masthead, closeup of compass

20 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 11, The U.S. Since 1975
<-- Previous | Next -->

Impact of Watergate on American Confidence in Government

http://www.eduref.org/Virtual/Lessons/crossroads/sec5/Unit_11/Unit_11L6.html

Description: A succession of hammer-blows between 1963 and 1974 -- the assassinations of President John F. Kennedy, Malcolm X, and Rev. Martin Luther King, Jr.; the collapse of the administration of President Lyndon B. Johnson in 1968 had made Americans fearful. The Watergate crisis that drove President Richard Nixon from office in 1974, shattered confidence in the nation's future. Describe and analyze the role that one of the following groups or constituencies played in the Watergate crisis -- the press, the judiciary, party organizations, Congress, and the Special Prosecutor's office. Provide evidence to demonstrate an understanding of the long-term impact of the Watergate scandal on the institution of the Presidency and the constitutional system. Standards 11.11.4 and 12.10

Author: Richard B. Bernstein and Edwin J.Cook, Crossroads Curriculum

Lesson ID: 556

Los Angeles: Land nd People - Find a Balance

http://interactive2.usgs.gov/learningweb/teachers/landpeople_teachers_la.htm

Description: You and your classmates are members of a La Crescenta civic group that has been formed to evaluate the safety of your community's school children in the event of the following geologic and hydrologic hazards: earthquakes, and landslides (including mud and debris flows). Using the maps, tables, and other information in this packet, your job is to present the study of geologic hazards to children that attend the following schools: Monte Vista School, Valley View School, and Rosemont Junior High School. Once your group has discovered what the hazards are, you will decide whether school children are safe attending the three schools in their present locations, or new sites for the schools must be found. Your group will make a presentation at a La Crescenta "community meeting" in which you will describe your analysis about how the community can guarantee children's safety during school. Standard 11.11.5

Author: United States Geological Survey

Lesson ID: 1567

Mapping Population Changes in the United States

http://www.prb.org/Template.cfm?Section=LessonPlans&template=/ContentManagement/ContentDisplay.cfm&ContentID=5631

Description: The United States is a dynamic country, where the increasing complexity of American society calls for an examination of change. For Americans to adjust to new demands for resources, transportation, school systems, employment opportunities, and social services, they must understand the level and geographic distribution of population change. In this activity, students will create a choropleth map to illustrate the population growth rate of the United States. Students will learn how to construct a choropleth map, analyze the distribution of population change in specific regions, and discuss the impact of this change for the future. Standards 11.11.7 and 12.6.6

Author: Population Reference Bureau

Lesson ID: 1394

Reliving History Through Writing

http://www.nytimes.com/learning/teachers/lessons/19981123monday.html?searchpv=learning_lessons

Description: Read a first hand account of John F. Kennedy's assassination, then write an essay describing how a world or national event has affected you. Interview a person from your parents' or grandparents' generation about how their chosen world or national event affected the interviewee. Standard 11.11.2

Author: Carolyn Stein, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 890

Slick Moves: Exploring the Controversial Plan to Drill in the Arctic National Wildlife Refuge

http://www.nytimes.com/learning/teachers/lessons/20010319monday.html?searchpv=learning_lessons

Description: Examine the Bush Administration's plan to drill for oil in the Arctic National Wildlife Refuge from varying points of view. Examine the complexity of drilling in the Wildlife Refuge through reading and discussing "Drill, Say Alaskans, Who Know Their Pockets Are Lined With Oil." Research drilling in the Arctic National Wildlife Refuge through the eyes of a stakeholder in the debate. Synthesize this research and prepare to present the research as a stakeholder to a student-led Congressional Committee. Articulate your feelings about drilling in the Arctic National Wildlife Refuge. Standards 11.11.2, 11.2.5, and 12.3.1 economics

Author: Elyse Fischer, The New York Times Learning Network, Javaid Khan, The Bank Street College of Education in New York City

Lesson ID: 961

Step: How to Measure a Carbon Footprint

http://www.edutopia.org/climate-change-solutions

Description: As a typical American, each year, you’re responsible for approximately 20 tons of carbon dioxide emissions -- otherwise known as your carbon footprint (and a mighty big one compared to those of the citizens of most other countries). Your carbon footprint measures how the things you do every day -- drive a car, turn on your home’s heater -- impact the environment. Measure the approximate size of your carbon footprint by using one of the many online personal-emissions calculators. Once you’ve completed the questionnaire, you simply calculate the size of your footprint with a click of the mouse. The EPA site includes suggestions for trimming the size of your footprint. After responding to several suggestions, use the calculator to determine the pounds per year and the percent by which your total greenhouse gas emissions could be reduced if you follow the site’s advice. Standard 11.11.5

Author: Douglas Cruickshank, Edutopia

Lesson ID: 156

U.S. Immigration Policy

http://www.closeup.org/immigrat.htm

Description: Examine current immigration policies in the United States, at both the state and federal levels. Consider a variety of viewpoints on several controversial issues related to immigration, and discuss these issues in light of past, current, and proposed legislation. Standards 11.9.7 and 11.11.1

Author: Close-up Foundation

Lesson ID: 1152

Variety of Perspectives on the Welfare State

http://memory.loc.gov/ammem/ndlpedu/lessons/97/depress/lesson1.html

Description: After reading selected passages from Jonathan Kozol s book, Amazing Grace, survey the spectrum of viewpoints in the classroom on the contemporary role of government in American society. Comment on a variety of questions related to the welfare state. For example: * How much should the United States government and state governments be involved in helping improve the lives of citizens? * Which group do you think could better help impoverished United States citizens: private charitable organizations or the government? * Does society owe support to children of single-parent families when the parent is unemployed? Standards 11.11.6, 12.7.5 civics, and 12.3.2 economics

Author: American Memory Project

Lesson ID: 1183

Vietnamese Refugee Experience

http://www-iis.stanford.edu/publications/11161/

Description: Following the fall of Saigon in 1975 and the end of the Vietnam War, there was a massive exodus of Vietnamese to the United States and other countries in the world. Learn the definition of "refugee" from the United Nations Convention Relating to the Status of Refugees of 1951, then examine the lives and experiences of Vietnamese refugees in the United States. Standard 11.11.1

Author: http://spice.stanford.edu/lp/vietnam/Index.html

Lesson ID: 1185

Why the War on Poverty Failed

http://www.fee.org/publications/the-freeman/article.asp?aid=3684

Description: In the mid-1960s President Lyndon Johnson declared a "war on poverty." Dozens of government programs were created or expanded with the goal of "abolishing poverty." Three decades and over $5 trillion later, the percentage of American's living below the poverty line is greater than when these welfare programs were established and even many activists who once advocated increasing federal assistance to the poor now agree that the attempt has been a failure. What happened? Were the government's efforts simply inadequate to meet a rising tide of poverty? Or was government assistance itself responsible for some of the problem? Standards 11.11.2, 11.11.7, and 12.3.2 economics

Author: James L. Payne, The Freeman

Lesson ID: 1267

20 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 11, The U.S. Since 1975
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.