DBQ: Students will be given a prompt upon which they will use provided documents and their knowledge of the time period to write an essay with a thesis statement supported by historical evidence. Writing Topic: Post WWI Recession Period 7: The Great Depression 1929 - 1941 (1 Week) Readings: Text, Chapter 25 Zinn, Chapter 15 Red Reader (Primary Source Documents) - #41, #45 & #47 APPARTS Activities: Document Comparison and Analysis – Purpose, Historical Context, Intended Audience, Author’s Point of View (PHIA) Students will use PHIA to analyze the sources below in a take home writing assignment. 1. Documents: Taking Sides. Issue 10 “Did the New Deal Prolong the Great Depression?” 2. Maps: US Demographic; Consumerism 3. Visual: Analyze Great Depression artifacts 4. Data: Annotated Timeline of key events 5. Writing: 5 paragraph essay analyze the effect of FDR’s New Deal programs. Students will create a historical argument with a thesis statement supported by historical fact. Students will apply detailed and specific knowledge – to include names, chronology, facts and events. 6. The students will read and research primary and secondary source documents on the Great Depression and then participate in a classroom debate arguing the effectiveness of the New Deal on the Great Depression. Themes: The 1930s: 1. The role of government in society and the economy. 2. Political realignment. 3. Human suffering and response to the Great Depression. Content: The 1930s: _ Hoover v. Roosevelt’s approaches to the Depression _ New Deal Legislation — Effectiveness and Criticisms _ Supreme Court Reactions and Court Packing Plan _ Dust Bowl and Demographic Shifts
Peaceful Co-existence — Khrushchev’s visit U-2 Incident Kennedy: _ Flexible Response _ Aid for Social and Economic Development _ Peace Corps _ Alliance for Progress _ Southeast Asia military and economic aid _ Bay of Pigs and Cuban Missile Crisis Johnson: _ Vietnam War _ Civil Rights Act 1964 & Voting Rights Act 1965 Conclusion of unit: Unit Test with 50 multiple choice questions & one free response essay DBQ: Students will be given a prompt upon which they will use provided documents and their knowledge of the time period to write an essay with a thesis statement supported by historical evidence. Writing topic: Vietnam War Period 9: Reagan Revolution to the New Century 1980 to present (1 Week) Readings: Text Chapters 30 and 31. Zinn, Chapter 20, 21 Red Reader (Primary Source Documents) - #74 & #79 Activities: Document Comparison and Analysis – Purpose, Historical Context, Intended Audience, Author’s Point of View (PHIA) Students will use PHIA to analyze the sources below in a take home writing assignment. 1. Documents: Taking Sides. Issue 18 “Is the United States a Declining Power?” 2. Maps: Election Maps 1980 and 1992 3. Visual: Analyze Post Cold War artifacts 4. Data: Annotated Timeline of key events 5. Writing: 5 paragraph essay. Analyze the successes and failures of President Bill Clinton in both domestic and foreign policy. Students will create a historical argument with a thesis statement supported by historical fact. Students will apply detailed and specific knowledge – to include names, chronology, facts and events. 6. Students will create a graphic organizer to compare and contrast the presidencies of Reagan, Bush, Clinton, Bush and Obama to include major legislation, domestic and foreign policies. 7. Students will read the following articles concerning the Keystone Pipeline, then construct an argument for or against it to be debated in the classroom.