Proposed Social Studies Curriculum based on MSDE Standards and Goals. Unit Six. The Struggle for Power in Post War America

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1 Rough Cut Edit /19/01 Draft Proposed Social Studies Curriculum based on MSDE Standards and Goals UNITED STATES HISTORY 1865 TO THE PRESENT Unit Six The Struggle for Power in Post War America One thing we need to do is tell young people about our struggles for civil rights. I think they sometimes have difficulty separating fact from fiction when it comes to our history. It s important that they hear how things were and what some of us had to go through before them. Many of them do not appreciate the suffering their ancestors have endured to bring them the degree of freedom they now enjoy. They must be reminded that many people have died so that they can have what they have now. Rosa Parks in her book Quiet Strength MCPS Office of Instruction and Program Development Department of Curriculum and Instruction 850 Hungerford Drive Rockville, Maryland 20850

2 How To Use This Guide This is the instructional guide for unit six, ninth grade social studies. The guides for units seven through eight will be in a similar format. Units two, three, and four will be developed for SY The guides have not been designed to be the end all and be all of social studies. They have been designed as a way to meet the state standards in a meaningful manner and allow time for individual teacher extension. As with all new curriculum, time for extension may only become available after the teacher has run through the curriculum once or twice. Five easy steps to teaching enjoyment 1. Realize very few things work right the first time around. Realize every time you do something, it s the first time around. 2. Read the whole guide through once, jotting notes as you go. Don t skim for easy, one shot photocopy lessons. 3. Apply guide to reality Get out a calendar and plan out your route. 4. Make reproducibles and collect materials. 5. Teach lessons, take notes for next time. Go home. The guide is meant to be read through in its entirety well before teaching any of the lessons. Numerous preparations must be made and chances for extension planned. Begin by reading the Enduring Understanding and Possible Essential Questions at the top of the facing page. Those two items encapsulate the whole idea or WHY of the unit. Why, as in Why study this? As you read through the guide you will see that the lessons sequentially build up to the ideas expressed in the Enduring Understanding. Next review the WHAT on the facing page. This is what MSDE wants kids to be able to know and do. We have also put the MSDE indicators in every lesson where they are taught. The rest of the guide and what you do in the classroom is the HOW. A Note To Teachers This unit is not as polished as we would like. In fact, we call it a rough-cut edit. There are suggestions for resources and for development of each lesson, but we have not fully completed the unit In creating this unit we considered: With guidance from the state, what are the most essential domestic aspects of post World War II era. How can we help students build a basic understanding of the era and encourage further independent study? Please keep in mind, this unit is only a guide it is intended to: a. clearly target the Maryland Content Standards and Core Learning Goals. b. model lessons that are directly targeted to MSDE standards. c. sequentially develop skills and knowledge around a fundamental social studies concept. d. provide teachers the curriculum tools to meet the latest state requirements for assessment and proven techniques for effective instruction. Please stay tuned to the social studies conference on First Class for opportunities for feedback. We need it! 2

3 W h y? Possible Essential Questions 1. What is power? 2. Why do some groups or individuals want power? 6 3. How does control of power affect decision making? 4. Can one individual make a difference? 5. Is the nature of power inherently good or bad? 6. What structures of society exert power? 7. Should media, technology, and markets be controlled? 8. How can power be used to change common beliefs? 9. How can powerless groups gain power? Enduring Understanding In a democracy power is shared among many individuals, groups, and institutions. The possession of power opens the doors of economic, political, and social opportunity. In postwar America the struggle for power intensified among the political, business, and cultural sectors of society. The war had upset the traditional roles of many parts of society. As roles were redefined, many sought to expand their sphere of power and open the doors of opportunity in our prosperous democracy. Today the quest for power in democratic decision making continues. MSDE Content Standards (5/19/00) [italics = not directly assessed on HSA, bold = MSDE glossary word, [brackets] = MCPS notes] U.S. History Students demonstrate understanding of the economic boom, social transformation, and technological development of post war United States to the present. W h a t? Students demonstrate understanding of domestic policies and politics from 1945 to 1970 with emphasis on the struggle for racial and gender equality and the extension of civil liberties 1. trace the expansion of New Deal policies from the Fair Deal through the Great Society, including the controversies (US 1.1.6; US 1.1.7) 2. analyze the origins, major developments, controversies, and consequences of the post-war African American civil rights movement, including President Truman s decision to end segregation in the armed forces, the role and view of leading civil rights advocates such as Martin Luther King, Jr., Thurgood Marshall, and Rosa Parks and key United States Supreme Court cases (G 1.1.3, G1.2.2, US 1.2.4, US 1.1.8) 3. analyze how the advances in the African-American civil rights movement influenced the agendas and strategies in the quest of Native Americans, Asian-Americans, and Hispanic-Americans for civil rights and equality of opportunities (US 1.1.3) 4. analyze reapportionment cases and voting rights legislation and their impact on political participation and representation (US 1.1.3, G 3.1.1) 5. analyze the origins, major developments, controversies, and consequences of the post-war women s movement (US 1.2.3) Political Systems 1. analyze legislation, court decisions and key cases dealing with interpretations of the United States Constitution, including, but not limited to Marbury v. Madison, McCulloch v. Maryland, Plessy v. Ferguson, Brown v. Board of Education (G 1.1.1, G 1.1.2, G 1.2.1) Peoples of the Nation and World 1. evaluate the role of institutions in guiding, transmitting, and changing culture. 2. evaluate the manifestations of prejudice and discrimination on individuals and groups (US 1.2.3, US 1.2.4, US 2.1.1, US 2.1.3) 2000 MCPS Social Studies Pre-Assessment 3

4 Social Studies Skills 1. demonstrate understanding of the meaning, implication, and impact of historical events and hypothesize how events could have taken other directions (SFS 2.2.2, 2.2.3) 2. explain different viewpoints in historical accounts of controversial events and determine the context in which the statements were made, including but not limited to, the questions asked, the sources used and the author s perspective (SFS 2.1.1) H o w? Unit Overview Unit Six of ninth grade United States History frames the study of postwar America as a struggle for power amidst the changes roles and groups on the domestic front. Students will analyze data, government policy, and legal precedents to determine the effect on various groups in American society. The experiences of individuals and groups are also explored during their struggle for political, economic, and cultural power. Students begin with data analysis that reveals the overwhelming strength of the postwar economy and moves on to the struggle for economic and political power. 4

5 PAGE # Unit Outline Estimated 7 Pre Assessment: The Growth of a Nation: Students demonstrate their understanding of the size and power of the post war US economy through data analysis and basic map interpretation Lesson Sequence One Coming Home from the War Who Has Opportunity? Session One: From Adolescence to History The different degrees of opportunity and prosperity are introduced through the teen experience. Students explore the varied nature of postwar opportunity for white men, African American men, and white women through brief biographies. Session Two: Who Has Opportunity? Students recognize how political power, economic opportunity and social access are interconnected. Students use biography cards and data sets from the previous sessions to analyze the experiences of those who did not have access to opportunity in the post war era. Session Three: Optional Student Research: Popular Culture Students define popular culture and begin to explore how the popular culture of the postwar era reflected the prosperity and struggles of the time. This session begins the research component of the unit. Lesson Sequence Two The Struggle for Political Power Session One: Through the Legal System Students examine the ability of legal precedent to expand the rights and opportunities of African Americans. Specifically, students compare of Brown v. Board of Education and obstacles to its execution Session Two: Through Leadership Students analyze the methods and impact of key leaders in the struggle for African American civil rights. The leadership of Thurgood Marshall, Rosa Parks, Martin Luther King, Jr., Jackie Robinson, and Harry Truman is examined in the struggle for political power for African Americans. Session Three: Through Voting Students explore the need to secure voting rights for African Americans in the post war era. Session Four: Proven Methods Students study how women and Hispanic Americans applied the methods used in the African American struggle for civil rights and economic opportunity to improve their own condition. Lesson Sequence Three The Struggle for Economic Power Session One: New Deal to Great Society - Students examine the goals of entitlements policies from the New Deal through the Great Society. Session Two: From Rosie the Riveter to Rosie the Loan Officer Students will examine the change in attitudes and changes in women s participation in the paid workforce. Optional Presentation Session: Popular Culture Students reflect on the research question posed in the first lesson sequence as they share their positions and the findings that support them. 59 Summative Assessment: BCRs Continue to be Your Friend Students practice the process for attacking and writing a BCR. The question for the BCR serves as a summative assessment for the unit. Time* 1 session 3 sessions 4 sessions 3 sessions 1 session 2000 MCPS Social Studies Pre-Assessment 5

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