1. CURRICULUM AND PROFESSIONAL DEVELOPMENT DIVISION
SOCIAL STUDIES DEPARTMENT
NATIONAL HISTORY DAY
TEACHER TRAINING
NOVEMBER 17, 2010
CLARK HIGH SCHOOL
4:00 p.m.-6:00 p.m.
AGENDA:
• Welcome and Introductions: 4:00 p.m.-4:05 p.m.
o Karlye Mull, Project Facilitator, K-12 Social Studies
o NHD Teacher Letter (h)
• National History Day College Park, Maryland: 4:05 p.m.-4:30 p.m.
o Photos
o Teacher, Student, & Parent Testimonials
Linda Garman, Rancho HS
Sarah and Sally Niederman, LVA
Erin and Brandon Franke, Saville MS
• Why Study History?: 4:30 p.m.-4:45 p.m.
o History matters
o NHD Research
Research skills
Critical thinking skills
Writing skills
Civic engagement
• 2011 NHD Theme-Debate & Diplomacy: 4:45 p.m.-5:30 p.m.
o 2011 NHD Theme (h) & NHD Sample Topics (h)
o Nevada topics
o Thinking Thematically (h)
• Southern Nevada NHD Contest: 5:30 p.m.-6:00 p.m.
o Process
o Categories
Changes to website category
o Date and location
o NHD CD
OUTCOMES
• As a participant in today’s session, you will have the opportunity to…
o learn about research that supports the use of NHD in classroom instruction
o learn about the 2011 NHD theme, Debate & Diplomacy
o learn about the process for implementing NHD in the social studies classroom
11/15/2010 CPDD K-12 Social Studies 1
2. National History Day in Nevada
Karlye Mull
Project Facilitator, K-12 Social Studies
Curriculum and Professional Development Division
Dear Social Studies Educator!
I hope that you all had a smooth start to your school year! Though it may seem early, now is the time to begin thinking
about starting students on their National History Day projects! This year’s state contest will be on Saturday, April 2, 2011
at the Northwest Career and Technical Academy, 8200 W. Tropical Parkway, Las Vegas, 89149. The 2011 National
History Day theme is Debate & Diplomacy In History: Successes, Failures, and Consequences. This theme lends
itself to easy application in all middle and high school social studies classes, including U.S. History, Geography, World
History, and Government.
NVNHD Teacher workshop: This workshop will provide new and veteran NVNHD teachers with suggestions and
strategies for implementing National History Day in their classrooms. Current NVNHD teachers will be sharing their tips
and strategies for the successful implementation of NVNHD in the classroom. This professional development opportunity
will take place on Wednesday, November 17, 2010 in the Clark High School Library from 4:00 pm to 6:00 pm.
Registration is available on Pathlore.
NVNHD CD: This year NVNHD materials are being provided in the form of a training website on a CD. This CD
contains the NHD theme book, 2011 NHD rulebook, the NVNHD curriculum guide, 2011 State contest dates and entry
form, and most anything else you need to successfully implement NVNHD in your classroom! You will receive a copy of
the training materials CD at the November workshop. If you would like to get started before the November 17 training,
please check out the National History Day website at www.nhd.org. Click on Contest and then Getting Started.
Educational Value of NVNHD: Based on a national evaluation conducted last school year, students participating in
National History Day have shown evidence of being better writers, able to write for a purpose, using real voice; use solid
evidence to support their point of view; are critical thinkers who can digest, analyze, and synthesize information; and are
better prepared to conduct college-level research than their peers who do not participate in National History Day. This
valuable research demonstrates the power of the National History Day program in creating historical thinkers who are
engaged by inquiry.
As with every year, we look to expand the number students competing at the state competition. Your participation and
support of Nevada National History Day will assist our students in becoming competitive in a 21
st
century society.
Please do not hesitate to contact me with any questions you may have regarding Nevada National History Day.
Best,
Karlye Mull, Project Facilitator, K-12 Social Studies
799-8464
kjmull@interact.ccsd.net
11/15/2010 CPDD K-12 Social Studies 2
3. National History Day
Introduction for Educators
Authentic History, Authentic Student Historians
Presented by Karlye Mull, Project Facilitator, K-12 Social Studies
Curriculum and Professional Development Division
What is History?
• What does history mean
to you?
• What does history mean
t t d t ?to your students?
• What do you want your
students to take away
from your class?
Why Study History?
• History Matters!
o It’s an active process of study and inquiry - not just passive
memorization
• Arena for development
of cross-curricular skillsof cross-curricular skills
o Research
o Writing
o Technology
o Reading
o Inquiry
o Critical thinking
o Analysis
Why Study History?
“True historical understanding requires students to
engage in historical thinking; to raise questions
and to marshal solid evidence in support of their
answers; to go beyond the facts presented in their
textbooks and examine the historical record
themselves”
-National Standards for History
National Center for History in the Schools
Why National History Day?
• Students learn by doing.
o Would you teach a chemistry class without having your
students do experiments?
• Students learn history by doing history.
o National History Day is the lab component of youry y p y
history class.
Why NHD??
NHD Research Study on Applied Skills, Academic
Performance, & Interest in History and Civic Engagement
• Conducted in 4 sites around the country
• Data collection included performance assessments,
surveys, and standardized test scores
• The study explored students’
The Research Shows…..
research and writing skills
ability to interpret historical information
Academic performance
Interest in past and current events
11/15/2010 CPDD K-12 Social Studies 3
5. 2011 NHD Theme
Debate & Diplomacy in History:
Successes, Failures, Consequences
Debate & Diplomacy in History
• Topics must be an example of debate or diplomacy
in history (or both)
• Think about the definition of the words
o Debate
o Diplomacy
• Successes, Failures, Consequences
o Don't forget about the second half of the theme
o Will help students to ask good questions about the significance of
their topic in history
Nevada Topics
1. Nevada Statehood – “Battle Born
2. Mining Strikes in Nevada ~ 1881 in Lewis (Lander
County); 1907 in Goldfield
3. Yucca Mountain
4. Federal ownership of lands in Nevada
5 Relocation of Indian tribes5. Relocation of Indian tribes
6. Indian gaming
7. Testing of the atomic bomb in the Nevada desert
8. Water rights
9. The Moulin Rouge hotel & African American
entertainers in the 1950’s
Topic Brainstorm
What topics from your curriculum are examples of
debate or diplomacy in history?
Tips for Picking Topics
• Is your topic too new?
o Avoid current events… Delve into a part of history!
o More than 20 years in the past as a rule of thumb
The contemporary debate
over immigration in Arizona
The 1924 Immigration Act:
Quotas and the debate over
who can come to America
11/15/2010 CPDD K-12 Social Studies 5
6. Tips for Picking Topics
Is your topic too broad?
• Narrow topic by time period, people, event, or geographic area.
• Look at something specific related to the broad topic
The entire history of slavery in the
United States
The debate over slavery during the
Constitutional Convention
The NHD Process
Research Analyze Present
The Three Hats of the
Historian
Research
• Students research their topics using
primary and secondary sources
• Builds information and media
literacy
"During my research I was able to visit the
archives... I found that often the primary
sources had better opinions and more
meaningful information than the compiled
secondary sources."
Analyze
• Students become historians
• Analyze their findings and
discuss significance of topic
in history
• Builds inquiry, critical
thinking, and analysis skills
Presentation
• Students present their
research in one of
several creative
formats:
o Exhibits
o Documentaries
o Website
o Performances
o Papers (individuals only)
Exhibits
• Similar to what you
might see in a museum
• Uses text, images,
objects, etc. to make an
argumentargument
• Up to 6' tall, 40" wide,
and 30" deep
• 500 student-composed
words
• Most popular NHD
category
11/15/2010 CPDD K-12 Social Studies 6
7. Documentaries
• Similar to what you might see
on PBS or the History
Channel
• 10-minute media presentation
• Great category for students• Great category for students
who like technology and have
a visual topic
Performances
• 10-minute dramatic
performance
• Conveys argument, evidence
• Uses scripts, props, costumes,
tetc.
• Great category for performers
who love to be on stage: actors,
singers, dancers, etc.
• Sarah Niederman, LVA
Papers
• Individual papers only -
no group entries
• 1,500-2,500 word paper
about an historical topic
• Includes citations:• Includes citations:
footnotes, endnotes, or
other internal
documentation
• Great category for
aspiring writers
Web Sites
• Exciting, new category!
• 1,200 student-composed
words, 100 MB size limit
• Incorporates text,
images media and moreimages, media, and more
to make and support an
argument
• Created using the NHD
Website Editor - provided
free online
1. Individual and Group are now separate categories
2. Must use the NHD website editor accessed at: http://nhd.weebly.com/
3. File size ~ still 100 MB; however, no need to check file size as Weebly
won’t allow anything bigger
4. Multimedia Usage:
• No limit to the number of pieces BUT no clip may be longer than 45
seconds (e.g. background music must be looped)
5. Annotated Bibliography and Process Paper should:
B f h b i
Website Category Changes
Be a part of the website
Be integrated into navigational structure of the website
NOT be printed and sent in
Is NOT included in the word count
6. DEADLINE: Websites are closed for judging at 5pm on March 30th.
7. Copyrighted music/songs may not be used (unless permission has been
granted to do so) ~ recommend that students use websites such as
“Limewire” or “Freeplay Music”
8. No narration of student composed text
9. Footnotes, Endnotes, or internal documentation NOT required
State History Day
• Saturday, April 2, 2011
• Northwest Career &
Technical Academy
• 8200 W. Tropical
Pkwy Las VegasPkwy, Las Vegas,
89149
• 7:30 Registration
• 3:00 Awards
• 4:00 Winners’ Meeting
11/15/2010 CPDD K-12 Social Studies 7
8. The NHD Timetable
• Remember the Basics: Research, Analyze, Present
o Introduce History Day and theme
o Help students choose topics
o Mentor their research and analysis
o Guide their project creation
Evaluate their worko Evaluate their work
The NHD Timetable
Remember: Can be shorter or longer depending on your needs.
• November/December:
o Introduce program and theme
o Topic selection
o Begin research
• January
o Continue into more advanced research
o Analysis and argument
o Draft projects
• February, March
o Project creation
o Feedback and revisions
• April, May, June
o NHD competition cycle
Resources
Resources you may not have considered (for students)
1. ABC‐CLIO
2. Library of Congress
3. National Archives
4. Eyewitness to History
5. ONE ~ Online Nevada Encyclopedia
6 N d St t M Vi t l T6. Nevada State Museum Virtual Tours
7. GOOGLE Images (Can do an advanced search)
8. Gilder Lehrman Institute of American History
9. EDSITEment (for teacher use)
http://edsitement.neh.gov/tab_websites.asp
10. NNCSS website resource list (for teacher use):
http://www.nvsocialstudies.com/resources.html
1. State Contest Location: Northwest Career & Technical
Academy, 8200 W. Tropical Parkway, Las Vegas, 89149
2. Contest Deadlines: Entry Cards due March 25, 2011
NHD Competition April 2, 2011
3. On the teacher training CD
• Rubric for judging entries
Details, Details, Details…….
• Sample judges questions
• 2011 NHD Rulebook
4. Revised Entry Form
• Teacher phone number (last 4 digits used for registering
for NHD)
• URL ~ If a student is entering a website their URL MUST
be on the entry form!!
Want your teachers and students to get involved?
Southern Nevada Competition, Saturday, April 2, 2011
NWCTA, 8200 W. Tropical Pkwy, Las Vegas, 89149
11/15/2010 CPDD K-12 Social Studies 8
9. Congratulations on your decision to become a National History Day
Scholar! You are joining more than half a million students studying
history by doing history! No longer will your knowledge of history be
measured by the correct answers to the predetermined questions at
the end of the chapter or how often you lug a 1000-page history
book home only to fall asleep, drooling on the couch, after two pages
of the chapter. National History Day (NHD) wants you to become the
historian! You decide on a topic. You find the sources. You determine
the consequences based on the evidence. After you finish your research,
you have a choice on how to tell the story. You may choose to create
a historical performance, paper, web site,
documentary or an exhibit. NHD puts you in
control of your learning. Let’s get started.
First, begin with the theme: Debate and
Diplomacy in History: Successes, Failures,
Consequences. If you have participated in
National History Day before you know the
theme is always broad enough to include
research topics at the community, state,
national or world history level. The theme
is important because historical research requires more than a detailed
description of an event. The theme helps you ask questions and think
deeply about your topic. Examine the arguments for and against.
Explain the historical consequences of the outcome of the debate
or diplomatic event. Whose success is it? Whose failure? Excellent
topics that are not connected to the theme can quickly become poor
research projects.
The best way to understand the theme is to define each word. The first
two words, Debate and Diplomacy are broad categories. Your topic
will be on a debate or a diplomatic event. Sometimes you will find a
topic that fits under both debate and diplomacy but that is not
required. To understand all the possible meanings for the words go to
the dictionary with a partner, think about different meanings and
National History Day 2011 Theme:
DEBATE & DIPLOMACY IN HISTORY:
SUCCESSES, FAILURES, CONSEQUENCES
By Ann Claunch
Ann Claunch is the director of curriculum for National History Day
brainstorm possible research topics under each definition. The key to
topic selection is the ability to articulate its connection to the theme.
What are examples of debates? A debate is defined as an argument,
a dispute or a deliberation. Famous debates like the Lincoln/Douglas
debates over slavery, Aristotle and Plato discussing “nature versus
nurture” or the impact of the Kennedy/Nixon televised presidential
debates on political campaigns are interesting topics. But so are
debates concerning civil liberties. Who should be allowed to vote? A
paper or an exhibit on the 15th or the 19th amendments or a web site
of Anna Howard Shaw’s Fundamental Principles of Representation, are
excellent NHD projects. With this theme,
the amendments to The Constitution or
Supreme Court cases can be mined for
topic ideas. CAUTION! Always think
historically. Be careful not to focus on
present day debates and don’t forget
local topics!
What about censorship? If you are
interested in music you might consider a
web site or an exhibit about the debate
surrounding the innovative music of Johann Sebastian Bach in the 17th
century or Giuseppe Verdi’s suggestive opera lyrics in the 19th century.
What about the 1955 debate proposing a connection between rock
music and juvenile delinquency or The Buckley Report and the heated
debate correlating rock music to drug abuse?
Consider reform movements! New ideas introduced are always debated.
You might write a paper about the Hull House, the establishment of the
Tuskegee Institute or the formation of the National Association for the
Advancement of Colored People. Other possibilities are a web site about
the controversy surrounding the publication of Upton Sinclair’s book
The Jungle or a documentary on A Red Record by Ida B. Wells. From
world history you can do a documentary on Martin Luther’s 95 theses
or Emile by John Jacque Rousseau.
11/15/2010 CPDD K-12 Social Studies 9
10. For more information, contact:
National History Day, Inc.
0119 Cecil Hall, University of Maryland, College Park, MD 20742
301.314.9739 info@nhd.org www.nhd.org
Refer to web site for local contest dates and information. National Contest: June 12–16, 2011
How about women? What types of jobs
should women be employed to do? Should
both sexes have equal treatment under the
law and receive equal pay for the same job?
In answers to these questions, you might
create a documentary on the impact and
legacy of Title IX legislation or a performance on the Seneca Falls
conference. What about the change in women’s fashion in the
1920s? A web site on the role of women in the 1830s or the
debate surrounding Betty Friedan’s book, The Feminine Mystique,
in the 1960s are topic options.
What about diplomacy? Diplomacy is defined in the most simplistic
terms as international affairs. When nations collide in ideological
differences or battle over resources the result may demand a diplomatic
solution. An international conference, a treaty or a summit of historical
significance are examples of research topics related to Diplomacy
in History. Although diplomacy usually evokes an international
disagreement, be alert to other possibilities. Researching the early 18th
century about land ownership in the United States and treaties with the
Native Americans involved diplomacy and its consequences. The Black
Hawk War of 1832 in the U.S. and The Lancaster Treaty of 1744 are
examples of research topics that had immediate impact which resulted
in a legacy of treatment.
What are national and international topic ideas? The Dayton Peace
Accords, NAFTA, the Geneva Convention or Nixon’s 1972 visit to China
are international topics that changed history. Careful analysis of the
Salt Treaties in a web site, a documentary on the Munich Agreement
of 1938 or a paper on Ben Franklin’s trip to England reveals varying
diplomatic outcomes. What about the carefully orchestrated diplomatic
pressure during the 1980s by President Ronald Reagan on Soviet
leader Mikhail Gorbachev regarding The Berlin Wall and communism?
Don’t forget diplomacy topics on the national front. You might
consider an exhibit on the impact of The Missouri Compromise
or a web site about the Guadalupe
Hildalgo land grant or a performance
on the Smoot Hawley Act.
No matter what your interests are, you
canfindahistoricaltopictoresearch with
Debate and Diplomacy in History: Successes, Failures, Consequences.
For instance, if you are interested in affairs of the state, you might
create a performance on the impact of Albert J. Beveridge’s The
March of the Flag by exploring the debate between isolationists
and interventionists in the Spanish American War. What about a web
site on the two sides of the Cuban Missile Crisis? Was diplomacy a
success? Other possibilities are a paper or an exhibit explaining the
debate over The League of Nations or the South East Asia Treaty.
What happens when diplomacy fails?
Thesecondpartofthetheme,Successes,Failures,Consequences,includes
words to use as a thinking backboard or to bounce your topic off. These
words help you analyze your topic by raising questions that you will
need to answer as you research. What made your topic a success or a
failure? Was it a success in the beginning and then later determined
a failure? For whom? Why or why not? Was an important group of
people‘s voices silenced? And the most important word—consequences.
How does your topic have long term impact? How did it change history?
Your interpretation of the consequences and historical significance of
your topic should be based on your research and supported by evidence.
Always examine your topic for the short-term consequences and the
long-term change.
Debate and Diplomacy in History is an exciting theme because you
can find topics everywhere. Start by talking to everyone about possible
topic ideas and reading widely. Ask your parents, your teachers, your
friends. You can search the Internet. Peruse your textbook and your
school library. Carry a notebook and write down ideas. When you
have a list, circle the topics you want to know more about and go to
the library to begin researching!
11/15/2010 CPDD K-12 Social Studies 10
11. 10 Debate & Diplomacy in History:
Successes, Failures, Consequences National History Day 2011 11
SAMPLE TOPICS
Lone Wolf v. Hitchcock (1903): Debated Rights
Kill the Indian and Save the Man:The Impact of Indian Boarding Schools:
Debated Philosophies
Educational Amendment Act: Equality Debated
Broadening Boundaries—Shrinking limitations
the question of slavery
in the Northwest
Sample
Topics
ARCIdentifier595010/LocalIdentifierRG241:Patent47,631,Sheet1.ItemfromRecord
Group241:RecordsofthePatentandTrademarkOffice,1836-1973
TOPIC SUCCESSES FAILURES CONSEQUENCES
DEBATE
Constitutional Convention 1787 The Constitutional Convention
succeeded in continuous
unity of the nation
The Constitutional Convention
ignored the slavery question
Civil War
DIPLOMACY
Yalta Conference Yalta Conference succeeded in
bringing the U.S., England and
Russia into diplomatic dialogue
U.S. and Britain compromised
too much resulting in the
establishment of the Eastern Block
Spread of Communism
Suggested Teaching Idea:
Debate and Diplomacy Semantic Map
National Archives and Records Administration
United States Library of Congress
National Archives and Records Administration
Debate and Diplomacy in History Worksheet
For the Teacher: In the diagram below, demonstrate to students how to expand a topic and explore successes, failures and consequences,
using The Constitutional Convention and The Yalta Conference as examples.
Next, ask pairs of students to select two or three topics on the sample topic list on page 10. Working together, students conduct
preliminary research and complete the form by adding information about the topics that were selected. Finally, the students present
the topics they researched and what was discovered.
11/15/2010 CPDD K-12 Social Studies 11
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13. 3.17 STUDENTS WILL DEFEND A SPATIAL DECISION REGARDING THE HISTORICAL EVENTS OF
EUROPE; E.G., THE CRUSADES, TRADE, AND THE PLAGUE ON SOCIETY DURING THE MIDDLE
AGES; USING CRITICAL THINKING, POINT OF VIEW, GEOGRAPHIC VOCABULARY, AND
DEMOGRAPHIC CONCEPTS BY CONDUCTING RESEARCH.
(7, 8) [NS: H1.(6-8).23, H4.(6-8).10, G5.(6-8).3, G6.(6-8).4, G6.(6-8).7, G7.(6-8).1-2]
4. UNDERSTANDING ASIA IN SPATIAL TERMS
4.6 STUDENTS WILL LOCATE MAJOR CIVILIZATIONS, ANCIENT THROUGH CURRENT, IN ASIA AND
DESCRIBE HOW AND WHY THESE CHANGED OVER TIME BY UTILIZING TEXT READING
STRATEGIES.
(1, 2, 4, 8) [NS: G6.(6-8).2]
5. UNDERSTANDING THE MIDDLE EAST IN SPATIAL TERMS
5.1 STUDENTS WILL DESCRIBE THE PHYSICAL AND HUMAN FEATURES OF THE MIDDLE EAST
INCLUDING THE ABSOLUTE LOCATION (LATITUDE AND LONGITUDE) AND RELATIVE LOCATION
TO IDENTIFY PROMINENT COUNTRIES, CITIES, AND PHYSICAL FEATURES BY UTILIZING AND/OR
CREATING MAPS, GRAPHS, AND DIAGRAMS.
(1, 2, 6, 8) [NS: G5.(6-8).5, G6.(6-8).1, G6.(6-8).9]
6. UNDERSTANDING AFRICA IN SPATIAL TERMS
6.5 STUDENTS WILL IDENTIFY PATTERNS OF RURAL AND URBAN SETTLEMENTS IN DEVELOPING
AND DEVELOPED COUNTRIES BY UTILIZING TEXT READING STRATEGIES.
(2, 4, 7) [NS: G7.(6-8).4]
7. UNDERSTANDING AUSTRALIA, OCEANIA, AND ANTARCTICA IN SPATIAL TERMS
7.7 STUDENTS WILL DESCRIBE AND EVALUATE CHANGES THAT RESULT FROM THE HUMAN
MODIFICATION OF AUSTRALIA, OCEANIA, AND ANTARCTICA’S PHYSICAL ENVIRONMENT
INCLUDING THE ROLE OF TECHNOLOGY AND THE GLOBAL IMPACT BY UTILIZING TEXT
READING STRATEGIES.
(3, 4, 7, 8) [NS: G8.(6-8).1-3]
8. UNDERSTANDING THE WORLD IN SPATIAL TERMS THROUGH COMPARATIVE & CURRENT
GEOGRAPHIC ISSUES
8.6 STUDENTS WILL IDENTIFY A REGIONAL OR INTERNATIONAL ECONOMIC ISSUE AND EXPLAIN IT
FROM A SPATIAL PERSPECTIVE INCLUDING THE ROLE OF COMPROMISE IN THE RESOLUTION
OF THE ISSUE USING CRITICAL THINKING, POINT OF VIEW, GEOGRAPHIC VOCABULARY, AND
DEMOGRAPHIC CONCEPTS BY CONDUCTING RESEARCH.
(3, 4, 7, 8) [NS: G7.(6-8).5, G8.(6-8).8, C13.(6-8).2]
WORLD HISTORY – 7010
4. EXPLORATION
4.4 STUDENTS WILL COMPARE AND CONTRAST THE EFFECTS OF EXPLORATION ON BOTH
EUROPEAN AND COLONIAL SOCIETIES BY SEEKING INFORMATION FROM VARIED SOURCES TO
DEVELOP INFORMED OPINIONS.
(1, 2, 7, 9) [NS: H2, G7.(9-12).2, G7.(9-12).5]
5. ENLIGHTENMENT AND REVOLUTION
5.4 STUDENTS WILL ANALYZE THE FACTORS THAT LED TO THE AMERICAN REVOLUTION BY
CONDUCTING RESEARCH.
(1, 6, 9) [NS: H3.(9-12).16]
6. NATION-BUILDING AND INDUSTRIALIZATION
6.2 STUDENTS WILL EXPLAIN THE CHANGING ROLES OF CLASS AND GENDER AS A RESULT OF
ECONOMIC CHANGES DURING THE INDUSTRIAL, AMERICAN, AND FRENCH REVOLUTIONS BY
PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY
PRESENTATIONS.
(1, 2, 7, 8) [NS: H3.(9-12).22]
7. WORLD WARS
7.1 STUDENTS WILL DESCRIBE AND INTERPRET THE CAUSES AND EFFECTS OF WORLD WAR I
INCLUDING THE ECONOMIC AND POLITICAL IMPACT BY UTILIZING AND/OR INTERPRETING
14. PRIMARY AND SECONDARY SOURCES.
(1, 6, 8) [NS: H4.(9-12).1, H4.(9-12).14]
7.4 STUDENTS WILL DESCRIBE THE CAUSES OF WORLD WAR II, INCLUDING THE LEGACY OF
WORLD WAR I AND THE RISE OF TOTALITARIAN STATES BY APPLYING WRITING STRATEGIES.
(6, 7, 8) [NS: H2.(9-12).11]
8. COLD WAR AND BEYOND
8.5 STUDENTS WILL SYNTHESIZE THE SIGNIFICANCE OF THE USSR BREAKUP INCLUDING THE
INTERNATIONAL AND ECONOMIC FACTORS THAT CONTRIBUTED TO THE END OF THE COLD
WAR AND THE FORMATION OF NEW NATIONS BY PRESENTING INFORMATION ORALLY, IN
WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS.
(1, 6, 8) [NS: H2.(9-12).22, H4.(9-12).15]
9. CONTEMPORARY GLOBAL ISSUES
9.4 STUDENTS WILL COMPARE AND CONTRAST RACIAL SEGREGATION IN THE UNITED STATES
WITH OTHER RACIAL AND SOCIAL POLICIES, INCLUDING APARTHEID IN SOUTH AFRICA BY
COLLABORATING WITH PEERS. (1, 4, 6, 8) [NS: H3.(9-12).14]
9.8 STUDENTS WILL DETERMINE THE CAUSES AND CONSEQUENCES OF GENOCIDAL CONFLICTS,
E.G., THE HOLOCAUST, ARMENIA, BOSNIA, RWANDA, AND DARFUR, AND ANALYZE THE MORAL
IMPLICATIONS OF THESE CONFLICTS AROUND THE WORLD BY CONDUCTING RESEARCH.
(6, 9) [NS: H3.(9-12).20, H3.(9-12).21]
U.S. HISTORY – 7030
2. AMERICAN PROGRESSIVISM AND FOREIGN POLICY
2.11 STUDENTS WILL ANALYZE MAJOR SOCIAL MOVEMENTS IN THE UNITED STATES AND EXPLAIN
THEIR IMPACT ON THE CHANGING SOCIAL AND POLITICAL CULTURE, I.E., THE POPULIST AND
PROGRESSIVE MOVEMENTS BY CONDUCTING RESEARCH.
(2, 4, 6, 8, 9) [NS: H3.(9-12).5]
2.12 STUDENTS WILL COMPARE AND CONTRAST THE DOMESTIC POLICIES OF THEODORE
ROOSEVELT, WILLIAM HOWARD TAFT, AND WOODROW WILSON BY UTILIZING TEXT
READING STRATEGIES.
(2, 8, 9) [NS: H3]
3. FROM BOOM TO BUST
3.3 STUDENTS WILL EXAMINE SOCIAL TENSIONS IN THE POST-WORLD WAR I ERA, I.E., RADICAL
POLITICS, IMMIGRATION RESTRICTIONS, INTERNAL MIGRATION, RELIGIOUS FUNDAMENTALISM,
AND RACISM BY CONDUCTING RESEARCH.
(2, 3, 6, 8, 9) [NS: H3.(9-12).6]
3.6 STUDENTS WILL DESCRIBE THE CAUSES OF THE GREAT DEPRESSION BY SEEKING
INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED OPINIONS.
(1, 2, 3, 4, 8, 9) [NS: H2.(9-12).9]
4. WORLD WAR II
4.3 STUDENTS WILL ANALYZE AND INTERPRET THE IMPACT OF THE BOMBING OF PEARL HARBOR
IN THE UNITED STATES BY UTILIZING AND/OR INTERPRETING PRIMARY AND SECONDARY
SOURCES.
(3, 8, 9) [NS: H2]
4.5 STUDENTS WILL DESCRIBE THE SOCIAL AND ECONOMIC IMPACT OF WORLD WAR II ON LIFE IN
THE UNITED STATES BY APPLYING WRITING STRATEGIES.
(2, 3, 4, 6, 7, 8, 9) [NS: H2]
5. COLD WAR CONFLICTS
5.5 STUDENTS WILL DESCRIBE THE EFFECTS OF THE COLD WAR ON UNITED STATES’ DEFENSE
POLICY INCLUDING THE ARMS RACE, THE SPACE RACE, AND NUCLEAR TESTING BY UTILIZING
AND/OR CREATING MAPS, GRAPHS, AND DIAGRAMS.
(3, 6, 8, 9) [NS: H4]
5.11 STUDENTS WILL ANALYZE HOW POST-WORLD WAR II SCIENCE AND TECHNOLOGY
AUGMENTED UNITED STATES ECONOMIC STRENGTH, TRANSFORMED DAILY LIFE, AND
INFLUENCED THE WORLD ECONOMY AND POLITICS BY SEEKING INFORMATION FROM VARIED
15. SOURCES TO DEVELOP INFORMED OPINIONS.
(2, 3, 6, 7, 8, 9) [NS: H3.(9-12).10]
6. POST-WAR DOMESTIC AMERICA
6.4 STUDENTS WILL DESCRIBE THE ROLE OF MUSIC, ART, LITERATURE, AND TELEVISION IN
SHAPING 1950S POPULAR CULTURE BY PRESENTING INFORMATION ORALLY, IN WRITING,
AND/OR THROUGH TECHNOLOGY PRESENTATIONS.
(3, 4, 6, 7, 8, 9) [NS: H3.(9-12).23]
6.7 STUDENTS WILL DESCRIBE THE MAJOR ISSUES, EVENTS, AND KEY PEOPLE OF THE EARLY
CIVIL RIGHTS MOVEMENT INCLUDING DESEGREGATION OF FEDERAL JOBS AND THE ARMED
FORCES; JACKIE ROBINSON BREAKING THE COLOR BARRIER; BROWN V. BOARD OF
EDUCATION; ROSA PARKS; AND THE INTEGRATION OF CENTRAL HIGH SCHOOL IN LITTLE
ROCK, ARK BY RESPONDING TO HISTORICAL TEXT/LITERATURE.
(3, 4, 6, 7, 8, 9) [NS: H3.(9-12).9]
7. TURBULENT 1960S AND THE CIVIL RIGHTS MOVEMENT
7.3 STUDENTS WILL DESCRIBE THE MAJOR ISSUES, EVENTS, AND KEY PEOPLE OF THE NATIVE
AMERICAN RIGHTS MOVEMENT INCLUDING AMERICAN INDIAN MOVEMENT, WOUNDED KNEE,
LAND CLAIMS, AND THE ALCATRAZ OCCUPATION BY PRESENTING INFORMATION ORALLY, IN
WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS.
(3, 4, 6, 7, 8, 9) [NS: H3.(9-12).9]
7.9 STUDENTS WILL COMPARE AND CONTRAST THE GOALS AND ACCOMPLISHMENTS OF THE
DOMESTIC POLICIES BETWEEN PRESIDENT KENNEDY AND PRESIDENT JOHNSON BY UTILIZING
AND/OR INTERPRETING PRIMARY AND SECONDARY SOURCES.
(1, 2, 3, 6, 8, 9) [NS: H2]
8. 1970S: DISCO AND DISILLUSION
8.2 STUDENTS WILL DESCRIBE THE FOREIGN POLICY OF RICHARD NIXON AND DETAIL THE
AMERICAN WITHDRAWAL FROM VIETNAM BY CONDUCTING RESEARCH.
(2, 3, 6, 8, 9) [NS: H2, H3, H4]
8.8 STUDENTS WILL DESCRIBE THE EARLY ATTEMPTS AND EARLY ACCOMPLISHMENTS OF THE
ENVIRONMENTAL PROTECTION MOVEMENT BY PRESENTING INFORMATION ORALLY, IN
WRITING, AND/OR THROUGH TECHNOLOGY PRESENTATIONS.
(1, 2, 7, 8, 9) [NS: H3, H4]
9. THE 1980S AND THE CONSERVATIVE REVOLUTION
9.3 STUDENTS WILL DESCRIBE THE DOMESTIC POLICIES OF RONALD REAGAN AND ASSESS THEIR
IMPACT ON POLITICS INCLUDING THE RISE OF CONSERVATISM, REAGANOMICS, AND THE WAR
ON DRUGS BY SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP INFORMED
OPINIONS.
(1, 2, 4, 6, 7, 8, 9) [NS: H3, H4]
9.5 STUDENTS WILL ANALYZE THE ISSUES AND EVENTS INVOLVED IN THE
PRESIDENTIAL ELECTION OF 1988 BY BY UTILIZING TECHNOLOGY RESOURCES.
(2, 8, 9) [NS: H3, H4]
10. AMERICA IN THE AGE OF GLOBALIZATION
10.6 STUDENTS WILL EXPLAIN THE ECONOMIC, POLITICAL, AND TECHNOLOGICAL IMPACT ON THE
UNITED STATES OF THE FOLLOWING CONFLICTS, I.E., KOREA, VIETNAM, PERSIAN GULF WAR,
IRAQ, AND THE WAR ON TERROR BY APPLYING WRITING STRATEGIES.
(1, 2, 3, 6, 8, 9) [NS: H2.(9-12).15]
10.12 STUDENTS WILL EXPLORE THE INFLUENCE OF LEGAL AND ILLEGAL IMMIGRATION ON THE
UNITED STATES BY CONDUCTING RESEARCH.
(3, 6, 8, 9) [NS: H4.(9-12).10]
10.15 STUDENTS WILL DESCRIBE THE CHANGES IN DOMESTIC POLICY OF THE CURRENT
UNITED STATES PRESIDENT AS COMPARED TO THE RECENT PAST PRESIDENTS BY
PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH TECHNOLOGY
PRESENTATIONS.
(2, 4, 6, 7, 8, 9) [NS: H3, H4]
16. U.S. GOVERNMENT – 7050
1.0 CONSTITUTIONAL UNDERPINNINGS
1.2 STUDENTS WILL ANALYZE THE MAJOR HISTORICAL EVENTS, DOCUMENTS, AND PEOPLE THAT
INFLUENCED THE CREATION OF THE UNITED STATES CONSTITUTION, INCLUDING ENGLISH
LAW, JUDEO-CHRISTIAN BELIEFS, THE REVOLUTIONARY WAR, AND THE ARTICLES OF
CONFEDERATION BY SEEKING INFORMATION FROM VARIED SOURCES TO DEVELOP
INFORMED OPINIONS.
(2, 3, 4, 5, 8, 9, 10) [NS: H2.(9-12).1; C13.(9-12).2]
1.4 STUDENTS WILL COMPARE AND CONTRAST THE COMPROMISES MADE DURING THE
CONSTITUTIONAL CONVENTION BY APPLYING WRITING STRATEGIES.
(2, 3, 4, 5, 9, 10) [NS: C13]
1.5 STUDENTS WILL SUMMARIZE AND EVALUATE THE ARGUMENTS MADE DURING THE
RATIFICATION OF THE UNITED STATES CONSTITUTION BY UTILIZING AND/OR
CREATING MAPS, GRAPHS, AND DIAGRAMS.
(2, 3, 4, 5, 9, 10) [NS: C13]
3.0 CIVIL RIGHTS AND CIVIL LIBERTIES
3.1 STUDENTS WILL ANALYZE THE UNITED STATES CONSTITUTION AND ITS AMENDMENTS IN
PROTECTING INDIVIDUAL RIGHTS, INCLUDING THE FOURTEENTH AMENDMENT’S PROVISIONS
FOR DUE PROCESS AND EQUAL PROTECTION OF INDIVIDUAL RIGHTS THROUGH THE
EXAMINATION OF LANDMARK CASES BY CONDUCTING RESEARCH.
(2, 3, 4, 5, 9, 10) [NS: C13.(9-12).5]
3.2 STUDENTS WILL DESCRIBE KEY EVENTS WHICH PLAYED A MAJOR ROLE IN THE STRUGGLE
FOR THE EXPANSION OF AFRICAN AMERICAN RIGHTS DURING THE LATE 19
TH
AND EARLY 20
TH
CENTURIES BY UTILIZING TECHNOLOGY RESOURCES.
(2, 3, 4, 5, 8, 9, 10) [NS: H3.(9-12).1, H3.(9-12).6]
3.3 STUDENTS WILL IDENTIFY, DESCRIBE, AND DISCUSS THE MAJOR ISSUES, EVENTS, AND
PEOPLE OF MINORITY RIGHTS MOVEMENTS, E.G., CIVIL RIGHTS ACT OF 1964, BLACK POWER
MOVEMENT, UNITED FARM WORKERS, AMERICAN INDIAN MOVEMENT, VIVA LA RAZA, WOMEN’S
RIGHTS MOVEMENT, INCLUDING THE IMPACT THESE EVENTS HAD ON LOCAL, STATE, AND
NATIONAL GOVERNMENTS BY CONDUCTING RESEARCH.
(2, 3, 4, 5, 8, 9, 10) [NS: H3.(9-12).7, H3.(9-12).9]
3.6 STUDENTS WILL ANALYZE THE POWER OF JUDICIAL REVIEW AND SUMMARIZE THE IMPACT OF
THE FEDERAL COURT SYSTEM ON CIVIL RIGHTS AND CIVIL LIBERTIES BY APPLYING WRITING
STRATEGIES.
(1, 2, 3, 6, 7, 9, 10) [NS: C14.(9-12).12]
7.0 PUBLIC POLICY
7.6 STUDENTS WILL DESCRIBE THE UNITED STATES PAST FOREIGN POLICY OBJECTIVES AND
ACTIONS INCLUDING THE GOVERNMENT OFFICIALS’ ROLES IN DEVELOPING FOREIGN POLICY
BY CONDUCTING RESEARCH.
(3, 7, 8, 9, 10) [NS: G5.(9-12).1-2, G5.(9-12).8, G7.(9-12).1; E12.(9-12).3-4; C16.(9-12).2-4]
7.8 STUDENTS WILL DISCUSS THE STRUCTURE OF AND THE PURPOSE OF UNITED STATES
MILITARY POLICY BY PRESENTING INFORMATION ORALLY, IN WRITING, AND/OR THROUGH
TECHNOLOGY PRESENTATIONS.
(1, 2, 3, 6, 7, 8, 9, 10) [NS: C14.(9-12).1-3, C16.(9-12).3]
7.12 STUDENTS WILL DESCRIBE THE UNITED STATES’ POLICY CONCERNING STRATEGIC,
POLITICAL, AND ECONOMIC INTERESTS ON THE MIDDLE EAST, LATIN AMERICA, MEXICO,
IMMIGRATION, TRADE, AND THE ENVIRONMENT BY PROVIDING CONTEMPORARY EXAMPLES.
(3, 7, 8, 9, 10) [NS: H4.(9-12).7; C16.(9-12).3]
