Instructional Timeline 11Th Grade U

6/15/2011

Instructional Timeline – 11th Grade U.S. History – /
Unit 8 – A Changing Society 1968 – Present
Chapter 28 – Resurgence of Conservatism 1980-1992 /
Suggested Time Frame: ≈ block days
Description / The New Conservatism, The Reagan Years, Life in the 1980’s, The End of the Cold War
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 / How did Christian evangelicals contribute to a growing conservative national identity? What was Ronald Reagan’s stance on foreign policy? How do the social problems of today compare with those the nation faced in the 1980’s?
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: 1991 (Cold War ends) / Collapse of communism, postindustrial economy;
New Century 1990s- today (internationalism, terrorism)
Refer frequently to the events placed in the timeline of U.S. History
(7)(6) History. The student understands the domestic and international impact of significant national and international decisions and conflicts
(G) analyze reasons for the Western victory in the Cold War and the challenges of changing relationships among nations; and
(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:
(10)(9) History. The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:8 High School Social Studies
(B) describe Ronald Reagan’s leadership in domestic and international policies , including such as Reaganomics and Peace Through Strength;
(C) compare the impact of energy on the American way of life over time;
(D) describe U.S. involvement in the Middle East such as the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis; and
(E) describe the causes, key organizations, and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and
(E)(F) describe significant societal issues of this time period.
(11)(10) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to:
(A) describe U.S. involvement in world affairs, including the end of the Cold War, the Balkans Crisis,
(B) identify significant social and political advocacy organizations , and leaders , and issues across the political spectrum;
(C) evaluate efforts by global organizations to undermine U.S. sovereignty through the use of treaties;
(D)(C) analyze the impact discuss the role of third -party parties candidates such as Ross Perot and Ralph Nader on presidential elections ;
(E) describe significant societal issues of this time period. / Soviet economic difficulties, Gorbachev’s policies of glasnost and perestroika, breakup of the Soviet Union into separate states. Fall of the Berlin Wall
Changing ethic relationships
States rights, trickle down economics, Morning in America
Irving Kristol, NeoCons,
Sarajevo, Bosnia, limited engagement
Trilateral Commission
Impact – Third parties often focus on issues the main parties ignore; third party
candidates can split the major party they are most similar to leading to the other
major party's victory;
(17)(16)(14) Economics. The student understands the economic effects of World War II, and the Cold War and increased worldwide competition on contemporary society. The student is expected to:
(C) describe the economic impact of defense spending the Cold War on the business cycle and education priorities from 1945 to the 1990s and defense spending;
(E) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise (capitalist, free market) system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).
(18)(17) Economics. The student understands the economic effects of increased worldwide interdependence as the United States enters the 21st century. The student is expected to:
(A) discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream Mary Kay Ash in affecting the global economy ; and
(B) identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy. / industrial complex and weapons of mass destruction
Cold War fueled businesses, especially high tech industries and research and development and steadily increased gov’t. defense spending. Cold War led to creation of a huge national security apparatus (Military Industrial Complex)
NASA, Space Race
OPEC
Glasnost / break up of U.S.S.R.
Islamic fundamentalism
(19)(18)(15) Government. The student understands changes over time in the role of government over time. The student is expected to:
(C)(B) describe evaluate the effects of political incidents scandals, including such as Bill Clinton’s impeachment, on the views of U.S. citizens concerning the role of the trust in the federal government and its leaders; and
(D)(C) discuss predict the effects role of contemporary government legislation on the roles of state and federal governments in the private and public sectors such as the Community Reinvestment Act of 1977
(E)(D) evaluate the pros and cons of U.S. understand that the United States participates participation in international organizations and treaties. / Impeachment, grand jury,
decentralization
(24)(22)(19) Citizenship. The student understands the importance of effective leadership in a constitutional democratic republic society. The student is expected to:
(C) identify the contributions of Texans who have been President of the United States. / George H.W. Bush
(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
(B) describe both the positive and negative the impacts of significant examples of cultural movements in art, music, and literature such hip hop and country and western music on American society, including;
(C) identify examples of American art, music, and literature that transcend American culture and convey universal themes;
(C)(E) identify the impact of popular American culture on the rest of the world. over time; and
(D) analyze the relationship between culture and the economy and identify examples such as the impact of global diffusion of American culture through the entertainment industry via various media. on the U.S. economy; andHigh School Social Studies 13 / punk, rap, voices of minorities in literature
World-wide transmission of US culture – music, clothes, foods, art, etc.
Vocabulary
Supply side economics – budget deficit – contra – yuppie – space shuttle – space station – AARP – perestroika – glasnost – downsizing – capital gains tax – grassroots movement – Tianneman Square -
Recommended Lessons / Recommended Lessons - Primary Source Lesson – The Rise of Modern America, District Focus-Ross Perot
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 -
Websites -
College and Career Readiness Standards / I
A- 1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-AB
B- 1-AB 2-AB 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 VIII
Chapters 27, 28, 29
1. The evidence in the Watergate case, based on testimony and on the White House tapes, concluded that Nixon:
a) Was involved in the case but was not proven guilty of any crime
b) Was guilty of some minor crimes but not enough to justify his removal from office
c) Was guilty of a major crime: obstructing justice by covering up evidence of the crimes of others
d) Was the one who originally ordered the break in
2. One of the major contributing factors to the rising inflation of the Ford administration during the 1970’s was
a) Dependence on foreign oil supplies
b) A major cut in tax reties
c) A sharp drop in interest rates
d) A significant decrease in federal spending
3. The Christian Right of the late 1970’s and 1980’s opposed all of the following ideas except
a) The teaching of evolution
b) The censorship of pornography
c) The right to an abortion
d) The growth of feminism
4. “Reaganomics” or “supplyside” economics, operated from the assumption that the woes of the American economy were largely the result of:
a) Foreign causes
b) Corporate welfare
c) Excessive taxation
d) Inadequate government spending
5. A 1991 attempted coup by Communists in the Soviet Union led to:
a) The collapse of the coup
b) The breakup of the Soviet Union
c) The outlawing of the Communist Party
d) The declaring of independence by some republics
6. The Iran Contra scandal seriously damaged the Reagan administration’s reputation when it revealed that the United States:
a) Sent funds to Iranian terrorists to finance their attacks on the Muslim government
b) Sent funds to Iraq to support the country in its war with Iran
c) Used the money from the sale of arms to Iran to aid the contras in Nicaragua
d) Used government funds to purchase arms for the rebels in Iran
7. US involvement in the Gulf war included all of the following except:
a) Produced remarkably few allied and American casualties
b) Was sanctioned by the US Congress and the UN
c) Featured the largest use ever of highly sophisticated military technology
d) Resulted in the withdrawal of Saddam Hussein’s troops from Kuwait
8. The intervention and development of the personal computer has had all of the following effects except
a) Revolutionizing bookkeeping
b) Replacing typewriters across the nation
c) Showing a quick presence in schools and homes
d) Narrowing the economic gap between the poor and wealthy
9. Effects of Multiculturism have included:
a) The institutionalization of the European foundations of American culture
b) Controversial challenges to traditional academic curricula
c) A consensus between liberals and conservative on interpretations of American culture
d) A decline in the cultural awareness of non-white Americans
10. Islamic fundamentalism is rooted in all of the following except:
a) An orthodox commitment to conservative Islamic doctrine
b) A belief that Western cultural norms had invaded traditional societies
c) Anger over Western support for despotic regimes in some Islamic nations
d) A desire for a strong Zionist state