Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

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1 ACKNOWLEDGEMENTS The Social Studies Office acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people: Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt Diana Jordan Barbara Ann Lavelle Cathy Bonneville Hix Social Studies Supervisor

2 COURSE DESCRIPTION: In this course, students will examine historical events and time periods to better understand key civics and economics concepts. Students will use the skills of historical and geographical analysis and continue to learn concepts in civics and economics while studying United States history. THEME: The organizing theme for grade seven is ADAPTATION. KEY CONCEPTS: Students will learn that ADAPTATION is a: condition that occurs as a result of political, economic, social, and geographic conditions. result of peoples struggles for rights. state of affairs that causes people to organize for change. response to new inventions and technologies. position which governments take when they become involved in domestic and global issues. UNITS and UNIT SECTIONS: The course is organized into 3 sections, each based on a set of key questions related to civics and/or economics. Historical content is introduced in each section to give students a better understanding of the concepts. Section 1: What is the purpose of government? How does our government work? Why is our government the way it is? UNIT I: 6 th Grade Review This unit reviews the 6th grade curriculum, focusing in particular on: the fundamental political principles upon which our government is based the Preamble to the Constitution the freedoms guaranteed by the First Amendment the structure of the national government, including the roles and duties of each of the three branches the concept of federalism and the roles and responsibilities of government at the national, state and local levels this unit also introduces the 7 geographical regions of the United States Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy? UNIT II: Reconstruction Extending Citizenship to Freedmen This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In particular, it focuses on: the 3 Reconstruction amendments: 13th, 14th and 15th - and their role in guaranteeing the rights of citizenship to freedmen the process for amending the Constitution the definition of citizenship the importance of the right to vote, and ways in which state and local governments restricted freedmen s right to vote how the passage of state laws, like Jim Crow Laws and Black Codes in the South, limited the rights of freedmen and contradicted federal law

3 UNIT III: An Expanding Nation Leads to an Expansion of Citizenship This unit examines how the transformation of the United States due to the settlement of the West and increased immigration led to the extension of citizenship to more people. In particular, it focuses on: reasons for and results of westward expansion the federal government s role in mediating conflicts between settlers and Native Americans reasons for and results of increased immigration during the Great Wave of immigration at the turn of the century current immigration issues how to become a citizen UNIT IV: Progressives - How Citizens Influence Government This unit examines the importance of the role of citizen in the United States. In particular, this unit focuses on: the rights and responsibilities of citizens how citizens influence public policy, using examples from the temperance movement, the continued struggle for African-Americans rights, and the women s suffrage movement how the media and interest groups help to set the public agenda and influence public policy, with special attention paid to the role of muckrakers in exposing the problems of industrialization, and including efforts at reforming government, protecting consumer rights, and conserving natural resources UNIT V: Civil Rights Movements - Citizens Work for Justice This unit examines the Civil Rights Movement of the 1950s and 1960s and how citizens were able to use structures created by the Constitution to push the government to live up to its ideals. In particular, this unit focuses on: the legal and legislative means used to overcome segregation, especially in education a review of federalism, paying attention to the actions of the three branches of the national government and to the responses of state and local governments the role the courts played in the effort to desegregate schools, with a focus on due process, state and national court systems, and the difference between civil and criminal law the legal and legislative means used to ensure voting rights the use of the media to gain support for the Civil Rights Movement

4 Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the changing needs of society? What role should the United States play in the world? UNIT VI: Government s Role in the Economy Expands The Rise of Big Business This unit examines the economic, political and technological factors that changed the United States from a rural, agricultural nation at the end of the Civil War to an urban, industrial nation by In particular, the unit will focus on: the characteristics of the U.S. economy how geography influences specialization how advances in technology made U.S. expansion and industrialization possible how the government encouraged growth (i.e. Transcontinental Railroad) the rise of big business how and why the government began to regulate business to protect consumers and workers UNIT VII: The Changing Role of the United States in the World: Imperialism and WWI This unit examines the transformation of the United States into a world power around the turn of the century. In particular, the unit will focus on: the President s role in the expansion of U.S. interests and influence around the world the Versailles Treaty as an example of checks and balances in action the duties and responsibilities of citizens in times of war (Selective Service Act) UNIT VIII: Boom To Bust - The Role of Government Expands This unit examines the social and economic changes of the 1920s and the government s response to the economic crisis of the 1930s. In particular, the unit will focus on: the social and cultural changes of the 1920s how the U.S. economy works and why it failed the amount of government control in different economic systems how liberals and conservatives view the role of government, and how these beliefs influence the two main political parties the goals of certain New Deal programs, and how the government paid for these goods and services the lasting impact of New Deal programs UNIT IX: World War II Broadens the Role of the United States in the World This unit examines the causes, major events and consequences of World War II. In particular, this unit focuses on: what can happen when a government does not protect its citizens freedoms the role of the U.S. government in protecting the security of the American people the duties and responsibilities of individual citizens during times of war how fundamental rights and civil liberties can be limited during a time of war how the government uses propaganda to communicate with the public and encourage cooperation

5 UNIT X: Cold War - The United States Becomes a Superpower This unit examines how differing political and economic ideologies resulted in a global conflict after World War Two. In particular, this unit focuses on: the economic and political differences between the USA and the USSR, including a review of economic systems the economic and political consequences of the Cold War (government spending on defense) the changing role of the media and its influence on government intervention how fundamental political principles affect foreign policy the impact of new technologies on foreign policy and American life UNIT XI: How is Government Changing to Meet the Needs of the 21 st Century? This unit examines current issues as they affect Virginia and the United States, focusing in particular on: the role of money and the media in elections and in society the causes and effects of increasing globalization the issues facing state and local governments the importance of being an informed voter

6 Section 1: What is the purpose of government? How does our government work? Why is our government the way it is? UNIT I: Review of 6 th Grade Material This unit reviews the 6 th grade curriculum, including the three branches and three levels of government, the founding principles of the government, the Preamble of the Constitution, and the Bill of Rights. KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should focus on In this unit, students should understand that: our government is based on several founding documents, especially the Constitution and the Bill of Rights. the Preamble to the Constitution states the purposes for the founding of our government. our government is based on the ideas of: consent of the governed, limited government, rule of law, democracy and representative government. the First Amendment guarantees the right to freedom of speech, press, assembly, religion and petition. the Constitution establishes the concept of federalism, the division of power among state, national and local governments, where the national government is supreme. the powers of the federal government are divided among the three branches to ensure a system of checks and balances. STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights; and c) describing the purposes for the Constitution of the United States as stated in its Preamble. SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws. SOL CE.6 The student will apply social science skills to understand the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; and d) describing the roles and powers of the executive branch. SOL CE.7 The student will apply social science skills to understand the American constitutional government at the state level by a) describing the structure and powers of the state government; and b) explaining the relationship of state governments to the national government in the federal system.

7 ENDURING UNDERSTANDING: The U.S. Constitution balances power: among the three branches of the national government, between the national and state governments, and between government and the people. It creates a strong but flexible system that has been able to adapt to the changing needs and demands of society. CONCEPTUAL UNIT QUESTION (Essential Question): How are the principles and ideas that formed our government reflected in the structure of the U.S. government? PREVIEW ACTIVITY: Challenge pairs or small groups of students to brainstorm a list of ways the government has been involved in their lives so far today. Have groups share out and create a master list. Next, remind students that our government is actually divided into 3 levels: National, State, and Local. What is the name of each? Then, instruct groups to sort their list into these 3 categories to begin a discussion of the role of government and the division of powers among different levels. TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE: UNIT TIMEFRAME DATES Section 1-What is the purpose of government? How does our government work? Why is our government the way it is? I. Introduction and Review of 6 th Grade Content 10 days September Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy? II: Reconstruction Extending Citizenship to Freedmen 7 Days September-October III: An Expanding Nation Leads to an Expansion of Citizenship 14 Days October IV: Progressives How Citizens Influence Government 14 Days October-November V: Civil Rights Movements - Citizens Work for Justice 25 Days November-December Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the changing needs of society? What role should the United States play in the world? VI: The Rise of Big Business and Government s Expanding Role in the Economy 20 Days January VII: The Changing Role of the United States in the World: Imperialism and WWI 7 Days February VIII: Boom To Bust - The Role Of Government Expands 25 Days February-March IX: World War II Broadens The Role of the United States in the World 15 Days March-April X: Cold War - The United States Becomes a Superpower 7 Days April

8 XI: How is Government Changing to Meet the Needs of The 21st Century? 15 Days May-June Total: LITERATURE AND OTHER RESOURCES: 160 Days (there may still be additional days of instruction after the SOL Test) DVDS WEBSITES Picturing America: Primary Source Learning/Teaching with Primary Sources: AND Scholastic: Our America section includes activities and readings for each time period Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good introduction to and review of certain topics Eyewitness to History: stories about history from people who witnessed it. Our Story: American History Stories and Activities from the Smithsonian American History Museum The Price of Freedom: Americans at War collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American History SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and people students should know to successfully understand course content and pass the SOL exams. (All of the terms in this unit were introduced in the 6 th grade.) DOCUMENTS PRINCIPLES and IDEALS RIGHTS Bill of Rights Checks and Balances Rule of Law Freedom of Speech Constitution of the United States Consent of the Governed Separation of Power Freedom of the Press Declaration of Independence Democracy Freedom of Petition Preamble Federalism Executive Branch Freedom of Religion First Amendment Freedoms Judicial Branch Freedom of Assembly Limited Government Legislative Branch Representative Government Levels of Government

9 CURRICULUM GUIDE: LESSONS AND RESOURCES: SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

10 STANDARD CE.2a The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; Essential Knowledge Fundamental political principles define and shape American constitutional government. Fundamental political principles Consent of the governed: Citizens give authority to the government in exchange for the protection of their rights. Limited government: Government is not all-powerful and may do only those things the people have given it the power to do. Rule of law: Everyone, including government officials, must follow the law. Democracy: In a democratic system of government, the people rule. Representative government: In a representative system of government, the people elect public office holders to make laws and conduct government on the people s behalf.

11 STANDARD CE.2b The student will apply social science skills to understand the foundations of American constitutional government by b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights; Essential Knowledge American constitutional government is founded on concepts articulated in earlier documents. Influence of earlier documents on the Constitution of the United States The Magna Carta established for the first time the principle that everyone including the king was subject to the law, and gave Englishmen basic rights and freedoms. The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists. The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the United States. The Declaration of Independence o stated grievances against the king of Great Britain o declared the colonies independence from Great Britain o affirmed certain unalienable rights (life, liberty, and the pursuit of happiness) o affirmed the idea that all people are created equal. The Articles of Confederation o established the first form of national government for the independent states o maintained that major powers resided with individual states o created weak central government (e.g., no power to tax or enforce laws) o led to the writing of the Constitution of the United States. The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions. The Constitution of the United States, including the Bill of Rights, established the structure of the United States government guaranteed equality under the law with majority rule and the rights of the minority protected affirmed individual worth and dignity of all people protected the fundamental freedoms of religion, speech, press, assembly, and petition.

12 STANDARD CE.2c The student will apply social science skills to understand the foundations of American constitutional government by c) describing the purposes for the Constitution of the United States as stated in its Preamble; Essential Knowledge The preamble of a constitution sets forth the goals and purposes to be served by the government. The Preamble to the Constitution of the United States expresses the reasons the constitution was written. Purposes of United States government To form a more perfect union To establish justice To ensure domestic tranquility To provide for the common defense To promote the general welfare To secure the blessings of liberty The Preamble to the Constitution of the United States begins, We the People, thereby establishing that the power of government comes from the people.

13 STANDARD CE.3b The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; The Constitution of the United States establishes and protects the citizens fundamental rights and liberties. Few rights, if any, are considered absolute. Essential Knowledge First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. The Fifth and Fourteenth Amendments outline due process. Fifth Amendment The Fifth Amendment protects citizens from being held for committing a crime unless they have been charged by the police. It also guarantees due process, which means that the state and the country have to respect a citizen s legal rights. Fourteenth Amendment The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United States equal protection of the laws.

14 STANDARD CE.6a The student will apply social science skills to understand the American constitutional government at the national level by a) describing the structure and powers of the national government; Essential Knowledge The Constitution of the United States defines the structure and powers of the national government. The powers held by government are divided between the national government in Washington, D.C., and the governments of the 50 states. Legislative, executive, and judicial powers of the national government are distributed among three distinct and independent branches of government. The legislative branch Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435 members, based upon populations of the states) and the Senate (100 members two per state) Makes the laws of the nation Approves the annual budget Confirms presidential appointments Raises revenue through taxes and other levies Regulates interstate and foreign trade Declares war The executive branch Headed by the president of the United States, the chief executive officer of the nation Executes the laws of the land Prepares the annual budget for congressional action Appoints cabinet officers, ambassadors, and federal judges Oversees executive agencies and departments The judicial branch Consists of the federal courts, including the Supreme Court, the highest court in the land The Supreme Court exercises the power of judicial review The federal courts try cases involving federal law and questions involving interpretation of the Constitution of the United States

15 STANDARD CE.6b The student will apply social science skills to understand the American constitutional government at the national level by b) explaining the principle of separation of powers and the operation of checks and balances; The powers of the national government are separated among the three branches of the government to limit any one branch from abusing its power. Essential Knowledge Separation of powers The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, executive, and judicial branches of the national government. Checks and balances Each of the three branches of the national government limits the exercise of power by the other two branches. The legislative branch The Congress checks the president when legislators o override presidential vetoes o impeach and convict a president o approve the budget o approve presidential appointments. The Congress checks the courts when legislators o confirm or refuse to confirm federal judges/justices o impeach and convict judges/justices. The executive branch The president checks Congress when the president o proposes legislation o prepares an annual budget for Congress to approve o call special sessions of Congress o vetoes legislation Congress has passed. The president checks the courts when the president o appoints judges/justices o grants pardons and reprieves. The judicial branch The courts check Congress when judges/justices declare acts of Congress to be unconstitutional. The courts check the president when judges/justices declare executive actions to be unconstitutional.

16 STANDARD CE.6d The student will apply social science skills to understand the American constitutional government at the national level by d) describing the roles and powers of the executive branch. The executive branch plays a key role in the policymaking process. Presidential power has grown in the years since the Constitution was ratified, but there are limits on what the president can and cannot do. Essential Knowledge Ways the executive branch influences policymaking Delivering an annual speech to Congress (State of the Union address) Proposing legislation Approving or vetoing legislation Appointing officials who help carry out the laws Issuing executive acts/orders Appealing directly through the media and communications with citizens Cabinet departments, agencies, and regulatory groups execute the laws. The president exercises power as chief of state: ceremonial head of the government chief executive: head of the executive branch of government chief legislator: proposer of the legislative agenda commander-in-chief: head of the nation s armed forces chief diplomat: American foreign policy leader chief of party: leader of the political party that controls the executive branch chief citizen: representative of all of the people.

17 STANDARD CE.7a The student will apply social science skills to understand the American constitutional government at the state level by a) describing the structure and powers of the state government; The form of government of the Commonwealth of Virginia is established by the Virginia Constitution. Legislative, executive, and judicial powers are separated at the state level of government. Essential Knowledge The Virginia Constitution distributes power among the legislative, executive, and judicial branches of the state government. The legislative branch is the General Assembly, a bicameral legislature the House of Delegates and the Virginia Senate that meets annually for a fixed number of days. The executive power is exercised by the governor, who is elected for a four-year term of office. The governor appoints members of the cabinet, who oversee specific functions of government. The lieutenant governor and the attorney general are executive branch officers who are elected for a fouryear term of office. The judicial power is exercised by a court system that consists of four levels of courts: Supreme Court Court of appeals Circuit courts District courts (including small claims courts and juvenile and domestic relations courts)

18 STANDARD CE.7b The student will apply social science skills to understand the American constitutional government at the state level by b) explaining the relationship of state governments to the national government in the federal system; The Constitution of the United States establishes the principle of federalism, which is the division of power between the states and the national government. The expansion of the national government s powers into areas traditionally reserved to the states has altered the relationship of states to the national government. Essential Knowledge The Constitution of the United States establishes a federal form of government in which the national government is supreme. The powers not given to the national government by the Constitution of the United States are reserved to the states. The Constitution of the United States denies certain powers to both the national and state governments. Some powers are shared between the national and state government (concurrent powers). Primary responsibilities of each level of government National: Conducts foreign policy, regulates commerce, and provides for the common defense State: Promotes public health, safety, education, and welfare Tensions exist when federal mandates require state actions without adequate funding.

19 Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy? UNIT II: Reconstruction Extending Citizenship to Freedmen KEY HISTORY CONCEPTS: This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In this unit, students will understand that: the President and the Congress had different ideas about how to carry out Reconstruction and how to reunite the southern states with the Union. the 13 th and 15 th Amendments abolished slavery and gave black men the right to vote. the 14 th Amendment said that everyone born in the USA is a citizen and guaranteed due process and equality under the law. although federal law said African Americans were free and had civil rights, many state and local governments, as well as private individuals and groups, worked to deny them their rights. KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand: the process for amending the United States Constitution. the definition of citizenship for the United States of America. the balance of power between the branches of government under Presidential and Radical Reconstruction. the effects of judicial review in limiting the reach of the Fourteenth Amendment (e.g. Plessy v. Ferguson). STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold. SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States. SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; and b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws. SOL USII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

20 SOL USII.3 The student will apply social science skills to understand the effects of Reconstruction on American life by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the meaning of citizenship; b) describing the impact of Reconstruction policies on the South and North; and c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. SOL USII.4 The student will apply social science skills to understand how life changed after the Civil War by c) describing racial segregation, the rise of Jim Crow, and other constraints faced by African-Americans and other groups in the post-reconstruction South. ENDURING UNDERSTANDING: Amendments and laws can be passed to protect the rights of the people, but attitudes cannot be legislated. CONCEPTUAL UNIT QUESTIONS (Essential Questions): Was Reconstruction a success? What does it mean to be a citizen? Did amending the Constitution right the wrongs of slavery? PREVIEW ACTIVITY: To introduce the unit show students photographs of the South after the Civil War. Ask pairs of students What kinds of rebuilding needed to be done to help the country recover from the Civil War? Have students brainstorm a list with a partner. Then ask students: Who should provide that help? The government? Individuals? Private groups? Post-war photos can be found easily at the Library of Congress website. TEXTBOOK ALIGNMENT: SEE FILES

21 PACING GUIDE: UNIT TIMEFRAME DATES Section 1-What is the purpose of government? How does our government work? Why is our government the way it is? I. Introduction and Review of 6 th Grade Content 10 days September Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy? II: Reconstruction Extending Citizenship to Freedmen 7 Days September-October III: An Expanding Nation Leads to an Expansion of Citizenship 14 Days October IV: Progressives How Citizens Influence Government 14 Days October-November V: Civil Rights Movements - Citizens Work for Justice 25 Days November-December Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the changing needs of society? What role should the United States play in the world? VI: The Rise of Big Business and Government s Expanding Role in the Economy 20 Days January VII: The Changing Role of the United States in the World: Imperialism and WWI 7 Days February VIII: Boom To Bust - The Role of Government Expands 25 Days February-March IX: World War II Broadens The Role of the United States in The World 15 Days March-April X: Cold War - The United States Becomes a Superpower 7 Days April XI: How is Government Changing to Meet the Needs of The 21st Century? 15 Days May-June 160 Days (there may still be additional days of instruction after the SOL Test) LITERATURE AND OTHER RESOURCES: LITERATURE Sounder by William H. Armstrong A poor black family struggles to make ends meet as sharecroppers in the deep South. Shades of Gray by Carolyn Reeder Will Page is the only surviving member of his immediate family at the end of the Civil War. He goes to live with relatives, whom he considers traitors because they did not fight with the Confederacy.

22 Forty Acres and Maybe a Mule by Harriette Gillem Robinet In this reconstruction-era novel, a 12-year-old orphan leaves South Carolina in search of a Freedmen's Bureau during Reconstruction to claim the "40 acres and a mule" promised by General Sherman. I Thought My Soul Would Rise and Fly: The Diary of Patsy, a Freed Girl by Joyce Hansen - Twelve-year-old Patsy keeps a diary of the confusing time following the end of the Civil War and the granting of freedom to former slaves. Dear America series. Turn Homeward, Hannalee and its sequel Be Ever Hopeful, Hannalee by Beatty, Patricia In this series, Hannalee leaves Georgia for Indiana during the Civil War. In the sequel, she returns to Atlanta, where jobs are plentiful, to rebuild the devastated city. DVDS WEBSITES The African American Odyssey: A Quest for Full Citizenship Exhibition at the Library of Congress traces the struggle for rights from slavery to the Civil Rights movement Digital History: Reconstruction images and information Picturing America: Primary Source Learning/Teaching with Primary Sources: AND Scholastic: Our America section includes activities and readings for each time period Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good introduction to and review of certain topics Eyewitness to History: stories about history from people who witnessed it. Our Story: American History Stories and Activities from the Smithsonian American History Museum The Price of Freedom: Americans at War collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American History

23 SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. CIVICS VOCABULARY HISTORY VOCABULARY Amendment Jurisdiction 13th Amendment Plessy vs. Ferguson Citizenship Judicial Review 14th Amendment Poll Tax Discrimination Naturalization 15th Amendment Reconstruction Due Process Proposed/Proposal Freedmen Segregation Equal Protection Ratified/Ratification Jim Crow Laws Sharecropper Freedom of Assembly Suffrage Literacy Test Society Freedom of Religion Voter Registration Freedom of Petition Freedom of Speech CURRICULUM GUIDE: LESSONS AND RESOURCES: SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

24 STANDARD CE.2d The student will apply social science skills to understand the foundations of American constitutional government by d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States. Essential Knowledge The constitutions of Virginia and the United States can be amended through processes outlined in the constitutions. The Virginia and United States constitutions have been amended and revised several times. Constitution of the United States The amendment process is complex. To date, there are 27 amendments to the Constitution of the United States. Amendment process: o Proposal: action by Congress or convention of the states o Ratification: by the states Constitution of Virginia Amendment process: o Proposal: action by General Assembly or constitutional convention o Ratification: by voters of Virginia

25 STANDARD CE.3a The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; Essential Knowledge A citizen is an individual with certain rights and duties under a government who, by birth or by choice, owes allegiance to that government. The 14th Amendment to the Constitution of the United States defines citizenship as follows: All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and the state wherein they reside. Means of obtaining citizenship By birth By naturalization Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society. To become a citizen through naturalization, a person must be at least 18 years old be a legal resident of the United States for 3 5 or more years be of good moral character and be loyal to the United States be able to read, write, and speak basic English pass a naturalization test take the Oath of Allegiance at a naturalization ceremony.

26 STANDARD CE.3b The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; Essential Knowledge The Constitution of the United States establishes and protects the citizens fundamental rights and liberties. Few rights, if any, are considered absolute. First Amendment freedoms Religion: Government may not establish an official religion, endorse an official religion, or unduly interfere with the free exercise of religion. Speech: Individuals are free to express their opinions and beliefs. Press: The press has the right to gather and publish information, including that which criticizes the government. Assembly: Individuals may peacefully gather. Petition: Individuals have the right to make their views known to public officials. The Fifth and Fourteenth Amendments outline due process. Fifth Amendment The Fifth Amendment protects citizens from being held for committing a crime unless they have been charged by the police. It also guarantees due process, which means that the state and the country have to respect a citizen s legal rights. Fourteenth Amendment The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United States equal protection of the laws.

27 STANDARD USII.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing. Experiences may include but are not limited to the following: Research is the search for knowledge, using a variety of materials and sources in order to discover facts, answer questions, and draw conclusions. When we carry out research or study a particular topic to discover facts and information, we deepen our understanding of new concepts. Investigate people, places, and events in United States history to develop an understanding of historical, cultural, economic, political, and geographical relationships by o exploring economic and social issues that led to the growth of cities o outlining and describing geographic factors and new technologies that helped and hindered westward movement o describing the United States role in the Cold War and providing evidence to support the description o creating a digital map outlining the social and economic factors that influenced the women s suffrage movements in the early twentieth century and the fight for equal rights for women during the period following World War II. Investigate the people involved in and the social impact of government intervention during o the Civil Rights Act of 1866 o the workplace reforms of the Progressive Movement o Roosevelt s New Deal. Investigate the social influence of the following by creating a social media page or blog and taking a stance to support or dispute points made in o Lincoln s Gettysburg Address o Sojourner Truth s Ain t I a Woman speech o Wilson s Fourteen Points speech o the Treaty of Versailles o Title IX o President Reagan s Tear Down This Wall speech.

28 STANDARD USII.3a The student will apply social science skills to understand the effects of Reconstruction on American life by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the meaning of citizenship;. The 13th, 14th, and 15th Amendments to the Constitution of the United States address the issues of slavery and guarantee equal protection under the law for all citizens. Essential Knowledge Basic provisions of the amendments The 13th Amendment bans slavery in the United States and all of its territories. The 14th Amendment grants citizenship to all persons born in the United States and guarantees them equal protection under the law. The 15th Amendment ensures all citizens the right to vote regardless of race, color, or previous condition of servitude. Although these three amendments guarantee equal protection under the law for all citizens, American Indians and women did not receive the full benefits of citizenship until later.

29 STANDARD USII.3b The student will apply social science skills to understand the effects of Reconstruction on American life by b) describing the impact of Reconstruction policies on the South and North; Essential Knowledge The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to define the means by which all Southerners could live together equally. Reconstruction policies and problems Southern military leaders could not hold office. African Americans could hold public office. African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized the use of federal troops comprised mainly of Northern soldiers for its enforcement. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves. Federal troops supervised the South. The Freedmen s Bureau was established to aid former enslaved African Americans in the South. Southerners resented Northern carpetbaggers, some of whom took advantage of the South during Reconstruction. End of Reconstruction and its impact Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of Federal troops were removed from the South. Rights that African Americans had gained were lost through Jim Crow laws. Jim Crow laws affected the rights of American Indians.

30 STANDARD USII.3c The student will apply social science skills to understand the effects of Reconstruction on American life by c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created lasting impacts. Essential Knowledge Abraham Lincoln Issued Reconstruction plan calling for reconciliation Believed preservation of the Union was more important than punishing the South Robert E. Lee Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when some wanted to continue to fight Frederick Douglass Fought for adoption of constitutional amendments that guaranteed voting rights Was a powerful voice for human rights and civil liberties for all

31 STANDARD USII.4c The student will apply social science skills to understand how life changed after the Civil War by c) describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South; Essential Knowledge Discrimination against African Americans and minority groups continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. African Americans differed in their responses to discrimination and Jim Crow. Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated Chinese Exclusion Act (1882) provided an absolute 10-year moratorium (halt) on Chinese labor immigration American Indians were not considered citizens until 1924 Jim Crow laws Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government Upheld by the Supreme Court in Plessy v. Ferguson African American responses Booker T. Washington: Believed equality could be achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans and founded the National Association for the Advancement of Colored People (NAACP) along with Ida B. Wells-Barnett

32 UNIT III: An Expanding Nation Leads to an Expansion of Citizenship KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the social, economic, political, and technological factors that changed the United States from a rural, agricultural country at the end of the Civil War to an urban, industrial nation by In this unit, students will understand: the consequences of settlement for the Native Americans, who were forced onto reservations and who didn t receive citizenship status until that millions of immigrants came to the United States from Europe and Asia during the Great Wave of immigration. These immigrants came to escape religious and political persecution and economic instability and were drawn to the United States by the expanding economy and opportunity for factory jobs, land, and the rights of citizenship. that immigration is still an important issue in the United States today. KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand that: immigrants left their home countries to escape a lack of rights, such as freedom of speech and religion. how people can become citizens, and the duties, rights and responsibilities of U.S. citizens. the purposes of the U.S. government as laid out in the Preamble to the Constitution: form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and preserve the blessings of liberty. In this unit, that might include a discussion of the government s role in settling the west- building the railroad, Indian removal, giving away landand its role in eventually limiting immigration and asking did its actions reflect the purposes of government? Does the phrase we the people refer to all the people? STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; and d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society. SOL CE.5 The student will apply social science skills to understand the political process at the local, state, and national levels of government by e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections.

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