North Adams Public Schools Curriculum Map th Grade United States History II Unit 1: America at War: World War II (20 weeks)

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1 Unit 1: America at War: World War II (20 weeks) Topic 1: The Beginning Notes Vocabulary Assessment USII.7 Explain the course and significance of President Wilson s wartime diplomacy, including his Fourteen Points, the League of Nations and the failure of the Versailles treaty. USII.14 Explain the strength of American isolationism after World War I and analyze its impact on U.S. foreign policy. USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy and Japan). A. Fascism in Germany and Italy B. German rearmament and militarization of the Rhineland C. Germany s seizure of Austria and Czechoslovakia and Germany s invasion of Poland D. Japan s invasion of China and the Rape of Nanking 9-10.RI.9 Compare and contrast treatments of the same topic in several primary and secondary sources W.9 Draw evidence from informational texts to support analysis, reflection, and research W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. 1. Explain how WWI led to WWII 2. Compare fascism to democratic republic and assess how it contributes to aggressive expansionism. 3. Define appeasement and explain how the League of Nations failed. 4. Explain how technological advancements in transportation and armaments contributed to Germany s and Japan s expansion policies 5. Define isolationism and explain American s reluctance to enter the war. 6. Explain how the U.S. supported the Allies before entering WWII. 7. Analyze primary source documents related to America s involvement in the war 8. Synthesize multiple sources of documents to use details, document analysis, research skills, analyzing cause and effect, and comparing viewpoints. President Woodrow Wilson, Peace Without Victory speech (1917) President Franklin Roosevelt, Four Freedoms speech (1941) WWI Woodrow Wilson Versailles Treaty Allies Axis Lend-Lease blitzkrieg League of Nations appeasement isolationism annexation Winston Churchill Franklin Roosevelt Harry Truman Adolf Hitler Joseph Stalin Benito Mussolini fascism Atlantic Charter Unit 1 - Final Exam 1

2 Unit 1: America at War: World War II (20 weeks) Topic 2: The End Notes Vocabulary Assessment USII.15 Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war. On a map of, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy and Japan). E. Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conference Manhattan Project D-Day Pearl Harbor Hiroshima Nagasaki General Eisenhower island hopping code talkers Tuskegee Airmen Enola Gay USII.16 Explain the reasons for the dropping of atom bombs on Japan and their short-term and long-term effects RI.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information W.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s), from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 1. Explain why the United States entered the war on the side of the Allies. 2. Explain how the Axis powers were defeated in Europe and Asia. 3. Analyze the war policies discussed during the Yalta and Potsdam conferences and the emergence of the United States as a political super-power. 4. Judge the development and use of the atomic bomb. 5. Analyze primary source documents related to America s involvement in the war 6. Synthesize multiple sources of documents to use Unit 1 - Final Exam 2

3 Unit 1: America at War: World War II (20 weeks) Topic 3: Domestic Policies Notes Vocabulary Assessment USII.17 Explain important domestic events that took place during the war. A. How war-inspired economic growth ended the Great Depression B. A. Philip Randolph and the efforts to eliminate employment discrimination C. The entry of large numbers of women into the workforce D. The internment of West Coast Japanese Americans in the U.S. and Canada. 1. Explain how WWII affected Americans on the homefront. 2. Summarize racial issues in the United States during the 1940s. 3. Summarize gender roles and gender discrimination in the United States during the 1940s. 4. Judge Executive Order 9066 and its aftermath. 5. Analyze primary source documents related to America s involvement in the war rationing Rosie the Riveter Executive Order 9066 collective security Japanese-American internment camps Nisei 6. Synthesize multiple sources of documents to use 9-10.RI.8 Assess the extent to which the reasoning and evidence in a text support the author s claims W.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences W.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. Unit 1 - Final Exam 3

4 Topic 1: The Beginning Notes Vocabulary Assessment USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America s response to Soviet Expansion. (H) A. the differences between the Soviet and American political economic systems B. Soviet aggression in Eastern Europe C. the Truman Doctrine, the Marshall Plan, and NATO 1. Identify the two competing superpowers that emerged after World War II. 2. Describe the United States foreign policy after World War II. 3. Analyze primary source documents related to the Cold War 4. Synthesize multiple sources of documents to use superpowers containment Truman Doctrine Marshall Plan NATO USSR iron curtain Berlin Blockade 9-10.RI.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them W.9 Draw evidence from informational texts to support analysis, reflection, and research W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. The Truman Doctrine (1947) George Kennan, The Sources of Soviet Conduct (1947) 4

5 Topic 2: Containment and Conflict Notes Vocabulary Assessment USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the United States and the Soviet Union (H, G) A. the Korean War B. Germany C. China D. the Middle East E. the arms race F. Latin America G. Africa H. the Vietnam War USII.24 Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism (H) People A. Whittaker Chambers B. Alger Hiss C. J. Edgar Hoover D. Senator Joseph McCarthy E. Julius and Ethel Rosenberg Institutions A. The American Communist Party B. The Federal Bureau of Investigation (FBI) C. The House Committee on Un-American Activities (HUAC) 9-10.RI.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them RI.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 1. Explain how a fear of communism led to a second Red Scare. 2. Analyze the tactics used to contain communism domestically in the United States. 3. Explain the cause, course and effects of the Korean War. 4. Locate areas of conflicts during the Cold War on a map of the world. 5. Analyze the development of nuclear weapons and its contribution to the arms race between the United States and the Soviet Union. 6. Analyze the effects of the Cold War on the political development of the Middle East. 7. Analyze primary source documents related to the Cold War 8. Synthesize multiple sources of documents to use Korean War espionage the Rosenbergs ICBM Senator Joseph McCarthy Red Scare J. Edgar Hoover HUAC FBI American Communist Party 5

6 Topic 3: 1950s Culture Notes Vocabulary Assessment USII.22 Analyze the causes and consequences of important domestic Cold War trends. (H, E) A. economic growth and declining poverty B. the baby boom C. the growth of suburbs and home-ownership D. the increase in education levels E. the development of mass media and consumerism USII.25 Analyze the origins, goals and key events of the Civil Rights movement (H.) People A. Martin Luther King, Jr. B. Thurgood Marshall C. Rosa Parks D. Malcolm X Institutions A. NAACP Events A. Brown v. Board of Education (1954) B. the Montgomery Bus Boycott C. the Little Rock School Crisis 9-10.RI.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information W.1 Write arguments focused on discipline specific content. B. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience s knowledge level and concerns RI.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text W.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. A. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 1. Explain how the baby boom and the post WWII economic boom led to the growth of the suburbs and a consumer culture. 2. Judge the impact of 1950s mass media and consumerism on gender roles and family structure. 3. Judge the impact of the Cold War on America s feeling of patriotism and fear. 4. Analyze the origins, goals, and key events of the Civil Rights movement. 5. Analyze primary source documents related to the Cold War 6. Synthesize multiple sources of documents to use Levittown baby boom GI Bill Brown v. Board of Education Montgomery Bus Boycott Rosa Parks Thurgood Marshall Martin Luther King, Jr. Malcolm X Little Rock School Crisis segregation Jim Crow Southern Christian Leadership Conference (SCLC) Gov. Orval Faubus 6

7 Topic 4: The End and Renewal of Containment Notes Vocabulary Assessment USII.21 Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiative contributed to ending the Cold War. (H,E) USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H) A. the space exploration program USII.29 Analyze the presidency of Ronald Reagan. (H, E) B. anticommunist foreign and defense policies USII.33 Analyze the course and consequences of America s recent diplomatic initiatives. (H, C) D. America s response to the September 11, 2001, terrorist attack on the World Trade Center in New York City and on the Pentagon in Washington, D.C. 1. Analyze the presidential anticommunism policies. 2. Judge the effectiveness of containment. 3. Analyze the development of NASA and the significance of the space exploration program. 4. Explain at least three reasons for the end of the Cold War. 5. Analyze the course and consequences of 9/ Compare and contrast U.S. policies during the Cold War and the War on Terror. 7. Analyze primary source documents related to the Cold War 8. Synthesize multiple sources of documents to use Sputnik NASA space race New Frontier Strategic Defense Initiative (Star Wars) September 11, 2001 al Qaeda Osama bin Laden jihad 9-10.RI.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information W.1 Write arguments focused on discipline specific content. A. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns RI.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text W.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. President Ronald Reagan, Speech at Moscow State University (1988) 7