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PROJECT DESIGN OVERVIEW *****Read 53-84*****

Name of Project: Impact of War on the US (political/cultural/economic) pg. 55-57, Examples of Culminating Products (don’t get so focused on the final product/but the Duration:15 days
process of getting through it)
Subject/Course: American History II Teacher(s):Pardue Grade Level:10-12

Other subject areas to be included, if any: Language Arts (Crucible), Civics & Economics(Reaganomics), Physics(atom bomb)

Key Knowledge and AH2.H.7 Understand the impact of war on American politics, economics, society and culture.
Understanding AH2.H.7.1 Explain the impact of wars on American politics since Reconstruction (e.g., spheres of influence, isolationist practices, containment policies, first and second Red
(CCSS or other standards) Scare movements, patriotism, terrorist policies, etc.)
AH2.H.7.2 Explain the impact of wars on the American economy since Reconstruction (e.g., mobilizing for war, war industries, rationing, women in the workforce, lend-lease
policy, WWII farming gains, GI Bill, etc.)
AH2.H.7.3 Explain the impact of wars on American society and culture since Reconstruction (e.g., relocation of Japanese Americans, American propaganda, first and second Red
Scare movement, McCarthyism, baby boom, Civil Rights Movement, protest movements, ethnic groups, patriotism, etc.)
Success Skills Critical Thinking/Problem Solving Self-Management
(to be taught and assessed)

Collaboration Other:

Project Summary
(include student role, issue,
problem or challenge, action
taken, and purpose/ beneficiary)

Driving Question Spanish American War, WWI, WWII, Cold War, Vietnam War, War on Terror/2nd Gulf War

Entry Event

Products Individual: Specific content and competencies to be assessed:

Gallery Walk with QR codes

Team: Specific content and competencies to be assessed:

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PROJECT DESIGN: OVERVIEW

Making Products Public
(include how the products will be
made public and who students will
engage with during/at end of project)

Resources Needed On-site people, facilities:

Equipment:

Materials:

Community Resources:

Reflection Methods Journal/Learning Log Focus Group

(how individual, team, and/or whole
class will reflect during/at end of
project)
Whole-Class Discussion Fishbowl Discussion

Survey Other:

Notes:

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PROJECT DESIGN: STUDENT LEARNING GUIDE

Project:

Driving Question:

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners

Presentations, Performances, knowledge, understanding & success skills needed by students to to check for learning and ensure provided by teacher, other staff, experts; includes
Products and/or Services successfully complete products students are on track scaffolds, materials, lessons aligned to learning
outcomes and formative assessments

(individual and team)

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