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US History II Curriculum FHS Social Studies Department

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Social Studies Curriculum Guide Franklin High School Broad Topic/Unit Title: Time Frame: Great Depression and New Deal 3-4 Weeks State Frameworks: USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. (H, E) A. restrictive monetary policies B. unemployment C. support for political and economic reform D. the influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H) People A. President Herbert Hoover B. President Franklin D. Roosevelt C. Eleanor Roosevelt D. Huey Long E. Charles Coughlin Policies A. the Federal Deposit Insurance Corporation B. the Securities and Exchange Commission C. the Tennessee Valley Authority D. the Social Security Act, the National Labor Relations Act E. the Works Progress Administration F. the Fair Labor Standards Act Institutions A. the American Federation of Labor B. the Congress of Industrial Organizations C. the American Communist Party Social Studies Curriculum Guide Franklin High School USII.13 Explain how the Great Depression and the New Deal affected American society. (H) A. the increased importance of the federal government in establishing economic and social policies B. the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics Essential Questions Learning Objectives Skills Essential Vocabulary Accommodations/Extensions - Price supports What is an economy? Students will understand: SWBAT: - credit Utilize textbook resources - stock market (ie. Reading Guide) to help What defines a person’s - how an economic Examine the impact of - Dust Bowl access curriculum standard of living? depression impacts an economic depression - Shantytowns, soup people kitchens, bread lines Provide extra time to What is the role of Analyze the long term - Direct relief complete homework and government in the - the short and long and short term causes of - Herbert Hoover assessments economy? term causes of the the Great Depression - Classical economic Great Depression theory/“do-nothing” Modify expectations in To what extent is a Compare and Contrast approach research and presentation person responsible for - President Hoover’s the economic policies of - Boulder Dam (length, amount of sources, his/her financial and President Herbert Hoover and - Federal Home Loan etc) security? Roosevelt’s economic Franklin D. Roosevelt Bank Act policies - Reconstruction Finance Assessments modified with Analyze the criticisms Corporation limited number of questions, - The criticisms of of Roosevelt and the - Bonus Army word banks and open President Roosevelt’s new Deal - Franklin Delano response options New Deal Roosevelt Judge the effectiveness - Election of 1932 Analyze the debate over the of the New Deal - Keynesian economic short and long term causes of theory the global Great Depression - Glass-Steagall Banking (E) Act of 1933 (FDIC) - Federal Securities Act - Eleanor Roosevelt - Huey Long - Charles Coughlin - Securities and Exchange Commission Social Studies Curriculum Guide Franklin High School - Tennessee Valley Authority - Social Security Act - National Labor Relations Act - Works Progress Administration - Fair Labor Standards Act - American Federation of Labor - Congress of Industrial Organizations - American Communist Party Resources: The Americans (Chapter 22 and 23) The Hard Times by Studs Terkel Library of Congress website: Great Depression Images Dorothea Lange: Photographs FDR’s Inaugural Address FDR’s Fireside Chats Huey Long’s Share our Wealth After the Fact: Chapter on Great Depression (Dust Bowl) A People’s History of the United States Howard Zinn ABC Clio: Great Depression Common Learning Experiences: “Cinderella Man” film “Great Debaters” film “Seabiscuit” film Social Studies Curriculum Guide Franklin High School Textbook video on the Dust bowl Dust bowl photograph carousel Primary Source Comparison of Classical v. Keynesian economic theories (essay/chart) Stock Market Introduction Common Assessment Items: Tests Quizzes Stock Market tutorial Alphabet Soup expert group project US History II Curriculum FHS Social Studies Department Broad Topic/Unit Title: World War II Pacing Guide: 2-3 weeks Learning Standards: USII. 14 Explain the strength of American isolationism after WWI and analyze its impact on US foreign policy. US II. 15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of WWII and summarize the major battles of the war. On a map of the world locate the Allied powers. (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan) Fascism in Germany German rearmament and militarism of the Rhineland Germany’s seizure of Austria and Czechoslovakia and Germany’s invasion of Poland Japan’s invasion of China and the Rape of Nanking Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferences US II. 16 Explain the reasons for dropping the atomic bomb on Japan and discuss the short and long term effects. US II. 17 Explain important domestic events that took place during the war. Essential Questions Objectives Skills Vocabulary Accommodations/Extensions Students will understand: SWBAT: Fascism How does war impact the Militarism Utilize textbook resources civilian? The Rise of the Axis Identify the leaders of Isolationism (ie. Reading Guide) to help Powers and the start of the Axis and Allied Neutrality Act access curriculum What considerations are World War II Powers Axis powers taken into account when Allied Powers Provide extra time to creating a foreign policy? The shift in American Explain the rise of Lend Lease Plan complete homework and foreign policy from fascism and militarism Atlantic Charter assessments isolationism to its George Marshall involvement in WWII Analyze American Nisei Modify expectations in foreign policy decisions Executive Order 9066 research and presentation leading up to World War WPB (length, amount of sources, II Dwight Eisenhower etc) The major battles in the Identify major battles George Patton European and Pacific and key figures of World D-Day Assessments modified with theatres during WWII War II Harry Truman limited number of questions, Battle of the Bulge word banks and open The controversy Assess Truman’s Douglas MacArthur response options surrounding the usage of decision to use the Island Hopping the atomic bomb atomic bomb Kamikaze Manhattan Project The impact of the war on Assess the impact of Robert Oppenheimer the American home front World War II on the Hiroshima and Nagasaki American home front Yalta and Potsdam Conferences United Nations Resources: The Americans (Chapters 24 and 25) Four Freedoms- FDR Quarantine Speech- FDR Atlantic Charter Einstein’s letter to FDR Declaration of War-FDR Band of Brothers by Stephen Ambrose (film as well) “Night and Fog”- film “Why we dropped the bomb” Peter Jennings “After the Fact”- the decision to drop the bomb Common Labs/Experiences/Lessons: Mapping exercise (identify countries and battles) View Band of Brothers mini-series Read and analyze Band of Brothers Create class debate regarding the decision to drop the bomb Analyze various primary sources from World War II era Assessments: Test and Quizzes Debate essay Soldier’s scrapbook Book analysis Unit Plan: US History II Franklin Public Schools Broad Topic/Unit Title: World War I Pacing Guide:_1-2 Weeks_ Learning Standards: USII.6 Analyze the causes and course of America’s growing role in world affairs from the Civil War to World War I. (H, E) USII.7 Explain the course and significance of President Wilson’s wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty Essential Questions Objectives Skills Essential Vocabulary Accommodations/Extensions Nationalism What factors can Students will understand: SWBAT: Imperialism Utilize textbook resources precipitate global Militarism (ie. Reading Guide) to help conflict? - The long term causes Explain the four long Alliance system access curriculum of World War I term causes of World Allies Under what War I. Central Powers Provide extra time to circumstances should a - The short and long Archduke Franz complete homework and nation go to war? term causes of US Analyze the short term Ferdinand assessments entrance into WWI and long term causes of Trench warfare US entry into World The Lusitania Modify expectations in - The impact of the War I Zimmerman Note research and presentation war on the American Isolationism & (length, amount of sources, homefront Assess the impact of Neutrality etc) World War I on the Selective Service Act - President Wilson’s American home front 1917 Assessments modified with vision of global Conscientious objector limited number of questions, diplomacy Evaluate President Mechanized warfare word banks and open Wilson’s global vision of War Industries Board response options diplomacy Espionage and Sedition Acts The Great Migration Wilson’s Fourteen Points League of Nations Treaty of Versailles (1919) Resources: - The Americans (Chapter 19) - The Zimmerman Note - Woodrow Wilson’s “Peace Without Victory” speech (1917) - Woodrow Wilson’s request for Declaration of War - Woodrow Wilson’s “Fourteen Points” speech (1918) - “Four Minute Men” Speeches -
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