STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE:
COURSE: US History
BUNDLE: 12
EST. NUMBER OF DAYS:
Title: Crisis and Resurgence, 1968-
Bundle Overview: Examination of the US’s response to economic & militant crisis. Additionally, a look at the changing face of America.
Guiding Questions:
- Did the US Presidency become unmanageable in the 1970s?
- How well did American leaders deal with the challenge of stagflation?
- Does America have a moral responsibility to be the world’s policeman?
- In what ways were both 2000 and 2008 unique Presidential elections years?
- How did Americans react to the terrorist attacks of September 11, 2001?
- How did Presidents Bush and Obama respond to the 2008-2009 financial crisis?
- What impact has American popular culture had on the rest of the world?
TEKS / Specifications / Learning Activities
(2)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(D) Explain the significance of the following years as turning points: 2001 (terrorist attacks on the World Trade Center and the Pentagon) and 2008 (election of the first black President) / 2001: Terrorist Attack
2008: President Obama’s Election
Terms:
terrorist
Pentagon
Map Skills:
New York
Washington, DC / 2d)
2008 Election analysis and stats
You Tube: 9/11
(10)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:
(A) Describe Richard M. Nixon’s leadership in the normalization of relations with China and the policy of détente.
(B) Describe Ronald Reagan’s leadership in domestic and international policies, including Reaganomics and Peace Through Strength
(C) Compare the impact of energy on the American way of life over time
(D) Describe US involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebannon and the Iran Hostage Crisis
(E) Describe the causes and key organization 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.
(F) Describe significant societal issues of this time period. / People:
President Nixon
President Reagan
PhylissShlafly
Organizations/Groups:
Heritage Foundation
Moral Majority
NRA
Map Skills:
China
Middle East
Israel
Lebannon
Iran
Terms:
normalization
détente
domestic
international
Policies:
Reaganomics
Peace Through Strength
Contract with America
Events:
Iran Hostage Crisis
Iran-Contra Affair
Camp David Accords / You Tube
10a) Nixon – China
10b)
10d) Hostage Crisis Assignment
1)
provide copy of time line to students that stops at Sept 1980 and the following narrative
The Hostage Crisis in Iran
On November 4, 1979, Iranian militants stormed the United States Embassy in Tehran and took approximately seventy Americans captive. This terrorist act triggered the most profound crisis of the Carter presidency and began a personal ordeal for Jimmy Carter and the American people that lasted 444 days.
President Carter committed himself to the safe return of the hostages while protecting America's interests and prestige. He pursued a policy of restraint that put a higher value on the lives of the hostages than on American retaliatory power or protecting his own political future.
The toll of patient diplomacy was great, but President Carter's actions brought freedom for the hostages with America's honor preserved.
Mohammed Reza Pahlavi, Shah of Iran, began his reign in 1941, succeeding his father, Reza Khan, to the throne. In a 1953 power struggle with his prime minister, the Shah gained American support to prevent nationalization of Iran's oil industry. In return for assuring the U.S. a steady supply of oil, the Shah received economic and military aid from eight American presidents.
Early in the 1960s, the Shah announced social and economic reforms but refused to grant broad political freedom. Iranian nationalists condemned his U.S. supported regime and his "westernizing" of Iran. During rioting in 1963, the Shah cracked down, suppressing his opposition. Among those arrested and exiled was a popular religious nationalist and bitter foe of the United States, the Ayatollah Ruhollah Khomeini.
Between 1963 and 1979, the Shah spent billions of oil dollars on military weapons. The real price of military strength was the loss of popular support. Unable to sustain economic progress and unwilling to expand democratic freedoms, the Shah's regime collapsed in revolution. On January 16, 1979, the Shah fled Iran, never to return.
The exiled Ayatollah Khomeini returned to Tehran in February 1979 and whipped popular discontent into rabid anti-Americanism. When the Shah came to America for cancer treatment in October, the Ayatollah incited Iranian militants to attack the U.S. On November 4, the American Embassy in Tehran was overrun and its employees taken captive. The hostage crisis had begun.
2) show film but stop at 3:30
Students should know that Iran demanded that (1) The Shah be returned to them for trial (2) A ransom was to be paid and (3) The U.S. was to issue an apology for past interference in Iran.
students will be randomly assigned to one of the following option groups:
a. The U.S. should accept and comply with all of Iran’s demands in order to free the hostages.
b. The U.S. should accept two of the three demands in order to free the hostages.
c. The U.S. should accept only one of Iran’s demands in order to free the hostages.
d. The U.S. will not accept any of Iran’s demands, but will negotiate for a solution in ending the crisis.
e. The U.S. will allow an agreed upon third party ( ex. the UN , Red Cross etc. ) to act as an arbitrator.
f. The U.S. will not negotiate, but treat Iran’s actions as an act of war and seek a military solution.
Students will make a group presentation on why their option is the best course of action.
Students must be able to articulate the positive outcome they hope to achieve versus drawbacks that might ensue ( i.e. “The Downside” ) Students must defend their rationales.
10d) Iran Contra Affair
10d) Camp David Accords
Hand out a transcript of the Camp David Accords (above link)
Have students divide their papers into four columns. Have them label the columns as follows: Egyptian gains. Egyptian losses, Israeli gains, Israeli losses.
Have students work in groups and read; as they are reading have them underline gains and losses of each country and assign them to one of the four columns.
When they have finished review the chart as a class and discuss.
When the class has finished its discussion the students should respond to the following question in an editorial
“Which country, Egypt or Israel, do you think gained more from signing the Camp David Accords? Support your answer.”
10c) student created explanation of Oil Crisis 10 minutes
10e) Students will work independently to investigate topics drawn. Topics will include: Stop ERA, Contract with America, Heritage Foundation, Moral Majority and National Rifle Association. Student research should include * date formed * purpose * founding members * where founded * profile of typical “member” * significant events. Students will then work in groups composed of one member from each topic. Students will share information and attempt to make connections between their topics. Students will then form groups of same topics. Students will share information, then investigate who the “opposites” of their group would be & explore the modern equivalent of their groups.
(11)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 US involvement in world affairs, including the end of the Cold War, the Persian Gulf War and the Balkans Crisis
(B) Identify significant social and political advocacy organization, leaders and issues across the political spectrum
(D) Analyze the impact of third parties on Presidential elections
(E) Discuss the historical significance of the 2008 Presidential election. / Events:
Persian Gulf War
Balkans Crisis
People: / 11a) End of Cold War Lesson Plan
11a) Gulf War Power point jimned.region14.net/webs/dcook/upload/introiraqgulfwar.ppt
(12)Geography. The student understands the impact of geographic factors on major events. The student is expected to:
(A) Analyze the impact of physical and human geographical factors on the levee failure in New Orleans after Hurricane Katrina / Events:
Hurricane Katrina
Terms:
levee
Map Skills:
New Orleans / 12A) Hurricane Katrina Lesson
(13)Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
(A) Analyze the causes and effects of changing demographic patterns resulting from migration within the US, including…the Rust Belt to the Sun Belt
(B) Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the US / Map Skills:
Rust Belt
Sun Belt
Terms:
immigration
legal
illegal
(13)Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
(B) Identify the roles of government entities and private citizens in managing the environment such as the Environmental Protection Agency (EPA) and the Endangered Species Act. / Agencies:
EPA
Legsilation:
Endangered Species Act
(17)Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to:
(C) Describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s
(E) Describe the dynamic relationship between US international trade policies and the US free enterprise 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) / Organizations/Groups
OPEC
GATT
Legislation:
NAFTA
Terms:
international
free enterprise
(18)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, Estee Lauder, Robert Johnson, Lionel Sosa and millions of small business enterreneurs who achieved the American Dream
(B) Identify the impact of international events, multinationa corporations, government policies and individuals on the 21st century economy / Individuals:
Bill Gates
Sam Walton
Estee Lauder
Robert Johnson
Lionel Sosa
Terms:
entrepreneur
American Dream
corporation
multinational
(19)Government. The student understands changes over time in the role of government. The student is expected to:
(B) Explain constitutional issues raised by federal government policy changes during time sof significant events, including 9/11
(C) Describe the effects of political scandals, Watergate and Bill Clinton’s impeachment on the views of US citizens concerning trust in the federal government and its leaders
(D) Discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvetment Act of 1977, US Patriot Act of 2001 and the American Recovery and Reinvestment Act of 2009
(E) Evaluate the pros and cons of US participation in international organizations and treaties. / Events:
9/11
Watergate
Bill Clinton’s impeachment
Legislation:
Community Reinventment Act of 1977
US Patriot Act 2001
American Recovery & Reinvestment Act 2009
(20)Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
(B) Evaluate the impact of relationships among the legislative, executive and judicial branches of government, including the Presidential election of 2000 / People:
George Bush
Al Gore
Institutions:
Legislative
Executive
Judicial
Map Skills:
Florida
Electoral Map
Popular Vote Map
(21)Government. The student understands the impact of constitutional issues on American society. The student is expected to:
(A) Analyze the effects of landmark US Supreme Court decision, including…Tinker v Des Moines and Wisconsin v Yoder / Tinker v DesMoines
Wisconsin v Yoder
(24)Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(B) Evaluate the contributions of significant political and social leaders in the US such as Sandra Day O’Connor and Hillary Clinton / People:
Sandra Day O’Connor
Hillary Clinton
(25)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 characteristics and issues in US history have been reflected in various genres of art, music and film
(C) Identify the impact of popular American culture on the world over time.
(D) Analyze the global diffusion of American culture through the entertainment industy via various media
(26)Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
(C) Explain how the contributions of people of various racial, ethnic, general and religious groups shape American culture /
Edited July 2013