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Table of Content
Instructional plans
Lessons
Support information and student activities.
Note:
For nearly every lesson the students are assessed on
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worksheets are assessed on completeness and accuracy
of information.

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High School Curriculum - U.S. History post 1945 will explore post war America and the rise of the
U.S. as a global power. The containment of communism as it shaped U.S. policy will be
evaluated, especially as it relates to global conflict. Civil Rights, the counterculture movement
and the changes that shaped current culture will also be explored.
State Standards:
CCG: Define and clarify an issue so that its dimensions are well understood.
• SS.HS.SA.01 Define, research, and explain an event, issue, problem, or phenomenon and its
significance to society.
CCG: Acquire and organize materials from primary and secondary sources.
• SS.HS.SA.02 Gather, analyze, use, and document information from various sources,
distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals.
• SS.HS.SA.03 Understand what it means to be a critical consumer of information.
CCG: Explain various perspectives on an event or issue and the reasoning behind them.
• SS.HS.SA.04 Analyze an event, issue, problem, or phenomenon from varied or opposed
perspectives or points of view.
CCG: Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of
historical issues and events.
• SS.HS.HS.04 Understand how contemporary perspectives affect historical analysis.
CCG: Historical Skills: Understand, recognize, and interpret change and continuity over time.
• SS.HS.HS.03 Recognize and interpret continuity and/or change with respect to particular
historical developments in the 20th century.
CCG: Understand how government is influenced and changed by support and dissent of individuals,
groups, and international organizations.
• SS.HS.CG.06.01 Understand how U.S. political parties have influenced government policy and
decisions.
• SS.HS.CG.06.02 Understand the causes, course, and impact of the civil rights/equal rights
movements.
CCG: Historical Skills: Interpret and reconstruct chronological relationships
• SS.HS.HS.01 Reconstruct, interpret, and represent the chronology of significant events,
Lesson # 1

High School
Standards: The
containment of
communism as it
shaped U.S. policy
will be evaluated,
especially as it
relates to global
conflict.

State Standards:

SS.HS.SA.02
Lesson # 2

High School
Standards: The
containment of
communism as it
shaped U.S. policy
will be evaluated,
especially as it
relates to global
conflict.

State Standards:

SS.HS.SA.02
 After reading the section from Bloods discuss
these questions in your groups.
2. What is the U.S. perspective on the War in
Vietnam?
 What can you learn about Vietnam from this
reading?
After reading the textbook discuss these
questions in your groups.
What events are significant according to the
textbook?
 What does the textbook tell you about the Vietnam
War?
Compare this information to a
primary source account of the
Vietnam War.

Analyze the primary source

using the SOAPS structure and
record all historical
information from the reading.
Use this information to
compare and contrast the
social and historical
perspectives of the Vietnam
War.

When you have finished

comparing the two sources,
give your opinion stating which
source told the story of the
cold war better
Lesson # 3
High School
Standards: The
containment of
communism as it
shaped U.S. policy
will be evaluated,
especially as it
relates to global
conflict.
Lesson # 4
High School
Standards: The
containment of
communism as it
shaped U.S.
policy will be
evaluated,
especially as it
relates to global
conflict.

State Standards:

SS.HS.SA.02
 Guerrilla Warfare
List ideas that
correspond to guerrilla
warfare. List as many
as possible, at least 10.

Give your 3 most important facts or concepts

that relate to guerrilla warfare, explain why.
Lesson # 5
High School
Standards: The
containment of
communism as it
shaped U.S.
policy will be
evaluated,
especially as it
relates to global
conflict.

State Standards:
SS.HS.SA.02
 Vietnam was a colony of France
 Communism was the main factor that led to
war.
 Ho Chi Minh was the leader of Communism
in the north
 Soviets supported the communist North and
the U.S. supported the South.
 The DMZ is the border between the North
and the South.
 Vietcong were the guerilla military force.
Trying to make all of Vietnam a united
Communist country.
› Small groups
› Hit and run tactics
› No uniforms
› Used tunnels and trees
 Neither side necessarily knew what was
going on.
 Domino Theory – that if Vietnam were to fall to
the communist powers than every other eastern
nation would soon fall.
 Kennedy sent money, supplies and advisors to
South Vietnam.
 Vietnamese boats attacked U.S. ships in open
water
 Congress passed the Gulf of Tonkin
Resolution authorizing the president to send as
many troops as need to win the fight in Vietnam.
 The war was in the Jungle – no place was
safe
 Soldiers lived with civilians – who was
who?
 The U.S. was discouraged, the war lasted
10 years and nothing changed.
 Death toll at nearly 60,000 U.S. troops
 The violence and destruction was on TV
 Hawks Doves
 Supported  Wanted peace NOW
the
 Included hippies, and
war
college protesters
 Stop communism  Too many deaths, too
from spreading much destruction,
and too little support
 Don’t question the
from the Vietnamese.
government.
The draft resulted in most of the troops being
poor kids who could not afford college.
Exemptions were given to married men,
college students, and the only child.
 During the Chinese New Year celebration
 Viet Cong attacked during the Tet Holiday
in 1968
 Huge attack was very devastating to U.S.
troops.
 U.S. thought soldiers would be home by
Christmas, this changed that.
 U.S. realized we were not winning the
war.
 President Nixon wanted to stop the
movement of supplies from North Vietnam
to Cambodia
› Remember Domino Theory
 Cambodia breaks out into Guerilla
warfare
 Nixon secretly negotiated with North
Vietnam
 U.S. troops pulled out of Vietnam in 1973
– South Fell to Communism in 1975
 War is never by the books.
 To many experts, the conflict in Iraq has entered a new phase
that resembles a classic guerrilla war with US forces now
involved in counterinsurgency.
 Despite the lack of ideological cohesion among insurgent
groups, history suggests that it could take as long as a decade
to defeat them.
 Guerrilla warfare is the most underrated and the most
successful form of warfare in human history
 It is a defensive type of war against a foreign invader. If the
guerrillas don't lose, they win. The objective is to wait out your
opponent until he goes home.
 Iraqi insurgents have no means of deploying
battalion-size forces, as North Vietnam and the
Viet Cong did with help from the former Soviet
Union.
 Iraq won't become a proxy conflict between
superpowers, as the Vietnam War was.
 Still, Iraqi insurgents have the advantage of
terrain - not jungles but an urban setting.
 It is difficult to tell the fighters from innocent
civilians.
 Insurgents now are attacking US forces 87 times a
day.
 Lesson
#6
High School
Standards: The
containment of
communism as it
shaped U.S.
policy will be
evaluated,
especially as it
relates to global
conflict.

State
Standards:
SS.HS.SA.02
 Guerrilla warfare

U.S. Soldiers in Iraq U.S. Soldiers in Vietnam

One common theme

Politician against the Iraq War Politician in support of Iraq War

 “There’s money
enough to
support both of
you. Now doesn’t
that make you
feel better?”
“Our position
hasn’t
changed at
all.”
MY DEAR FELLOW CLERGYMEN by Martin Luther King Jr. The Ballot or the Bullet by Malcolm X
 Malcolm X Martin Luther King

How/ why are they fighting for civil rights ?

What are the similarities and differences?

What are the issues in the
Women's rights movement?

Civil Rights What are the connections

to the Civil Rights?
• What were they fighting What ideas do
for? you think
• Where was the fighting?
• What were they fighting
transferred from
against? the black civil
• Who were they fighting? rights movement to
the women's rights
movement?
For the full article go to
http://www.h-
net.org/~hst203/document
s/friedan1.html
This is the full text of
Chapter One of Friedan’s
The Feminine Mystique.
 Your perspective on
Women's Rights
today
Freidan's Perspective
on Women's Rights in
1968
What happened?
What was the social impact of U.S. Laws on Native Americans?
What were Native Americans fighting for?
When did it happen?
How does the cultural stigma of Native Americans change over time?
When did Natives start fighting for Civil Rights?
What are some of the major events?
How did it happen?
How does the cultural stigma of Native Americans change over time?
How did the civil rights affect Native Americans?
How did Native American achieve their goal (what did they get)?
Why did it happen?
What caused Native Americans to start fighting for civil rights?
What did the U.S. government do to Native Americans prior to their fight for
civil rights?
Who was involved in the event?
What events and groups characterized the Native Civil Rights movement?
How does cultural diffusion relate to Native Americans?
 Sit in your groups for the
poster.
 Take out a sheet for notes
 Write the 3 most important
facts you learned from the
research on Native Americans -
on one side of the note card.
 Many suffer from the same social and economic challenges
as other victims of long-term bias and discrimination.
What is it that they are fighting for?

* Voting rights
* Participation in gov't
* Equal employment
* Legal resources
* End discrimination
and Stereotypes
* Inadequate hate crime
legislation.
President Coolidge with four Osage Indians after Coolidge signed the bill granting Indians full citizenship. Source — LOC, LC-USZ62-1
THE TRAIL OF BROKEN TREATIES

AN INDIAN MANIFESTO FOR RESTITUTION, REPARATIONS, RESTORATION OF LANDS

FOR A RECONSTRUCTION OF AN INDIAN FUTURE IN AMERICA

THE TRAIL OF BROKEN TREATIES

We need not give another recitation of past complaints nor engage in redundant dialogue of
discontent. Our conditions and their cause for being should perhaps be best known by those
who have written the record of America's action against Indian people. In 1832, Black Hawk
correctly observed: You know the cause of our making war. It is known to all white men. They
ought to be ashamed of it.

The government of the United States knows the reasons for our going to its capital city.
Unfortunately, they don't know how to greet us. We go because America has been only too
ready to express shame, and suffer none from the expression - while remaining wholly
unwilling to change to allow life for Indian people.

We seek a new American majority - a majority that is not content merely to confirm itself by
superiority in numbers, but which by conscience is committed toward prevailing upon the
public will in ceasing wrongs and in doing right. For our part, in words and deeds of coming
days, we propose to produce a rational, reasoned manifesto for construction of an Indian
future in America. If America has maintained faith with its original spirit, or may recognize it
now, we should not be denied.

Press Statement issued: October 31, 1972

 • What happened?

• When did it happen?

• How did it happen?

• Why did it happen?

• Who was involved in the event?

Scor Teammate did the following very well.

Group Evaluation
e
1 1 Partly contributed to 2 of the tasks, Presentation and Research
2 Only did on of the 3 tasks well. Presentation or Research
3 Researched the material OR worked on poster AND participated in the
4 presentation.
Researched the material, worked on poster, AND participated in the
Civil Rights movement
•J.F.K. passed the equal Vietnam War
employment opportunity • J.F.K sent the first
act. advisors to Vietnam
•J.F.K witnessed the • L.B.J. sent troops
prime time of the civil
rights movement to Vietnam
•L.B.J. passed the Civil Lyndon B. Johnson • Increased the
Rights act in 1964, 1965, • Wanted to create a military spending
and 1967 great society
• Created Medicare and
Medicaid
• Education acts, Water
quality acts, Model Cities
act, Wilderness act.
 The liberal party supports change in society
through the policies of the government.
 Government programs are costly and often
seem inefficient.
 People oppose restrictions
 Loss of confidences in government.
A politicalparty that wants less
government involvement in our lives.
Cutting taxes often benefits the rich and
hurts the services for the poor.
De-regulation – who protects the
environment and product safety.
Promoting family and Church values
inevitably leaves some cultures out.
Promote democracy overseas, which can
be costly
 Lyndon Johnson Ronald Reagan

1960 1962 1964 1966 1968 1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990

                               

John Kennedy Richard Nixon

 • Liberal expansion
of social services
• Balanced
government debt

• Native Americans rights

granted
• Women in powerful
positions in society

• Conflict on the rise

• Iraq, Afghanistan and
Israel become center
piece issues.
 • Cut taxes
• Increased military
spending

• Gulf War (first Bush)

• Israel problem
• War on Terrorism
• Iraq War

• Cultural renaissance across

U.S.
• Transition away form racial and
ethnic rights.
• Back-sliding in social values
 How does the
media tell the
story of politics?
The art of insulting a person’s
character, skills, accomplishments,
and everything else that can be
used against them.
- The Teacher
The use of insults and accusations,
especially unjust ones, with the aim of
damaging the reputation of an
opponent.
- The Dictionary
 Jimmy is better
Billy is bad!

Billy charged too much for milk

Billy can’t read
Billy is not a Leader
When a A course or
political principle of
candidate action adopted
describes an or proposed by
action and a government,
decision that party or
they will do, individual
while in office. - The
-The Dictionary
Teacher
Attempting
to make fun The imitation
of or of the style
criticize of a person
someone with
through exaggeration
comedy. for comic
- The affect.
Teacher - The
Dictionary
 Government makes
matters worse!

We are doomed!
“The reason we have elected officials is so we
don’t have to think all the time”
-Homer
Used to Appeal to
create a emotion uses
happy, sad
the
or scared
feeling in
manipulation
order to of a persons
create emotions to
concern. win an
- The argument.
Teacher - Wikipedia
A means A strategy
of scaring intended to
people influence
into public
believing reaction by
a policy. the
- The exploitation
Teacher of fear.
- The
Dictionary
 “we must
Vote for Lyndon B. Johnson
either love
each other, or
we must die.”
“These are the stakes, - L.B.J.
to make a world in
which all God’s
children can live…” -
 Assassination
Conservative Johnson
Liberal

Apartheid Kennedy
M.L. King
Reagan Clinton

Civil Rights
Human Rights Malcolm X
Native Rights

Women’s Rights
N.O.W.
A.I.M
Freidan
Protest
Organization s
 Animated Atlas. Retrieved April 20, 2009, from U.S. History Timeline Web site:
http://www.animatedatlas.com/timeline.html
 About.com. Retrieved April 20, 2009, from Race Relations Web site:
http://racerelations.about.com/od/thehierarchyofrace/a/nativeamericans.htm
 Civil Rights Mind Map. Retrieved April 20, 2009, from Mind Map Web site:
http://www.mindomo.com/view.htm?m=1ebfb61f4af84642ac01615bbcc4f54Feminism Lessons.
 Native American Culture. Retrieved April 20, 2009, from Native American Culture Web site:
http://www.ewebtribe.com/NACulture/stories.htm
 Native American History. Retrieved April 20, 2009, from Native American History Web site:
http://countrystudies.us/united-states/history-133.htm
 Native American History. Retrieved April 20, 2009, from Native American History Web site:
http://www.nativeamericans.com/
 Retrieved April 20, 2009, from Read Write Think Web site:
http://www.readwritethink.org/lessons/lesson_view.asp?id=955
 Youtube. (2006,2 14). Retrieved April 29, 2009, from you tube Web site:
http://www.youtube.com/