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WEEK ONE MONDAY 2/20 TUESDAY 2/21 WEDNESDAY 2/22 THURSDAY 2/23 FRIDAY 2/24

ESSENTIAL No School Progressive Era Presidential Review and Test Imperialism and Spanish 13 Days Movie
QUESTIONS TO What is Progressivism? What are the eight roles of the American War How can views of presidential
FRAME What changes occurred in American as presidency and how does a Why does America begin to shift leadership change, depending
INSTRUCTION a result of progressive thought? president carry these out? from an isolationist view? on the point of view taken?
Who was in power during this time and What are the requirements of the Where does America (and other How does the definition of
in what areas did they have the most presidency as outlined in the countries) branch out to? Why? presidential leadership change
influence? Constitution? How does imperialism strain or over time?
strengthen the USs relationships
with foreign countries?
CONTENT & No School Progressivism Powers of the Presidency Imperialism Powers of the Presidency
CONCEPTS Changes in American social 8 roles of the president Growth and Foreign Presidential Leadership
welfare system Constitutional requirements Relationships Expanding roles of
personal and national health of the presidency Expansionism government in times of
developments Executive Branch powers and US as a growing war power war
Changes in American labor positions
Presidential Leadership Checks and balances

DESIRED RESULTS No School GOVT.7 The student will GOVT.9 The student will
VUS.8 The student will VUS.9 The student will
PULL FROM SOL demonstrate knowledge of the demonstrate knowledge of the
demonstrate knowledge of how the demonstrate knowledge of the
nation grew and changed from the end organization and powers of the emerging role of the United States process by which public policy
of Reconstruction through the early national government by in world affairs by is made by
twentieth century by a) examining the legislative, a)examining different
executive, and judicial branches; a) explaining the changing perspectives on the role of
d) identifying the causes and impact of b) analyzing the relationships policies of the United States government;
the Progressive Movement, including among the three branches in a toward Latin America and
the excesses of the Gilded Age, child Asia and the growing
system of checks and balances;
labor and antitrust laws, the rise of influence of the United States
c) examining the ways individuals
labor unions, and the success of the in foreign markets
and groups exert influence on the
womens suffrage movement.
national government.

ACCEPTABLE No School Informal: completion of accompanying Summative formal test Possible activity? Completion of questions
EVIDENCE notes Informal: Monitoring progress, accompanying film
Informal: Introduction Stock Market Stock Market Game
Game
WEEK TWO MONDAY 2/27 TUESDAY 2/28 WEDNESDAY 3/1 THURSDAY 3/2 FRIDAY 3/3

ESSENTIAL QUESTIONS World At War: Entering the Introduction to Congress World at War: The Way War House of Representatives World at War: The Way War
TO FRAME INSTRUCTION War What is the make-up of Changed What are the roles and Changed
What were the causes of World Congress? How did technology change expectations of How do enemy lines change
War I? What do its members look the face of war? representatives? and shift throughout the war?
How did the alliance system like? What did warfare look like How are they elected? What are the major turning
draw countries into the War? What are the powers of during WWI? What powers are specifically points and battles of WWI?
Why did the United States Congress? held by the HoR?
enter the War? What are the primary functions
of the legislative branch?
CONTENT & Imperialism Legislative branch Trench Warfare Expressed and implied War through the air
CONCEPTS Militarism powers Improved technology powers Changing geographic
Nationalism House of Representatives Communication systems Reserved powers of the lines
Alliance system powers Close combat House Major confrontations in
Submarine warfare Senate powers Make-up of the House war
Blockades Checks and balances

DESIRED RESULTS VUS.1 The student will GOVT.4 The student will VUS.9 The student will GOVT.4 The student will VUS.9 The student will
PULL FROM SOL demonstrate skills for historical demonstrate knowledge of the demonstrate knowledge of the demonstrate knowledge of the demonstrate knowledge of the
and geographical analysis and Constitution of the United emerging role of the United Constitution of the United emerging role of the United
responsible citizenship, States by d) illustrating the States in world affairs by States by d) illustrating the States in world affairs by b)
including the ability to structure of the national b)evaluating United States structure of the national evaluating United States
h) interpret the significance of government outlined in Article involvement in World War I government outlined in Article involvement in World War I
excerpts from famous speeches I, Article II, and Article III; I, Article II, and Article III;
and other documents VUS.1 The student will VUS.1 The student will
GOVT.5 The student will demonstrate skills for GOVT.5 The student will demonstrate skills for historical
VUS.9 The student will demonstrate knowledge of the historical and geographical demonstrate knowledge of the and geographical analysis and
demonstrate knowledge of the federal system described in the analysis and responsible federal system described in the responsible citizenship,
emerging role of the United Constitution of the United citizenship, including the Constitution of the United including the ability to
States in world affairs by b) States by ability to States by g) apply geographic skills and
evaluating United States a)explaining the relationship of d) develop perspectives of time b) describing the extent to reference sources to understand
involvement in World War I the state governments to the and place which power is shared; how relationships between
national government; humans and their environment
have changed over time
ACCEPTABLE EVIDENCE Informal: Decoding of the Informal: completion of Informal, Graded: Completion Informal: House activity Informal: completion of
Zimmerman telegram activity accompanying notes of trench warfare activity accompanying notes
Informal, graded: Exit Slip Notes
Monitoring progress, Stock
Market Game
WEEK THREE MONDAY 3/6 TUESDAY 3/7 WEDNESDAY 3/8 THURSDAY 3/9 FRIDAY 3/10

ESSENTIAL QUESTIONS TO Introduction to Senate World at War: The War at Expressed and Implied World at War: The War at How a Bill becomes Law
FRAME INSTRUCTION What are the powers of the Home Powers Home How does a bill begin its
US Senate? In what ways did WWI affect life What powers are explicitly In what ways did WWI affect routes?
What does the Senate look on the home-front? given to Congress? life on the home-front? How are committees selected?
like? How did traditional roles change What powers are implied? How did the war shapes fear of Who brings about bills?
What are the roles and as a result? What are some examples of immigrants?
expectations of senators? both? How did immigration fears
shape public policy?
CONTENT & Expressed and implied Social changes as a result of Expressed and implied Immigrant fears Special interest groups
CONCEPTS powers war powers of Congress Changing social roles Creation of a bill
Reserved powers of Economic changes Special powers Schenck v. US Committee selection
the Senate Mass production Wartime powers Wartime policy
Make-up of the Senate Selection drafts Elastic clause precedents

DESIRED RESULTS GOVT.4 The student will VUS.9 The student will GOVT.5 The student will VUS.9 The student will GOVT. 6 h)evaluating the
PULL FROM SOL demonstrate knowledge of demonstrate knowledge of the demonstrate knowledge of demonstrate knowledge of the degree to which interest
the Constitution of the emerging role of the United States the federal system described emerging role of the United groups influence political life;
United States by d) in world affairs by in the Constitution of the States in world affairs by b)
illustrating the structure of b) evaluating United States United States by evaluating United States GOVT.7 The student will
the national government involvement in World War I b)describing the extent to involvement in World War I demonstrate knowledge of the
outlined in Article I, Article VUS.8 b) describing the which power is shared organization and powers of the
II, and Article III; transformation of the American d) examining the ongoing national government by
GOVT.5 The student will economy to a modern industrial debate that focuses on the c)examining the ways
demonstrate knowledge of economy and identifying major balance of power between individuals and groups exert
the federal system described inventions that improved life in state and national influence on the national
in the Constitution of the the United States governments government
United States by
b) describing the extent to
which power is shared;
ACCEPTABLE EVIDENCE Informal: completion of Formal: Postcards of War Mini- Formal: Graded frame of Informal: Exit slip, Notes Informal: completion of
accompanying notes Project Assigned (SMART goal) Senate and House Powers Informal, graded: Exit Slip accompanying notes
Informal: Notes
WEEK FOUR MONDAY 3/13 TUESDAY 3/14 WEDNESDAY 3/15 THURSDAY 3/16 FRIDAY 3/17

ESSENTIAL QUESTIONS World at War: Post-War How a Bill Becomes Law World at War: Post-War Legislative Branch Test Day World War One Test Day
TO FRAME INSTRUCTION Shadows Once created, how does a bill Shadows & Test Review Summative review of the parts Summative review of the
How does the war end? get to the floor? How does the war lead into the of Congress, their powers, and causes, events, and after effects
Who is victorious? What obstacles will it face? next period of American the process of passing a Bill of World War One
What are the repercussions of How long can this take? history?
war around the world?
CONTENT & Treaty making Committee action Retaliation Powers of Congress Causes of WWI
CONCEPTS Fourteen Points Hearings Isolation Makeup of Congress Major Events in WWI
Treaty of Versailles Content of Bills Post-war rebuilding Implied and expressed End of WWI
Reparations powers Nationalism
The process of passing Treaty-making
legislation reparations
Checks and balances

DESIRED RESULTS VUS.9 The student will GOVT.7 The student will VUS.9 The student will GOVT.7 The student will VUS.9 The student will
PULL FROM SOL demonstrate knowledge of the demonstrate knowledge of the demonstrate knowledge of the demonstrate knowledge of the demonstrate knowledge of the
emerging role of the United organization and powers of the emerging role of the United organization and powers of the emerging role of the United
States in world affairs by national government by: States in world affairs by national government by: States in world affairs by
b) Evaluating Wilsons examining the legislative, b) evaluating United States examining the legislative, b) evaluating United States
Fourteen Points and the Treaty executive, and judicial involvement in World War I, executive, and judicial involvement in World War I,
of Versailles branches; including the national debate branches; including Wilsons Fourteen
over treaty ratification and the Points, the Treaty of Versailles,
b)analyzing the relationships League of Nations. b) analyzing the relationships and the national debate over
among the three branches in a among the three branches in a treaty ratification and the
system of checks and balances; system of checks and balances; League of Nations.

c)examining the ways c) examining the ways


individuals and groups exert individuals and groups exert
influence on the national influence on the national
government. government.

ACCEPTABLE EVIDENCE
Informal: Treaty making Formal: Postcards Project Due Formal: Summative Test Formal: Summative Test
assignment?
WEEK FIVE MONDAY 3/20 TUESDAY 3/21 WEDNESDAY 3/22 THURSDAY 3/23 FRIDAY 3/24

ESSENTIAL QUESTIONS Introduction Bill Project Roaring Twenties and the Great Bill Research Day Teacher Work Day Committee Day
TO FRAME INSTRUCTION What is the process for Depression What is the process for How do committees review
creating, reviewing, and How did peoples lives change creating, reviewing, and and change bills on the floor?
passing a bill? during the post war years? passing a bill? How can committees halt the
How did the US economy change bill making process?
after the war?
What caused the Stock Market
crash?
CONTENT & how personal interests changing lifestyles in the how personal Teacher Work Day how committee review
CONCEPTS shape public policy 1920s interests shape public and change bills
how to write a bill The stock Market Crash policy special interests groups
how necessity sparks new Post war/crash economic how to write a bill how Congress chooses
legislation relief systems how necessity sparks committee members
new legislation

DESIRED RESULTS GOVT.8 D) examining the VUS.10 The student will GOVT.8 D) examining the Teacher Work Day GOVT.7 The student will
PULL FROM SOL ways individuals and groups demonstrate knowledge of key ways individuals and demonstrate knowledge of the
exert influence on state and domestic events of the 1920s and groups exert influence on organization and powers of the
local governments; 1930s by state and local national government by
GOVT.9 The student will a) analyzing how radio, movies, governments; c)examining the ways
demonstrate knowledge of the newspapers, and magazines created GOVT.9 The student individuals and groups exert
process by which public policy popular culture and challenged will demonstrate influence on the national
is made by traditional values; knowledge of the process government.
A) examining different b) assessing the causes and by which public policy is
perspectives on the role of consequences of the stock market made by
government; crash of 1929; A) examining different
B) describing how the national c)explaining the causes of the Great perspectives on the role of
government influences the Depression and its impact on the government;
public agenda and shapes American people; B) describing how the
public policy; d)describing how Franklin D. national government
Roosevelts New Deal relief, influences the public
recovery, and reform measures agenda and shapes public
addressed the Great Depression and policy;
expanded the governments role in
the economy.
ACCEPTABLE EVIDENCE Informal: Research Informal: End of Stock Market Informal: Research Teacher Work Day Informal, graded: Committee
Game Participation Peer Review
Informal, graded: Exit slip

WEEK SIX MONDAY 3/27 TUESDAY 3/28 WEDNESDAY 3/29 THURSDAY 3/30 FRIDAY 3/31

ESSENTIAL QUESTIONS World War II Bill Project Presentations World War II Bill Project Presentations World War II
TO FRAME INSTRUCTION How does World War II come How should a bill be How does the US become How should a bill be What was the Holocaust?
about? presented? involved in WWII? presented? Why did other countries not
Who are the major players in How can you gain more What are the major battles and How can you gain more know it was occurring?
the war? support for your bill? events of WWII? support for your bill?
What are the causes of WWII?

CONTENT & causes of WWII lobbying major battles and events lobbying Rise of the Nazi party
CONCEPTS problems with the treaty how Congress votes on technological changes in how Congress votes on Propaganda
of Versailles bills weaponry bills Persuasion
post WWI economic line-item vetoes war casualties and crimes line-item vetoes The Holocaust
problems

DESIRED RESULTS VUS.11 The student will GOVT.9 The student will VUS.11 The student will GOVT.9 The student will VUS.11 The student will
PULL FROM SOL demonstrate knowledge of demonstrate knowledge of the demonstrate knowledge of demonstrate knowledge of the demonstrate knowledge of
World War II by process by which public policy World War II by process by which public policy World War II by
a)analyzing the causes and is made by b)describing and locating the is made by e) sanalyzing the Holocaust
events that led to American b)describing how the national major battles and turning b)describing how the national (Hitlers final solution), its
involvement in the war, government influences the points of the war in North government influences the impact on Jews and other
including military assistance to public agenda and shapes Africa, Europe, and the Pacific, public agenda and shapes groups, and the postwar trials
the United Kingdom and the public policy; including Midway, Stalingrad, public policy; of war criminals.
Japanese attack on Pearl c)describing how the state and the Normandy landing (D- c)describing how the state and
Harbor; local governments influence Day), and Trumans decision to local governments influence
the public agenda and shape use the atomic bomb to force the public agenda and shape
public policy; the surrender of Japan; public policy;
ACCEPTABLE EVIDENCE Informal: Completion of Formal, Graded: Bill Informal: Completion of Formal, Graded: Bill Informal: Completion of
accompanying notes Presentations accompanying notes Presentations accompanying notes
Possible activity?
Informal, graded: Exit Slip

WEEK SEVEN MONDAY 4/3 TUESDAY 4/4 WEDNESDAY 4/5 THURSDAY 4/6 FRIDAY 4/7

ESSENTIAL QUESTIONS TO Introduction to Judicial World War II Inferior and Special World War II Early Amendment Rights:
FRAME INSTRUCTION Branch How did WWII change the lives of Courts: How did WWII change the Frame 1st Amendment Rights
How are the courts Americans at home? Why are there different way Americans viewed What does the first amendment
established? How did WWII change the courts? immigrants and minorities? protect?
How are the courts American economy? What do these courts What events lead to the end of What do the early amendments
organized? accomplish? WWII? protect?
How does the Supreme Court What about appeals Who was victorious? What are some cases that
operate? courts? reinforce these rights?
CONTENT & Organization of the Changes in the economy as a Organization of Japanese internment Exploration of Bill of
CONCEPTS courts result of war special courts Communism fears Rights
Powers of the judicial Increasing roles of women in Powers of special Dropping of the atomic First amendment
branch labor forces courts bomb protections
Judicial restraint Propaganda Appeals courts Early amendment
Appeal process protections

DESIRED RESULTS GOVT.10 The student will VUS.12 The student will GOVT.10 The student VUS.12 The student will GOVT.11 The student will
PULL FROM SOL demonstrate knowledge of demonstrate knowledge of the will demonstrate demonstrate knowledge of the demonstrate knowledge of civil
the operation of the federal effects of World War II on the knowledge of the effects of World War II on the liberties and civil rights by
judiciary by home front by operation of the federal home front by a)examining the Bill of Rights,
a) describing the a) explaining how the United States judiciary by b) describing the contributions with emphasis on First
organization, jurisdiction, and mobilized its economic, human, a)describing the of women and minorities to the Amendment freedoms;
proceedings of federal courts; and military resources organization, jurisdiction, war effort; b)analyzing due process of law
b)examining how John b) describing the contributions of and proceedings of federal c)explaining the internment of expressed in the 5th and 14th
Marshall established the women and minorities to the war courts Japanese Americans during the Amendments;
Supreme Court as an effort; d)comparing the war; c)explaining selective
independent, co-equal branch d)describing the role of media and philosophies of judicial incorporation of the Bill of
of government through his communications in the war effort. activism and judicial Rights;
opinion in Marbury v. restraint; d)exploring the balance
Madison; e)evaluating how the between individual liberties
c) describing how the judiciary influences public and the public interest;
Supreme Court decides cases; policy by delineating the e)explaining every citizens
power of government and right to be treated equally
safeguarding the rights of under the law.
the individual.

ACCEPTABLE EVIDENCE Informal: Completion of Formal: Graded Propaganda Informal: Completion of Informal: Assessment of Informal, graded: Frame
accompanying notes Posters accompanying notes differing resources on the completion
Formal: Assign Postcards of war dropping of the atomic bomb
Mini Project #2 (SMART goal) Informal, graded: Exit Slip
WEEK EIGHT MONDAY 4/10 TUESDAY 4/11 WEDNESDAY 4/12 THURSDAY 4/13 FRIDAY 4/14

ESSENTIAL QUESTIONS World War II Civil Liberties World War II Test Judicial Branch Mini Test No School
TO FRAME INSTRUCTION What documents and treaties What is a civil liberty? What events took place during What are the power of the
ended the war? Where can we find civil WWII? judicial branch?
Were they successful in liberties? How did it change the role of What is the makeup of the
establishing peace? What does not qualify as a nations? judicial branch?
What did nations look like after civil liberty? How did the involved parties end the How do the courts interact
WWII? war? with other branches?
Who won the war?
CONTENT & Geneva conference Liberties v. rights Events of WWII Summarization of court No School
CONCEPTS Nationalism Court interference Changing geographic lines and levels
Retribution Protection under law economic relations Powers of the judicial
War crimes Post-war rebuilding branch
Post-war rebuilding Judicial restraint

DESIRED RESULTS VUS.12 b) describing and GOVT.11 The student will VUS.11 The student will GOVT.10 The student will No School
PULL FROM SOL analyzing the events of the demonstrate knowledge of demonstrate knowledge of World demonstrate knowledge of the
Normandy landing (D-Day), and civil liberties and civil War II by operation of the federal
Trumans decision to use the rights by a)analyzing the causes and events judiciary by
atomic bomb to force the d) exploring the balance that led to American involvement in a)describing the organization,
surrender of Japan; between individual liberties the war jurisdiction, and proceedings
d)examining the Geneva and the public interest; of federal courts;
Convention and the treatment of e) explaining every citizens VUS.12 The student will b)examining how John
prisoners of war during World right to be treated equally demonstrate knowledge of the effects Marshall established the
War II; under the law. of World War II on the home front Supreme Court as an
independent, co-equal branch
VUS.13 The student will VUS.13 The student will of government through his
demonstrate knowledge of United demonstrate knowledge of United opinion in Marbury v.
States foreign policy since World States foreign policy since World Madison;
War II by War II by c)describing how the
a)describing outcomes of World a) describing outcomes of World War Supreme Court decides cases;
War II, including political II, including political boundary
boundary changes, the formation changes, the formation of the United
of the United Nations, and the Nations, and the Marshall Plan;
Marshall Plan;

ACCEPTABLE EVIDENCE Informal: Completion of Class debate? Formal, Graded: Summative Test Formal, Graded: Summative No School
accompanying notes Test
WEEK NINE MONDAY 4/17 TUESDAY 4/18 WEDNESDAY 4/19 THURSDAY 4/20 FRIDAY 4/21

ESSENTIAL QUESTIONS No School Cold War Case Studies Civil Rights Case Studies/ Introduction
TO FRAME INSTRUCTION What is the Cold War? Who is What are some landmark cases What kick starts the Civil Rights to Court Case
involved? worth knowing? movement? What are some landmark
What is communism? Why are these cases What are some key event of the cases worth knowing?
How does the spread of important? Civil Rights movement? Why are these cases
communism affect American Who are the key players? important?
public policy and life? What does a court case look
like?
CONTENT & No School Communism TBD Civil Rights Court case
CONCEPTS Truman doctrine Peaceful protests proceedings
Changes in American life Black Panther Party Deliberation
McCarthyism Civil Rights legislation Trial by jury
Immigrant fears Desegregation
Jim Crow

DESIRED RESULTS No School VUS.13 The student will GOVT.10 The student will VUS.14 The student will GOVT.10 The student will
PULL FROM SOL demonstrate knowledge of demonstrate knowledge of the demonstrate knowledge of the demonstrate knowledge of
United States foreign policy operation of the federal Civil Rights movement of the the operation of the federal
since World War II by judiciary by 1950s and 1960s by judiciary by
b) explaining the origins of the d)comparing the philosophies a) identifying the importance of d)comparing the
Cold War, and describing the of judicial activism and the Brown v. Board of Education philosophies of judicial
Truman Doctrine and the judicial restraint; decision, the roles of Thurgood activism and judicial
policy of containment of e)evaluating how the judiciary Marshall and Oliver Hill, and how restraint;
communism, the American role influences public policy by Virginia responded; e)evaluating how the
in wars in Korea and Vietnam, delineating the power of b) describing the importance of judiciary influences public
and the role of the North government and safeguarding the National Association for the policy by delineating the
Atlantic Treaty Organization the rights of the individual. Advancement of Colored People power of government and
(NATO) in Europe; (NAACP), the 1963 March on safeguarding the rights of
Washington, the Civil Rights Act the individual.
of 1964, and the Voting Rights Act
of 1965.

ACCEPTABLE EVIDENCE No School Informal: Completion of Case Studies Research Informal: completion of Informal: Research day
Accompanying notes accompanying Case Studies notes
Informal Graded, exit slip
WEEK TEN MONDAY 4/24 TUESDAY 4/25 WEDNESDAY 4/26 THURSDAY 4/27 FRIDAY 4/28

ESSENTIAL QUESTIONS Vietnam War Case Prep Vietnam War Case Trial Korean War
TO FRAME INSTRUCTION How did the US become What does a court case look What were major events of the How does a court case run? What were major events of the
involved in war in Vietnam? like? war? How does a jury deliberate? war?
How did this war differ from Who are the active players? How does the war end? How does the war end?
others before it?

CONTENT & US involvement in Court case proceedings US involvement in Court case proceedings US involvement in
CONCEPTS Vietnam Deliberation Vietnam Deliberation Korean war
Understanding cultures Trial by jury Understanding cultures Trial by jury Understanding cultures
Geographic differences Geographic differences Geographic difference
America the watchdog America the watchdog America the watchdog

DESIRED RESULTS VUS.13 The student will GOVT.10 The student will VUS.13 The student will GOVT.10 The student will VUS.13 The student will
PULL FROM SOL demonstrate knowledge of demonstrate knowledge of the demonstrate knowledge of demonstrate knowledge of the demonstrate knowledge of
United States foreign policy operation of the federal United States foreign policy operation of the federal United States foreign policy
since World War II by judiciary by since World War II by judiciary by since World War II by
b) describing the Truman d)comparing the philosophies b) describing the Truman d)comparing the philosophies b) describing the Truman
Doctrine and the policy of of judicial activism and Doctrine and the policy of of judicial activism and Doctrine and the policy of
containment of communism, judicial restraint; containment of communism, judicial restraint; containment of communism,
the American role in wars in e)evaluating how the judiciary the American role in wars in e)evaluating how the judiciary the American role in wars in
Korea and Vietnam influences public policy by Korea and Vietnam influences public policy by Korea and Vietnam
delineating the power of delineating the power of
government and safeguarding government and safeguarding
the rights of the individual. the rights of the individual.

ACCEPTABLE EVIDENCE Informal: completion of Informal: Research day Possible film day? Formal, Graded: Court Day Informal: completion of
accompanying notes accompanying notes