United States History Unit 11

Big Idea:

Analyze the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990.

Student Expectations:

Priority TEKS

USH.2(A) [Supporting] identify the major characteristics that define an historical era;

USH.2(B) [Readiness] identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

USH.2(C) [Supporting] apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

USH.10(A) [Supporting] describe Richard M. Nixon’s leadership in the normalization of relations with China and the policy of détente;

USH.10(B) [Supporting] describe Ronald Reagan’s leadership in domestic and international policies, including Reaganomics and Peace Through Strength;

USH.10(C) [Supporting] compare the impact of energy on the American way of life over time;

USH.10(D) [Readiness] describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis;

USH.10(E) [Supporting] describe the causes and 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

USH.10(F) [Supporting] describe significant societal issues of this time period.

USH.19(C) [Supporting] describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders;

USH.24(B) [Supporting] evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O’Connor, and Hillary Clinton.

Focus TEKS

USH.13(A) [Readiness] analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt; and

USH.19(D) [Supporting] discuss the role of contemporary government legislation in the private and public sectors such as the Community Reinvestment Act of 1977, USA PATRIOT Act of 2001, and the American Recovery and Reinvestment Act of 2009; and

USH.19(E) [Supporting] evaluate the pros and cons of U.S. participation in international organizations and treaties.

Ongoing TEKS

USH.29(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions

USH.29(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions

USH.29(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time

USH.29(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence

USH.29(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;

USH.29(F) identify bias in written, oral, and visual material

USH.29(G) identify and support with historical evidence a point of view on a social studies issue or event

USH.29(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons

USH.30(A) create written, oral, and visual presentations of social studies information

USH.30(B) use correct social studies terminology to explain historical concepts

USH.30(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate

USH.31(A) create thematic maps, graphs, and charts representing various aspects of the United States

USH.31(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases

USH.32(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

USH.32(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Student Learning Targets:

• I will analyze U.S. involvement in the Middle East from the 1970s-1990s
• I will evaluate the effect of political scandals from the 1970s-1990s.
• I will explain the role of American entrepreneurs from the 1970s-1990s.
• I will write about the significant societal issues from the 1970s-1990s.
• I will identify various presidents and their policies from the 1970s-1990s.

Essential Questions:

• What caused the U.S. Presidency to 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? Explain.

Extra Information:

Adopted Textbook: The Americans: US History since 1877 Texas Edition, Houghton Mifflin Harcourt, Holt McDougal

District Grading Policy

Texas Gateway Online Resource Center