Rev. 1/2011

Date Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources/Assessment & Activities BEGINNING SCHOOL YEAR 2010-2011 BEGINNING SCHOOL YEAR 2010-2011 US1 ENDS HERE AND USII BEGINS. BEGINNING SCHOOL US1 ENDS HERE AND USII BEGINS. (SOL numbers/letters will change from USI to USII numbers/letters) YEAR 2010-2011 US1 ENDS HERE AND USII EQ2 – How did the Civil War change the lives - Effects of the War on African Americans BEGINS. of soldiers, women, and slaves? • African Americans fought in the Union army. Some African Americans accompanied Confederate units in the field. Activities: US1.10 – The student will demonstrate • The Confederacy used enslaved African Americans as ship workers, laborers, cooks and camp workers. knowledge of the effects of Reconstruction on • The Union moved to enlist African American soldiers early in the war Create timelines, flashcards, American life by • African American soldiers were paid less than white soldiers board games, pop-ups, maps, • African American soldiers were discriminated against and served in segregated units under white officers ABC reviews, A-Z books, a) identifying the provisions of the flipbooks, etc. th th th • Robert Smalls, a sailor and later a Union naval captain, was among the African Americans who later 13 , 14 , and 15 Amendments to achieved fame or earned the nation’s highest award. the United States Constitution and - The 13th, 14th, and 15th Amendments to the Constitution address the issues of slavery. People Bingo their impact on the expansion of th • 13 Amendment – banned slavery in the United States or any of its territories freedom in America; Battle Maps • 14th Amendment – granted citizenship to all persons born in the United States and guaranteed them equal b) describing the impact of protection under the law Reconstruction policies on the Jean Fritz Books • 15th Amendment – insured all male citizens the right to vote regardless of race or color or previous South. condition of servitude Charts, dioramas EQ1 – What are the basic provisions of the th th th - These three amendments guaranteed equal protection under the law for all citizens. 13 , 14 , and 15 Amendments? Interpret political cartoons, - Reconstruction Policies and Problems slogans, etc. • EQ2 – What were the Reconstruction Southern military leaders could not hold office policies for the South? • Southerners resented Northern “carpetbaggers” who took advantage of the South during Reconstruction Journal writing, watercolor • African Americans held public office portraits, timelines of major • Northern soldiers supervised the South events.

Week 1 Introductory Outline Debates and Week 2 USII.1 – The student will demonstrate skills - The student will memorize, place in order, and briefly describe the following list of important for historical and geographic analysis and events: Resources: responsible citizenship, including the ability to 1. Reconstruction 11. Suffrage 2. Westward Expansion/Indian Wars 12. Great Depression Textbook a) analyze and interpret primary and 3. Immigration 13. New Deal secondary source documents to 4. Industrialization 14. World War II Teacher selected increase understanding of events 5. Urbanization 15. Holocaust supplemental resources and life in United States history 6. Spanish- American War 16. Use of Nuclear Weapons from 1865 to the present; 7. World War I 17. Cold War Internet Resources b) make connections between past and 8. Roaring Twenties 18. Korean & Vietnam Conflict present; 9. Harlem Renaissance 19. Civil Rights Assessment: c) sequence events in US history from 10. Prohibition 20. Collapse of Communism 1865 to the present; - Teachers should incorporate the essential skills into instruction throughout the year. Teacher made tests d) interpret ideas and events from - All students must maintain a notebook (Review Booklet) of the notes, essential questions, etc. that different historical perspectives; will be passed on to the 7th grade teacher. See instructions at the end of this map. Quizzes e) evaluate and debate issues orally - Physical features/climate of the Great Plains: and in writing; • Flatlands that rise gradually from east to west Presentations f) analyze and interpret maps that • Eroded by wind and water include major physical features; • Low rainfall Activities: g) use parallels of latitude and • Frequent dust storms meridians of longitude to describe Review Booklet hemispheric location; h) interpret patriotic slogans and Oral Presentations 1 Rev. 1/2011

excerpts from notable speeches and documents; Debates i) identify the costs and benefits of specific choices made including the Writing Activities consequences, both intended and unintended, of the decision and Timelines, etc. how people and nations responded to positive and negative incentives.

USII.2 – The student will use maps, globes, photographs, pictures, or tables for

a) explaining how physical features and climate influenced the movement of people westward. b) explaining relationships among natural resources, transportation, and industrial development after 1865; c) Locating the 50 states and the cities most significant to the historical development of the United States.

EQ1 – How did people’s perceptions and use of the Great Plains change after the Civil War? Week 3 Reconstruction - Basic provisions of the Amendments Students should analyze and USII.3a. The student will demonstrate • 13th Amendment: Bans slavery in the United States and any of its territories. interpret primary and knowledge of the effects of Reconstruction on • 14th Amendment: Grants citizenship to all persons born in the United States secondary source documents American life by analyzing the impact of the and guarantees them equal protection under the law. to increase understanding of th th th 13 , 14 , and 15 Amendments to the • 15th Amendment: Ensures all citizens the right to vote regardless of race or events and life in United Constitution of the United States of America; color or previous condition of servitude. States history. - Reconstruction policies and problems EQ1 – What are the basic provisions of the • Southern military leaders could not hold office Make connections between 13th, 14th, and 15th Amendments? The 13th, • African Americans could hold public office the past and present and 14th, and 15th Amendments of the Constitution • African Americans gained equal rights as a result of the Civil Rights Act of sequence. of the United States of America address the 1866, which authorized the use of federal troops for its enforcement issues of slavery and guarantee equal • Northern soldiers supervised the South Interpret ideas and events protection under the law for all citizens. • Freedman’s Bureau, established to aid former enslaved African Americans in from historical perspectives.

the South b) describing the impact of Reconstruction • Southerners resented northern “carpetbaggers,” who took advantage of the Resources: policies on the South and North;

South during Reconstruction. - Reconstruction ended with the Election of 1876 Textbook EQ1 – What were the Reconstruction policies • for the South? Federal troops removed from the South Teacher selected The Reconstruction policies were harsh and • Rights that African Americans gained were lost through Black Codes. supplemental resources created problems in the South. - Lincoln:

• Reconstruction plan called for reconciliation Internet Resources Reconstruction attempted to give meaning to • Preservation of the Union was more important than punishing the South

the freedom that the former enslaved African - Lee Assessment: Americans had achieved. • Urged Southerners to reconcile at the end of the was and reunite as

Americans when some wanted to fight Teacher made tests c) describing the legacy of Abraham Lincoln, • Became president of Washington College which is now known as

Robert E. Lee, and Frederick Douglass. Washington and Lee University

- Douglass: 2 Rev. 1/2011

USII.4c The student will demonstrate • Fought for adoption of constitutional amendments that guaranteed voting Quizzes knowledge of how life changed after the Civil rights War by describing racial segregation, the rise • Powerful voice for human rights and civil liberties for all. Presentations of Jim Crow Laws, and other constraints faced by African Americans and other groups in post Activities: reconstruction South. Review Booklet EQ1 – What is racial segregation? - Explain views of Reconstruction - Describe what radical Reconstruction was and how it ended Oral Presentations EQ2 – “Jim Crow” laws institutionalized a - Identify how the return of power to Southern Democrats affected Black Southerners system of legal segregation? - Discrimination against African Americans continued after Reconstruction. Debates - “Jim Crow” laws institutionalized a system of legal segregation. EQ3 – African Americans differed in their - African Americans differed in their responses to discrimination and “Jim Crow.” Writing Activities responses to discrimination and “Jim Crow?” - Racial Segregation: • Based on race Timelines, etc. • Directed primarily against African Americans, but other groups were also kept segregated • American Indians were not considered citizens until 1924 - African Americans were discriminated against by the passage of “Jim Crow” laws. - Characteristics of “Jim Crow” laws: • Made discrimination practices legal in many communities and states • Were characterized by unequal opportunities in housing, work, education, government - African American Responses: • Booker T. Washington – believed equality could only be achieved through vocational education; accepted social separation • Believed in full political, civil, and social rights for African Americans Week 4 USII.1 – The student will demonstrate skills - Explain how physical features and climate influenced the movement of people westward. Resources: for historical and geographic analysis and - During the nineteenth century, people’s perceptions and use of the Great Plains changed. responsible citizenship, including the ability to - Technological advances allowed people to live in more challenging environments. Textbook - Physical features/climate of the Great Plains: f) analyze and interpret maps that • Flatlands that rise gradually from east to west Teacher selected include major physical features; • Eroded by wind and water supplemental resources g) use parallels of latitude and • Low rainfall meridians of longitude to describe • Frequent dust storms Internet Resources hemispheric location; - Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast area to be settled. Assessment: USII.2 – The student will use maps, globes, - Inventions/Adaptations photographs, pictures, or tables for • Barbed wire Teacher made tests • Steel plow a) explaining how physical features Quizzes • Dry farming and climate influenced the • Sod houses movement of people westward; Presentations • Raising beef cattle b) explaining relationships among • natural resources, transportation, Wheat farming Activities: and industrial development after • Windmill 1865; • Railroads Review Booklet c) locating the 50 states and the cities - Advances in transportation linked resources, products, and markets. most significant to the historical - Manufacturing areas were clustered near centers of population. Oral Presentations development of the United States. - Transportation of Resources: • Moving copper and lead resources to eastern factories Debates EQ1 – How did advances in transportation link • Moving iron ore deposits to sites of steel mills (e.g., Pittsburgh) resources, products, and markets? • Transporting finished products to national markets Writing Activities 3 Rev. 1/2011

- Examples of manufacturing areas: EQ2 – What are some examples of • Textile industry – New England Timelines, etc. manufacturing areas which were located near • Automobile Industry – Detroit centers of population? • Steel Industry – Pittsburgh - A state is an example of a political region. States may be grouped as part of different regions, depending on the criteria used. EQ3 – What is one way of grouping the 50 - Northeast – Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New states? York, New Jersey, Pennsylvania - Southeast – Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, EQ4 – What are some examples of cities South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas which historically have had political, - Midwest – Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, economic, and/or cultural significance to the Nebraska, South Dakota, North Dakota development of the United States? - Southwest – Texas, Oklahoma, New Mexico, Arizona - Western (Rocky Mountains) – Colorado, Utah, Nevada, Montana, Wyoming, Idaho - Pacific – Washington, Oregon, California - Non-contiguous states: Alaska, Hawaii - Cities serve as centers of trade and have political, economic, and cultural significance. - Northeast – New York, Boston, Pittsburgh, Philadelphia - Southeast – Washington, DC, Atlanta, New Orleans - Midwest – Chicago, St. Louis, Detroit - Southwest – Houston, Santa Fe - Western (Rocky Mountains) – Denver, Salt Lake City - Pacific – San Francisco, Los Angeles, Seattle Week 5 Introduction to Western Expansion - Technological advances allowed people to live in more challenging environments. Resources: and - New opportunities and technological advances led to westward migration following the Civil War. Week 6 USII.4a - The student will demonstrate - Reasons for Westward Expansion: Textbook knowledge of how life changed after the Civil • Opportunities for land ownership War by • Technological advances, including the Transcontinental Railroad Teacher selected • Possibility of wealth created by the discovery of gold and silver supplemental resources a) identifying the reasons for westward • Adventure expansion, including its impact on American • A new beginning for former slaves Internet Resources Indians; - importance of minerals/impact of mining - Impact on American Indians EQ1 – Why did western expansion occur? • Opposition by American Indians to westward expansion (Battle of Little Assessment: Bighorn, Sitting Bull, Geronimo) EQ2 – How did the lives of American Indians Teacher made tests • Forced relocation from traditional lands to reservations (Chief Joseph, Nez change with western expansion? Perce`) Quizzes • Reduced population through warfare and disease (Battle of Wounded Knee)

• Assimilation attempts and lifestyle changes, e.g. reduction of buffalo Presentations population

• Reduced their homeland through treaties that were broken Activities:

Review Booklet

Oral Presentations

Debates

Writing Activities

Timelines, etc.

4 Rev. 1/2011

- Week 7 USII.4b – The student will demonstrate - Population changes, growth of cities, and new inventions produced interaction and often conflict Resources: and knowledge of how life changed after the Civil between different cultural groups. Week 8 War by explaining the reasons for the increase - Population changes, growth of cities, and new inventions produced problems in urban areas. Textbook and in immigration, growth of cities, new - Inventions had both positive and negative effects on society. Week 9 inventions, and challenges arising from this - Reasons why Immigrants From Many Different Countries Came to the US: Teacher selected expansion; • Hope for better opportunities supplemental resources • Religious freedom EQ1 – Why did Immigration increase? • Escape from oppressive governments Internet Resources • Adventure EQ2 – Why did cities develop? - Reasons why cities developed: Assessment: • Specialized industries including steel (Pittsburgh), meat packing (Chicago) EQ3 – What inventions created great change • Immigration from other countries Teacher made tests and industrial growth in the US? • Movement of Americans from rural to urban areas for job opportunities Quizzes - Inventions that contributed to great change and industrial growth: EQ4 – What challenges faced Americans as a • Lighting and mechanical uses of electricity (Thomas Edison) result of those social and technological Presentations • changes? Telephone service (Alexander Graham Bell) - Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and Activities: tenements.

EQ1 – What is racial segregation? - Efforts to solve immigration problems: Review Booklet • Settlement Houses, such as Hull House (Jane Addams) EQ2 – How were African Americans • Political machines gained power by attending to the needs of new immigrants Oral Presentations discriminated against? (e.g., jobs, housing) • Discrimination against immigrants – Chinese, Irish Debates EQ3 – How did African Americans respond to - Challenges faced by cities – tenements and ghettos, political corruption and political machines discrimination and “Jim Crow”? - Racial segregation Writing Activities • Based upon race • Directed primarily against African Americans, but other groups also were Timelines, etc. kept segregated - “Jim Crow” laws were passed to discriminate against African Americans. - “Jim Crow” laws • Made discrimination practices legal in many communities and states • Were characterized by unequal opportunities in housing, work, education, government - African American response • Booker T. Washington – Believed equality could be achieved through vocational education; accepted social separation • W.E.B. Du Bois – Believed in full political, civil, and social rights for African Americans

5 Rev. 1/2011

Week 10 USII.4d – Explain the impact of new - Between the Civil War and WWI, the US was transformed from an agricultural to an industrial Resources: and inventions, the rise of big business, the growth nation. Week 11 of industry and life on American farms. - Factors resulting in growth of industry: Textbook • Access to raw materials and energy EQ1 – What factors caused the rise of big • Availability of work force due to immigration Teacher selected business? • Inventions supplemental resources • Financial resources EQ2 – What created the rise in big business? - Reasons why big business rose and prospered: Internet Resources • National markets created by transportation advances EQ3 – How did industrialization and the rise • Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Henry Assessment: in big business influence life on American Ford, automobile, Cornelius Vanderbilt, shipping and railroads) farms? Teacher made tests • Advertising

• Lower-cost production’

- Examples of big business: Quizzes • Railroads • Oil Presentations • Steel - Mechanization (e.g., the reaper) had reduced farm labor needs and increased production Activities: - Industrial developments in cities created increased labor needs. Review Booklet

Oral Presentations

Debates

Writing Activities Timelines, etc.

Week 12 USII.4e – Describe the impact of the - The effects of industrialization led to the rise of organized labor and important workplace reforms. Resources: and Progressive Movement on child labor, working - Negative effects of industrialization: Week 13 conditions, the rise of organized labor, • Child labor Textbook women’s suffrage and the Temperance • Low wages, long hours Movement. • Unsafe working conditions Teacher selected - Rise of Organized Labor: supplemental resources EQ1 – What factors caused the rise of big • Formation of Unions – American federation of Labor (AFL) business? • Strikes – Homestead Strike Internet Resources - Progressive Movement Workplace Reforms: EQ2 – What created the rise in big business? • Improved safety conditions Assessment: Teacher made tests • Reduced hours EQ3 – How did industrialization and the rise Quizzes • Restrictions on child labor in big business influence life on American Presentations • farms? Anti-trust laws - Women’s suffrage Activities: • EQ4 – How did the reforms of the Progressive Limited work hours Review Booklet Movement change the United States? • Increased educational opportunities Oral Presentations th • Suffrage – women gained the right to vote with passage of the 19 Debates Amendment. Susan B. Anthony and Elizabeth Cady Stanton were Writing Activities instrumental in the women’s suffrage movement. Timelines, etc. - Temperance Movement • Groups opposed to the making and consuming of alcohol • Supported the 18th Amendment prohibiting the manufacture, sale, or transporting of alcoholic beverages. 6 Rev. 1/2011

Week 14 USII.5a – The student will demonstrate the - The United States emerged as a world power as a result of victory over Spain in the Spanish Resources: knowledge of the changing role of the United American War. States from the late nineteenth century through - Economic interests and public opinion often influence US involvement in international affairs. Textbook World War I by explaining the reasons for and - Reasons for the Spanish American War: results of the Spanish American War; • Protecting American business interests in Cuba Teacher selected • American support of Cuban rebels to gain independence from Spain supplemental resources EQ1 – What were the reasons for the Spanish • Rising tensions as a result of the sinking of the USS Maine in Havana Harbor American War? • Exaggerated news reports of events (Yellow Journalism) Internet Resources - Discuss role of Commodore Dewey and the sinking of the Spanish fleet EQ2 – What were the results of the Spanish - Results of the Spanish American War: Assessment: American War? • The US emerged as a world power • Cuba gained independence from Spain Teacher made tests

• The US gained possession of the Philippines, Guam, and Puerto Rico.

• “Big Stick Diplomacy” Quizzes • Taft’s Dollar Diplomacy • Wilson’s Moral Diplomacy Presentations

Activities:

Review Booklet

Oral Presentations

Debates

Writing Activities

Timelines, etc. Week 15 USII.6a – The student will demonstrate - Technology extended progress into neglected rural areas. Resources: knowledge of the social, economic, and - Results of improved transportation brought by affordable automobiles: technological changes of the early twentieth • Greater mobility Textbook century by explaining how development in • Creation of jobs factory and labor productivity and • Growth of transportation-related industries (road construction, oil, steel, Teacher selected transportation (including the use of the automobile) supplemental resources automobile), communication, and • Movement to suburban areas electrification changed American life; - Invention of the Airplane – The Wright Brothers Internet Resources - Use of the assembly line – Henry Ford EQ1 – How was social and economic life - Communication Changes: Assessment: different in the early twentieth century from • Increased availability of telephones that of the late nineteenth century? • Development of the radio (role of Guglielmo Marconi) and broadcast industry Teacher made tests (role of David Sarnoff) EQ2 – What factors increased factory and Quizzes • Development of the movies labor productivity? - Ways rural electrification changed rural life: Presentations • Labor-saving products (e.g., washing machines, electric stoves, water pumps)

• Electric lighting Activities: • Entertainment (e.g., radio) • Improved communications Review Booklet

Oral Presentations 7 Rev. 1/2011

Debates

Writing Activities

USII.5b – The student will demonstrate - The Roosevelt Corollary to the Monroe Doctrine: Timelines, etc. knowledge of the changing role of the United • Asserted the United States’ right to interfere in economic matters of nations States from the late nineteenth century through in the Americas World War I by describing Theodore • Claimed the United States’ right to exercise international police power Roosevelt’s impact on the foreign policy of the • Advocated Big Stick Diplomacy (building the Panama Canal) Unites States;

EQ1 – What were Theodore Roosevelt’s foreign policies and what were their impacts on the United States?

Week 16 USII.5c – The student will demonstrate - The US is not always able to remain neutral when war breaks out. Resources: and knowledge of the changing role of the United - There were disagreements about the extent to which the US should isolate itself from world affairs. Week 17 States from the late nineteenth century through - Reasons why the US entered WWI: Textbook World War I by explaining the reasons for the • Inability to remain neutral Teacher selected United States’ involvement in World War I • German submarine warfare – sinking of the Lusitanian supplemental resources and its international leadership role at the • US economic and political ties to Great Britain Internet Resources conclusion of the war. • The Zimmerman Telegram - Discuss trench warfare Assessment: EQ1 – What were the reasons for the United - Discuss the impact of WWI on the home front States becoming involved in WWI? - Major Allied Powers Teacher made tests • Great Britain, France, Russia, Serbia and Belgium Quizzes EQ2 – In what ways did the US provide - Central Powers Presentations leadership at the conclusion of the war? • Germany, Austria-Hungary, Bulgaria, Ottoman Empire Activities: EQ3 – Who were the Allies? - American leadership as the war ended: Review Booklet • At the end of WWI, President Woodrow Wilson prepared a peace plan knows EQ4 – Who were the Central Powers? Oral Presentations as the Fourteen Points that called for the formation of the League of Nations, a peacekeeping organization. Debates Writing Activities • The US decided not to join the League of Nations because the US Senate Timelines, etc. failed to ratify the treaty.

Week 18 USII.6b – The student will demonstrate the - Reforms in the early twentieth century could not legislate how people behaved. Resources: and knowledge of the social, economic, and - Economic conditions and violence lead to the migration of people. Week 19 technological changes of the early twentieth - Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, Textbook century by describing the social and economic transport, and import alcoholic beverages. Teacher selected changes that took place, including prohibition, - Results of Prohibition: supplemental resources and the Great Migration north and west; • Speakeasies were created as places for people to drink alcoholic beverages Internet Resources • Bootleggers smuggled illegal alcohol into the country and promoted EQ1 – What was Prohibition, and how organized crime. Assessment: effective was it? • Prohibition was repelled by the 21st Amendment - Great Migration North and West: Teacher made tests EQ2 – Why did African Americans migrate to • Jobs for African Americans in the South were scarce and low paying. Quizzes northern cities? • African Americans faced discrimination and violence in the South Presentations • African Americans moved to cities in the North and Midwest in search of EQ3 – What were the economic changes better employment opportunities. Activities: during the early twentieth century? • African Americans also faced discrimination and violence in the North and 8 Rev. 1/2011

Midwest Review Booklet USII.6c - Examine art, literature, and music - Cultural climate of the 1920s and 1930s Oral Presentations from the 1920s and 1930s, emphasizing • Art – Georgia O’Keeffe, an artist known for urban scenes and, later, Debates Langston Hughes, Duke Ellington, George paintings of the southwest Writing Activities O’Keefe, and the Harlem Renaissance; • Literature – F. Scott Fitzgerald, a novelist who wrote about the Jazz Age of Timelines, etc. the 1920s; John Steinbeck, a novelist who portrayed the strength of poor migrant workers during the 1930s EQ1 – Who were the leaders in art, literature, • Music – Aaron Copland and George Gershwin, composers who wrote unique and music? What were their contributions? American music

EQ2 – How did the Harlem Renaissance - Harlem Renaissance: influence American life? • African American artists, writers, and musicians based in Harlem who revealed the freshness and variety of black culture • Art – Jacob Lawrence, painter who chronicled the experiences of the Great Migration north through art • Literature – Langston Hughes, poet who combined the experiences of African and American cultural roots • Music – Duke Ellington and Louis Armstrong, jazz composers; Bessie Smith, blues singer - Popularity of these artists spread to the rest of society. - Georgia O’Keeffe was an artist known for urban scenes and, later, paintings of the Southwest. Week 20 USII.6d – Identity the causes of the Great - The optimism of the 1920s concealed problems in the American economic system and attitudes Resources: and Depression, its impact on Americans, and the about the role of government in controlling the economy. Week 21 major features of Franklin D. Roosevelt’s New - The Great Depression had a widespread and severe impact on American life. Textbook Deal. - Franklin Roosevelt’s New Deal used government programs to help the nation recover from the Depression Teacher selected EQ1 – What were the causes of the Great - Causes of the Great Depression: supplemental resources Depression? • Overproduction of durable goods and cash crops • People over-speculated on stocks, using borrowed money that they could not Internet Resources EQ2 – How were the lives of Americans repay affected by the Great Depression? • The Federal Reserve failed to prevent the collapse of the banking system Assessment: • High tariffs discouraged international trade EQ3 – What were the major features of the - Impact on Americans: Teacher made tests New Deal? • Failure of large numbers of banks and businesses • One-third of workers without jobs Quizzes

• Large numbers of hungry and homeless people Presentations • Low incomes for farmers

- Major Features of the New Deal: Activities: • Social security

• Federal work programs Review Booklet • Farm assistance programs • Increased rights for labor Oral Presentations

Debates

Writing Activities

Timelines, etc. Week 22 USII.7a – The student will demonstrate - Political and economic conditions in Europe following WWI led to the rise of fascism and to WWII. Resources: and knowledge of the major causes and effects of - The rise of fascism threatened peace in Europe and Asia. Week 23 American involvement in World War II by - As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct Textbook and identifying the causes and events that led to involvement. 9 Rev. 1/2011

Week 24 American involvement in the war, including - Causes of WWII: Teacher selected the attack on Pearl Harbor. • WWI left Europe politically unstable and economically devastated because of supplemental resources worldwide depression, high war debt owed by Germany, high inflation, EQ1 – How did post-WWI Europe set the massive unemployment Internet Resources stage for WWII? • Rise of Fascism – fascism is a political philosophy in which total power is given to a dictator and individual freedoms are denied. Fascist dictators EQ2 – How did the rise of fascism affect included Adolf Hitler in Germany, Benito Mussolini in Italy, and Hideki Tojo world events following WWII? in Japan. These leaders led the countries that became known as the Axis Powers. EQ3 – How did American policy toward - The Allies: Assessment: events in Europe and Asia change over time? • Democratic nations (the United States, Great Britain, France) were known as the Allies. The Soviet Union joined the allies after being invaded by Teacher made tests EQ4 – What were the major events and turning Germany. points of WWII? • Allied Leaders included Franklin D. Roosevelt and Harry S. Truman of the United States, Winston Churchill of Great Britain, and Joseph Stalin of the Quizzes EQ5 – What was the Holocaust? USSR. - American policy gradually changed from neutrality to involvement. Presentations EQ6 – How did Americans at home support • Isolationism (Great Depression, legacy of WWI) the war effort? • Economic aid to Allies Activities:

• Direct involvement in the war EQ7 – What effect did the war have on race Review Booklet - War in the Pacific relations in America? • Rising tensions developed between the US and Japan because of Japanese Oral Presentations aggression in East Asia.

• December 7, 1941, Japan attacked the US naval base at Pearl Harbor without Debates warning.

• The US declared war on Japan. Writing Activities • Germany declared war on the US. - Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately Timelines, etc. defeated Germany and Japan. - The Holocaust is an example of prejudice and discrimination taken to the extreme. - Major events of WWII: • Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations. • Germany invaded France, capturing Paris. • Germany bombed London, and the Battle of Britain began. • Japan bombed Pearl Harbor • US was victorious over Japan at the Battle of Midway. This victory was the turning point of the war in the Pacific. • Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Europe. • Americans and Allies landed in Normandy, France, on D-Day to begin the liberation of Western Europe. • Battle of the Bulge • The US dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending WWII. - The Holocaust • Anti-Semitism • Aryan Supremacy • Systematic attempt to rid Europe of all Jews • Tactics – boycott of Jewish stores, threats, segregation, imprisonment and killing of Jews and others in concentration camps • Liberation by Allied forces of Jews and others in concentration and death 10 Rev. 1/2011

camps - WWII affected every aspect of American life. - Americans were asked to make sacrifices in support of the war effort and the ideas for which we fought. - American involvement in WWII brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war. - Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter) - Americans at home supported the war by conserving and rationing resources. - The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants) although discrimination against African Americans continued. - Germany partitioned. - While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps. - Japan Occupied by armed forces. Week 25 USII.8a – The student will demonstrate - Learning from the mistakes of the past, the US accepted its role as a world leader, helping to rebuild Resources: and knowledge of the economic, social, and Europe and Japan and taking the leading role in the establishment of the United Nations. Week 26 political transformation of the United States - Much of Europe was in ruins following WWII. The US felt it was in its best interest to rebuild Textbook and and the world between the end of World War Europe and prevent political and economic instability. Week 27 II and the present by describing the rebuilding • The US instituted George C. Marshall’s plan to rebuild Europe (the Marshall Teacher selected of Europe and Japan after World War Ii, the Plan) supplemental resources emergence of the United States as a • Japan became democratic and rebuilt its economy with the help of the US. superpower, and the establishment of the - Near the end of the war, world leaders created an international peacekeeping organization called the Internet Resources United Nations; United Nations. - The United States joined the United Nations. Assessment: USII.8b - Describing the conversion from a - Following WWII, the American Dream became a reality for many people. wartime to a peacetime economy; - Americans prospered in an expanding economy. Teacher made tests - After WWII, the US economy grew rapidly: EQ1 – How did the United States help rebuild • With rationing of consumer goods over, businesses converted from Quizzes post-war Europe and Japan? production of war materials to consumer goods. • Americans purchased goods on credit. Presentations EQ2 – What contributed to more people • The workforce shifted back to men, and most women returned to family realizing the “American Dream?” responsibilities. Activities: • Labor unions merged and became more powerful; workers gained new benefits, higher salaries Review Booklet

• As economic prosperity continued and technology boomed, the next USII.8c – Identify the role of America’s Oral Presentations generation of women re-entered the labor force in large numbers. military and veterans in defending freedom - The US and the Soviet Union emerged from WWII as world powers, triggering a rivalry over during the Cold War, including the wars in ideology and national security. Debates Korea and Vietnam, the Cuban Missile Crisis, - Since WWII, the US has been directly involved in various conflicts that reflected the divisions the collapse of communism in Europe, and the Writing Activities created by Cold War tensions and hostilities. rise of new challenges; - The tensions between the free world and the communist world caused divisiveness at home and Timelines, etc. abroad. EQ1 – How and why did the Cold War begin? - The Cold War was the central organizing principle in foreign affairs for 40 years.

- The Cold War – state of tension between the US and the Soviet Union without actual fighting that EQ2 – What have been the major conflicts and divided the world into two camps. confrontations involving America in the post- - Origins of the Cold War WWII era? • Differences in goals and ideologies between the United States and the Soviet

Union (the two superpowers) – The US was democratic and capitalist; the EQ3 – How did Cold War tensions cause Soviet Union was dictatorial and communist. divisiveness at home? • The Soviet Union’s domination over Eastern European countries • EQ4 – How did communism collapse in American policy of containment (to stop the spread of communism) Europe? • North Atlantic Treaty Organization (NATO) versus Warsaw Pact - Major conflicts in the post WWII era: 11 Rev. 1/2011

EQ5 – How were the challenges after the Cold • South Korea and the US resisted Chinese and North Korean aggression. The War different from earlier challenges? conflict ended in a stalemate.

Week 28 - The US and the Soviet Union emerged from WWII as world powers, triggering a rivalry over Resources: and ideology and national security. Week 29 - Since WWII, the US has been directly involved in various conflicts that reflected the divisions Textbook and created by Cold War tensions and hostilities. Week 30 - The tensions between the free world and the communist world caused divisiveness at home and Teacher selected abroad. supplemental resources - The Cold War was the central organizing principle in foreign affairs for 40 years. - The Cold War – state of tension between the US and the Soviet Union without actual fighting that Internet Resources divided the world into two camps. Assessment: - Origins of the Cold War • Differences in goals and ideologies between the United States and the Soviet Teacher made tests Union (the two superpowers) – The US was democratic and capitalist; the Soviet Union was dictatorial and communist. Quizzes • The Soviet Union’s domination over Eastern European countries • American policy of containment (to stop the spread of communism) Presentations • North Atlantic Treaty Organization (NATO) versus Warsaw Pact - Major conflicts in the post WWII era: Activities: • Bay of Pigs • Cuban Missile Crisis occurred when the Soviet Union placed missiles in Review Booklet Cuba. The Soviets removed the missiles in response to US blockade. Oral Presentations • United States intervened to stop the spread of communism into South Vietnam (Domino Theory). Gulf of Tonkin Resolution and Tet Offensive. Debates Conflict ended in a cease-fire agreement in which US troops withdrew.

- Collapse of Communism in Europe Writing Activities • SALT Treaties

• Breakup of Soviet Union into independent countries Timelines, etc. • Destruction of Berlin Wall - New Challenges • Role of US military intervention • Environmental challenges • Global issues: trade, jobs, diseases

USII.8d - Describing the changing patterns of - Changing patterns in American society at the end of WWII changed the way most Americans lived society, including expanded educational and and worked. economic opportunities for military veterans, - Factors leading to changing patterns in US society: women, and minorities; • A strong economy: healthy job market, increased productivity, increased demand for American products 12 Rev. 1/2011

• Greater investment in education • “The Baby Boom,” which led to changing demographics • Interstate highway system • Role of women (expected to play supporting role in the family, but increasingly working outside the home). Eleanor Roosevelt worked to expand human rights. • The war gave momentum to African Americans’ aspirations for economic opportunities. - Policies and programs that expanded educational and employment opportunities: • GI Bill of Rights gave educational, housing, and employment benefits to WWII veterans

• Truman desegregated the armed forces

• Civil Rights legislation led to increased educational, economic and political

opportunities for minorities

- The Civil Rights Movement resulted in legislation that insured constitutional rights to all citizens USII.9a – The student will demonstrate regardless of race. knowledge of the key and international issues - Women activists were inspired by achievements of the Civil Rights Movement and took action to during the second half of the twentieth and gain equality for them, particularly in the workplace. early twenty-first centuries by examining the - Some effects of segregation Civil Rights Movement and the changing role • of women; Separate educational facilities and resources for white and African American students

• EQ1 – How did the African American struggle Separate public facilities (e.g., restrooms, drinking fountains, restaurants) for equality become a mass movement? • Social isolation of races

EQ2 – How did the law support the struggle - Civil Rights Movement: for equality for African Americans? • Plessy v. Ferguson – “separate but equal” • Martin Luther King, Jr. – passive resistance against segregated facilities; “I EQ3 – How were women disadvantaged in the have a dream…” speech. workplace? • Rosa Parks – Montgomery Bus Boycott • Organized protests, Freedom Riders, sit-ins, marches EQ4 – What actions were taken to improve • Brown v. Board of Education, desegregated schools conditions for women? • Civil Rights Act of 1964 • Voting Rights Act of 1965 - Changing role of women: • Discrimination in hiring practices against women • Lower wages for women than for men doing the same job USII.9b – Describing the development of new • National Organization of Women (NOW) technologies in communication and • Federal legislation to force colleges to give women equal athletic entertainment and business and their impact on opportunities American life; - After the war, Americans turned their energies to the development of peacetime technologies

• Airline industry – jets EQ1 – Which industries benefited the most • Automobile industry and interstate highway system from the new technologies? • Entertainment and news media industry

• EQ2 – How did space exploration affect the Exploration of space development of the communication and • Computer industry transportation industries? • Satellite system – telecommunications (pagers, cell phones, television) • Internet EQ3 – What impact did new technologies have - Impact of new technologies on American life on American life? • Increased domestic and international travel for business and pleasure • Greater access to news and other information • Cheaper and more convenient means of communication 13 Rev. 1/2011

• Greater access to heating and air-conditioning improved the quality of life and encouraged population growth in certain areas of the country • Decreased regional variation, resulting from nationwide access to entertainment and information provide by national television and radio programming, internet services, computer games • Identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives.

Week 31 and USII.9c - Identifying how individual citizens - Science: Week 32 from the time period influenced America • Charles Drew – plasma and scientifically, culturally, academically, and • J. Robert Oppenheimer (Manhattan Project team) – physics Week 33 economically; - Culture: And • Frank Lloyd Wright – architecture Week 34 • Martha Graham – dance - Academic: • Henry Louis Gates - historian • Maya Angelou – literature

- Economic:

• Bill Gates – computer technology

• Ray Kroc – franchising

• Sam Walton - retailing

USII.9d – Examining American foreign policy, immigration, the global environment, - Foreign Policy – increase in terrorist activities; conflicts in the Middle East; changing relationships and other emerging issues; with nations - Immigration – changing immigration patterns, e.g. Hispanic Americans, Asian Americans, more

EQ1 – How have these affected people in the people want to immigrate to the US than are allowed by law. US and in other countries. - Global environment – policies to protect the environment, global climate change, conservation of water and other natural resources

- Other issues – world health issues (global pandemics) - Globalization is the linking of nations through trade, information, technologies, and communication. - Globalization involves increased integration of different societies. USII.8e – Describe how international trade and globalization have impacted American - Impact of globalization on American – Improvement of all communications (e.g. travel, life; telecommunications/Internet), availability of a wide variety of international goods and services, and outsourcing of jobs.

Between the end of World War II and the present, the world has been marked by an increase in globalization and interdependence.

Week 35 SOL Test Review - Select from the following list: and • Visit D-Day Memorial Week 36 • And SOL Test Guest Speakers Post-SOL Activities • Vital Links 14 Rev. 1/2011

• Independent research projects • Novel Units • Decade celebrations

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