related objectives and essential suggested activities … · 2018-03-24 · cloze reading activity....

First Nine Weeks

1

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

development of the United States.

Related SOL

Objectives and Essential Knowledge

Suggested Activities Resources Time Line

USII.1f,g The student will be able to: 1. Define region. (States may be grouped as part of different regions, depending upon criteria used.) 2. Identify the seven political regions of the United States. (Northeast, Southeast, Midwest, Southwest, Rocky Mountains, Pacific, Noncontiguous)

1. Have students define region. 2. Relationship Builder: Students color in maps of seven political regions. Students will then find at least one other person in the room who colored the maps using the same colors in the same places they did, or as close as they can get. 3. Have students label maps of seven regions. 4. Relationship Builder: Have students in groups. Have them start with a blank piece of paper with just the state name at the top. Each student must write one state in that region, they then pass it to the right, until all the states have been identified. 5. Relationship Builder: Have students write down the total number of states they have visited, then get into groups of matching numbers to discuss one thing they did in their travels.

History USII Curriculum and Framework Document Page 7 History USII Enhanced Scope and Sequence Page 29 Sandbox: \\lcspacing US History II - Maps – Regions Map of U.S. Regions - Labeled

1-2 days

Assessments

1.Pre- and Post-test 2. Completed regions map. 3. Vocabulary quiz. 4. Regions map quiz. 5. Teacher made Unit Test

First Nine Weeks

2

SOL: USII.3a The student will demonstrate knowledge of the effect of Reconstruction on American life by analyzing the impact of the 13th,

14th, and 15th Amendments to the Constitution of the United States.

USII.1a, b, c, d

The student will be able to: 1. Explain the basic provisions of the 13th Amendment. (It bans slavery in the United States and all of its territories.) 2. Explain the basic provisions of the 14th Amendment. (It grants citizenship to all persons born in the United States and guarantees them equal protection under the law.) 3. Explain the basic provisions of the 15th Amendment. (It ensures all citizens the right to vote regardless of race, color, or previous condition of servitude.) 4. Analyze the impact that the 13th, 14th, and 15th Amendments had on the issue of slavery and guaranteed equal protection under the law for all citizens.

1. Review and discuss vocabulary associated with the amendments. (provision, ban, condition of servitude, Amendment) 2. Read and discuss the Amendments as a class. 3. Provide students with examples of various scenarios relating to the amendments and have the students match the scenarios with the correct amendments. 4. Have students make a foldable, where they match the provisions to the Amendments. 5. Cloze reading activity. 6. Relationship Builder: Students draw one of the three amendments out of a bag. They find others who have the same amendment and discuss its lasting impact.

History USII Curriculum and Framework Page 8 History USII Enhanced Scope and Sequence 7 Sandbox: \\lcspacing US History II – 13, 14, 15, Amendment Textbook U.S. Constitution

2-3 days

Assessments

1. Pre- and Post-test 2. Completed scenario activity. 3. Vocabulary quiz. 4. Cloze reading activity. 5. Teacher made Unit Test.

Related SOL



First Nine Weeks

3

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

Reconstruction policies on the South and North.

USII.1a,c,d,e i

The student will be able to: 1. Describe the impact of Reconstruction policies in the South. (Southern military leaders could not hold office; Northern soldiers supervised the South; Freedmen’s Bureau; Carpetbaggers took advantage of the South during Reconstruction.) 2. Explain how Reconstruction impacted former slaves. (African Americans could hold office; African Americans gained rights with the Civil Rights Act of 1866; southern states adopted Black Codes) 3. Explain the end of Reconstruction. (Reconstruction ended in 1877 with the compromise of the presidential election of 1876; federal troops were removed from the South; rights that were gained by African Americans were lost through Jim Crow laws.)

1. Review and discuss vocabulary associated with Reconstruction. (Reconstruction, enslaved, policy, authorize, enforce, Freedman’s Bureau, establish, aid, resent, carpetbagger, Black Codes, compromise, Jim Crow Laws) 2. Use the websites to have the students read the information and give predictions as to how things would have been different had the Freedmen’s Bureau not existed or if the Election of 1876 had turned out differently. 3. Relationship Builder: Have the students pair up with one as the Southerner and one as the Northerner and have them present their feelings about Reconstruction to one another. 4. Have students write an analysis of the carpetbagger political cartoon.

History USII Curriculum and Framework Page 9 History USII Enhanced Scope and Sequence Page 27

Sandbox: \\lcspacing US History II – Reconstruction Policies Freedmen’s Bureau Election of 1876 Carpetbagger political cartoon

3-4 days

Assessments

1. Pre- and post-test 2. Vocabulary quiz. 3. Complete website activity. 4. Complete pair activity. 5. Teacher made Unit Test.

Related SOL



First Nine Weeks

4

SOL: USII.3c The student will demonstrate knowledge of the effects of Reconstruction on American life by describing the legacies of Abraham

Lincoln, Robert E. Lee, and Fredrick Douglass.

Related SOL



USII. 1a, d, h, i

The student will be able to: 1. Explain how the actions of Lincoln had a lasting impact on Reconstruction. (Reconstruction plan calling for reconciliation; preservation of the Union was more important than punishing the South) 2. Explain how the actions of Robert E. Lee had a lasting impact on Reconstruction. (Urged Southerners to reconcile with Northerners at the end of the war; became president of Washington College, which is now known as Washington and Lee University) 3. Explain how the actions of Frederick Douglass had a lasting impact on Reconstruction. (Fought for adoption of constitutional amendments that guaranteed voting rights; powerful voice for human rights and civil liberties for all)

1. Review and discuss vocabulary associated with Lincoln, Lee, and Douglass. (impact, reconcile, preservation, civil liberty) 2. Have students complete a foldable where they match the three men with their actions regarding Reconstruction. 3. Take on the character of one of the three and write a journal entry with supporting facts about your views on Reconstruction. 4. Relationship Builder: Have the students get into groups of three and research the speeches of Lincoln, Lee and Douglass on Reconstruction, assigning each student a different person. Have them explain to each other what the three men said about their views in speeches. 5. Have students create a Venn Diagram comparing and contrasting the views of these three men.


Sandbox: \\500f101 US History II – Lincoln, Lee, and Douglass Abraham Lincoln’s speech on Reconstruction Robert E. Lee’s Views on Reconstruction Frederick Douglass’s What the Black Man Wants speech

2-3 days

Assessments

1. Pre- and Post-Test 2. Completion of foldable. 3. Vocabulary quiz. 4. Journal entry. 5. Participation in group activity. 6. Venn Diagram. 7. Teacher made Unit Test

First Nine Weeks

5

SOL: USII.4c The student will demonstrate knowledge of how life changed after the Civil War by describing racial segregation, the rise of “Jim

Crow”, and other constraints faced by African Americans and other groups in the post-Reconstruction South.

Related SOL



USII.1a, b, c, d

The student will be able to: 1. Give specific examples of discrimination after Reconstruction. (Segregation based on race; directed primarily against African Americans, but others groups also segregated; American Indians not considered citizens until 1924) 2. Explain how “Jim Crow” laws institutionalized a system of legal segregation. (Passed to discriminate against African Americans; made discrimination practices legal in many communities and states; characterized by unequal housing, work, education, and government opportunities) 3. Compare and contrast African American responses to discrimination and “Jim Crow”. (Booker T. Washington and W.E.B. DuBois)

1. Review and discuss vocabulary associated with African American discrimination. (discrimination, institutionalize, segregate, characterize, vocational education) 2. Journal entry: Have the students write a journal entry from the perspective of a person who is being discriminated against. Conversely, have them also write a journal entry from the perspective of a white citizen including not only examples of what they see, but their opinions of the people on the other side of the debate. Have them discuss what sorts of misconceptions arose from discrimination. 3. Relationship Builder: Have the students pair up and debate how to approach the issue of discrimination based on the ideas of DuBois and Washington. 4. Cloze reading activity.

History USII Curriculum and Framework Page 13 History USII Enhanced Scope and Sequence Page 21 Sandbox: \\lcspacing US History II – Jim Crow, Washington, and DuBois Booker T. Washington Biography W.E.B. DuBois Biography

3-4 days

Assessments

1. Pre- and Post-Test 2. Vocabulary quiz. 3. Journal entry. 4. Debate. 5. Cloze reading activity. 6. Teacher made Unit Test

First Nine Weeks

6

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

the movement of people westward.

Related SOL


Suggested Activities Resources Time Line Related SOL



USII. 1a, f, i

The student will be able to: 1. Describe why people’s perceptions and use of the Great Plains changed. (Because of new technologies, people stopped seeing the flatlands with frequent dust storms and little rainfall not as a treeless wasteland, but as a vast area to be settled.) 2. Identify technological advances which allowed people to live in more challenging environments. (Barbed wire, steel plows, dry farming, sod houses, beef cattle raising, wheat farming, windmills, railroads)

1. Review and discuss vocabulary associated with westward expansion. (perception, technological advances, environment, adapt, erode, vast) 2. Physical map of the west. 3. Choose one of the inventions which allowed for increased westward expansion. Create an advertisement for your invention in which you explain what your invention does and how it will help make someone’s life on the Great Plains easier. 4. Relationship Builder: Have students watch the video on westward expansion and jot down 10 facts. After the video, have them get into groups and list the top three reasons for westward expansion and share them with the class.

History USII Curriculum and Framework Page 5 History USII Enhanced Scope and Sequence Page 21 Sandbox: \\lcspacing US History II – Climate of the West Great Plains Facts United Streaming Video: Boom or Bust: Mining and the Opening of the American West

4-5 days

Assessments

1. Pre- and Post-Test 2. Vocabulary quiz. 3. Map completion. 4. Advertisement completion. 5. 10 facts. 6. Teacher made Unit Test

First Nine Weeks

7

SOL: USII.4a The student will demonstrate knowledge of how life changed after the Civil War by identifying the reasons for westward

expansion, including its impact on American Indians.

Related SOL



USII.1a, d

USII.4b

The student will be able to: 1. Identify reasons for westward expansion. (Opportunities for land ownership; technological advances; looking for gold and silver; adventure; new beginning for former slaves) 2. Describe the impact of westward expansion on American Indians. (Opposition to expansion; forced relocation to reservations; assimilation attempts; broken treaties) 3. Describe the experiences of the Chinese and Irish workers who helped build the Transcontinental Railroad. (Discrimination, segregation, etc.)

1. Review and discuss vocabulary associated with westward expansion. (migration, expansion, transcontinental, obtain, relocation, reservation, assimilation, reduction, treaty) 2. Have the students create a brochure advertising westward expansion and why people should no longer think of it as a treeless wasteland, but as a land of opportunity. 3. Map of American Indian battles and locations. 4. Have students write a journal entry as if you were an American Indian being forced by the government to assimilate and move onto a reservation. 5. Cloze reading activity.

History USII Curriculum and Framework Page 11 History USII Enhanced Scope and Sequence Page 21 Sandbox: \\lcspacing US History II – Westward Expansion Map of Indian Battles

4-5 days

Assessments

1. Pre- and Post-Test 2. Vocabulary quiz. 3. Brochure completion. 4. Map completion. 5. Journal entry. 6. Cloze Reading activity. 7. Teacher made Unit Test

First Nine Weeks

8

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

development of the United States.

Related SOL



USII.1f,g The student will be able to: 1. Define city. (Cities serve as centers of trade and have political, economic, and/or cultural significance.) 2. Locate the 19 major cities of the United States. (Northeast: New York, Boston, Pittsburgh, Philadelphia; Southeast: Washington, D.C., Atlanta, New Orleans; Midwest: Chicago, St. Louis, Detroit; Southwest: San Antonio, Santa Fe; Rocky Mountains: Denver, Salt Lake City; Pacific: San Francisco, Los Angeles, Seattle; Noncontiguous: Juneau, Honolulu)

1. Students define city. 2. Have students label maps of 19 cities. 3. Divide cities up among students and have them create a travel brochure explaining what the city is known for, where it’s located, etc. 4. Use SMART Board activity which identifies the cities by which region they are in.

History USII Curriculum and Framework Page 7 History USII Enhanced Scope and Sequence Page 21 Sandbox: \\lcspacing US History II - Maps - Cities

1-2 days

Assessments

1. Pre- and Post-Test 2. Completed cities map. 3. Vocabulary quiz. 4. Cities map quiz. 5. SMART Board review. 6. Teacher made Unit Test

First Nine Weeks

9

SOL: USII.4b The student will demonstrate knowledge of how life changed after the Civil War by explaining the reasons for the increase in

immigration, growth of cities, and challenges arising from this expansion.

USII.1b, c, d, f

The student will be able to: 1. Analyze how population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. (Why did immigration increase? Hope for better opportunities; desire for religious freedom; escape from oppressive governments; desire for adventure. Why did cities grow and develop? Immigration to America, movements of families from rural areas to urban areas for jobs) 2. Explain how population changes, growth of cities, and new inventions produced problems in urban areas. (Efforts to solve immigration problems, like settlement houses; Hull House and Jane Addams; Challenges of cities; political machines; tenements and ghettos, political corruption)

1. Review and discuss vocabulary associated with the growth of cities. (population, interaction, produce, urban, immigration, opportunity, oppressive, specialize, industrialization, urbanization, tenement, settlement house, political machine, ghetto, corruption) 2. Have students write a journal entry pretending to be an immigrant to the United States describing their voyage and experience once they arrived here. 3. Have students construct a timeline of an immigrant’s trip to the United States. 4. Have the class work on a plan for a settlement house for Lynchburg for today. Have them include the types of activities and programs from which immigrants to America today could benefit.

History USII Curriculum and Framework Page 12 History USII Enhanced Scope and Sequence Page 21 Sandbox: \\lcspacing US History II – Growth of Cities Immigration to the United States Path United Streaming Video: Jane Addams Founds Hull House in Chicago

6-7 days

Assessments

1. Pre- and Post-Test 2. Vocabulary quiz. 3. Journal entry. 4. Timeline. 5. Settlement house design. 6. Teacher made Unit Test.

Related SOL



First Nine Weeks

10

SOL: USII.2b The student will use maps, globes, photographs, pictures, or tables for explaining relationships among natural resources,

transportation, and industrial development after 1865.

Related SOL



USII.1b, c, f

The student will be able to: 1. Explain how advances in transportation linked resources, products, and markets. (Moving natural resources such as copper and lead, to eastern factories; moving iron ore to steel mills in Pittsburgh; transporting finish products to national markets) 2. Identify manufacturing areas that were clustered near centers of population. (Textiles: New England; automobiles: Detroit; steel: Pittsburgh; meat-packing: Chicago)

1. Review and discuss vocabulary associated with transportation and city growth. (resource, product, market, manufacture, ore, textile) 2. Have students create a map with major manufacturing areas and railroad lines on it. 3. Have students create a Venn Diagram showing what all of the cities that grew and developed had in common.

History USII Curriculum and Framework Page 6 History USII Enhanced Scope and Sequence Page 21 Sandbox: \\lcspacing US History II – Transportation and City Growth Transcontinental Railroad Maps United Streaming Video: American History: Urban Growth in America

2-3 days

Assessments

1. Pre- and Post-Test 2. Vocabulary quiz. 3. Manufacturing map. 4. Venn Diagram. 5. Teacher made Unit Test

First Nine Weeks

11

SOL: USII.4d The student will demonstrate knowledge of how life changes after the Civil War by explaining the impact of new inventions, the

rise of big business, the growth of industry, and life on American farms

Related SOL



USII.1b,c, f

The student will be able to: 1. Explain the transformation of the United States from an agricultural to an industrial nation after the Civil War. (Reasons for rise in prosperity and big business, i.e., national markets created by advances in transportation, Captains of Industry … John D. Rockefeller – oil, Andrew Carnegie – steel, Cornelius Vanderbilt – shipping and railroads, advertising, and lower-cost production; factors that resulted in the growth of industry, like access to raw materials and energy, availability of workforce, inventions, and financial resources; examples of big business, i.e., railroads, steel, and oil; postwar changes in farm and city life, such as mechanization like the reaper, industrial development in cities increasing labor needs and providing new access to consumer goods.)

1. Review and discuss vocabulary associated with the rise of big business. (agricultural, positive, negative, influence, contribute, captains of industry, prosperity, advertising, raw materials, financial resources, mechanization, labor, consumer goods, transform) 2. Relationship Builder: Debate the merits of new inventions in pairs or groups. 3. Create an advertisement for one of the inventions or businesses discussed in this section. 4. Have students choose a business today and create a business model based on the philosophies of the captains of industry in which the students develop a plan to have the largest company in their field. 5. Have students create a foldable.


Sandbox: \\lcspacing US History II – Rise of Big Business Inventors and their inventions The Captains of Industry

United Streaming Video: Inventions and Industry United Streaming Video: Edison and the Age of Electricity

6-7 days

Assessments

1. Pre- and Post-Test 2. Vocabulary quiz. 3. Debate. 4. Advertisement. 5. Creation of business model. 6. Foldable. 7. Teacher made Unit Test. 8. Remediation, where necessary.

First Nine Weeks

12

SOL: USII.4d The student will demonstrate knowledge of how life changes after the Civil War by explaining the impact of new

inventions, the rise of big business, the growth of industry, and life on American farms.

Related SOL



USII.1b,c, f

2. Compare and contrast the positive and negative effects inventions had on society. (Inventions that contributed to great change and industrial growth, such as electric lighting and other mechanical uses of electricity by Thomas Edison and telephone service from Alexander Graham Bell’s invention of the telephone)

6. Relationship Builder: Play a game of Monopoly.

Assessments

Second Nine Weeks

13

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

historical development of the United States.

Related SOL



USII.1f, G

The student will be able to: 1. Locate and group the 50 states in terms of their region (Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania; Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas; Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota; Southwest: Texas, Oklahoma, New Mexico, Arizona; Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho; Pacific: Washington, Oregon, California; Noncontiguous: Alaska, Hawaii)

1. Have students define states. 2. Class can use the computer lab to review geography by playing interactive map games. 3. As a class have students label all 50 states on printable map with aid from a Smart board. 4. Relationship Builder: Have students get in pairs or groups and use sidewalk chalk outside to draw from memory the United States and try to label as many states and major cities as possible. 5. Have students create a foldable of one of the seven regions learned. They should include information on the states and major cities in that region. 6. Relationship Builder: Have students work in pairs or groups to create a song or poem about the 50 states or a specific region.

History USII Curriculum and Framework Page 7 History USII Enhanced Scope and Sequence Pages 4-7 Sandbox: \\lcspacing US History II – Geography 50 States Rap Blank 50 States Maps 50 States Computer Game 50 States Computer Game 2 50 States Computer Game 3

5-6 Days

Assessments

1. Pre- and Post Test. 2. States Maps Quiz. 3. 50 States Song. 4. Foldable. 5. Teacher made Unit Test.

Second Nine Weeks

14

SOL: USII.4e The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive

Movement on child labor, working conditions, the rise of organized labor, women’s suffrage and the Temperance Movement.

Related SOL



USII.1a, b, c, d, i

The student will be able to: 1. Understand how the reforms of the Progressive Movement changed the United States (Improve safety conditions, reduced work hours, restrictions on child labor, and the rise of organized labor (unions) 2. Describe the negative effects of industrialization (Child labor, low wages, long hours, and unsafe working conditions 3. Identify the key leaders in the Women’s Suffrage Movement (Susan B. Anthony and Elizabeth Cady Stanton) 4. Identify the causes and effects of the Temperance and Suffrage Movements (18th and 19th Amendments)

1. Review and discuss vocabulary associated with the Progressive Movement. (union, suffrage, strike) 2. Have students watch a Progressive Era Video from United Streaming and jot down ten facts. 3. Students can create a poster on the 18th or 19th Amendment and include in it an illustration and information on what the Amendment did and how it came to be. 4. Students can watch a video on the Triangle Shirtwaist Factory in New York City. 5. Lead a classroom discussion on reasons for the Temperance Movement and Women’s Suffrage.

History USII Curriculum and Framework Page 15 History USII Enhanced Scope and Sequence Pages 28, 29, and 36 Sandbox: \\lcspacing US History II – Progressive Movement United Streaming Video: America in the 20th Century: The Progressive Era United Streaming Video: Workers Right: The Triangle Shirtwaist Tragedy

5-7 Days

Assessments

1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. 18th/19th Amendment Posters. 4. Teacher made Unit Test.

Second Nine Weeks

15

SOL: USII.4e The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive

Movement on child labor, working conditions, the rise of organized labor, women’s suffrage and the Temperance Movement.

Related SOL



6. Have students make a Venn Diagram comparing and contrasting the 18th and 19th Amendments. 7. Have students analyze two newspaper articles on prohibition. (one at the beginning and one at the end) 8. Relationship Builder: Have students work in groups to discuss how they would react as students if their school began to impose unjust rules and regulations on them as students. (This exercise would get them thinking as labor unions had to deal with the negative effects of industrialization)

Prohibition Begins Article Prohibition Ends Article

Assessments

Second Nine Weeks

16

SOL: USII.5a The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through

World War I by explaining the reasons for and results of the Spanish American War.

Related SOL



USII.1a, b, c, d,

e, i

The student will be able to 1. Explain the reasons for the Spanish American War (Protection of American business interests in Cuba, American support for Cuban independence from Spain, The sinking of the USS Maine and tensions with Spain, exaggerated news reports of events, yellow journalism) 2. Explain the Results of the Spanish American War (The United States emerging as a world power, Cuba gaining its independence from Spain, the United States gaining possession of Guam, the Philippines, and Puerto Rico) 3. Define Yellow Journalism and understand its impact on the Spanish American War

1. Review and discuss vocabulary associated with the Spanish American War. (Yellow Journalism, Independence, Expansionism, Imperialism) 2. Have students divide their papers into eight squares. In the 8 squares they will label and draw the reasons and results of the Spanish American War. (leaving one square empty) 3. Relationship Builder: Have students work in groups to try and analyze political cartoons from the Spanish American War era. 4. Have students listen to music from the Spanish American War era. 5. Have students write their own yellow journalism article on a lie or embellishment about themselves or their school. 6. Use a World Map to show Guam, Puerto Rico, and the Philippines.

History USII Curriculum and Framework History USII Enhanced Scope and Sequence Pages 41-43, 49- 51 Sandbox: \\lcspacing US History II – Spanish American War Reading on Yellow Journalism Spanish American War Political Cartoons (click on yellow journalism – cartoon gallery) Spanish American War era music (click on Additional Resources – Multimedia)

4-5 Days

Assessments

1. Pre- and Post-Test. 2. Vocabulary Quiz 3. S-A War Drawing. 4. Yellow Journalism Article. 5. Teacher made Unit Test.

Second Nine Weeks

17

SOL: USII5b The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through

World War I by describing Theodore Roosevelt’s impact on the foreign policy of the United States.

Related SOL



USII.1d, e, i

USII.5a

The student will be able to Understand Teddy Roosevelt’s impact on the foreign policy of the United States (Big Stick Diplomacy, the Roosevelt Corollary, the building of the Panama Canal)

1. Have students define Roosevelt Corollary and Big Stick Diplomacy. 2. Have students watch a video from United Streaming on the building of the Panama Canal. 3. Have students analyze a political cartoon on Roosevelt’s big stick policy. 4. Show students a map of the countries the U.S. was now becoming more involved with. (mainly Latin America) 4. Have students create a Venn Diagram that compares and contrasts Teddy Roosevelt with other previous presidents. Information should include Roosevelt’s involvement in internal and external affairs.

History USII Curriculum and Framework History USII Enhanced Scope and Sequence Pages 38 and 43 Sandbox: \\lcspacing US History II – Big Stick Diplomacy and Roosevelt Corollary United Streaming Video: Geography in U.S. History: Americans Build the Panama Canal (1901-1914) Teddy Roosevelt Cartoon 1 Teddy Roosevelt Cartoon 2

2-3 Days

Assessments

1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. Venn Diagram. 4. Political Cartoons. 5. Teacher made Unit Test.

Second Nine Weeks

18

SOL: USII5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through

World War I by explaining the reasons for the United States’ involvement in World War I and its international leadership role at the

conclusion of the war.

Related SOL



USII.1b, c, h, i

The student will be able to 1. Identify the causes for World War I (Nationalism, Militarism, the System of Alliances, and the assassination of Archduke Ferdinand) 2. Describe the reasons for the U.S. becoming involved in World War I (Inability to stay neutral, German submarine warfare and the sinking of the Lusitania, the U.S. economic and political ties to Great Britain, and the Zimmermann Telegram

1. Review and discuss vocabulary associated with World War I. (Nationalism, Militarism, Kaiser, Central Powers, Allied Powers, Stalemate, Propaganda, U-boat, Lusitania, Zimmerman Telegram, Draft, Liberty Bonds, Armistice, Fourteen Points, League of Nations, Reparations, Isolationism, Treaty of Versailles) 2. Have students watch a World War I video and a World War I home front video from United Streaming 3. Have students use the computer lab to review World War I by playing trench warfare games. 4. Have students pretend they are a soldier fighting in the trenches. Have them write a letter home to their friends and family sharing their experiences.

History USII Curriculum and Framework History USII Enhanced Scope and Sequence Pages 44-47, 49, 52, 53 Sandbox: \\lcspacing US History II – World War I United Streaming Video: World War I and its Aftermath America in the 20th century: World War I: On the home front World War I Map of Europe Trench Mission Game Trench Warfare Game World War I Articles

10-12 Days

Assessments

1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. Woodrow Wilson Writings. 4. WWI Map. 5. Teacher made Unit Test.

Second Nine Weeks

19

SOL: USII5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through

World War I by explaining the reasons for the United States’ involvement in World War I and its international leadership role at the

conclusion of the war.

Related SOL



3. List the major Allied and Central Powers (Allied: British Empire, France, Russia, Serbia, Belgium, and the United States) (Central Powers: German Empire, Austro-Hungarian Empire, Bulgaria, and the Ottoman Empire) 4. Understand what role the United States took at the conclusion of World War I (Woodrow Wilson and his 14 Points, the League of Nations, not ratifying the Treaty of Versailles)

5. Have students color and label a map of Europe during World War I, outlining the central and allied powers 6. Have students read World War I articles online and discuss them as a class. 7. Have students pretend they are Woodrow Wilson and ask them to write a letter to Congress on how to handle Germany after the sinking of the Lusitania and the Zimmerman Telegram 8. Have students pretend they are Woodrow Wilson and ask them to write a their own peace treaty coming up with 14 points on what should happen now that the war is over.

Assessments

Second Nine Weeks

20

SOL: USII6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and

rural electrification changed American life and standard of living.

Related SOL



USII.1a, b

The student will be able to 1. Describe what factors increased factory and labor productivity (Henry Ford and the moving assembly line) 2. Understand and list the results of improved transportation brought about by affordable automobiles (Greater mobility, the creation of jobs, growth of transportation-related industries, and the movement to suburban areas) 3. Compare and contrast social and economic life in the early 20th century with that of the late 19th century (communication changes like the telephone, radio broadcast, and movies)

1. Review and discuss vocabulary associated with Inventions and Improvements in American life. (Assembly Line, Installment Buying, Stock, Suburb, Flapper, Fad) 2. Relationship Builder: Have students divide into two groups and participate in the Assembly Line Project. The teacher can draw a Model T on the board and break it down into several parts (Tires (4), windshield, steering wheel, engine, seats, etc.) Each student gets a specific part of the Model T to draw. The two sides race to see who can draw the most Model Ts on scrap sheets of paper using the assembly line method. 3. Have students make a Venn Diagram comparing and contrasting life in the early 20th Century with life in the late 19th Century.

History USII Curriculum and Framework Page 19 History USII Enhanced Scope and Sequence Pages 55-60, 65-67 Sandbox: \\lcspacing US History II – Assembly line, automobile, electrification, and communications United Streaming Video: Entertainment (Charlie Chaplin) Wright Brothers First Flight

4-5 Days

Assessments

1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. Essay on automobiles. 4. Venn Diagram. 5. Teacher made Unit Test.

Second Nine Weeks

21

SOL: USII6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

explaining how developments in factory and labor productivity, transportation (including the use of the automobile), Communication, and

rural electrification changed American life and standard of living.

Related SOL



4. Define the ways electrification changed American life (labor-saving products, electric lighting, entertainment, and improved communications)

4. Have students watch a clip of Charlie Chaplin. 5. Have students write an essay on what life in the United States would be like today if automobiles were never mass produced using the assembly line. 6. Have students compare pictures of the Wright Brothers first plane with planes in use today to describe the differences. 7. Have students watch a clip of the Wright Brothers first airplane flight.

Assessments

Second Nine Weeks

22

SOL: USII.6b The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

describing the social and economic changes that took place, including prohibition and the Great Migration north and west.

Related SOL



USII.1b, e, i

USII.6c

The student will be able to: 1. Understand what prohibition was and the results it had on America. (Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages) (Speakeasies, bootleggers, organized crime, repealed by the 21st Amendment) 2. Describe the reasons for the Great Migration (Better employment opportunities (jobs) for African Americans, discrimination and violence faced by African Americans in the South)

1. Review and discuss vocabulary associated Prohibition and Great Migration. (Prohibition, Great Migration, Bootlegger, Temperance Movement) 1. Relationship Builder: Have students break into groups and ask them to put together and perform a skit on Prohibition. Students can play the roles of a bootlegger, g-men, speakeasy owners, etc. 2. Have students view paintings on the Great Migration by Jacob Lawrence. Afterwards have them write summaries on what they see and then present their findings to the class. 3. Have students watch a video on Prohibition from United Streaming.

History USII Curriculum and Framework Page 20 History USII Enhanced Scope and Sequence Pages 55-57, 61, 67 Sandbox: \\lcspacing US History II – Prohibition and Great Migration Great Migration Paintings United Streaming Video: Prohibition

2-3 Days

Assessments

1. Pre- and Post-Test. 2. Vocabulary Quiz 3. Summary on Paintings. 4. Play. 5. Teacher made Unit Test.

Second Nine Weeks

23

SOL: USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the

Harlem Renaissance.

Related SOL



USII.1a, d

USII.6b

The student will be able to 1. List and define the leaders in art, literature, and music during the 1920s and 1930s. Georgia O’Keeffe – Art; urban and southwest scenes F. Scott Fitzgerald – Literature; wrote about the Jazz Age of the 1920s John Steinbeck – Literature; wrote about poor migrant workers during the 1930s Aaron Copland and George Gershwin – Composers who wrote uniquely American music

1. Have students define Harlem Renaissance and Jazz. 2. Relationship Builder: Divide the class into groups and give each group a different Georgia O’Keeffe painting and ask each group to come up with a short poem that goes along with the painting. 3. Relationship Builder: Divide the class into groups and give each group a different Langston Hughes Poem and ask the groups to read and dissect its meaning. Once each group has had time to review their poems they can share their findings with the rest of the class. 4. Play music from Aaron Copland, George Gershwin, Duke Ellington, Louis Armstrong, and Bessie Smith and ask students to share their likes and dislikes about each artist.

History USII Curriculum and Framework Page 21 History USII Enhanced Scope and Sequence Pages 55-57, 62, 63, 67 Sandbox: \\lcspacing US History II – Harlem Renaissance Georgia O'keefe Paintings Langston Hughes Poems Duke Ellington Music Louis Armstrong Music

3-4 Days

Assessments

1. Pre- and Post-Test. 2. Summary on Paintings/Poems. 3. Teacher made Unit Test. 4. Remediation, where necessary.

Second Nine Weeks

24

SOL: USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keefe, and the

Harlem Renaissance.

Related SOL



2. Understand and describe the Harlem Renaissance and its influence on American life (A cultural movement in 1920s American during which black art, literature, and music experienced renewal and growth, originating in New York city’s Harlem district) 3. List and define the leaders of the Harlem Renaissance Jacob Lawrence – Art; painting the experiences of the Great Migration Langston Hughes – Literature/ Poet; who combined the experiences of African and American cultural roots Duke Ellington and Louis Armstrong – Music (Jazz musicians Bessie Smith – Music; blues singer

5. Show scenes from the movies: The Grapes of Wrath and The Great Gatsby to give students more insight as to what F. Scott Fitzgerald and John Steinbeck wrote about.

Assessments

Third Nine Weeks

25

SOL: USII.6d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.

Related SOL



USII.1a, b, h, i

The student will be able to: 1. Identify the causes of the Great Depression. (People over-speculated on stocks using borrowed money they could not repay when stock prices crashed, the Federal Reserve failed to prevent the collapse of the banking system, high tariffs discouraged international trade) 2. Describe the impact of the Depression on American life. (Many banks and businesses failed, one-fourth of workers were unemployed, many people were hungry and homeless, farmers’ incomes fell to new lows)

1. Review and discuss vocabulary associated with the Great Depression. (stock market, speculation, tariffs, Federal Reserve, bank holiday, buying on margin, bread line, soup kitchen) 2. Have students play a simulated stock market game. 3. Simulate how decreases in consumer spending led to unemployment. 4. Listen to music/read lyrics to “Brother, Can You Spare a Dime?” 5. Have students brainstorm headlines that might appear in Depression newspapers and illustrate them. 6. Have students compare prices of household items during the 1930s with items today and relate to Depression era salaries.

History USII Curriculum and Framework Document Page 22 History USII Enhanced Scope and Sequence Pages 68 – 81 Sandbox: \\lcspacing US History II – Great Depression The Bull Market: A Stock Market Simulation Activity Simulation on unemployment: Whatdunnit? The Great Depression Mystery “Brother Can You Spare a Dime?” A Depression-Era Anthem For Our Times : NPR Worksheet: Then and Now-Prices Photos from the Dust Bowl

7-8 days

Assessments

1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Depression Headlines. 4. Dust Bowl Diary. 5. New Deal Research. 6. Teacher made Unit Test.

Third Nine Weeks

26

SOL USII.6d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.

Related SOL



3. Describe the major features of Franklin Roosevelt’s New Deal. (Social Security, federal work programs, environmental work programs, farm assistance programs increased rights for labor)

7. Describe how the farmers on the Great Plains were affected by the Dust Bowl. Students write a one page diary account of what their day was like on “Black Sunday”. 8. Have students analyze migrant worker photographs of Dorothea Lange. 9. Examine and discuss various posters created for the New Deal 10. Relationship Builder: Group students and assign a New Deal program from the “Alphabet Soup” chart. In computer lab they research the program to determine the type of relief it provided and whether it still exists today. After orally presenting information to the class, they add their program letters to a large pot of soup that has been drawn on the board.

Dorothea Lange Photos Letters to Mrs. Roosevelt Alphabet Soup Chart New Deal Remedies Political Cartoon New Deal Posters A New Deal for the Arts

Assessments

Third Nine Weeks

27

SOL USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying

the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.

Related SOL



USII.1c, d, e, f,

h, i USII.7b

USII.7c

The student will be able to: 1. Identify the causes of WWII. (Political instability and economic devastation in Europe resulting from WWI: worldwide depression, high German war debt, high inflation, massive unemployment) (Rise of Fascism -Fascism is a political philosophy in which total power is given to a dictator and individual freedoms are denied (also includes nationalism and often, racism)

2. Identify the Fascist Dictators who made up the Axis Countries. Adolf Hitler – Germany Benito Mussolini – Italy Hideki Tojo – Japan

1. Review and discuss vocabulary associated with World War II. (inflation, political instability, legacy, economic devastation, dictator, aggression, Fascism, democratic nations, tension) 2. Have students brainstorm conditions in Germany after WWI and the Treaty of Versailles. Explain how a dictator can take over a country that is so desperate for change. 3. Show and discuss hyperinflation chart depicting a huge rise in prices in Germany from 1914-1923 4. Create a foldable of Allied and Axis leaders in WWII. Give examples of what life in a Fascist country would be like. 5. Have students locate, label, and color a world map depicting Axis and Allied countries. (Explain Russia change in sides)

History USII Curriculum and Framework Page 23 History USII Enhanced Scope and Sequence Pages 82-103 Sandbox: \\lcspacing US History II – World War II Build-up Wholesale Price Index Hyperinflation Isolationist Cartoons by Dr. Seuss Image-Japanese Aggression in China Images of Pearl Harbor attack

4-5 days

Assessments

1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Foldable. 4. Map Exercise. 5. Political Cartoons. 6. Newspaper Editor. 7. Teacher made Unit Test.

Third Nine Weeks

28

SOL USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying

the causes and events that led to American involvement in the war, including the attack on Pearl Harbor.

Related SOL



3. Identify the Allied leaders of the Democratic nation. Winston Churchill – Britain Franklin D. Roosevelt –U.S. Harry Truman – U.S. Joseph Stalin – Soviet Union 4. Relate how American policy changed from isolationism to giving Allies economic aid, to direct involvement in WWII. 5. Describe changes in Asia that led to America’s involvement in WWII. (Japanese aggression in East Asia created tension between Japan and the US, Japan attacked Pearl Harbor 12/7/41, U.S. declared war on Japan, Germany declared war on the U.S.)

6. Have students analyze political cartoons on isolationism by Dr. Seuss. 7. On a world map, show how Japan displayed aggression in Manchuria and continued with a brutal attack in China. Show image of baby abandoned during bombing. Explain how Japan’s unwillingness to stop, and the U.S. embargo on products, led the Japanese to attack Pearl Harbor. 8. After examining images of the Pearl Harbor attack, have students imagine themselves as newspaper editors responsible for writing captions for the photograph taken. 9. Have students compare the attack at Pearl Harbor with the attack on 9/11.

Assessments

Third Nine Weeks

29

SOL USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating

and describing the major events and turning points of the war in Europe and the Pacific.

Related SOL



USII.1c f, i

USII.7a

USII.7c

The student will be able to: 1. Identify the cause of WWII. (Germany invaded Poland) 2. Identify major events and turning points in WWII. (The Soviet Union also invaded Poland and the Baltic nations, Germany invaded France and captured Paris, Germany bombed London in the Battle of Britain, The Lend-Lease Act - U.S. lends Britain war supplies and warships in return for bases in Bermuda and the Caribbean, Pearl Harbor bombed, Germany declares war on U.S., U.S. declares war on Japan and Germany, U.S. defeats Japan at the Battle of Midway (a turning point), The Soviet Union defeats Germany at the Battle of Stalingrad (a turning point), Allies land in Normandy, France on D-Day to liberate Western Europe,

1. Review and discuss vocabulary associated with World War II. (victorious, defeated, turning point, eastern Europe, liberation, anti-Semitism, Jews, Aryan supremacy, prejudice, tactics, boycott, threats, concentration camps). 2. Locate Poland on a world map. Explain Hitler and Stalin’s agreement to split Poland. Play video segment showing the invasion Poland, blitzkrieg, occupation of Western Europe (including France), the Battle of Britain, and America sending economic aid to Europe and Asia. 3. Explain the importance of winning the Battle of Midway and Stalingrad. 4. On world map locate Normandy, France. Have students label and color a map of the landings on D-Day.

History USII Curriculum and Framework Page 24 History USII Enhanced Scope and Sequence Pages 82-103 Sandbox: \\lcspacing US History II – World War II Major Events Map-Invasion of Poland United Streaming Video: America in the 20th Century: WWII: the Road to War, “War Comes to Europe”. United Streaming Video: Video Yearbook Collection: WWII: After Pearl Harbor 1941-1945, “June 3, 1942: The Battle of Midway” Map of D-Day Invasion

13-15 days

Assessments

1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Map Exercise. 4. Decision Evaluation. 5. Bar Graph. 6. Timeline. 7. Teacher made Unit Test.

Third Nine Weeks

30

SOL USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating

and describing the major events and turning points of the war in Europe and the Pacific.

Related SOL



U.S. drops 2 atomic bombs on Hiroshima and Nagasaki, forcing Japan to surrender and end WWII) 3. Identify and describe the Holocaust. (The Holocaust was a systematic attempt to rid all Jews from Europe; Nazis practiced anti-Semitism, Germans believed in Aryan supremacy, Jews were threatened and their stores, boycotted, Jews were segregated in ghettos, The Final Solution took place in concentration and death camps, Jews who survived were liberated from camps by Allied forces.)

5. Show video clip on the dropping of the atomic bomb on Hiroshima and Nagasaki. 6. Have students evaluate the decision to use the atomic bomb. 7. Have students create a bar graph indicating how many Jews were lost in each country during the Holocaust. 8. Emphasize that plans to get rid of the Jews began slowly, first with boycotts and regulations, later with segregation, and then evolved into the “Final Solution.” 9. View photos of Auschwitz Concentration Camp. 10. Have students complete a timeline of major events in World War II.

Visit D-Day Memorial in Bedford, Virginia. Dropping the Bomb - Point of View Worksheet United Streaming Video: Days That Shook the World: 1901-1954,“Atomic Bomb, August 6, 1945” The Holocaust: A Guide for Teachers: Modern Anti-Semitism A Vanished World : Bar Graph Boycott of Jewish Stores and Other Restrictions Narrated video album of Auschwitz Concentration Camp Drop and Drag Interactive Timeline of World War II Events

Assessments

Third Nine Weeks

31

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

the impact of the war on the home front.

Related SOL



USII.1b, d, h

USII.7a

USII.7b

The student will be able to: Explain how WWII affected American life on the home front. (Involvement in WWII brought an end to the Great Depression as factories and workers were needed to produce goods to win the war, American women took jobs in defense plants, Americans at home supported the war by conserving and rationing resources, Racial barriers (in defense plants) were temporarily broken down even though discrimination against African Americans continued, While some Japanese Americans served in the armed forces, others were greeted with distrust and prejudice and forced into internment camps.)

1. Review and discuss vocabulary associated with the impact of WWII in America. (home front, war goods, defense plants, conserving, rationing resources, racial barriers, and internment camps). 2. Discuss how the need for war goods changed auto factories from making cars, to tanks; dress factories now make uniforms, etc. 3. Show various photos of “Rosie the Riveter” and discuss the need for women to contribute to the war effort by working in factories. 4. Play Allen Miller’s song, “Rosie the Riveter”. 5. Have students learn what life was like at home for Americans by playing the Scholastic Interactive Game.

History USII Curriculum and Framework Page 25 History USII Enhanced Scope and Sequence Pages 82-103 Sandbox: \\lcspacing US History II – WWII Homefront "Rosie the Riveter" Allen Miller’s Song “Rosie the Riveter” Scholastic Interactive Game: American Home Front: Home Life Analyzing WWII Posters on the Home Front

3-4 days

Assessments

1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Scholastic Interactive Game. 4. Propaganda Analyze. 5. Teacher made Unit Test.

Third Nine Weeks

32

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

the impact of the war on the home front.

Related SOL



6. Relationship Builder: Have students divide into groups. Select one person to record opinions. Give each group 5-6 propaganda posters to analyze. When complete, each group selects their favorite poster and presents it to the class. 7. Show video clip about the Japanese American Internment Camps. 8. Show video clip about Japanese-American Nisei 442nd Regiment.

United Streaming Video: Japanese American Internment Camps United Streaming Video: Profiles of Courage, Controversy, and Sacrifice: WWII: Minority Units of WWII, 442nd Regimental Unit

Assessments

Third Nine Weeks

33

SOL USII.8a The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world

between the end of WWII and the present by describing the rebuilding of Europe and Japan after WWII, the emergence of the U.S. as a

superpower, and the establishment of the United Nations.

Related SOL



USII.1b, e, i

The student will be able to: Identify how America planned to help rebuild Europe after World War II to prevent political and economic instability. (Establishment of United Nations - Formed to create a body for the world’s nations to try to prevent future global wars) (Marshall Plan - massive U.S. aid given to rebuild European economies; hoped to prevent the spread of communism) Japan- Occupied for a short time by American forces, Adopted a democratic form of government, resumed self-government, and became a strong ally of the U.S.

1. Review and discuss vocabulary associated with the end of WWII. (occupation, superpower, financial aid, communism, partitioned, self-government, domination, democratic institutions) 2. Have students create a Venn Diagram comparing the creation of the United Nations to the League of Nations. 3. Identify George Marshall and his plan to rebuild Europe to prevent economic instability and stop the spread of communism there. Create a graph from the figures presented in the Marshall Plan Data Analysis and discuss importance of sending this money. 4. Have students analyze the political cartoon, “Can He Block It?” about the Marshall Plan.

History USII Curriculum and Framework Page 26 History USII Enhanced Scope and Sequence Pages 104-127 Sandbox: \\lcspacing US History II – Post WWII The Marshall Plan: Data Analysis Visit the George Marshall Museum in Lexington, VA. Political Cartoon, "Can He Block it?" (The Marshall Plan) Play on the occupation of Japan Lesson 1, Impact of US Occupation, Handout 1

3-4 Days

Assessments

1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Venn Diagram. 4. Political Cartoon. 5. Map Exercise. 6. Teacher made Unit Test.

Third Nine Weeks

34

SOL USII.8a The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world

between the end of WWII and the present by describing the rebuilding of Europe and Japan after WWII, the emergence of the U.S. as a

superpower, and the establishment of the United Nations.

Related SOL



The partitioning of Germany - West Germany became democratic and resumed self-government after a few years of American, British, and French occupation; East Germany remained under the domination of the Soviet Union and communism)

5. Relationship Building: Have students take a vote on how they would like to see Japan treated after the war. Select four volunteer students to present play about the occupation of Japan. 6. Discuss the partitioning of Germany after WWII into four sectors, and eventually two, as well as the partitioning of the city of Berlin. Students’ color and label maps.

Map: Partitioning of Germany Post WWII Map of East and West Germany

Assessments

Third Nine Weeks

35

SOL USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between

the end of WWII and the present by identifying the role of America’s military and veterans in defending freedom during the Cold War,

including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges.

Related SOL



USII.1b d, e

USII.8a

The student will be able to: 1. Identify the 2 superpowers at the end of World War II. (United States and the Soviet Union) 2. Define the Cold War. (The state of tension without actual fighting between the U.S. and the Soviet Union, which divided the world into two camps.) 3. Describe the conditions or events that led to the Cold War. (Differences in goals and ideologies between the 2 superpowers: The United States was democratic and a capitalist nation and the Soviet Union was dictatorial and communist nation; The American policy of containment (trying to stop the spread of communism)

1. Review and discuss vocabulary associated with the Cold War. (goals, ideologies, capitalism, containment, blockade, military intervention, cease-fire, withdrawal of troops) 2. Have students create a foldable that distinguishes between democracy, communism, capitalism, and dictatorship. 3. Have students create a Venn diagram depicting the differences between the U.S. and Soviet Union. 4. Have students watch video clips of the Korean War. 5. Discuss, and show video of the building of the Berlin Wall. 6. Locate Cuba on world map and discuss how the Soviets had installed missiles there, aimed at the United States. Show video.

History USII Curriculum and Framework Page 28 History USII Enhanced Scope and Sequence Pages Sandbox: \\lcspacing US History II – Cold War Outline Map of Soviet Occupied Countries Interactive map NATO-Warsaw Pact United Streaming Video: The Korean War United Streaming Video: Berlin Wall Seals Iron Curtain United Streaming Video: American History: Marching Into the Future: The Cuban Missile Crisis.

8-9 Days

Assessments

1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Foldable. 4. Venn Diagram. 5. Map Exercise. 6. Music Research. 7. Teacher made Unit Test. 8. Remediation where necessary.

Third Nine Weeks

36




Related SOL



The Soviet Union’s domination over Eastern European nations; The creation of opposing military alliances: N.A.T.O. versus the Warsaw Pact.) 4. Identify and describe major world conflicts in the post-World War II era.

Korea - South Korea and the U.S. resisted Chinese and North Korean aggression; Ended in a stalemate. Cuban Missile Crisis - The Soviet Union placed missiles in Cuba, the U.S. blockades Cuba, and the Soviets remove the missiles Vietnam - The U.S. intervened to stop the spread of communism into South Vietnam (Domino Theory), Americans were very divided over involvement in this war, the conflict ended in a cease-fire agreement in which U.S. troops withdrew.)

7. Show map indicating the range the Soviet missiles in Cuba would reach. Discuss. 8. Have students locate and color a map of North and South Vietnam Explain that North Vietnam was communist and South Vietnam was democratic. A war began when the North invaded the South. Watch video clips. 13. Line up 8 dominos, explaining that the first one represents South Vietnam, then Laos, Thailand, Burma, etc. Ask student what will happen if the first domino falls to communism. Relate to war. 14. Relationship Builder: Group students, then assign each group to research music of the 1960s and find (play) their favorite pro- and anti-Vietnam song.

British Map Indicating Range of Missiles in Cuba 10-22-62 What Were the Options: Cuban Missile Crisis

Outline Map of Southeast Asia (Vietnam)

Moments in History: The Fall of the Berlin Wall

Assessments

Third Nine Weeks

37




Related SOL



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

Assessments

Fourth Nine Weeks

38

SOL: USII.8b The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world

between the end of World War II and the present by describing the conversion from a wartime to a peacetime economy.

Related SOL



USII.1b The student will be able to: Explain what contributed to the prosperity of Americans following World War II. (This includes reasons for rapid growth of the American economy by: the end of rationing and businesses converting from production of wartime materials to consumer goods; Americans purchasing 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 as workers gained new benefits and higher salaries; as economic prosperity continued and technology boomed, the next generation of women entered the labor force in large numbers.)

1. Review and discuss vocabulary associated with the post-WWII economy. (prosper, stimulate, ration, convert, credit) 2. Have students do a journal entry, where they compare life at home during WWII to life at home after WWII. Be sure to include various backgrounds for the authors of these entries. 3. Relationship Builder: Have the students watch the video clip from Leave it to Beaver. Have them discuss the roles of each of the family members and what they believe to realistic about the show, and what they think is unrealistic.

History USII Curriculum and Framework Page 27 History USII Enhanced Scope and Sequence Page 112 Sandbox: \\lcspacing US History II – Post-WWII Economy You tube Clip - Leave it to Beaver

1-2 days

Assessments

1. Pre- and Post-Test 1. Vocabulary quiz. 2. Journal entry. 3. Teacher made Unit Test

Fourth Nine Weeks

39

SOL: USII.8d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world

between the end of World War II and the present by describing the changing patterns of society, including expanded educational and

economic opportunities for military veterans, women, and minorities.

Related SOL



USII.1b, c, d, h

The student will be able to: 1. Explain the factors leading to changing patterns in U.S. society. (Strong economy – healthy job market, increased productivity, increased demand for American products; greater investment in education; the Baby Boom and changing demographics; interstate highway system; evolving role of women – expected to play a supporting role in the family while increasingly working outside the home; the role of Eleanor Roosevelt in expanding human rights.)

1. Review and discuss vocabulary associated with post-WWII society. (expand, productivity, investment, Baby Boom, demographics, interstate, evolve, human rights, minority) 2. Have students create a timeline of events that took place as a direct or indirect result of the Baby Boom. 3. SMART Board review activity where students match the benefit with the program from which it was attained. 4. Relationship Builder: Have the students work together in groups to create a list of items that should increase in demand as a result of the Baby Boom. (e.g., diapers, children’s toys, etc.)

History USII Curriculum and Framework Page 29 History USII Enhanced Scope and Sequence Page 112 Sandbox: \\lcspacing US History II – Post-WWII Society United Streaming Video: Homelife, Suburban Sprawl, and the Baby Boom

4-5 days

Assessments

1. Pre- and Post-Test. 2. Vocabulary quiz. 3. Timeline. 4. Journal entry. 5. Teacher made Unit Test.

Fourth Nine Weeks

40

SOL: USII.8d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world

between the end of World War II and the present by describing the changing patterns of society, including expanded educational and

economic opportunities for military veterans, women, and minorities.

Related SOL



USII.1b, c, d, h

The student will be able to: 2. Discuss the policies and programs expanding educational and employment opportunities. (G.I. Bill of Rights gave educational, housing and employment benefits to veterans; Truman desegregated the armed forces; Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities)

5. Have students write a journal entry as a returning WWII vet. Have them decide which G.I. Bill of Rights benefit they would take advantage of and why, then have them describe how that benefit changed their lives.

Desegregating the Military Headline

Assessments

Fourth Nine Weeks

41

SOL: USII.9a The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by examining the Civil Rights Movement and the changing role of women.

Related SOL



USII.1h The student will be able to: 1. Explain the effects of segregation. (Separate educational facilities and resources for white and African American students; separate public facilities, such as restrooms, drinking fountains, restaurants; social isolation of the races) 2. Analyze the impacts of the Civil Rights Movement. (Opposition to Plessy v. Ferguson: “separate but equal”; Brown v. Board of Education: desegregation of schools; Martin Luther King, Jr.: passive resistance against segregated facilities: “I have a dream …” speech; Rosa Parks: Montgomery Bus Boycott; organized protests, freedom rides, sit-ins, marches; expansion of the NAACP; Civil Rights Act of 1964; Voting Rights Act of 1965.

1. Review and discuss vocabulary associated with the Civil Rights Movement. (ensure, legislation, regardless, activist, disadvantaged, facility, isolation, passive resistance) 2. Relationship Builder: Have students reenact the court cases of Plessy v. Ferguson and Brown v. Board of Education. 3. Have students make signs for a passive resistance to something that they feel is wrong in today’s world and needs to be changed. 4. Do a Venn Diagram comparing the rights of African Americans and the rights of women so students can see how much the two groups had in common. 5. Have the students create their own political cartoons based on one of the movements.

History USII Curriculum and Framework Page 31 History USII Enhanced Scope and Sequence Page 136 Sandbox: \\lcspacing US History II – Civil Rights United Streaming Videos Brown v. Board of Education: The Supreme Court Decision The Montgomery Bus Boycott The March on Washington

8-10 days

Assessments

1. Pre- and Post-Test. 2. Vocabulary quiz. 3. Signs. 4. Venn Diagram. 5. Political cartoons. 6. Teacher made Unit Test.

Fourth Nine Weeks

42

SOL: USII.9a The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by examining the Civil Rights Movement and the changing role of women.

Related SOL



USII.1h The student will be able to: 3. Discuss the changing role of women. (Workplace disadvantages such as discrimination against women in hiring practices and lower wages for women than for men doing the same job; improved conditions through the National organization for Women, NOW, and federal legislation to force colleges to give women equal athletic opportunities, Title IX; the Equal Rights Amendment, despite its failure, and a focus on equal opportunity employment created a wider range of options and advancement for women in business and public service.)

6. SMART Board activity involving matching the people and legislation with their impact.

Title IX Political Cartoon (Pro) Title IX Political Cartoon (Con) Civil Rights Political Cartoon

Assessments

Fourth Nine Weeks

43

SOL: USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world

between the end of World War II and the present describing how international trade and globalization have impacted American life.

Related SOL



USII.1i The student will be able to: 1. Define globalization. (Globalization is the linking of nations through trade, information, technologies, and communication. Globalization involves increased integration of different societies.) 2. Describe the impact of globalization on American life. (Improvement of all communications, like travel, telecommunications, and the Internet; availability of a wide variety of foreign-made goods and services; outsourcing of jobs.)

1. Review and discuss vocabulary associated with globalization. (globalization, interdependence, link, telecommunications, outsourcing, variety) 2. Show students a series of political cartoons based on globalization and have them organize them into pro-globalization and anti-globalization. 3. Have the students create a collage of items that have been impacted by globalization. 4. Have the students choose an item that has been impacted by globalization. Then have them create a visual timeline showing how the item has changed over the years and explain why.


Sandbox: \\lcspacing US History II – Globalization Globalization political cartoons Outsourcing Political Cartoon

1-2 days

Assessments

1. Pre- and Post-Test. 2. Vocabulary quiz. 3. Collage. 4. Visual timeline. 5. Teacher made Unit Test.

Fourth Nine Weeks

44

SOL: USII.9b The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by describing the development of new technologies in communication, entertainment, and business and their

impact on American life.

Related SOL



USII.1b, c, i

The student will be able to: 1. Identify industries benefiting from new peacetime technologies. (Airline industry and jet engine; automobile industry and interstate highway system; entertainment and news media industries; exploration of space; computer industry; satellite systems; telecommunications – pagers, cell phones, television; Internet.)

1. Review and discuss vocabulary associated with new industries and technologies. (peacetime, pager, Internet, access, convenient, regional variation, nationwide, programming) 2. Relationship Builder: Assign small groups of students an industry. Have students do a graphic organizer based on changes that have happened in that industry as a result of new technologies. 3. In the computer lab, have students find one example of globalization by looking for a website that is used globally. They would have to verify its use globally, explain how it’s used globally, and list things that are different (positive and negative) as a result of this website being in use.

History USII Curriculum and Framework Page 32 History USII Enhanced Scope and Sequence Page 151 Sandbox: \\lcspacing US History II – New Industries and Technology

4-5 days

Assessments

1. Pre- and Post-Test. 2. Vocabulary quiz. 3. Website activity. 4. Teacher made Unit Test.

Fourth Nine Weeks

45

SOL: USII.9b The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by describing the development of new technologies in communication, entertainment, and business and their

impact on American life.

Related SOL



USII.1b, c, i

2. Discuss the 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.)

4. Have students go the weekend with reduced technology. Have them give up their cell phones, video games and computers and only allow them four channels of television to choose to watch. Have them write a journal entry about how the filled their time.

Assessments

Fourth Nine Weeks

46

SOL: USII.9c The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by identifying representative citizens from the time period who have influenced America scientifically,

culturally, academically, and economically.

Related SOL



USII.1b The student will be able to: Identify people who have influenced America since World War II. (Science – Charles Drew: plasma and J. Robert Oppenheimer: physics, including the Manhattan Project; Culture – Frank Lloyd Wright: architecture and Martha Graham: dance; Academics – Henry Louis Gates: history and Maya Angelou: literature; Economics – Bill Gates: computer technology, including the founding of Microsoft, and Ray Kroc: franchising, including the franchising of McDonald’s.)

1. Review and discuss vocabulary associated with citizens who influenced America. (representative, plasma, physics, franchise) 2. SMART Board activity: Have the students match the people with their sphere of influence. 3. Relationship Builder: Divide the students into groups and assign each group a person. Have them research their person and prepare a 3-4 minute PowerPoint presentation to the entire class.

History USII Curriculum and Framework Page 33 History USII Enhanced Scope and Sequence Page 151 Sandbox: \\lcspacing US History II – Citizens Who Influenced America Microsoft political cartoon United Streaming video The Manhattan Project Begins

2-3 days

Assessments

1. Pre- and Post-Test. 2. Vocabulary quiz. 3. PowerPoint presentation. 4. Teacher made Unit Test

Fourth Nine Weeks

47

SOL: USII.9d The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by examining American foreign policy, immigration, the global environment, and other emerging issues.

Related SOL



USII.1i

USII.8c

The student will be able to: 1. Discuss American foreign policy. (Increase in terrorist activities; conflicts in the Middle East; changing relationships with nations.) 2. Explain immigration in the United States. (Changing immigration, e.g., Hispanic Americans and Asian Americans; more people want to immigrate to the United States than are allowed by law.) 3. Analyze the global environment. (Policies to protect the environment; global climate change; conservation of water and other natural resources.)

1. Review and discuss vocabulary associated with emerging issues. (terrorism, Middle East, conservation, pandemic) 2. Relationship Builder: Have students write a journal entry on how they feel about 9/11. Then, have the students watch one of the 9/11 videos and write a second entry. Put them into groups to discuss how their feelings and perceptions about 9/11 changed as a result of the video. 3. Give one of the students a washable marker. Have the student put a mark on the back of the hand of anyone they come into contact with during the course of the class, either by touching, handing something to them, or receiving something from them, using the pencil sharpener, etc. They then pass the marker on to the person they contacted. At the end of the class, note the marked hands.

History USII Curriculum and Framework Page 34 History USII Enhanced Scope and Sequence Page 151 Sandbox: \\lcspacing US History II – Emerging Issues United Streaming Videos American History: 9/11: The Flight That Fought Back The Secret History of 9/11 Power Up: Energy in Our Environment

2-3 days

Assessments

1. Pre- and Post-Test. 2. Vocabulary quiz. 3. Journal entry. 4. Teacher made Unit Test. 5. Remediation where necessary.

Fourth Nine Weeks

48

SOL: USII.9d The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth

and early twenty-first centuries by examining American foreign policy, immigration, the global environment, and other emerging issues.

Related SOL



4. Identify other issues faced by the U.S. (Energy issues, including dependence on foreign oil; world health issues like global pandemics.)

4. Explain the situation of illegal immigration in the United States, including why they come here illegally and what problems that causes for the U.S. Divide students into groups and have them create possible answers as to what to do with the millions already living in the United States.

Assessments

Fourth Nine Weeks

49

If you stick with the timeline, you should have approximately two weeks to review for the SOL test, depending on testing

windows. You would also have approximately two weeks after testing. This section addresses those areas.

Related SOL



USII.1a-USII.9d

The student will be able to: 1. Respond accurately on the 7th grade SOL test. (This includes a review of all related SOLs for the year.) 2. Analyze his/her own understanding of U.S. History since 1865.

SOL Review: 1. Review and discuss vocabulary associated with the entire year. (Studies show that 85% of student success on standardized testing is based on their mastery of the vocabulary.) 2. Use a graphic organizer to have students write in what they know about any certain areas. 3. SMART Board review games. 4. Put students into pairs. Assign each pair a unit to review for the class with a 5-minute PowerPoint presentation. 5. Assign each student an area of study. Have them use Internet images to create a collage for that area, then have the other students guess which area the collage represents.

History USII Curriculum and Framework http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks/2008/2008_final/framewks_ushist1865-present.pdf History USII Enhanced Scope and Sequence http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc_ushist_1865-present.pdf Sandbox: \\lcspacing US History II – SOL Review SOL Review Video

20 days

Assessments

1. Various reviews. 2. Year-end projects.

Fourth Nine Weeks

50

Related SOL



After the SOL: 1. Have students do a final journal entry explaining their favorite and least favorite eras of history this year, and explain why. 2. Have students do an exit survey to find out which aspects of the class they enjoyed or didn’t and why. 3. Have students choose the topic that interested them most during the year and create a poster or PowerPoint presentation which goes into more detail. 4. Assign each student a unit of student to highlight the most important information about, giving them one Word page to include information and an image. Then print these out and copy them to create books for each student. 5. Reenact scenes from history, with students playing various parts.

Sandbox: \\lcspacing US History II – After the SOL

Assessments

related objectives and essential suggested activities … · 2018-03-24 · cloze reading activity....

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