History Horizon Sequence

Do: Measurable Skills

• • Identify shift in narrative via Gettysburg text.
• • Critique the Proclamation as tactic vs decree.
• • Apply Empathy to 2 combatant war views.

Unit 5: Reconstruction

Standards: AH.C&G.1.2; AH.E.1.4, 1.5; AH.B.1.7

Know: Content Targets

• • Specific protections of 13, 14, & 15 Amendments.
• • 3 tactics of disenfranchisement (Poll tax, etc).
• • Functions of Freedmen's Bureau in prosperity.

Do: Measurable Skills

• • Analyze Black Codes for subversion of intent.
• • Compare mobility: Sharecropper vs Industry.
• • Critique power in Compromise of 1877.

Unit 6: Gilded Age

Standards: AH.B.1.5, 2.1; AH.E.1.1, 1.2; AH.G.1.1

Know: Content Targets

• • Principles of Social Darwinism & Laissez-faire.
• • Impact of Bessemer/Assembly on output.
• • Outcomes of 2 specific labor disputes.

Do: Measurable Skills

• • Analyze data to explain population shifts.
• • Deconstruct Robber Baron vs Captain views.
• • Evaluate tech role in defining progress.

Unit 7: Progressive Era

Standards: AH.C&G.1.3; AH.B.1.3, 1.4, 1.6

Know: Content Targets

• • 3 social ills exposed by Muckrakers.
• • Provisions of 19th Amend & Meat Inspection.
• • Milestones of the Suffrage movement.

Do: Measurable Skills

• • Analyze 2 NAACP advocacy strategies.
• • Critique "Cult of Domesticity" via reform.
• • Evaluate regulatory impact on big business.

Unit 8: Imperialism

Standards: AH.H.1.2, 1.3, 2.1, 2.2, 2.3

Know: Content Targets

• • 3 core diplomatic policies (Stick/Moral).
• • 3 specific triggers for U.S. WWI entry.
• • Homefront experience for 2 minority groups.

Do: Measurable Skills

• • Analyze Versailles goals vs actual outcomes.
• • Critique Sedition Act impact on war rights.
• • Evaluate League as a mechanism for peace.

Unit 9: Interwar Years

Standards: AH.E.1.3, 1.4; AH.B.1.4, 2.2

Know: Content Targets

• • Speculation & Margin as Crash causes.
• • 3 New Deal Agencies and their targets.
• • 3 core themes in Harlem literature.

Do: Measurable Skills

• • Categorize New Deal (Relief, Recovery, Reform).
• • Contrast 20s individualism vs 30s conformity.
• • Distinguish belief-reason narrative via Scopes.

Unit 10: WWII

Standards: AH.H.1.1, 1.3, 3.2, 3.3; AH.E.1.5

Know: Content Targets

• • 2 goals of the "Double V" campaign.
• • Legal justification for Order 9066.
• • 3 WWII tech innovations and uses.

Do: Measurable Skills

• • Analyze sacrifice themes in war posters.
• • Evaluate Atomic Bomb narrative impact.
• • Apply Empathy to internment perspectives.

Unit 11: Cold War

Standards: AH.H.1.2, 2.2; AH.B.1.2

Know: Content Targets

• • Define Marshall, NATO, Truman tools.
• • 3 tenets and targets of McCarthyism.
• • Identify 2 Cold War crises & outcomes.

Do: Measurable Skills

• • Analyze containment via proxy war maps.
• • Evaluate Space Race as shifting goal.
• • Critique security-freedom balance in 50s.

Unit 12: Rights

Standards: AH.C&G.1.4, 3.4; AH.B.1.6, 1.7; AH.G.1.4

Know: Content Targets

• • Provisions of Voting Rights Act & Title IX.
• • 3 strategies of the Chicano movement.
• • Achievements of Chavez, Baker, & Greensboro.

Do: Measurable Skills

• • Compare competing Rights narratives.
• • Analyze racism's power impact via data.
• • Evaluate disenfranchisement on group identity.

Unit 13: A Changing America

Standards: AH.H.3.3; AH.E.1.3; AH.C&G.1.2; AH.G.1.1

Know: Content Targets

• • Economic triggers for Great Recession.
• • Legal impact of Patriot Act on privacy.
• • 3 specific effects of globalization on labor.

Do: Measurable Skills

• • Critique the "Dream" narrative post-9/11.
• • Analyze Rust to Sun Belt migration factors.
• • Explain retraction impact on demographics.

Standards Alignment Matrix

Coverage Note: This matrix ensures 100% integration of the 35 state objectives across the 13 units. For a granular standard-by-standard breakdown, refer to the printed Standards Alignment Matrix document.

Horizon Aligned

13 Units. 35 Objectives. 130+ Scaffolded Learning Goals. Ready for instructional deployment.

History Horizon Master Plan

Unit Key

U1: Revolution

U2: New Nation

U3: Nationalism/Sectionalism

U4: Civil War

U5: Reconstruction

U6: Gilded Age

U7: Progressive Era

U8: Imperialism/WWI

U9: Interwar Years

U10: WWII

U11: Cold War

U12: Rights Expansion

U13: Modern America

Curriculum Design Note

This matrix visualizes the mapping of all 35 mandated objectives across our 13-unit sequence. The "Know" and "Do" goals in the main blueprint are meticulously tied to these intersections to ensure rigor-aligned scaffolding. For example, AH.H.3.3 appears in U4, U10, and U13 to track the evolution of historical narratives across critical eras.

20 Vocab

SovereigntyRepublicPatriotLoyalistTyrannyCharterConsentPropagandaMilitiaDiplomacyRevolutionMercantilismConfederationWritLibertyJusticeTreasonEgalitarianNatural RightsMagna Carta

Unit 2: New Nation (1783-1815)

AH.C&G.1.1, 2.1, 2.2, 2.3

Students Will Know (10)

• Students will know that the Articles of Confederation failed due to a lack of federal taxing and enforcement power.
• Students will know that the Great Compromise resolved conflict over legislative representation between large and small states.
• Students will know that the 3/5 Compromise addressed the political power split between slaveholding and non-slaveholding states.
• Students will know the specific enumerated and reserved powers defined in the first three articles of the Constitution.
• Students will know that Hamilton's financial plan was designed to establish national credit and federal economic dominance.
• Students will know the core ideological differences between the Federalist and Anti-Federalist ratification arguments.
• Students will know the significance of the Bill of Rights as a safeguard against central government overreach.
• Students will know that the Whiskey Rebellion demonstrated the new federal government's authority to enforce law.
• Students will know the provisions of the Alien and Sedition Acts as a challenge to early civil liberties.
• Students will know that the Election of 1800 was a critical realignment that tested the peaceful transfer of power.

Students Will Do (10)

• Students will contrast the federal power levels of the Articles vs the Constitution using a 2-column comparative table.
• Students will categorize 10 specific powers into Delegated, Reserved, or Concurrent jurisdictional categories.
• Students will analyze Federalist #10 to explain Madison's logic regarding the control of political factions.
• Students will explain the specific causes of the 1800 party realignment using voting and demographic data.
• Students will deconstruct the shift in power between federal and state levels following the Shay’s Rebellion crisis.
• Students will evaluate the Sedition Act as a restriction on individual liberty using primary political broadsides.
• Students will contrast strict constructionist vs loose constructionist views regarding the establishment of a National Bank.
• Students will critique Washington's alliance advice in the Farewell Address using historical global context.
• Students will distinguish the roles established by the Judiciary Act of 1789 for federal and state court tracks.
• Students will compare the policy visions of Hamilton and Jefferson to explain the rise of the first party system.

20 Vocab

FederalismRatificationBicameralChecks & BalancesJudicial ReviewPrecedentNeutralityNullificationFactionElastic ClauseExcise TaxDemocracyStrict ConstructionBill of RightsSeditionElectorSlavocracyCabinetStatutoryAmnesty

Unit 3: Nationalism & Sectionalism (1815-1850)

AH.G.1.2, 1.3; AH.H.2.1; AH.B.2.1

Students Will Know (10)

• Students will know the specific goals of the Missouri Compromise to maintain the slave-state balance in the Senate.
• Students will know that Henry Clay's American System sought national unity through high tariffs and internal improvements.
• Students will know the primary foreign policy goals of the Monroe Doctrine regarding European non-intervention.
• Students will know that the Indian Removal Act of 1830 established the legal basis for the forced relocation of tribes.
• Students will know the significance of Worcester v Georgia and the executive branch response to judicial authority.
• Students will know that Manifest Destiny provided a religious and social justification for continental expansion.
• Students will know that the Erie Canal and railroads significantly lowered the cost and time of western trade.
• Students will know the Cotton Gin output metrics and its role in reinforcing the institution of slavery.
• Students will know that the 1832 Nullification Crisis tested the federal government’s power over state resistance.
• Students will know the tenets of Jacksonian Democracy, including universal white male suffrage and the spoils system.

Students Will Do (10)

• Students will map the Trail of Tears to explain its specific demographic effects on the Cherokee and Creek nations.
• Students will analyze Erie Canal trade volume data to explain how infrastructure tied the West to Northern markets.
• Students will evaluate foreign policy decisions (e.g. War of 1812) using trade and interest data as evidence.
• Students will contrast Jacksonian vs Whig economic philosophies regarding the role of the Second National Bank.
• Students will examine how new technologies in agriculture (the steel plow) redefined western progress values.
• Students will critique federal power usage in tribal removal through the lens of modern human rights standards.
• Students will compare Northern vs Southern reactions to the 1828 Tariff of Abominations using primary editorials.
• Students will identify three specific ways geographic expansion impacted the development of a unique American identity.
• Students will analyze 19th-century primary texts for Manifest Destiny rhetoric to identify themes of racial superiority.
• Students will explain how sectional boundaries (the 36°30' line) created long-term political instability.

20 Vocab

Manifest DestinySectionalismNationalismInternal ImprovementSpoils SystemMissouri CompAbolitionAnnexationTerritoryCessionTariffSuffragePlantationErie CanalCotton GinSovereigntyNullificationWhigJacksonianFrontier

Unit 4: Civil War (1850-1865)

AH.H.1.1, 3.2, 3.3; AH.B.1.2; AH.G.1.4

Students Will Know (10)

• Students will know the legal impacts of the Dred Scott v Sandford decision on the status of free and enslaved Blacks.
• Students will know the specific provisions of the Compromise of 1850 and the impact of the Fugitive Slave Act.
• Students will know that Bleeding Kansas was a violent demonstration of the failure of popular sovereignty policies.
• Students will know that the Election of 1860 triggered the immediate secession of the lower southern states.
• Students will know the economic differences between the Union’s industrial base and the Confederacy’s agrarian base.
• Students will know the strategic military outcomes of the Battles of Gettysburg and Vicksburg as turning points.
• Students will know the specific language and intent of the Emancipation Proclamation in shifting war aims.
• Students will know the arguments for Union vs secession presented in Lincoln’s and Davis's inaugural addresses.
• Students will know the role of African American units like the 54th Massachusetts in defining wartime citizen service.
• Students will know the unconditional surrender terms signed at Appomattox Court House to end the conflict.

Students Will Do (10)

• Students will analyze the Gettysburg Address to identify specific shifts in the American historical narrative of freedom.
• Students will critique the Emancipation Proclamation as a tactical military necessity vs a moral executive decree.
• Students will apply historical empathy to contrast the motives of a Union soldier with a Confederate soldier using diaries.
• Students will categorize the resource advantages of both sides using 1860 census industrial and agricultural data.
• Students will evaluate the expansion of executive power via Lincoln's suspension of the writ of Habeas Corpus.
• Students will deconstruct the multiple causes of the conflict including slavery, state rights, and economic tariffs.
• Students will map the shift in refugee and internal population distributions during the major 1864 campaigns.
• Students will contrast the political platforms of the Peace Democrats (Copperheads) vs the Radical Republicans.
• Students will analyze recruitment posters from 1861-1865 for themes of sacrifice, masculinity, and nationalism.
• Students will explain how discriminatory practices in camp life affected the group identity of segregated Black regiments.

20 Vocab

SecessionTotal WarEmancipationHabeas CorpusPopular SovereigntyConscriptionBlockadeCopperheadAbolitionistFreedmenGettysburgMartial LawDred ScottInsurrectionVicksburgUnionConfederacyAttritionCasualtyStrategy

Unit 5: Reconstruction (1865-1877)

AH.C&G.1.2; AH.E.1.4, 1.5; AH.B.1.7

Students Will Know (10)

• Students will know that the 13, 14, and 15 Amendments provided the first federal protections for Black civil rights.
• Students will know the specific differences between Lincoln's 10% Plan and the Congressional Wade-Davis Bill.
• Students will know that the Freedmen’s Bureau was established to provide education, medical care, and legal aid to former slaves.
• Students will know the methods of disenfranchisement used in the South, including poll taxes and grandfather clauses.
• Students will know that sharecropping created a cycle of economic debt that replaced traditional slavery with financial control.
• Students will know that the KKK and Enforcement Acts represented the violent struggle over southern political power.
• Students will know the legal differences between Black Codes (immediate post-war) and Jim Crow (post-1877) systems.
• Students will know the core tenets of Radical Republicanism advocated by leaders such as Charles Sumner and Thaddeus Stevens.
• Students will know the corruption scandals of the Grant administration, such as the Whiskey Ring, that weakened federal will.
• Students will know that the Compromise of 1877 resulted in the withdrawal of federal troops and the end of Reconstruction.

Students Will Do (10)

• Students will analyze regional Black Codes to identify how they specifically subverted the intent of the 13th Amendment.
• Students will compare the economic mobility of sharecroppers vs industrial factory workers using late-19th-century census data.
• Students will critique federal power usage in the Compromise of 1877 through the lens of its impact on southern minorities.
• Students will explain how disenfranchisement tactics directly shifted the Sense of American identity for freedmen.
• Students will distinguish the roles of women and racial minorities in the economic reconstruction of the South.
• Students will evaluate the long-term effectiveness of federal military intervention in ensuring equal protection.
• Students will contrast presidential vs radical legislative reconstruction authority using the impeachment of Andrew Johnson.
• Students will construct a cause-and-effect flowchart tracing the rise of Plessy v Ferguson from early Jim Crow laws.
• Students will analyze 1876 Election results to identify evidence of political bargaining and corruption.
• Students will explain the social shift from civil rights reform to the focus on industrial capitalism by 1880.

20 Vocab

DisenfranchisementJim CrowSharecroppingCarpetbaggerRadical RepublicanAmnestyBlack CodesDue ProcessEqual ProtectionScalawagTenureImpeachmentEnforcementPoll TaxLiteracy TestReconstructionRedemptionVetoSegregationCompromise

Unit 6: Gilded Age (1870-1900)

AH.B.1.5, 2.1; AH.E.1.1, 1.2; AH.G.1.1

Students Will Know (10)

• Students will know that the core principles of Social Darwinism and Laissez-faire justified industrial monopoly growth.
• Students will know the impact of the Bessemer process and assembly lines on industrial output and laborer specialization.
• Students will know that vertical and horizontal integration were the primary models for Gilded Age corporate expansion.
• Students will know that major labor disputes like the Homestead and Pullman Strikes resulted in federal intervention.
• Students will know that the "Captain of Industry" vs "Robber Baron" narratives reflect conflicting views on business ethics.
• Students will know the unique experience of the "New Immigrant" from Southern and Eastern Europe in urban tenements.
• Students will know the specific challenges of rapid urbanization, including public health and political machine corruption.
• Students will know the differing goals of the American Federation of Labor vs the Knights of Labor.
• Students will know the principles of Carnegie’s "Gospel of Wealth" regarding philanthropy and social responsibility.
• Students will know that the 1890 Sherman Antitrust Act was the first federal attempt to regulate monopolistic power.

Students Will Do (10)

• Students will analyze immigration data from 1880-1900 to explain shifts in urban population distribution.
• Students will deconstruct Baron vs Captain perspectives using primary essays from Carnegie and Riis.
• Students will evaluate the role of new technologies (e.g. telegraph, railroad) in defining modern American progress values.
• Students will explain the tension between labor and management using primary case studies of 19th-century strike demands.
• Students will analyze photographs from "How the Other Half Lives" to identify evidence of visual bias and persuasion.
• Students will map city growth trends to identify the development of steel and oil hubs in the Northeast and Midwest.
• Students will contrast the social responsibility views of Carnegie’s elite class with the lived reality of factory town workers.
• Students will construct a flowchart explaining the specific steps involved in the formation of a corporate trust.
• Students will critique Nativist political reactions using contemporary cartoons from Harper’s Weekly.
• Students will evaluate the efficiency of early labor unions in achieving measurable gains for industrial workers.

20 Vocab

Social DarwinismLaissez-faireMonopolyTrustTenementUrbanizationNativismLabor UnionStrikeCapitalismBessemerIntegrationIndustrialistPhilanthropyGildedArbitrationEntrepreneurPeasantryStandardizationInjunction

Unit 7: Progressive Era (1890-1920)

AH.C&G.1.3; AH.B.1.3, 1.4, 1.6

Students Will Know (10)

• Students will know that Muckrakers like Jacob Riis and Ida Tarbell exposed industrial and corporate corruption to the public.
• Students will know the specific provisions of the 19th Amendment and the 1906 Meat Inspection Act as reform milestones.
• Students will know the roles of the NAWSA and the National Woman’s Party in securing suffrage through diverse strategies.
• Students will know that the NAACP was founded as a response to systemic racial violence and legal disenfranchisement.
• Students will know the differing ideologies of Booker T. Washington, W.E.B. Du Bois, and Marcus Garvey for racial progress.
• Students will know that Settlement Houses provided critical social services and Americanization programs to urban poor.
• Students will know that Roosevelt’s "Square Deal" focused on conservation, consumer protection, and corporate control.
• Students will know the constitutional wins of the era, specifically the 16th, 17th, and 18th Amendments.
• Students will know that the Triangle Shirtwaist Fire resulted in the first significant industrial safety and labor regulations.
• Students will know the goals of the Temperance movement and its eventual success with the start of Prohibition.

Students Will Do (10)

• Students will analyze two NAACP advocacy strategies to identify which method was more effective for legal equality.
• Students will critique the "cult of domesticity" using reform data regarding women’s labor and higher education entry.
• Students will evaluate the impact of federal business regulation (e.g. Hepburn Act) on the economy of the early 20th c.
• Students will contrast the environmental views of conservationists (Pinchot) vs preservationists (Muir).
• Students will explain how the minority contributions of figures like George Washington Carver influenced modern identity.
• Students will analyze Sinclair's "The Jungle" to identify direct links between literature and public health policy shifts.
• Students will map the 3-way split in 1912 election party platforms to explain the victory of the Democratic party.
• Students will categorize Progressive reforms as being primarily political, social, or economic in their initial intent.
• Students will differentiate the protest methods of Alice Paul from those of Carrie Chapman Catt using primary flyers.
• Students will evaluate the success of the Federal Reserve Act in stabilizing the American banking and currency system.

20 Vocab

MuckrakerSuffrageRegulationInitiativeReferendumRecallProhibitionConservationTrust-bustingSocial GospelReformNAACPSquare DealLegislativeSuffragetteTemperanceGrassrootsSettlement HouseLynchingPopulism

Unit 8: Imperialism & WWI (1890-1919)

AH.H.1.2, 1.3, 2.1, 2.2, 2.3

Students Will Know (10)

• Students will know that the primary goals of the Big Stick and Moral Diplomacies were to expand U.S. regional influence.
• Students will know the specific triggers for U.S. entry into WWI, including unrestricted submarine warfare and the Zimmerman Note.
• Students will know that the Great Migration resulted in a massive shift of Black labor from the rural South to Northern cities.
• Students will know that the Treaty of Versailles imposed harsh territorial and financial reparations on the German state.
• Students will know that the Spanish-American War resulted in the U.S. acquisition of Guam, Puerto Rico, and the Philippines.
• Students will know the homefront experiences of women and Black soldiers who demanded civic inclusion after service.
• Students will know that the Committee on Public Information (CPI) used posters and film to mobilize public support for war.
• Students will know the provisions of the 1917 Espionage and 1918 Sedition Acts regarding wartime speech.
• Students will know the specific objectives of Woodrow Wilson’s Fourteen Points for a post-war international order.
• Students will know that industrial trench warfare resulted in unprecedented casualties and psychological trauma for veterans.

Students Will Do (10)

• Students will analyze Versailles goals vs actual outcomes using a detailed 2-column comparative matrix.
• Students will critique the Sedition Act’s specific impact on individual civil liberties using court case summaries.
• Students will evaluate the effectiveness of the League of Nations as a mechanism for international peace and security.
• Students will contrast traditional U.S. isolationism with the interventionist views of the 1890s global power seekers.
• Students will map U.S. territorial and economic gains in the Pacific and Caribbean between 1898 and 1900.
• Students will analyze WWI posters to identify specific emotional triggers used for domestic mobilization.
• Students will differentiate the homefront sacrifice requirements (rations) from the frontline combat experience.
• Students will distinguish the differing war gains of privileged vs marginalized socioeconomic groups in the U.S.
• Students will explain the social and economic causes and effects of the war on all participating European nations.
• Students will apply historical empathy to "Lost Generation" literature to explain the disillusionment of the post-war era.

20 Vocab

ImperialismIsolationismZimmerman NoteSelf-DeterminationAnnexationSeditionAllianceReparationsMandatePropagandaNeutralityArmisticeMobilizationDiplomacySovereigntyEntenteExpansionismFourteen PointsJingoismYellow Journalism

Unit 9: Interwar Years (1920-1939)

AH.E.1.3, 1.4; AH.B.1.4, 2.2

Students Will Know (10)

• Students will know that excessive speculation and buying on margin were the primary economic triggers for the 1929 Crash.
• Students will know the specific targets and functions of New Deal agencies including the SSA, FDIC, WPA, and CCC.
• Students will know that the Harlem Renaissance used literature and art to redefine African American cultural identity.
• Students will know that the 1925 Scopes Trial represented the social conflict between traditional religion and modern reason.
• Students will know the specific data patterns of the economic expansion/retraction cycle between 1920 and 1939.
• Students will know that the Dust Bowl was caused by poor land use and drought, resulting in mass western migration.
• Students will know the provisions and quotas established by the 1924 National Origins Act to limit specific immigration.
• Students will know the social impact of Flapper culture and Jazz on the evolving gender and social norms of the 1920s.
• Students will know that the New Deal utilized Keynesian deficit spending principles to attempt economic recovery.
• Students will know the impact of mass consumerism, specifically the radio and automobile, on a unified national identity.

Students Will Do (10)

• Students will categorize 10 New Deal programs into the three pillars of Relief, Recovery, and Reform in a chart.
• Students will contrast the individualist culture of the 1920s with the communal conformity of the 1930s via media.
• Students will distinguish the belief vs reason narratives presented in the Scopes Trial using court transcripts.
• Students will compare the economic policy impact on Black vs White labor demographics during the Great Depression.
• Students will analyze poetry from the Harlem Renaissance to identify specific identity and resistance themes.
• Students will evaluate the long-term role of the Banking Act of 1933 in preventing future systemic financial failure.
• Students will explain the causes of economic retraction in 1929 using statistical stock market and consumer trend data.
• Students will critique the federal government’s environmental role in managing the Dust Bowl soil crisis.
• Students will analyze 1920s print advertisements to identify cues of a shifting mass-consumer culture.
• Students will evaluate the effectiveness of Social Security as a long-term economic safety net for citizens.

20 Vocab

SpeculationHarlem RenaissanceEasy CreditNew DealFundamentalismDust BowlQuotaConsumerismFlapperRetractionRecoveryReformDeficitSecuritiesSafety NetDepressionRed ScareModernityProhibitionBootlegging

Unit 10: WWII (1939-1945)

AH.H.1.1, 1.3, 3.2, 3.3; AH.E.1.5

Students Will Know (10)

• Students will know that the "Double V" campaign sought both victory over fascism abroad and victory over racism at home.
• Students will know the specific policy shift from the Neutrality Acts to Lend-Lease and then to direct war engagement.
• Students will know that Executive Order 9066 was the legal basis for the mass internment of Japanese Americans.
• Students will know that the Manhattan Project was a secret federal initiative to develop the world's first atomic weapons.
• Students will know the details of homefront sacrifices, including war rations, scrap drives, and victory gardens.
• Students will know the impact of Rosie the Riveter on the mass entry of women into the industrial factory labor force.
• Students will know the strategic military value of the Battles of Midway and the Allied invasion of Normandy (D-Day).
• Students will know the legal outcome and legacy of Korematsu v U.S. regarding wartime executive power.
• Students will know that the original GI Bill provided education and housing loans specifically for returning veterans.
• Students will know that the Bracero Program was established to address agricultural labor shortages during the war.

Students Will Do (10)

• Students will analyze two war posters to identify themes of homefront sacrifice and gender role shifts.
• Students will evaluate the impact of the Atomic Bomb on the shift in the global political narrative of American power.
• Students will apply historical empathy to contrast the motives of two differing perspectives on internment.
• Students will explain how minority and female labor directly contributed to national prosperity levels during the war.
• Students will differentiate the military experiences of segregated units (e.g. Tuskegee Airmen) from non-segregated units.
• Students will construct a timeline tracing the move from American neutrality to the Pearl Harbor attack response.
• Students will contrast the ethical arguments of Truman vs Eisenhower regarding the use of atomic weaponry.
• Students will analyze the Yalta and Potsdam conference agreements for early indications of Cold War tensions.
• Students will critique wartime domestic censorship under the Office of War Information using primary source clips.
• Students will evaluate shifts in the national narrative of "The Great Arsenal of Democracy" using primary speeches.

20 Vocab

Manhattan ProjectInternmentRationingLend-LeaseAppeasementDouble VIssei / NiseiIsland HoppingHomefrontTotalitarianBraceroBlitzkriegArsenalPearl HarborGI BillSacrificeAxis / AlliedSovereigntyMobilizationWar Bonds

Unit 11: Cold War (1945-1991)

AH.H.1.2, 2.2; AH.B.1.2

Students Will Know (10)

• Students will know that containment policy, defined in the Long Telegram, was designed to stop communist expansion.
• Students will know the specific goals and budgets of the Marshall Plan and the formation of NATO.
• Students will know the three core tenets of McCarthyism and its targets in the government and Hollywood.
• Students will know the causes and political outcomes of the Korean War and the Cuban Missile Crisis.
• Students will know that the Space Race served as a measurable proxy for national technological prestige.
• Students will know the theory of Mutually Assured Destruction (MAD) and its role in nuclear deterrence.
• Students will know that the 1956 Interstate Highway Act drastically shifted American population toward the suburbs.
• Students will know the specific social and educational goals of the Civil Defense "Duck and Cover" program.
• Students will know that the Berlin Wall served as the physical symbol of the Iron Curtain dividing Europe.
• Students will know that the Baby Boom demographic explosion fueled a massive middle-class consumer expansion.

Students Will Do (10)

• Students will analyze containment success using a map distribution of 1950s proxy war sites.
• Students will evaluate shifting global goals in response to the Sputnik launch and subsequent Space Race.
• Students will critique the balance of national security vs civil freedom during the second Red Scare legislation.
• Students will explain the cause of international ideological conflict using primary ideological pamphlets.
• Students will apply historical empathy to McCarthy hearing transcripts to identify evidence of fear-based logic.
• Students will evaluate the success of the Marshall Plan by comparing post-war GDP data across Western Europe.
• Students will distinguish the diplomatic goals of Detente from the earlier strategy of Brinkmanship.
• Students will map the growth of Suburbia to identify the subsequent patterns of urban decay in central cities.
• Students will contrast the strategies of Truman vs MacArthur regarding the escalation of the Korean conflict.
• Students will analyze 1950s television commercials to identify the defining gender and middle-class social norms.

20 Vocab

ContainmentIron CurtainMcCarthyismMADSatelliteBrinkmanshipDomino TheoryProxy WarSuburbiaFalloutDetenteEspionageIdeologyNATOBlacklistHUACWarsaw PactSuperpowerCold WarCheckpoint

Unit 12: Rights Expansion (1945-Present)

AH.C&G.1.4, 3.4; AH.B.1.6, 1.7; AH.G.1.4

Students Will Know (10)

• Students will know the core provisions of the Voting Rights Act of 1965 and Title IX regarding gender equality.
• Students will know that the Chicano movement, led by Cesar Chavez, utilized boycotts to achieve agricultural labor rights.
• Students will know the role of Ella Baker in the grassroots organization of the Student Nonviolent Coordinating Committee.
• Students will know the specific civil rights milestones achieved in Greensboro and Selma during the 1960s.
• Students will know the direct impact of the Brown v Board decision on the public education system in the South.
• Students will know the significance of LGBTQ+ milestones including the Stonewall Riots and the activism of Harvey Milk.
• Students will know the specific goals of the American Indian Movement (AIM) during the occupation of Alcatraz.
• Students will know that Roe v Wade and Feminism redefined individual privacy rights and female political agency.
• Students will know the legal protections for physical access established by the Americans with Disabilities Act.
• Students will know that non-violent resistance strategies were the primary tools of the mainstream 60s rights movement.

Students Will Do (10)

• Students will compare competing historical narratives of the Civil Rights movement focusing on different leadership styles.
• Students will analyze racism's impact on power distribution in the 1950s using state-level census and map data.
• Students will evaluate the effect of systematic disenfranchisement on minority group political identity in the Jim Crow era.
• Students will contrast the non-violent vs militant protest styles of MLK and Malcolm X using primary speech text.
• Students will differentiate between legislative wins (laws) and grassroots social achievements (community norms).
• Students will analyze judicial federal-state power shifts resulting from the Brown v Board Supreme Court ruling.
• Students will map the regional cultural shifts caused by the peak years of the Great Migration into Northern hubs.
• Students will explain minority contributions to modern American identity using examples from the 20th-century arts.
• Students will critique the impact of gerrymandering on modern voting equality using current state district maps.
• Students will construct a legal win flowchart tracing rights victories from 1950 through the passage of the ADA.

20 Vocab

IntegrationCivil RightsFeminismGerrymanderingActivismGrassrootsPrecedentEquityIntersectionalityLitigationMilestoneAdvocacyNon-violenceSit-inDisobedienceSegregationEqual ProtectionBoycottOppressionInjustice

Unit 13: Modern America (1980-Present)

AH.H.3.3; AH.E.1.3; AH.C&G.1.2; AH.G.1.1

Students Will Know (10)

• Students will know that the 3 primary economic triggers for the 2008 Great Recession involved subprime lending and credit risk.
• Students will know the specific legal impacts of the Patriot Act on federal privacy vs national security laws.
• Students will know that globalization resulted in the outsourcing of American industrial labor to developing economies.
• Students will know the principles of Reaganomics, specifically supply-side tax policy and deregulation.
• Students will know the causes of the Rust Belt to Sun Belt population shift, including climate and tech hub growth.
• Students will know the domestic and international impacts of the 9/11 attacks on American foreign policy and security.
• Students will know the impact of the Digital Revolution on industrial labor efficiency and global information access.
• Students will know that the 1990s Dot-com bubble was driven by extreme speculation in the emerging internet sector.
• Students will know the specific global goals and outcome facts of the NAFTA agreement for North American trade.
• Students will know that modern environmental drivers like resource scarcity are shifting regional migration pattern data.

Students Will Do (10)

• Students will critique the modern "American Dream" narrative by comparing 1950s vs 2020s economic mobility data.
• Students will analyze Sun Belt migration patterns using current GIS and population density map data.
• Students will explain the specific impact of economic retraction on two modern demographics (e.g. youth vs seniors).
• Students will evaluate federal power acts (Patriot vs Privacy) for their consistency with 4th Amendment protections.
• Students will deconstruct globalization as a form of modern economic expansion using trade-volume charts.
• Students will contrast labor roles in the 19th-century industrial era with the 21st-century digital information era.
• Students will analyze 21st-century census data to identify trends in regional cultural and ethnic diversification.
• Students will evaluate the impact of e-commerce on local urban quality of life and small business sustainability.
• Students will critique political realignment trends in modern 21st-century elections using party platform shifts.
• Students will construct a written argument evaluating the tension between sustainability and economic growth goals.

20 Vocab

GlobalizationPatriot ActReaganomicsRust BeltSustainabilityDigitalOutsourcingInfrastructureE-commerceBipartisanDemographicsRetractionUrban DecayInformation AgeRecessionConservatismCyber-securityPrivacySilicon ValleyTerrorism

Master Alignment Verification Chart

Note: Full 100% objective coverage is verified across 260 targets in the individual unit blocks.

13 Units

Instructional Cycle

260 Targets

10/10 Sentence Format

260 Vocab

Key Academic Terms

"History is a guide for navigation in perilous times." — David McCullough

• Egalitarian

• Boycott

• Writ

• Diplomacy

• Confederation

• Tyranny

• Self-determination

• Revolution

• Redcoat

Unit 2: New Nation Goals

AH.C&G.1.1, 2.1, 2.2, 2.3

Know (10)

• • Structural weaknesses of the Articles.
• • Mechanics of 3/5 & Great Compromises.
• • Virginia vs New Jersey plans.
• • Powers of the 3 Branches of Gov.
• • Hamilton's 3-point economic plan.
• • Anti-Fed vs Federalist arguments.
• • 10 protections in Bill of Rights.
• • Washington Precedents (Cabinet).
• • Alien and Sedition Act provisions.
• • First Political Party system causes.

Do (10)

• • Contrast Article vs Const power.
• • Categorize 10 powers by level.
• • Analyze Fed #10 logic on factions.
• • Explain 1800 realignment causes.
• • Deconstruct Whiskey Rebellion.
• • Evaluate Sedition Acts vs liberty.
• • Contrast strict vs loose views.
• • Critique Farewell Address advice.
• • Distinguish Judiciary Act roles.
• • Compare Ham/Jeff on France.

U2 Vocabulary Inventory (20)

• Federalism

• Ratification

• Checks & Balances

• Judicial Review

• Bicameral

• Elastic Clause

• Precedent

• Cabinet

• Neutrality

• Nullification

• Faction

• Excise Tax

• Strict Construction

• Bill of Rights

• Democracy

• Sedition

• Electoral College

• Slavocracy

• Elector

• Ratify

Unit 3: Expansion Goals

AH.G.1.2, 1.3; AH.H.2.1; AH.B.2.1

Know (10)

• • Missouri Comp 36°30' line.
• • Henry Clay's American System.
• • Monroe Doctrine target goals.
• • Indian Removal Act mandates.
• • Worcester v Georgia outcome.
• • Manifest Destiny justifications.
• • Erie Canal impact on west trade.
• • Cotton Gin slave labor output.
• • 1832 Nullification Crisis causes.
• • Jacksonian Spoils System tenets.

Do (10)

• • Map Trail of Tears tribe impacts.
• • Analyze Erie Canal trade data.
• • Evaluate policy via trade interests.
• • Contrast Jackson vs Whig Bank.
• • Examine tech as national link.
• • Critique power in tribal removal.
• • Compare N vs S tariff reactions.
• • Distinguish rural vs urban tech.
• • Analyze destiny rhetoric texts.
• • Explain sectional identity maps.

U3 Vocabulary Inventory (20)

• Manifest Destiny

• Sectionalism

• Nationalism

• Internal Improvement

• Cotton Gin

• Erie Canal

• Sovereignty

• Spoils System

• Missouri Comp

• Abolition

• Annexation

• Territory

• Cession

• Tariff

• Suffrage

• Plantation

• American System

• Trail of Tears

• Whig

• Sectional Line

Unit 4: Civil War Goals

AH.H.1.1, 3.2, 3.3; AH.B.1.2; AH.G.1.4

Know (10)

• • Comp of 1850/Fugitive Act.
• • Dred Scott legal decision basis.
• • Harper's Ferry John Brown raid.
• • 1860 Secession data triggers.
• • Union vs Confederate industrial.
• • Gettysburg/Vicksburg values.
• • Emancipation Proclamation text.
• • Lincoln Inaugural arguments.
• • 54th Mass combat role details.
• • Appomattox surrender terms.

Do (10)

• • Analyze Address for narratives.
• • Critique Proclamation tactics.
• • Apply empathy to soldier diaries.
• • Categorize advantages via stats.
• • Evaluate Habeas Corpus usage.
• • Deconstruct multiple causation.
• • Map refugee population shifts.
• • Contrast Copperheads vs Radicals.
• • Analyze posters for sacrifice.
• • Explain discriminatory camp life.

U4 Vocabulary Inventory (20)

• Popular Sovereignty

• Secession

• Emancipation

• Total War

• Habeas Corpus

• Conscription

• Strategy

• Blockade

• Union

• Confederacy

• Copperhead

• Freedmen

• Abolitionist

• Casualties

• Martial Law

• Gettysburg

• Insurrection

• Fugitive

• Vicksburg

• Arsenal

Unit 5: Reconstruction Goals

AH.C&G.1.2; AH.E.1.4, 1.5; AH.B.1.7

Know (10)

• • 13, 14, 15 Amendment text.
• • Lincoln vs Johnson recon plans.
• • Radical Republican objectives.
• • Freedmen’s Bureau ed/labor role.
• • Sharecropping debt mechanics.
• • KKK/Enforcement Act tactics.
• • Black Codes vs Jim Crow legal.
• • Tenets of Radical Republicans.
• • Grant Admin Whiskey Ring facts.
• • Comp of 1877 political terms.

Do (10)

• • Analyze codes for subversion.
• • Compare mobility via data.
• • Critique power in 1877 retreat.
• • Explain disenfranchisement.
• • Distinguish minority roles.
• • Evaluate intervention efficiency.
• • Contrast pres vs leg power.
• • Map rise of Jim Crow laws.
• • Analyze 1876 election fraud.
• • Explain industrial focus shift.

U5 Vocabulary Inventory (20)

• Disenfranchisement

• Jim Crow

• Sharecropping

• Carpetbagger

• Radical

• Amnesty

• Veto

• Black Codes

• Due Process

• Equal Protection

• Scalawag

• Tenure

• Impeachment

• Segregation

• Enforcement

• Poll Tax

• Literacy Test

• Reconstruction

• Redemption

• Compromise

Unit 6: Gilded Age Goals

AH.B.1.5, 2.1; AH.E.1.1, 1.2; AH.G.1.1

Know (10)

• • Social Darwinism/Laissez-faire.
• • Bessemer/Assembly line tech.
• • Horiz/Vert Integration models.
• • Homestead/Pullman outcomes.
• • Captain/Baron traits data.
• • New Immigrant (S/E Europe).
• • Tenement life/Urban growth.
• • AFL vs Knights of Labor.
• • Gospel of Wealth principles.
• • 1890 Sherman Antitrust Act.

Do (10)

• • Analyze immigration shift data.
• • Deconstruct Baron perspectives.
• • Evaluate tech progress role.
• • Explain labor/mgt tensions.
• • Analyze Riis photos for bias.
• • Map steel city growth hubs.
• • Contrast Carnegie vs Riis views.
• • Construct trust flowcharts.
• • Critique Nativist cartoons.
• • Evaluate early union efficacy.

U6 Vocabulary Inventory (20)

• Laissez-faire

• Monopoly

• Trust

• Tenement

• Nativism

• Strike

• Bargaining

• Injunction

• Capitalism

• Bessemer

• Integration

• Industrialist

• Urbanization

• Entrepreneur

• Social Darwinism

• Philanthropy

• Gilded

• Labor Union

• Arbitration

• Urban

Unit 7: Progressivism Goals

AH.C&G.1.3; AH.B.1.3, 1.4, 1.6

Know (10)

• • 3 social ills of Muckrakers.
• • 19th Amend/Meat Act rules.
• • Suffrage milestones data.
• • NAACP legal advocacy role.
• • Washington/Du Bois/Garvey.
• • Settlement House missions.
• • TR Square Deal provisions.
• • 16-19 Amendment wins.
• • Triangle fire industrial safety.
• • Temperance/WCTU goals.

Do (10)

• • Analyze 2 NAACP strategies.
• • Critique Domesticity norms.
• • Evaluate business regulation.
• • Contrast Muir vs Pinchot.
• • Explain identity contributions.
• • Analyze Jungle for policies.
• • Map 1912 platform splits.
• • Categorize Pol/Soc reforms.
• • Differentiate protest methods.
• • Evaluate Federal Reserve Act.

U7 Vocabulary Inventory (20)

• Muckraker

• Suffrage

• Regulation

• Initiative

• Referendum

• Recall

• Lynching

• Prohibition

• Conservation

• Trust-busting

• Social Gospel

• Reform

• NAACP

• Populism

• Square Deal

• Legislative

• Suffragette

• Temperance

• Grassroots

• Settlement

Unit 8: Imperialism Goals

AH.H.1.2, 1.3, 2.1, 2.2, 2.3

Know (10)

• • Big Stick/Dollar/Moral goals.
• • WWI triggers (Zimmerman).
• • Great Migration labor shifts.
• • Versailles terms & League.
• • Sp-Am War & Hawaii facts.
• • Minority homefront experience.
• • CPI role in propaganda.
• • Espionage/Sedition Act text.
• • Wilson’s 14 Points objectives.
• • Trench warfare veteran impact.

Do (10)

• • Analyze Versailles outcomes.
• • Critique Sedition Act vs liberty.
• • Evaluate League for peace.
• • Contrast isolation vs inter.
• • Map 1898 territorial gains.
• • Analyze emotional posters.
• • Differentiate home vs combat.
• • Distinguish privilege vs margin.
• • Explain conflict causes/effects.
• • Apply empathy to Lost Gen.

U8 Vocabulary Inventory (20)

• Imperialism

• Isolationism

• Zimmerman Note

• Self-Determination

• Annexation

• Sedition

• Entente

• Alliance

• Reparations

• Mandate

• Propaganda

• Neutrality

• Armistice

• Expansionism

• Mobilization

• Diplomacy

• Sovereignty

• Jingoism

• Yellow Journalism

• 14 Points

Unit 9: Interwar Goals

AH.E.1.3, 1.4; AH.B.1.4, 2.2

Know (10)

• • Speculation/Margin triggers.
• • SSA, FDIC, WPA targets.
• • Harlem Renaissance themes.
• • Scopes Trial belief vs reason.
• • 1920-39 cycle data trends.
• • Dust Bowl migration causes.
• • 1924 National Origins Act.
• • Flapper/Jazz gender norms.
• • Keynesian deficit spending.
• • Consumerism identity impact.

Do (10)

• • Categorize New Deal R-R-R.
• • Contrast 20s vs 30s norms.
• • Distinguish Scopes narratives.
• • Compare Black vs White labor.
• • Analyze Harlem identity texts.
• • Evaluate 1933 Banking Act.
• • Explain retraction causes maps.
• • Critique gov in Dust Bowl.
• • Analyze ads for shifts.
• • Evaluate SS as safety net.

U9 Vocabulary Inventory (20)

• Speculation

• Harlem Renaissance

• Easy Credit

• New Deal

• Fundamentalism

• Dust Bowl

• Prohibition

• Quota

• Consumerism

• Flapper

• Retraction

• Recovery

• Reform

• Bootlegging

• Deficit

• Securities

• Safety Net

• Depression

• Red Scare

• Modernity

Unit 10: WWII Goals

AH.H.1.1, 1.3, 3.2, 3.3; AH.E.1.5

Know (10)

• • "Double V" minority roles.
• • Neutrality vs Lend-Lease.
• • Order 9066 legal justification.
• • Manhattan Project tech.
• • War rations/scrap sacrifice.
• • Rosie Riveter labor impact.
• • Midway and D-Day value.
• • Korematsu v U.S. legacy.
• • Initial GI Bill provisions.
• • Bracero Program labor shifts.

Do (10)

• • Analyze posters for sacrifice.
• • Evaluate Bomb on narratives.
• • Apply empathy to interned.
• • Explain war prosperity data.
• • Differentiate segregated roles.
• • Construct Pearl Harbor timeline.
• • Contrast Truman vs Ike on Bomb.
• • Analyze Yalta Cold War cues.
• • Critique domestic OWI censorship.
• • Evaluate Arsenal narrative.

U10 Vocabulary Inventory (20)

• Manhattan Project

• Internment

• Rationing

• Lend-Lease

• Appeasement

• Double V

• Mobilization

• Issei / Nisei

• Island Hopping

• Homefront

• Totalitarian

• Bracero

• Blitzkrieg

• War Bonds

• Arsenal

• Pearl Harbor

• GI Bill

• Sacrifice

• Axis / Allied

• Sovereignty

Unit 11: Cold War Goals

AH.H.1.2, 2.2; AH.B.1.2

Know (10)

• • Marshall/NATO/Truman goals.
• • McCarthyism tenets/targets.
• • Korea/Cuban Crisis facts.
• • Sputnik national prestige.
• • Theory of MAD deterrence.
• • Interstate Highway impacts.
• • "Duck and Cover" program.
• • Berlin Wall curtain symbol.
• • Long Telegram containment.
• • Baby Boom identity impact.

Do (10)

• • Analyze proxy maps data.
• • Evaluate Space Race spend.
• • Critique freedom vs security.
• • Explain intl ideological causes.
• • Apply empathy to hearings.
• • Evaluate Plan via GDP stats.
• • Distinguish Detente vs MAD.
• • Map Suburbia vs decay.
• • Contrast Truman vs MacArthur.
• • Analyze TV ad gender norms.

U11 Vocabulary Inventory (20)

• Containment

• Iron Curtain

• McCarthyism

• MAD

• Satellite

• Brinkmanship

• Checkpoint

• Domino Theory

• Proxy War

• Suburbia

• Fallout

• Detente

• Espionage

• Superpower

• Ideology

• NATO

• Blacklist

• HUAC

• Warsaw Pact

• Cold War

Unit 12: Rights Expansion Goals

AH.C&G.1.4, 3.4; AH.B.1.6, 1.7; AH.G.1.4

Know (10)

• • VRA/Title IX core text.
• • Chicano movement strategies.
• • Ella Baker SNCC role data.
• • Greensboro/Selma facts.
• • Brown v Board school impact.
• • Stonewall/Harvey Milk roles.
• • AIM Alcatraz goals facts.
• • Roe v Wade/Women's Lib goals.
• • ADA specific provisions data.
• • Greensboro Four outcomes.

Do (10)

• • Compare competing narratives.
• • Analyze racism/power maps.
• • Evaluate disenfranchisement.
• • Contrast non-violent vs milit.
• • Differentiate leg vs social wins.
• • Analyze judicial power shifts.
• • Map Migration regional culture.
• • Explain identity contributions.
• • Critique gerrymandering stats.
• • Construct win flowcharts 50-90.

U12 Vocabulary Inventory (20)

• Integration

• Civil Rights

• Feminism

• Gerrymandering

• Activism

• Grassroots

• Sit-in

• Precedent

• Equity

• Intersectionality

• Litigation

• Milestone

• Advocacy

• Segregation

• Non-violence

• Disobedience

• Suffrage

• Equal Protection

• Boycott

• Oppression

Unit 13: Modern America Goals

AH.H.3.3; AH.E.1.3; AH.C&G.1.2; AH.G.1.1

Know (10)

• • Great Recession econ triggers.
• • Patriot Act privacy/security.
• • Globalization labor sectors.
• • Reaganomics supply-side.
• • Rust/Sun Belt shift causes.
• • 9/11 domestic/intl data.
• • Digital Revolution industry.
• • 90s Dot-com bubble factors.
• • NAFTA global goals facts.
• • Modern tech migration drivers.

Do (10)

• • Critique "American Dream".
• • Analyze Sun Belt GIS data.
• • Explain retraction impacts.
• • Evaluate federal power acts.
• • Deconstruct globalization.
• • Contrast labor industrial/dig.
• • Analyze 21st c. census shifts.
• • Evaluate e-commerce quality.
• • Critique modern realignment.
• • Construct sustainability args.

U13 Vocabulary Inventory (20)

• Globalization

• Patriot Act

• Reaganomics

• Rust Belt

• Sustainability

• Digital

• Recession

• Outsourcing

• Infrastructure

• E-commerce

• Bipartisan

• Demographics

• Information Age

• Terrorism

• Privacy

• Silicon Valley

• Cyber-security

• Conservatism

• Urban Decay

• Retraction

Mastery mapping Complete

Full 13-Unit sequence with 260 targets and 260 vocabulary terms. measurable, scaffolded, and standards-aligned.

130 Know targets

130 Do skills

Unit 3: Nationalism & Sectionalism (1815-1850)

Unit 4: Civil War (1850-1865)

Unit 5: Reconstruction (1865-1877)

Unit 6: Gilded Age (1870-1900)

Unit 7: Progressive Era (1890-1920)

Unit 8: Imperialism & WWI (1890-1919)

Unit 9: Interwar Years (1920-1939)

Unit 10: WWII (1939-1945)

Unit 11: Cold War (1945-1991)

Unit 12: Expansion of Rights (1945-Present)

Unit 13: A Changing America (1980-Present)

Unit 2: New Nation (1783-1815)

Unit 3: Nationalism & Sectionalism (1815-1850)

Unit 4: Civil War (1850-1865)

Unit 5: Reconstruction (1865-1877)

Unit 6: Gilded Age (1870-1900)

Unit 7: Progressive Era (1890-1920)

Unit 8: Imperialism & WWI (1890-1919)

Unit 9: Interwar Years (1920-1939)

Unit 10: WWII (1939-1945)

Unit 11: Cold War (1945-1991)

Unit 12: Rights Expansion (1945-Present)

Unit 13: Changing America (1980-Present)