2012 Louisiana Comprehensive Curriculum

U.S. History

Unit 10:Challenges and Advances of the U.S.(1974-Present)

Time Frame:Approximately four weeks

Unit Description

This unit focuses on using historical thinking skills to understand the shift in American government and society from a Cold War identity to a culture of global interdependence.

Student Understandings

Students understand the shift in American government and society from a Cold War identity to a culture of global interdependence and contrast the domestic policies of the post-Cold War presidencies. Students describe advances in medicine, technology, and the media during the modern era and explain how these advances have altered society. Students trace the evolution of United States relationships with Middle East countries and explain how these interactions have defined our image in the region. Students describe events that changed the American people’s perceptions of government over time. Students identify landmark Supreme Court decisions from the Warren Court to the present, categorize the ideology of the decisions, and assess the impact on political and social institutions. Students trace the rise in domestic and foreign terrorism and analyze its effect on America’s way of life.

Guiding Questions

  1. Can students explain the shift in American government and society from a Cold War identity to a culture of global interdependence, both economically and politically?
  2. Can students compare and contrast the domestic policies of post-Cold War presidencies?
  3. Can students explain ways in which advances in technology and science have transformed the contemporary world?
  4. Can students cite reasons for United States involvement in the Middle East and explain the impact of this involvement?
  5. Can students explain and describe events that changed American citizens’ perceptions of government over time?
  6. Can students identify and describe the impact of landmark Supreme Court decisions on American society and politics?
  7. Can students explain how the War on Terror has affected American society?

Unit 10 Grade-Level Expectations (GLEs)and ELA Common Core State Standards (CCSS)

Grade-Level Expectations
GLE # / GLE Text
Historical Thinking Skills
US.1.1 / Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
  • Conducting short and sustained research
  • Evaluating conclusions from evidence (broad variety, primary and secondary sources)
  • Evaluating varied explanations for actions/events
  • Determining the meaning of words and phrases from historical texts
  • Analyzing historians’ points of view

US.1.5 / Analyze historical periods using timelines, political cartoons, maps, graphs, debates, and other historical sources
The Modern Era
US.6.1 / Compare and contrast the domesticpolicies of the post-Cold War presidencies
US.6.2 / Describe advances in medicine, technology, and the media during the
modern era and explain how these advances have altered society
US.6.3 / Trace the evolution of United Statesrelationships with Middle East countries andexplain how these interactions have definedour image in the region
US.6.4 / Describe events that changed American people’s perceptions of
government over time
US.6.5 / Identify landmark Supreme Court decisions from the Warren Court to the present,categorize the ideology of the decisions,and assess the impact on political and socialinstitutions
US.6.6 / Trace the rise in domestic and foreign terrorism and analyze its effect on America’sway of life
ELA CCSS for Literacy in History/Social Studies 6-12
CCSS # / CCSS Text
Reading Standards for Literacy in History/Social Studies 6-12
RH.11-12.2 / Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH.11-12.4 / Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RH.11-12.9 / Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Writing Standards for Literacy in History/Social Studies, Science, Technical Subjects 6-12
WHST.11-12.2 / Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
WHST.11-12.4 / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
WHST.11-12.7 / 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.11-12.9 / Draw evidence from informational texts to support analysis, reflection, and research.
WHST.11-12.10 / Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sample Activities

Activity 1: A Shift to Global Interdependence(GLEs:US.6.1, US.6.2, US.6.3, US.6.4, US.6.5, US.6.6;CCSS: RH.11-12.4)

Materials List: Key Concepts Chart BLM; primary and secondary sources (books, encyclopedias, Internet accessoptional) on the topic of the post-Cold War era

Throughout this unit, have students maintain a vocabularyself-awareness chart(view literacy strategy descriptions). Provide students with a list of key concepts that relate to the post-Cold War era and have them complete a self-assessment of their knowledge of these concepts using a vocabulary chart. Ask students to rate their understanding of a word using a + for understanding, a ? for limited knowledge, or a - for lack of knowledge. Throughout the unit, students will refer to this chart to revise the information as they gain knowledge of these key concepts. The goal is to replace all the questionmarks and minus signs with plus signs. (See the Key Concepts Chart BLM and sample below.)

Key concepts may be found in the U.S. History End-of-Course (EOC) Assessment Guide on the State Department website using the following link: .

See pages 4 and 14-16 in the EOC Assessment Guide.

Key Concept / + / ? / - / Explanation / Extra Information
NAFTA /
  • Presidents George H.W. Bush and Bill Clinton both supported NAFTA
  • Treaty passed in 1993.
/
  • North American Free Trade Agreement
  • Manufacturing plants moved to Mexico because of the low wages paid to Mexican workers.

Throughoutthis unit, have students refer back to their vocabulary self-awarenesschart to determine if their understandings of the key concepts have changed. Students may use the chart to review for their unit test.

Activity 2: Presidential Domestic Policies(GLEs: US.1.5, US.6.1;CCSS: RH.11-12.2, RH.11-12.9, WHST.11-12.10)

Materials List:Post-Cold War Presidential Domestic Policies BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) on the topic of the domestic policies and events of Presidents George H.W. Bush, William J. Clinton, George W. Bush, and Barack H. Obama

Use primary and secondary sources (books, encyclopedias, and reliable Internet sources)and have students work in pairs to research the domestic policies of presidents George H.W. Bush, William J. Clinton, George W. Bush, and Barack H. Obama. Assign student pairs one of the presidents.

As students research their assigned president’s domestic policies, have them complete a graphic organizer(view literacy strategy descriptions) torecordinformation concerning the domestic policiesand events of their assigned president. See Post-Cold War Presidential Domestic Policies BLMand sample below. Information should include the presidential domestic policies and eventsthat occurred as well as other important information.

President / Domestic Policies and Events / Other Information
George H. W. Bush /
  • America 2000, education agenda
  • Appointed David H. Souter and Clarence Thomas to the Supreme Court during his term
/
  • The U.S. economy went into a recession with high unemployment

Have students share their findings with the class. Students will record information on their Post-Cold War Presidential Domestic Policies graphic organizer as each group presents its findings. Engage the class in a discussion of the domestic policies and events that occurred during the presidencies of George H.W. Bush, William J. Clinton, George W. Bush, and Barack H. Obama.

Have students write an entry in their learning logs (view literacy strategy descriptions)comparing and contrasting the domestic policies of two of the post-Cold War presidents. Ask student volunteers to read their entries to the class and facilitate any discussion that follows.

As a culminating activity, have students create political cartoons of selected post-Cold War presidents and their domestic policies. Ask student volunteers to discuss and describe their cartoons to the class and facilitate any discussion that follows. Display cartoons in the classroom.

President George H.W. Bush’s Domestic Policies:

George H. W. Bush Photo Gallery:

Read my lips, no new taxes:

President William J. Clinton’s Domestic Policies:

NAFTA:

Failure of Health Care Reform:

Clinton Impeachment:

Contract with America:

Federal government shutdown of 1995–1996:

President George W. Bush’s Domestic Policies:

Presidential Election of 2000:

Presidential Election of 2000 primary source:

The Religious Right and Jerry Falwell in the Election of 2000:

Bush Tax Cuts of 2001 and 2003:

Election of 2008:

President Barack H. Obama’s Domestic Policies:

Passage of Health Care 2010:

Activity 3: Advances That Have Altered Society (GLEs: US.1.1, US.1.5, US.6.2; CCSS: RH.11-12.2, RH.11-12.9, WHST.11-12.2, WHST.11-12.9, WHST.11-12.10)

Materials List:Society Altering Advancements BLM,chart paper and/or posters,markers,primary and secondary sources (books, encyclopedias, Internet accessoptional) on the topic of advances in medicine, technology, and the media during the modern era

Organize the class into ten different groups. Assign each group one of the following advances that has altered society:

  • Internet
  • Cell phone and Smart phone
  • Personal computer
  • Social Media (Facebook and Twitter)
  • AIDS Research
  • Cancer Research
  • Stem Cell Research
  • Breakthroughs in genetics (Human Genome Project)
  • genetically modified food
  • digital divide

Have students use primary and secondary sources (books, encyclopedias,and reliable Internet resources) to find information on their assigned advancement that has altered society. As the students research their assigned advancements, have them complete a graphic organizer(view literacy strategy descriptions) in which they record information concerning their advancement (see Society Altering Advancements BLM and sample below).

Advancement / Ways in which the advancement altered society / Predictions for the future concerning the advancement
Internet /
  • Changed the ways in which people communicate
  • Global communication is instantaneous.
  • Changed every area of life

Students will record information on theirSociety Altering Advancements graphic organizer as each group presents its findings. Engage the class in a discussion of the advancements, ways in which the advancements altered society, and predictions of the advancements in the future.

Have students write an expository essay in their learning logs (view literacy strategy descriptions) describing ways modernadvances in medicine, technology, or the media have impacted their lives and explain how these advances will continue toalter society. Ask student volunteers to read their essays to the class and facilitate any discussion that follows.

Divide students into groups and place each group at a different chart/poster location. Tell students they will use the chart paper/poster to create a graffiti wall.Ask students to record facts or make drawings of what they learned concerning advances to medicine, technology, and the media during the modern era and the ways in which theadvances have altered society. Allow enough time for students to discuss the topic and create their graffiti on the chart paper/poster.Call the class back together and have a spokesperson from each group discuss each of the graffiti wall projects. Facilitate any resulting discussions and ask students to listen for accurate information and logic from their peers.

Activity 4: United States Relations with the Middle East (GLEs: US.1.5, US.6.3; CCSS: RH.11-12.2, RH.11-12.4, RH.11-12.9)

Materials List:Relations in the Middle East BLM,Relationships in the Middle East Vocabulary Card BLM, chart paper and/or posters,markers, primary and secondary sources (books, encyclopedias, Internet accessoptional) on the topic of United States relations in the Middle East

Organize the class into ten different groups. Assign each group one of the followingMiddle East topics:

  • United States relations with Afghanistan and the War in Afghanistan
  • United States relations with Egypt
  • United States relations with Iran, the Iran Hostage Crisis, and the Iran-Contra Affair
  • Iran/Iraq War
  • United States relations with Iraq and thePersian Gulf War
  • Axis of Evil, Weapons of Mass Destruction, War in Iraq
  • Arab-Israeli Conflict, Camp David Accords
  • Palestine Liberation Organization (PLO)
  • Organization of Oil Producing Countries (OPEC) and Oil Embargo of 1979
  • Arab Spring

Have students use primary and/or secondary source documents (books, encyclopedias, and reliable Internet resources)to research information concerning their assigned Middle East topic. Usingsplit-page notetaking(view literacy strategy descriptions),have students examine and trace the evolution of United States relationship with their assigned Middle East topic and explain how these interactions have defined the United States image in the region. See Relations in the Middle East BLM and the sample below.

Topic: / Supporting Details:
Describe the history of United States foreign relations with
______.

Students will present their findings to the class using PowerPoint©presentations, posters, or various other visual presentations. As presentations are being made, have students create and complete a“Relations in the Middle East”split-page notes sheet for each presentation.

After all presentations are completed, solicit observations from the students and facilitate resulting student discussions. Some teacher guidance may be needed. Students should check their split-page notes for accuracy of information in order to use the notes as a study guide for future assessments.

Information on United States relationships in the Middle East may be found on the following websites:

United States Relations with Afghanistan:

War in Afghanistan:

United States relations with Egypt:

United States relations with Iran:

Iran Hostage Crisis:

Iran-Contra Affair:

United States relations with Iraq:

United States relations with Iraq timeline:

Persian Gulf War:

Persian Gulf War timeline:

Axis of Evil:

Weapons of Mass Destruction:

War in Iraq:

War in Iraq timeline:

United States relations with Israel:

Arab-Israeli Conflict:

Camp David Accords:

PalestineLiberation Organization (PLO):

Organization of Oil Producing Countries(OPEC):

Oil Embargo 1979:

Oil Embargo 1979 primary sources:

Arab Spring:

Have students create vocabulary cards (view literacy strategy descriptions) using the United States relationships in the Middle East information. Vocabulary cards help students learn content-specific terminology and are excellent visual tools that help to organize content information. Demonstrate how to create a vocabulary card with students by writing a key term on the board and drawing a large, rectangular card-like frame around it so that the key term is in the center of the rectangle. In thefour corners of the card, write the following words: Time Period, Evolution of the Relationship, Photo or Clip Art, and United States Image in the Region. Discuss with students how the card may be used to review quickly and easily in preparation for tests, quizzes, and other activities with the key term (see the Relationships in the Middle East Vocabulary Card BLMand sample below).

Time Period / Evolution of the Relationship
Photo or Clip Art / United States Image in the Region

Once cards are completed, allow time for students to review their Middle East Relations’ topics individually or with a partner. The vocabulary cards are very useful in reviewing information for tests.

In a culminating activity, have studentgroups create a graffiti wall tracing the evolution of the United States’ relationships with their assigned Middle East topic through their own drawings. Ask students to use events, symbols, or facts to explain how these interactions have defined the United States image in the Middle East. Ask students to explain their graffiti walls. Display graffiti walls in the classroom.

Activity 5: Perceptions of Government (GLEs: US.1.1, US.1.5, US.6.4; CCSS: RH.11-12.2, RH.11-12.9, WHST.11-12.4, WHST.11-12.7, WHST.11-12.10)