U.S. History II Review Notes for Parents and Students

Transcription

1 U.S. History II Review Notes for Parents and Students Grade 6 U. S. History II 1 st /3 rd Nine Weeks,

2 United States History II: 1865-Present Content Review Notes: Standards of Learning in Detail Grade 6 United States History II: First and Third Nine Weeks August 2017 This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information below is detailed information about the Standards of Learning taught during the 1 st and 3 rd grading periods and comes from the United States History II: 1865-Present Standards of Learning Curriculum Framework issued by the Virginia Department of Education. The Curriculum Framework in its entirety can be found at the following website: 015/framewks-2015-hss-ushistory-1865-to-present.pdf A section has also been developed to provide students with the opportunity to check their understanding of the content. USII.2a-c The student will use maps, globes, photographs, pictures, or tables. USII.2a Explain how physical features and climate influenced the movement of people westward. Great Plains Physical Feature and Climate Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms 2

3 USII.2a (continued) Explain how physical features and climate influenced the movement of people westward. How did people s perceptions and use of the Great Plains change after the Civil War? How did people adapt to life in challenging environments? Technological advances allowed people to live in more challenging environments. Because of new technologies, people saw the Great Plains not as a treeless wasteland but as a vast (huge) area to be settled. Inventions and Adaptations Barbed Wire Steel Plows Dry Farming Sod Houses Beef Cattle Raising Wheat Farming Windmills Railroads USII.2b Explain relationships among natural resources, transportation, and industrial development after Transportation of Resources How did advances in transportation link resources, products, and markets? Advances in transportation linked resources, products, and markets. Moving natural resources to eastern factories (ex: iron ore to steel mills) Transporting finished products to national markets Factories were located near rivers and railroads to move resources and finished goods to markets. Examples of Manufacturing Areas What are some examples of manufacturing areas that were located near centers of population? Manufacturing areas were clustered near centers of population. Textile industry: New England Automobile Industry: Detroit Steel industry: Pittsburgh Meat-Packing Industry: Chicago 3

4 Directions: Use standards USII.2a and USII.2b to answer the following activities 1-5. Activity 1: Draw/Describe the 4 physical features and climate of the Great Plains. W E Erosion by Wind & Water Low Rainfall Activity 2: Describe or illustrate the Great Plains before and after the Civil War. Before the Civil War After the Civil War advances allowed people to live in more challenging environments. Activity 3: Draw or describe the invention/daptation in their corresponding box for sections a-h. a. Invention/Adaptation Definition/Examples with spikes to prevent cattle from escaping, to keep predators out and protect property. b. 4

5 c. August 2017 The keeping and raising of cattle for. d. e. A farming method used in extremely climates f. g. Profitable crop in the Great Plains that well in dry weather h. Connected the to the and was an easier way of ; also moved natural resources to Eastern (e.g. & ) and finished products to National Markets. 5

6 Activity 4: Complete the graphic organizers. Moving deposits to sites of steel mills (ex. ) Activity 5: Look at the following map below. Label the major industries, cities, states, regions, latitude & longitude, and describe what they all have in common. Industry Steel Meat Packing Region Northeast City, State Detroit, MI Chicago, IL Latitude, Longitude, W All of these locations are. 6

7 USII.2c Locate the 50 states and the cities most significant to the development of United States and explaining what makes those cities significant. August 2017 What is one way of grouping the 50 states? A state is an example of a political region. States may be grouped as part of different geographic regions depending on the criteria used. What are some examples of cities that historically have had political, economic, and/or cultural significance to the development of the United States? Cities serve as centers of trade and have political, economic, and/or cultural significance. New York City Pittsburgh Boston Northeast Region: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Cities: Boston, New York City, Pittsburgh, Philadelphia Philadelphia Washington DC Southeast Region: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Atlanta Cities: Atlanta, New Orleans, and Washington, DC New Orleans Chicago Detroit Midwest Region: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Cities: Chicago, St. Louis, Detroit St. Louis Santa Fe Southwest Region: Texas, Oklahoma, New Mexico, Arizona Cities: San Antonio, Santa Fe San Antonio 7

8 USII.2c (continued) Locate the 50 states and the cities most significant to the development of United States and explaining what makes those cities significant. August 2017 Rocky Mountains Region: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Cities: Denver, Salt Lake City Salt Lake City Denver Seattle Pacific Region: Washington, Oregon, California Cities: Seattle, San Francisco, Los Angeles San Francisco Los Angeles ALASKA Noncontiguous: Alaska, Hawaii Juneau Cities: Juneau, Honolulu Honolulu HAWAII 8

9 Directions: Label each of the following on the US map. States Important Cities Major Industries if relevant Color Regions & Create a Map Key August

10 Directions: Use standards USII.2c to for numbers ) Name the Region 2) Label the states in the Region 3) Identify the Important Cities August Region Important Cities Region Important Cities Region Important Cities

11 4. Region Important Cities Region Important Cities Region Important Cities:

12 Directions: Use standards USII.2c to answer questions 1-6. N is a line and runs through. 2. New Orleans is located about. 3. The northernmost city shown on the map is:. 4. The easternmost city shown on the map is:. 5. Chicago, IL is located at about. 6. You would be closest to the South Pole if you lived in. W is a line and runs through. 8. What Major Industry is located at, W? 12

13 USII.3a-c The student will apply social sciences skills to understand the effects of Reconstruction on American life. USII.3a Analyze the impact of the 13 th, 14 th, and 15 th amendments to the Constitution of the United States and how they changed the meaning of citizenship. What are the basic provisions of the 13 th, 14 th, 15 th Amendments? The 13 th, 14 th, and 15 th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under law for all citizens. 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. 13 th Amendment: Bans slavery in the United States and all of its territories 14 th Amendment: Grants citizenship to all persons born in the United States and guarantees them equal protection under the law 15 th Amendment: Ensures all citizens the right to vote regardless of race, color or previous condition of servitude 13

14 USII.3b Describe the impact of Reconstruction policies on the South and the North. What were the Reconstruction policies for the South? The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to give meaning to the freedom that the former enslaved African-Americans had achieved. 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 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. Freedmen s Bureau was established to aid former enslaved African-Americans in the South. Southerners resented orthern 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 impacted the rights of American Indians. 14

15 USII.3c Describe the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. What were the lasting impacts of Abraham Lincoln, Robert E. Lee, and Frederick Douglass? The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created lasting impacts. Reconstruction plan called for reconciliation Preservation of the Union was more important than punishing the South Urged Southerners to reconcile with northerners at the end of the war and reunite as Americans when some wanted to continue to fight Fought for adoption of constitutional amendments that guaranteed voting rights Powerful voice for human rights and civil liberties for all 15

16 Directions: Use standards USII.3abc to complete the following graphic organizers. Graphic Organizer #1: Complete the following graphic organizer by describing how the 13 th, 14 th, & 15 th amendments guarantee equal protection under the law. Provide an example for each amendment. 13 th Amendment 14 th Amendment 15 th Amendment Grants Example Graphic Organizer #2: Complete the following graphic organizer about reconstruction. 16

17 Graphic Organizer #3: Perception is everything. Write how each of the Reconstruction Policies and Problems would be perceived differently by White Southerners, African-American Southerners, and Northerners. Policies White Southerners African American Southerners Northerners 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 authorized the use of federal troops comprised of northern soldiers for its enforcement. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves Federal troops soldiers supervised the South. Freedmen s Bureau was established to aid former enslaved African-Americans in the South. Southerners resented northern carpertbaggers, some of whom took advantage of the South during Reconstruction. 17

18 Graphic Organizer #4: Describe the meanings of each of the following political cartoons as it pertains to the End of Reconstruction. 18

19 Graphic Organizer #5: Complete the graphic organizer by describing to important facts about each historical person listed below. After completing the graphic organizer, answer the question that follows. Of these three important people, who do you feel is the most important and why? (opinion-based) 19

20 USII.4a-e The student will apply social science skills to understand how life changed after the Civil War. USII.4a Examine the reasons for Westward Expansion, including its impact on American Indians. Why did westward expansion occur? New opportunities and technological advances led to westward migration following the Civil War. Opportunities for land ownership Technological advances, including the Transcontinental Railroad Possibility of obtaining wealth created by the discovery of gold and silver Desire for a new beginning for enslaved African Americans Desire for Adventure How did the lives of American Indians change with westward expansion? Sitting Bull Westward expansion had an impact on the lifestyle of the American Indian. Opposition by American Indians to westward expansion (Battle of Little Big Horn,Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Perce, Sitting Bull) Reduced population through warfare (Battle of Wounded Knee), disease, and reduced buffalo population. Assimilation attempts and lifestyle changes, (American Indian boarding schools, Dawes Act) Reduced American Indian homeland through treaties that were broken Chief Joseph Geronimo Nez Perce Tribe 20

21 Directions: Use standard USII.4a to complete the graphic organizers. Graphic #1: List the 5 reasons for Westward Expansion. N Opportunities for W advances, including the Transcontinental Railroad E Possibility of obtaining created by the discovery of & Desire for Desire for a new beginning for former enslaved - Graphic #2: Explain the significance of the Westward Expansion images below. S 21

22 Graphic Organizer #3: Complete the following information about the Native American conflicts during Westward Expansion. Use the map on the next page to help with each location. Battle/ Conflict Battle of Little Bighorn Battle of Wounded Knee Important Person/ People Geronimo ez Perce Tribe & Location Location - A - Northwest Region (Part of Pacific and West Rocky Mountain) Cause Rifle Accidentally went off during a disagreement with a hearing impaired Lakota Indian. Effect The Lakota Tribe in the Great Plains was Victorious Custer s Last Stand 22

23 Reservation Lakota Reservation Apache Homelands 23

24 USII.4b Explain the reasons for the increase in immigration, growth of cities, and challenges arising from the expansion. Why did immigration increase? REASONS FOR INCREASE IN IMMIGRATION Hope for better opportunities Escape from oppressive governments Adventure Religious freedom Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups Why did cities develop? REASONS WHY CITIES GREW AND DEVELOPED Specialized industries including steel (Pittsburgh), meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities CHALLENGES FACED BY CITIES Tenements and ghettos Political corruption (political machines) 24

25 What challenges faced Americans as a result of these social and technological changes? Social and technological changes presented challenges in urban areas. EFFORTS TO SOLVE IMMIGRATION PROBLEMS Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g. Boss Tweed, jobs, housing) DISCRIMINATION AGAINST IMMIGRANTS Chinese, Irish, Jewish, Italian, and Polish Directions: Use standard USII.4b to complete the following graphic organizers. Graphic Organizer #1: Name four reasons immigration increased. 25

26 Graphic Organizer #2: In your own words, complete the graphic organizer. Developing Cities Reasons Why Cities Grew and Developed Challenges Faced By Cities 26

27 Graphic Organizer #3: Use US.4b information to write a caption for each political cartoon or image. 27

28 Graphic Organizer #3 (continued): Use US.4b information to write a caption for each political cartoon or image. Graphic Organizer #4: Look at the following groups of immigrants who were discriminated against. Why do you think they were discriminated against? 28

29 USII.4c Describe racial segregation, the rise of Jim Crow, and other constraints faced by African -Americans in the post-reconstruction South. Racial Segregation Jim Crow Laws African-American Response What is racial segregation? Racial Segregation Based on race Directed primarily at 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 How were African- Americans discriminated against? Discrimination against African- Americans and minority groups continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. 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, government Upheld by the Supreme Court in Plessy vs Ferguson How did African- Americans respond to discrimination and Jim Crow? African-Americans differed in their responses to discrimination and Jim Crow African-American Response Booker T. Washington: believed equality could be achieved through vocational education: accepted social separation 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 Wells Barnett. Directions: Use standard USII.4c to complete the graphic organizers. Graphic organizer #1: Complete the rectangles of the graphic organizer by illustrating the sentence in the oval. 29

30 Graphic organizer #2: Complete the graphic organizer by filling in the blanks in each box. August

31 .USII.4d Explain the impact of new inventions, rise of big business, the growth of industry, and life on American farms in response to industrialization. August 2017 What inventions created great change and industrial growth in the United States? Inventions had both positive and negative effects on society. INVENTIONS THAT CONTRIBUTED TO GREAT CHANGE AND INDUSTRIAL GROWTH Electric lighting and mechanical uses of electricity (Thomas Edison) Telephone service Railroads, which permitted large scale, long distance transport of goods What created the rise in big business? Between the Civil War and World War I, the United States was transformed from primarily an agricultural society into one based on manufacturing of goods and services. John D. Rockefeller: Oil Andrew Carnegie: Steel Cornelius Vanderbilt: Shipping and Railroad J. P. Morgan: Banking National markets create transportation Advertising Lower cost production (assembly line) Lack of competition (monopolies and trusts) 31

32 USII.4d (continued) Explain the impact of new inventions, rise of big business, the growth of industry, and life on American farms in response to industrialization. August 2017 What factors caused growth of industry? Access to raw materials and energy sources Large work force due to immigration New Inventions Financial resources Railroads Oil (J. D. Rockefeller) Steel (Andrew Carnegie) Coal How did industrialization and the rise in big business influence life on American farms? Postwar Changes in Farm and City Life Mechanization reduced farm labor and increased production. (Example: the reaper). Industrial development in cities created increased labor needs. Industrialization provided access to consumer goods (e.g. mail order) 32

33 Directions: Use standard USII.4d to answer the following charts. Chart #1 Give four examples of how inventions could have had a positive and negative effect on U.S. society. Give two examples of how inventions contributed to Great Change and Industrial Growth in the United States in the late 1800s to early 1900s.. Chart #2 Invention Inventor Contribution s Affect on U.S. Thomas Edison Telephone Service 33

34 Chart #3: Specify reasons for the growth of big business and the rise of the Captains of Industry in the arrows. Show how it affected the U. S. in the spiked-circles. Chart #4: Complete the graphic organizer with factors that led to the growth big business. 34

35 Charts #5 and #6: Complete the chart on examples of big business. Image Industry Industry Leader Impact on U.S. Steel Oil Shipping & Railroads Banking The Reaper did the work of men. were now out of work heading to of. Transforming the US from an Katrina S. Cary, Supervisor of History nation and Social to an Sciences Instruction nation. 35

36 USII.4e Evaluate and explain the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. How did the reforms of the Progressive Movement change the United States? The effects of industrialization and the Progressive Movement led to reforms Negative Effects of Industrialization What were the negative effects of industrialization? Child labor Low wages, long hours Unsafe working conditions Impact on environment Monopolies Triangle Shirtwaist Factory Fire Rise of Organized Labor How did workers respond to the negative effects of industrialization? Formation of unions- Growth of American Federation of Labor Homestead Strike Pullman Strike Progressive Movement Workplace Reforms How did the reforms of the Progressive Movement change the United States? Improved safety conditions Reduced work hours Placed restrictions on child labor Women s Suffrage What were the results of the Women s Suffrage Movement? Increased educational opportunities Attained voting rights: Women gained the right to vote with passage of 19 th amendment to the Unites States constitution Susan B. Anthony Elizabeth Cady Stanton, Alice Paul, and Lucy Burns worked for women s suffrage Temperance Movement What was the Temperance Movement? Composed of groups opposed to the making and consumption of alcohol Supported legislation to ban alcohol (18 th amendment) 36

37 Directions: Use standard USII.4e to complete the activities below. Activity #1: Complete the graphic organizer. The effects of industrialization led to the of labor and workplace reforms. a. b. c. d. e. f. List the Progressive Movement workplace reforms. a. b. List the negative effects of industrialization. c. Activity #2: Write a caption for each illustration below. 37

38 Activity #3: Use USII.4e to complete the crossword puzzle. Across 2. work that is done by children 4. when employees stop working to force an employer to meet demands 5. gave women the right to vote 7. an organization which helps workers gain higher wages and better working conditions 8. a reform movement to ban alcohol mostly led by women suffragists 9. prohibition law made it illegal to make transport or sell alcohol in the us 10. people who fought for woman suffrage s and women's right to vote behind the scenes woman who fought for women s suffrage visible woman who fought for women s suffrage 13. to change from worse to better Down 1. a movement in which many men and women became a part of in order to bring about reform 3. an organization that pressed for higher wages shorter hours better working conditions and the right to bargain collectively with employers 6. a strike that took place in Homestead PA in which union workers agreed to accept lower wages to have their jobs back 38

39 Activity #4: Use USII.4e to unscramble each of the clue words. Copy the letters in the numbered cells to other cells with the same number. A B C D E F G The Rise of Organized Labor included: The formation of A : Growth of the B C : Aftermath of the D Strike H I J K L M N O P Q R S T U Women s suffrage involved: *Increased E opportunities *Attained F rights Women G the right to vote with the passage of the H Amendment to the Constitution of the United States of America I and J worked for women s K The L Movement *Composed of groups M to the making and N of O. *Supported the P Amendment to the Constitution of the United States, which Q the R, S, and T of alcohol U. 39

40 A teacher-made U.S. History II 1 st Nine Weeks Midpoint Test MAY be administered at the end of the nine weeks. Tested US History II SOLs may include: USII.2abc, USII.3abc, and USII.4abcde. 40

41 USII.5a-c The student will apply social science skills to understand the changing role of the Unites States from the late nineteenth century through World War I. USII.5a Explain the reasons for and results of the Spanish American War. What were the reasons for the Spanish American War? Economic interests and public opinion often influence United States involvement in international affairs. Protection of American business interests in Cuba American support of Cuban rebels to gain independence from Spain Rising tensions as a result of the sinking of the U. S. S. Maine in Havana Harbor Exaggerated news reports of events (Yellow Journalism) What were the results of the Spanish American War? The United States emerged as a world power as a result of victory over Spain in the Spanish American War. The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico. 41

42 Directions: Use USII.5a to fill in the blanks. Then color the REASONS for the Spanish American War blue. Color the RESULTS of the Spanish American War red. 1. Yellow Journalism 2. Cuba gained Independence from 3. Protection of American business interest in 4. US gained possession of the, Guam, and Spanish American War 5. American support of Cuban rebels to gain independence from Spain 6. Sinking of the in Havana Harbor 7. US Emerged as a Directions: USII.5a to match the picture with the correct statement. 8. A. reason for US involvement in the Spanish American War 9. B. territory that the US gained after the Spanish American War 10. C. location of the sinking of the USS Maine 11. D. example of yellow journalism 42

43 USII.5b Describe Theodore Roosevelt s impact on the foreign policy of the United States August 2017 What were Theodore Roosevelt s foreign policies? What were their impacts on the United States? Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries. Adding the Roosevelt Corollary to the Monroe Doctrine Europe was warned not to interfere in the affairs of the Western Hemisphere; the United States would exercise international police power in the Americas. Asserted the United States right to interfere in economic matters of other nations in the Americas Use of Big Stick Diplomacy Example: building the Panama Canal Grew the United States Navy as a show of American power Directions: Use USII.5b to answer the questions in the graphic organizer. ROOSEVELT COROLLARY After what war was it written? Who wrote it? What did it state? (2 things) What was its effect? 43

44 USII.5c Evaluating and explaining the reasons for the United States involvement in World War I and its leadership role at the conclusion of the war. The United States involvement in World War I set the stage for the United States to emerge as a global superpower later in the twentieth century. What were the reasons for the United States becoming involved in World War I? REASONS FOR U. S. INVOLVEMENT IN WORLD WAR I Inability to remain neutral German submarine warfare: Sinking of the Lusitania US economic and political ties to Great Britain The Zimmerman Telegram Who were the Allies? British Empire France Russia (until 1917) Serbia Belgium United States Who were the Central Powers? Germany Austria-Hungary Bulgaria Ottoman Empire 44

45 USII.5c Explain the reasons for the United States involvement in World War I and its leadership role at the conclusion of the war. In what ways did the United States provide leadership at the conclusion of the war? The United States involvement in World War I ended a long tradition of avoiding involvement in European conflicts and set the stage for the United States to emerge as a global superpower later in the 20 th century. There were disagreements about the extent to which the United States should participate in world affairs. US Leadership As The War Ended At the end of World War I, President Woodrow Wilson prepared a peace plan known as the Fourteen Points that called for the formation of the League of Nations, a peacekeeping organization. The United States decided not to join the League of Nations because the United States Senate failed to ratify the Treaty of Versailles. The United States Senate did not ratify the Treaty of Versailles because of a desire to resume prewar isolationism. The United States did not become a member of the League of Nations. 45

46 Directions: Use standard USII.5c to complete the following activities #1 and #2. Activity#1 1. Using the words provided below, complete the paragraph by placing the number and the word on the line. There were about the to which the United States should from and in world. Reasons for US involvement: to remain ; to the United States submarine : Sinking of the United States and political ties to The United States in World War I ended a long of involvement in European and set the for the United States to as a later in the 20 th. 1. AFFAIRS 2. AVOIDING 3. GREAT BRITAIN 4. CENTURY 5. CONFLICTS 6. DISAGREEMENTS 7. ECONOMIC 8. EMERGE 9. EXTENT 10. GERMAN 11. GLOBAL SUPERPOWER 12. INABILITY 13. INVOLVEMENT 14. ISOLATE 15. LUSITANIA 16. NEUTRAL 17. PARTICIPATE 18. STAGE 19. TELEGRAM 20. TRADITION 21. WARFARE 22. ZIMMERMAN 46

47 Activity#2: Find the words from activity #1 in the Word Search below. Once you have found all the words a hidden message will appear. Write the hidden message in the blanks provided. P R T H E U N I T E D S T A T A E E S E N T E R S W W N I B R W S T N E M E E R G A S I D T O T C I L F N O C M C C L E I P G Q F E A N K R Y E I U G C R A E L D U J E T Y N M S R I E S V Q V B M I Z V T O I E P P T J O E M L I O P U N T M A U A V T I I L L S X R O A E T S G A Z B D V J R O Y C N E E L E D A F E I T R X L E I F T A S N K M Y R N X Z W A A K N B I R E Z A M O G E L Z T Q E O W N I D M A R G E L E T E T L T A I A L A R T U E N M F X G D T R E F Y V N A M R E G E L I X D F F F N I A T I R B S O J J A B A D A Q V E M W H N K G P N R S R O W G E S W X K R K I K B E S E S H J Q L Q Hidden Message 47

48 Activity#3: Complete the chart using the Map. Color the Allies blue and the Central Powers red. August 2017 Allies of World War I A1. CP1. A2. CP2. A3. CP3. A4. CP4. A5. A6. Central Powers of World War I Activity#4: Complete the missing information. United States Leadership as the War Ended a. At the end of World War I, President prepared a plan known as the Points that called for the formation of the of, a organization. b. The did not the Treaty of because of a desire to prewar. The United States did not become a member of the. 48

49 USII.6a-d The student will apply social sciences skills to understand the social, economic, and technological changes of the early twentieth century. USII.6a Explain how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life. How Was Social And Economic Life In The Early Twentieth Century Different From That Of The Late Nineteenth Century? Technology extended programs into all areas of American life, including neglected rural areas. Results of Improved Transportation Brought by Affordable Automobiles Greater mobility Creation of jobs Growth of transportation-related industries (road construction, oil, steel, automobile) Movement to suburban areas Invention of the Airplane The Wright Brothers Use of the Assembly Line Henry Ford Rise of mechanization Communication Changes Development of telephone (Alexander Graham Bell), increased availability of telephones Development of the radio and broadcast industry Development of the movies Ways Electrification Changed American Life Labor-saving products (e.g. washing machines, electric stoves, water pumps) Electric lighting Entertainment (e.g. radio) Improved communications 49

50 Directions: Use standard USII.6a to complete the graphic organizers. Greater Growth of transportation-related industries. Ex., steel, road construction. and Creation of Movement to area. Invention of the Airplane Labor-Saving Products (e.g. ) Communication Changes Electric (radio) Improved Increased availability of. Development of the and industry. Development of the. Use of the Assembly Line, automobile Rise of 50

51 USII.6b Describe the social changes that took place, including Prohibition, and the Great Migration north and west. What was Prohibition and how effective was it? Reforms in the early twentieth century could not legislate how people behaved. PROHIBITION Prohibition was imposed by a constitutional amendment (18 th ) that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of Prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers smuggled illegal alcohol crime. Organized crime developed. Repealed by the 21 st Amendment Why did African-Americans migrate to northern cities? Economic conditions and violence led to migration of people. Jobs for African-Americans in the South were scarce and low paying. African-Americans faced discrimination and violence in the South. African-Americans moved to the North and Midwest cities in search of better employment opportunities. African-Americans also experienced discrimination and violence in the North and Midwest. 51

52 Directions: Use standard USII.6b to complete the sections below. August 2017 Word Scramble and Matching. Use the definition to determine and match the scrambled words in the word bank. Word Bank: Ieeeaapskss ghietehent ebotlgogre tyiwenttsrf inhoiibtorp RESULTS OF PROHIBITION 1. people who made and smuggled alcohol illegally and promoted organized crime 2. amendment that made it illegal to manufacture, transport, and sell alcoholic beverages 3. created as places for people to drink alcoholic beverages 4. was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. 5. repealed the 18 th amendment Highlight or circle the correct answer. GREAT MIGRATION 1. African American moved to cities in the (North, South) and (Midwest, Southwest) in search of better employment opportunities. 3. True or False: African Americans were accepted and treated with respect in the North. 2. True or False: African American were accepted and treated with respect in the South. 4. Jobs in the South were (scarce, plentiful) and (low, high) paying. 52

53 USII.6c Examine art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and the Harlem Renaissance. ART CULTURAL CLIMATE OF THE 1920s & THE 1930s Who were the leaders in art, literature, and music? The 1920s and 1930s were important for American art, literature, and music. Georgia O Keeffe: artist known for urban scenes and, later, paintings of the Southwest HARLEM RENAISSANCE How did the Harlem Renaissance influence American life? The leaders of the Harlem Renaissance drew upon the heritage of black culture to establish themselves as powerful forces for cultural change. The popularity of these artists spread beyond Harlem to the rest of society. Jacob Lawrence: painter who chronicled the experiences of the Great Migration through art LITERATURE F. Scott Fitzgerald: novelist who wrote about the Jazz Age of the 1920 s John Steinbeck: novelist who portrayed the strength of poor migrant workers during the 1930 s Langston Hughes: poet who combined the experiences of African and American cultural roots MUSIC Aaron Copeland and George Gershwin: composers who wrote uniquely American music Duke Ellington and Louis Armstrong: jazz musicians Bessie Smith: blues singer 53

54 Directions: Use standard USII.6c to answer questions The 1920s and 1930s were important decades for American,, and. 2. Harlem, NY is located in what region of the United States? 3. Complete the chart. 1920s and 1930s People Cultural Contribution Harlem Renaissance People Cultural Contribution A Urban scenes and later paintings of the Painter who chronicled the B F. Scott Novelist who wrote about the Age of the 19 s Poet who combined the experiences of and cultural C Novelist who portrayed the strength of migrant during the 19 s and Jazz musicians D Aaron Copeland and Wrote American music Bessie Smith singer 4. The leaders of the drew upon the heritage of culture to establish themselves as forces for change. 5. The popularity of these spread beyond to the rest of society. 54

55 6. Match each work/instrument to the correct person. John Steinbeck a. b. Jacob Lawrence c. Georgia O Keeffe d. Langston Hughes e. Louis Armstrong f. F. Scott Fitzgerald g. Aaron Copland h. George Gershwin i. Bessie Smith Duke Ellington j. 55

56 A teacher-made U.S. History II 1 st Nine Weeks Test MAY be administered at the end of the nine weeks. Tested US History II SOLs may include: USII.2c, USII.4e, USII.5abc, and USII.6abc. Previously tested SOLs may also be included from the 1 st Midpoint Test. Previously tested U. S. History II SOLs include: USII.2abc, USII.3abc, and USII.4abcde. 56

57 STAR (Students Teaching Activities Resources) STAR webpage contains resources that assist students in enhancing their comprehension of the Virginia Standards of Learning. Resources include but are not limited to activities, games, PowerPoints, WebQuests, websites that address Standards of Learning objectives in each content area in grades K

58 The following pages contain vocabulary sorts that can be used to review relevant US History II terms for this grading period. Cut out the sort and practice matching the vocabulary word with the matching definition. Quizlet is a free online website that provides students extra opportunities to practice and review vocabulary words. Links to US History II Quizlet files are located on the STAR (Students Teaching Activities Resources) webpage. 58

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60 USII.1a- h slogan August 2017 a phrase that promotes an idea, person, or organization; a motto USII.1a- h excerpt a part of a larger work of literature, music, or art USII.1a- h physical feature a characteristic of a place that occurs naturally such as a landform or body of water USII.1a- h primary source a document written or created by a person who was a witness USII.1a- h secondary source a document written or created by a person who used primary sources for research USII.1a- h sequence an order of one thing following after another 60

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62 USII.1a-h interpret to offer an explanation of meaning USII.1a-h evaluate to look at something carefully to decide its value or meaning USII.1a-h analyze to study something by looking at the smaller, separate parts USII.1a-h latitude distance north or south of the equator, measured in degrees USII.1a-h longitude distance east or west of the Prime Meridian, measured in degrees USII.1a-h hemisphere Either the northern or southern half of the earth as divided by the Equator or the eastern or western half as divided by a meridian 62

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64 USII.2c region an area or group of states USII.2c Northeast region (states) USII.2c Northeast region (cities) Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania New York, New York Boston, Massachusetts Pittsburgh, Pennsylvania Philadelphia, Pennsylvania USII.2c Southeast region (states) USII.2c Southeast region (cities) Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Washington, D.C. Atlanta, Georgia New Orleans, Louisiana USII.2c Midwest region (states) Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota 64

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66 USII.2c Midwest region (cities) Chicago, Illinois St. Louis, Missouri Detroit, Michigan USII.2c Southwest region (states) Texas, Oklahoma, New Mexico, Arizona USII.2c Southwest region (cities) San Antonio, Texas Santa Fe, New Mexico USII.2c Western/Rocky Mountains (states) Colorado, Utah, Nevada, Montana, Wyoming, Idaho USII.2c Western/Rocky Mountains (cities) Denver, Colorado Salt Lake City, Utah USII.2c Pacific region (states) Washington, Oregon, California 66

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68 USII.2c Pacific region (cities) San Francisco, California Los Angeles, California Seattle, Washington USII.2c Noncontiguous region (states) Alaska, Hawaii USII.2c Noncontiguous region (cities) Juneau, Alaska Honolulu, Hawaii 68

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70 USII.3a USII.3a USII.3a 13 th Amendment (1865) 14 th Amendment (1868) 15 th Amendment (1870) USII.3a Civil Rights Act of 1866 Banned slavery in the United States and any of its territories. Grants citizenship to all persons born in the United States and guarantees them equal protection under the law. Ensures all citizens the right to vote regardless of race or color or previous conditions of servitude. Granted full citizenship to African American and gave the federal government the power to intervene in state affairs to protect their rights. USII.3b Carpetbagger Name given to Northern whites who moved South after the Civil War and took advantage of the South during Reconstruction. USII.3b Reconstruction The name given to the time period of reorganization and rebuilding of the South following the Civil War. 70

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72 USII.3b Freedmen s Bureau USII.3b USII.3c Black Codes Abraham Lincoln A government agency formed after the Civil War to help African Americans make the transition from slavery to freedom. Laws passed in the South just after the Civil War aimed at controlling freedman and enabling plantation owners to exploit African American workers. 16 th President Proposed Reconstruction which called for reconciliation. He believed preserving the Union was more important than punishing the South. USII.3c Robert E. Lee Commander of the Confederate Army. Following the war, urged Southerners to reconcile and reunite as Americans. Later became the President of what is now known as Washington and Lee University. USII.3c Frederick Douglass An African American who fought for adoption of constitutional amendments that guaranteed voting rights. He was a powerful voice in human rights and civil liberties for all. 72

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74 USII.2a Great Plains First and Third Nine Weeks August 2017 an area of the United States characterized by flatlands, grassy plains and a dry, windy climate USII.2a eroded washed away by wind or water USII.2a invention a device, method or process developed through study and experimentation USII.2a adaptation a change made to something so it is more useful USII.2a climate the weather in a particular area over a period of time USII.2a barbed wire a wire fencing with spikes to prevent cattle from escaping and to keep predators out 74

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76 USII.2a beef cattle raising the keeping and bringing up of cattle for meat USII.2a steel plow a tool with a heavy blade used to break up soil USII.2a dry farming a farming method used in extremely dry climates USII.2a sod house houses made of sod, grass covered soil USII.2a windmill a wind-powered machine used to get water from deep in the earth USII.2a technologies products or tools used for a given purpose 76

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78 USII.4a migration the movement of people or animals USII.4a Transcontinental Railroad a system of trains and track that connected the east coast to the west coast by land USII.4a expansion the act or process of growing or becoming larger USII.4a Battle of Little Big Horn USII.4a USII.4a Sitting Bull Geronimo the last major Native American victory An important leader of the Lakota Sioux. Fought and defeated General Custer at the Battle of Little Big Horn. An Apache leader who evaded the army for many years. He gave up in 1886 and became the last Native American to surrender formally to the US government. 78

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80 USII.4a USII.4a USII.4a Nez Perce Chief Joseph Battle of Wounded Knee (1890) An American Indian tribe located in the Northwest part of the United States. They were led by Chief Joseph. Native American leader who led his tribe in their retreat to Canada; wished to avoid conflict with the U.S. ( I will fight no more forever ) Marked the end of armed conflict between whites and Native Americans. USII.4a Treaty A formal agreement between two parties. In this case, an agreement between the US government and American Indians. 80

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82 USII.2b resource an available supply of something USII.2b product an item made through human or mechanical effort or by a process USII.2b market the opportunity to buy and sell products and/or services USII.2b textile cloth or fabric; The textile industry was centered in New England USII.2b iron ore a material that contains iron and is used to make steel; The steel industry was centered in Pittsburgh USII.4d agricultural having to do with farming or the raising of animals 82

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84 USII.4d industry the production and sale of goods USII.4d captain of industry a person credited with building a particular industry USII.4d mechanization the act of replacing human workers with machines USII.4d reaper a farm machine that gathers crops from a field USII.4d John D. Rockefeller Captain of Industry of Oil; started the Standard Oil Company USII.4d Andrew Carnegie Captain of Industry of Steel; started the Carnegie Steel Company and owned the Homestead Works Steel Mill 84

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86 USII.4d Henry Ford USII.4d Captain of Industry of Automobiles; started Ford Motor Company and introduced the assembly line The auto industry was centered in Detroit Cornelius Vanderbilt Captain of Industry of Shipping and Railroads. USII.4d advertising the act of attracting public attention to a product USII.4b immigration to enter and settle in a new country USII.4b rural having to do with farm life 86

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88 USII.4b urban having to do with city life USII.4b industrialization the rise of industry USII.4b urbanization the rise of cities USII.4b settlement house USII.4b political machine a place where immigrants could receive free services and assistance like health care, education, and child care a group that controls political activity often characterized by corruption USII.4b reservations a place where Native Americans were sent to be segregated from white Americans 88

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90 USII.4b ghetto USII.4b tenement a section of a city occupied by a minority group who live there usually because of social or economic pressure a crowded apartment building that barely meets the lowest standards of living USII.4b specialized to work in a particular area or to make a particular item Chicago specialized in meat packing USII.4b mechanical having to do with or being made by machines or tools USII.4b corruption to use a position of trust for dishonest gains USII.4b Hull House a settlement house in Chicago formed by Jane Addams 90

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92 USII.4b Jane Addams a social reformer who helped the poor and founded Hull House USII.4b Thomas Edison an inventor who is credited for lighting and mechanical uses of electricity USII.4b Alexander Graham Bell an inventor who is credited for developing telephone service 92

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94 USII.4e reform To change from worse to better USII.4e Progressive Movement A movement in which many men and women became a part of in order to bring about reform. USII.4e union An organization which helps workers gain higher wages and better working conditions. USII.4e American Federation of Labor (AFL) An organization that pressed for higher wages, shorter hours, better working conditions, and the right to bargain collectively with employers. USII.4e strike When employees stop working to force an employer to meet demands. USII.4e Homestead Strike A strike that took place in Homestead, Pennsylvania in which union workers agreed to accept lower wages. 94

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96 USII.4e suffragist People who fought for woman suffrage, women s right to vote. USII.4e 19 th Amendment Allowed women s suffrage; gave women the right to vote. USII.4e 18 th Amendment Known as the Prohibition Law, and made it illegal to make, transport, or sell alcohol in the United States. USII.4e Temperance Movement A reform movement to ban alcohol. USII.4e child labor Work that is done by children USII.4e Susan B. Anthony Fought for women s suffrage 96

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98 USII.4e Elizabeth Cady Stanton Fought for women s suffrage 98

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100 USII.5a international involving several countries USII.5a Yellow Journalism exaggerated written news reports USII.5a rebels people who oppose the government in power USII.5a Cuba A large island in the Caribbean, just south of Florida USII.5a USS Maine A United States Naval battleship that was shattered in an explosion in Havana Harbor, Cuba on February 15, USII.5a Havana Harbor A harbor located on the west coast of Cuba; where the USS Maine exploded. 100

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102 USII.5a Philippines A group of islands acquired by the U.S. as a result of the Spanish American War. USII.5a Guam A very small island that was acquired by the U.S. as a result of the Spanish American War. USII.5a Puerto Rico A small island that was acquired by the U.S. as a result of the Spanish American War. USII.5a tension A state of mistrust, controlled hostility, or fear of hostility felt by countries. USII.5b Panama Canal A major engineering feat, this canal allowed the US to travel from the Atlantic Ocean to the Pacific without having to go around South America. 102

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104 USII.5b Monroe Doctrine USII.5b Roosevelt Corollary This policy stated that the US would not intervene with any existing European colonies in the Americas; however, it would not allow anymore colonization by any European power The policy that the US had the right to intervene in the affairs of Latin American nations whenever those nations seemed unstable. USII.5b Theodore Roosevelt The 26 th President USII.5b Big Stick Diplomacy Theodore Roosevelt s policy of negotiating peacefully while carrying a big stick (or the use of military) 104

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106 USII.5c isolation Separation from others USII.5c Central Powers USII.5c Allies USII.5c League of Nations During WWI: Germany Austria-Hungary Bulgaria Ottoman Empire During WWI: Great Britain Serbia France Belgium Russia USA joined later A group formed to protect any nation that was attacked by another nation; the U.S. did not join even though President Wilson wrote the plan. USII.5c Lusitania A British passenger ship sunk by German U-Boats. USII.5c Woodrow Wilson 28 th President of the United States during WWI who outlined a peace plan known as the Fourteen Points which included the League of Nations. 106

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108 USII.5c Zimmerman Telegram USII.5c Fourteen Points A telegram sent from Germany to Mexico encouraging Mexico to enter the war against the US in return for land lost during the Mexican War. (Texas, New Mexico, Arizona) A peace plan proposed by Woodrow Wilson at the end of World War I. USII.5c Ratify To approve or agree to (to ratify a treaty) 108

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110 USII.6a technology The study, development, and application of devices, machines, and techniques for manufacturing and productive processes. USII.6a rural Outside the city; country USII.6a economic Relating to economics, the economy of a country, or money in general. USII.6a suburban Relating to a district, especially a residential one, on the edge of a city or large town. USII.6a assembly line USII.6a Wright Brothers A factory system in which the product moves from worker to worker, each of whom performs one task. Two brothers, Orville and Wilbur, who were responsible for the first flight of an airplane. 110

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112 USII.6a Henry Ford Developed the assembly line to make cars quicker and cheaper. USII.6a electrification To convert something so that it can operate on electric power USII.6a broadcast To transmit by radio or television USII.6a labor-saving Machines used to reduce the amount of physical labor used. 112

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114 USII.6b prohibition The banning of the manufacture, sale, and transport of alcohol. USII.6b speakeasies Places created for people to drink alcoholic beverages during Prohibition USII.6b bootleggers People who smuggled illegal alcohol and promoted organized crime. USII.6b Great Migration When African Americans moved up North and the Midwest to find jobs and escape discrimination in the South. USII.6b scarce To have an insufficient supply of USII.6b reform To make improvements by correcting faults 114

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116 USII.6b 21 st Amendment (1933) Repealed the 18 th Amendment (ended Prohibition) 116

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118 USII.6c Harlem Renaissance Rebirth of activities in art and literature by African Americans. USII.6c novelist Someone who writes novels. USII.6c chronicled To make a narrative or fictional account in a series of events in chronological order by words or art. USII.6c portray To represent somebody or something in words USII.6c composer Someone who writes music. USII.6c Jazz and Blues Popular music that originated among African American people characterized by unique rhythms. 118

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120 USII.6c Georgia O Keefe An artist known for urban scenes and later paintings of the Southwest. USII.6c F. Scott Fitzgerald A novelist who wrote about the Jazz Age of the 1920 s. USII.6c John Steinbeck A novelist who portrayed the strength of poor migrant workers during the 1930 s. USII.6c Aaron Copland Composer who wrote unique American music. USII.5c George Gershwin Composer who wrote unique American music. USII.6c Jacob Lawrence An African American painter who chronicled the experiences of the Great Migration north through art. 120

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122 USII.6c Langston Hughes An African American poet who combined the experiences of African and American cultural roots. USII.6c Duke Ellington An African American jazz composer. USII.6c Louis Armstrong An African American jazz composer USII.5c Bessie Smith An African American blues singer 122

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125 Answer Key - Images and information may vary, but should show something similar to this answer key. USII.2ab - Page 4 USII.2b - Page 6 - continued Before the Civil War Treeless Waste Land After the Civil War Vast area to be Settled Technological advances allowed people to live in more challenging environments. USII.2a - Pages 4-6 USII.2c (U.S. Map)- Page 9 USII.2b - Page 6 125

126 USII.2c - Page USII.2c - Page 16 Region: Rocky Mountains (Western Region) Important Cities: 1. Denver 2. Salt Lake City 2. Region: Midwest Important Cities: 1. Chicago 2. St. Louis 3. Detroit 3. Region: Pacific Important Cities: 1. Seattle 2. San Francisco 3. Los Angeles 4. Region: Southeast Important Cities: 1. Atlanta 2. New Orleans 3. Washington, DC USII.3b - Page 17 Answers Will Vary based on Opinion of Events/Policies 5. Region: Southwest Important Cities 1. San Antonio 2. Santa Fe 6. Region: Northeast Important Cities: 1. Boston 2. New York 3. Philadelphia 4. Pittsburgh USII.2c - Page Latitude; Denver, CO 2., W 3. Seattle, -, W 4. ew ork City, -, W 5. N, 87 W 6. New Orleans, LA 7. Longitude; St. Louis, MO 8. Detroit, MI 126

127 USII.3b/c - Page USII.4a - Page 22 Abraham Lincoln: Reconstruction plan called for reconciliation 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 Powerful voice for human rights and civil liberties for all USII.4b - Page 25 Opinion Question responses will Vary based on Opinion of Importance. USII.4a - Page 21 Reasons for Westward Expansion Opportunities for land ownership Possibility of obtaining wealth created by the discovery of gold and silver Desire for Adventure Technological advances, including the Transcontinental Railroad Desire for a new beginning for enslaved African Americans 127

128 USII.4b - Page USII.4b - Page 28 USII.4c - Page 29 Ilustrations will vary, but should be similar to these images. Answers will vary, but should contain similar information. USII.4c - Page 30 segregation, Jim Crow, constraints, Reconstruction Racial Segregation: race African Americans, segregated Chinese Exclusion Act (1882), 10 year, Chinese Labor Immigration American Indians, citizens, 1924 Jim Crow Laws discrimination, Reconstruction Jim Crow, institutionalized, segregation discriminate discrimination, legal unequal, education, government Supreme Court, Plessy v. Ferguson African-American Response differed, discrimination, Jim Crow Booker, Washington, equality, vocational, accepted, separation W.E.B. Dubois, political, civil, social, NAACP, Ida Wells Barnett 128

129 USII.4d - Page 33 USII.4d - Page 34 Factors Resulting in the Growth of Big Business Large work force (due to immigration) Access to raw materials and energy New Inventions Financial resources USII.4d - Page 35 August 2017 Industry Industry Leader Impact on U.S. Steel Andrew Carnegie Strong metal to adapt and/or create new inventions Oil Shipping & Railroads (transcontinental) Banking John D. Rockefeller Cornelius Vanderbilt J.P. Morgan Fuel Raw materials are cultivated, shipped to factories in the East and then final products are shipped to national markets. Influenced nation s financial outcomes USII.4d - Page 34 Arrows National Markets created by transportation advances Captains of Industry Rockefeller - Oil Carnegie - Steel Ford - Automobile Vanderbilt - Shipping & Railroads J. P. Morgan - Banking Advertising Spiked Circles Greater Access to goods from around the country Production of new goods to develop new inventions No matter where you lived you could order anything you wanted and have it shipped to you Industry and the rise in big business influence life on American farms. Mechanization reduced farm labor and increased production. (Example: the reaper). Industrial development in cities created increased labor needs. Industrialization provided access to consumer goods (e.g. mail order) The Reaper did the work of 10 men. 9 were now out of work heading to centers of populations. Transforming the US from an agricultural nation to an industrialized nation. Lower Cost production The lower it costs to produce something, the less the company can charge, the average citizen can buy the product and the company makes more money Midpoint Assessment 129