<p> Charlotte-Mecklenburg Schools U. S. History Alignment Guide GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.</p><p>Ideal Goal Pacing: 8 Days Approx. Number of EOC Items: 8-9 Level of Thinking: Generating Big Idea: Conflict Objective Textbook Correlation/ Sample Test Items Instructional/ Support Materials Differentiation Strategies 10.01 Elaborate on the causes of The Americans (McDougal): Which of the following is true of History Alive!: The United World War II and reasons for . Stalin’s Soviet Union, p. 735 Roosevelt’s attitude toward the war States in World War II United States entry into the war. . Fascism in Italy, p. 736 during the 1930s? . Bringing World War II Terms . Hitler’s Rise to Power, pp. to Life – Activity 1.1 737 & 742 - 743 A. He was a warmonger. . From Versailles to Pearl Major Concepts . German Aggression, pp. 744 B. He was an isolationist. Harbor – Activity 1.2 . appeasement - 746, w/maps C. He favored the Axis powers. . Using Historical Hindsight to . isolation . Spanish Civil War, p. 739 D. He favored the Allied powers. Prevent World War . reparations . Invasion of Poland, p. 745 . totalitarianism government . Growing Military Power, p. Which of the following led to Lesson Ideas: . Treaty of Versailles 734 - 741 America’s entry into WWII? Students will identify reasons for . worldwide depression . U.S. Chooses Neutrality pp. the rise to power of Stalin, 740 - 741 A. The Japanese bombed Pearl Mussolini, Hitler, and Franco by Essential Questions Harbor. completing . How are civil liberties challenged America: Pathways to the B. The Germans attacked Great Learning Styles Lesson Plan: in times of conflict? Present Supplemental Britain. The Rise of Dictators (p.50) . How has our view of the world Resources: C. Italy gained control of the Pathways text. been shaped by the size, Mediterranean. location, and natural resources . PH Presentation Pro CD- D. France fell to the Germans. Students will trace the of the U.S.? ROM Chapter 17 aggression in Europe that led to . Why is war, or the threat of war, . How Much Should the United WWII by completing Historical used to resolve world conflicts? States Be Involved in World Outline Map Activity #64. . Why was World War II a major Affairs? – Great Debates Pathways text. turning point in the history or the Booklet nation? Students will read Franklin D. Globe Fearon: Roosevelt’s message to . pp. 389-401 Congress asking for war against Japan and create a political cartoon illustrating the U.S.’s reaction to the bombing of Pearl Primary Sources: Harbor. . Roosevelt’s Four Freedoms speech</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 1 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>10.01 cont. . Lend-Lease Act The response of the League of Students will research reasons . Executive Order 8802 Nations to the aggression of warlike why totalitarian governments . Roosevelt’s Joint Address to countries during the 1930s was to do expanded after World War I and Congress Leading to a which of the following? present their findings in a talk Declaration of War Against show debate on world affairs. Japan A. Protest, but avoid taking (Teacher Resource Guide . Learn More; Teach More military action. 10.01) B. Take military action against the Videos: aggressors. Students will list reasons as to C. Force the aggressor nations out why the League of Nations was . Tora! Tora! Tora! of the League. unable to prevent Germany’s, . The Century: America’s Time D. Give military supplies to nations Japan’s, and Italy’s invasions of being attacked. other countries. SAS in Schools Internet Lesson: Students will predict reasons . World War II & Its Aftermath why people of Japan, Italy, and (835) Germany were willing to be a part of totalitarian governments. Internet Connections: Documents for WWII are at: Students will evaluate FDR’s “Four Freedoms” speech as a precursor of U.S. involvement in World War II in a Socratic seminar. (Teacher Resource Guide 10.01 Abbreviated and full text versions included)</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 2 Charlotte-Mecklenburg Schools U. S. History Alignment Guide GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.</p><p>Ideal Goal Pacing: 8 Days Approx. Number of EOC Items: 8-9 Level of Thinking: Analyzing Big Idea: Conflict Objective Textbook Correlation/ Sample Test Items Instructional/ Support Materials Differentiation Strategies 10.02 Identify military, political, and The Americans (McDougal): Where were the German’s finally History Alive!: The United diplomatic turning points of the war . Dunkirk, p. 746 halted in their advance into the States in World War II: and determine their significance to . Fall of France, p. 746 Soviet Union? . Winning World War II – the outcome and aftermath of the . Battle of Britain, p. 746 - 747 Activity 2.1 conflict. . Japan Attacks Pearl Harbor, A. the Battle of the Bulge . Assessing the Decision to pp. 760 - 763 B. the Kasserine Pass Build and Use the Bomb Major Concepts . U.S. Declares War, p. 763 C. the Battle of Stalingrad . Newscasts from the Home . the United States at war . Battle of Atlantic, p. 775 - D. Normandy Front – Activity 3.1 . the influence of propaganda at 778. w/map . Facing the Holocaust: Why home and abroad . North African Campaign, p. Which of the following was true of Genocide? – Activity 4.1 . design for peace 778 military action taken by U.S. . Analyzing American . War in Soviet Union, p. 777 soldiers in the Pacific Theatre? Responses to the Holocaust Essential Questions . D Day, p. 780 w/map – Activity 4.2 . How are civil liberties challenged . Battle of the Bulge, p. 782 A. Many Japanese were taken in times of conflict? . VE Day, p. 783 prisoners. Lesson Ideas: . How has our view of the world . Yalta, pp. 791 - 792 B. The U.S. used the strategy of Students will identify the major been shaped by the size, . Persecution in Germany pp. island hopping. campaigns and turning point location, and natural resources 748 - 750 C. The U.S. did not have adequate battles in Europe by completing of the U.S.? . Japanese Advance, pp. 760 - supplies. Historical Outline Map Activity . Why is war, or the threat of war, 761 D. The Japanese forces #65 (p. 20). Pathways text. used to resolve world conflicts? . War in Pacific, pp. 784 - 793, outnumbered U.S. forces in the . Why was World War II a major w/map Pacific. Students will debate Germany’s turning point in the history or the . Midway, p. 785 fate after WWII by reading about nation? . Guadalcanal, p. 787 the agreement among the Big . Island Hopping, p. 785 Three at Yalta and creating a . Iwo Jima and Okinawa, p. political cartoon illustrating the 789 outcome of the conference. . Manhattan Project, p. 789 - 790 . VJ Day, p. 790</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 3 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>10.02 cont. America: Pathways to the Students will analyze the impact Present Supplemental of the U.S. bombing of Hiroshima Resources: by responding to a Hiroshima Literature Activity (p. 74). . PH Presentation Pro CD- ROM Chapter 18 Students will create an annotated . Dispatches from the Battle timeline of military events of Front – Resource Pro World War II. (Teacher Resource Literature Activity Guide 10.02) Globe Fearon: Students will divide military . Chapter 22 action into those taking place in the three theaters of the war and Primary Sources: categorize major elements of . Eisenhower’s Order of the each. (Teacher Resource Guide Day 10.02) . Surrender of Germany . Surrender of Japan Students will assess the importance of conferences held Videos: by leaders to plan war and post- . Biography of America – World war events. (Teacher Resource War II Unit 22 Guide 10.02) . Midway Students will conduct an oral . Memphis Belle history interview with a World . The Century: America’s Time War II veteran. . Race for the Super Bomb – PBS Students will debate the need to drop the atomic bombs on Japan SAS in Schools Internet as if they are Truman’s military, Lesson: economic and political advisors. . World War II & Its Aftermath (835) Students will research the new World War II Memorial in Washington, D.C. on the internet. Internet Connections: Read the quotes placed around . www.pbs.org/perilousfight/ the memorial and assess their . www.secondworldwar.co.uk/ message to generations today. . www.ushmm.org/</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 4 Charlotte-Mecklenburg Schools U. S. History Alignment Guide GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.</p><p>Ideal Goal Pacing: 8 Days Approx. Number of EOC Items: 8-9 Level of Thinking: Analyzing Big Idea: Conflict Objective Textbook Correlation/ Sample Test Items Instructional/ Support Materials Differentiation Strategies 10.03 Describe and analyze the The Americans (McDougal): In order to prevent a shortage of History Alive!: The United effects of the war on American . Mobilizing the Armed Forces, supplies needed by the military, the States in World War II economic, social, political, and pp. 740 – 741 & 756 - 760 government implemented which of . Evaluating the Japanese cultural life. . Preparing the Economy for the following? Internment During World War War, pp. 773 – 774 & 797 II – Activity 3.2 Major Concepts . Daily Life on Home Front, pp. A. a system of rationing goods . Haiku About Internment – . the home front 796 - 803 B. prohibition Activity 3.3 . suspension of civil liberties . Social Impact of War, p. 798 C. an end to the New Deal . suburbanization D. increasing imports from Lesson Ideas: . transition to peacetime . “Science and Technology,” Europe Students will classify the impact pp. 789 – 791 & 794 - 795 of the war on various groups in Essential Questions Which of the following occurred American society on a web chart. . How are civil liberties challenged America: Pathways to the during WWII for many Japanese- Groups should include: African- in times of conflict? Present Supplemental Americans? Americans, Hispanics, women, . How has our view of the world Resources : A. sent back to Japan Japanese, government, industry. been shaped by the size, . PH Presentation Pro CD- B. told to leave the United States location, and natural resources ROM Chapter 18 C. confined to camps in isolated Students will read excerpts from of the U.S.? . Locking Horns with the Bull – areas Korematsu v. U.S., (1945) and . Why is war, or the threat of war, My Brush with History D. given special privileges evaluate the appropriateness of used to resolve world conflicts? Videotapes the Court’s decision in a Socratic . Why was World War II a major seminar or debate. turning point in the history or the Globe Fearon: nation? . pp. 415-419</p><p>Supplemental Readings : . The Feminine Mystique by Betty Friedan . Silent Spring by Rachel Carson . For Whom the Bells Toll by Ernest Hemingway</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 5 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>10.03 cont. Primary Sources: Students will identify acts of discrimination against various . Executive Order 9066 groups of Americans and draw . Servicemen’s Readjustment conclusions about the Act government’s role in racial . Manhattan Project Notebook relations: PH Learning Styles Lesson Plans (p. 53) The Social Videos: Impact of the War. . League of Their Own Students will create a fact sheet . The Century: America’s Time about major ramifications of World War II. Categories should SAS in Schools Internet include economic aspects, social Lesson: aspects, political aspects, and . World War II & Its Aftermath transfer of war technology to (835) domestic use. . The Struggle for Civil Rights (836) Students will view “The Century 1945 Homefront” and complete Internet Connections: the viewing guide. (Teacher . www.pbs.org/childofcamp/hist Resource Guide 10.2/10.3 ory/eo9066.html Viewing Guide)</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 6 Charlotte-Mecklenburg Schools U. S. History Alignment Guide GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.</p><p>Ideal Goal Pacing: 8 Days Approx. Number of EOC Items: 8-9 Level of Thinking: Generating Big Idea: Conflict Objective Textbook Correlation/ Sample Test Items Instructional/ Support Materials Differentiation Strategies 10.04 Elaborate on changes in the The Americans (McDougal): All of the following events occurred History Alive1: The Cold War direction of foreign policy related . 1945-A Critical Year, p. 791 - as a result of the cold war except . Contrasting Cold War Terms to the beginnings of the Cold War. 793 which one? – Activity 1.1 . Truman Takes Command, p. . Discovering the Roots of the 783 & 790 A. Bay of Pigs Cold War – Activity 1.2 Major Concepts . Potsdam Conference, p. 810 B. Cuban Missile Crisis . The Cuban Missile Crisis: . U.S. military invention . Iron Curtain, p. 811 C. U-2 Incident You Make the Call – Activity . containment . Kennan and Containment. p. D. Camp David Accords 1.4 . the cold war 811 . the domino theory . Cold War Divisions, p. 809 - What term was used to refer to Lesson Ideas: 814, map relaxing tensions during the Cold Students will locate and label the Essential Questions . Truman Doctrine, p. 812 War? nations forming NATO and the . How are civil liberties . Marshall Plan, p. 812 Warsaw Pact by completing PH challenged in times of conflict? . The Berlin Airlift, p. 813 - 814 A. containment Historical Outline Map Activity . How has our view of the world . Cold War at Home, pp. 822 - B. peaceful co-existence #68 been shaped by the size, 827 C. détente (p. 21). location, and natural resources . Effects of Korean War, p. 817 D. propaganda of the U.S.? - 821 Students will define containment . Why is war, or the threat of war, . Cold War in 1950s, pp. 828 - and explain how the containment used to resolve world conflicts? 833 policy influenced U.S. . Why was World War II a major . Communist Expansion in Asia, international relations by turning point in the history or the pp. 815 - 822 completing PH Learning Styles nation? Lesson Plan: The Cold War America: Pathways to the Heats Up Present Supplemental (p. 54). Resources: . PH Presentation Pro CD-ROM Chapter 19 . George Marshall, June 5, 1947 – Sounds of an Era Audio CD</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 7 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>10.04 cont. . Cuban Missile Crisis – Students will identify Kennedy’s Resource Pro Primary Source anti-Communist policies in Latin Activity America, Europe, Africa, and Asia by completing PH Learning Globe Fearon: Styles Lesson Plan: Foreign . pp. 428-433 Policy in the Early 1960s (p. 61).</p><p>Supplemental Readings: Students will analyze the major . Why Soldiers Won’t Talk by events related to containment. John Steinbeck (Teacher Resource Guide: . A Separate Peace by John 10.04 Containment Policies) Knowles Students will examine events of Primary Sources: the era using The Century and a . Truman Doctrine viewing guide with questions . Marshall Plan about the most significant . Press Release Announcing events: (Teacher Resource US Recognition of Israel Guide: 10.04 The Century . Armistice of the South Korean Viewing Guide) State</p><p>Videos: . Biography of America: Unit 23 - The Fifties: From War to Normalcy . The Century . The Atomic Café . Thirteen Days</p><p>SAS in Schools Internet Lesson: . Close of the 20th Century (837)</p><p>10.04 cont.</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 8 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>Internet Connections: . Department of State Foreign Policy site at: . www.vce.com/testban.html . www.loc.gov/exhibits/marshall / . www.historyofcuba.com/histor y/baypigs/pigs.htm</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 9 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>GOAL 10: World War II and the Beginning of the Cold War (1930s- 1963) - The learner will analyze United States involvement in World War II and the war's influence on international affairs in following decades.</p><p>Ideal Goal Pacing: 8 Days Approx. Number of EOC Items: 8-9 Level of Thinking: Evaluating Big Idea: Conflict Objective Textbook Correlation/ Sample Test Items Instructional/ Support Materials Differentiation Strategies 10.05 Assess the role of The Americans (McDougal): In June 1950, the Korean War Lesson Ideas: organizations established to . United Nations, p. 792, 809 began when which of the following Students will list reasons maintain peace and examine their & 831 events occurred? regarding why the U.S. joined the continuing effectiveness. . NATO, p. 814 & 830 United Nations even though it . UN Police Action, pp. 817 - A. South Korea crossed the 38th had not supported the League of Major Concepts 818 parallel and invaded North Nations. . balance of power . The Arms Race, pp. 828 - Korea. . organization for peace 830 B. China declared war on South Students will research the role of . Warsaw Pact, pp. 830 w/map Korea. the United Nations as a peace- Essential Questions C. North Korea invaded South keeping organization and create America: Pathways to the . How are civil liberties challenged Korea. an annotated timeline of U.N. Present Supplemental in times of conflict? D. The United Nations refused to actions from WWII to 1963. Resources : . How has our view of the world recognize the Soviet Union. been shaped by the size, . President Eisenhower’s Students will use a matrix to location, and natural resources Farewell Address, 1961 – Which of the following organizations consider the advantages and of the U.S.? Sounds of an Era Audio CD was not organized as a result of the disadvantages to citizens whose . Why is war, or the threat of war, . The Ugly American – Soviet threat? nations joined NATO and debate used to resolve world conflicts? Biography, Literature, and whether those nations were more . Why was World War II a major Comparing Primary Sources A. NATO secure or acquired a false sense turning point in the history or the Booklet B. EPA of security. nation? C. CIA Globe Fearon: D. NSC Students will complete an . pp. 428-434 organizational chart of various UN agencies and describe the Primary Source: function of each. They will rate . United Nations Charter each organization (from 1-5) on how well the agency is serving Internet Connections: the cause of world peace. Go to the actual organization name and find: . www.nato.int/</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 10 Charlotte-Mecklenburg Schools U. S. History Alignment Guide</p><p>10.05 cont. . www.infoplease.com/ce6/hist ory . www.un.org . www.oas.org . www.un.org/docs/sc/</p><p>Charlotte-Mecklenburg Schools, U. S. History Alignment Guide 2008-2009, Updated August – October, 2008 11</p>