United States History II Curriculum
J. P. KING, JR. MIDDLE SCHOOL 501 Charles St. Franklin, VA 23851 (757) 562-4631 jpk.fcpsva.org JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE – 2020-2021 Week: 1 Orientation/Pretest (2 days); SOL USII.3a (2 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Reconstruction Virginia SOL: USII. 3a The student will apply social science skills to understand the effects of Reconstruction on American life by: a.) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States. Essential Skills: Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a)
Essential Questions Recommended Activities / Recommended Resources Essential Understandings & Strategies Vocabulary
Orientation Curriculum Framework ● The 13th, 14th, and 15th What are the basic provisions of • Classroom Procedures ● Page 19 Amendments to the Constitution of • Textbook the United States of America address the 13th, 14th, and 15th Textbook Amendments to the Constitution • Notebook Setup the issues of slavery and guarantee ● of the United States? Page 38-39 equal protection under the law for all Pretest Reproducible citizens. ● #28 & #30 ● Lesson: Reconstruction Web Resources Vocabulary: Basic Provisions of the Amendments: ● 13th ● ● 13 th , 14 th , and – Brain Pop 14th ● 15th Amendments – Flocabulary 15 th Amendments – Textbook Video – Graphic Organizer/Notes ● Reconstruction – PowerPoint Amendments Notes – Review Activities – Foldable ● “Slavery by Another Name”: PBS
2 | P a g e JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE – 2020-2021 Week: 2 SOL USII.3b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Reconstruction
Virginia SOL: USII. 3b The student will apply social science skills to understand the effects of Reconstruction on American life by: b.) describing the impact of Reconstruction policies on the South and North.
Essential Skills: Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a)
Essential Questions Recommended Activities / Recommended Resources Essential Understandings & Strategies Vocabulary
What were the Orientation Curriculum Framework Essential Understandings: Reconstruction policies for • Classroom Procedures ● • Textbook Page 20 The Reconstruction policies were harsh and created problems the South? • Notebook Setup in the South. Reconstruction attempted to give meaning to the Textbook ● freedom that former enslaved African Americans had achieved. Page 36-37, Pretest 40-41 Essential Knowledge: Reconstruction policies and problems: Reproducible Southern military leaders could not hold office. African Lesson: Reconstruction ● #27-#29, #32 Americans could hold public office. African Americans gained equal rights as a result of the Civil Rights Act of 1866, which Web Resources – Brain Pop ● also authorized the use of federal troops comprised mainly of Reconstruction Northern soldiers for its enforcement. Southern states adopted – Flocabulary – Textbook Video - Crash Black Codes to limit the economic and physical freedom of former slaves. Federal troops supervised the South. The – Graphic Organizer/Notes Course – PowerPoint ● Freedmen’s Bureau was established to aid former enslaved BrainPop - African Americans in the South. Southerners resented Northern – Review Activities “carpetbaggers,” some of whom took advantage of the South – Foldable Reconstruction during Reconstruction. Video ● Vocabulary: Reconstruction Reconstruction Policies and Problems, End of Reconstruction,
Lesson Plan and Abraham Lincoln, Robert E Lee, & Frederick Douglass Activities (create
free account)
3 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE
2020-2021 Week: 3 SOL USII.3c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Reconstruction Virginia SOL: USII.3c The student will apply social science skills to understand the effects of Reconstruction on American life by: c.) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings & Strategies Vocabulary
What were the lasting impacts of Orientation ● The actions of Abraham Curriculum Framework the actions of Abraham Lincoln, • Classroom Procedures ● Lincoln, Robert E. Lee, and Page 21 Robert E. Lee, and Frederick • Textbook Frederick Douglass created • Notebook Setup Textbook Douglass? ● lasting impacts. Page 34-35
Pretest Reproducible ● #26 Vocabulary:
Lesson: Reconstruction Web Resources Basic Provisions of the Amendments: ● ● BrainPop - 13th ● 14th ● 15th, Reconstruction – Brain Pop Policies, Problems End of – Flocabulary Abraham Lincoln ● Reconstruction, Abraham Lincoln, – Textbook BrainPop - Robert E Lee, and Frederick Douglass – Graphic Organizer/Notes Frederick
‘– PowerPoint Douglass ● – Review Activities “Lasting – Foldable Legacies” Reading and Worksheet
4 | Page
JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 4 SOL USII.2a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Geography, Great Plains, and American Indians Virginia SOL: USII.2a The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward;
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge, & Vocabulary
How did people’s perceptions ● During the nineteenth century, Curriculum Framework people’s perceptions and use of and use of the Great Plains ● change after the Civil War? Lesson: Geography, Great Page 16 the Great Plains changed.
Plains, and American Textbook ● Technological advances Indians ● How did people adapt to life in Page 48-49, 51 allowed people to live in more challenging environments? challenging environments. – Brain Pop Reproducible ● – Flocabulary #47-#48
– Textbook Web Resources Physical features and climate of the – Graphic Organizer/Notes ● Great Plains: Flatlands that rise gradually National – PowerPoint from east to west; Land eroded by wind and – Review Activities Geographic water; Low rainfall; and Frequent dust – Foldable “Westward storms Expansion
through Maps” Vocabulary: ● “Rain Follows the Great plains, eroded, invention, adaptation,
Plow”: The West climate, barbed wire, beef cattle raising, steel plow, dry farming, sod house, windmill, Documentary technologies (Ken Burns)
Lesson Plan: ● The Myth of the
West
5 | Page
JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE
2020-2021 Week: 5 SOL USII.2c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Geography, Great Plains, and American Indians
Virginia SOL: USII.2c The student will use maps, globes, photographs, pictures, or tables for c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities significant.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings & Strategies Vocabulary
What is one way of grouping the Curriculum Framework ● During the nineteenth century, people’s ● Page 18 perceptions and use of the Great Plains 50 states? changed. Lesson: Geography locating Textbook ● Technological advances allowed 50 states and cities most ● Page 12-29 How did the lives of American people to live in more challenging significant to the Reproducibles Indians change with western development of U.S. environments. ● #2-#5, #8-#15 expansion? Web Resources: – Brain Pop Vocabulary: ● 50 States Game Great plains, eroded, invention, adaptation, climate, – Flocabulary barbed wire, beef cattle raising, steel plow, dry farming, – Textbook sod house, windmill, technologies. – Graphic Organizer/Notes
States grouped by geographic region· Northeast: Maine, Vermont, New – PowerPoint Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey,
Pennsylvania· Southeast: Maryland, Delaware, West Virginia, Virginia, – Review Activities Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida,
Alabama, Mississippi, Louisiana, Arkansas · Midwest: Ohio, Indiana, Illinois, – Foldable Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South
Dakota, North Dakota · Southwest: Texas, Oklahoma, New Mexico, Arizona · Western (Rocky Mountains): Colorado, Utah, Nevada, Montana, Wyoming,
Idaho. · Pacific: Washington, Oregon, California · Noncontiguous: Alaska, Hawaii Cities grouped by geographic region · Northeast: New York City, Boston, Pittsburgh, Philadelphia · Southeast: Washington, D.C., Atlanta, New Orleans· Midwest: Chicago, St. Louis, Detroit Southwest: San Antonio, Santa Fe · Western (Rocky Mountains): Denver, Salt Lake City · Pacific: San Francisco, Los Angeles, Seattle, Noncontiguous: Juneau, Honolulu
6 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 6 SOL USII.4a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Westward Expansion including impacts on American Indians Virginia SOL: USII.4a The student will apply social science skills to understand how life changed after the Civil War by a) examining the reasons for westward expansion, including its impact on American Indians.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge, & Vocabulary Why did westward expansion Curriculum Framework ● New opportunities and technological advances led to westward migration following occur after the Civil War? ● Page 22 the Civil War. Lesson: Westward Expansion Textbook ● Westward expansion had an impact on the including impacts on lifestyle of American Indians. How did the lives of American ● Page 46-47, 52-59 American Indians Vocabulary: Battle of Little BigHorn, Sitting Bull, Indians change with western Reproducible Geronimo, Nez Perce’, Chief Joseph, Battle of Wounded expansion? ● #45-#46, #50-#55 – Brain Pop Knee, and Treaty Web Resources Reasons for increase westward expansion: Opportunities for – Flocabulary ● San Francisco and land ownership. Technological advances, including the – Textbook Transcontinental Railroad. Possibility of obtaining wealth, Gold Rush Lesson – Graphic Organizer/Notes created by the discovery of gold and silver. Desire for – PowerPoint plan, powerpoint adventure. Desire for a new beginning for former enslaved African Americans. – Review Activities and activities
– Foldable (Must create free Impact on American Indians: Opposition by American account) Indians to westward expansion (Battle of Little Bighorn, and Geronimo). Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé, Sitting Bull). Reduced population through warfare (Battle of Wounded Knee), disease and reduced buffalo population. Assimilation attempts and lifestyle changes (American Indian boarding schools, Dawes Act). Reduced American Indian homelands through broken treaties.
7 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 7 SOL USII.2b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Geography, Great Plains, and American Indians Virginia SOL: USII.2b The student will use maps, globes, photographs, pictures, or tables for b) explaining relationships among natural resources, transportatio n, and industrial development after 1865.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge, & Vocabulary How did advances in transportation Curriculum Framework ● Advances in transportation linked link resources, products, and ● Page 17 resources, products, and markets. ● Manufacturing areas were clustered near markets? Lesson: Geography, Great Textbook centers of population. Plains, and American ● Page 70-71 What are some examples of Indians Vocabulary: Great plains, eroded, invention, Reproducible adaptation, clim ate, barbed wire, beef cattle manufacturing areas that were ● #69, #75 raising, steel plow, dry farming, sod house, located near centers of population? – Brain Pop windmill, technologies.
– Flocabulary – Textbook – Graphic Organizer/Notes Transportation resources: Moving natural resources to eastern fa ctories (e.g., – PowerPoint iron ore to steel mills). Transporting – Review Activities finished products to national markets, – Foldable Locating factories near rivers and railroads to move resources and finished goods to markets.
Examples of manufacturing areas: Textile industry: New England, Automobile industry: Detroit, Steel industry: Pittsburgh, Meatpacking industry: Chicago
8 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 8 SOL USII.4b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Industrialization, Urbanization & Immigration Virginia SOL: USII.4b The student will apply social science skills to understand how life changed after the Civil War by b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary Why did immigration increase? Curriculum Framework ● Population changes, growth of cities, and ● Page 23 new inventions produced interaction and often conflict between different cultural Why did cities grow and Lesson: Westward Expansion Textbook groups. including impacts on develop? ● Page 64-69 ● Social and technological changes American Indians Reproducible presented challenges in urban areas. What challenges faced ● #69-#70, #72-#75 Vocabulary: Battle of Little BigHorn, Sitting Bull, – Brain Pop Americans as a result of these Web Resources Geronimo, Nez Perce’, Chief Joseph, Battle of Wounded – Flocabulary Knee, and Treaty social and technological ● Tenement Reasons for increase westward expansion: Opportunities for – Textbook changes? Museum Lesson land ownership. Technological advances, including the – Graphic Organizer/Notes Transcontinental Railroad. Possibility of obtaining wealth, – PowerPoint Plans created by the discovery of gold and silver. Desire for – Review Activities ● Immigration adventure. Desire for a new beginning for former enslaved – Foldable Project: Ellis/Angel African Americans.
Island Impact on American Indians: Opposition by American Indians to westward expansion (Battle of Little Bighorn, and Geronimo). Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé, Sitting Bull). Reduced population through warfare (Battle of Wounded Knee), disease and reduced buffalo population. Assimilation attempts and lifestyle changes (American Indian boarding schools, Dawes Act). Reduced American Indian homelands through broken treaties.
9 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 9 SOL USII.3a - c, 2a, 2c, 4a, 2b, & 4b (5 days) - Review & Benchmark 1 Testing STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Reconstruction, Geography, Great Plains, and American Indians, & Westward Expansion including impacts on American Indians
Virginia SOL: USII.3a - c, 2a, 2c, 4a, 2b, & 4b
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
Use questions from the 1st - 8th • Use information from Use information from the 1st - 8th weeks. Weeks. the 1st - 8th weeks Lesson: Reconstruction, Geography, Great Plains, and American Indians, & Westward Expansion including impacts on American Indians
– Brain Pop – Flocabulary – Textbook – Graphic Organizer/Notes – PowerPoint – Review Activities – Foldable
10 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 10 SOL USII.4c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Westward Expansion including impacts on American Indians
Virginia SOL: USII.4c - The student will apply social science skills to understand how life changed after the Civil War by c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What is racial segregation? Curriculum Framework ● Discrimination against African Americans ● Page 24-25 continued after Reconstruction. How were African Americans Lesson: Racial segregation, Textbook ● “Jim Crow” laws institutionalized a system of legal segregation. discriminated against? Jim Crow ● Page 78-83 ● African Americans differed in their Reproducible – Brain Pop responses to discrimination and “Jim How did African Americans ● #90-#95 Crow.” – Flocabulary respond to discrimination and Web Resources – Textbook Vocabulary: Urbanization, Oppressive “Jim Crow”? – Graphic Organizer/Notes ● Jim Crow and Government, Tenements and Ghettos, Racial – PowerPoint Plessy Case Segregation, Urban, Discrimination, Jim Crow – Review Activities Notes/Photos
– Foldable ● Sharecropping Racial segregation: Based upon race. Directed primarily against African Lesson Plan (Must Americans, but other groups also were kept segregated. Chinese Exclusion Act (1882) provided an absolute 10-year moratorium (halt) on Chinese labor immigration. American Indians were not considered citizens until 1924. create free
“Jim Crow” laws: Passed to discriminate against African Americans. Made account) discrimination practices legal in many communities and states. Were ● Rise and Fall of characterized by unequal opportunities in housing, work, education, and government. Upheld by the Supreme Court in Plessy v. Ferguson. Jim Crow:
African American responses: Booker T. Washington: Believed equality could Mapping be achieved through vocational education; accepted social segregation
W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans and founded the National Association for the Advancement of Colored People (NAACP) along with Ida B. Wells-Barnett 11 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 11 SOL USII.4d (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Westward Expansion including impacts on American Indians Virginia SOL: USII.4d - The student will apply social science skills to understand how life changed after the Civil War by d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What inventions created great Curriculum Framework Between the Civil War and World War I, the United States was transformed from primarily an change and industrial growth in ● Page 26-27 agricultural society into one based on Lesson: Westward Expansion the United States? Textbook manufacturing and services. Inventions had both including impacts on ● Page 70-73 positive and negative effects on society. What created the rise in big American Indians Reproducible business? ● #69, #75-#76 – Brain Pop Vocabulary:Urbanization, Oppressive Web Resources – Flocabulary Government, Tenements and Ghettos, Racial What factors caused the growth ● Child Labor – Textbook Segregation, Urban, Discrimination, Jim Crow of industry? – Graphic Organizer/Notes Political Cartoon Inventions that contributed to great change and industrial growth: Electric – PowerPoint ● Children in Urban lighting and mechanical uses of electricity (Thomas Edison). Telephone service. Railroads, which permitted large-scale, long-distance transport of goods. Rise of How did industrialization and the – Review Activities America: Photo big business led by captains of industry: Captains of industry (John D. Rockefeller, oil; Andrew rise in big business influence life – Foldable Gallery Carnegie, steel; Cornelius Vanderbilt, shipping and railroads; J.P. Morgan, banking)
Reasons for business growth: National markets created by transportation advances. on American farms? ● Labor Movement Advertising. Lower-cost production (assembly line). Lack of competition (monopolies and trusts) Strike Simulation
Factors that promoted industrial growth in America: Access to raw materials and energy (People's’ History sources, Large work force (due to immigration). New inventions. Financial resources. for the Classroom, Examples of big business: Railroads, Oil, Steel, and Coal p. 63)
Postwar changes in farm and city life: Mechanization (e.g., the reaper) reduced farm labor needs and increased production. Industrial development in cities created increased labor
needsIndustrialization provided new access to consumer goods (e.g., mail order).
12 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 12 SOL USII.4e (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Progressivism and Response to Jim Crow Virginia SOL: USII.4e - The student will apply social science skills to understand how life changed after the Civil War by e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How did the reforms of the Curriculum Framework ● The effects of industrialization and Progressive Movement ● Page 28 the Progressive Movement led to Lesson: Progressivism and reforms. change the United States? Textbook Response to Jim Crow ● Page 90-99 Vocabulary: Progressivism, Women’s Suffrage, Reproducible Temperance Movement, Strikes, Labor Unions, – Brain Pop ● #108-#113, Prohibition 20th Amendment, 19th Amendment. – Flocabulary #117-#120
Negative effects of industrialization: Child labor, Low wages, long hours, Unsafe working – Textbook conditions, Impact on the environment, Monopolies, Triangle Shirtwaist Factory fire. – Graphic Organizer/Notes Rise of organized labor: Formation of unions; growth of American Federation of Labor, Strikes – PowerPoint (Homestead Strike, Pullman Strike). – Review Activities Progressive Movement workplace reforms: Improved safety conditions, Reduced work hours, – Foldable Placed restrictions on child labor.
Women’s suffrage movement: Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, and Lucy Burns worked for women’s suffrage. The movement led to
increased educational opportunities for women. Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United States.
Temperance movement: Composed of groups opposed to the making and consuming of alcohol, Supported legislation to ban alcohol (18th Amendment)
13 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 13 SOL USII.5a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Imperialism and World War I Virginia SOL: USII.5 a - The student will apply social science skills to understand the changing role of the United States from the late nineteenth century through World War I by: a) explaining the reasons for and results of the Spanish-American War.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
The United States emerged as a world power What were the reasons for the Curriculum Framework ● Spanish American War? ● Page 29 as a result of victory over Spain in the Lesson: Imperialism and Textbook Spanish-American War. ● Economic interests and public opinion often World War I ● Page 116-117 What were the results of the influence United States involvement in Reproducible Spanish American War? international affairs – Brain Pop ● #141-#143 Vocabulary: Yellow Journalism, Roosevelt Corollary, – Flocabulary Web Resources Militarism, Neutrality, League of Nations, Propaganda, – Textbook ● Maine Explosion Big Stick Diplomacy, Alliances, Isolationism, Treaty of – Graphic Organizer/Notes Versailles, Monroe Doctrine, Nationalism, Imperialism, Lesson Plan and 14 Points, – PowerPoint – Review Activities Ancillary Activities Reasons for the Spanish American War: Protection of (Must create a free – Foldable American business interests in Cuba, American support account) of Cuban rebels to gain independence from Spain, ● Mapping the Rising tensions between Spain and the United States as a result of the sinking of the USS Maine in Havana SpanishAmerican Harbor, Exaggerated news reports of events (yellow War Lesson Plan journalism)
Results of the Spanish American War: The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico.
14 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 14 SOL USII.5b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Imperialism and World War I Virginia SOL: USII.5b - The student will apply social science skills to understand the changing role of the United States from the late nineteenth century through World War I by: b) describing Theodore Roosevelt’s impact on the foreign policy of the United States..
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What were Theodore Curriculum Framework ● Roosevelt expanded the Monroe Roosevelt’s foreign polices? ● Page 30 Doctrine as a way to prevent Lesson: Imperialism and Textbook European involvement in the What was Theodore World War I ● Page 118-121 affairs of Latin American countries. Vocabulary: Yellow Journalism, Roosevelt Corollary, Roosevelt’s impact on the Reproducible – Brain Pop ● #145-#148 Militarism, Neutrality, League of Nations, Propaganda, foreign policy of the United Big Stick Diplomacy, Alliances, Isolationism, Treaty of – Flocabulary Web Resources Versailles, Monroe Doctrine, Nationalism, Imperialism, States? – Textbook ● BrainPop - 14 Points, – Graphic Organizer/Notes Theodore – PowerPoint Roosevelt Reasons for the Spanish American War: Protection of – Review Activities – Foldable ● American American business interests in Cuba, American support of Cuban rebels to gain independence from Spain, Imperialism Rising tensions between Spain and the United States as ● Roosevelt's Rough a result of the sinking of the USS Maine in Havana Riders Harbor, Exaggerated news reports of events (yellow journalism)
Results of the Spanish American War: The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico.
15 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 15 SOL USII.5c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Imperialism and World War I Virginia SOL: USII.5c - The student will apply social science skills to understand the changing role of the United States from the late nineteenth century through World War I by: c) evaluating and explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What were the reasons for the Curriculum Framework The United States’ involvement in World War I set ● Page 31-32 the stage for it to emerge as a global superpower United States’ becoming later in the twentieth century. Lesson: Imperialism and Textbook involved in World War I? World War I ● Page 122-127 Vocabulary: Yellow Journalism, Roosevelt Corollary, Who were the Allies? Reproducible Militarism, Neutrality, League of Nations, Propaganda, – Brain Pop ● #149-#155 Big Stick Diplomacy, Alliances, Isolationism, Treaty of Versailles, Monroe Doctrine, Nationalism, Imperialism, – Flocabulary Web Resources Who were the Central 14 Points, – Textbook ● BrainPop - World – Graphic Organizer/Notes Powers? War I Reasons for the United States’ involvement in – PowerPoint World War I: Inability to remain neutral, German ● League of Nations – Review Activities submarine warfare (sinking of the Lusitania), In what ways did the United – Foldable Video United States economic and political ties to Great States provide international ● First World War Britain, The Zimmermann Telegram leadership at the conclusion of Digital Timeline
Major Allied Powers: British Empire, France, the war? ● Mapping WWI ● Effects of WWI Russia (until 1917), Serbia, Belgium, United Lesson Plan States
Central Powers: German Empire, Austro-Hungarian Empire, Bulgaria, Ottoman Empire
16 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 16 SOL USII.6a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: 1920s and Great Depression Virginia SOL: USII.6a - The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by: a) 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.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How was social and economic Curriculum Framework ● Technology extended progress life in the early twentieth century ● Page 33 into all areas of American life, Lesson: 1920s and Great Textbook including neglected rural areas. different from that in the late Vocabulary:Mobility, Electrification, Migrant workers, nineteenth century? Depression ● Page 104-111 over-speculation, New deal, Social Security, Farm Assistance Reproducible Program, Suburbs, Cultural Climate, Harlem Renaissance, – Brain Pop ● #132-#133 Federal reserve Federal Work Programs, Labor Rights, Mechanization, Jazz Age, Great Migration, Tariffs, Environmental – Flocabulary Web Resources Improvement Programs – Textbook ● Wright Brother Results of improved transportation brought about by affordable automobiles: Greater – Graphic Organizer/Notes Animated Heroes mobility, Creation of jobs, Growth of transportation-related industries (road construction, oil, steel, – PowerPoint automobile), Movement to suburban areas. Classics – Review Activities Invention of the airplane:The Wright brothers, – Foldable ● National Park Use of the assembly line:Henry Ford, automobile, Rise of mechanization Service - Wright
Communication changes: Development of the telephone (Alexander Graham Bell) and increased Brothers Museum availability of telephones, Development of the radio and broadcast industry, Development of the ● Online Flashcards movies.
Ways electrification changed American life:Labor-saving products (e.g., washing machines, electric stoves, water pumps), Electric lighting, Entertainment (e.g., radio), Improved communications
17 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 17 SOL USII.6b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: 1920s and Great Depression Virginia SOL: USII.6b - The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by: b) describing the social and economic changes that took place, including prohibition and the Great Migration north and west.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What was prohibition, and Curriculum Framework Reforms in the early twentieth century could not legislate how all people behaved. how effective was it? ● Page 34 Lesson: 1920s and Great Textbook Economic conditions and violence led to the Why did African Americans Depression ● Page 132-133, migration of people. Vocabulary: Mobility, Electrification, Migrant workers, 136-137 migrate to northern cities? over-speculation, New deal, Social Security, Farm Assistance – Brain Pop Reproducible Program, Suburbs, Cultural Climate, Harlem Renaissance, – Flocabulary ● #170-#171, Federal reserve Federal Work Programs, Labor Rights, Mechanization, Jazz Age, Great Migration, Tariffs, Environmental What were the economic – Textbook #176-#177 Improvement Programs – Graphic Organizer/Notes changes during the early Web Resources – PowerPoint Prohibition was imposed by a constitutional amendment (the twentieth century? th ● Up South: Great 18 Amendment) that made it illegal to manufacture, – Review Activities – Foldable Migration Video transport, and sell alcoholic beverages.
● Mapping the Great Results of prohibition: Speakeasies were created as places for Migration people to drink alcoholic beverages. Bootleggers made and smuggled alcohol illegally. Prohibition was repealed by the 21st ● Goin’ North: Great Amendment. Migration Oral Great Migration north and west: Jobs for African Americans in Histories the South were scarce and low paying. African Americans faced ● Political Cartoon discrimination and violence in the South. African Americans moved to cities in the North and Midwest in search of better Collection employment opportunities. African Americans also faced discrimination and violence in the North and Midwest..
18 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 18 SOL USII.4c - 4e, 5a - 5c, 6a - 6b (5 days) Review & Benchmark Testing 2 STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: Westward Expansion including impacts on American Indians, Progressivism and Response to Jim Crow, Imperialism and World War I, & 1920s and Great Depression
Virginia SOL: USII.4c - 4e, 5a - 5c, 6a - 6b
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
Use questions from Week 10 - Use resources from Week 10 - Use essential understandings, 17. 17. Knowledge & Vocabulary from Week 10 Lesson: Westward Expansion - 17. including impacts on American Indians, Progressivism and Response to Jim Crow, Imperialism and World War I, & 1920s and Great Depression
– Brain Pop – Flocabulary – Textbook – Graphic Organizer/Notes – PowerPoint – Review Activities – Foldable
19 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 19 SOL USII.6c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: 1920s and Great Depression Virginia SOL: USII.6c The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by: c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
Who were the leaders in art, Curriculum Framework ● The 1920s and 1930s were important decades for American art, literature, and literature, and music during ● Page 35 music. Lesson: 1920s and Great Textbook The leaders of the Harlem Renaissance the 1920s and 1930s? ● Depression ● Page 134-135 drew upon the heritage of African American Reproducible culture to establish themselves as powerful What were the contributions forces for cultural change. – Brain Pop ● #172-#173 of these leaders? – Flocabulary Web Resources Vocabulary: Mobility, Electrification, Migrant workers, – Textbook ● Duke Ellington - It over-speculation, New deal, Social Security, Farm Assistance How did the Harlem – Graphic Organizer/Notes Program, Suburbs, Cultural Climate, Harlem Renaissance, Don’t Mean A Federal reserve Federal Work Programs, Labor Rights, – PowerPoint Mechanization, Jazz Age, Great Migration, Tariffs, Environmental Renaissance influence Thing – Review Activities Improvement Programs American life? – Foldable ● Louis Armstrong - Cultural climate of the 1920s and 1930s: Art: Georgia O’Keeffe, an artist What A Wonderful known for urban scenes and, later, paintings of the Southwest Literature: F. World Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920s; .John Steinbeck, a novelist who portrayed the strength of poor migrant workers during ● Bessie Smith - St. the 1930s Music: Aaron Copland and George Gershwin, composers who wrote uniquely American music. Louis Blues Harlem Renaissance:African American artists, writers, and musicians based in ● Langston Hughes - Harlem revealed the freshness and variety of African American culture. Art: Jacob Lawrence, a painter who chronicled the experiences of the Great Night Funeral in Migration through art. Literature: Langston Hughes, a poet who combined the experiences of African and American cultural roots Music: Duke Ellington and Harlem Louis Armstrong, jazz musicians.Bessie Smith, a blues singer. The popularity of ● Langston Hughes - these artists spread beyond Harlem to the rest of society. Mother to Son Poem read by Viola Davis ● Aaron Copland - Fanfare for the Common Man
20 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 20 SOL USII.6d (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: 1920s and Great Depression Virginia SOL: USII.6d - The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by: d) analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary Why did immigration increase? Curriculum Framework ● The optimism of the 1920s concealed problems in the American economic system and attitudes about ● Page 36 the role of government in controlling the economy. Why did cities grow and Lesson: 1920s and Great Textbook The Great Depression and the New Deal ● develop? Depression ● Page 138-143 dramatically changed the lives of most Americans and began to change both their understanding of the economic system and the role of government in Reproducible What challenges faced – Brain Pop ● #178-#186 American life. – Flocabulary Americans as a result of these Web Resources Vocabulary: Mobility, Electrification, Migrant workers, social and technological – Textbook ● BrainPop - Causes over-speculation, New deal, Social Security, Farm Assistance – Graphic Organizer/Notes Program, Suburbs, Cultural Climate, Harlem Renaissance, changes? of the Great Federal reserve Federal Work Programs, Labor Rights, – PowerPoint Mechanization, Jazz Age, Great Migration, Tariffs, Environmental Depression – Review Activities Improvement Programs – Foldable ● BrainPop - Great Causes of the Great Depression: People over-speculated on stocks, using Depression borrowed money that they could not repay when stock prices crashed. The Federal Reserve’s poor monetary policies contributed to the collapse of the Explained banking system. High tariffs discourage international trade. Many Americans had too much debt from buying consumer goods on installment plans. ● Agencies of the Impact on Americans: A large number of banks and other businesses failed. New Deal Lesson One-fourth of workers were without jobs. Large numbers of people were hungry and Plan homeless. Farmers’ incomes fell to low levels.
Major features of the New Deal: Social Security, Federal work programs, ● New Deal and Environmental improvement programs, Farm assistance programs, Increased rights for Depression labor Lesson Plan ● FDR: Fireside Chats
21 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 21 SOL USII.7a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: World War II Virginia SOL: USII.7a - The student will apply social science skills to understand the major causes and effects of American involvement in World War II by: a) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How did post-World War I Curriculum Framework ● Political and economic conditions in Europe following World War I led to the rise of Europe set the stage for ● Page 37 fascism and to World War II. Lesson: World War II World War II? Textbook ● The rise of fascism threatened peace in ● Page 148-155 Europe and Asia. – Brain Pop How did the rise of fascism Reproducibles Vocabulary: Political conditions, facism, axis – Flocabulary affect world events following – Textbook ● #199-#203 powers,aryan supremacy, conserving and rationing, Web Resources economic conditions, dictators, holocaust, concentration World War I? – Graphic Organizer/Notes camp, internment camps, inflation, allies, anit-semitism, – PowerPoint ● WWII Map rosie the Riveter – Review Activities As conflict grew in Europe and Asia, American foreign How did American policy Activity – Foldable policy evolved from neutrality to direct involvement. ● Mapping the War: Causes of World War II: Economic devastation in toward events in Europe and World War II Europe resulting from World War I: Worldwide Asia change over time? ● Causes of WWII depression, High war debt owed by Germany, High inflation, Massive unemployment, ● US Isolationism to Involvement: Political instability marked by the rise of Fascism: Fascism is a political philosophy in which total power is given to a dictator; (powerpoint) individual freedoms are denied; and nationalism and, often, racism are emphasized. Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan). These dictators led the countries that became known as the Axis Powers.
22 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 22 SOL USII.7b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: World War II Virginia SOL: USII.7b - The student will apply social science skills to understand the major causes and effects of American involvement in World War II by: b) locating and describing the major events and turning points of the war in Europe and the Pacific.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What were the major events Curriculum Framework ● Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately and turning points of World ● Page 38 defeated Germany and Japan. Lesson: World War II Textbook ● The Holocaust is an example of prejudice, War II? ● Page 150-153, discrimination, and genocide taken to the – Brain Pop extreme. 158-165 Vocabulary: Political conditions, facism, axis powers,aryan – Flocabulary Reproducible supremacy, conserving and rationing, economic conditions, – Textbook ● #200-#203, dictators, holocaust, concentration camp, internment camps, What was the Holocaust? inflation, allies, anit-semitism, rosie the Riveter – Graphic Organizer/Notes #205-#209 – PowerPoint Web Resources Major events and turning points of World War II: – Review Activities ● The Battle of Germany invaded Poland, setting off war in Europe. The Soviet – Foldable Union also invaded Poland and the Baltic nations. Germany Midway Article and invaded France and captured Paris. Germany bombed London, and the Battle of Britain began. The United States gave Britain war Video supplies and old naval warships in return for military bases in
Bermuda and the Caribbean (Lend-Lease). Japan bombed Pearl ● Major Events and Harbor. After Japan bombed Pearl Harbor, Germany declared war Turning Points on the United States. The United States declared war on Japan and Germany. The United States was victorious over Japan in the Notes Battle of Midway. This victory was the turning point of the war in
the Pacific. Germany invaded the Soviet Union. The Soviet Union ● Virginia Holocaust defeated Germany at Stalingrad, marking the turning point of the Museum war in Eastern Europe. American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western ● National Holocaust Europe. The United States dropped two atomic bombs on Japan Museum (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II.
23 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 23 SOL USII.7c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: World War II Virginia SOL: USII.7c - The student will apply social science skills to understand the major causes and effects of American involvement in World War II by: c) explaining and evaluating the impact of the war on the home front.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How did Americans at home Curriculum Framework ● World War II affected every aspect of American life. support the war effort? ● Page 39 ● Americans were asked to make sacrifices in Lesson: World War II Textbook support of the war effort and the ideals for which ● 156-157 Americans fought. What effect did the war have Vocabulary: Political conditions, facism, axis powers,aryan – Brain Pop on race relations in America? Reproducible supremacy, conserving and rationing, economic conditions, – Flocabulary dictators, holocaust, concentration camp, internment camps, ● #204 inflation, allies, anit-semitism, rosie the Riveter – Textbook Web Resources – Graphic Organizer/Notes ● Donald Duck American involvement in World War II brought an – PowerPoint Propaganda end to the Great Depression. Factories and – Review Activities Cartoon workers were needed to produce goods to win the – Foldable war. Thousands of American women (e.g., Rosie ● Arsenal of the Riveter) took jobs in defense plants during the Democracy war. Americans at home supported the war by Lesson Plan conserving and rationing resources (e.g., victory ● Internment Camps gardens, ration books, scrap drives). The need Reading for workers temporarily broke down some racial barriers (e.g., hiring in defense plants), although ● Women in WWII discrimination against African Americans continued. While many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps in the United States
24 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 24 SOL USII.8a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: The Cold War
Virginia SOL: USII.8a - The student will apply social science skills to understand 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: a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as superpowers, and the establishment of the United Nations.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How did the United States Curriculum Framework ● Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately help rebuild postwar Europe ● Page 40 defeated Germany and Japan. Lesson: The Cold War Textbook ● The Holocaust is an example of prejudice, and Japan? ● Page 170-173 discrimination, and genocide taken to the – Brain Pop extreme. Reproducible Vocabulary: Marshall plan, communism, ideology. Warsaw – Flocabulary ● #225, #227 Pact, Iron Curtain, occupation, United Nations, capitalism, NATO, – Textbook Berlin Wall, democracy, dictatorial, Cold War, containment, Web Resources Domino Theory – Graphic Organizer/Notes ● BrainPop - United – PowerPoint Nations Much of Europe was in ruins following World War II. – Review Activities Soviet forces occupied most of Eastern and Central – Foldable ● NBC News - Berlin Europe and the eastern portion of Germany. The United Wall Slideshow States believed it was in its best interest to help rebuild ● Post War Japan Europe and prevent political and economic instability. ● Occupied Japan Rebuilding efforts: The United States instituted George C. Marshall’s plan to rebuild Europe (the Marshall Plan), which provided massive financial aid Primary to rebuild European economies and prevent the spread of communism. Germany was partitioned into East and West Germany. West Germany became Resources democratic and resumed self-government after a few years of American, British, and French occupation. East Germany remained under the domination of the ● United Nations Soviet Union and did not adopt emocratic institutions. Following its defeat, Japan was occupied by American forces. It soon adopted a democratic form of government, resumed self-government, and became a strong ally of the United Website States. ● NATO and the Establishment of the United Nations: The United Nations was formed near the Warsaw Pact end of World War II to create a body for the nations of the world to try to prevent Article and Video future global wars.
25 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 25 SOL USII.8c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: The Cold War
Virginia SOL: USII.8c - The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: c) examining the role of the United States 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.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How and why did the Cold War Curriculum Framework The United States and the Soviet Union begin? ● Page 42-43 emerged from World War II as world Lesson: The Cold War Textbook powers, triggering a rivalry over ideology and national security. What have been the major ● Page 176-185, conflicts and confrontations – Brain Pop 200-201 – Flocabulary The Cold War was the central organizing involving America in the Reproducible – Textbook principle in global affairs for over 40 years. post-World War II era? – Graphic Organizer/Notes ● #230-#235, #253-#254 Vocabulary: Marshall plan, communism, – PowerPoint How did Cold War tensions – Review Activities Web Resources ideology. Warsaw Pact, Iron Curtain, occupation, cause divisiveness at home? – Foldable ● BrainPop - Cold United Nations, capitalism, NATO, Berlin Wall, democracy, dictatorial, Cold War, containment, War Domino Theory How did communism collapse in ● BrainPop - Europe? Vietnam War Origins of the Cold War ● Vietnam Protest How were the challenges after Major conflicts in the post-World War II era Songs that reflected Cold War tensions. the Cold War different from Compilation earlier challenges? ● Labor Unions Collapse of communism in Europe. Summary New challenges.
26 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 26 SOL USII.8b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II Virginia SOL: USII.8b - The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: b)describing the conversion from a wartime to a peacetime economy.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What contributed to the Curriculum Framework ● The economic, social, and political climate ● Page 41 of the United States changed after World prosperity of Americans War II because of the development of new Lesson: America after Textbook following World War II? technologies, changes in mass media, and World War II ● Page 174-175 growth of mass markets. Reproducibles Vocabulary: Wartime economy, labor unions, – Brain Pop ● #128-#129 globalization, Brown vs Board of Education, Freedom – Flocabulary Riders, voting Rights Act of 1965, Peacetime economy, Web Resources baby boomer, outsourcing, passive resistance, sit-ins, – Textbook ● BrainPop - Credit NOW, regional variation, credit, G.I. Bill of Rights, bus – Graphic Organizer/Notes Card boycott, Civil Rights Act of 1964, Equal Rights – PowerPoint Amendment, global pandemics ● Building Suburbia: – Review Activities – Foldable Highways and Reasons for rapid growth of the American economy following World War II: With rationing Housing ● People's Century - of consumer goods over, businesses converted Boomtime from production of war materials to consumer goods. Americans purchased goods on credit. The work force shifted back to men, and most women returned full time to family responsibilities. Labor unions merged and became more powerful; workers gained new benefits and higher salaries.
27 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 27 SOL USII.6c - 6d, 7a - 7c, 8a - 8c (5 days) Review & Benchmark 3 Testing/Mock SOL STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: 1920s and Great Depression, World War II, Cold War, America after World War II Virginia SOL: USII.8b - The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: b)describing the conversion from a wartime to a peacetime economy.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
Use questions from Week 19 - Use resources from Week 19 - Use essential understandings, 26.. 26. Knowledge & Vocabulary from Week 19 Lesson: 1920s and Great - 26. Depression, World War II, Cold War, America after World War II
– Brain Pop – Flocabulary – Textbook – Graphic Organizer/Notes – PowerPoint – Review Activities – Foldable
28 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 28 SOL USII.8d (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II
Virginia SOL: USII.8d - The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What factors led to changing Curriculum Framework The United States experienced an economic boom and social transformation after World War II that changed the patterns of society in the ● Page 44 way most Americans lived and worked. Lesson: America after post-World War II era? World War II Textbook Vocabulary: Wartime economy, labor unions, ● Page 190-193 globalization, Brown vs Board of Education, Freedom What policies and programs Riders, voting Rights Act of 1965, Peacetime economy, – Brain Pop Web Resources baby boomer, outsourcing, passive resistance, sit-ins, expanded educational and – Flocabulary NOW, regional variation, credit, G.I. Bill of Rights, bus ● Truman boycott, Civil Rights Act of 1964, Equal Rights employment opportunities for – Textbook Desegregated The Amendment, global pandemics the military, women, and – Graphic Organizer/Notes Military – PowerPoint Factors leading to changing patterns in United States society: minorities? ● Eleanor Roosevelt Strong economy (healthy job market, increased productivity, – Review Activities increased demand for American products). Greater investment in – Foldable Quotes education so Americans would have the ability to compete globally ● Rosie the Riveter: (National Defense Education Act). The “baby boom,” which led to changing demographics. Interstate highway system. Evolving role Revisited lyrics of women (expected to play a supporting role in the family while increasingly working outside the home). Large number of women ● 1950s Presidential are entering the labor force. Expansion of human rights. African Ads Americans’ aspirations for equal opportunities. ● G.I.Bill Text Policies and programs expanding educational and employment opportunities: The G.I. Bill of Rights gave educational, housing, and employment benefits to veterans. Harry
S. Truman desegregated the armed forces. Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities.
29 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 29 SOL USII.8e (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II Virginia SOL: USII.8e - The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: e) evaluating and explaining the impact of international trade and globalization on American life.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How has globalization Curriculum Framework After World War II, there was an increase in globalization, international trade, and impacted American life? ● Page 45 Lesson: America after Textbook interdependence. World War II ● Page 198-199 Vocabulary: Wartime economy, labor unions, Reproducible globalization, Brown vs Board of Education, Freedom – Brain Pop ● #251 Riders, voting Rights Act of 1965, Peacetime economy, baby boomer, outsourcing, passive resistance, sit-ins, – Flocabulary Web Resources NOW, regional variation, credit, G.I. Bill of Rights, bus – Textbook boycott, Civil Rights Act of 1964, Equal Rights ● Globalization Amendment, global pandemics – Graphic Organizer/Notes Political Cartoons – PowerPoint ● The Global Globalization is the linking of nations through trade, – Review Activities information, technologies, and communication. – Foldable Economy Globalization involves increased integration of different ● Nike Globalization societies. Interdependence involves nations, countries, Prezi and societies depending on one another for goods, services, action, or influence. During the two decades following World War II, international trade expanded at a rapid pace.
Impact of globalization and international trade on American life
30 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 30 SOL USII.9a (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II
Virginia SOL: USII.9a - The student will apply social science skills to understand of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by: a) examining the impact of the Civil Rights Movement, the Americans with Disabilities Act (ADA), and the changing role of women on all Americans.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
What were some effects of Curriculum Framework The Civil Rights Movement of the twentieth century was committed to equal rights and fair treatment of African segregation on American ● Page 46-47 Americans, but it resulted in social, legal, political, and cultural changes that prohibited discrimination and society? Lesson: America after Textbook segregation for all Americans. Other activists were ● Page 190-195 inspired by the achievements of the Civil Rights World War II Movement and took action to gain equality. How did the African American Reproducible – Brain Pop ● #250 Vocabulary: Wartime economy, labor unions, struggle for equality become a – Flocabulary globalization, Brown vs Board of Education, Freedom mass movement? Web Resources Riders, voting Rights Act of 1965, Peacetime economy, – Textbook ● Our Friend Martin baby boomer, outsourcing, passive resistance, sit-ins, – Graphic Organizer/Notes NOW, regional variation, credit, G.I. Bill of Rights, bus How did the law support the ● Maya Angelou - I boycott, Civil Rights Act of 1964, Equal Rights – PowerPoint Know Why the Amendment, global pandemics struggle for equality for African – Review Activities Americans? – Foldable Caged Bird Sings Some effects of segregation: Separate ● Civil Rights Activity educational facilities and resources Separate How were women disadvantaged Book public facilities (e.g., restrooms, drinking fountains, restaurants) Social isolation, Civil in the workplace? ● “A School Year Rights Movement, Americans with Disabilities Act, Like No Other” Changing role of women What actions were taken to (Peoples’ History
improve conditions for women? for the Classroom p. 89) ● Online Flashcards ● Rights of Humans with Disabilities Project ● Changing Role of Women Flashcards ● Makers: Women Who Made America: Video & Discussion Guides 31 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 31 SOL USII.9b (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II Virginia SOL: USII.9b - The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by: b) describing the development of new technologies in communication, entertainment, and business and their impact on American life.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
Which industries benefited the Curriculum Framework The period following World War II leading up to ● Page 48 the early twenty-first century marked the most from the new “information age.” New technologies in Lesson: America after Textbook technologies? communication, entertainment, and business World War II ● Page 198-199 dramatically changed American life Vocabulary: Wartime economy, labor unions, globalization, Reproducible What impact did new Brown vs Board of Education, Freedom Riders, voting Rights Act – Brain Pop ● #251-#252 of 1965, Peacetime economy, baby boomer, outsourcing, passive technologies have on resistance, sit-ins, NOW, regional variation, credit, G.I. Bill of – Flocabulary Web Resources Rights, bus boycott, Civil Rights Act of 1964, Equal Rights American life? – Textbook ● Technology Amendment, global pandemics – Graphic Organizer/Notes Revolution Industries benefiting from new technologies: Airline – PowerPoint How have new technologies in industry (jet engine), Automobile industry and interstate slideshow – Review Activities highway system, Mining industry, Entertainment and communication, – Foldable ● Technology Photo news media industries, Exploration of space, Computer industry, Satellite systems, telecommunications industry, entertainment, and business Essay Internet, social media. affected American life? Impact of new technologies on American life: Increased domestic and international travel for business and pleasure,
Greater access to news and other information, Cheaper and more convenient means of communication, Greater access to heating and air-conditioning improved the quality of life and encouraged population growth in certain areas of the country, Decreased regional variation resulting from nationwide access to the same entertainment and information provided by national television and radio programming, Internet services, and computer
games.
32 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 32 SOL USII.9c (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II Virginia SOL: USII.9c - The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by: c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How have representative Curriculum Framework Representative citizens have influenced America scientifically, culturally, academically, and citizens influenced America ● Page 49 economically. Lesson: America after Textbook Vocabulary: Wartime economy, labor unions, globalization, scientifically, culturally, World War II ● Page 196-197 Brown vs Board of Education, Freedom Riders, voting Rights Act academically, and of 1965, Peacetime economy, baby boomer, outsourcing, passive Web Resources resistance, sit-ins, NOW, regional variation, credit, G.I. Bill of economically? Rights, bus boycott, Civil Rights Act of 1964, Equal Rights – Brain Pop ● Frank Lloyd Wright Amendment, global pandemics – Flocabulary Article and Photo – Textbook Examples including but not limited to…: There have been Tour contributions and influence of individuals during the second half of – Graphic Organizer/Notes ● The Ray Kroc the twentieth and early twenty-first centuries who have changed – PowerPoint America:Scientific advancements include those related to Story medicine, technology, environment, and space. Cultural – Review Activities advancements include those related to music, media, art, ● Influential Citizens communication, technology, and architecture. Academic – Foldable advancement includes contributions to a field of study. · ● Influential Economic advancements include those related to banking, Americans business, and industry. Science: Charles Drew: Medicine (plasma, J. Robert Oppenheimer: Physics flashcards (Manhattan Project team)
Culture: Frank Lloyd Wright: Architecture, Martha Graham: Dance,
Academics:Henry Louis Gates: History, Maya Angelou: Literature
Economics: Bill Gates: Computer technology (Microsoft), Ray Kroc: Franchising (McDonald’s)
33 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 33 SOL USII.9d (5 days) STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: America after World War II Virginia SOL: USII.9d - The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by: d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
How have American foreign Curriculum Framework American foreign policy, immigration policies, energy policies, and environmental policies affect people both in policy, immigration policies, ● Page 50 the United States and in other countries. Lesson: America after Textbook energy policies, and Key domestic and international issues since World War II World War II ● Page 200-201 have helped to shape the United States government’s environmental policies Reproducible relationship with its citizens and other nations. affected people both in the – Brain Pop ● #253-#254 Vocabulary: Wartime economy, labor unions, globalization, United States and in other – Flocabulary Web Resources Brown vs Board of Education, Freedom Riders, voting Rights Act of 1965, Peacetime economy, baby boomer, outsourcing, passive countries? – Textbook ● Pandemic resistance, sit-ins, NOW, regional variation, credit, G.I. Bill of – Graphic Organizer/Notes Rights, bus boycott, Civil Rights Act of 1964, Equal Rights Interactive Map Amendment, global pandemics – PowerPoint ● US Population Foreign policy: Changes in terrorist activities, Varied global – Review Activities Projections conflicts, Changing relationships with other nations. – Foldable
Immigration: Changing immigration policies, More people try to immigrate to the United States than are allowed by law
Global environment: Policies to protect the global environment, Debate over climate change, Conservation of water and other natural resources.
Other issues: Safety and security (Homeland Security Act), Energy issues (dependence on foreign oil), World health issues (global pandemics)
34 | Page JOSEPH P. KING. JR. MIDDLE SCHOOL “UNITED STATES HISTORY 1865 - PRESENT” CURRICULUM & PACING GUIDE 2020-2021 Week: 34- 40 Review for Testing STANDARDS OF LEARNING / ESSENTIAL SKILLS & KNOWLEDGE
SOL Reporting Category Topic: All topics
Virginia SOL: All SOLs
Essential Questions Recommended Activities / Recommended Resources Essential Understandings, Strategies Knowledge & Vocabulary
All Questions • All Resources All Essential Understandings Knowledge & Vocabulary Lesson: All Lessons
– Brain Pop – Flocabulary – Textbook – Graphic Organizer/Notes – PowerPoint – Review Activities – Foldable