Unit #12 - 1970s - Present
weather forecast for San Perlita TX weather forecast for San Perlita weather forecast by climaton.com
Unit #13/Six Weeks TEST
Monday, March 30
Tuesday, March 31
Wednesday, April 1
Thursday, April 2
Friday, April 3
These two 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
Day/Date
Assignments
Unit #12 Daily Lessons (Subject to change)
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Unit Objectives
Unit Objectives
Unit #12 - 1970s - Present
  (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
      The student is expected to:
      (A)
identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(10) History. The student understands the impact of political, economic, and social factors in the U.S. from the 1970s through 1990.
      The student is expected to:
      (A)
describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;
      (B) describe Ronald Reagan's leadership in domestic and international policies, including Reagan's economic policies and Peace Through Strength;
      (C) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran Hostage Crisis, Marines in Lebanon,
            and the Iran-Contra Affair;
      (D) describe the causes and key organizations of the conservative resurgence of the 1980s such as the Heritage Foundation and the Moral Majority; and
      (E) describe significant societal issues of this time period such as the War on Drugs and the AIDS epidemic.
(11) History. The student understands the emerging political, economic, and social issues of the United States from the 1990s into the 21st century.
      The student is expected to:

      (A) describe U.S. involvement in world affairs, including the end of the Cold War, the
            Persian Gulf War, the events surrounding September 11, 2001, and the global War on Terror;
      (B) identify significant social and political issues such as health care, immigration, and education from different viewpoints across the political spectrum;
      (C) analyze the impact of third parties on the 1992 and 2000 presidential elections; and
      (D) identify the impact of international events, multinational corporations, government policies, and individuals on the 21st century economy.
(12) Geography. The student understands the impact of geographic factors on major events. The student is expected to:
      (A)
analyze the impact of physical and human geographic factors on the Klondike Gold Rush, the Panama
           Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
(13) Geography. The student understands the causes and effects of migration and immigration on American society.
      The student is expected to:
      (A)
analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion,
            rural to urban, the Great Migration, and the Rust Belt to the Sun Belt;
      (B) analyze the causes and effects of changing demographic patterns resulting from immigration to the United States.
(14) Geography. The student understands the relationship between population growth and the physical environment.
      The student is expected to:
      (B)
identify the roles of governmental entities and private citizens in managing the environment such as the
            establishment of the National Park System, the Environmental Protection Agency (EPA), and the
            Endangered Species Act.
(17) Economics. The student understands the economic effects of government policies from World War II through the present.
      The student is expected to:
      (E)
describe the dynamic relationship between U.S. international trade policies and the U.S. 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).
(18) Government. The student understands changes over time in the role of government. The student is expected to:
      (B)
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 September 11, 2001;
      (C) describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton's impeachment, on the views of
            U.S. citizens concerning trust in the federal government and its leaders;  
      (D) describe 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.
(19) Government. The student understands the changing relationships among the three branches of the federal government.
      The student is expected to:
      (B)
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 U.S. Supreme Court justices and the presidential election of 2000.
(23) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
      (A)
evaluate the contributions of significant political and social leaders in the United States such as
            Andrew Carnegie, Thurgood Marshall, Billy Graham, Sandra Day O'Connor, and Hillary Clinton;
(24) Culture. The student understands the relationship between the arts and the times during which they were
      created. The student is expected to
      (C)
identify and analyze the global diffusion of American culture through various media.
(25) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
      (D)
identify the contributions of women such as Rosa Parks, Eleanor Roosevelt, and Sonia Sotomayor to American society.
(26) 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:
      (C)
describe the effect of technological innovations in the workplace such as assembly line manufacturing and robotics.
(27) 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:
      (A)
analyze how scientific discoveries, technological innovations, space exploration, and the application of these by the free enterprise system
            improve the standard of living in the United States, including changes in transportation and communication;
      (B) describe 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.
(28) Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking
      skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
      (A)
analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to
            answer historical questions;
      (B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships,
            comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and
            drawing conclusions;
      (C) apply the process of historical inquiry to research, interpret, and use multiple types of sources of evidence;
      (D) evaluate the validity of a source based on corroboration with other sources and information about the author, including points of view,
           frames of reference, and historical context;
      (E) identify bias and support with historical evidence a point of view on a social studies issue or event.
In this unit students will examine the presidencies of Richard Nixon, Jimmy Carter,
Ronald Reagan, George Bush Sr., Bill Clinton, George W. Bush, Barack Obama and
Donald Trump.  They will study political scandals such as Watergate and
Iran-Contra.  The class will analyze the Shift in American government to a more
conservative political and economic point of view.  Students will learn about the
emergence of new technologies and the end of the Cold War.  They will investigate
America's role as a world power and American involvement in the Middle East.  
Students will discuss the OPEC oil embargo and the influence of energy on American
society.  Students will examine the Gulf War, 9/11, the War on Terror and the Iraq
War. They will compare and contrast the American economy in the 1990s and the
2000s.  The class will discuss the Whitewater scandal and the Clinton impeachment.   
Students will also analyze the Affordable Care Act.  They will discuss the elections of
2000, 2008 and 2016.
Court Cases:
Regents v Bakke
Court Cases:
Roe v Wade
Gerald Ford & Jimmy Carter
Richard Nixon
Ronald Reagan
Reagan Chart
Carter/Ford Chart
Nixon Chart
Reading: Ch 27-1/2
Reading: Ch 28-2/3
Reading: Ch 27-3
Reading Review
Reading Review
Reading Review
Study Guide
Understanding &
Correcting Test Mistakes
Homework, Enrichment, and Alternate Assignments
Read Ch 27-4
Read Ch 28-1
Read Ch 28-4
Court Cases:
Wisconsin v Yoder
Reading: Ch 28-1
Reading: Ch 27-4
Reading: Ch 28-4
Review and Prepare for Unit #13/Six Weeks Test
Monday, April 6
Tuesday, April 7
Wednesday, April 8
Thursday, April 9
Friday, April 10
George W. Bush Presidency
George Bush Sr. and Iraq
Bush Chart
Last Day to Turn in
Missing Work End
of Six Weeks
Depression/Recession
Bill Clinton
Making Connections
The Great Recession
Landmark Court Cases of the 1970s
Bush/Clinton Chart
Read: Chapter 19-3
Ford & Carter
Read: Chapter 19-1/2
Nixon Administration
Read: Chapter 20-3/4
Reagan & Bush Sr.
Read: Chapter 22-3/4
Obama Presidency
Read: Chapter 19-4/5
Rights & Environment
Read: Chapter 22-1/2
George W Bush
Read: Chapter 21-1/2/3
Clinton Years
Read: Chapter 20-1/2
Reagan & New Conservatism
Women Through History
PowerPoint
Mapskills
Writing
Video
Visually Based
Question
Test
Class/Group
Activity
Graphic
Organizer
Reading
Primary
Sources
Research
Notes
Review
Quiz
Document Based
Question
TRS
Trump Presidency
Current Issues
Current Issues
Tuesday, April 14
Wednesday, April 15
Thursday, April 16
Friday, April 17
Monday, April 13
Easter Holiday - No Classes
Easter Holiday - No Classes
Obama Presidency
Obama Chart
Bush/Clinton Chart
Trump Chart