Oley Valley School District Planned Course Instruction. Submitted by: Scott Snyder. April 2018

Transcription

1 Oley Valley School District Planned Course Instruction AMERICAN HISTORY: and AMERICAN HISTORY: CP Submitted by: Scott Snyder April 2018

2 Oley Valley School District - Planned Course Instruction Cover Page Title of Planned Instruction: American History: ; American History CP Grade 9-10 Subject area: Social Science Date: April 2018 Periods per week: 5 Length of period: 41 minutes Length of course:.5 year Credits:.5 Course description: This course is designed to meet OVSD social studies requirements for grade 9 and grade 10 students. It surveys important events in American History from 1865 to the end of World War II. Major topics covered include the growth of industry, immigration, the settlement of the American West, American Women s Suffrage, the growth of the United States as a world power, causes of the Great Depression, the Great Depression, the Jazz Era, and the causes of World War I and World War II. Topics will be covered in greater depth, emphasizing student involvement in the form of reports, discussions, etc. The course description is for both college bound and non-college bound classes. While the content covered will be the identical, assessment and instructional strategies may differ according to each class. Text(s) and/or major resources required: America: Pathways to the Present, Modern American History; Prentice Hall; (resource list provided at the end of the document) Names of teacher(s) designing planned course instruction: Scott Snyder Approved by: Board Approval Date Approved by: Approved by: Board Curriculum Committee Chair Date Superintendent/Assistant Superintendent Oley Valley School District Date Oley Valley School District Planned Course Instruction 2

3 Course Name American History CP; American History Grade Level 9-10 Keystone Module Instructional Procedures Assessment Procedures (summative/formative) Can be used, but not limited to: Lectures using PowerPoints, notes and guided notes, demonstrations, speakers, reading assignments, and practical application quizzes, tests, labs, projects, homework, written assessments Unit 1 Title Reconstruction Oley Valley School District Planned Course Instruction 3

4 Time Frame PA Common Core/Keystone Content Standard Anchor Descriptor Number of days/weeks (*Recommended days but slight adjustment s may be made throughout the course of the year) A A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Essential Questions UNDERSTAND What do students need to understand? Students will understand Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate Terminology Vocabulary (suggested but not limited to) Reconstruction What are the facets of Reconstruction after the Civil War, including social, political, and economic changes in the North and South? The students will need to know but are not limited to the following eligible content: A Basic Understanding of the causes and actions of the CSA and USA during the American Civil War. The three goals of Reconstruction. The three plans of Reconstruction and their specifics. How Lincoln s death affected Reconstruction? How the tensions during Andrew Johnson s In all units, the students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, openended, short answer, long essay, DBQ, and map/diagram questions. Write a synthesizing essay based on writing recommendations of the College Board. Answer short answer and time-line questions Reconstruction John Wilkes booth Andrew Johnson 13 th Amendment 14 th Amendment 15 th Amendment Freedman s Bureau Wade Davis Plan Lincoln 10 percent plan Veto Pocket Veto Black Codes $40 Acres and a Mule Scalawag Carpetbagger Credit Mobilier Scandal Oley Valley School District Planned Course Instruction 4

5 presidency led to his impeachment and the subsequent failure of reconstruction? What obstacles hindered the goals of reconstruction? How the inattentiveness of Grant s Presidency led to scandal and corruption? What specifics of the Compromise of 1877 led to the end of reconstruction? The influence of individual Presidents during this time period? synthesizing the relative concepts of reconstruction and its effects on future time periods. Complete a map which proves understanding of geographic locations of events and contributing countries. Whiskey Ring Ku Klux Klan Boss Tweed Rutherford B. Hayes Compromise of 1877 Oley Valley School District Planned Course Instruction 5

6 Unit 2 Time Frame PA Common Core/Keystone Content Standard Anchor Descriptor Title Machine Age (Age of Cities) Number of days/weeks A A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Essential Questions UNDERSTAND What do students need to understand? Students will understand Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate Terminology Vocabulary (suggested but not limited to) Oley Valley School District Planned Course Instruction 6

7 Machine Age (Age of Cities) How and why did largescale industrial production and massive technological change generated rapid economic development, a transportation and communication revolution, and significant changes to management structures? How and why did changes in industry lead to a demand for labor, as well as changes in prices, wages, goods and services, and an improvement in the standard of living? How and why did business consolidation into trusts occur and how did that cause a concentration of wealth and changes in corporate structure? How did policymakers look to expand U.S. economic and political control abroad, particularly in the Pacific Rim, Asia, and Latin America? What are laissez-faire policies, and how did they influence competition during the Industrial period, as well as influence changes in international migration, increases in child labor, and the rise of unionism? What are the concepts of the New South and emerging problems with The students will need to know but are not limited to the following eligible content: Know specific inventions/innovations of the time period and their influence on society and the economy. Who were the major tycoons, how did they achieve such massive wealth and how the tycoons of the time period dominate certain industries and affect many aspects of American society? How did Laisses-faire concepts in America grow economies of scale and lead to immense economic and cultural growth? What are the pros and cons of economies of scale? How did political cartoonists and other media personalities and other media start swaying public opinion against the tycoons? What were some of the arguments which justified this immense wealth and its positive effect on American society (Acres of Diamonds, Social Darwinism, etc.)? How did this age lead to major external and internal migrations? In all units, the students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, open-ended, short answer, long essay, DBQ, and map/diagram questions. Write a synthesizing essay based on essay writing recommendations by the College Board. Answer short answer and timeline questions synthesizing the relative concepts of machine Age economics and its effects on future time periods. Complete a map which proves understanding of geographic locations of events and contributing countries. Monopoly Trust Horizontal Integration Vertical Integration Social Darwinism Gospel of Wealth Acres of Diamonds Joseph Pulitzer William Randolph Hearst Samuel Gompers Booker T. Washington Plessy V. Ferguson Crop Lien System Political machines Haymarket Square Riot American Federation of Labor yellow Journalism Sharecropping Jim Crow Laws Frontier Thesis Dawes Act Medicine Lodge Creek Assimilation Oley Valley School District Planned Course Instruction 7

8 sharecropping and tenant farming? How did improvements in mechanization and consolidation of agriculture lead to changes in food prices, the rise of Populism, as well as farmers' attempts to fight railroads for better pricing? What are the contemporary changes in rural and urban communities and culture? What is the growing debate over Americanization and immigration policy, particularly as political machines grew in power? How did changes in transportation lead to new economic opportunities, discovery of mineral resources, the development of the West, destruction of natural resources (e.g. buffalo) and native populations, and conflict with Mexican- Americans? How did the federal government deal with Native Americans? How did these dealings and violated treaties destroy cultures and traditions? What was the impact of the Gilded Age, Social Darwinism, the Gospel of Wealth, and alternative How did these migrations affect living conditions in cities? What were some of the specific personalities and scandals which highlighted the flaws of the Gilded Age? Why did this disparage in wealth lead to grass roots and political movements (i.e. grangers, silver, populists, AFL, etc.)? What was the New South and how did sharecropping and the end of Reconstruction affect the lives of former slaves and freed blacks throughout the south? How did the Transcontinental railroad and Federal laws (Dawes Act, Medicine Lodge Creek, etc.) effective/y end the Native American culture in the west, while changing American economy and trade? How did the closing of the frontier send the United States into a new age of American history? How did the actions of William Seward, Commodore Matthew Perry and other Americans start opening the United States to influence and trade in Latin America and the Pacific Rim? Oley Valley School District Planned Course Instruction 8

9 visions for the U.S. (e.g. socialism, Social Gospel) on popular opinions of the economy and the policies that followed? The influence of Presidents during this time period. Unit 3 Time Frame PA Common Core/Keystone Content Title Progressive Age ( ) Number of days/weeks A Oley Valley School District Planned Course Instruction 9

10 Standard Anchor Descriptor A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Progressive Age ( ) Essential Questions UNDERSTAND What do students need to understand? Students will understand What were the political changes after Reconstruction (including calls for reform and against corruption, as well as the rise of segregation after Plessy v. Ferguson)? What were the changes in women s' lives including the influence of the growing suffrage movement for women? How did the impact of the transition from a rural, agricultural economy to an urban, industrial economy focused on production of consumer goods, improved standards of living, and created better communications systems? How did urban centers (by 1900) offer new economic Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? The students will need to know but are not limited to the following eligible content: Progressive social reforms in cities and housing. Progressive social reforms concerning women s roles and suffrage. Progressive and social reforms for consumers and industry. Muckrakers and their role in the progressive age. Conversationalists and national parks. How issues such as race, and constitutionality dived progressive movement. How political and grass roots movements (populists, grangers, farmers alliance, etc.) affected American politics. Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate In all units, the students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, openended, short answer, long essay, DBQ, and map/diagram questions. Write a synthesizing essay based on essay writing recommendations of the College Board. Answer short answer and time-line questions synthesizing the relative concepts of Progressive age and its effects on future time periods. Complete a map which proves understanding of geographic locations of Terminology Vocabulary Sherman Anti-Trust Act Pendelton Act Interstate Commerce Act Clayton Anti-trust act Thomas Nast Joseph Keppler John Riis Muckraking Settlement houses Jane Addams Hull House Yellowstone National Park Oley Valley School District Planned Course Instruction 10

11 opportunities for women and immigrants? How did the political corruption, economic instability, and social concern for working classes, immigrants, and the environment lead to Progressive efforts to reform the government and society? In what ways were Progressive reformers divided among themselves about goals and methods? What factors led to the growth of populist and labor movements, and the conservative reaction to these movements? What was the role of race in American culture, politics, and economics before, during and after WWI? Specific laws and regulations of the progressive age. events and contributing countries. Hamilton Fish 16 th Amendment 17 th Amendment Graduated Income Tax Federal Reserve Child Labor Laws AFL Knights of Labor Terrence Powderly Socialism Eugene Debs Grangers Farmers alliance How did the Progressive Age lead to an expanded role of the federal government in economic as well as social matters? Oley Valley School District Planned Course Instruction 11

12 Unit 4 Age of Expansion Time Frame Number of days/weeks 9 PA Common A Core/Keystone Content Standard Anchor Descriptor A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Essential Questions UNDERSTAND What do students need to understand? Students will understand Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate Terminology Vocabulary Oley Valley School District Planned Course Instruction 12

13 Age of Expansion / Imperialism How did U.S. imperialist policy create economic opportunity and stimulate nativism and isolationist attitudes, as well as lead to debates over America s role in the world? What was the role of race in American culture, politics, and economics during WWI? What factors led to American territorial and international economic expansion outside of our borders? The students will need to know but are not limited to the following eligible content: William Seward s influence on American Expansionism. Yellow Journalism and its effect on Spanish American War. Spanish American War and US post war involvement in Philippines, Cuba, Latin America, and South pacific. The influence of individual Presidents during this time period. In all units, the students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, open-ended, short answer, long essay, DBQ, and map/diagram questions. Answer short answer and time-line questions synthesizing the relative concepts of reconstruction and its effects on future time periods. Write a synthesizing essay based on essay writing recommendations of the College Board. Identify the original and specific areas of U.S. international expansion on a map and explain through an essay and short answer the relevance throughout future time-periods. Complete a map which proves understanding of geographic locations of events and contributing countries. Imperialism Expansionist Dollar Diplomacy Platt Amendment Teller Amendment Roosevelt Corollary Opening of China White Man s Burden Panama Canal Insular Cases Oley Valley School District Planned Course Instruction 13

14 Unit 5 World War One Time Frame Number of days/weeks 9 PA Common A Core/Keystone Content Standard Anchor Descriptor A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Essential Questions UNDERSTAND What do students need to understand? Students will understand Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate Terminology Vocabulary Oley Valley School District Planned Course Instruction 14

15 World War One How did U.S. entrance into and participation in WWI, impact our foreign policy during the war ad going forward? What were the demographic changes and migration patterns (domestic and international) around WWI? What was the role of race in American culture, politics, and economics before, during and after WWI? What were the major battles and military campaigns in which involved United States soldiers? The students will need to know but are not limited to the following eligible content: Reasons why WWI started United States Isolation and what brought the United States into the War. How did black Americans aid the need for industrial workers during the War? The basic timeline and major aspects (geography, strategies, characteristics, etc.) of WWI before and after US involvement. The aspects of Wilson s 14 points and the Treaty of Versailles. What were the failures of the treaty of Versailles and how they led to the rise of Hitler? How did the government place limits on freedoms during the war? Post war 1919 and its effect on the US culture. The influence of individual Presidents during this time period. In all units, students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, open-ended, short answer, long essay, DBQ, and map/diagram questions. Answer short answer and time-line questions synthesizing the relative concepts of reconstruction and its effects on future time periods. Create a chart comparing the causes and effects of WWI and the Versailles Treaty and their effect on future time periods. Complete a map which proves understanding of geographic locations of events and contributing countries. Lusitania Neutrality Isolationism Zimmerman Note Chlorine Gas Trench Warfare Espionage Act Sedition Act Schenk v. US Red Scare Boston police strike Versailles Treaty 14 points League of nations Sacco and Vanzetti Palmer Raids ACLU Recession Great Migration Oley Valley School District Planned Course Instruction 15

16 Unit 6 The Jazz Age (Boom and Bust) Time Frame Number of days/weeks 12 PA Common A Core/Keystone Content Standard Anchor Descriptor A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Essential Questions UNDERSTAND What do students need to understand? Students will understand Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate Terminology Vocabulary Oley Valley School District Planned Course Instruction 16

17 Boom and Bust (Jazz Age and the Crash) How and why did new technologies (e.g. radio, cinema) lead to cultural changes and debates over values, morals, and national identity? How did modernism, gender roles, science, religion, race, and immigration emerged as dominant issues in 20 s society? What was the connection between migration and cultural movements like the Harlem Renaissance with increased debates over civil liberties during and after WWI? What was the role of race in American culture, politics, and economics during the 1920 s? The students will need to know but are not limited to the following eligible content: How Laissez Faire concepts in government aided the 1920 s economic boom. How Henry Ford s innovative way to make the car revolutionized industry. How the mass production of items like the car and the radio created industries and jobs in all sectors of the economy. How the stock market works and why common Americans were investing more than ever before. How mass investing in the stock market aided the economic boom of the Jazz Age. How this economic boom not only changed the economy but led a massive amount of cultural change? How women s roles changed socially, politically, and culturally. How women s new political influence shaped government decisions including but not limited to Prohibition. The arguments for and against Prohibition and its contemporary relevance. In all units, students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, open-ended, short answer, long essay, DBQ, and map/diagram questions. Write a synthesizing essay based on essay writing recommendations of the College Board. Answer short answer and time-line questions synthesizing the relative concepts of reconstruction and its effects on future time periods. Complete a map which proves understanding of geographic locations of events and contributing countries. Volstead Act Prohibition KDKA scopes trial Harlem Renaissance Lost Generation Kellogg- Briand Pact Installments Margin Fordney- McCumber Tariff Reaction Immigration Laws 1920s Assembly Line Model T Stock Crash Laissez Faire Teapot Dome Ohio Gang Normalcy Flapper Bonus Army Black Tuesday Margin investing Oley Valley School District Planned Course Instruction 17

18 Issues and circumstances surrounding the Scopes trial and how it represents a view into the major reactionary movements of the era. How the people and ideas of the Harlem renaissance represented a cultural shift for Black Americans. How works from the lost generation implied an undercurrent of materialism and cynicism during the Jazz Age. How reactionary groups like the KKK rose. Why immigration was met with reaction both socially, legally, and politically. How buying on margin led to the stock market crash. The major economic factors that turned the stock market crash into a depression. How the events and economic situations of 1932 led to the election of a liberally minded FDR. The influence of individual Presidents during this time period. Oley Valley School District Planned Course Instruction 18

19 Unit 7 Great Depression and The New Deal Time Frame PA Common Core/Keystone Content Standard Anchor Descriptor Number of days/weeks A A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. Aspects of the Great Depression and The New Deal Essential Questions UNDERSTAND What do students need to understand? Students will understand How did credit and market instability (particularly during the Great Depression) lead to a stronger financial regulatory system? How and why did the Great Depression transform the U.S. into a limited welfare Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? The students will need to know but are not limited to the following eligible content: FDR s goals of the New Deal (Relief, Recovery, Reform) How the FDR and the New Deal liberally Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate In all units, students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple choice, matching, open- Terminology Vocabulary Dust Bowl Hawley Smoot Tariff New Deal Three R s Relief, Recovery, Reform Oley Valley School District Planned Course Instruction 19

20 state with a series of reforms and regulatory agencies under the leadership of FDR and the New Deal? What was the effectiveness of FDR S New Deal? What was the validity, effectiveness, and modernday relevance of many of FDR s New Deal policies and agencies covering all aspects of the massive federal program? What were contemporary viewpoints concerning FDR and the New Deal? interpreted the Constitution unlike any time period previously. What were the economic regulations and reforms that were implemented in the wake of the severe market instability. How did FDR s pumppriming create government jobs to help job recovery? What aspects of a welfare state were implemented to counter the worst aspects of the Depression. What are conservative arguments against each of FDR s attempts to implement his goals of the Depression. Who were some of the most-outspoken people against FDR and his New Deal. What means did FDR use to try to stretch the interpretation of the Constitution and his political power. What were the immediate economic impacts of the New Deal throughout the 1930 s and the New Deal s true effectiveness. What are the short term and long-term pros and cons of FDR s New Deal What is the legacy of the New Deal? ended, short answer, long essay, DBQ, and map/diagram questions. Write an AP recommended 6-paragraph style essay synthesizing the relative concepts of The New Deal and its effects on future time periods. Answer short answer and time-line questions synthesizing the relative concepts of the New Deal and its effects on future time periods Complete a map which proves understanding of geographic locations of events and contributing countries. Emergency Banking Act Works Progress Admin. Civilian Conservation Corps. Securities Exchange Commission Federal Depositors Insurance Co. Labor relations Board Deficit Spending FDR Court Packing Charles Coughlin Huey Long Robert Taft Recession Depression Oley Valley School District Planned Course Instruction 20

21 What world event actually ended the Great Depression in the U.S. What was the influence of individual Presidents during this time period? Unit 8 World War Two Time Frame PA Common Core/Keystone Content Standard Anchor Descriptor Number of days/weeks A A B C D Big Ideas Key Concepts What s the big idea? Concepts that go across grade levels. Ideas that all students should be exposed to in the grade level. World War Two Essential Questions UNDERSTAND What do students need to understand? Students will understand Why did the U.S. enter WWII? What was the impact of WWII on the U.S., including the mass mobilization of the economy, technological and scientific advances, and how Eligible Content KNOW What do students need to know in order to be able to understand and do? Students need to know Concepts What students should know as a result of instruction specific to grade level? The students will need to know but are not limited to the following eligible content: What factors led to the rise of Military Dictatorships in Germany, Italy, and Japan. Competencies DO What students should be able to demonstrate as a result of instruction by the end of the unit? Monitored through formative and summative assessments. Students will be able to demonstrate In all units, students will be able to demonstrate knowledge of all essential questions and eligible content through formal and informal assessments which will include but are not limited to multiple Terminology Vocabulary Good Neighbor Policy Protectionism Reciprocal Trade Agreements Most Favored Nation Oley Valley School District Planned Course Instruction 21

22 and why the U.S. emerged as the most powerful nation on Earth? What were the impacts of challenges to civil liberties during WWII (e.g. Japanese- American internment)? What were the major battles and military campaigns US soldiers were involved in? What reasons did the United States use to maintain Neutrality during the beginning of the WWII? How Federal trade agreements brought the US closer to war on the side of the allies. Why the Japanese attacked us at Pearl Harbor and our military and civilian reaction to the attack. How the United States changed on the homefront in order to supply and help man the war effort. How the Federal government expanded the role of government during the war. What are the major conflict areas of US fighting in both theatres during WWII? What are some the specific battles and how they helped define American character in the twentieth century? What events and contributing factors led to Truman s decision to drop the atomic bombs on Hiroshima and Nagasaki. How did the aftermath of World War Two bring about the beginnings of vast political and choice, matching, openended, short answer, long essay, DBQ, and map/diagram questions. Write a synthesizing essay based on essay writing recommendations of the College Board. Identify on a map all of the significant countries and events in WWII. Complete a map which proves understanding of geographic locations of events and contributing countries. Nye Commission Isolationism Lend-Lease Act Pearl Harbor Labor Disputes Act Rationing Selective Service Act 1940 Japanese Internment Labor Disputes Act 1943 Koromatsu v. United States European Theatre Pacific Theatre Operation Overlord Operation Torch Operation Avalanche Island Hopping Okinawa USS Floyds Bay Bataan Potsdam Conference Harry Truman Hiroshima Nagasaki Oley Valley School District Planned Course Instruction 22

23 economic changes in the world going forward? The influence of individual Presidents during this time period. : Available resources Main Textbook: America: Pathways to the Present, Modern American History; Prentice Hall Auxiliary texts: Excerpts and sections from Princeton Review: Cracking the AP U.S. History Exam Excerpts and sections from the video America the Story of Us Excerpts and sections from the film Cinderella Man Excerpts and sections from the video Band of Brothers Excerpts and sections from the video Band of Brothers: Pacific Excerpts and sections from the video Trinity: The Atomic Bomb Movie Excerpts and sections from the book How the Other Half Lives, Jacob Riis Excerpts and sections from the book The Jungle, Upton Sinclair Excerpts and sections from the book Bury My Heart at Wounded Knee, Dee Brown Excerpts and sections from the book The Longest Day, Cornelius Ryan Excerpts and sections from the book With the Old Breed,E.B. Sledge Oley Valley School District Planned Course Instruction 23