Curriculum Map

Houston Woodard III

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Houston Woodard III

PPE 310
Curriculum Map
September 20, 2015

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Marshall Plan
NATO
Domino Theory
Berlin Airlift
Cuban Missile Crisis
SALT
McCarthyism
Great Society
Space Race
War Powers Act
Watergate
Civil Rights Act
Voting Rights Act

Executive Order 9066

Japanese Internment
Navajo Code Talkers
Lend Lease
D-Day
Hiroshima
Nagasaki

Conce
pt

P
O

Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary

(IS)
(PS)

C8

PO
2

Describe the impact of American involvement in World War II:

movement away from isolationism
economic recovery from the Great Depression
home front transformations in the roles of women and minorities
Japanese, German, and Italian internments and POW camps
war mobilization
turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki

(PS) Analyze aspects of Americas post World War II foreign policy:

C9

PO
1

international activism (e.g., Marshall Plan, United Nations, NATO)

Cold War
Arms Race (e.g., Cuban Missile Crisis, SALT)
United States as a superpower

(PS) Describe aspects of American post-World War II domestic policy:

C9

PO
2

McCarthyism
Civil Rights
Supreme Court Decisions (e.g., the Warren and Burger Courts)
Executive Power (e.g., War Powers Act, Watergate)
social reforms Great Society and War on Poverty
Space Race and technological developments

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(PS)

C9

PO
3

Describe aspects of post World War II American society:

postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill)
popular culture (e.g., conformity v. counter-culture, mass-media)
protest movements
assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F.
Kennedy, Malcolm X)
shift to increased immigration from Latin America and Asia

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Great Depression (Duration 4 6 Weeks)

Big Ideas:

1. As the prosperity of the 1920s ended, severe economic problems gripped the na
2. During the Great Depression Americans did what they had to do to survive.
3. After becoming president, Franklin Delano Roosevelt used government programs

Essential
Questions:

1. Does government have a responsibility to help the disadvantaged?

2. Do the roots of the Great Depression still exist today?
3. Can the government have too much power during a time of crisis?

Vocabulary

Stra
nd

Conce
pt

Harlem Renaissance
Prohibition
Dust Bowl
Hooverville
"Bank Holiday"
New Deal
Relief, Recovery, Reform
PO

Standards: Priority (PS)/ Supporting (SS) /

Interdisciplinary (IS)
(PS) Describe causes and consequences of the Great
Depression:

C8

PO
1

economic causes of the Depression

Dust Bowl
effects on society
changes in expectations of government (e.g., New Deal
programs)

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Stra
nd

Conce
pt
C5

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PO
PO
1

Standards: Priority (PS)/ Supporting (SS) /

Interdisciplinary (IS)
(SS) Trace the growth of the American nation during the period
of western expansion
(PS) Analyze how the following events affected the political
transformation of the developing nation:

C5

PO
2

C5

PO
3

Jeffersons Presidency
War of 1812
Jacksons Presidency

(PS) Identify how economic incentives and geography

influenced early American explorations
(PS) Describe the impact of the following aspects of the
Industrial Revolution on the United States:

C5

PO
5

transportation improvements (e.g., railroads, canals,

steamboats)
factory system manufacturing
urbanization
inventions (e.g., telegraph, cotton gin, interchangeable parts)

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This curriculum map was generated from the Higley Unified

School District. The following lessons are intended for an 11th grade
U.S. History class for the high schools in this district.
Mental and Emotional Wellness
C8, PO2, (PS): Describe the impact of American involvement in
World War II: economic recovery from the Great Depression,
home front transformations in the roles of women and
minorities, Japanese, German, and Italian internments and
POW camps, war mobilization, and turning points such as Pearl
Harbor, D-Day, Hiroshima/Nagasaki.
Show a 4-7 minute video of life inside a Japanese internment
camp. After the video, have the class move desks for an empty space
in the middle. I will instruct students to place their chairs in a circle for
an a class activity. I will then ask students to imagine that it was them
in the video and ask what would they have done. I would ask them
what they would do to stay mentally capable in such conditions. After
students give their answers, we will put the desks back into place and
students will return to their seats.
Next, I will instruct students to take out a piece of paper and
without writing their names on it they write a letter to a friend or family
member that are locked down in another internment camp. Each letter
should include questions about the camp their friend/family member is

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located and also describe the conditions that theyre living in at the
time. Also, each letter must include a craving or fantasy that they are
having in the internment camp. Once they are done writing their
letters, I will collect them and randomly disperse the letters amongst
the class for them to read. The students will be given 3 minutes to read
the letter they were given. Afterwards, we will discuss their feelings
after reading the letter. I will emphasize to them the importance of
maintaining their mental and physical wellness, even in the worst
conditions.
Sleep
C8, PO1, (PS): Describe causes and consequences of the Great
Depression: economic causes of the Depression and the Dust Bowl
Since this is lesson can be a boring topic, I know that I will lose
some of my students focus. Once I see students dozing or fully asleep,
I will pause the lesson and open up an ASAP Science YouTube video on
sleep. After the video, I will select a student to be my recorder. I will
ask the students questions about sleep from the Sleep for Science
questionnaires regarding adolescent sleep needs. After the answers to
the questions have been tallied by the recorder, I will then reiterate
why sleep is important to students their age. At the end of class I will
hand out a weekly chart to track their sleep and check back in with
students the following week to find out the results.
Environmental Health

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C5, PO5, (PS): Describe the impact of the following aspects of

the Industrial Revolution on the United States: transportation
improvements (e.g., railroads, canals, steamboats), factory
system manufacturing, urbanization, inventions (e.g.,
telegraph, cotton gin, interchangeable parts):
The lesson on the Industrial Revolution is the perfect opportunity
to stress the importance of environmental health because companies
were not worried about their employees or the environment during this
time. I will students a slideshow of pictures from the Industrial
Revolution from eco-issues.com. This will provide them with a visual of
the damage that the Industrial Revolution did to our environment. I will
then group the students up in fours and let them come up with their
own way of improving the pollution that was put out from factories
during this time. Once the groups come up with their prevention
methods, each group will present their ideas with the entire class.

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References
ASAP Science. (2014). How much sleep do you actually need?
Retrieved from

https://www.youtube.com/watch?v=SVQlcxiQlzI

Eco-issues.com. (2012). The Industrial Revolution and its impact on our

environment.

Retrieved from http://eco-

issues.com/TheIndustrialRevolutionandItsImpactonOurEnvironment.ht
ml
Sleepforscience.org. (2002). School sleep habits survey. Retrieved from
http://www.sleepforscience.org/contentmgr/showdetails.php/id/93

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Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

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Exemplary (5)
Your Assignment includes:
A cover page that includes the
followingname, the course,
the assignment, the date and an
appropriate Running head in
APA format. Your cover page
should include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Topic
of your Choice = Yellow,
Healthy
Environment/Sustainability =
Green
Integration of the health
components do not detract from
the academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content

Proficient (3)

Your Assignment includes:

Yo
A cover page that includes most of
the followingname, the course,
the assignment, the date and an
appropriate Running head in APA
format. Your cover page should
include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining most of
the followingSleep = Blue,
Topic of your Choice = Yellow,
Healthy
Environment/Sustainability =
Green
Integration of the health
components sometimes detract
from the academic content
Teacher sometimes implements a
variety of subject-specific
instructional strategies to enhance
student content knowledge.

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Instructional
Plans (IP)
SCORE:
x2

knowledge.
Specifically, places that logically
fits into the academic content
that is being taught, where you
can teach three separate mini
lessons; one about sun safety,
one about sleep, and one about
environmental health. (TCKTap)
References are included where
appropriate
This rubric is attached at the end
of the document
Your word document file name
includes your last name, first
name, assignment #, and your
class section #
There are no writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio under the
Healthy Curriculum
Development tab
Curriculum map includes: (IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 3, 1 page, double spaced
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and
one for environmental
health
o A brief narrative
summary describing your
grade, the school district,
describe your classroom
context and other
pertinent information

Specifically, places that logically

fits into the academic content that
is being taught, where you can
teach three separate mini lessons;
one about sun safety, one about
sleep, and one about
environmental health. (TCK-Tap).

References are included where but

not on the last page of the
document
This rubric is attached but not at
the end of the document
Your word document file name
includes most of the following
last name, first name, assignment
#, and your class section #
There are few writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio however it was
placed in the wrong section
Curriculum map mostly includes:
(IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 2 of the 3 following, 1
page, double spaced minilessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context
and other pertinent
information

Curriculum Map

Houston Woodard12
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