Unit #11 - The New Frontier and Vietnam
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Unit #11 TEST
Monday, March 18
Tuesday, March 19
Wednesday, March 20
Thursday, March 21
Friday, March 22
Monday, March 25
Tuesday, March 26
Wednesday, March 27
These three days will
be used to review the
information and skills
presented in this unit
and measure the
objectives learned.
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Daily Activities
Unit #11 Daily Lessons (Subject to change)
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Unit Objectives
Unit Objectives
Unit #11 - The New Frontier and Vietnam
US.2 History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
    US.2D Explain the significance of the following years as turning points:..1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon)... Supporting Standard
US.8 History. The student understands the impact of significant national and international decisions and conflicts in the Cold War on the United States. The student is expected to:
    US.8D Explain reasons and outcomes for U.S. involvement in foreign countries and their relationship to the Domino Theory, including the Vietnam War. Readiness Standard
    US.8E Analyze the major issues and events of the Vietnam War such as the Tet Offensive, the escalation of forces, Vietnamization, and the fall of Saigon. Supporting Standard
    US.8F Describe the responses to the Vietnam War such as the draft, the 26th Amendment, the role of the media, the credibility gap, the silent majority, and the anti-war movement. Readiness Standard
US.17 Economics. The student understands the economic effects of World War II and the Cold War. The student is expected to:
    US.17C Describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s. Supporting Standard
    US.17D Identify actions of government and the private sector such as the Great Society, affirmative action, and Title IX to create economic opportunities for citizens and
              analyze the unintended consequences of each. Supporting Standard
    US.17E Describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the...General Agreement of Tariffs and Trade (GATT)... Readiness Standard
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...the 1960s... Readiness Standard
US.20 Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
    US.20A Describe the impact of events such as the Gulf of Tonkin Resolution and the War Powers Act on the relationship between the legislative and executive branches of government. Supporting Standard
US.21 Government. The student understands the impact of constitutional issues on American society. The student is expected to:
    US.21A Analyze the effects of landmark U.S. Supreme Court decisions, including...Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester; Readiness Standard
    US.21B Discuss historical reasons why the constitution has been amended. Supporting Standard
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.25A Describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature. Supporting Standard
    US.25B Describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as...the Chicano Mural Movement...on
              American society; Readiness Standard
US.26 Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
    US.26F Discuss the importance of congressional Medal of Honor recipients, including individuals of all races and genders such as...Roy Benavidez. Supporting Standard
In Unit #11 students will examine America in the 1960s.  They will
study the policies of presidents John F. Kennedy and Lyndon B.
Johnson.  The class will examine the events surrounding the Vietnam
War.  Students will investigate changes in American society and
analyze landmark court cases such as Miranda v. Arizona.  
Court Cases: Miranda v Arizona
Reading: Ch 23-1
Getting Involved in Vietnam
Vietnam at Home
TET and Crisis in Vietnam
JFK and the New Frontier
LBJ and the Great Society
Court Cases: Reynolds v Sims
Reading: Ch 25-3/4
Reading: Ch 25-1
Reading: Ch 23-3
Reading Review
Reading Review
Reading Review
Reading Review
Reading Review
Counterculture of the 60s
JFK Assasination
Making Connections
Reading: Ch 26-1
Study Guide
Understanding & Correcting Test Mistakes
Last Day to Turn in Missing Work
Without the 30% Discount
Homework, Enrichment, and Alternate Assignments
Court Case:
Miranda v Arizona
Court Case:
Reynolds v Sims
Reading Review
New Frontier/GreatSociety
Reading: Ch 25-2
Read: Chapter 17-2
Vietnam Divides the Nation
Read: Chapter 18-1
Read: Chapter 18-2/3
Women & Latino
Americans Organize
Read: Chapter 15-1
The New Frontier
Read: Chapter 15-3
The Great Society
Read: Chapter 17-1
Going to War in Vietnam
American Music
Visually Based
Document Based
Thursday, March 28
Friday, March 29
America in Color: The 1960s