1877 to the Present. Grade 11 Revised Killingly Public Schools

Transcription

1 1877 to the Present Grade 11 Revised 2002 Killingly Public Schools

2 Table of Contents Strand: Skills. 5 Strand: Impact of Geography 6 Content Standard US 2: The student will use maps, globes, photographs, pictures, and tables for explaining relationships among natural resources, transportation, and industrial development after Strand: Big Business, Industry and the Farmer 7-8 Content Standard US 3: The student will demonstrate knowledge of how life changed after 1877 by explaining the rise of big business, the growth of industry, and life on American farms. Strand: Immigration, Urbanization and Invention Content Standard US 4: The student will demonstrate knowledge of how life changed after 1877 by explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion. Strand: Racial Segregation and The Rise of Jim Crow Content Standard US 5: The student will demonstrate knowledge of how life changed after 1877 by describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans in the post-reconstruction South. Strand: Progressivism and Labor, Unions, Suffrage and Temperance Content Standard US 6: The student will demonstrate knowledge of how life changed after 1877 by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. Strand: Foreign Policy The Spanish American War Content Standard US 7: The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for and results of the Spanish American War. Strand: World War I and its Aftermath Content Standard US 8: The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States involvement in World War I, the course of the war, and its leadership role at the conclusion of the war. Strand: The Early 20th Century Content Standard US 9: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by explaining how 2

3 developments in transportation (including the automobile), communication, and electrification changed American life. Strand: The Early 20th Century (cont.) Content Standard US 10: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by describing the social and political changes that took place including Prohibition, and the Great Migration north. Strand: The Early 20th Century (cont.) Content Standard US 11: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by examining the art, literature, and music from the 1920s and 1930s. Strand: The Great Depression Content Standard US 12: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. Strand: Causes and Events of World War II Content Standard US 13: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor Strand: World War II Content Standard US 14: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the major events and turning points of the war in Europe and the Pacific. Strand: World War II (cont.) Content Standard US 15: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of World War II on the homefront. Strand: Rebuilding of Europe and Japan and the Emergence of the US as a Superpower Content Standard US 16: The student will demonstrate knowledge of the economic, social, and political transformation of the United States and its relationship with other nations following World War II by describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. Strand: The Cold War 33 3

4 Content Standard US 17: The student will demonstrate knowledge of the economic, social, and political transformation of the United States and its relationship with other nations following World War II by identifying the role of America s ideals in defending freedom during the Cold War through the collapse of communism. Strand: American Society Post WWII.. 36 Content Standard US 18: The student will demonstrate knowledge of the economic, social, and political transformation of the United States following World War II by describing the changing patterns of society, including expanded educational, social, and economic opportunities. Strand: Civil Rights Movement/Changing Role of Women Content Standard US 19: The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by examining the Civil Rights Movement and the changing role of women. Strand: Impact of New Technologies 39 Content Standard US 20: The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by describing the development of new technologies and their impact on American life. 4

5 US History Grade 11 Skills CONTENT STANDARD 11 US 1: The student will demonstrate skills for historical and geographical analysis, including the ability to: a) Analyzes and interprets primary and secondary source documents to increase understanding of events and life in United States history from 1877 to the present; b) Makes connections between past and present; c) Sequences events in United States history from 1877 to the present; d) Interprets ideas and events from different historical perspectives; e) Evaluates and debate issues orally and in writing; f) Analyzes and interpret maps that include major physical features; g) Uses parallels of latitude and meridians of longitude to describe hemispheric location; h) Interprets patriotic slogans and excerpts from notable speeches and documents. The skills identified in standard USHISTORY.1a-h are cited in the Objective Skills for United States History: 1877 to the Present. 5

6 Impact of Geography CONTENT STANDARD 11 US 2: The student will use maps, globes, photographs, pictures, and tables for explaining relationships among natural resources, transportation, and industrial development after US 2.1 The student understands that advances in transportation linked resources, products, and markets. The student locates areas of natural resources on a U.S map and the transporting of those resources to their markets. i.e., Moving natural resources (e.g., copper and lead) to eastern factories, Moving iron ore deposits to sites of steel mills (e.g., Pittsburgh) Transporting finished products to national markets. US 1.c -sequences events in United States history. US 1.f -analyzes and interprets maps that include major physical features. S 11US 2.2 The student understands that manufacturing areas were clustered near centers of population. The student locates manufacturing areas. i.e. Textile industry New England, Automobile industry Detroit, Steel industry Pittsburgh US 1.c -sequences events in United States history. US 1f -analyzes and interpret maps that include major physical features. Key Terms: longitude, latitude, 6

7 Big Business, Industry and the Farmer CONTENT STANDARD 11 US 3: The student will demonstrate knowledge of how life changed after 1877 by explaining the rise of big business, the growth of industry, and life on American farms. 11US 3.1 The student understands that between 1877 and World War I,the United States was transformed from an agricultural to an industrial nation. The student explains the reasons for the rise and prosperity of big business by showing that National markets were created by transportation advances; identifying Captains of industry such as(john D. Rockefeller, oil; Andrew Carnegie and JP Morgan, steel; Henry Ford, automobile); and discussing the impact of advertising and lower-cost production determines the factors resulting in growth of industry i.e. access to raw materials and energy; availability of a work force; inventions; and financial resources provides examples of big business i.e. Railroads, Oil, Steel. (Skills) US 1.a US 1.b US 1.c The student -analyzes and interprets primary and secondary source documents to -makes connections between past and present. -sequences events in United States history. S 11US 3.2 The student understands that the labor market changed as a result of industrial development. The student shows the contributing changes in farm and city life i.e. mechanization (e.g. the reaper) had reduced farm labor needs and increased production; industrial developments in the cities created increased labor needs; industrialization provided access to consumer goods (e.g. mail order) 3.1.a -analyzes and interprets primary and secondary source documents to 3.1.b -makes connections between past and present. 7

8 3.1.c -sequence events in United States history. 3.1.e -evaluates and debates issues orally and/or in writing Key Terms: capitalism, socialism, communism, Social Darwinism, laissez-faire, monopoly, trust, captains of industry, vertical integration, horizontal integration 8

9 Immigration, Urbanization and Inventions CONTENT STANDARD 11 US 4: The student will demonstrate knowledge of how life changed after 1877 by explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion. 11US 4.1 The student understands that population changes and growth of cities produced interaction and often conflict between different cultural groups (Skills) US 1.a US 1.b US 1.c US 1.d US 1.e The student -understands why new immigrants came to America i.e. hope for better opportunities, religious freedom, escape from oppressive governments, adventure -determines the causes for the rise of racism and nativism in the United States -understands the reasons why cities developed i.e. specialized industries including steel (Pittsburgh), meat packing (Chicago) -analyzes and interprets primary and secondary source documents to -makes connections between past and present. -sequences events in United States history. -interprets ideas and events from different historical perspectives. -evaluates and debates issues orally and/or in writing. 9

10 11US 4.2 The student understands that population changes and growth of cities produced problems in urban areas. The student understands the challenges faced by cities i.e. tenements and ghettos, political corruption (political machines) understands that rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements identifies the efforts used to solve immigration problems, i.e. 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. jobs, housing) US 1.c -sequences events in United States history. US 1.d -interprets ideas and events from different historical perspectives. US 1.e -evaluates and debate issues orally and in writing. 11US 4.3 The student understands that inventions had both positive and negative effects on society. The student identifies the inventions and technological developments that led to great change and industrial growth, i.e. lighting and mechanical uses of electricity (Thomas Edison); communication systems such as the telephone (Alexander Graham Bell) telegraph, and the Atlantic cable. US 1.c -sequences events in United States history. US 1.d -interprets ideas and events from different historical perspectives. Key Terms: Emigration, nativism, intolerance, xenophobia, machine politics, racism, literacy test 10

11 Racial Segregation and The Rise of Jim Crow CONTENT STANDARD 11 US 5: The student will demonstrate knowledge of how life changed after 1877 by describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans in the post- Reconstruction South. 11US 5.1. The student understands that discrimination against African Americans continued after Reconstruction The student identifies the targets racial segregation i.e. based upon race; directed primarily against African Americans, but other groups also were kept segregated. (Skills) US 1.b US 1.c The student -makes connections between past and present. -sequences events in United States history. 11US 5.2 The student understands that Jim Crow laws institutionalized a system of legal segregation in America. The student explains why Jim Crow laws were passed to discriminate against African Americans understands that Jim Crow laws made discrimination practices legal in many communities and states understands that Jim Crow laws were characterized by unequal opportunities in housing, work, education, and government. US 1.c -sequences events in United States history. 11

12 11US 5.3 The student understands that African Americans differed in their responses to discrimination and Jim Crow. The student explains the various African American responses to discrimination and segregation i.e. Booker T. Washington believed equality could be achieved through vocational education he accepted social separation; W.E.B. DuBois believed in full political, civil, and social rights for African Americans understands why the NAACP was developed. US 1.c -sequences events in United States history. US 1.d -interprets ideas and events from different historical perspectives. US 1.e -evaluates and debates issues orally and/or in writing. Key Terms: NAACP, segregation, discrimination, prejudice, lynching, Atlanta Conference, separate but equal Plessy v. Ferguson 12

13 Progressivism and Labor, Unions, Suffrage and Temperance CONTENT STANDARD 11 US 6: The student will demonstrate knowledge of how life changed after 1877 by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage, and the temperance movement. 11US 6.1 The student understands that the effects of industrialization led to the rise of organized labor, important workplace reforms, and grassroot reform movements. The student understands the negative effects of industrialization i.e. child labor, low wages, long hours, unsafe working conditions explains the reasons for the rise of organized labor i.e. formation of national labor unions such as the Knights of Labor and the American Federation of Labor identifies various labor actions such as the use of the strike and the boycott as well as reactions to those strategies by business and government identifies the attempts at workplace reform by the Progressive Movement identifies the goals of the Progressive Movement i.e. city reform, political reform, social reform, business regulation, economic reform identifies the goals of the women s suffrage movement i.e. increased educational opportunities, voting rights, adoption of the 19 th amendment identifies the goals of the temperance movement i.e. groups opposed to the making and consuming of alcohol, support for the 18 th amendment prohibiting the manufacture, sale, and transport of alcoholic beverages. (Skills) US 1.a US 1.b US 1.c US 1.d US i. E The student -analyzes and interprets primary and secondary source documents to -makes connections between past and present. -sequences events in United States history. -interprets ideas and events from different historical perspectives. -evaluates and debates issues orally and in writing. 13

14 Key Terms: Scab, blacklisting, yellow dog contracts, injunction, unionism, sexism, progressivism, social reform, suffragette 14

15 Foreign Policy The Spanish American War CONTENT STANDARD 11 US 7: The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for and results of the Spanish American War. 11US 7.1 The student understands that economic interests and public opinion often influence US involvement in international affairs. The student understands the reasons for American expansionism i.e. manifest destiny, social Darwinism, missionary movement, business expansion, frontier termination understands the reasons for the Spanish American War i.e. protection of American interests in Cuba, America s support of Cuban rebel to gain independence from Spain, rising tensions as a result of the de Lome letter and the sinking of the Maine, exaggerated news reports of events (Yellow Journalism). US 1.c -sequences events in United States history. US 1.d -interprets ideas and events from different historical perspectives. US 1.e -evaluates and debates issues orally/or and in writing. US 1.f -analyzes and interprets maps that include major physical features. 15

16 11US 7.2 The student understands that America became an imperialistic nation. The student explains the extent of America s influence in the western hemisphere through the use of the. Monroe Doctrine, Roosevelt Corollary, Dollar Diplomacy understands the extent of America s influence in the pacific i.e. Open Door policy, creation of trade routes, extension of naval bases. (Skills) US 1.a US 1.c US 1.d US 1.e US 1.f The student -analyzes and interprets primary and secondary source documents to -sequences events in United States history. -interprets ideas and events from different historical perspectives. -evaluates and debates issues orally/or and in writing. -analyzes and interprets maps that include major physical features. 11US 7.3 The student understands that the United States emerged as a world power as a result of victory over Spain in the Spanish American war (Skills) US 1.a US 1.d US 1.e The student -understands the implications of the Spanish American War i.e. 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. The student -analyzes and interprets primary and secondary source documents to -interprets ideas and events from different historical perspectives. -evaluates and debate sissues orally/or and in writing. Key Terms: Frontier termination, imperialism, expansionism, sphere of influence, extraterritoriality 16

17 World War I and its Aftermath CONTENT STANDARD 11 US 8: The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States involvement in World War I, the course of the war, and its leadership role at the conclusion of the war. 11US 8.1 The student understands that 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. The student understands the underlying causes of World War I i.e. arms race, imperialism, the alliance system, chaotic European politics, and expansionism explains the reasons for America s involvement in World War I by discussing America s inability to remain neutral as a result of unrestricted submarine warfare, the Zimmerman note, the Russian revolution, and US economic and political ties to Great Britain. (Skills) US 1.a US 1.b US 1.c US 1.d US 1.e US 1.f The student -analyzes and interprets primary and secondary source documents to -makes connections between past and present. -sequences events in United States history. -interprets ideas and events from different historical perspectives. -evaluates and debates issues orally and/or in writing. -analyzes and interprets maps that include major physical features. 17

18 11US 8.2 The student understands that roles for women changed as a result of World War I The student understands that women entered jobs previously held by men understands that some women joined the military understands that women were encouraged by the government to change social roles. US 1.c -sequences events in United States history. 11US 8.3 The student understands that technological inovations changed the face of warfare. The student interprets the impact that new weapons had on the ability towage war i.e. machine gun, poison gas, tanks, airplanes, submarines, trench warfare, liquid gas. US 1.c -sequences events in United States history. 11US 8.4 The student understands that government agencies were created to control or regualte all aspects of American life during World War I. The student explains the what is meant by the creation of a war economy investigates the restrictions placed on civil rights during World War I i.e. Committee on Public Information, the Espionage and Sedition acts, Shenk v. United States, Abrams v. US 18

19 US 1.d -interprets ideas and events from different historical perspectives. US 1.e -evaluates and debates issues orally and/or in writing. 11US 8.5 The student understands that the impact of World War I changed the world order (Skills) US 1.a US 1.c US 1.d US 1.e US 1.f The student -understands the long range impact of World War I i.e. political and geographical realignment, rise of authoritarian governments, US emerges as a world power, Marxist influence increases, Wilson s Fourteen Points, and the Treaty of Versailles. The student -analyzes and interprets primary and secondary source documents to -sequences events in United States history. -interprets ideas and events from different historical perspectives. -evaluates and debate issues orally and/or in writing. -analyzes and interprets maps that include major physical features. The student understands that there were disagreements 11 US 8.6 about the extent to which the United States should isolate itself from world affairs. The student explains America s world leadership role as the war ended i.e. Wilson s plan for a League of Nations and the Senate s refusal to join the League Key Terms: Alliances, neutrality, mobilization, espionage, sedition, armistice, 19

20 The Early 20th Century CONTENT STANDARD 11 US 9: The student will demonstrate knowledge of the social economy, and technological changes of the early twentieth century by explaining how developments in transportation (including the automobile), communication, and electrification changed American life. 11US 9.1 The student understands that technology extended progress into all areas of American life, including neglected rural areas. The student demonstrates that the results of improved transportation brought by affordable automobiles led to greater mobility, the creation of jobs, the growth of transportation related industries (road construction, oil, steel, automobile) and the movement to suburban areas explains the importance of the development of the airplane explains the impact of the following communication changes: increased availability of telephones, the development of the radio and broadcast industry and the development of movies explains how electrification changed American life e.g. labor-savings products (washing machines, electric stoves, water pumps), electric lighting, entertainment (radio), improved communications. US 1.e -evaluates and debates issues orally and/or in writing Key Terms: Assembly lines, materialism, conspicuous consumption, scientific management, consumer credit 20

21 CONTENT STANDARD 11 US 10: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by describing the social and political changes that took place including Prohibition, and the Great Migration north. 11US 10.1 The student understands that reforms in the early twentieth century could not legislate how people behaved. The student explains what prohibition was as well as its effectiveness explains the varying results of prohibition i.e. speakeasies, bootlegging, the promotion of organized crime. US 1.e -evaluates and debates issues orally and/or in writing 11US 10.2 The student understands that economic conditions and violence led to the migration of people. The student explains why jobs for African Americans were scarce and low paying explains why African Americans faced discrimination and violence in the South determines why African Americans moved to northern cities in search of better employment opportunities explains why African Americans also faced discrimination and violence in the North. 21

22 11US 10.3 The student understands that the transition from war to peace has serious economic and social implications. The student demonstrates how the following had an impact on the economy following World War I, high unemployment, retooling of industry, feelings of disillusionment, the Red Scare, isolationism, and the return to political conservatism. US 1.e -evaluates and debates issues orally and/or in writing 11US 10.4 The student understands that conflict among varying social groups was caused by economic and social changes of the era. The student explains beliefs of urban America ran into conflict with rural America understands the meaning of fundamentalism and the impact it had on the 1920s explains the reemergence of the Ku Klux Klan identifies the new role of women in the 1920s. US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing Key Terms: Conservatism, fundamentalism, flapper, Scopes Monkey Trial, Palmer raids, the Red Scare, 22

23 CONTENT STANDARD 11 US 11: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by examining the art, literature, and music from the 1920s and 1930s. 11US 11.1 The student understands that the decades of the 1920s and 1930s were important decades for American art, literature, and music The student -describes the new growth that took place in the areas of art (new styles and artists such as Stella, Harper, O Keeffe), literature (identify notable works and authors such as Fitzgerald, Hemingway, Steinbeck), music (impact of jazz, new musical interpretations with musicians such as Gershwin and Copeland), dance (Charleston), and theatre (both live and motion pictures) explains the varying results of prohibition i.e. speakeasies, bootlegging, the promotion of organized crime. The student US 1 b -makes connections between past and present. 11US 11.2 The student understands that the leaders of the Harlem Renaissance drew upon the heritage of black culture to establish themselves as powerful forces for cultural change. The student understands that African American artists, writers, and musicians based in Harlem revealed the freshness and variety of African culture. e.g. Art - Jacob Lawrence, literature Langston Hughes, music Duke Ellington, Louis Armstrong, and Bessie Smith (Skills) US 1.a -analyzes and interprets primary and secondary source documents to US 1 b -makes connections between past and present. Key Terms: Lost generation, renaissance 23

24 The Great Depression CONTENT STANDARD 11 US 12: The student will demonstrate knowledge of the social economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. 11US 12.1 The student understands that the optimism of the 1920s concealed problems in the American economic system and attitudes about the role of government in controlling the economy. The student identifies the causes of the Great Depression i.e. over speculation on stocks, margin buying, increased credit debt, overproduction in industry and agriculture, change from a wartime to a peacetime economy, maldistribution of wealth, high protective tariffs. US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing. 11US 12.2 The student understands that the Great Depression had a widespread and severe impact on American life. The student understands the impact the Great Depression had on American i.e. and business failures, high unemployment, hunger and homelessness, plight of the farmer, disillusionment with government, political and social response from the left and the right. US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing. 24

25 11US 12.3 The student understands that Franklin Roosevelt s New Deal used government programs to help the nation recover from the Depression. The student describes the major features of the New Deal i.e. Social Security, federal work programs, environmental improvement programs, farm assistance programs, increased rights for labor and the adoption of Keynesian economics. Students will understand the impact of the New Deal i.e. the creation of a welfare state, increase reliance on the government, creation of big government bureaucracy, and a shift in political philosophies. US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing. Key Terms: margin buying, speculation, hoovervilles, bonus army, Keynesian economics, court packing, brain trust 25

26 Causes and Events of World War II CONTENT STANDARD 11 US 13: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. 11US 13.1 The student understands that political and economic conditions in Europe following World War I led to the rise of authoritarian governments and to World War II. The student understands the causes of World War II i.e. political and economic devastation in Europe resulting from World War I; worldwide depression; high war debt owed by Germany; high inflation; massive unemployment. US 1.e -evaluates and debates issues orally and/or in writing. 11US 13.2 The student understands that the rise of totalitarianism threatened peace in Europe and Asia. The student understands that totalitarianism occurs when total power is given to a dictator and individual freedoms are denied i.e. Hitler s Germany, Mussolini s Italy, and Tojo s Japan explains how failure of the League of Nations also contributed to the outbreak of hostilities. US 1.a -analyzeasand interprets primary and secondary source documents to US 1.e -evaluates and debates issues orally and/or in writing. 26

27 11US 13.3 The student understands that as conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. The student expands upon the reasons for America s gradual change from a policy of neutrality to involvement in World War II i.e. isolationism (great Depression, legacy of WWI), economic aid to the allies (lend lease), direct involvement in the war on the side of the allies (following the attack at Pearl Harbor) explains the reasons for the rising tensions between Japan and the United States summarizes the attack at Pearl Harbor, understand why the United States declared war against Japan and why Germany declared war against the Unites States explains how public support for the war effort went from little to full following the attack at Pearl Harbor. US 1.e -evaluates and debates issues orally and/or in writing. US 1.f -analyzes and interprets maps that include major physical features. 11US 13.4 The student understands that technological advances in weapons systems changed the face of World War II. The student identifies some of the major technological advances in weapons systems used during World War II i.e. radar, sonar, unmanned rockets, air supremacy, jet planes, aircraft carriers, long range bombers, and the atomic bomb. Key Terms: Fascism, nazism, totalitarianism, appeasement, blitzkrieg, Munich conference 27

28 World War II CONTENT STANDARD 11 US 14: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the major events and turning points of the war in Europe and the Pacific. 11US 14.1 The student understands that despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. The student identifies the major events and turning points of World War II i.e. Germany s invasion of Poland, setting off war in Europe, the Soviet Union s invasion of Poland and the Baltic states, Germany s invasion of France, the Battle of Britain, America s battleship lease with Britain in return for military bases in Bermuda and the Caribbean, the attack at Pearl Harbor, the key turning points - Battle of Midway, Battle of Stalingrad, Allied invasion of North Africa (Operation Torch) and the invasion of Italy, the war in the Atlantic (submarine) the D-Day invasion and the liberation of Western Europe, the island hopping campaign in the Pacific and the decision to drop two atomic bombs (Hiroshima and Nagasaki) forcing Japan to surrender and ending World War II. US 1.e -evaluates and debates issues orally and/or in writing. US 1.f -analyzes and interprets maps that include major physical features. 11US 14.2 The student undertands that the Holocaust is an example of prejudice and discrimination taken to the extreme. The student explains the reasons for the Holocaust i.e. anti-semitism, Aryan supremacy, systematic attempt to rid Europe of all Jews explains the tactics used by the Nazis in an attempt to rid Europe of all Jews i.e. boycott of Jewish stores, threats, segregation, deportation, and the imprisonment and killing of Jews in both concentration and death camps. 28

29 understands that there were other groups who also fell victim to the Nazis i.e. gypsies, homosexuals, communists, political opponents etc. US 1.e -evaluates and debates issues orally and/or in writing Key Terms: Island hopping, final solution CONTENT STANDARD 11 US 15: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of World War II on the home-front. 11US 15.1 The student understands that despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan. The student understands that American involvement in World War II brought an end to the Great Depression as factories and workers were needed to produce goods to win the war effort understands that the role of women changed due to the war shortage and they were encouraged to take jobs in the defense plants during the war (e.g. Rosie the Riveter). US 1.e -evaluates and debates issues orally and/or in writing 29

30 11US 15.2 The student understands that World War II affected every aspect of American life and that Americans were asked to make sacrifices in support of the war effort and the ideas for which they fought. The student explains how Americans at home supported the war effort by conserving and rationing resources and purchasing war bonds discovers that the need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants) although discrimination against African Americans continued. Students will understand that while many Japanese Americans served in the armed forces, others were treated with distrust and prejudice, and many were forced into internment camps. US 1.e -evaluates and debates issues orally and/or in writing 30

31 Rebuilding of Europe and Japan and the Emergence of the US as a Superpower. CONTENT STANDARD 11 US 16: The student will demonstrate knowledge of the economic, social, and political transformation of the United States and its relationship with other nations following World War II by describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. 11US 16.1 The student understands that following World War II the United States accepted its role as a world superpower, helping to rebuild Europe and Japan, and taking the leading role in establishing the United Nations. The student understands that Europe was in ruins following World War II. Soviet forces occupied most of Eastern and Central Europe and the eastern portion of Germany. The United States felt it was in its best interests to rebuild Europe and prevent political and economic instability identifies and explains the following programs and events in Europe: Truman Doctrine, Marshall Plan, partition of Germany, Berlin crises and airlift identifies the changes that took place in Japan during the American occupation lists the parts of the United Nations and describe the function of each part. US 1.e -evaluates and debates issues orally and/or in writing US 1.f -analyzes and interprets maps that include major physical features. Key Terms: Containment, iron curtain 31

32 CONTENT STANDARD 11 US 17: The student will demonstrate knowledge of the economic, social, and political transformation of the United States following World War II by describing the conversion from a wartime to a peacetime economy. 11US 17.1, The student understands that following World War II Americans prospered due to an expanding economy stimulated by America s involvement in the war The student explains the reasons for the rapid growth of the American economy following World War II i.e. with rationing of consumer goods over, business converted from production of war materials to consumer goods; Americans purchased goods on credit; the labor force shifted back to men and most women returned to family responsibilities; labor unions merged and became more powerful; workers gained new benefits and higher salaries understands that as prosperity continued and technology boomed, the next generation of women re-entered the labor force in large numbers explains the creation of a military industrial complex. 32

33 The Cold War CONTENT STANDARD 11 US 18: The student will demonstrate knowledge of the economic, social, and political transformation of the United States and its relationship with other nations following World War II by identifying the role of America s ideals in defending freedom during the Cold War through the collapse of communism. 11US 18.1 The student understands that the United States and the Soviet Unionemerged from World War II as world powers, triggering a rivlary over ideology and national security. The student defines the term Cold War a state of tension between the United States and the Soviet Union without actual fighting that divided the world into two camps understands the origins of the Cold War and explain the differences in goals and ideologies between the United States and the Soviet Union (the two superpowers) The United States was democratic and capitalist; the Soviet Union was dictatorial and communist explains the concept behind NATO and the Warsaw Pact understands the space race concept. US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing US 1.f -analyzes and interprets maps that include major physical features. 11US 18.2 The student understands that since World War II, the United States has been directoy involved in various conflicts that reflected the divisions created by Cold War tensions and hostilities. 33

34 The student explains how South Korea and the United States resisted Chinese and North Korean aggression along with why this conflict ended in a stalemate understands that the Cuban Missile Crisis occurred when the Soviet Union placed missiles in Cuba. The Soviets removed the missiles in response to a US blockade explains how the United States intervened to stop the spread of communism into South Vietnam and that this conflict ended in a cease-fire agreement in which US troops withdrew. US 1.b -makesconnections between past and present. US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing US 1.f -analyzes and interprets maps that include major physical features. 11US 18.3 The student understands that following the tension between the free world and the communist world caused divisiveness at home and abroad. The student examines why Cold War conflicts created political and social unrest i.e. McCarthyism, anti-war protests, distrust of the government. US 1.a -analyze and interpret primary and secondary source documents to US 1.b -make connections between past and present. US 1.c -sequence events in United States history. US 1.d -interpret ideas and events. US 1.e -evaluate and debate issues orally and/or in writing US 1.f -analyze and interpret maps that include major physical features. US 1.g -interpret slogans and documents. 34

35 11US 18.4 The student understands that the Cold War was the central organizing principle in foreign affairs for 40 years. The student examines several of the breakthroughs in foreign policy during the Cold War i.e. recognition of China, détente with the Soviet Union, arms limitations talks understands the reasons for the collapse of communism in Europe i.e. breakup of the Soviet Union into independent countries, destruction of the Berlin Wall examines new challenges faced by the United States since the collapse of communism i.e. the role of military intervention; environmental challenges; global issues, including trade, jobs, disease, and terrorism. (Skills) The student US 1.c -sequences events in United States history. US 1.e -evaluatea and debates issues orally and/or in writing Key Terms: brinksmanship, balance of terror, arms race, mutual annihilation, détente, pin pong diplomacy, stalemate, Sputnik, U-2, domino theory, perestroika, 35

36 American Society Post WWII CONTENT STANDARD 11 US 19: The student will demonstrate knowledge of the economic, social, and political transformation of the United States following World War II by describing the changing patterns of society, including expanded educational, social, and economic opportunities. 11US 19.1 The student understands that changing patterns in American society at the end of World War II changed the way most Americans lived and worked. The student examines the factors that contributed to changing patterns in US society i.e. strong economy (healthy job market, increased productivity, increased demands for American products); greater investment in education; The Baby Boom, which led to changing demographics; the interstate highway system; expansion of the Civil Rights Movement and the evolving role of women (see Content Standard 18); the Great Society and the war on poverty, the youth movement (hippies, SDS, drug culture, music, dance) examines the policies and programs that led to expanding educational and employment opportunities i.e. G.I. Bill of Rights gave educational, housing, and employment benefits to World War II veterans; Truman desegregated the armed forces, Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities; technological and political pressures led to reform of educational standards. (Skills) US 1.c -sequences events in United States history. US 1.g -interprets slogans and documents. Key Terms: Baby boom, hippies, counterculture, war on poverty 36

37 Civil Rights Movement/Changing Role of Women CONTENT STANDARD 11 US 20: The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by examining the Civil Rights Movement and the changing role of women. 11US 20.1 The student understands that the Civil Rights Movement resulted in legislation that ensured constitutional rights to all citizens regardless of race. The student understands some of the effects of segregation i.e. separate educational facilities and resources for white and black students; separate public facilities (e.g., restrooms, drinking fountains, restaurants); social isolation of the races. Students will understand the development of the Civil Rights Movement i.e. opposition to Plessy v. Ferguson Separate but equal ; Brown v. Board of Education, desegregation of the schools; Martin Luther King passive resistance against segregated facilities; Rosa Parks Montgomery bus boycott, Civil Rights Act of 1964; Voting Rights Act of 1965; US 1.c -sequences events in United States history. US 1.e -evaluates and debates issues orally and/or in writing US 1.g -interprets slogans and documents. 37

38 11US 20.2 The student understands that the Civil Rights Movement led to social unrest. The student describes the social unrest that occurred because of the Civil Movement i.e. understand some of the effects of segregation i.e. Rosa Parks Montgomery bus boycott, enforced desegregation of the schools using the National Guard; organized protests, Freedom Riders, sit-ins, marches, race riots (e.g., Watts and Detroit). US 1.c -sequences events in United States history. US 1.g -interprets slogans and documents. 11US 20.3 The student understands that women s activists were inspired by the achievements of the Civil Rights Movement and took action to gain equality for themselves, particularly in the workplace. The student illustrates the changing role of women i.e. from workplace disadvantages, discrimination in hiring practices, lower wages for women v. men, to improved conditions: National Organization for Women (NOW), Title IX, equal pay for equal work, a focus on equal opportunity employment created a wider range of options and advancement for women in education, business, and public service. (Skills) US 1.b US 1.c US 1.d US 1.g The student -makea connections between past and present. -sequences events in United States history. -interprets ideas and events. -interprets slogans and documents. Key Terms: civil disobedience, passive resistance sit-ins, boycott, freedom rides, Black Panthers, black militancy, gender discrimination, Title IX, glass ceiling 38

39 Impact of New Technologies CONTENT STANDARD 11 US 21: The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by describing the development of new technologies and their impact on American life. 11US 21.1 The student understands that after World War II, Americans urned their attention to the development of new technologies. The student identifies the industries benefiting from new technologies i.e. airline industry; automobile industry and interstate highway system; entertainment and news media industry; exploration of space; computer industry; satellite system; telecommunications (pagers, cell phones, television); internet describes the impact the new technologies had on American life i.e. increased domestic and international travel for business and pleasure; greater access to news and other information; cheaper and more convenient means of communication; greater access to heating and air conditioning; decreased regional variation, resulting from nationwide access to entertainment and information provided by national television and radio programming; Internet service; computer games. US 1.c -sequencesevents in United States history. 39