ࡱ> HKEFG@ Zjbjb %hhylffff8BTf2ih DV"xxxWWWhhhhhhh,j liWSWWWixx WxxhTWh }NlkQ |ffP*kQ2i2iEP&>m>mkQSocial StudiesEl Paso I.S.D.3 Week UnitGrade Level / Course: 11th Grade U.S. HistoryPart 2 Unit # : 4 Weeks 10-12THE WRITTEN CURRICULUMUnit TopicThe Great Society and the Vietnam War & TAKS Review CONCEPTS, GENERALIZATIONS/ENDURING UNDERSTANDINGS & GUIDING QUESTIONSUniversal Generalizations /Enduring Understandings Social Change: Vietnam, Great Society, Social Change Peoples conflicting ideas about how society should be shaped leads to the formation of different groups within the society. Opportunities for democratic participation and economic improvement have continually expanded throughout American History. There is a continuing struggle for balance between the ideal of individual rights and the reality of government intervention and protection. Wars are fought for different reasons, some noble, and others based on greed and prejudice. Circumstances of each period in history have formed and changed American culture in different ways. The culture of a society is reflected in its religious practices, traditions, literature, music, art and the decisions of everyday life. Overtime, different interpretations of the role of government and its people bring about dramatic change. Skills-Related Knowledge of the past is acquired through the study of primary and secondary sources of historical evidence. Good communication skills are based on the correct use of vocabulary and written/oral language. Creating and using the tools of geography allows for a more definitive perspective of the world. Guiding QuestionsVietnam War Why did (and should have?) the U.S. become involved in another countrys (Vietnam) civil war? Should the U.S. have become involved in another countrys (Vietnam) civil war? How and why is communism considered un-American? How was the expansion of American involvement in the Vietnam struggle inevitable? How did the Vietnam War present an opportunity for change in the U.S.? The Sixties What experiences must be present for social change to occur? What was the War on Poverty and how did the policies of the Great Society fight it? What has been the impact of the Great Society on American life? How is social change reflected in the arts of the time? What elements contributed to the counterculture of the 1960s and what impact did it have on American society, culture, and politics? Why do historians often say 1968 is a tumultuous year; do you agree or disagree? TAKS ObjectivesObjective 1: The student will demonstrate an understanding of issues and events in U.S. history. Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events Objective 4: The student will demonstrate an understanding of political influences on historical issues and events Objective 5: The student will use critical thinking skills to analyze social studies informationTAKS RequirementsPart 2 Unit 4: The Great Society and the Vietnam War & TAKS ReviewTAKS tested TEKS in Unit 4BTAKS Review TEKS(US.1)History A (US.1)History B ((8.1) History C US.6)History E (8.4) History - B (8.16) Government - C (8.17) Government B (US.5) History B (US.18)Citizenship - BTEKS Strand 8All Strand 8 TEKS will be benchmarked as appropriate. Note: Strand 8 TEKS, Social Studies Skills, are in each unit. In some cases, specific content or strategies are noted in the Specifications box. In other units, skills listed are to be applied to lessons the teacher finds most appropriate. Skills are to be included in a continuous and ongoing manner.TEKS Tested at Exit: TAKS Obj.# - TEKS Yr. / Quest. # TEKS Knowledge & Skills Statement Student Expectations * Shaded Areas TAKS TestedSpecifications *Tested at EXIT in BOLD for TAKS & Benchmark Tests Part 2 Unit 4: TAKS ReviewSignificant Eras and Dates in U.S. HistoryTESTED AT EXIT OBJ: 1 8.1.C 2003 / # 44 2006 / # 46(8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:HISTORY 8TH GR. TEKS TAKS REVIEW (A) identify the major eras in U.S. history through 1877 and describe their defining characteristics;Activities Consult Resources: SSC: TAKS Review Activities for Obj. 1 McDougal-Little: TAKS Spiraled Content Review for Obj. 1 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3:pp.78, 80, & 93(C) explain the significance of the following dates:  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "1776" 1776,  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "1787" 1787, and  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "1861" 1861-1865.Significant Individuals in U.S. HistoryTESTED AT EXIT OBJ: 1 8.4.B 2004 / # 48 & 53 (8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:HISTORY 8TH GR. TEKS TAKS REVIEW(B) explain the roles played by significant individuals during the American Revolution, including  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/bio8.htm" \l "jefferson" Thomas Jefferson, , and  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/bio8.htm" \l "washington" George Washington;Activities - Consult Resources: SSC: TAKS Review Activities for Obj. 1 McDougal-Little: TAKS Spiraled Content Review for Obj. 1 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp. 78-79TESTED AT EXIT OBJ: 1 8.4.C ( C ) explain the issues surrounding [important events of] the American Revolution, including declaring independence; [writing] the Articles of Confederation; SSC: TAKS Review Activities for Obj. 1 McDougal-Little: TAKS Spiraled Content Review for Obj. 1 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3:pp 78-81(8.3) History. The student understands the foundations of representative government in the United States. The student is expected to: GOVERNMENT 8TH GR. TEKS TAKS REVIEWTESTED AT EXIT OBJ: 4- 8.3.A(A) explain the reasons for the growth of representative government and institutions during the colonial period; Activities - Consult Resources: SSC: TAKS Review Activities for Obj. 4 McDougal-Little: TAKS Spiraled Content Review for Obj 4 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp 77 and 86-87(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. The student is expected to:TESTED AT EXIT OBJ: 4- 8.16.A(A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of government; SSC: TAKS Review Activities for Obj. 4 McDougal-Little: TAKS Spiraled Content Review for Obj 4 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp 77 and 86- 88The Constitution and its AmendmentsTESTED AT EXIT OBJ: 1 8.16.C 2006 / # 25 (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:HISTORY 8TH GR. TEKS TAKS REVIEW(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "uscon" U.S. Constitution and the  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "billright" Bill of Rights; and CRS I.CActivities - Consult Resources: SSC: TAKS Review Activities for Obj.1 McDougal-Little: TAKS Spiraled Content Review for Obj.1 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: p. 87 GOVERNMENT 8TH GR. TEKS TAKS REVIEWTESTED AT EXIT OBJ: 4- 8.16.A(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. CRS I.C.1Consult Resources: SSC: TAKS Review Activities for Obj.4 McDougal-Little: TAKS Spiraled Content Review for Obj.4 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp 81-86 and 88 (8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to: GOVERNMENT 8TH GR. TEKS TAKS REVIEWTESTED AT EXIT OBJ: 4- 8.20.A(A) define and give examples of unalienable rights; andConsult Resources: SSC: TAKS Review Activities for Obj.4 McDougal-Little: TAKS Spiraled Content Review for Obj.4 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp. 81-86 TESTED AT EXIT OBJ: 4- 8.20.B(B) summarize rights guaranteed in the Bill of Rights.(8.18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system The student is expected to:TESTED AT EXIT OBJ: 4- 8.18.B(B) describe historical conflicts arising over the issue of states rights, including the Nullification Crisis and the Civil War;Consult Resources: SSC: TAKS Review Activities for Obj.4 McDougal-Little: TAKS Spiraled Content Review for Obj.4 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp. 90-92-948.17Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to: TESTED AT EXIT OBJ: 4 8.17.B 2003 / # 42(B) describe the impact of 19th-century amendments including the  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "13th" 13th,  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "14th" 14th, and  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss8.htm" \l "15th" 15th amendments on life in the United States; and CRS I-C- B 2 Consult Resources: US.17B: Expanding the Right to Vote 13th Amendment Freed the slaves 14th Amendment Guaranteed all citizens right to due process and equal protection 15th Amendment Race no bar to vote 19th Amendment - Gave women the right to vote 24th Amendment - Eliminated the Poll Tax 26th Amendment - Gave right to vote to 18 year olds These amendments increased voting rights and the pool of voters in the U.S. Activities - Consult Resources: SSC: TAKS Review Activities for Obj.4 McDougal-Little: TAKS Spiraled Content Review for Obj.4 Jarretts - Mastering the Grade 11 TAKS Social Studies Assessment Unit 3: pp. 94 & 95 (US.18)Citizenship. The student understands efforts to expand the democratic process. The student is expected to: CITIZENSHIP 11TH GR. TEKS TAKS REVIEW TESTED AT EXIT OBJ: 4 US.18.B 2003 / # 31 2004 / # 22 2006 / # 15. (B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments16th Amendment - (1913-Income tax) Progressive reform for fair taxation 17th Amendment - (1913-Election of Senators) Progressive movement to give more power to the people 18th Amendment - (1919-Prohibition) To eliminate alcohol to appease Temperance Movement 19th Amendment - (1920-Womens right to vote) Response to long term Womens Movement to gain the vote and a reward for efforts during WWI 20th Amendment - (1933-Presidential term and succession) Needed President to take office sooner 21st Amendment - (1933-Repeal of Prohibition) Loss of tax revenue and to stop organized crime 22nd Amendment - (1951-2-term limit on President) Republican response to FDR being elected four times 23rd Amendment - (Presidential vote in D.C.) 24th Amendment - (1964-Poll Tax) Passed to help allow Blacks to vote 25th Amendment - (1967-Presidential succession) 26th Amendment - (1971-18-yr old right to vote) 18 year olds were fighting in Vietnam 27th Amendment - (1992-Compensation of members of Congress) Political maneuver to make themselves look ethical Civil Rights Act of 1964-Prohibited discrimination and empowered the federal government to enforce civil rights  Unit 4: The Great Society and the Vietnam War(US.17)Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:GOVERNMENT 11TH GR. TEKS REVIEW  (B) analyze reasons for the adoption of 20th-century constitutional amendments. NOTE: See list of Amendments in Specifications for TEK 18.B above. TESTED AT EXIT OBJ:: 1 US.6.E 2006 / # 26 (US.6)History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:HISTORY TEKS Era: Vietnam analyze the conflicts in Korea and Vietnam and describe their domestic and international effects US.6.E The Domestic and International Effects of the Vietnam WarConflictsDomestic effectsInternational effectsCold War Vietnam Conflict  Sixties Counter CultureContainment Policy, Domino Effect Theory 1954: French defeated in Vietnam, 1955: U.S. starts to support the newly established nation of South Vietnam with military advisors and aid to hold off communist North Vietnam 1964: Gulf of Tonkin Incident-expands U.S. military 1968: Tet Offensive fails but changes psychology of the war. U.S. has million troops 1975: Siagon Falls to Communist N.Vietnam.  Green Berets sent by President Kennedy to assist S. Vietnam. Late 1960s: Anti-war protests and Draft Card Burning 1974: Kent State incident 26th Amendment, Change in voting age to 18 Returning soldiers are mistreated and not viewed as heroes Pentagon Papers War Powers Act  Restrictions placed on where troops could go fear the Chinese would invade Ho Chi Minh Trail Leads to secret incursions into Laos & Cambodia Communist regime takes over Laos and Cambodia. Rest of the region does not fall to communism; 17th Parallel divides nation after 1955 peace agreement Many South Vietnamese forced to flee their country and relocate around the world;  (US.9)Geography. The student understands the impact of geographic factors on major events. The student is expected to:GEOGRAPHY TEKS Era: Vietnam(B)identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts. CRS III.A.1US.9.B: International Conflicts The Vietnam War Vietnam: 17th Parallel Gulf of Tonkin Ho Chi Minh Trail Laos Cambodia (US.16)Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:GOVERNMENT TEKS Era: Vietnam (A)evaluate the impact of events, including the Gulf of Tonkin Resolution and the War Powers Act, on the relationship between the legislative and executive branches of government. CRS I.CGulf of Tonkin Resolution gave more power to the President and less to Congress by allowing the President to make decisions during wartime without the consent of Congress War Powers Act limited the Presidents power and strengthened the power of Congress because of the decisions made by the president during the Vietnam War. (US.6)History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:HISTORY TEKS Era: The Sixties (H) identify the origins of major domestic and foreign policy issues currently facing the United States. US.6.H The Great Society Programs of the 1960sDomestic PolicyImpactPovertyTax Reduction Act of 1964 Economic Opportunity Act of 1964 VISTA Job CorpsEducationHead Start Corp. for Public Broadcasting (PBS & NPR) Created Elementary & Secondary Act of 1965 Higher Education Act of 1965HealthcareMedicare MedicaidHousingDept. of Housing & Urban Development (HUD) -1965 Omnibus Housing Act of 1965 Aid in Home buyingImmigrationImmigration Act of 1965 Ended quotas for non-EuropeansEnvironmentWater Quality Act of 1965 Clean Air Act Amendment of 1965 Air Quality Act of 1967Consumer ProtectionTruth in Packaging Act of 1966 Wholesome Meat Act of 1967 Highway and Motor Vehicle Safety Acts Dept. of Transportation (DOT) 1966Point and Counterpoint: Great Society programs have had a long-lasting improvement in the lives of many although some argue that it created budget deficits and dependence on big government. (US.18)Citizenship. The student understands efforts to expand the democratic process. The student is expected to:CITIZENSHIP Era: The Sixties (A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U S Constitution; Anti- war and other protests affected change in domestic and foreign policy.  (US.19) Citizenship. The student understands the importance of effective leadership in a democratic society.CITIZENSHIP Era: The Sixties( C ) identify the contributions of Texans who have been President of the United States.US.19.C: Contributions of a Texan in American Society Lyndon Baines Johnson (LBJ) Congressmen (1937-1949) Senator (1949-1961) Elected Senate Minority Leader in 1953 Elected Senate Majority Leader in 1954 Vice-President (1961-1963)  HYPERLINK "http://en.wikipedia.org/w/index.php?title=President%27s_Committee_on_Equal_Employment_Opportunities&action=edit&redlink=1" \o "President's Committee on Equal Employment Opportunities (page does not exist)" Presidents Committee on Equal Employment Opportunities  HYPERLINK "http://en.wikipedia.org/w/index.php?title=President%27s_Ad_Hoc_Committee_for_Science&action=edit&redlink=1" \o "President's Ad Hoc Committee for Science (page does not exist)" Presidents Ad Hoc Committee for Science President (1963-1969) Signed Civil Rights Legislation Created the Great Society Programs Led U.S. escalation of troops in Vietnam (US.15)Government. The student understands changes in the role of government over time. The student is expected toGOVERNMENT TEKS Era: The Sixties(D)predict the effects of selected contemporary legislation on the roles of state and federal governments.US.15.D: Legislations impact on role of GovernmentLegislationImpact on GovernmentEconomic Opportunity Act of 1964 Elementary & Secondary Act of 1965 Clean Air Act Amendment of 1965 Medicare Act of 1965Expanded Federal Govt. reach into society Increased layers of Bureaucracy Increased State and local responsibilities to implement lawsTESTED AT EXIT OBJ: 4 US.17.A  (US.17) Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:GOVERNMENT TEKS Era: The Sixties(A) analyze the effects of 20th century landmark U.S. Supreme Court decisions including Brown v. Board of Education, Regents of the University of California v. Bakke, and Reynolds v. Sims;US.17.A: 1964 Reynolds v. Sims Made legislatures more representative of the people they represent; changed funding formulas for schools, roads and services Supreme Court upheld principle of one person, one vote ; equal protection requires representation in state legislatures to be based on population TESTED AT EXIT OBJ: 4 US.18.B 2003 / # 31 2004 / # 22 2006 / # 15(US.18)Citizenship. The student understands efforts to expand the democratic process. The student is expected to:CITIZENSHIP TEKS Era: The Sixties(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments.US.18.B: Passage of the 26th Amendment Prompted by Anti-war movement in the 1960s by pointing out that 18yr. old Boys could be drafted to fight in Vietnam but had no voice in electing Americas political leaders who sent them to fight. Amendment was passed in 1971 Drafted ended in 1973 (US.14)Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to:ECONOMICS TEKS Era: The Sixties(D) identify actions of government and the private sector to expand economic opportunities to all citizens.1964-Economic Opportunity Act (EOA)Job Corps; VISTA, Head Start- 1964 Great Society : War on Poverty LBJ Administration Programs that would create a more equitable society: Medicare/Medicaid School Lunches(US.20) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: CULTURE TEKS Era: The Sixties ( A ) describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/bioushist.htm" \l "georgia" Georgia OKeeffe,  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossushist.htm" \l "rockroll" rock and roll, and John Steinbecks  HYPERLINK "http://www.tea.state.tx.us/ssc/teks_and_taas/teks/glossushist.htm" \l "grapes" The Grapes of Wrath; US.20. A: The Sixties Culture Counter CultureMusicPop Art , Fashion & LiteratureTheater, Movies & TV The Beatles The Rolling Stones Jimi Hendrix The Doors Janis Joplin Joan Baez Bob Dylan Woodstock Andy Warhol David Hockney Harvey Ball Smiley Face Hippies Mini-Skirts  HYPERLINK "http://www.pbs.org/wnet/americanmasters/database/sendak_m.html" Maurice Sendak Published Where the Wild Things Are Ken Kesey Published One Flew Over the Cuckoos Nest  Hair (T) Camelot (T) Dr. Strangelove (M) The Graduate (M) 2001: A Space Odyssey (M) The Dick Van Dyke Show(TV) Mission Impossible(TV) The Monkeys(TV) Bonanza(TV)( C ) identify examples of American art, music, and literature that transcend American culture and convey universal themes;US.20. B : The Cultural Themes of the SixtiesUniversal ThemesExamples of American ArtRapid ChangeLouis Armstrong Jazz (music)Struggle for IdentityErnest Hemingway (literature)AmericanismNorman Rockwell (art) (US.1)History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:HISTORY TEKS Era: The Sixties TESTED AT EXIT OBJ: Obj.1: US.1.A. No Content Specific Question on Era but Concept tested (A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; US.1.A: Refer to the events placed in the timeline of U.S. History by date and by era. 1954-1976 Social Reform Era Civil Rights Movement, Vietnam War, Anti-War Movements, and Counter Culture TESTED AT EXIT Obj.1: US.1.B No Content Specific Question on Era but Concept testedapply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.US.1.B: Sequence the above eras, their significant individuals, including Dr. Martin Luther King, Jr.; and Presidents Eisenhower, Kennedy, Johnson and Nixon and their major policies/programs.Academic LanguageVOCABULARY26th Amendment* Agent Orange Army of the Republic of Vietnam (ARVN) Counterculture Credibility Gap Domino Theory Doves/Hawks Draft Free Speech Movement Gulf of Tonkin Resolution* Hippie Ho Chi Minh Trail Kent State University Napalm New Left Pentagon Papers Search and Destroy MissionsSilent Majority Students for a Democratic Society (SDS) Tet Offensive The Great Society The War on Poverty Vietcong Vietminh Vietnam Vietnamization War Powers ActBIOGRAPHIESBarry Goldwater, Senator Barry McGuire (singer) Dean Rusk, Sec. of State Earl Warren, Chief Justice Eugene McCarthy, Senator George Wallace, GovernorHenry Kissinger, National Security Advisor Ho Chi Minh Hubert Humphery, Senator Joan Baez (Singer) Lyndon B. Johnson, President Ngo Dinh DiemRichard M. Nixon Robert Kennedy, Senator Robert McNamara, Sec. of Defense Sirhan Sirhan William Westmoreland, General *Indicates TEKS or TAKS vocabulary (See the TEA websites Social Studies Center Resources: Glossary & Biography section for details) THE TAUGHT CURRICULUM: Materials and ResourcesDistrict Approved Instructional Resources / Textbook Correlations Textbook ResourcesMcDougal-Littell The AmericansCh-Sect.#TitlePE/TEU.# Gd.Readg. Indepth ResourcesForml. Assmt.Chapter 20: The New Frontier and the Great Society Telescoping the Times : pg. 39-40Ch. 20-3The Great Society686 693U.6 3372Chapter 22: The Vietnam Years Telescoping the Times : pg. 43-44Ch. 22-1Moving Toward Conflict740-735U.6 39406Ch. 22-2U.S. Involvement and Escalation736-741U.6 40407Ch. 22-3A Nation Divided742-747U.6 41408Ch. 22-41968: A Tumultuous Year748-753U.6 42409Ch. 22-5The End of the War and Its Legacy754-763U.6 43410TAKS Review The Living ConstitutionCh. 2The Living Constitution82-83Ch. 2The Constitution84-95U.1 59 to 6145Ch. 2The Amendments96-105U.1 6246Recommended Primary Materials EPISD ResourcesMastering the TAKS (Jarrett)Chapter 11: pg. 183-207Mastering the TAKS (Jarrett)A Practice Grade 11 TAKS in Social Studies: pg.212TAKS Review Activities by TEA & SSCCorrelate with TAKS/TEKS in Unit Lesson EPISD Resource Manualpp. 84, 85, 150-151, 152-154, 155-156, 291EPISD Resource Manual: Vietnampp. 85, 282, 298, 302, 315TAKS Facts (CD)McDougal-Littell: In-Depth Resources Unit 6: Living with Great TurmoilCh.-Sect. #TitleResourcePage #Ch. 20-3from: Unsafe at Any Speed by Ralph NaderPrimary Source14Ch. 22-1The Gulf of Tonkin ResolutionPrimary Source*ELCDCh. 22-2The State of the Union 1966 by Pres. L.B. JohnsonSkill Builder Fact from Opinion45Ch. 22-2from: Peace Without Consequences by. Pres. L.B. JohnsonPrimary Source*ELCDCh. 22-2Letter from a Soldier in VietnamPrimary Source55Ch. 22-2The Legacy of Vietnam by Robert McNamaraAmerican Lives62Ch. 22-3Protest ButtonsPrimary Source56Ch. 22-3The New Left by Dick ClusterPrimary Source57Ch. 22-4L.B.J. on Vietnam and Reelection; March 31, 1968Primary Source58Ch. 22-4MAP The Ho Chi Minh TrailGeography Application51Ch. 22-4 The Moral Force for Non-ViolenceAmerican Lives63Ch. 22-4From: The Strategy of ConfrontationPrimary Source*ELCDCh. 22-5Kent StatePrimary Source*ELCDCh. 22-5from: In Country by Bobbie Ann MasonLiterature Selection59-61*ELCD: McDougal-Littells Companion Electronic C.D.Web LinksGeneral Web ResourcesWebsite TitleWeb AddressSocial Studies Center HYPERLINK "http://www.tea.state.tx.us/ssc" http://www.tea.state.tx.us/sscUH Digital History site HYPERLINK "http://www.digitalhistory.uh.edu" http://www.digitalhistory.uh.eduWebQuest Matrix: Grades 9-12 Social Studies HYPERLINK "http://webquest.org/search/webquest_results.php?curr=currsocial&grade=grade912&Submit=Search+Matrix" http://webquest.org/search/webquest_results.php?curr=currsocial&grade=grade912&Submit=Search+MatrixAmericas Story: From the Library of Congress HYPERLINK "http://www.americaslibrary.gov/cgi-bin/page.cgi" http://www.americaslibrary.gov/cgi-bin/page.cgiPeoples Century: 1900-1999 / PBS HYPERLINK "http://www.pbs.org/wgbh/peoplescentury/index.html" http://www.pbs.org/wgbh/peoplescentury/index.htmlThe Great Society HYPERLINK "http://www.americanrhetoric.com/speeches/lbjthegreatsociety.htm" American Rhetoric: Lyndon Baines Johnson The Great Society HYPERLINK "http://www.americanrhetoric.com/speeches/lbjthegreatsociety.htm" http://www.americanrhetoric.com/speeches/lbjthegreatsociety.htm What Was Really Great About The Great Society: The truth behind the conservative myths  HYPERLINK "http://www.washingtonmonthly.com/features/1999/9910.califano.html" http://www.washingtonmonthly.com/features/1999/9910.califano.html NPR: Lyndon Johnsons War on Poverty HYPERLINK "http://www.npr.org/templates/story/story.php?storyId=1589660" http://www.npr.org/templates/story/story.php?storyId=1589660 The Vietnam WarVietnam War.Com HYPERLINK "http://www.vietnamwar.com" http://www.vietnamwar.com The History Place: Vietnam HYPERLINK "http://www.historyplace.com/unitedstates/vietnam/index.html" http://www.historyplace.com/unitedstates/vietnam/index.html PBS: The American Experience/Vietnam Online HYPERLINK "http://www.pbs.org/wgbh/amex/vietnam" http://www.pbs.org/wgbh/amex/vietnam The Sixties Counter CultureThe 1960s Counterculture The Movement and Photos HYPERLINK "http://www.artsandmusicpa.com/popculture/60'scountercult.htm" http://www.artsandmusicpa.com/popculture/60scountercult.htm The 1960s Counterculture HYPERLINK "http://www.avongrove.org/aghs/Teachers/cgallagher/Lauren%20Martin-%20Final%20Exam%20(Web%20Design)/framesetindex.htm" http://www.avongrove.org/aghs/Teachers/cgallagher/Lauren%20Martin-%20Final%20Exam%20(Web%20Design)/framesetindex.htm The Vietnam Anti-War MovementThe Anti-War Movement in the United States HYPERLINK "http://www.english.uiuc.edu/maps/vietnam/antiwar.html" http://www.english.uiuc.edu/maps/vietnam/antiwar.html Radical Times: The Antiwar Movement of the 1960s HYPERLINK "http://library.thinkquest.org/27942/index.htm" http://library.thinkquest.org/27942/index.htm  Secondary/Intervention ResourcesFasttrack to Americas Past Ch. 8 Map Cold War Alliances pp. 8-9 to 8-10 Ch. 8 Map Vietnam and Southeast Asia pp. 8-19 to 8-20 Ch. 8 Charting the Fight Against Poverty pp. 8-22 Grade 8 History & Government TAKS Ch. 3 Revolutionary Years pp. 3-5 to 3-6; pp. 3-11 to 3-12; 3-19; and 3-21 to 3-28 Ch. 5 Civil War & Reconstruction pp. 5-1 to 5-5 & 5-13 THE TESTED CURRICULUMAssessmentsFormative: Student Work Products/Performances/DemonstrationsSummative: External Assessment (TAKS, Advanced Placement, etc.) TAKS Exam May, 2008 THE TAUGHT CURRICULUM Suggested Best Practices to Teach The Student Expectations in This Unit Model Lessons Vietnam, Great Society, Social ChangeOther Curricular Connection (Science, ELA, Math, Technology, LOTE, etc.)To be developedChallenge/ExtensionTo be developedDifferentiation Strategies/Materials (e.g., special education, ESL, bilingual, etc.)To be developed(e.g., special education, ESL bilingual, etc. )     PAGE  Updated August 2008 Part 2. 11.4. 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