Standards

Michigan High School Content Expectations

• 8.3.4 Civil Rights Expanded–Evaluate the major accomplishments and setbacks in civil rights and liberties for American minorities over the 20^th century including American Indians, Latinos/as, new immigrants, people with disabilities, and gays and lesbians.
• 8.3.3 Women's Rights-Analyze the causes and course of the women’s rights movement in the 1960s and 1970s (including role of population shifts, birth control, increasing number of women in the work force, National Organization for Women (NOW), and the Equal Rights Amendment (ERA)).
• 9.1.2 Transformation of American Politics – Analyze the transformation of American politics in the late 20th and early 21st centuries including:• growth of the conservative movement in national politics, including the role of Ronald Reagan• role of evangelical religion in national politics • intensification of partisanship• partisan conflict over the role of government in American life• role of regional differences in national politics
• 9.2.1 U.S in the Post-Cold War World – Explain the role of the United States as a super-power in the post-Cold War world, including advantages, disadvantages, and new challenges (e.g., military missions in Lebanon, Somalia, Haiti, Bosnia, Kosovo, and the Gulf War).
• 9.2.2 9/11 and Response to Terrorism -Analyze how the attacks on 9/11 and the response to terrorism have altered American domestic and international policies (including e.g., the Office of Homeland Security, Patriot Act, wars in Afghanistan and Iraq, role of the United States in the United Nations, NATO).
• 9.3.1 Compose a persuasive essay on a public policy issue, and justify the position with a reasoned argument based upon historical antecedents and precedents, and core democratic values or constitutional principles: • role of the United States in the world • national economic policy • welfare policy • energy policy • health care • education • civil rights

Common Core State Standards

• SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• SL 9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
• RH 9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
• RH 9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
• RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
• RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
• RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
• WHST 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• WHST 9-10.2 -Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

• WHST 9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• WHST 9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

C3 Framework

• D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.
• D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
• D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
• D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Unit Compelling Question: Is there one American Experience?

Supporting Questions

• How has the government tried to foster economic opportunity for citizens?
• How did the political, social, and economic transformations in America influence the evolving meaning of freedom and equality in the United States?
• Was the Great Society successful?
• Why is the 1960s often called an era of change?
• What sorts of social movements exist in the U.S. today?
• What causes the Stonewall Riots?
• What was the Equal Rights Amendment unpopular in the 1970s?
• How do I determine the reliability of a source?
• How do I search for reliable sources online?
• Should Richard Nixon have been charged with a crime in the Watergate Scandal?
• Have major Supreme Court decisions since 1960 mainly expanded or restricted people’s civil liberties?
• How did the economy change during Reagan's Presidency?
• How did Reagan’s “war on drugs” affect rates of imprisonment in the U.S.?
• What caused the Persian Gulf War?
• What did U.S senators disagree about when writing the Iraq Resolution?
• How did the Republican Revolution affect the balance of power between Democrats and Republicans in the federal government?
• What were the arguments in the U.S against ratifying NAFTA?
• Why didn't the U.S ratify the Kyoto Protocol?
• How did the events of September 11th , 2001 change the United States?
• How did the U.S. respond to the attacks of 9/11 militarily?
• How did the events of 9/11 affect young Muslim Americans?
• What sources are trustworthy for learning about the effects of Hurricane Katrina?
• What was the controversy in the 2000 election?
• What caused the financial crisis of 2008?
• How did President Obama’s policies foster economic opportunity?
• What should be the U.S. policy regarding drones?
• How important are free and fair elections in a democracy?

Instructional Materials/Texts

1. The Great Society

Standards: RH 9-10.3, WHST 9-10.2

Learning Targets:

1. I can chronologically organize a series of events from American history that the government developed to foster economic opportunity for American citizens.
2. I can analyze President Lyndon Johnson's Great Society speech and other documents to make a claim about the effectiveness of the Great Society programs.

Supporting Questions: How has the government tried to foster economic opportunity for citizens? Was the Great Society successful?

2. Social Movements of the 1960s and 1970s

Standards: RH 9-10.2, WHST 9-10.8, SL 9-10.1

Learning Targets:

1. I can analyze the Port Huron Statement to determine the grievances of the Students for a Democratic Society.
2. I can collaborate with my peers to teach the class about the most important aspects of one movement for social change.

Supporting Questions: Why is the 1960s often called an era of change? What were the goals of the social movements of the 1960s and 70s? Which of these movements has had the most influence on the contemporary US? What were the main goals and actions taken by the feminist movement, the Chicano movement, the movement for Native American rights, the gay and lesbian movement and the environmental movement? What sorts of social movements exist in the U.S. today? How are they similar to and different from social movements of the past?

3. The Watergate Scandal

Standards: RH 9-10.2, WHST 9-10.2

Learning Targets: I can analyze multiple sources to make a claim about Nixon's guilt or innocence.

Supporting Questions: Should Richard Nixon have been charged with a crime in the Watergate Scandal? What role did each branch of government play in the Watergate Scandal? In what ways did each branch use or attempt to use its powers over the other branches (checks and balances)? What has been the lasting impact of the Watergate scandal?

4. Supreme Court Decisions and Civil Liberties

Standards: RH 9-10.9, WHST 9-10.2

Learning Targets: I can analyze various Supreme Court cases to determine how the Court has expanded or restricted civil liberties since 1960.

Supporting Questions: Have major Supreme Court decisions since 1960 mainly expanded or restricted people’s civil liberties?

5. The Reagan Presidency

Standards: RH 9-10.7, 9-10.6

Learning Targets:

1. I can integrate quantitative analysis of data with primary source documents to make a claim about President Reagan's impact on the economy, the Cold War, and the prison population.
2. compare and contrast the economic policies of Presidents Lyndon Johnson and Reagan.
3. I can analyze an economist's political point of view and identify it as either liberal or conservative.

Supporting Questions: What do people refer to as the ‘Reagan Revolution?’ Was it a turning point in American History? What did Reagan argue should be the role of government? Did Reagan's actions as President match his goals? How did the economy change during Reagan's Presidency? What did he say causes economic growth? What is social conservatism? What was Reagan's role in ending the Cold War? How did Reagan’s “war on drugs” affect rates of imprisonment in the U.S.? What is supply-side economics? To what extent should the gov’t be involved in fostering economic growth? How did President Johnson & President Reagan try to stimulate economic growth?

6. 9/11

Standards: RH-10.8, RH 9-10.9

Learning Targets:

1. I can analyze multiple primary source documents to determine how the U.S responded to the attacks of 9/11.
2. I can analyze competing clams about civil liberties since 9/11.

Supporting Questions: How did the events of September 11th , 2001 change the United States? How did the U.S. respond to the attacks of 9/11 militarily? How do these responses differ from those in America’s past? What is the Patriot Act? Do you believe its constitutional? How did the events of 9/11 affect young Muslim Americans?

7. Hurricane Katrina

Standards: RH 9-10.8, WHST 9-10.8

Learning Targets: I can analyze multiple sources related to Hurricane Katrina to determine which ones are trustworthy.

Supporting Questions: What sources are trustworthy for learning about the effects of Hurricane Katrina?

8. U.S Drone Policy

Standards: RH 9-10.9, SL 9-10.1, 9-10. 3

Learning Targets:

1. I can analyze the issues and controversies surrounding the U.S. use of drones.
2. I can articulate the core values of different policy options.
3. I can work cooperatively within groups to integrate the arguments and beliefs of these options into a persuasive, coherent presentation.
4. I can debate, and evaluate multiple perspectives on U.S. policy regarding drones.

Supporting Questions: What do drones do? What are the advantages and disadvantages of drones? What are the controversies about the use of drones? Why has the United States used drones to kill suspected terrorists? What should be the U.S. policy regarding drones?

9. Safeguarding Democracy: Understanding Allegations of Russian Election Interference

Standards: RH 9-10.9, SL 9-10.1

Learning Targets:

1. I can analyze the issues and controversies surrounding Russia’s alleged interference in the 2016 presidential election.
2. I can work cooperatively with my peers to synthesize information from news sources.

Supporting Questions: How have U.S-Russia relations evolved since the end of the Cold War? What are some major sources of tension between the U.S and Russia? How do bots disseminate fake news? How confident are you that future elections will be free from Russian interference? Is trust between the United States and Russia possible in the current context? How might trust between the two countries be strengthened? Should Congress establish minimum standards for election security, such as voting equipment with a paper record for recounts and/or random audits of ballots? How important are free and fair elections in a democracy?