First Nine Weeks

SOL: USII.2c The student will use maps, globes, pictures or tables for locating the 50 states and the cities most significant to the historical development of the United States.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1f,g The student will be able to: 1. Have students define region. History USII Curriculum and 1-2 days 1. Define region. Framework (States may be grouped as part of 2. Relationship Builder: Students Document Page 7 different regions, depending color in maps of seven political upon criteria used.) regions. Students will then find at History USII Enhanced Scope and least one other person in the room Sequence 2. Identify the seven political who colored the maps using the Page 29 regions of the United States. same colors in the same places (Northeast, Southeast, Midwest, they did, or as close as they can Sandbox: \\lcspacing Southwest, Rocky Mountains, get. US History II - Maps – Regions Pacific, Noncontiguous) 3. Have students label maps of Map of U.S. Regions - Labeled seven regions. Assessments 4. Relationship Builder: Have 1.Pre- and Post-test students in groups. Have them start 2. Completed regions with a blank piece of paper with map. just the state name at the top. Each 3. Vocabulary quiz. student must write one state in 4. Regions map quiz. that region, they then pass it to the 5. Teacher made Unit right, until all the states have been Test identified.

5. Relationship Builder: Have students write down the total number of states they have visited, then get into groups of matching numbers to discuss one thing they did in their travels.

1 First Nine Weeks

SOL: USII.3a The student will demonstrate knowledge of the effect of Reconstruction on American life by analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 2-3 days b, c, d 1. Explain the basic provisions of associated with the amendments. Framework the 13th Amendment. (provision, ban, condition of Page 8 (It bans slavery in the United servitude, Amendment) States and all of its territories.) History USII Enhanced Scope and 2. Read and discuss the Sequence 2. Explain the basic provisions of Amendments as a class. Page 27 the 14th Amendment. (It grants citizenship to all 3. Provide students with examples Sandbox: \\lcspacing persons born in the United States of various scenarios relating to the US History II – 13, 14, 15, and guarantees them equal amendments and have the Amendment protection under the law.) students match the scenarios with the correct amendments. Textbook 3. Explain the basic provisions of Assessments the 15th Amendment. 4. Have students make a foldable, U.S. Constitution 1. Pre- and Post-test (It ensures all citizens the right to where they match the provisions to 2. Completed scenario vote regardless of race, color, or the Amendments. activity. previous condition of servitude.) 3. Vocabulary quiz. 5. Cloze reading activity. 4. Cloze reading 4. Analyze the impact that the activity. 13th, 14th, and 15th Amendments 6. Relationship Builder: Students 5. Teacher made Unit had on the issue of slavery and draw one of the three amendments Test. guaranteed equal protection out of a bag. They find others who under the law for all citizens. have the same amendment and discuss its lasting impact.

2 First Nine Weeks

SOL: USII.3b The student will demonstrate knowledge of the effects of Reconstruction on American life by describing the impact of Reconstruction policies on the South and North.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 3-4 days c,d,e i 1. Describe the impact of associated with Reconstruction. Framework Reconstruction policies in the (Reconstruction, enslaved, policy, Page 9 South. authorize, enforce, Freedman’s (Southern military leaders could Bureau, establish, aid, resent, History USII Enhanced Scope and Sequence not hold office; Northern soldiers carpetbagger, Black Codes, Page 27 supervised the South; Freedmen’s compromise, Jim Crow Laws) Bureau; Carpetbaggers took Sandbox: \\lcspacing advantage of the South during 2. Use the websites to have the US History II – Reconstruction Reconstruction.) students read the information and Policies give predictions as to how things 2. Explain how Reconstruction would have been different had the Freedmen’s Bureau impacted former slaves. Freedmen’s Bureau not existed or if (African Americans could hold the Election of 1876 had turned out Election of 1876 Assessments office; African Americans gained differently. 1. Pre- and post-test Carpetbagger political cartoon rights with the Civil Rights Act of 2. Vocabulary quiz.

1866; southern states adopted 3. Relationship Builder: Have the 3. Complete website Black Codes) students pair up with one as the activity. Southerner and one as the 4. Complete pair 3. Explain the end of Northerner and have them present activity. Reconstruction. their feelings about Reconstruction 5. Teacher made Unit (Reconstruction ended in 1877 to one another. Test. with the compromise of the presidential election of 1876; 4. Have students write an analysis federal troops were removed of the carpetbagger political from the South; rights that were cartoon. gained by African Americans were lost through Jim Crow laws.)

3 First Nine Weeks

SOL: USII.3c The student will demonstrate knowledge of the effects of Reconstruction on American life by describing the legacies of Abraham Lincoln, Robert E. Lee, and Fredrick Douglass.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII. 1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 2-3 days d, h, i 1. Explain how the actions of associated with Lincoln, Lee, and Framework Page 10 Lincoln had a lasting impact on Douglass. (impact, reconcile, Reconstruction. preservation, civil liberty) History USII Enhanced Scope and (Reconstruction plan calling for Sequence reconciliation; preservation of the 2. Have students complete a Page 21 Union was more important than foldable where they match the punishing the South) three men with their actions Sandbox: \\500f101 regarding Reconstruction. US History II – Lincoln, Lee, and 2. Explain how the actions of Douglass Robert E. Lee had a lasting 3. Take on the character of one of impact on Reconstruction. the three and write a journal entry Abraham Lincoln’s speech on (Urged Southerners to reconcile with supporting facts about your Reconstruction with Northerners at the end of views on Reconstruction. Assessments the war; became president of Robert E. Lee’s Views on 1. Pre- and Post-Test Washington College, which is now 4. Relationship Builder: Have the Reconstruction 2. Completion of known as Washington and Lee students get into groups of three foldable. University) and research the speeches of Frederick Douglass’s What the 3. Vocabulary quiz. Lincoln, Lee and Douglass on Black Man Wants speech 4. Journal entry. 3. Explain how the actions of Reconstruction, assigning each 5. Participation in Frederick Douglass had a lasting student a different person. Have group activity. impact on Reconstruction. them explain to each other what 6. Venn Diagram. (Fought for adoption of the three men said about their 7. Teacher made Unit constitutional amendments that views in speeches. Test guaranteed voting rights; powerful voice for human rights 5. Have students create a Venn and civil liberties for all) Diagram comparing and contrasting the views of these three men.

4 First Nine Weeks

SOL: USII.4c The student will demonstrate knowledge of how life changed after the Civil War by describing racial segregation, the rise of “Jim Crow”, and other constraints faced by African Americans and other groups in the post-Reconstruction South.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 3-4 days b, c, d 1. Give specific examples of associated with African American Framework discrimination after discrimination. (discrimination, Page 13 Reconstruction. institutionalize, segregate, (Segregation based on race; characterize, vocational education) History USII Enhanced Scope and directed primarily against African Sequence Americans, but others groups also 2. Journal entry: Have the students Page 21 segregated; American Indians not write a journal entry from the considered citizens until 1924) perspective of a person who is Sandbox: \\lcspacing being discriminated against. US History II – Jim Crow, 2. Explain how “Jim Crow” laws Conversely, have them also write a Washington, and DuBois institutionalized a system of journal entry from the perspective legal segregation. of a white citizen including not only Booker T. Washington Biography (Passed to discriminate against examples of what they see, but Assessments African Americans; made their opinions of the people on the W.E.B. DuBois Biography 1. Pre- and Post-Test discrimination practices legal in other side of the debate. Have 2. Vocabulary quiz. many communities and states; them discuss what sorts of 3. Journal entry. characterized by unequal misconceptions arose from 4. Debate. housing, work, education, and discrimination. 5. Cloze reading government opportunities) activity. 3. Relationship Builder: Have the 6. Teacher made Unit 3. Compare and contrast African students pair up and debate how to Test American responses to approach the issue of discrimination and “Jim Crow”. discrimination based on the ideas (Booker T. Washington and of DuBois and Washington. W.E.B. DuBois) 4. Cloze reading activity.

5 First Nine Weeks

SOL: USII.2a The student will use maps, globes, photographs, pictures, or tables for explaining how physical features and climate influenced the movement of people westward.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII. 1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 4-5 days f, i 1. Describe why people’s associated with westward Framework perceptions and use of the Great expansion. (perception, Page 5 Plains changed. technological advances, (Because of new technologies, environment, adapt, erode, vast) History USII Enhanced Scope and people stopped seeing the Sequence flatlands with frequent dust 2. Physical map of the west. Page 21 storms and little rainfall not as a treeless wasteland, but as a vast 3. Choose one of the inventions Sandbox: \\lcspacing area to be settled.) which allowed for increased US History II – Climate of the westward expansion. Create an West 2. Identify technological advertisement for your invention in advances which allowed people which you explain what your Great Plains Facts to live in more challenging invention does and how it will help Assessments environments. make someone’s life on the Great United Streaming Video: Boom or 1. Pre- and Post-Test (Barbed wire, steel plows, dry Plains easier. Bust: Mining and the Opening of 2. Vocabulary quiz. farming, sod houses, beef cattle the American West 3. Map completion. raising, wheat farming, windmills, 4. Relationship Builder: Have 4. Advertisement railroads) students watch the video on completion. westward expansion and jot down 5. 10 facts. 10 facts. After the video, have 6. Teacher made Unit them get into groups and list the Test top three reasons for westward expansion and share them with the class.

6 First Nine Weeks

SOL: USII.4a The student will demonstrate knowledge of how life changed after the Civil War by identifying the reasons for westward expansion, including its impact on American Indians.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 4-5 days d 1. Identify reasons for westward associated with westward Framework expansion. expansion. (migration, expansion, Page 11 USII.4b (Opportunities for land transcontinental, obtain, ownership; technological relocation, reservation, History USII Enhanced Scope and advances; looking for gold and assimilation, reduction, treaty) Sequence silver; adventure; new beginning Page 21 for former slaves) 2. Have the students create a brochure advertising westward Sandbox: \\lcspacing 2. Describe the impact of expansion and why people should US History II – Westward westward expansion on no longer think of it as a treeless Expansion American Indians. wasteland, but as a land of (Opposition to expansion; forced opportunity. Map of Indian Battles relocation to reservations; Assessments assimilation attempts; broken 3. Map of American Indian battles 1. Pre- and Post-Test treaties) and locations. 2. Vocabulary quiz. 3. Brochure 3. Describe the experiences of 4. Have students write a journal completion. the Chinese and Irish workers entry as if you were an American 4. Map completion. who helped build the Indian being forced by the 5. Journal entry. Transcontinental Railroad. government to assimilate and 6. Cloze Reading (Discrimination, segregation, etc.) move onto a reservation. activity. 7. Teacher made Unit 5. Cloze reading activity. Test

7 First Nine Weeks

SOL: USII.2c The student will use maps, globes, pictures or tables for locating the 50 states and the cities most significant to the historical development of the United States.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1f,g The student will be able to: 1. Students define city. History USII Curriculum and 1-2 days 1. Define city. Framework (Cities serve as centers of trade 2. Have students label maps of 19 Page 7 and have political, economic, cities. and/or cultural significance.) History USII Enhanced Scope and 3. Divide cities up among students Sequence 2. Locate the 19 major cities of and have them create a travel Page 21 the United States. brochure explaining what the city is (Northeast: New York, Boston, known for, where it’s located, etc. Sandbox: \\lcspacing Pittsburgh, Philadelphia; US History II - Maps - Cities Southeast: Washington, D.C., 4. Use SMART Board activity which Atlanta, New Orleans; Midwest: identifies the cities by which region Chicago, St. Louis, Detroit; they are in. Southwest: San Antonio, Santa Assessments Fe; Rocky Mountains: Denver, 1. Pre- and Post-Test Salt Lake City; Pacific: San 2. Completed cities Francisco, Los Angeles, Seattle; map. Noncontiguous: Juneau, 3. Vocabulary quiz. Honolulu) 4. Cities map quiz. 5. SMART Board review. 6. Teacher made Unit Test

8 First Nine Weeks

SOL: USII.4b The student will demonstrate knowledge of how life changed after the Civil War by explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 6-7 days c, d, f 1. Analyze how population associated with the growth of Framework changes, growth of cities, and cities. (population, interaction, Page 12 new inventions produced produce, urban, immigration, interaction and often conflict opportunity, oppressive, specialize, History USII Enhanced Scope and between different cultural industrialization, urbanization, Sequence groups. tenement, settlement house, Page 21 (Why did immigration increase? political machine, ghetto, Hope for better opportunities; corruption) Sandbox: \\lcspacing desire for religious freedom; US History II – Growth of Cities escape from oppressive 2. Have students write a journal governments; desire for entry pretending to be an Immigration to the United States adventure. Why did cities grow immigrant to the United States Path and develop? Immigration to describing their voyage and Assessments America, movements of families experience once they arrived here. United Streaming Video: Jane 1. Pre- and Post-Test from rural areas to urban areas Addams Founds Hull House in 2. Vocabulary quiz. for jobs) 3. Have students construct a Chicago 3. Journal entry. timeline of an immigrant’s trip to 4. Timeline. 2. Explain how population the United States. 5. Settlement house changes, growth of cities, and design. new inventions produced 4. Have the class work on a plan for 6. Teacher made Unit problems in urban areas. a settlement house for Lynchburg Test. (Efforts to solve immigration for today. Have them include the problems, like settlement houses; types of activities and programs Hull House and Jane Addams; from which immigrants to America Challenges of cities; political today could benefit. machines; tenements and ghettos, political corruption)

9 First Nine Weeks

SOL: USII.2b The student will use maps, globes, photographs, pictures, or tables for explaining relationships among natural resources, transportation, and industrial development after 1865.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 2-3 days c, f 1. Explain how advances in associated with transportation and Framework transportation linked resources, city growth. (resource, product, Page 6 products, and markets. market, manufacture, ore, textile) (Moving natural resources such History USII Enhanced Scope and as copper and lead, to eastern 2. Have students create a map with Sequence factories; moving iron ore to steel major manufacturing areas and Page 21 mills in Pittsburgh; transporting railroad lines on it. finish products to national Sandbox: \\lcspacing markets) 3. Have students create a Venn US History II – Transportation and Diagram showing what all of the City Growth 2. Identify manufacturing areas cities that grew and developed had that were clustered near centers in common. Transcontinental Railroad Maps of population. Assessments (Textiles: New England; United Streaming Video: 1. Pre- and Post-Test automobiles: Detroit; steel: American History: Urban Growth 2. Vocabulary quiz. Pittsburgh; meat-packing: in America 3. Manufacturing map. Chicago) 4. Venn Diagram. 5. Teacher made Unit Test

10 First Nine Weeks

SOL: USII.4d The student will demonstrate knowledge of how life changes after the Civil War by explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 6-7 days c, f 1. Explain the transformation of associated with the rise of big Framework the United States from an business. (agricultural, positive, Page 14 agricultural to an industrial negative, influence, contribute, nation after the Civil War. captains of industry, prosperity, History USII Enhanced Scope and Sequence (Reasons for rise in prosperity advertising, raw materials, financial Page 21 and big business, i.e., national resources, mechanization, labor, markets created by advances in consumer goods, transform) Sandbox: \\lcspacing transportation, Captains of US History II – Rise of Big Business Industry … John D. Rockefeller – 2. Relationship Builder: Debate the oil, Andrew Carnegie – steel, merits of new inventions in pairs or Inventors and their inventions Cornelius Vanderbilt – shipping groups. and railroads, advertising, and The Captains of Industry lower-cost production; factors 3. Create an advertisement for one Assessments that resulted in the growth of of the inventions or businesses United Streaming Video: 1. Pre- and Post-Test industry, like access to raw discussed in this section. Inventions and Industry 2. Vocabulary quiz. materials and energy, availability 3. Debate. of workforce, inventions, and 4. Have students choose a business United Streaming Video: 4. Advertisement. financial resources; examples of today and create a business model Edison and the Age of Electricity 5. Creation of business big business, i.e., railroads, steel, based on the philosophies of the model. and oil; postwar changes in farm captains of industry in which the 6. Foldable. and city life, such as students develop a plan to have the 7. Teacher made Unit mechanization like the reaper, largest company in their field. Test. industrial development in cities increasing labor needs and 5. Have students create a foldable. 8. Remediation, where providing new access to necessary. consumer goods.)

11 First Nine Weeks

SOL: USII.4d The student will demonstrate knowledge of how life changes after the Civil War by explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, 2. Compare and contrast the 6. Relationship Builder: Play a c, f positive and negative effects game of Monopoly. inventions had on society. (Inventions that contributed to great change and industrial growth, such as electric lighting and other mechanical uses of electricity by Thomas Edison and telephone service from Alexander Graham Bell’s invention of the telephone)

Assessments

12 Second Nine Weeks

SOL: USII.2c The student will use maps globes, photographs, pictures, or tables for locating the 50 states and the cities most significant to the historical development of the United States.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1f, The student will be able to: 1. Have students define states. History USII Curriculum and 5-6 Days G 1. Locate and group the 50 states Framework in terms of their region 2. Class can use the computer lab Page 7 (Northeast: Maine, Vermont, to review geography by playing New Hampshire, Connecticut, interactive map games. History USII Enhanced Scope and Massachusetts, Rhode Island, Sequence New York, New Jersey, 3. As a class have students label all Pages 4-7 Pennsylvania; Southeast: 50 states on printable map with aid Maryland, Delaware, West from a Smart board. Sandbox: \\lcspacing Virginia, Virginia, Kentucky, US History II – Geography Tennessee, North Carolina, South 4. Relationship Builder: Have Carolina, Georgia, Florida, students get in pairs or groups and 50 States Rap Alabama, Mississippi, Louisiana, use sidewalk chalk outside to draw Arkansas; Midwest: Ohio, from memory the United States Blank 50 States Maps Assessments Indiana, Illinois, Michigan, and try to label as many states and 1. Pre- and Post Test. Wisconsin, Minnesota, Iowa, major cities as possible. 50 States Computer Game 2. States Maps Quiz. Missouri, Kansas, Nebraska, 3. 50 States Song. South Dakota, North Dakota; 5. Have students create a foldable 50 States Computer Game 2 4. Foldable. Southwest: Texas, Oklahoma, of one of the seven regions 5. Teacher made Unit New Mexico, Arizona; Rocky learned. They should include 50 States Computer Game 3 Test. Mountains: Colorado, Utah, information on the states and Nevada, Montana, Wyoming, major cities in that region. Idaho; Pacific: Washington, Oregon, California; 6. Relationship Builder: Have Noncontiguous: Alaska, Hawaii) students work in pairs or groups to create a song or poem about the 50 states or a specific region.

13 Second Nine Weeks

SOL: USII.4e The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage and the Temperance Movement.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 5-7 Days b, c, d, i 1. Understand how the reforms associated with the Progressive Framework of the Progressive Movement Movement. (union, suffrage, strike) Page 15 changed the United States (Improve safety conditions, 2. Have students watch a History USII Enhanced Scope and reduced work hours, restrictions Progressive Era Video from United Sequence on child labor, and the rise of Streaming and jot down ten facts. Pages 28, 29, and 36 organized labor (unions) 3. Students can create a poster on Sandbox: \\lcspacing 2. Describe the negative effects the 18th or 19th Amendment and US History II – Progressive of industrialization include in it an illustration and Movement (Child labor, low wages, long information on what the hours, and unsafe working Amendment did and how it came United Streaming Video: America conditions to be. in the 20th Century: The Assessments Progressive Era 1. Pre- and Post-Test. 3. Identify the key leaders in the 4. Students can watch a video on 2. Vocabulary Quiz. th th Women’s Suffrage Movement the Triangle Shirtwaist Factory in United Streaming Video: Workers 3. 18 /19 (Susan B. Anthony and Elizabeth New York City. Right: The Triangle Shirtwaist Amendment Posters. Cady Stanton) Tragedy 4. Teacher made Unit 5. Lead a classroom discussion on Test. 4. Identify the causes and effects reasons for the Temperance of the Temperance and Suffrage Movement and Women’s Suffrage. Movements (18th and 19th Amendments)

14 Second Nine Weeks

SOL: USII.4e The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage and the Temperance Movement.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 6. Have students make a Venn Prohibition Begins Article Diagram comparing and contrasting the 18th and 19th Amendments. Prohibition Ends Article

7. Have students analyze two newspaper articles on prohibition. (one at the beginning and one at the end)

8. Relationship Builder: Have students work in groups to discuss how they would react as students if their school began to impose unjust rules and regulations on them as Assessments students. (This exercise would get them thinking as labor unions had to deal with the negative effects of industrialization)

15 Second Nine Weeks

SOL: USII.5a The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for and results of the Spanish American War.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to 1. Review and discuss vocabulary History USII Curriculum and 4-5 Days b, c, d, 1. Explain the reasons for the associated with the Spanish Framework e, i Spanish American War American War. (Yellow Journalism, Page 16 (Protection of American business Independence, Expansionism, interests in Cuba, American Imperialism) History USII Enhanced Scope and support for Cuban independence Sequence from Spain, The sinking of the USS 2. Have students divide their papers Pages 41-43, 49- 51 Maine and tensions with Spain, into eight squares. In the 8 squares exaggerated news reports of they will label and draw the reasons Sandbox: \\lcspacing events, yellow journalism) and results of the Spanish American US History II – Spanish American War. (leaving one square empty) War 2. Explain the Results of the Spanish American War 3. Relationship Builder: Have Reading on Yellow Journalism (The United States emerging as a students work in groups to try and Assessments world power, Cuba gaining its analyze political cartoons from the Spanish American War Political 1. Pre- and Post-Test. independence from Spain, the Spanish American War era. Cartoons 2. Vocabulary Quiz United States gaining possession (click on yellow journalism – 3. S-A War Drawing. of Guam, the Philippines, and 4. Have students listen to music cartoon gallery) 4. Yellow Journalism Puerto Rico) from the Spanish American War Article. era. Spanish American War era music 5. Teacher made Unit 3. Define Yellow Journalism and (click on Additional Resources – Test. understand its impact on the 5. Have students write their own Multimedia) Spanish American War yellow journalism article on a lie or embellishment about themselves or their school.

6. Use a World Map to show Guam, Puerto Rico, and the Philippines.

16 Second Nine Weeks

SOL: USII5b The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by describing Theodore Roosevelt’s impact on the foreign policy of the United States.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1d, The student will be able to 1. Have students define Roosevelt History USII Curriculum and 2-3 Days e, i Understand Teddy Roosevelt’s Corollary and Big Stick Diplomacy. Framework impact on the foreign policy of Page 17 USII.5a the United States 2. Have students watch a video (Big Stick Diplomacy, the from United Streaming on the History USII Enhanced Scope and Roosevelt Corollary, the building building of the Panama Canal. Sequence of the Panama Canal) Pages 38 and 43 3. Have students analyze a political cartoon on Roosevelt’s big stick Sandbox: \\lcspacing policy. US History II – Big Stick Diplomacy and Roosevelt 4. Show students a map of the Corollary countries the U.S. was now becoming more involved with. United Streaming Video: Assessments (mainly Latin America) Geography in U.S. History: 1. Pre- and Post-Test. Americans Build the Panama 2. Vocabulary Quiz. 4. Have students create a Venn Canal (1901-1914) 3. Venn Diagram. Diagram that compares and 4. Political Cartoons. contrasts Teddy Roosevelt with Teddy Roosevelt Cartoon 1 5. Teacher made Unit other previous presidents. Test. Information should include Teddy Roosevelt Cartoon 2 Roosevelt’s involvement in internal and external affairs.

17 Second Nine Weeks

SOL: USII5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to 1. Review and discuss vocabulary History USII Curriculum and 10-12 Days c, h, i 1. Identify the causes for World associated with World War I. Framework War I (Nationalism, Militarism, Kaiser, Page 18 (Nationalism, Militarism, the Central Powers, Allied Powers, System of Alliances, and the Stalemate, Propaganda, U-boat, History USII Enhanced Scope and assassination of Archduke Lusitania, Zimmerman Telegram, Sequence Ferdinand) Draft, Liberty Bonds, Armistice, Pages 44-47, 49, 52, 53 Fourteen Points, League of Nations, 2. Describe the reasons for the Reparations, Isolationism, Treaty of Sandbox: \\lcspacing U.S. becoming involved in World Versailles) US History II – World War I War I (Inability to stay neutral, German 2. Have students watch a World United Streaming Video: World submarine warfare and the War I video and a World War I War I and its Aftermath sinking of the Lusitania, the U.S. home front video from United America in the 20th century: Assessments economic and political ties to Streaming World War I: On the home front 1. Pre- and Post-Test. Great Britain, and the 2. Vocabulary Quiz. Zimmermann Telegram 3. Have students use the computer World War I Map of Europe 3. Woodrow Wilson lab to review World War I by Writings. playing trench warfare games. Trench Mission Game 4. WWI Map. 5. Teacher made Unit 4. Have students pretend they are a Trench Warfare Game Test. soldier fighting in the trenches. Have them write a letter home to World War I Articles their friends and family sharing their experiences.

18 Second Nine Weeks

SOL: USII5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 3. List the major Allied and 5. Have students color and label a Central Powers map of Europe during World War I, (Allied: British Empire, France, outlining the central and allied Russia, Serbia, Belgium, and the powers United States) (Central Powers: German Empire, 6. Have students read World War I Austro-Hungarian Empire, articles online and discuss them as Bulgaria, and the Ottoman a class. Empire) 7. Have students pretend they are 4. Understand what role the Woodrow Wilson and ask them to United States took at the write a letter to Congress on how conclusion of World War I to handle Germany after the (Woodrow Wilson and his 14 sinking of the Lusitania and the Assessments Points, the League of Nations, not Zimmerman Telegram ratifying the Treaty of Versailles) 8. Have students pretend they are Woodrow Wilson and ask them to write a their own peace treaty coming up with 14 points on what should happen now that the war is over.

19 Second Nine Weeks

SOL: USII6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to 1. Review and discuss vocabulary History USII Curriculum and 4-5 Days b 1. Describe what factors associated with Inventions and Framework increased factory and labor Improvements in American life. Page 19 productivity (Assembly Line, Installment Buying, (Henry Ford and the moving Stock, Suburb, Flapper, Fad) History USII Enhanced Scope and assembly line) Sequence 2. Relationship Builder: Have Pages 55-60, 65-67 2. Understand and list the results students divide into two groups of improved transportation and participate in the Assembly Sandbox: \\lcspacing brought about by affordable Line Project. The teacher can draw US History II – Assembly line, automobiles a Model T on the board and break automobile, electrification, and (Greater mobility, the creation of it down into several parts (Tires (4), communications jobs, growth of transportation- windshield, steering wheel, engine, related industries, and the seats, etc.) Each student gets a United Streaming Video: Assessments movement to suburban areas) specific part of the Model T to Entertainment (Charlie Chaplin) 1. Pre- and Post-Test. draw. The two sides race to see 2. Vocabulary Quiz. 3. Compare and contrast social who can draw the most Model Ts Wright Brothers First Flight 3. Essay on and economic life in the early on scrap sheets of paper using the automobiles. 20th century with that of the late assembly line method. 4. Venn Diagram. 19th century 5. Teacher made Unit (communication changes like the 3. Have students make a Venn Test. telephone, radio broadcast, and Diagram comparing and contrasting movies) life in the early 20th Century with life in the late 19th Century.

20 Second Nine Weeks

SOL: USII6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by explaining how developments in factory and labor productivity, transportation (including the use of the automobile), Communication, and rural electrification changed American life and standard of living.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 4. Define the ways electrification 4. Have students watch a clip of changed American life Charlie Chaplin. (labor-saving products, electric lighting, entertainment, and 5. Have students write an essay on improved communications) what life in the United States would be like today if automobiles were never mass produced using the assembly line.

6. Have students compare pictures of the Wright Brothers first plane with planes in use today to describe the differences. Assessments 7. Have students watch a clip of the Wright Brothers first airplane flight.

21 Second Nine Weeks

SOL: USII.6b The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by describing the social and economic changes that took place, including prohibition and the Great Migration north and west.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 2-3 Days e, i 1. Understand what prohibition associated Prohibition and Great Framework was and the results it had on Migration. (Prohibition, Great Page 20 USII.6c America. Migration, Bootlegger, Temperance (Prohibition was imposed by a Movement) History USII Enhanced Scope and constitutional amendment that Sequence made it illegal to manufacture, 1. Relationship Builder: Have Pages 55-57, 61, 67 transport, and sell alcoholic students break into groups and ask beverages) them to put together and perform Sandbox: \\lcspacing (Speakeasies, bootleggers, a skit on Prohibition. Students can US History II – Prohibition and organized crime, repealed by the play the roles of a bootlegger, g- Great Migration 21st Amendment) men, speakeasy owners, etc. Great Migration Paintings 2. Describe the reasons for the 2. Have students view paintings on Assessments Great Migration the Great Migration by Jacob United Streaming Video: 1. Pre- and Post-Test. (Better employment Lawrence. Afterwards have them Prohibition 2. Vocabulary Quiz opportunities (jobs) for African write summaries on what they see 3. Summary on Americans, discrimination and and then present their findings to Paintings. violence faced by African the class. 4. Play. Americans in the South) 5. Teacher made Unit 3. Have students watch a video on Test. Prohibition from United Streaming.

22 Second Nine Weeks

SOL: USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to 1. Have students define Harlem History USII Curriculum and 3-4 Days d 1. List and define the leaders in Renaissance and Jazz. Framework art, literature, and music during Page 21 USII.6b the 1920s and 1930s. 2. Relationship Builder: Divide the Georgia O’Keeffe – Art; urban and class into groups and give each History USII Enhanced Scope and southwest scenes group a different Georgia O’Keeffe Sequence F. Scott Fitzgerald – Literature; painting and ask each group to Pages 55-57, 62, 63, 67 wrote about the Jazz Age of the come up with a short poem that 1920s goes along with the painting. Sandbox: \\lcspacing John Steinbeck – Literature; US History II – Harlem wrote about poor migrant 3. Relationship Builder: Divide the Renaissance workers during the 1930s class into groups and give each Aaron Copland and George group a different Langston Hughes Georgia O'keefe Paintings Gershwin – Composers who Poem and ask the groups to read Assessments wrote uniquely American music and dissect its meaning. Once each Langston Hughes Poems 1. Pre- and Post-Test. group has had time to review their 2. Summary on poems they can share their findings Duke Ellington Music Paintings/Poems. with the rest of the class. 3. Teacher made Unit Louis Armstrong Music Test. 4. Play music from Aaron Copland, George Gershwin, Duke Ellington, 4. Remediation, where Louis Armstrong, and Bessie Smith necessary. and ask students to share their likes and dislikes about each artist.

23 Second Nine Weeks

SOL: USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keefe, and the Harlem Renaissance.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 2. Understand and describe the 5. Show scenes from the movies: Harlem Renaissance and its The Grapes of Wrath and The Great influence on American life Gatsby to give students more (A cultural movement in 1920s insight as to what F. Scott American during which black art, Fitzgerald and John Steinbeck literature, and music experienced wrote about. renewal and growth, originating in New York city’s Harlem district)

3. List and define the leaders of the Harlem Renaissance Jacob Lawrence – Art; painting the experiences of the Great Migration Assessments Langston Hughes – Literature/ Poet; who combined the experiences of African and American cultural roots Duke Ellington and Louis Armstrong – Music (Jazz musicians Bessie Smith – Music; blues singer

24 Third Nine Weeks

SOL: USII.6d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 7-8 days b, h, i 1. Identify the causes of the associated with the Great Framework Great Depression. Depression. (stock market, Document Page 22 (People over-speculated on speculation, tariffs, Federal stocks using borrowed money Reserve, bank holiday, buying on History USII Enhanced Scope and they could not repay when stock margin, bread line, soup kitchen) Sequence prices crashed, the Federal Pages 68 – 81 Reserve failed to prevent the 2. Have students play a simulated collapse of the banking system, stock market game. Sandbox: \\lcspacing high tariffs discouraged US History II – Great Depression international trade) 3. Simulate how decreases in consumer spending led to The Bull Market: A Stock Market 2. Describe the impact of the unemployment. Simulation Activity Depression on American life. Assessments (Many banks and businesses 4. Listen to music/read lyrics to Simulation on unemployment: 1. Pre- and Post-test. failed, one-fourth of workers “Brother, Can You Spare a Dime?” Whatdunnit? The Great 2. Vocabulary Quiz. were unemployed, many people Depression Mystery 3. Depression were hungry and homeless, 5. Have students brainstorm Headlines. farmers’ incomes fell to new headlines that might appear in “Brother Can You Spare a Dime?” 4. Dust Bowl Diary. lows) Depression newspapers and A Depression-Era Anthem For 5. New Deal Research. illustrate them. Our Times : NPR 6. Teacher made Unit Test. 6. Have students compare prices of Worksheet: Then and Now-Prices household items during the 1930s with items today and relate to Photos from the Dust Bowl Depression era salaries.

25 Third Nine Weeks

SOL USII.6d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 3. Describe the major features 7. Describe how the farmers on Dorothea Lange Photos of Franklin Roosevelt’s New the Great Plains were affected by Deal. the Dust Bowl. Students write a Letters to Mrs. Roosevelt (Social Security, federal work one page diary account of what programs, environmental work their day was like on “Black Alphabet Soup Chart programs, farm assistance Sunday”. programs increased rights for New Deal Remedies Political labor) 8. Have students analyze migrant Cartoon worker photographs of Dorothea Lange. New Deal Posters A New Deal for the Arts 9. Examine and discuss various posters created for the New Deal Assessments 10. Relationship Builder: Group students and assign a New Deal program from the “Alphabet Soup” chart. In computer lab they research the program to determine the type of relief it provided and whether it still exists today. After orally presenting information to the class, they add their program letters to a large pot of soup that has been drawn on the board.

26 Third Nine Weeks

SOL USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1c, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 4-5 days d, e, f, 1. Identify the causes of WWII. associated with World War II. Framework h, i (Political instability and economic (inflation, political instability, Page 23 devastation in Europe resulting legacy, economic devastation, USII.7b from WWI: worldwide dictator, aggression, Fascism, History USII Enhanced Scope and depression, high German war democratic nations, tension) Sequence USII.7c debt, high inflation, massive Pages 82-103 unemployment) 2. Have students brainstorm (Rise of Fascism -Fascism is a conditions in Germany after WWI Sandbox: \\lcspacing political philosophy in which total and the Treaty of Versailles. US History II – World War II Build- power is given to a dictator and Explain how a dictator can take up individual freedoms are denied over a country that is so desperate (also includes nationalism and for change. Wholesale Price Index often, racism) Hyperinflation Assessments 3. Show and discuss hyperinflation 1. Pre- and Post-test. 2. Identify the Fascist Dictators chart depicting a huge rise in prices Isolationist Cartoons by Dr. Seuss 2. Vocabulary Quiz. who made up the Axis Countries. in Germany from 1914-1923 3. Foldable. Adolf Hitler – Germany Image-Japanese Aggression in 4. Map Exercise. Benito Mussolini – Italy 4. Create a foldable of Allied and China 5. Political Cartoons. Hideki Tojo – Japan Axis leaders in WWII. Give 6. Newspaper Editor. examples of what life in a Fascist Images of Pearl Harbor attack 7. Teacher made Unit country would be like. Test.

5. Have students locate, label, and color a world map depicting Axis and Allied countries. (Explain Russia change in sides)

27 Third Nine Weeks

SOL USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 3. Identify the Allied leaders of 6. Have students analyze political the Democratic nation. cartoons on isolationism by Dr. Winston Churchill – Britain Seuss. Franklin D. Roosevelt –U.S. Harry Truman – U.S. 7. On a world map, show how Joseph Stalin – Soviet Union Japan displayed aggression in Manchuria and continued with a 4. Relate how American policy brutal attack in China. Show image changed from isolationism to of baby abandoned during giving Allies economic aid, to bombing. Explain how Japan’s direct involvement in WWII. unwillingness to stop, and the U.S. embargo on products, led the 5. Describe changes in Asia that Japanese to attack Pearl Harbor. led to America’s involvement in Assessments WWII. 8. After examining images of the (Japanese aggression in East Asia Pearl Harbor attack, have students created tension between Japan imagine themselves as newspaper and the US, Japan attacked Pearl editors responsible for writing Harbor 12/7/41, U.S. declared captions for the photograph taken. war on Japan, Germany declared war on the U.S.) 9. Have students compare the attack at Pearl Harbor with the attack on 9/11.

28 Third Nine Weeks

SOL USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1c The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 13-15 days f, i 1. Identify the cause of WWII. associated with World War II. Framework (Germany invaded Poland) (victorious, defeated, turning point, Page 24 USII.7a eastern Europe, liberation, anti- 2. Identify major events and Semitism, Jews, Aryan supremacy, History USII Enhanced Scope and USII.7c turning points in WWII. prejudice, tactics, boycott, threats, Sequence (The Soviet Union also invaded concentration camps). Pages 82-103 Poland and the Baltic nations, Germany invaded France and 2. Locate Poland on a world map. Sandbox: \\lcspacing captured Paris, Germany bombed Explain Hitler and Stalin’s US History II – World War II London in the Battle of Britain, agreement to split Poland. Play Major Events The Lend-Lease Act - U.S. lends video segment showing the Britain war supplies and warships invasion Poland, blitzkrieg, Map-Invasion of Poland in return for bases in Bermuda occupation of Western Europe Assessments and the Caribbean, Pearl Harbor (including France), the Battle of United Streaming Video: America 1. Pre- and Post-test. bombed, Germany declares war Britain, and America sending in the 20th Century: WWII: the 2. Vocabulary Quiz. on U.S., U.S. declares war on economic aid to Europe and Asia. Road to War, “War Comes to 3. Map Exercise. Japan and Germany, U.S. defeats Europe”. 4. Decision Evaluation. Japan at the Battle of Midway (a 3. Explain the importance of 5. Bar Graph. turning point), The Soviet Union winning the Battle of Midway and United Streaming Video: Video 6. Timeline. defeats Germany at the Battle of Stalingrad. Yearbook Collection: WWII: After 7. Teacher made Unit Stalingrad (a turning point), Allies Pearl Harbor 1941-1945, “June 3, Test. land in Normandy, France on D- 4. On world map locate Normandy, 1942: The Battle of Midway” Day to liberate Western Europe, France. Have students label and color a map of the landings on D- Map of D-Day Invasion Day.

29 Third Nine Weeks

SOL USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge U.S. drops 2 atomic bombs on 5. Show video clip on the dropping Visit D-Day Memorial in Bedford, Hiroshima and Nagasaki, forcing of the atomic bomb on Hiroshima Virginia. Japan to surrender and end and Nagasaki. WWII) Dropping the Bomb - Point of 6. Have students evaluate the View Worksheet 3. Identify and describe the decision to use the atomic bomb. Holocaust. United Streaming Video: Days (The Holocaust was a systematic 7. Have students create a bar That Shook the World: 1901- attempt to rid all Jews from graph indicating how many Jews 1954,“Atomic Bomb, August 6, Europe; Nazis practiced anti- were lost in each country during 1945” Semitism, Germans believed in the Holocaust. Aryan supremacy, Jews were The Holocaust: A Guide for threatened and their stores, 8. Emphasize that plans to get rid Teachers: Modern Anti-Semitism boycotted, Jews were segregated of the Jews began slowly, first with Assessments in ghettos, The Final Solution took boycotts and regulations, later with A Vanished World : Bar Graph place in concentration and death segregation, and then evolved into camps, Jews who survived were the “Final Solution.” Boycott of Jewish Stores and liberated from camps by Allied Other Restrictions forces.) 9. View photos of Auschwitz Concentration Camp. Narrated video album of Auschwitz Concentration Camp 10. Have students complete a timeline of major events in World Drop and Drag Interactive War II. Timeline of World War II Events

30 Third Nine Weeks

SOL USII.7c The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of the war on the home front.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 3-4 days d, h Explain how WWII affected associated with the impact of WWII Framework American life on the home front. in America. (home front, war Page 25 USII.7a (Involvement in WWII brought an goods, defense plants, conserving, end to the Great Depression as rationing resources, racial barriers, History USII Enhanced Scope and USII.7b factories and workers were and internment camps). Sequence needed to produce goods to win Pages 82-103 the war, American women took 2. Discuss how the need for war jobs in defense plants, Americans goods changed auto factories from Sandbox: \\lcspacing at home supported the war by making cars, to tanks; dress US History II – WWII Homefront conserving and rationing factories now make uniforms, etc. resources, Racial barriers (in "Rosie the Riveter" defense plants) were temporarily 3. Show various photos of “Rosie broken down even though the Riveter” and discuss the need Allen Miller’s Song “Rosie the Assessments discrimination against African for women to contribute to the war Riveter” 1. Pre- and Post-test. Americans continued, While effort by working in factories. 2. Vocabulary Quiz. some Japanese Americans served Scholastic Interactive Game: 3. Scholastic in the armed forces, others were 4. Play Allen Miller’s song, “Rosie American Home Front: Home Interactive Game. greeted with distrust and the Riveter”. Life 4. Propaganda prejudice and forced into Analyze. internment camps.) 5. Have students learn what life Analyzing WWII Posters on the 5. Teacher made Unit was like at home for Americans by Home Front Test. playing the Scholastic Interactive Game.

31 Third Nine Weeks

SOL USII.7c The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of the war on the home front.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 6. Relationship Builder: Have United Streaming Video: students divide into groups. Select Japanese American Internment one person to record opinions. Camps Give each group 5-6 propaganda posters to analyze. When United Streaming Video: Profiles complete, each group selects their of Courage, Controversy, and favorite poster and presents it to Sacrifice: WWII: Minority Units the class. of WWII, 442nd Regimental Unit

7. Show video clip about the Japanese American Internment Camps.

8. Show video clip about Japanese- Assessments American Nisei 442nd Regiment.

32 Third Nine Weeks

SOL USII.8a The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between the end of WWII and the present by describing the rebuilding of Europe and Japan after WWII, the emergence of the U.S. as a superpower, and the establishment of the United Nations.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 3-4 Days e, i Identify how America planned to associated with the end of WWII. Framework help rebuild Europe after World (occupation, superpower, financial Page 26 War II to prevent political and aid, communism, partitioned, self- economic instability. government, domination, History USII Enhanced Scope and (Establishment of United Nations democratic institutions) Sequence - Formed to create a body for the Pages 104-127 world’s nations to try to prevent 2. Have students create a Venn future global wars) Diagram comparing the creation of Sandbox: \\lcspacing (Marshall Plan - massive U.S. aid the United Nations to the League of US History II – Post WWII given to rebuild European Nations. economies; hoped to prevent the The Marshall Plan: Data Analysis spread of communism) 3. Identify George Marshall and Japan- Occupied for a short time his plan to rebuild Europe to Visit the George Marshall Assessments by American forces, Adopted a prevent economic instability and Museum in Lexington, VA. 1. Pre- and Post-test. democratic form of government, stop the spread of communism 2. Vocabulary Quiz. resumed self-government, and there. Create a graph from the Political Cartoon, "Can He Block 3. Venn Diagram. became a strong ally of the U.S. figures presented in the Marshall it?" (The Marshall Plan) 4. Political Cartoon. Plan Data Analysis and discuss 5. Map Exercise. importance of sending this money. Play on the occupation of Japan 6. Teacher made Unit Lesson 1, Impact of US Test. 4. Have students analyze the Occupation, Handout 1 political cartoon, “Can He Block It?” about the Marshall Plan.

33 Third Nine Weeks

SOL USII.8a The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between the end of WWII and the present by describing the rebuilding of Europe and Japan after WWII, the emergence of the U.S. as a superpower, and the establishment of the United Nations.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge The partitioning of Germany - 5. Relationship Building: Have Map: Partitioning of Germany West Germany became students take a vote on how they Post WWII democratic and resumed self- would like to see Japan treated government after a few years of after the war. Select four volunteer Map of East and West Germany American, British, and French students to present play about the occupation; East Germany occupation of Japan. remained under the domination of the Soviet Union and 6. Discuss the partitioning of communism) Germany after WWII into four sectors, and eventually two, as well as the partitioning of the city of Berlin. Students’ color and label maps. Assessments

34 Third Nine Weeks

SOL USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between the end of WWII and the present by identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 8-9 Days d, e 1. Identify the 2 superpowers at associated with the Cold War. Framework the end of World War II. (goals, ideologies, capitalism, Page 28 USII.8a (United States and the Soviet containment, blockade, military Union) intervention, cease-fire, withdrawal History USII Enhanced Scope and of troops) Sequence 2. Define the Cold War. Pages (The state of tension without 2. Have students create a foldable actual fighting between the U.S. that distinguishes between Sandbox: \\lcspacing and the Soviet Union, which democracy, communism, US History II – Cold War divided the world into two capitalism, and dictatorship. camps.) Outline Map of Soviet Occupied 3. Have students create a Venn Countries 3. Describe the conditions or diagram depicting the differences Assessments events that led to the Cold War. between the U.S. and Soviet Union. Interactive map NATO-Warsaw 1. Pre- and Post-test. (Differences in goals and Pact 2. Vocabulary Quiz. ideologies between the 2 4. Have students watch video clips 3. Foldable. superpowers: The United States of the Korean War. United Streaming Video: The 4. Venn Diagram. was democratic and a capitalist Korean War 5. Map Exercise. nation and the Soviet Union was 5. Discuss, and show video of the 6. Music Research. dictatorial and communist nation; building of the Berlin Wall. United Streaming Video: Berlin 7. Teacher made Unit The American policy of Wall Seals Iron Curtain Test. containment (trying to stop the 6. Locate Cuba on world map and spread of communism) discuss how the Soviets had United Streaming Video: 8. Remediation where installed missiles there, aimed at American History: Marching Into necessary. the United States. Show video. the Future: The Cuban Missile Crisis.

35 Third Nine Weeks

SOL USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between the end of WWII and the present by identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge The Soviet Union’s domination 7. Show map indicating the range British Map Indicating Range of over Eastern European nations; the Soviet missiles in Cuba would Missiles in Cuba 10-22-62 The creation of opposing military reach. Discuss. alliances: N.A.T.O. versus the What Were the Options: Cuban Warsaw Pact.) 8. Have students locate and color Missile Crisis a map of North and South Vietnam 4. Identify and describe major Explain that North Vietnam was Outline Map of Southeast Asia world conflicts in the post- communist and South Vietnam was (Vietnam) World War II era. democratic. A war began when the Korea - South Korea and the U.S. North invaded the South. Watch Moments in History: The Fall resisted Chinese and North video clips. of the Berlin Wall Korean aggression; Ended in a stalemate. 13. Line up 8 dominos, explaining Cuban Missile Crisis - The Soviet that the first one represents South Assessments Union placed missiles in Cuba, the Vietnam, then Laos, Thailand, U.S. blockades Cuba, and the Burma, etc. Ask student what will Soviets remove the missiles happen if the first domino falls to Vietnam - The U.S. intervened to communism. Relate to war. stop the spread of communism into South Vietnam (Domino 14. Relationship Builder: Group Theory), Americans were very students, then assign each group to divided over involvement in this research music of the 1960s and war, the conflict ended in a find (play) their favorite pro- and cease-fire agreement in which anti-Vietnam song. U.S. troops withdrew.)

36 Third Nine Weeks

SOL USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between the end of WWII and the present by identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 5. Identify the collapse of communism in Europe.

6. Identify challenges that face future generations of Americans. (The role of U.S. military intervention, Environmental challenges, Global issues including trade, jobs, diseases, energy.)

Assessments

37 Fourth Nine Weeks

SOL: USII.8b The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by describing the conversion from a wartime to a peacetime economy.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 1-2 days Explain what contributed to the associated with the post-WWII Framework prosperity of Americans economy. (prosper, stimulate, Page 27 following World War II. ration, convert, credit) (This includes reasons for rapid History USII Enhanced Scope and growth of the American economy 2. Have students do a journal entry, Sequence by: the end of rationing and where they compare life at home Page 112 businesses converting from during WWII to life at home after production of wartime materials WWII. Be sure to include various Sandbox: \\lcspacing to consumer goods; Americans backgrounds for the authors of US History II – Post-WWII purchasing goods on credit; the these entries. Economy work force shifted back to men and most women returned full 3. Relationship Builder: Have the You tube Clip - Leave it to Beaver time to family responsibilities; students watch the video clip from Assessments labor unions merged and became Leave it to Beaver. Have them 1. Pre- and Post-Test more powerful as workers gained discuss the roles of each of the 1. Vocabulary quiz. new benefits and higher salaries; family members and what they 2. Journal entry. as economic prosperity continued believe to realistic about the show, 3. Teacher made Unit and technology boomed, the next and what they think is unrealistic. Test generation of women entered the labor force in large numbers.)

38 Fourth Nine Weeks

SOL: USII.8d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 4-5 days c, d, h 1. Explain the factors leading to associated with post-WWII society. Framework changing patterns in U.S. society. (expand, productivity, investment, Page 29 (Strong economy – healthy job Baby Boom, demographics, market, increased productivity, interstate, evolve, human rights, History USII Enhanced Scope and increased demand for American minority) Sequence products; greater investment in Page 112 education; the Baby Boom and 2. Have students create a timeline changing demographics; of events that took place as a direct Sandbox: \\lcspacing interstate highway system; or indirect result of the Baby Boom. US History II – Post-WWII Society evolving role of women – expected to play a supporting 3. SMART Board review activity United Streaming Video: role in the family while where students match the benefit Homelife, Suburban Sprawl, and increasingly working outside the with the program from which it the Baby Boom Assessments home; the role of Eleanor was attained. 1. Pre- and Post-Test. Roosevelt in expanding human 2. Vocabulary quiz. rights.) 4. Relationship Builder: Have the 3. Timeline. students work together in groups 4. Journal entry. to create a list of items that should 5. Teacher made Unit increase in demand as a result of Test. the Baby Boom. (e.g., diapers, children’s toys, etc.)

39 Fourth Nine Weeks

SOL: USII.8d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 5. Have students write a journal Desegregating the Military c, d, h 2. Discuss the policies and entry as a returning WWII vet. Have Headline programs expanding educational them decide which G.I. Bill of and employment opportunities. Rights benefit they would take (G.I. Bill of Rights gave advantage of and why, then have educational, housing and them describe how that benefit employment benefits to veterans; changed their lives. Truman desegregated the armed forces; Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities) Assessments

40 Fourth Nine Weeks

SOL: USII.9a The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by examining the Civil Rights Movement and the changing role of women.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1h The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 8-10 days 1. Explain the effects of associated with the Civil Rights Framework segregation. Movement. (ensure, legislation, Page 31 (Separate educational facilities regardless, activist, disadvantaged, and resources for white and facility, isolation, passive History USII Enhanced Scope and African American students; resistance) Sequence separate public facilities, such as Page 136 restrooms, drinking fountains, 2. Relationship Builder: Have restaurants; social isolation of the students reenact the court cases of Sandbox: \\lcspacing races) Plessy v. Ferguson and Brown v. US History II – Civil Rights Board of Education. 2. Analyze the impacts of the United Streaming Videos Civil Rights Movement. 3. Have students make signs for a Brown v. Board of Education: The (Opposition to Plessy v. Ferguson: passive resistance to something Supreme Court Decision Assessments “separate but equal”; Brown v. that they feel is wrong in today’s 1. Pre- and Post-Test. Board of Education: world and needs to be changed. The Montgomery Bus Boycott 2. Vocabulary quiz. desegregation of schools; Martin 3. Signs. Luther King, Jr.: passive resistance 4. Do a Venn Diagram comparing The March on Washington 4. Venn Diagram. against segregated facilities: “I the rights of African Americans and 5. Political cartoons. have a dream …” speech; Rosa the rights of women so students 6. Teacher made Unit Parks: Montgomery Bus Boycott; can see how much the two groups Test. organized protests, freedom had in common. rides, sit-ins, marches; expansion of the NAACP; Civil Rights Act of 5. Have the students create their 1964; Voting Rights Act of 1965. own political cartoons based on one of the movements.

41 Fourth Nine Weeks

SOL: USII.9a The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by examining the Civil Rights Movement and the changing role of women.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1h The student will be able to: 6. SMART Board activity involving Title IX Political Cartoon (Pro) 3. Discuss the changing role of matching the people and legislation women. with their impact. Title IX Political Cartoon (Con) (Workplace disadvantages such as discrimination against women Civil Rights Political Cartoon in hiring practices and lower wages for women than for men doing the same job; improved conditions through the National organization for Women, NOW, and federal legislation to force colleges to give women equal athletic opportunities, Title IX; the Equal Rights Amendment, Assessments despite its failure, and a focus on equal opportunity employment created a wider range of options and advancement for women in business and public service.)

42 Fourth Nine Weeks

SOL: USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present describing how international trade and globalization have impacted American life.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1i The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 1-2 days 1. Define globalization. associated with globalization. Framework (Globalization is the linking of (globalization, interdependence, Page 30 nations through trade, link, telecommunications, information, technologies, and outsourcing, variety) History USII Enhanced Scope and Sequence communication. Globalization Page 151 involves increased integration of 2. Show students a series of different societies.) political cartoons based on Sandbox: \\lcspacing globalization and have them US History II – Globalization 2. Describe the impact of organize them into pro- globalization on American life. globalization and anti-globalization. Globalization political cartoons (Improvement of all communications, like travel, 3. Have the students create a Outsourcing Political Cartoon telecommunications, and the collage of items that have been Assessments Internet; availability of a wide impacted by globalization. 1. Pre- and Post-Test. variety of foreign-made goods 2. Vocabulary quiz. and services; outsourcing of jobs.) 4. Have the students choose an 3. Collage. item that has been impacted by 4. Visual timeline. globalization. Then have them 5. Teacher made Unit create a visual timeline showing Test. how the item has changed over the years and explain why.

43 Fourth Nine Weeks

SOL: USII.9b The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by describing the development of new technologies in communication, entertainment, and business and their impact on American life.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 4-5 days c, i 1. Identify industries benefiting associated with new industries and Framework from new peacetime technologies. (peacetime, pager, Page 32 technologies. Internet, access, convenient, (Airline industry and jet engine; regional variation, nationwide, History USII Enhanced Scope and automobile industry and programming) Sequence interstate highway system; Page 151 entertainment and news media 2. Relationship Builder: Assign industries; exploration of space; small groups of students an Sandbox: \\lcspacing computer industry; satellite industry. Have students do a US History II – New Industries systems; telecommunications – graphic organizer based on changes and Technology pagers, cell phones, television; that have happened in that Internet.) industry as a result of new technologies. Assessments 1. Pre- and Post-Test. 3. In the computer lab, have 2. Vocabulary quiz. students find one example of 3. Website activity. globalization by looking for a 4. Teacher made Unit website that is used globally. They Test. would have to verify its use globally, explain how it’s used globally, and list things that are different (positive and negative) as a result of this website being in use.

44 Fourth Nine Weeks

SOL: USII.9b The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by describing the development of new technologies in communication, entertainment, and business and their impact on American life.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b, 2. Discuss the impact of new 4. Have students go the weekend c, i technologies on American life. with reduced technology. Have (Increased domestic and them give up their cell phones, international travel for business video games and computers and and pleasure; greater access to only allow them four channels of news and other information; television to choose to watch. Have cheaper and more convenient them write a journal entry about means of communication; greater how the filled their time. 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 Assessments nationwide access to the same entertainment and information provided by national television and radio programming, Internet services, and computer games.)

45 Fourth Nine Weeks

SOL: USII.9c The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1b The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 2-3 days Identify people who have associated with citizens who Framework influenced America since World influenced America. Page 33 War II. (representative, plasma, physics, (Science – Charles Drew: plasma franchise) History USII Enhanced Scope and and J. Robert Oppenheimer: Sequence physics, including the Manhattan 2. SMART Board activity: Have the Page 151 Project; Culture – Frank Lloyd students match the people with Wright: architecture and Martha their sphere of influence. Sandbox: \\lcspacing Graham: dance; Academics – US History II – Citizens Who Henry Louis Gates: history and 3. Relationship Builder: Divide the Influenced America Maya Angelou: literature; students into groups and assign Economics – Bill Gates: computer each group a person. Have them Microsoft political cartoon technology, including the research their person and prepare Assessments founding of Microsoft, and Ray a 3-4 minute PowerPoint United Streaming video 1. Pre- and Post-Test. Kroc: franchising, including the presentation to the entire class. The Manhattan Project Begins 2. Vocabulary quiz. franchising of McDonald’s.) 3. PowerPoint presentation. 4. Teacher made Unit Test

46 Fourth Nine Weeks

SOL: USII.9d The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by examining American foreign policy, immigration, the global environment, and other emerging issues.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1i The student will be able to: 1. Review and discuss vocabulary History USII Curriculum and 2-3 days 1. Discuss American foreign associated with emerging issues. Framework USII.8c policy. (terrorism, Middle East, Page 34 (Increase in terrorist activities; conservation, pandemic) conflicts in the Middle East; History USII Enhanced Scope and changing relationships with 2. Relationship Builder: Have Sequence nations.) students write a journal entry on Page 151 how they feel about 9/11. Then, 2. Explain immigration in the have the students watch one of the Sandbox: \\lcspacing United States. 9/11 videos and write a second US History II – Emerging Issues (Changing immigration, e.g., entry. Put them into groups to Hispanic Americans and Asian discuss how their feelings and United Streaming Videos Americans; more people want to perceptions about 9/11 changed as American History: 9/11: The immigrate to the United States a result of the video. Flight That Fought Back Assessments than are allowed by law.) 1. Pre- and Post-Test. 3. Give one of the students a The Secret History of 9/11 2. Vocabulary quiz. 3. Analyze the global washable marker. Have the student 3. Journal entry. environment. put a mark on the back of the hand Power Up: Energy in Our 4. Teacher made Unit (Policies to protect the of anyone they come into contact Environment Test. environment; global climate with during the course of the class, change; conservation of water either by touching, handing 5. Remediation where and other natural resources.) something to them, or receiving necessary. something from them, using the pencil sharpener, etc. They then pass the marker on to the person they contacted. At the end of the class, note the marked hands.

47 Fourth Nine Weeks

SOL: USII.9d The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by examining American foreign policy, immigration, the global environment, and other emerging issues.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge 4. Identify other issues faced by 4. Explain the situation of illegal the U.S. immigration in the United States, (Energy issues, including including why they come here dependence on foreign oil; world illegally and what problems that health issues like global causes for the U.S. Divide students pandemics.) into groups and have them create possible answers as to what to do with the millions already living in the United States.

Assessments

48 Fourth Nine Weeks

If you stick with the timeline, you should have approximately two weeks to review for the SOL test, depending on testing windows. You would also have approximately two weeks after testing. This section addresses those areas.

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge USII.1a- The student will be able to: SOL Review: History USII Curriculum and 20 days USII.9d 1. Review and discuss vocabulary Framework 1. Respond accurately on the 7th associated with the entire year. http://www.doe.virginia.gov/test grade SOL test. (This includes a (Studies show that 85% of student ing/sol/frameworks/history_soci review of all related SOLs for the success on standardized testing is alscience_framewks/2008/2008_ year.) based on their mastery of the final/framewks_ushist1865- vocabulary.) present.pdf 2. Analyze his/her own understanding of U.S. History 2. Use a graphic organizer to have History USII Enhanced Scope and since 1865. students write in what they know Sequence about any certain areas. http://www.doe.virginia.gov/test ing/sol/scope_sequence/history_ 3. SMART Board review games. socialscience_scope_sequence/2 008/scopeseq_histsoc_ushist_18 Assessments 4. Put students into pairs. Assign 65-present.pdf 1. Various reviews. each pair a unit to review for the 2. Year-end projects. class with a 5-minute PowerPoint Sandbox: \\lcspacing presentation. US History II – SOL Review

5. Assign each student an area of SOL Review Video study. Have them use Internet images to create a collage for that area, then have the other students guess which area the collage represents.

49 Fourth Nine Weeks

Related Objectives and Essential Suggested Activities Resources Time Line SOL Knowledge After the SOL: Sandbox: \\lcspacing 1. Have students do a final journal US History II – After the SOL entry explaining their favorite and least favorite eras of history this year, and explain why.

2. Have students do an exit survey to find out which aspects of the class they enjoyed or didn’t and why.

3. Have students choose the topic that interested them most during the year and create a poster or Assessments PowerPoint presentation which goes into more detail.

4. Assign each student a unit of student to highlight the most important information about, giving them one Word page to include information and an image. Then print these out and copy them to create books for each student.

5. Reenact scenes from history, with students playing various parts.

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