom Brokaw
  1. The Portable Sixties Reader – Ann Charters
  1. We Shall Overcome – L.B.J. address to Congress
  1. Malcolm X – documentary
  1. The Ballot or the Bullet – Malcolm X
/ Summative District
January Assessment
Topic 4: Impact of the Civil Rights Movement / Notes / Assessment
Massachusetts Frameworks
USII.26 Describe the accomplishments of the civil rights movement. (H, E)
  1. the 1964 Civil Rights Act and the 1965 Voting Rights Act
  2. the growth of the African American middle class, increased political power, and declining rates of African American poverty
Common Core
11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
11-12.W.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.
11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. / Expectations
  1. Explain the significance of integration and desegregation to the Civil Rights movement
Materials
  1. The Civil Rights Movement: What Good Was it? – Alice Walker
  1. 1964 Civil Rights Act
  1. 1965 Voting Rights Act
  1. The Importance of Civil Rights Legislation – Robert F. Kennedy (The 1960s: Great Speeches in History)
  1. Boom – Tom Brokaw
/ Summative District
January Assessment

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North Adams Public SchoolsRevised 2012

Curriculum Map

Topic 1: The Kennedys - A Family History / Notes / Unit Vocabulary / Assessment
Common Core
11-12.W.1Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.
  1. Introduce precise, knowledgeable claim(s), establish the significance of theclaim(s), distinguish the claim(s) from alternate or opposing claims, andcreate an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying themost relevant evidence for each while pointing out the strengths andlimitations of both in a manner that anticipates the audience’s knowledgelevel, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax to link the majorsections of the text, create cohesion, and clarify the relationships betweenclaim(s) and reasons, between reasons and evidence, and between claim(s)and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from and supportsthe argument presented.
/ Expectations
  1. Explain Kennedy’s private and political career before his presidency
Materials
  1. The Kennedys: America’s Emerald Kings
  1. JFK Presidential Library and Museum “The Kennedy Family” online at
  1. The Kennedy Curse: Why Tragedy Has Haunted America's First Family for 150 Years – Edward Klein
  1. Of Kennedys & Kings – Harris Wofford
/ Required
  • John F. Kennedy
  • Age of Camelot
  • Robert F. Kennedy
  • Jackie O
  • Caroline Kennedy
  • John F. Kennedy Jr.
  • Jack Ruby
  • Lee Harvey Oswald
  • Warren Commission
  • Lyndon B. Johnson
  • Richard Nixon
  • “New Frontier”
  • Bay of Pigs
  • Cuban Missile Crisis
  • Space Race
  • Peace Corps
Enrichment Vocabulary
  • Nikita Khrushchev
  • Guantanamo
  • John Glenn
  • Cape Canaveral
  • Dean Rusk, -- Secretary of State
  • Robert S. McNamara -- Secretary of Defense
  • Jim Garrison
/ Summative District
January Assessment
Topic 2: The Age of Camelot / Notes / Assessment
Massachusetts Frameworks
USII.28Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
  1. The space exploration program
Common Core
11-12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
11-12.RI.9Analyze seventeenth, eighteenth, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features. / Expectations
  1. Identify and describe three successful domestic policies of the Kennedy administration
  1. Identify and describe three challenges of the Kennedy administration
Materials
  1. JFK: A Presidency Revealed – The History Channel
  1. JFK Presidential Library and Museum online at
  1. “Justice and the Department” The Sixties: Years of Hope, Days of Rage – Todd Gitlin
  1. “On the Buildup of Soviet Missiles in Cuba” – John F. Kennedy The 1960s: Great Speeches in History
  1. “The Nation’s Space Effort” – John F. Kennedy The 1960s: Great Speeches in History
  1. JFK Inaugural Address – American Rhetoric
/ Summative District
January Assessment
Topic 3: Assassination of a President / Notes / Assessment
Massachusetts Frameworks
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
  1. The assassination of President Kennedy
Common Core
11-12.W.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.
11-12.W.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations ofeach source in terms of the task, purpose, and audience; integrate informationinto the text selectively to maintain the flow of ideas, avoiding plagiarism andoverreliance on any one source and following a standard format for citation.
11-12.W.9Draw evidence from literary or informational texts to support analysis,reflection, and research. / Expectations
  1. Explain two conspiracies surrounding the assassination of President Kennedy
  1. Explain the findings of the Warren Commission
Materials
  1. JFK – Oliver Stone
  1. President Kennedy Has Been Shot – Cathy Trost, Susan Bennett, Dan Rather
  1. The Kennedy Assassination Tapes
  1. The Warren Commission
  1. JFK Assassination Records
/ Summative District
January Assessment
Topic 4: The Kennedy Legacy / Notes / Assessment
Massachusetts Frameworks
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
Common Core
11-12.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11-12.RI.10By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. / Expectations
  1. Describe the impact of the Kennedy legacy on the following events:
  2. Civil Rights
  3. Vietnam War
  4. Cold War policies
  5. Space exploration
Materials
  1. Kennedys – Edited by Clint Willis
  1. Of Kennedys & Kings – Harris Wofford
  1. JFK Presidential Library and Museum online at
/ Summative District
January Assessment

1

North Adams Public SchoolsRevised 2012

Curriculum Map

Topic 1: Prelude to War – The French Legacy / Notes / Unit Vocabulary / Assessment
Massachusetts Frameworks
USII.19Analyze the sources and, with a map of the world, located the areas of Cold War conflict between the U.S. and the Soviet Union. (H,G)
  1. the Vietnam War
Common Core
11-12.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11-12.RI.10By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. / Expectations
  1. Explain the role of the French in the prelude to the Vietnam War
  1. Discuss the foreign policies of Eisenhower, Kennedy, and Johnson
Materials
  1. “The French Legacy” – Nam: A Photographic History
  1. “Challenging Kennedy’s Politics” – Ho Chi Minh - The 1960s: Great Speeches in History William McConnell
  1. “The Rationale Behind the War” – Lyndon B. Johnson - The 1960s: Great Speeches in History William McConnell
  1. Dear America: Letters Home from Vietnam
/ Required
  • Vietnam
  • Ho Chi Minh
  • 17th parallel
  • Dien Bien Phu
  • Ngo Dinh Diem
  • Ngo DinhNhu
  • Lyndon B. Johnson
  • Richard Nixon
  • John F. Kennedy
  • J. William Fulbright
  • Gulf of Tonkin Resolution
  • George Kennan
  • Henry Kissinger
  • Robert S. McNamara
  • Agent Orange
  • Napalm
  • Tet Offensive
  • My Lai Massacre
  • Operation Rolling Thunder
  • Vietnamization
Enrichment Vocabulary
  • Kent State
  • Campus Protests
  • Saigon
  • Army of the Republic of Vietnam
  • Domino Theory
  • Fragging
  • Geneva Conference
  • Charlie
  • Viet Cong
  • R&R
  • Pentagon Papers
  • Daniel Ellsberg
  • Students for a Democratic Society
  • Port Huron Statement
/ Summative District
January Assessment
Topic 2: Escalation / Notes / Assessment
Massachusetts Frameworks
USII.20Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)
Common Core
11-12.W.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.
11-12.W.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations ofeach source in terms of the task, purpose, and audience; integrate informationinto the text selectively to maintain the flow of ideas, avoiding plagiarism andoverreliance on any one source and following a standard format for citation.
11-12.W.9Draw evidence from literary or informational texts to support analysis,reflection, and research. / Expectations
  1. Explain two reasons why the United States entered into the Vietnam War
  1. Identify Lyndon B. Johnson, Richard Nixon, and Robert McNamara and explain their individual roles in the Vietnam War
Materials
  1. Nam: A Photographic History
  1. Dear America: Letters Home from Vietnam(Book and Documentary)
  1. Platoon
  1. The Vietnam War – The History Channel
  1. Vietnam in HD – The History Channel
  1. Vietnam War History at:
/ Summative District
January Assessment
Topic 3: Opposition / Notes
Massachusetts Frameworks
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
  1. the anti-war and counter-cultural movements
Common Core
11-12.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11-12.RI.10By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. / Expectations
  1. Discuss the anti-war movement and explain how it developed
  1. Describe the draft
  1. Discuss the role of the media in fanning the flames of the anti-war movement
Materials
  1. “Give Peace A Chance: The Anti-war Movement” - The 1960s: Great Speeches in History William McConnell
  1. The 1960s Cultural Revolution – John McWilliams
  1. “Ending Tyranny at Home and Abroad” - The 1960s: Great Speeches in History William McConnell
  1. “A Soldier Speaks Against the War” - The 1960s: Great Speeches in History William McConnell
  1. A Rumor of War – Philip Cupato
/ Summative District
January Assessment
Topic 4: Coming Home / Notes
Massachusetts Frameworks
USII.20Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
Common Core
11-12.W.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
11-12.RI.10By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. / Expectations
  1. Explain Vietnamization
  1. Describe the consequences and benefits of the withdrawal of American troops from Vietnam
  1. Identify the Vietnam Veterans Memorial in Washington D.C.
Materials
  1. “Vietnamization: Working to End the War” Richard Nixon - The 1960s: Great Speeches in History William McConnell
  1. The 1960s Cultural Revolution – John McWilliams
  1. Echoes From the Wall
/ Summative District
January Assessment

1