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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
UNIT OVERVIEW This unit bundles student expectations that address important events and their impact from 1990 to the present. By 1990 the U.S. economy had gradually slid back into a recession. President George H.W. Bush spent much of his administration working to address the recession and the large budget deficit left by the previous administration. The end of the Cold War during his presidency allowed for an examination of military spending, yet the failure of the administration to relieve the recession prompted a third party challenger in the 1992 election. Third party challenger Ross Perot was more successful than any other third party candidate in U.S. history in an election that brought Bill Clinton to office. President Clinton’s administration successfully implemented policies aimed at restoring the economy, balancing the nation’s budget, and reforming welfare. During the 1990s, Americans witnessed increasing globalization, genocide in the Balkans, and the growth of computer-related industries. Despite his policy successes, President Clinton became the focus of a major scandal which resulted in his impeachment. It was also during the 1990s that Americans were introduced to First Lady Hillary Clinton who, after her husband left office, remained in public service first as a senator from New York and later as Secretary of State in the Obama administration. The controversial 2000 election ended with Al Gore winning the popular vote and George W. Bush winning the electoral college. Not long after President Bush was in office, the United States was attacked by terrorists on September 11, 2001. President Bush responded by declaring a global war on terror, which included U.S. invasion of Afghanistan, where terrorists had bases, and the invasion of Iraq. The creation of the Department of Homeland Security and the passage of the USA PATRIOT Act were also measures supported by the Bush administration to fight terrorism. By 2008 the Bush administration was working to provide assistance to private businesses to address a looming financial crisis brought about by the collapse of the mortgage industry. It was in the midst of this financial crisis that the first African American elected as president, Barack Obama took office. President Obama’s administration worked with Congress to pass the American Recovery and Reinvestment Act, intended to stimulate the economy and prevent an economic depression. He also worked to pass legislation to regulate banks, reform health care, and address environmental issues. It was during the Obama administration that two women Supreme Court Justices were appointed, Sonia Sotomayor and Elena Kagan. By the end of the Obama administration the economy had recovered, yet the expanded role of government in the economy, and the economic implications of immigration endured as a subjects of debate for Americans. An examination of the foreign and domestic policies of the presidential administrations from 1990-2016 is important for understanding the issues that Americans continue to deliberate into the 21st century. Prior to this unit, students learned about the larger role the United States played in international relations as well as the changing political, economic and social characteristics of the United States from 1970-1990. During this unit students learn about the foreign and domestic policies along with the challenges faced by the presidential administrations from 1990-2016. Students also examine how increasing globalization, along with changing technologies and business practices have affected economics in the United States during this period. In the next unit students review the eras previously studied throughout the year.
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
OVERARCHING UNDERSTANDINGS AND QUESTIONS Societies must adjust to changes to thrive. What steps have Americans taken to create a more perfect union?
OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Historical Processes US History since 1877 Unit 11 PA 01 Click on the PA title to view related rubric.
Conflict/Cooperation
Write a foreign policy brief for a presidential candidate in the 1992 election. The brief should explain how foreign policy in the United States shifted after the end of the Cold War and update the candidate about U.S. foreign policy initiatives that took place during the George H.W. Bush administration. Standard(s): US.2B , US.2C , US.2D , US.11A , US.11F , US.19E , US.25C , US.25D , US.29B , US.30A ELPS.c.1D , ELPS.c.5F
Economic Patterns Monetary/Fiscal Policy
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
UNIT UNDERSTANDINGS The end of the Cold War, during the presidency of George H.W. Bush, resulted in a redefining of foreign policies along with an ever increasing U.S. presence in global affairs into the 21st century. What role did the United States play in ending the Cold War? Why did President George H.W. Bush authorize fighting in Panama and the Persian Gulf War? Why is it challenging to reduce the federal budget deficit? What impact does the popularity and prevalence of American culture and products have on the rest of the world? What arguments are made for and against the participation of the United States in international organizations? What arguments are presented when discussing the solvency of long term entitlement programs?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Historical Processes US History since 1877 Unit 11 PA 02 Click on the PA title to view related rubric.
Conflict/Cooperation
Create an interview between a reporter and a member of the Clinton administration. The interview should include at least seven questions the reporter would ask and the responses from the interviewee. The interview should include details about the administration’s economic policies, the challenges in the Balkans, and the impeachment of the president. Standard(s): US.2B , US.2C , US.11A , US.11D , US.14C , US.17E , US.18A , US.19C , US.27C , US.28A , US.28C , US.30A ELPS.c.1D , ELPS.c.5F
Economic Patterns Monetary/Fiscal Policy Globalization
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS President Bill Clinton overcame third-party challengers to lead an administration that oversaw unprecedented economic growth and managed a crisis in the Balkans despite scandal and impeachment. How did the Ross Perot’s candidacy affect the 1992 election? What affect did NAFTA, American entrepreneurship, and new technologies have on economic growth in the United States in the 1990s? What was characteristic of the American economy at the end of the 20th century? Why was President Clinton impeached but not removed from office?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
US History since 1877 Unit 11 PA 03 Click on the PA title to view related rubric. Create two commemorative markers, one for any of the sites attacked on 9/11/2011 and another for any area affected by Hurricane Katrina. The markers should include a brief summary of the significance of the site and an explanation of the impact of the events that affected that site. Standard(s): US.2B , US.2C , US.2D , US.11A , US.12A , US.13B , US.14C , US.19B , US.19D , US.20B , US.29B , US.30A ELPS.c.1G , ELPS.c.5A
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS After a disputed election, George W. Bush became president and during his administration the United States suffered the attacks of 9/11, the devastation of Hurricane Katrina, and a worsening economic recession. How was the 2000 election decided? How did President Bush’s administration respond to the attacks of 9/11? What geographic and political factors were responsible for the devastation of Hurricane Katrina? What was characteristic of the American economy by 2008?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
US History since 1877 Unit 11 PA 04 Click on the PA title to view related rubric. Draw a spectrum ranging from Least Pressing Issue to Most Pressing Issue. Brainstorm a list of at least six political, economic and social challenges the United States faced during the Obama administration. Place the items from the generated list on the spectrum and write an explanation of your choice of placement Standard(s): US.2B , US.2C , US.2D , US.11C , US.11E , US.13B , US.18B , US.19D , US.24B , US.26D , US.29B , US.29G ELPS.c.1C , ELPS.c.5A
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS Following an historic election, Barack Obama took office and his administration worked to prevent an economic depression, extended opportunities to women and minorities, and acted to protect the environment. What is significant about the election of Barack Obama in 2008? How was Oprah Winfrey instrumental in the election of Barack Obama? What is significant about the accomplishments of Hillary Clinton, Sonia Sotomayor and Elena Kagan? What financial challenges were addressed by the Reinvestment Act of 2009?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Student may not understand that it is challenging for historians to determine the significance of recent historical events and people often because not enough time has passed to realize fully the impact of historical changes.
UNIT VOCABULARY Related Vocabulary immigration Electoral College
terrorism North American Free Trade Agreement (NAFTA) Last Updated 06/16/2017
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entitlement programs recession Page 5 of 31
INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
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Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: 1990- present – during this period the role of the United States in the world has become more complex with the fall of communism; the United States was involved in the Persian Gulf War, the Balkan Crisis and wars in Iraq and Afghanistan during this time; the events of September 11, 2001 brought to light the challenges presented by global terrorism; in 2008 Barack Obama became the first African American elected to the highest office in the United States; socially Americans continue during this time period to grapple with issues involving immigration, rising costs of healthcare, and rights for minority populations
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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US.2C
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
Apply ABSOLUTE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Absolute chronology – exact date RELATIVE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Relative chronology – general time period or era
US.2D
Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites US-Soviet space race), 1968-1969 (Martin Luther King Jr assassination and US lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
Explain SIGNIFICANCE OF DATES AS TURNING POINTS Including, but not limited to: 1991 – Cold War ends 2001 – terrorist attacks on World Trade Center and the Pentagon 2008 – election of first African American president, Barack Obama
Supporting Standard US.11
History. The student understands the emerging Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to: US.11A
Describe US involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror. Readiness Standard
Describe U.S. INVOLVEMENT IN WORLD AFFAIRS Including, but not limited to: End of the Cold War – throughout the 1980s, the Soviet Union battled with a failing economy and unrest. When Mikhail Gorbachev became the new Soviet leader, he promoted political liberty and opened the “doors” to capitalism. Other Eastern European countries were also encountering economic instability and unrest (democratization of Poland). Borders began to open and free elections were held, ousting longstanding Communist regimes. The symbolic end of the Cold War came in 1989 with the tearing down of the Berlin Wall. Persian Gulf War – following United Nations Security Council sanctions against Iraq for the invasion of Kuwait in 1990, the United States led a UN-authorized coalition force of 34 nations, to expel Iraqi forces from the country of Kuwait. The war was decisively won with the liberation of Kuwait by the coalition forces but Saddam Hussein remained in power. The Balkans Crisis – the U.S. provided air and naval support to the UN peacekeeping mission in Bosnia and Herzegovina in the early 1990s. In 1995, the U.S. participated as part of the NATO peacekeeping force sent to enforce the Dayton Peace Accords. These agreements laid the foundation for the country of Bosnia and Herzegovina to become stable and rebuild. 9/11 – an attack by al-Qaeda operatives on the United States. Using hijacked planes the terrorists attacked the World Trade Center Towers and the Pentagon. A fourth plane crashed in Pennsylvania after passengers aboard learned about the attacks and attempted to overcome the terrorists on board. The attack resulted in close to 3,000 casualties and 6,000 injured, making it the deadliest terrorist attack in history and surpassing the death toll from Pearl Harbor. In response to the attacks the United States initiated the global War on Terror and the
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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invasion of Iraq and Afghanistan. The global War on Terror – an effort started by the George W. Bush administration in response to the 9/11attacks. The Bush administration defined the following goals for the War on Terror: Defeat terrorists such as Osama Bin Laden and Abu Musab al-Zarqawi and destroy their organizations Identify, locate, and destroy terrorists along with their organizations Deny sponsorship, support, and sanctuary to terrorists Diminish the underlying conditions that terrorists seek to exploit Defend U.S. citizens and interests at home and abroad US.11C
Evaluate efforts by global organizations to undermine US sovereignty through the use of treaties.
Evaluate EFFORTS BY GLOBAL ORGANIZATIONS TO UNDERMINE U.S. SOVEREIGNTY THROUGH THE USE OF TREATIES Including, but not limited to: A state’s participation in international affairs is often to protect national interests abroad. Current examples include: UN Convention on the Law of the Sea – opposed by President Reagan and numerous lawmakers because it gives power to a UN commission that has limited accountability; would impede U.S. sovereign security efforts and open the U.S. to numerous legal cases Kyoto Protocol – opposed by President George W. Bush and numerous lawmakers because it imposed drastic cuts in pollution, which was perceived to potentially cost the U.S. government billions of dollars and resulted in a loss of millions of jobs
US.11D
Analyze the impact of third parties on presidential elections.
Analyze
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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Supporting Standard
IMPACT OF THIRD PARTIES ON PRESIDENTIAL ELECTIONS Including, but not limited to: Third parties can greatly impact presidential elections. They provide the populace an additional candidate on the ballot that represents another American viewpoint, idea, and call for change from the status quo. In a close election, this candidate has the ability to upset the balance of power in the current system by drawing votes away from the established political parties, termed the “spoiler effect.” This is sometimes referred to as the “Nader Effect” because of the close voting tallies in Florida during the 2000 Presidential Election. During this election Nader gained almost 100,000 votes in Florida while Bush and Gore were separated by approximately 500 votes. The challenge of third parties in elections often serves as a catalyst for established parties to address issues raised by the third party.
US.11E
Discuss the historical significance of the 2008 presidential election. Supporting Standard
Discuss HISTORICAL SIGNIFICANCE OF THE 2008 PRESIDENTIAL ELECTION Including, but not limited to: As an African American, Barack Obama was the first minority elected to the office of President.
US.11F
Discuss the solvency of long-term entitlement programs such as Social Security and Medicare.
Discuss SOLVENCY OF LONG-TERM ENTITLEMENT PROGRAMS Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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Use current information and statistics to guide discussion. Refer to the annual reports issued by the Social Security and Medicare Board of Trustees. US
Geography.
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Including, but not limited to:
Readiness Standard
Levee failure in New Orleans after Hurricane Katrina Human factors – engineering failure of the levees Physical factors – the wind and storm surge of the hurricane hit at high tide; New Orleans lies below sea level; New Orleans is surrounded by bodies of water
US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
US.13B
Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. Readiness Standard
Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM LEGAL AND ILLEGAL IMMIGRATION TO THE UNITED STATES
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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Including, but not limited to: Economic conditions and political persecution led many immigrants to enter the United States legally and illegally Large influxes of immigrants caused rapid growth in ports of entry and cities with heavy industry, as well as the growth of cultural enclaves within cities Southern border states have experienced greater cultural diffusion from Mexico and a higher density of the Hispanic population due to proximity Western states have experienced greater cultural diffusion from Asia and a higher density of Asian populations due to proximity Businesses have responded to growing immigrant populations by providing telecommunications in a variety of languages, promoting products consumed by various cultural groups, and marketing and product packaging in multiple languages Cultural changes that resulted from immigration include the spread of Catholicism with the influx of Irish immigrants, the introduction of various cultural celebrations, and the proliferation of new foods and music STAAR Note: Spring 2013 STAAR tested the concept of geographic proximity as a cause of immigration patterns to the United States such as the East Coast receiving more European immigrants while the West Coast receives more Asian immigrants. US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
US.14C
Understand the effects of governmental actions on individuals, industries, and communities,
Understand
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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including the impact on Fifth Amendment property rights. Supporting Standard
EFFECTS OF GOVERNMENTAL ACTIONS ON INDIVIDUALS, INDUSTRIES, AND COMMUNITIES Including, but not limited to: Impact on Fifth Amendment property rights – the Fifth Amendment provides that private property shall not be taken without just compensation. When the government physically seizes property, such as for a highway or a park, it will have to pay just compensation.
US
Economics.
US.17
Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to:
US.17E
Describe the dynamic relationship between US international trade policies and the US free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).
Describe DYNAMIC RELATIONSHIP BETWEEN U.S. INTERNATIONAL TRADE POLICIES AND FREE ENTERPRISE SYSTEM Including, but not limited to: NAFTA – North American Free Trade Agreement; free trade agreement between Canada, the United States, and Mexico Advocates of free trade argue that it promotes competition in the market place thereby reducing prices for consumers. Opponents of free trade argue that it adversely affects jobs.
Readiness Standard
US.18
Economics. The student understands the economic effects of increased worldwide interdependence as Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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the United States enters the 21st century. The student is expected to: US.18A
Discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream. Supporting Standard
Discuss ROLE OF AMERICAN ENTREPRENEURS Including, but not limited to: Bill Gates – developed an operating system for personal computers; started a business in his garage that eventually grew to employ numerous Americans; founder of the Bill and Melinda Gates Foundation Sam Walton – small-town general store owner who believed he could bring important goods to rural America. His store Walmart is now known as an industry leader in supply chain operations and brings low prices and common goods to communities across the world. Estée Lauder – listed as one of Time magazine’s most influential business people in 1998, Estée Lauder grew up in New York and developed a world renowned beauty company. The basis of entrepreneurial skills were learned in her father’s hardware store and working for her uncle. Robert Johnson – founder of television network BET - Black Entertainment Television Lionel Sosa – founder of the largest Hispanic advertising agency in the United States: Sosa, Bromley, Aguilar, Noble, and Associates based in San Antonio.
US.18B
Identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy. Supporting Standard
Identify IMPACT OF INTERNATIONAL EVENTS, MULTINATIONAL CORPORATIONS, GOVERNMENT POLICIES, AND INDIVIDUALS ON THE 21ST CENTURY ECONOMY Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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Increased globalization has created unprecedented economic interdependence in the twentyfirst century, resulting in a situation where economic conditions in other parts of the world impact the U.S. economy. Additionally multinational corporations have expanded into many overseas markets, free trade zones have expanded, outsourcing of jobs from the United States has increased, and the need for knowledge about other cultures has become imperative in the business world. International events can include destructive events such as natural disasters, wars, strained diplomatic relations, and economic instability can adversely affect national and global economics including increasing national debts, destabilizing international trade, raising inflation, and introducing volatility to currency exchanges. Constructive events such as international agreements on diplomacy and economics can calm volatile markets and improve economic conditions. Multinational corporations operate in multiple regions and may wield influence over government policy by moving corporate headquarters to tax-friendly nations, contributing to political candidates in democratic elections, and choosing in which nation to conduct business. Multinational corporations can contribute to economic instability by being “too big to fail” requiring governments to intervene when the collapse of a critical corporation threatens widespread economic damage. Government policies can influence the twenty-first century economy in a multitude of ways such as by establishing regulations for fair business practices, controlling currency supplies, setting interest rates, establishing international trade relations, and participating in international trade organizations. Individuals can influence the economy in a variety of ways either by acting singularly as a social, political, or business leader, or by making choices that collectively influence democratic societies and free markets. STAAR Note: The Spring 2016 STAAR assessed the contributions made by Steve Jobs to the 21st century economy. US
Government. Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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US.19
Government. The student understands changes over time in the role of government. The student is expected to:
US.19B
Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11.
Explain CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES OF SIGNIFICANT EVENTS Including, but not limited to:
Readiness Standard
9/11 – USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism), purpose of the USA PATRIOT Act is to deter and punish terrorist acts in the United States and around the world, to enhance law enforcement investigatory tools, and other purposes. Instigated debates about issues of due process and privacy. US.19C
Describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of US citizens concerning trust in the federal government and its leaders.
Describe EFFECTS OF POLITICAL SCANDALS Including, but not limited to:
Supporting Standard
President Clinton’s impeachment – the second American president to have faced an impeachment trial; occurred when the Senate and the public began to question his actions while President
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
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US.19D
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.
Discuss ROLE OF CONTEMPORARY GOVERNMENT LEGISLATION IN THE PRIVATE AND PUBLIC SECTORS Including, but not limited to:
Supporting Standard
American Recovery and Reinvestment Act of 2009 – economic stimulus package intended to create jobs, promote investment, and increase consumer spending during the recession USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism) – purpose of the act is to deter and punish terrorist acts in the United States and around the world, and to enhance law enforcement investigatory capacity Economic initiatives – can be both legislative and by executive initiative, such as those made by the White House Economic Council US.19E
Evaluate the pros and cons of US participation in international organizations and treaties. Supporting Standard
Evaluate PROS AND CONS OF U.S. PARTICIPATION IN INTERNATIONAL ORGANIZATIONS AND TREATIES Including, but not limited to: Pros Influence international policy Protect American interest Protect American security Assist other countries Cons Potential loss of American sovereignty
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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Potential loss of American security STAAR Note: The Spring 2016 STAAR assessed the major reason for the rejection of the Kyoto Protocol. US.20
Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
US.20B
Evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D Roosevelt's attempt to increase the number of US Supreme Court justices and the presidential election of 2000.
Evaluate IMPACT OF RELATIONSHIPS AMONG BRANCHES OF GOVERNMENT Including, but not limited to: Presidential Election of 2000- Candidate George W. Bush won the electoral votes in Florida by a slim margin, triggering a recount of the ballots. Lawsuits followed to stop the recount in various Florida counties. Eventually the legal challenge was brought to the U.S. Supreme Court which ruled to stop the recounting. Bush was awarded Florida’s electoral votes and thereby won the election. Gore won the popular vote, Bush won the electoral vote. Impact – brought into question the Supreme Court’s authority to decide elections and highlighted the potential political partisanship of the Justices The changing nature of political party representation can affect the nature of the relationship between branches of government, such as the need to reach compromise when the legislative and executive branches are differing parties.
Readiness Standard
US
Citizenship.
US.24
Citizenship. The student understands the Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
importance of effective leadership in a constitutional republic. The student is expected to: US.24B
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.
Evaluate CONTRIBUTIONS OF SIGNIFICANT POLITICAL AND SOCIAL LEADERS Including, but not limited to:
Supporting Standard
Political leaders Hillary Clinton – First Lady (Bill Clinton); Senator from New York State (2001-2009); Secretary of State during the Obama administration; first female presidential nominee from a major political party, Democratic (2016)
US
Culture.
US.25
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
US.25C
Identify the impact of popular American culture on the rest of the world over time. Supporting Standard
Identify IMPACT OF POPULAR AMERICAN CULTURE ON WORLD Including, but not limited to: American popular culture has impacted dress, music, entertainment, and media throughout the world.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.25D
Analyze the global diffusion of American culture through the entertainment industry via various media. Supporting Standard
Analyze GLOBAL DIFFUSION OF AMERICAN CULTURE THROUGH THE ENTERTAINMENT INDUSTRY VIA VARIOUS MEDIA Including, but not limited to: American culture spread via movies, television, and music exposes other societies to American styles, attitude, values, and worldview.
US.26
Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
US.26D
Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society.
Identify POLITICAL, SOCIAL, AND ECONOMIC CONTRIBUTIONS OF WOMEN TO AMERICAN SOCIETY Including, but not limited to:
Supporting Standard
US
Political Sonia Sotomayor – first Hispanic to serve on the Supreme Court, nominated by President Obama Economic Oprah Winfrey –supervising producer and host of the top-rated, award-winning The Oprah Winfrey Show for two decades. She is a global media leader and philanthropist.
Science, technology, and society.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.27
Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:
US.27C
Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management. Readiness Standard
Understand IMPACT OF TECHNOLOGICAL AND MANAGEMENT INNOVATIONS AND THEIR APPLICATIONS IN THE WORKPLACE AND THE RESULTING PRODUCTIVITY ENHANCEMENTS FOR BUSINESS AND LABOR Including, but not limited to: Impact on the nature of work Innovations in technology contributed to longer workdays and higher levels of production (e.g., assembly line manufacturing). Light bulbs enabled factories to remain open at night. Innovations in manufacturing and machinery (robotics) led to more output and higher numbers of unskilled laborers, yet creates a need for skilled labor to run sophisticated machinery Time and motion study analysis (scientific management) influenced an increase in productivity and a decrease in skilled labor. Impact on business Patents gave individuals and companies exclusive rights over inventions. Computer management aided business in managing increased flow and availability of information Just-in-time inventory management allowed businesses to reduce cost, become more flexible, and better meet consumer demands. Electronic tracking of inventory including shipping and warehousing facilitates efficient
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
distribution of goods and inventory control. STAAR Note The 2013 STAAR connected the rise in computer use in the workplace with the need for employees to sign Internet-usage agreements. US.28
Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to:
US.28A
Analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States. Readiness Standard
Analyze HOW SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS, AND THE APPLICATION OF THESE BY THE FREE ENTERPRISE SYSTEM, IMPROVE THE STANDARD OF LIVING IN THE UNITED STATES Including, but not limited to: Use of railroads allowed for increased access to markets at lower transportation costs, especially for the movement of agricultural products from farms to distant markets. Introduction of electricity allowed for longer work days, and improved quality of life by bring light into home and allowing for the use of small appliances. The availability of automobiles and access to mass transportation in the United States has facilitated access to jobs, retail, recreation venues as well as allowing for a wider spatial distribution of the population. The introduction of hybrid vehicles resulted in reduced fuel consumption. Users of hybrid vehicles also save on the cost of fuel. An expansion of air travel has allowed for both business and leisure travel. Communication innovations starting with the telegraph and later the telephone has allowed for
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
easier and quicker spread of information and increased connectivity between individuals. The introduction of satellite and cellular technologies has enhanced telephone service to be faster and farther reaching. Access to information has been facilitated by the expansion of radio, television and computer technologies, and most significantly by the creation of the Internet. US.28C
Understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products. Supporting Standard
Understand HOW THE FREE ENTERPRISE SYSTEM DRIVES TECHNOLOGICAL INNOVATION AND ITS APPLICATION IN THE MARKETPLACE SUCH AS CELL PHONES, INEXPENSIVE PERSONAL COMPUTERS, AND GLOBAL POSITIONING PRODUCTS Including, but not limited to: The ability for an individual to produce an idea, develop the idea, and bring the idea to market for profit continues to spur innovation and improve our standard of living. Current and ever-improving technology and accessibility of information has reduced the time cycle need to develop new products. Innovators asses current technology, determine improvements to meet demand, and then produce. This cycle is seen in the 6 months to year turn over in new cell phone, computer, and global positioning products.
US
Social studies skills.
US.29
Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.29B
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.
Analyze INFORMATION Including, but not limited to: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create WRITTEN, ORAL, AND VISUAL PRESENTATIONS
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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SUGGESTED DURATION : 15 days
UNIT OVERVIEW This unit bundles student expectations that address important events and their impact from 1990 to the present. By 1990 the U.S. economy had gradually slid back into a recession. President George H.W. Bush spent much of his administration working to address the recession and the large budget deficit left by the previous administration. The end of the Cold War during his presidency allowed for an examination of military spending, yet the failure of the administration to relieve the recession prompted a third party challenger in the 1992 election. Third party challenger Ross Perot was more successful than any other third party candidate in U.S. history in an election that brought Bill Clinton to office. President Clinton’s administration successfully implemented policies aimed at restoring the economy, balancing the nation’s budget, and reforming welfare. During the 1990s, Americans witnessed increasing globalization, genocide in the Balkans, and the growth of computer-related industries. Despite his policy successes, President Clinton became the focus of a major scandal which resulted in his impeachment. It was also during the 1990s that Americans were introduced to First Lady Hillary Clinton who, after her husband left office, remained in public service first as a senator from New York and later as Secretary of State in the Obama administration. The controversial 2000 election ended with Al Gore winning the popular vote and George W. Bush winning the electoral college. Not long after President Bush was in office, the United States was attacked by terrorists on September 11, 2001. President Bush responded by declaring a global war on terror, which included U.S. invasion of Afghanistan, where terrorists had bases, and the invasion of Iraq. The creation of the Department of Homeland Security and the passage of the USA PATRIOT Act were also measures supported by the Bush administration to fight terrorism. By 2008 the Bush administration was working to provide assistance to private businesses to address a looming financial crisis brought about by the collapse of the mortgage industry. It was in the midst of this financial crisis that the first African American elected as president, Barack Obama took office. President Obama’s administration worked with Congress to pass the American Recovery and Reinvestment Act, intended to stimulate the economy and prevent an economic depression. He also worked to pass legislation to regulate banks, reform health care, and address environmental issues. It was during the Obama administration that two women Supreme Court Justices were appointed, Sonia Sotomayor and Elena Kagan. By the end of the Obama administration the economy had recovered, yet the expanded role of government in the economy, and the economic implications of immigration endured as a subjects of debate for Americans. An examination of the foreign and domestic policies of the presidential administrations from 1990-2016 is important for understanding the issues that Americans continue to deliberate into the 21st century. Prior to this unit, students learned about the larger role the United States played in international relations as well as the changing political, economic and social characteristics of the United States from 1970-1990. During this unit students learn about the foreign and domestic policies along with the challenges faced by the presidential administrations from 1990-2016. Students also examine how increasing globalization, along with changing technologies and business practices have affected economics in the United States during this period. In the next unit students review the eras previously studied throughout the year.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
OVERARCHING UNDERSTANDINGS AND QUESTIONS Societies must adjust to changes to thrive. What steps have Americans taken to create a more perfect union?
OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Historical Processes US History since 1877 Unit 11 PA 01 Click on the PA title to view related rubric.
Conflict/Cooperation
Write a foreign policy brief for a presidential candidate in the 1992 election. The brief should explain how foreign policy in the United States shifted after the end of the Cold War and update the candidate about U.S. foreign policy initiatives that took place during the George H.W. Bush administration. Standard(s): US.2B , US.2C , US.2D , US.11A , US.11F , US.19E , US.25C , US.25D , US.29B , US.30A ELPS.c.1D , ELPS.c.5F
Economic Patterns Monetary/Fiscal Policy
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UNIT UNDERSTANDINGS The end of the Cold War, during the presidency of George H.W. Bush, resulted in a redefining of foreign policies along with an ever increasing U.S. presence in global affairs into the 21st century. What role did the United States play in ending the Cold War? Why did President George H.W. Bush authorize fighting in Panama and the Persian Gulf War? Why is it challenging to reduce the federal budget deficit? What impact does the popularity and prevalence of American culture and products have on the rest of the world? What arguments are made for and against the participation of the United States in international organizations? What arguments are presented when discussing the solvency of long term entitlement programs?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Historical Processes US History since 1877 Unit 11 PA 02 Click on the PA title to view related rubric.
Conflict/Cooperation
Create an interview between a reporter and a member of the Clinton administration. The interview should include at least seven questions the reporter would ask and the responses from the interviewee. The interview should include details about the administration’s economic policies, the challenges in the Balkans, and the impeachment of the president. Standard(s): US.2B , US.2C , US.11A , US.11D , US.14C , US.17E , US.18A , US.19C , US.27C , US.28A , US.28C , US.30A ELPS.c.1D , ELPS.c.5F
Economic Patterns Monetary/Fiscal Policy Globalization
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SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS President Bill Clinton overcame third-party challengers to lead an administration that oversaw unprecedented economic growth and managed a crisis in the Balkans despite scandal and impeachment. How did the Ross Perot’s candidacy affect the 1992 election? What affect did NAFTA, American entrepreneurship, and new technologies have on economic growth in the United States in the 1990s? What was characteristic of the American economy at the end of the 20th century? Why was President Clinton impeached but not removed from office?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
US History since 1877 Unit 11 PA 03 Click on the PA title to view related rubric. Create two commemorative markers, one for any of the sites attacked on 9/11/2011 and another for any area affected by Hurricane Katrina. The markers should include a brief summary of the significance of the site and an explanation of the impact of the events that affected that site. Standard(s): US.2B , US.2C , US.2D , US.11A , US.12A , US.13B , US.14C , US.19B , US.19D , US.20B , US.29B , US.30A ELPS.c.1G , ELPS.c.5A
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SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS After a disputed election, George W. Bush became president and during his administration the United States suffered the attacks of 9/11, the devastation of Hurricane Katrina, and a worsening economic recession. How was the 2000 election decided? How did President Bush’s administration respond to the attacks of 9/11? What geographic and political factors were responsible for the devastation of Hurricane Katrina? What was characteristic of the American economy by 2008?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
US History since 1877 Unit 11 PA 04 Click on the PA title to view related rubric. Draw a spectrum ranging from Least Pressing Issue to Most Pressing Issue. Brainstorm a list of at least six political, economic and social challenges the United States faced during the Obama administration. Place the items from the generated list on the spectrum and write an explanation of your choice of placement Standard(s): US.2B , US.2C , US.2D , US.11C , US.11E , US.13B , US.18B , US.19D , US.24B , US.26D , US.29B , US.29G ELPS.c.1C , ELPS.c.5A
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS Following an historic election, Barack Obama took office and his administration worked to prevent an economic depression, extended opportunities to women and minorities, and acted to protect the environment. What is significant about the election of Barack Obama in 2008? How was Oprah Winfrey instrumental in the election of Barack Obama? What is significant about the accomplishments of Hillary Clinton, Sonia Sotomayor and Elena Kagan? What financial challenges were addressed by the Reinvestment Act of 2009?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Student may not understand that it is challenging for historians to determine the significance of recent historical events and people often because not enough time has passed to realize fully the impact of historical changes.
UNIT VOCABULARY Related Vocabulary immigration Electoral College
terrorism North American Free Trade Agreement (NAFTA) Last Updated 06/16/2017
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entitlement programs recession Page 5 of 31
INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
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Legend:
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Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: 1990- present – during this period the role of the United States in the world has become more complex with the fall of communism; the United States was involved in the Persian Gulf War, the Balkan Crisis and wars in Iraq and Afghanistan during this time; the events of September 11, 2001 brought to light the challenges presented by global terrorism; in 2008 Barack Obama became the first African American elected to the highest office in the United States; socially Americans continue during this time period to grapple with issues involving immigration, rising costs of healthcare, and rights for minority populations
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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US.2C
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
Apply ABSOLUTE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Absolute chronology – exact date RELATIVE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Relative chronology – general time period or era
US.2D
Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites US-Soviet space race), 1968-1969 (Martin Luther King Jr assassination and US lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
Explain SIGNIFICANCE OF DATES AS TURNING POINTS Including, but not limited to: 1991 – Cold War ends 2001 – terrorist attacks on World Trade Center and the Pentagon 2008 – election of first African American president, Barack Obama
Supporting Standard US.11
History. The student understands the emerging Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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political, economic, and social issues of the United States from the 1990s into the 21st century. The student is expected to: US.11A
Describe US involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror. Readiness Standard
Describe U.S. INVOLVEMENT IN WORLD AFFAIRS Including, but not limited to: End of the Cold War – throughout the 1980s, the Soviet Union battled with a failing economy and unrest. When Mikhail Gorbachev became the new Soviet leader, he promoted political liberty and opened the “doors” to capitalism. Other Eastern European countries were also encountering economic instability and unrest (democratization of Poland). Borders began to open and free elections were held, ousting longstanding Communist regimes. The symbolic end of the Cold War came in 1989 with the tearing down of the Berlin Wall. Persian Gulf War – following United Nations Security Council sanctions against Iraq for the invasion of Kuwait in 1990, the United States led a UN-authorized coalition force of 34 nations, to expel Iraqi forces from the country of Kuwait. The war was decisively won with the liberation of Kuwait by the coalition forces but Saddam Hussein remained in power. The Balkans Crisis – the U.S. provided air and naval support to the UN peacekeeping mission in Bosnia and Herzegovina in the early 1990s. In 1995, the U.S. participated as part of the NATO peacekeeping force sent to enforce the Dayton Peace Accords. These agreements laid the foundation for the country of Bosnia and Herzegovina to become stable and rebuild. 9/11 – an attack by al-Qaeda operatives on the United States. Using hijacked planes the terrorists attacked the World Trade Center Towers and the Pentagon. A fourth plane crashed in Pennsylvania after passengers aboard learned about the attacks and attempted to overcome the terrorists on board. The attack resulted in close to 3,000 casualties and 6,000 injured, making it the deadliest terrorist attack in history and surpassing the death toll from Pearl Harbor. In response to the attacks the United States initiated the global War on Terror and the
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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invasion of Iraq and Afghanistan. The global War on Terror – an effort started by the George W. Bush administration in response to the 9/11attacks. The Bush administration defined the following goals for the War on Terror: Defeat terrorists such as Osama Bin Laden and Abu Musab al-Zarqawi and destroy their organizations Identify, locate, and destroy terrorists along with their organizations Deny sponsorship, support, and sanctuary to terrorists Diminish the underlying conditions that terrorists seek to exploit Defend U.S. citizens and interests at home and abroad US.11C
Evaluate efforts by global organizations to undermine US sovereignty through the use of treaties.
Evaluate EFFORTS BY GLOBAL ORGANIZATIONS TO UNDERMINE U.S. SOVEREIGNTY THROUGH THE USE OF TREATIES Including, but not limited to: A state’s participation in international affairs is often to protect national interests abroad. Current examples include: UN Convention on the Law of the Sea – opposed by President Reagan and numerous lawmakers because it gives power to a UN commission that has limited accountability; would impede U.S. sovereign security efforts and open the U.S. to numerous legal cases Kyoto Protocol – opposed by President George W. Bush and numerous lawmakers because it imposed drastic cuts in pollution, which was perceived to potentially cost the U.S. government billions of dollars and resulted in a loss of millions of jobs
US.11D
Analyze the impact of third parties on presidential elections.
Analyze
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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Supporting Standard
IMPACT OF THIRD PARTIES ON PRESIDENTIAL ELECTIONS Including, but not limited to: Third parties can greatly impact presidential elections. They provide the populace an additional candidate on the ballot that represents another American viewpoint, idea, and call for change from the status quo. In a close election, this candidate has the ability to upset the balance of power in the current system by drawing votes away from the established political parties, termed the “spoiler effect.” This is sometimes referred to as the “Nader Effect” because of the close voting tallies in Florida during the 2000 Presidential Election. During this election Nader gained almost 100,000 votes in Florida while Bush and Gore were separated by approximately 500 votes. The challenge of third parties in elections often serves as a catalyst for established parties to address issues raised by the third party.
US.11E
Discuss the historical significance of the 2008 presidential election. Supporting Standard
Discuss HISTORICAL SIGNIFICANCE OF THE 2008 PRESIDENTIAL ELECTION Including, but not limited to: As an African American, Barack Obama was the first minority elected to the office of President.
US.11F
Discuss the solvency of long-term entitlement programs such as Social Security and Medicare.
Discuss SOLVENCY OF LONG-TERM ENTITLEMENT PROGRAMS Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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Use current information and statistics to guide discussion. Refer to the annual reports issued by the Social Security and Medicare Board of Trustees. US
Geography.
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Including, but not limited to:
Readiness Standard
Levee failure in New Orleans after Hurricane Katrina Human factors – engineering failure of the levees Physical factors – the wind and storm surge of the hurricane hit at high tide; New Orleans lies below sea level; New Orleans is surrounded by bodies of water
US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
US.13B
Analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. Readiness Standard
Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM LEGAL AND ILLEGAL IMMIGRATION TO THE UNITED STATES
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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Including, but not limited to: Economic conditions and political persecution led many immigrants to enter the United States legally and illegally Large influxes of immigrants caused rapid growth in ports of entry and cities with heavy industry, as well as the growth of cultural enclaves within cities Southern border states have experienced greater cultural diffusion from Mexico and a higher density of the Hispanic population due to proximity Western states have experienced greater cultural diffusion from Asia and a higher density of Asian populations due to proximity Businesses have responded to growing immigrant populations by providing telecommunications in a variety of languages, promoting products consumed by various cultural groups, and marketing and product packaging in multiple languages Cultural changes that resulted from immigration include the spread of Catholicism with the influx of Irish immigrants, the introduction of various cultural celebrations, and the proliferation of new foods and music STAAR Note: Spring 2013 STAAR tested the concept of geographic proximity as a cause of immigration patterns to the United States such as the East Coast receiving more European immigrants while the West Coast receives more Asian immigrants. US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
US.14C
Understand the effects of governmental actions on individuals, industries, and communities,
Understand
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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including the impact on Fifth Amendment property rights. Supporting Standard
EFFECTS OF GOVERNMENTAL ACTIONS ON INDIVIDUALS, INDUSTRIES, AND COMMUNITIES Including, but not limited to: Impact on Fifth Amendment property rights – the Fifth Amendment provides that private property shall not be taken without just compensation. When the government physically seizes property, such as for a highway or a park, it will have to pay just compensation.
US
Economics.
US.17
Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to:
US.17E
Describe the dynamic relationship between US international trade policies and the US free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).
Describe DYNAMIC RELATIONSHIP BETWEEN U.S. INTERNATIONAL TRADE POLICIES AND FREE ENTERPRISE SYSTEM Including, but not limited to: NAFTA – North American Free Trade Agreement; free trade agreement between Canada, the United States, and Mexico Advocates of free trade argue that it promotes competition in the market place thereby reducing prices for consumers. Opponents of free trade argue that it adversely affects jobs.
Readiness Standard
US.18
Economics. The student understands the economic effects of increased worldwide interdependence as Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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the United States enters the 21st century. The student is expected to: US.18A
Discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream. Supporting Standard
Discuss ROLE OF AMERICAN ENTREPRENEURS Including, but not limited to: Bill Gates – developed an operating system for personal computers; started a business in his garage that eventually grew to employ numerous Americans; founder of the Bill and Melinda Gates Foundation Sam Walton – small-town general store owner who believed he could bring important goods to rural America. His store Walmart is now known as an industry leader in supply chain operations and brings low prices and common goods to communities across the world. Estée Lauder – listed as one of Time magazine’s most influential business people in 1998, Estée Lauder grew up in New York and developed a world renowned beauty company. The basis of entrepreneurial skills were learned in her father’s hardware store and working for her uncle. Robert Johnson – founder of television network BET - Black Entertainment Television Lionel Sosa – founder of the largest Hispanic advertising agency in the United States: Sosa, Bromley, Aguilar, Noble, and Associates based in San Antonio.
US.18B
Identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy. Supporting Standard
Identify IMPACT OF INTERNATIONAL EVENTS, MULTINATIONAL CORPORATIONS, GOVERNMENT POLICIES, AND INDIVIDUALS ON THE 21ST CENTURY ECONOMY Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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Increased globalization has created unprecedented economic interdependence in the twentyfirst century, resulting in a situation where economic conditions in other parts of the world impact the U.S. economy. Additionally multinational corporations have expanded into many overseas markets, free trade zones have expanded, outsourcing of jobs from the United States has increased, and the need for knowledge about other cultures has become imperative in the business world. International events can include destructive events such as natural disasters, wars, strained diplomatic relations, and economic instability can adversely affect national and global economics including increasing national debts, destabilizing international trade, raising inflation, and introducing volatility to currency exchanges. Constructive events such as international agreements on diplomacy and economics can calm volatile markets and improve economic conditions. Multinational corporations operate in multiple regions and may wield influence over government policy by moving corporate headquarters to tax-friendly nations, contributing to political candidates in democratic elections, and choosing in which nation to conduct business. Multinational corporations can contribute to economic instability by being “too big to fail” requiring governments to intervene when the collapse of a critical corporation threatens widespread economic damage. Government policies can influence the twenty-first century economy in a multitude of ways such as by establishing regulations for fair business practices, controlling currency supplies, setting interest rates, establishing international trade relations, and participating in international trade organizations. Individuals can influence the economy in a variety of ways either by acting singularly as a social, political, or business leader, or by making choices that collectively influence democratic societies and free markets. STAAR Note: The Spring 2016 STAAR assessed the contributions made by Steve Jobs to the 21st century economy. US
Government. Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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US.19
Government. The student understands changes over time in the role of government. The student is expected to:
US.19B
Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11.
Explain CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES OF SIGNIFICANT EVENTS Including, but not limited to:
Readiness Standard
9/11 – USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism), purpose of the USA PATRIOT Act is to deter and punish terrorist acts in the United States and around the world, to enhance law enforcement investigatory tools, and other purposes. Instigated debates about issues of due process and privacy. US.19C
Describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of US citizens concerning trust in the federal government and its leaders.
Describe EFFECTS OF POLITICAL SCANDALS Including, but not limited to:
Supporting Standard
President Clinton’s impeachment – the second American president to have faced an impeachment trial; occurred when the Senate and the public began to question his actions while President
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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US.19D
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.
Discuss ROLE OF CONTEMPORARY GOVERNMENT LEGISLATION IN THE PRIVATE AND PUBLIC SECTORS Including, but not limited to:
Supporting Standard
American Recovery and Reinvestment Act of 2009 – economic stimulus package intended to create jobs, promote investment, and increase consumer spending during the recession USA PATRIOT Act (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism) – purpose of the act is to deter and punish terrorist acts in the United States and around the world, and to enhance law enforcement investigatory capacity Economic initiatives – can be both legislative and by executive initiative, such as those made by the White House Economic Council US.19E
Evaluate the pros and cons of US participation in international organizations and treaties. Supporting Standard
Evaluate PROS AND CONS OF U.S. PARTICIPATION IN INTERNATIONAL ORGANIZATIONS AND TREATIES Including, but not limited to: Pros Influence international policy Protect American interest Protect American security Assist other countries Cons Potential loss of American sovereignty
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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Potential loss of American security STAAR Note: The Spring 2016 STAAR assessed the major reason for the rejection of the Kyoto Protocol. US.20
Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
US.20B
Evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D Roosevelt's attempt to increase the number of US Supreme Court justices and the presidential election of 2000.
Evaluate IMPACT OF RELATIONSHIPS AMONG BRANCHES OF GOVERNMENT Including, but not limited to: Presidential Election of 2000- Candidate George W. Bush won the electoral votes in Florida by a slim margin, triggering a recount of the ballots. Lawsuits followed to stop the recount in various Florida counties. Eventually the legal challenge was brought to the U.S. Supreme Court which ruled to stop the recounting. Bush was awarded Florida’s electoral votes and thereby won the election. Gore won the popular vote, Bush won the electoral vote. Impact – brought into question the Supreme Court’s authority to decide elections and highlighted the potential political partisanship of the Justices The changing nature of political party representation can affect the nature of the relationship between branches of government, such as the need to reach compromise when the legislative and executive branches are differing parties.
Readiness Standard
US
Citizenship.
US.24
Citizenship. The student understands the Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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importance of effective leadership in a constitutional republic. The student is expected to: US.24B
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.
Evaluate CONTRIBUTIONS OF SIGNIFICANT POLITICAL AND SOCIAL LEADERS Including, but not limited to:
Supporting Standard
Political leaders Hillary Clinton – First Lady (Bill Clinton); Senator from New York State (2001-2009); Secretary of State during the Obama administration; first female presidential nominee from a major political party, Democratic (2016)
US
Culture.
US.25
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
US.25C
Identify the impact of popular American culture on the rest of the world over time. Supporting Standard
Identify IMPACT OF POPULAR AMERICAN CULTURE ON WORLD Including, but not limited to: American popular culture has impacted dress, music, entertainment, and media throughout the world.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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US.25D
Analyze the global diffusion of American culture through the entertainment industry via various media. Supporting Standard
Analyze GLOBAL DIFFUSION OF AMERICAN CULTURE THROUGH THE ENTERTAINMENT INDUSTRY VIA VARIOUS MEDIA Including, but not limited to: American culture spread via movies, television, and music exposes other societies to American styles, attitude, values, and worldview.
US.26
Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
US.26D
Identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society.
Identify POLITICAL, SOCIAL, AND ECONOMIC CONTRIBUTIONS OF WOMEN TO AMERICAN SOCIETY Including, but not limited to:
Supporting Standard
US
Political Sonia Sotomayor – first Hispanic to serve on the Supreme Court, nominated by President Obama Economic Oprah Winfrey –supervising producer and host of the top-rated, award-winning The Oprah Winfrey Show for two decades. She is a global media leader and philanthropist.
Science, technology, and society.
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US.27
Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to:
US.27C
Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management. Readiness Standard
Understand IMPACT OF TECHNOLOGICAL AND MANAGEMENT INNOVATIONS AND THEIR APPLICATIONS IN THE WORKPLACE AND THE RESULTING PRODUCTIVITY ENHANCEMENTS FOR BUSINESS AND LABOR Including, but not limited to: Impact on the nature of work Innovations in technology contributed to longer workdays and higher levels of production (e.g., assembly line manufacturing). Light bulbs enabled factories to remain open at night. Innovations in manufacturing and machinery (robotics) led to more output and higher numbers of unskilled laborers, yet creates a need for skilled labor to run sophisticated machinery Time and motion study analysis (scientific management) influenced an increase in productivity and a decrease in skilled labor. Impact on business Patents gave individuals and companies exclusive rights over inventions. Computer management aided business in managing increased flow and availability of information Just-in-time inventory management allowed businesses to reduce cost, become more flexible, and better meet consumer demands. Electronic tracking of inventory including shipping and warehousing facilitates efficient
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
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distribution of goods and inventory control. STAAR Note The 2013 STAAR connected the rise in computer use in the workplace with the need for employees to sign Internet-usage agreements. US.28
Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to:
US.28A
Analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States. Readiness Standard
Analyze HOW SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS, AND THE APPLICATION OF THESE BY THE FREE ENTERPRISE SYSTEM, IMPROVE THE STANDARD OF LIVING IN THE UNITED STATES Including, but not limited to: Use of railroads allowed for increased access to markets at lower transportation costs, especially for the movement of agricultural products from farms to distant markets. Introduction of electricity allowed for longer work days, and improved quality of life by bring light into home and allowing for the use of small appliances. The availability of automobiles and access to mass transportation in the United States has facilitated access to jobs, retail, recreation venues as well as allowing for a wider spatial distribution of the population. The introduction of hybrid vehicles resulted in reduced fuel consumption. Users of hybrid vehicles also save on the cost of fuel. An expansion of air travel has allowed for both business and leisure travel. Communication innovations starting with the telegraph and later the telephone has allowed for
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easier and quicker spread of information and increased connectivity between individuals. The introduction of satellite and cellular technologies has enhanced telephone service to be faster and farther reaching. Access to information has been facilitated by the expansion of radio, television and computer technologies, and most significantly by the creation of the Internet. US.28C
Understand how the free enterprise system drives technological innovation and its application in the marketplace such as cell phones, inexpensive personal computers, and global positioning products. Supporting Standard
Understand HOW THE FREE ENTERPRISE SYSTEM DRIVES TECHNOLOGICAL INNOVATION AND ITS APPLICATION IN THE MARKETPLACE SUCH AS CELL PHONES, INEXPENSIVE PERSONAL COMPUTERS, AND GLOBAL POSITIONING PRODUCTS Including, but not limited to: The ability for an individual to produce an idea, develop the idea, and bring the idea to market for profit continues to spur innovation and improve our standard of living. Current and ever-improving technology and accessibility of information has reduced the time cycle need to develop new products. Innovators asses current technology, determine improvements to meet demand, and then produce. This cycle is seen in the 6 months to year turn over in new cell phone, computer, and global positioning products.
US
Social studies skills.
US.29
Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.29B
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.
Analyze INFORMATION Including, but not limited to: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create WRITTEN, ORAL, AND VISUAL PRESENTATIONS
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired Last Updated 06/16/2017
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Page 30 of 31
INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 11: A New Century Turns – History During Our Own Lives 1990-Present ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/16/2017
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
Page 31 of 31
