First Nine Weeks. 1. Have students define region.

Transcription

1 First Nine Weeks : USII.2c The student will use maps, globes, pictures or tables for locating the 50 states and the cities most significant to the historical development of the United States. USII.1f,g 1. Define region. (States may be grouped as part of different regions, depending upon criteria used.) 2. Identify the seven political regions of the United States. (Northeast, Southeast, Midwest, Southwest, Rocky Mountains, Pacific, Noncontiguous) 1. Have students define region. 2. Relationship Builder: Students color in maps of seven political regions. Students will then find at least one other person in the room who colored the maps using the same colors in the same places they did, or as close as they can get. 3. Have students label maps of seven regions. 4. Relationship Builder: Have students in groups. Have them start with a blank piece of paper with just the state name at the top. Each student must write one state in that region, they then pass it to the right, until all the states have been identified. 5. Relationship Builder: Have students write down the total number of states they have visited, then get into groups of matching numbers to discuss one thing they did in their travels. Document Page 7 Page 29 US History II - Maps Regions Map of U.S. Regions - Labeled 1-2 days 1.Pre- and Post-test 2. Completed regions map. 3. Vocabulary quiz. 4. Regions map quiz. 5. Teacher made Unit Test 1

2 First Nine Weeks : USII.3a The student will demonstrate knowledge of the effect of Reconstruction on American life by analyzing the impact of the 13 th, 14 th, and 15 th Amendments to the Constitution of the United States. USII.1a, b, c, d 1. Explain the basic provisions of the 13 th Amendment. (It bans slavery in the United States and all of its territories.) 2. Explain the basic provisions of the 14 th Amendment. (It grants citizenship to all persons born in the United States and guarantees them equal protection under the law.) 3. Explain the basic provisions of the 15 th Amendment. (It ensures all citizens the right to vote regardless of race, color, or previous condition of servitude.) 4. Analyze the impact that the 13 th, 14 th, and 15 th Amendments had on the issue of slavery and guaranteed equal protection under the law for all citizens. associated with the amendments. (provision, ban, condition of servitude, Amendment) 2. Read and discuss the Amendments as a class. 3. Provide students with examples of various scenarios relating to the amendments and have the students match the scenarios with the correct amendments. 4. Have students make a foldable, where they match the provisions to the Amendments. 5. Cloze reading activity. 6. Relationship Builder: Students draw one of the three amendments out of a bag. They find others who have the same amendment and discuss its lasting impact. Page 8 Page 27 US History II 13, 14, 15, Amendment Textbook U.S. Constitution 2-3 days 1. Pre- and Post-test 2. Completed scenario activity. 3. Vocabulary quiz. 4. Cloze reading activity. 5. Teacher made Unit Test. 2

3 First Nine Weeks : USII.3b The student will demonstrate knowledge of the effects of Reconstruction on American life by describing the impact of Reconstruction policies on the South and North. USII.1a, c,d,e i 1. Describe the impact of Reconstruction policies in the South. (Southern military leaders could not hold office; Northern soldiers supervised the South; Freedmen s Bureau; Carpetbaggers took advantage of the South during Reconstruction.) 2. Explain how Reconstruction impacted former slaves. (African Americans could hold office; African Americans gained rights with the Civil Rights Act of 1866; southern states adopted Black Codes) 3. Explain the end of Reconstruction. (Reconstruction ended in 1877 with the compromise of the presidential election of 1876; federal troops were removed from the South; rights that were gained by African Americans were lost through Jim Crow laws.) associated with Reconstruction. (Reconstruction, enslaved, policy, authorize, enforce, Freedman s Bureau, establish, aid, resent, carpetbagger, Black Codes, compromise, Jim Crow Laws) 2. Use the websites to have the students read the information and give predictions as to how things would have been different had the Freedmen s Bureau not existed or if the Election of 1876 had turned out differently. 3. Relationship Builder: Have the students pair up with one as the Southerner and one as the Northerner and have them present their feelings about Reconstruction to one another. 4. Have students write an analysis of the carpetbagger political cartoon. Page 9 Page 27 US History II Reconstruction Policies Freedmen s Bureau Election of 1876 Carpetbagger political cartoon 3-4 days 1. Pre- and post-test 2. Vocabulary quiz. 3. Complete website activity. 4. Complete pair activity. 5. Teacher made Unit Test. 3

4 First Nine Weeks : USII.3c The student will demonstrate knowledge of the effects of Reconstruction on American life by describing the legacies of Abraham Lincoln, Robert E. Lee, and Fredrick Douglass. USII. 1a, d, h, i 1. Explain how the actions of Lincoln had a lasting impact on Reconstruction. (Reconstruction plan calling for reconciliation; preservation of the Union was more important than punishing the South) 2. Explain how the actions of Robert E. Lee had a lasting impact on Reconstruction. (Urged Southerners to reconcile with Northerners at the end of the war; became president of Washington College, which is now known as Washington and Lee University) 3. Explain how the actions of Frederick Douglass had a lasting impact on Reconstruction. (Fought for adoption of constitutional amendments that guaranteed voting rights; powerful voice for human rights and civil liberties for all) associated with Lincoln, Lee, and Douglass. (impact, reconcile, preservation, civil liberty) 2. Have students complete a foldable where they match the three men with their actions regarding Reconstruction. 3. Take on the character of one of the three and write a journal entry with supporting facts about your views on Reconstruction. 4. Relationship Builder: Have the students get into groups of three and research the speeches of Lincoln, Lee and Douglass on Reconstruction, assigning each student a different person. Have them explain to each other what the three men said about their views in speeches. 5. Have students create a Venn Diagram comparing and contrasting the views of these three men. Page 10 Page 21 Sandbox: \\500f101 US History II Lincoln, Lee, and Douglass Abraham Lincoln s speech on Reconstruction Robert E. Lee s Views on Reconstruction Frederick Douglass s What the Black Man Wants speech 2-3 days 1. Pre- and Post-Test 2. Completion of foldable. 3. Vocabulary quiz. 4. Journal entry. 5. Participation in group activity. 6. Venn Diagram. 7. Teacher made Unit Test 4

5 First Nine Weeks : USII.4c The student will demonstrate knowledge of how life changed after the Civil War by describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-reconstruction South. USII.1a, b, c, d 1. Give specific examples of discrimination after Reconstruction. (Segregation based on race; directed primarily against African Americans, but others groups also segregated; American Indians not considered citizens until 1924) 2. Explain how Jim Crow laws institutionalized a system of legal segregation. (Passed to discriminate against African Americans; made discrimination practices legal in many communities and states; characterized by unequal housing, work, education, and government opportunities) 3. Compare and contrast African American responses to discrimination and Jim Crow. (Booker T. Washington and W.E.B. DuBois) associated with African American discrimination. (discrimination, institutionalize, segregate, characterize, vocational education) 2. Journal entry: Have the students write a journal entry from the perspective of a person who is being discriminated against. Conversely, have them also write a journal entry from the perspective of a white citizen including not only examples of what they see, but their opinions of the people on the other side of the debate. Have them discuss what sorts of misconceptions arose from discrimination. 3. Relationship Builder: Have the students pair up and debate how to approach the issue of discrimination based on the ideas of DuBois and Washington. 4. Cloze reading activity. Page 13 Page 21 US History II Jim Crow, Washington, and DuBois Booker T. Washington Biography W.E.B. DuBois Biography 3-4 days 1. Pre- and Post-Test 2. Vocabulary quiz. 3. Journal entry. 4. Debate. 5. Cloze reading activity. 6. Teacher made Unit Test 5

6 First Nine Weeks : USII.2a The student will use maps, globes, photographs, pictures, or tables for explaining how physical features and climate influenced the movement of people westward. USII. 1a, f, i 1. Describe why people s perceptions and use of the Great Plains changed. (Because of new technologies, people stopped seeing the flatlands with frequent dust storms and little rainfall not as a treeless wasteland, but as a vast area to be settled.) 2. Identify technological advances which allowed people to live in more challenging environments. (Barbed wire, steel plows, dry farming, sod houses, beef cattle raising, wheat farming, windmills, railroads) associated with westward expansion. (perception, technological advances, environment, adapt, erode, vast) 2. Physical map of the west. 3. Choose one of the inventions which allowed for increased westward expansion. Create an advertisement for your invention in which you explain what your invention does and how it will help make someone s life on the Great Plains easier. 4. Relationship Builder: Have students watch the video on westward expansion and jot down 10 facts. After the video, have them get into groups and list the top three reasons for westward expansion and share them with the class. Page 5 Page 21 US History II Climate of the West Great Plains Facts United Streaming Video: Boom or Bust: Mining and the Opening of the American West 4-5 days 1. Pre- and Post-Test 2. Vocabulary quiz. 3. Map completion. 4. Advertisement completion facts. 6. Teacher made Unit Test 6

7 First Nine Weeks : USII.4a The student will demonstrate knowledge of how life changed after the Civil War by identifying the reasons for westward expansion, including its impact on American Indians. USII.1a, d USII.4b 1. Identify reasons for westward expansion. (Opportunities for land ownership; technological advances; looking for gold and silver; adventure; new beginning for former slaves) 2. Describe the impact of westward expansion on American Indians. (Opposition to expansion; forced relocation to reservations; assimilation attempts; broken treaties) 3. Describe the experiences of the Chinese and Irish workers who helped build the Transcontinental Railroad. (Discrimination, segregation, etc.) associated with westward expansion. (migration, expansion, transcontinental, obtain, relocation, reservation, assimilation, reduction, treaty) 2. Have the students create a brochure advertising westward expansion and why people should no longer think of it as a treeless wasteland, but as a land of opportunity. 3. Map of American Indian battles and locations. 4. Have students write a journal entry as if you were an American Indian being forced by the government to assimilate and move onto a reservation. 5. Cloze reading activity. Page 11 Page 21 US History II Westward Expansion Map of Indian Battles 4-5 days 1. Pre- and Post-Test 2. Vocabulary quiz. 3. Brochure completion. 4. Map completion. 5. Journal entry. 6. Cloze Reading activity. 7. Teacher made Unit Test 7

8 First Nine Weeks : USII.2c The student will use maps, globes, pictures or tables for locating the 50 states and the cities most significant to the historical development of the United States. USII.1f,g 1. Define city. (Cities serve as centers of trade and have political, economic, and/or cultural significance.) 2. Locate the 19 major cities of the United States. (Northeast: New York, Boston, Pittsburgh, Philadelphia; Southeast: Washington, D.C., Atlanta, New Orleans; Midwest: Chicago, St. Louis, Detroit; Southwest: San Antonio, Santa Fe; Rocky Mountains: Denver, Salt Lake City; Pacific: San Francisco, Los Angeles, Seattle; Noncontiguous: Juneau, Honolulu) 1. Students define city. 2. Have students label maps of 19 cities. 3. Divide cities up among students and have them create a travel brochure explaining what the city is known for, where it s located, etc. 4. Use SMART Board activity which identifies the cities by which region they are in. Page 7 Page 21 US History II - Maps - Cities 1-2 days 1. Pre- and Post-Test 2. Completed cities map. 3. Vocabulary quiz. 4. Cities map quiz. 5. SMART Board review. 6. Teacher made Unit Test 8

9 First Nine Weeks : USII.4b The student will demonstrate knowledge of how life changed after the Civil War by explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. USII.1b, c, d, f 1. Analyze how population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. (Why did immigration increase? Hope for better opportunities; desire for religious freedom; escape from oppressive governments; desire for adventure. Why did cities grow and develop? Immigration to America, movements of families from rural areas to urban areas for jobs) 2. Explain how population changes, growth of cities, and new inventions produced problems in urban areas. (Efforts to solve immigration problems, like settlement houses; Hull House and Jane Addams; Challenges of cities; political machines; tenements and ghettos, political corruption) associated with the growth of cities. (population, interaction, produce, urban, immigration, opportunity, oppressive, specialize, industrialization, urbanization, tenement, settlement house, political machine, ghetto, corruption) 2. Have students write a journal entry pretending to be an immigrant to the United States describing their voyage and experience once they arrived here. 3. Have students construct a timeline of an immigrant s trip to the United States. 4. Have the class work on a plan for a settlement house for Lynchburg for today. Have them include the types of activities and programs from which immigrants to America today could benefit. Page 12 Page 21 US History II Growth of Cities Immigration to the United States Path United Streaming Video: Jane Addams Founds Hull House in Chicago 6-7 days 1. Pre- and Post-Test 2. Vocabulary quiz. 3. Journal entry. 4. Timeline. 5. Settlement house design. 6. Teacher made Unit Test. 9

10 First Nine Weeks : USII.2b The student will use maps, globes, photographs, pictures, or tables for explaining relationships among natural resources, transportation, and industrial development after USII.1b, c, f 1. Explain how advances in transportation linked resources, products, and markets. (Moving natural resources such as copper and lead, to eastern factories; moving iron ore to steel mills in Pittsburgh; transporting finish products to national markets) 2. Identify manufacturing areas that were clustered near centers of population. (Textiles: New England; automobiles: Detroit; steel: Pittsburgh; meat-packing: Chicago) associated with transportation and city growth. (resource, product, market, manufacture, ore, textile) 2. Have students create a map with major manufacturing areas and railroad lines on it. 3. Have students create a Venn Diagram showing what all of the cities that grew and developed had in common. Page 6 Page 21 US History II Transportation and City Growth Transcontinental Railroad Maps United Streaming Video: American History: Urban Growth in America 2-3 days 1. Pre- and Post-Test 2. Vocabulary quiz. 3. Manufacturing map. 4. Venn Diagram. 5. Teacher made Unit Test 10

11 First Nine Weeks : USII.4d The student will demonstrate knowledge of how life changes after the Civil War by explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms USII.1b, c, f 1. Explain the transformation of the United States from an agricultural to an industrial nation after the Civil War. (Reasons for rise in prosperity and big business, i.e., national markets created by advances in transportation, Captains of Industry John D. Rockefeller oil, Andrew Carnegie steel, Cornelius Vanderbilt shipping and railroads, advertising, and lower-cost production; factors that resulted in the growth of industry, like access to raw materials and energy, availability of workforce, inventions, and financial resources; examples of big business, i.e., railroads, steel, and oil; postwar changes in farm and city life, such as mechanization like the reaper, industrial development in cities increasing labor needs and providing new access to consumer goods.) associated with the rise of big business. (agricultural, positive, negative, influence, contribute, captains of industry, prosperity, advertising, raw materials, financial resources, mechanization, labor, consumer goods, transform) 2. Relationship Builder: Debate the merits of new inventions in pairs or groups. 3. Create an advertisement for one of the inventions or businesses discussed in this section. 4. Have students choose a business today and create a business model based on the philosophies of the captains of industry in which the students develop a plan to have the largest company in their field. 5. Have students create a foldable. Page 14 Page 21 US History II Rise of Big Business Inventors and their inventions The Captains of Industry United Streaming Video: Inventions and Industry United Streaming Video: Edison and the Age of Electricity 6-7 days 1. Pre- and Post-Test 2. Vocabulary quiz. 3. Debate. 4. Advertisement. 5. Creation of business model. 6. Foldable. 7. Teacher made Unit Test. 8. Remediation, where necessary. 11

12 First Nine Weeks : USII.4d The student will demonstrate knowledge of how life changes after the Civil War by explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms. USII.1b, c, f 2. Compare and contrast the positive and negative effects inventions had on society. (Inventions that contributed to great change and industrial growth, such as electric lighting and other mechanical uses of electricity by Thomas Edison and telephone service from Alexander Graham Bell s invention of the telephone) 6. Relationship Builder: Play a game of Monopoly. 12

13 Second Nine Weeks : USII.2c The student will use maps globes, photographs, pictures, or tables for locating the 50 states and the cities most significant to the historical development of the United States. USII.1f, G 1. Locate and group the 50 states in terms of their region (Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania; Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas; Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota; Southwest: Texas, Oklahoma, New Mexico, Arizona; Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho; Pacific: Washington, Oregon, California; Noncontiguous: Alaska, Hawaii) 1. Have students define states. 2. Class can use the computer lab to review geography by playing interactive map games. 3. As a class have students label all 50 states on printable map with aid from a Smart board. 4. Relationship Builder: Have students get in pairs or groups and use sidewalk chalk outside to draw from memory the United States and try to label as many states and major cities as possible. 5. Have students create a foldable of one of the seven regions learned. They should include information on the states and major cities in that region. 6. Relationship Builder: Have students work in pairs or groups to create a song or poem about the 50 states or a specific region. Page 7 Pages 4-7 US History II Geography 50 States Rap Blank 50 States Maps 50 States Computer Game 50 States Computer Game 2 50 States Computer Game Days 1. Pre- and Post Test. 2. States Maps Quiz States Song. 4. Foldable. 5. Teacher made Unit Test. 13

14 Second Nine Weeks : USII.4e The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage and the Temperance Movement. USII.1a, b, c, d, i 1. Understand how the reforms of the Progressive Movement changed the United States (Improve safety conditions, reduced work hours, restrictions on child labor, and the rise of organized labor (unions) 2. Describe the negative effects of industrialization (Child labor, low wages, long hours, and unsafe working conditions 3. Identify the key leaders in the Women s Suffrage Movement (Susan B. Anthony and Elizabeth Cady Stanton) 4. Identify the causes and effects of the Temperance and Suffrage Movements (18 th and 19 th Amendments) associated with the Progressive Movement. (union, suffrage, strike) 2. Have students watch a Progressive Era Video from United Streaming and jot down ten facts. 3. Students can create a poster on the 18 th or 19 th Amendment and include in it an illustration and information on what the Amendment did and how it came to be. 4. Students can watch a video on the Triangle Shirtwaist Factory in New York City. 5. Lead a classroom discussion on reasons for the Temperance Movement and Women s Suffrage. Page 15 Pages 28, 29, and 36 US History II Progressive Movement United Streaming Video: America in the 20 th Century: The Progressive Era United Streaming Video: Workers Right: The Triangle Shirtwaist Tragedy 5-7 Days 1. Pre- and Post-Test. 2. Vocabulary Quiz th /19 th Amendment Posters. 4. Teacher made Unit Test. 14

15 Second Nine Weeks : USII.4e The student will demonstrate knowledge of how life changed after the Civil War by describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women s suffrage and the Temperance Movement. 6. Have students make a Venn Diagram comparing and contrasting the 18 th and 19 th Amendments. 7. Have students analyze two newspaper articles on prohibition. (one at the beginning and one at the end) Prohibition Begins Article Prohibition Ends Article 8. Relationship Builder: Have students work in groups to discuss how they would react as students if their school began to impose unjust rules and regulations on them as students. (This exercise would get them thinking as labor unions had to deal with the negative effects of industrialization) 15

16 Second Nine Weeks : USII.5a The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for and results of the Spanish American War. USII.1a, b, c, d, e, i The student will be able to 1. Explain the reasons for the Spanish American War (Protection of American business interests in Cuba, American support for Cuban independence from Spain, The sinking of the USS Maine and tensions with Spain, exaggerated news reports of events, yellow journalism) 2. Explain the Results of the Spanish American War (The United States emerging as a world power, Cuba gaining its independence from Spain, the United States gaining possession of Guam, the Philippines, and Puerto Rico) 3. Define Yellow Journalism and understand its impact on the Spanish American War associated with the Spanish American War. (Yellow Journalism, Independence, Expansionism, Imperialism) 2. Have students divide their papers into eight squares. In the 8 squares they will label and draw the reasons and results of the Spanish American War. (leaving one square empty) 3. Relationship Builder: Have students work in groups to try and analyze political cartoons from the Spanish American War era. 4. Have students listen to music from the Spanish American War era. 5. Have students write their own yellow journalism article on a lie or embellishment about themselves or their school. 6. Use a World Map to show Guam, Puerto Rico, and the Philippines. Page 16 Pages 41-43, US History II Spanish American War Reading on Yellow Journalism Spanish American War Political Cartoons (click on yellow journalism cartoon gallery) Spanish American War era music (click on Additional Resources Multimedia) 4-5 Days 1. Pre- and Post-Test. 2. Vocabulary Quiz 3. S-A War Drawing. 4. Yellow Journalism Article. 5. Teacher made Unit Test. 16

17 Second Nine Weeks : USII5b The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by describing Theodore Roosevelt s impact on the foreign policy of the United States. USII.1d, e, i USII.5a The student will be able to Understand Teddy Roosevelt s impact on the foreign policy of the United States (Big Stick Diplomacy, the Roosevelt Corollary, the building of the Panama Canal) 1. Have students define Roosevelt Corollary and Big Stick Diplomacy. 2. Have students watch a video from United Streaming on the building of the Panama Canal. 3. Have students analyze a political cartoon on Roosevelt s big stick policy. 4. Show students a map of the countries the U.S. was now becoming more involved with. (mainly Latin America) 4. Have students create a Venn Diagram that compares and contrasts Teddy Roosevelt with other previous presidents. Information should include Roosevelt s involvement in internal and external affairs. Page 17 Pages 38 and 43 US History II Big Stick Diplomacy and Roosevelt Corollary United Streaming Video: Geography in U.S. History: Americans Build the Panama Canal ( ) Teddy Roosevelt Cartoon 1 Teddy Roosevelt Cartoon Days 1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. Venn Diagram. 4. Political Cartoons. 5. Teacher made Unit Test. 17

18 Second Nine Weeks : USII5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. USII.1b, c, h, i The student will be able to 1. Identify the causes for World War I (Nationalism, Militarism, the System of Alliances, and the assassination of Archduke Ferdinand) 2. Describe the reasons for the U.S. becoming involved in World War I (Inability to stay neutral, German submarine warfare and the sinking of the Lusitania, the U.S. economic and political ties to Great Britain, and the Zimmermann Telegram associated with World War I. (Nationalism, Militarism, Kaiser, Central Powers, Allied Powers, Stalemate, Propaganda, U-boat, Lusitania, Zimmerman Telegram, Draft, Liberty Bonds, Armistice, Fourteen Points, League of Nations, Reparations, Isolationism, Treaty of Versailles) 2. Have students watch a World War I video and a World War I home front video from United Streaming 3. Have students use the computer lab to review World War I by playing trench warfare games. 4. Have students pretend they are a soldier fighting in the trenches. Have them write a letter home to their friends and family sharing their experiences. Page 18 Pages 44-47, 49, 52, 53 US History II World War I United Streaming Video: World War I and its Aftermath America in the 20 th century: World War I: On the home front World War I Map of Europe Trench Mission Game Trench Warfare Game World War I Articles Days 1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. Woodrow Wilson Writings. 4. WWI Map. 5. Teacher made Unit Test. 18

19 Second Nine Weeks : USII5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by explaining the reasons for the United States involvement in World War I and its international leadership role at the conclusion of the war. 3. List the major Allied and Central Powers (Allied: British Empire, France, Russia, Serbia, Belgium, and the United States) (Central Powers: German Empire, Austro-Hungarian Empire, Bulgaria, and the Ottoman Empire) 4. Understand what role the United States took at the conclusion of World War I (Woodrow Wilson and his 14 Points, the League of Nations, not ratifying the Treaty of Versailles) 5. Have students color and label a map of Europe during World War I, outlining the central and allied powers 6. Have students read World War I articles online and discuss them as a class. 7. Have students pretend they are Woodrow Wilson and ask them to write a letter to Congress on how to handle Germany after the sinking of the Lusitania and the Zimmerman Telegram 8. Have students pretend they are Woodrow Wilson and ask them to write a their own peace treaty coming up with 14 points on what should happen now that the war is over. 19

20 Second Nine Weeks : USII6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living. USII.1a, b The student will be able to 1. Describe what factors increased factory and labor productivity (Henry Ford and the moving assembly line) 2. Understand and list the results of improved transportation brought about by affordable automobiles (Greater mobility, the creation of jobs, growth of transportationrelated industries, and the movement to suburban areas) 3. Compare and contrast social and economic life in the early 20 th century with that of the late 19 th century (communication changes like the telephone, radio broadcast, and movies) associated with Inventions and Improvements in American life. (Assembly Line, Installment Buying, Stock, Suburb, Flapper, Fad) 2. Relationship Builder: Have students divide into two groups and participate in the Assembly Line Project. The teacher can draw a Model T on the board and break it down into several parts (Tires (4), windshield, steering wheel, engine, seats, etc.) Each student gets a specific part of the Model T to draw. The two sides race to see who can draw the most Model Ts on scrap sheets of paper using the assembly line method. 3. Have students make a Venn Diagram comparing and contrasting life in the early 20 th Century with life in the late 19 th Century. Page 19 Pages 55-60, US History II Assembly line, automobile, electrification, and communications United Streaming Video: Entertainment (Charlie Chaplin) Wright Brothers First Flight 4-5 Days 1. Pre- and Post-Test. 2. Vocabulary Quiz. 3. Essay on automobiles. 4. Venn Diagram. 5. Teacher made Unit Test. 20

21 Second Nine Weeks : USII6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by explaining how developments in factory and labor productivity, transportation (including the use of the automobile), Communication, and rural electrification changed American life and standard of living. 4. Define the ways electrification changed American life (labor-saving products, electric lighting, entertainment, and improved communications) 4. Have students watch a clip of Charlie Chaplin. 5. Have students write an essay on what life in the United States would be like today if automobiles were never mass produced using the assembly line. 6. Have students compare pictures of the Wright Brothers first plane with planes in use today to describe the differences. 7. Have students watch a clip of the Wright Brothers first airplane flight. 21

22 Second Nine Weeks : USII.6b The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by describing the social and economic changes that took place, including prohibition and the Great Migration north and west. USII.1b, e, i USII.6c 1. Understand what prohibition was and the results it had on America. (Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages) (Speakeasies, bootleggers, organized crime, repealed by the 21 st Amendment) 2. Describe the reasons for the Great Migration (Better employment opportunities (jobs) for African Americans, discrimination and violence faced by African Americans in the South) associated Prohibition and Great Migration. (Prohibition, Great Migration, Bootlegger, Temperance Movement) 1. Relationship Builder: Have students break into groups and ask them to put together and perform a skit on Prohibition. Students can play the roles of a bootlegger, g- men, speakeasy owners, etc. 2. Have students view paintings on the Great Migration by Jacob Lawrence. Afterwards have them write summaries on what they see and then present their findings to the class. 3. Have students watch a video on Prohibition from United Streaming. Page 20 Pages 55-57, 61, 67 US History II Prohibition and Great Migration Great Migration Paintings United Streaming Video: Prohibition 2-3 Days 1. Pre- and Post-Test. 2. Vocabulary Quiz 3. Summary on Paintings. 4. Play. 5. Teacher made Unit Test. 22

23 Second Nine Weeks : USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O Keeffe, and the Harlem Renaissance. USII.1a, d USII.6b The student will be able to 1. List and define the leaders in art, literature, and music during the 1920s and 1930s. Georgia O Keeffe Art; urban and southwest scenes F. Scott Fitzgerald Literature; wrote about the Jazz Age of the 1920s John Steinbeck Literature; wrote about poor migrant workers during the 1930s Aaron Copland and George Gershwin Composers who wrote uniquely American music 1. Have students define Harlem Renaissance and Jazz. 2. Relationship Builder: Divide the class into groups and give each group a different Georgia O Keeffe painting and ask each group to come up with a short poem that goes along with the painting. 3. Relationship Builder: Divide the class into groups and give each group a different Langston Hughes Poem and ask the groups to read and dissect its meaning. Once each group has had time to review their poems they can share their findings with the rest of the class. 4. Play music from Aaron Copland, George Gershwin, Duke Ellington, Louis Armstrong, and Bessie Smith and ask students to share their likes and dislikes about each artist. Page 21 Pages 55-57, 62, 63, 67 US History II Harlem Renaissance Georgia O'keefe Paintings Langston Hughes Poems Duke Ellington Music Louis Armstrong Music 3-4 Days 1. Pre- and Post-Test. 2. Summary on Paintings/Poems. 3. Teacher made Unit Test. 4. Remediation, where necessary. 23

24 Second Nine Weeks : USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O Keefe, and the Harlem Renaissance. 2. Understand and describe the Harlem Renaissance and its influence on American life (A cultural movement in 1920s American during which black art, literature, and music experienced renewal and growth, originating in New York city s Harlem district) 3. List and define the leaders of the Harlem Renaissance Jacob Lawrence Art; painting the experiences of the Great Migration Langston Hughes Literature/ Poet; who combined the experiences of African and American cultural roots Duke Ellington and Louis Armstrong Music (Jazz musicians Bessie Smith Music; blues singer 5. Show scenes from the movies: The Grapes of Wrath and The Great Gatsby to give students more insight as to what F. Scott Fitzgerald and John Steinbeck wrote about. 24

25 Third Nine Weeks : USII.6d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. USII.1a, b, h, i 1. Identify the causes of the Great Depression. (People over-speculated on stocks using borrowed money they could not repay when stock prices crashed, the Federal Reserve failed to prevent the collapse of the banking system, high tariffs discouraged international trade) 2. Describe the impact of the Depression on American life. (Many banks and businesses failed, one-fourth of workers were unemployed, many people were hungry and homeless, farmers incomes fell to new lows) associated with the Great Depression. (stock market, speculation, tariffs, Federal Reserve, bank holiday, buying on margin, bread line, soup kitchen) 2. Have students play a simulated stock market game. 3. Simulate how decreases in consumer spending led to unemployment. 4. Listen to music/read lyrics to Brother, Can You Spare a Dime? 5. Have students brainstorm headlines that might appear in Depression newspapers and illustrate them. 6. Have students compare prices of household items during the 1930s with items today and relate to Depression era salaries. Document Page 22 Pages US History II Great Depression The Bull Market: A Stock Market Simulation Activity Simulation on unemployment: Whatdunnit? The Great Depression Mystery Brother Can You Spare a Dime? A Depression-Era Anthem For Our Times : NPR Worksheet: Then and Now-Prices Photos from the Dust Bowl 7-8 days 1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Depression Headlines. 4. Dust Bowl Diary. 5. New Deal Research. 6. Teacher made Unit Test. 25

26 Third Nine Weeks USII.6d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. 3. Describe the major features of Franklin Roosevelt s New Deal. (Social Security, federal work programs, environmental work programs, farm assistance programs increased rights for labor) 7. Describe how the farmers on the Great Plains were affected by the Dust Bowl. Students write a one page diary account of what their day was like on Black Sunday. 8. Have students analyze migrant worker photographs of Dorothea Lange. 9. Examine and discuss various posters created for the New Deal 10. Relationship Builder: Group students and assign a New Deal program from the Alphabet Soup chart. In computer lab they research the program to determine the type of relief it provided and whether it still exists today. After orally presenting information to the class, they add their program letters to a large pot of soup that has been drawn on the board. Dorothea Lange Photos Letters to Mrs. Roosevelt Alphabet Soup Chart New Deal Remedies Political Cartoon New Deal Posters A New Deal for the Arts 26

27 Third Nine Weeks USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. USII.1c, d, e, f, h, i USII.7b USII.7c 1. Identify the causes of WWII. (Political instability and economic devastation in Europe resulting from WWI: worldwide depression, high German war debt, high inflation, massive unemployment) (Rise of Fascism -Fascism is a political philosophy in which total power is given to a dictator and individual freedoms are denied (also includes nationalism and often, racism) 2. Identify the Fascist Dictators who made up the Axis Countries. Adolf Hitler Germany Benito Mussolini Italy Hideki Tojo Japan associated with World War II. (inflation, political instability, legacy, economic devastation, dictator, aggression, Fascism, democratic nations, tension) 2. Have students brainstorm conditions in Germany after WWI and the Treaty of Versailles. Explain how a dictator can take over a country that is so desperate for change. 3. Show and discuss hyperinflation chart depicting a huge rise in prices in Germany from Create a foldable of Allied and Axis leaders in WWII. Give examples of what life in a Fascist country would be like. 5. Have students locate, label, and color a world map depicting Axis and Allied countries. (Explain Russia change in sides) Page 23 Pages US History II World War II Buildup Wholesale Price Index Hyperinflation Isolationist Cartoons by Dr. Seuss Image-Japanese Aggression in China Images of Pearl Harbor attack 4-5 days 1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Foldable. 4. Map Exercise. 5. Political Cartoons. 6. Newspaper Editor. 7. Teacher made Unit Test. 27

28 Third Nine Weeks USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. 3. Identify the Allied leaders of the Democratic nation. Winston Churchill Britain Franklin D. Roosevelt U.S. Harry Truman U.S. Joseph Stalin Soviet Union 4. Relate how American policy changed from isolationism to giving Allies economic aid, to direct involvement in WWII. 5. Describe changes in Asia that led to America s involvement in WWII. (Japanese aggression in East Asia created tension between Japan and the US, Japan attacked Pearl Harbor 12/7/41, U.S. declared war on Japan, Germany declared war on the U.S.) 6. Have students analyze political cartoons on isolationism by Dr. Seuss. 7. On a world map, show how Japan displayed aggression in Manchuria and continued with a brutal attack in China. Show image of baby abandoned during bombing. Explain how Japan s unwillingness to stop, and the U.S. embargo on products, led the Japanese to attack Pearl Harbor. 8. After examining images of the Pearl Harbor attack, have students imagine themselves as newspaper editors responsible for writing captions for the photograph taken. 9. Have students compare the attack at Pearl Harbor with the attack on 9/11. 28

29 Third Nine Weeks USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific. USII.1c f, i USII.7a USII.7c 1. Identify the cause of WWII. (Germany invaded Poland) 2. Identify major events and turning points in WWII. (The Soviet Union also invaded Poland and the Baltic nations, Germany invaded France and captured Paris, Germany bombed London in the Battle of Britain, The Lend-Lease Act - U.S. lends Britain war supplies and warships in return for bases in Bermuda and the Caribbean, Pearl Harbor bombed, Germany declares war on U.S., U.S. declares war on Japan and Germany, U.S. defeats Japan at the Battle of Midway (a turning point), The Soviet Union defeats Germany at the Battle of Stalingrad (a turning point), Allies land in Normandy, France on D- Day to liberate Western Europe, associated with World War II. (victorious, defeated, turning point, eastern Europe, liberation, anti- Semitism, Jews, Aryan supremacy, prejudice, tactics, boycott, threats, concentration camps). 2. Locate Poland on a world map. Explain Hitler and Stalin s agreement to split Poland. Play video segment showing the invasion Poland, blitzkrieg, occupation of Western Europe (including France), the Battle of Britain, and America sending economic aid to Europe and Asia. 3. Explain the importance of winning the Battle of Midway and Stalingrad. 4. On world map locate Normandy, France. Have students label and color a map of the landings on D- Day. Page 24 Pages US History II World War II Major Events Map-Invasion of Poland United Streaming Video: America in the 20 th Century: WWII: the Road to War, War Comes to Europe. United Streaming Video: Video Yearbook Collection: WWII: After Pearl Harbor , June 3, 1942: The Battle of Midway Map of D-Day Invasion days 1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Map Exercise. 4. Decision Evaluation. 5. Bar Graph. 6. Timeline. 7. Teacher made Unit Test. 29

30 Third Nine Weeks USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by locating and describing the major events and turning points of the war in Europe and the Pacific. U.S. drops 2 atomic bombs on Hiroshima and Nagasaki, forcing Japan to surrender and end WWII) 3. Identify and describe the Holocaust. (The Holocaust was a systematic attempt to rid all Jews from Europe; Nazis practiced anti- Semitism, Germans believed in Aryan supremacy, Jews were threatened and their stores, boycotted, Jews were segregated in ghettos, The Final Solution took place in concentration and death camps, Jews who survived were liberated from camps by Allied forces.) 5. Show video clip on the dropping of the atomic bomb on Hiroshima and Nagasaki. 6. Have students evaluate the decision to use the atomic bomb. 7. Have students create a bar graph indicating how many Jews were lost in each country during the Holocaust. 8. Emphasize that plans to get rid of the Jews began slowly, first with boycotts and regulations, later with segregation, and then evolved into the Final Solution. 9. View photos of Auschwitz Concentration Camp. 10. Have students complete a timeline of major events in World War II. Visit D-Day Memorial in Bedford, Virginia. Dropping the Bomb - Point of View Worksheet United Streaming Video: Days That Shook the World: , Atomic Bomb, August 6, 1945 The Holocaust: A Guide for Teachers: Modern Anti-Semitism A Vanished World : Bar Graph Boycott of Jewish Stores and Other Restrictions Narrated video album of Auschwitz Concentration Camp Drop and Drag Interactive Timeline of World War II Events 30

31 Third Nine Weeks USII.7c The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of the war on the home front. USII.1b, d, h USII.7a USII.7b Explain how WWII affected American life on the home front. (Involvement in WWII brought an end to the Great Depression as factories and workers were needed to produce goods to win the war, American women took jobs in defense plants, Americans at home supported the war by conserving and rationing resources, Racial barriers (in defense plants) were temporarily broken down even though discrimination against African Americans continued, While some Japanese Americans served in the armed forces, others were greeted with distrust and prejudice and forced into internment camps.) associated with the impact of WWII in America. (home front, war goods, defense plants, conserving, rationing resources, racial barriers, and internment camps). 2. Discuss how the need for war goods changed auto factories from making cars, to tanks; dress factories now make uniforms, etc. 3. Show various photos of Rosie the Riveter and discuss the need for women to contribute to the war effort by working in factories. 4. Play Allen Miller s song, Rosie the Riveter. 5. Have students learn what life was like at home for Americans by playing the Scholastic Interactive Game. Page 25 Pages US History II WWII Homefront "Rosie the Riveter" Allen Miller s Song Rosie the Riveter Scholastic Interactive Game: American Home Front: Home Life Analyzing WWII Posters on the Home Front 3-4 days 1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Scholastic Interactive Game. 4. Propaganda Analyze. 5. Teacher made Unit Test. 31

32 Third Nine Weeks USII.7c The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by describing the impact of the war on the home front. 6. Relationship Builder: Have students divide into groups. Select one person to record opinions. Give each group 5-6 propaganda posters to analyze. When complete, each group selects their favorite poster and presents it to the class. 7. Show video clip about the Japanese American Internment Camps. United Streaming Video: Japanese American Internment Camps United Streaming Video: Profiles of Courage, Controversy, and Sacrifice: WWII: Minority Units of WWII, 442 nd Regimental Unit 8. Show video clip about Japanese- American Nisei 442 nd Regiment. 32

33 Third Nine Weeks USII.8a The student will demonstrate knowledge of the economic, social, and political transformation of the U.S. and the world between the end of WWII and the present by describing the rebuilding of Europe and Japan after WWII, the emergence of the U.S. as a superpower, and the establishment of the United Nations. USII.1b, e, i Identify how America planned to help rebuild Europe after World War II to prevent political and economic instability. (Establishment of United Nations - Formed to create a body for the world s nations to try to prevent future global wars) (Marshall Plan - massive U.S. aid given to rebuild European economies; hoped to prevent the spread of communism) Japan- Occupied for a short time by American forces, Adopted a democratic form of government, resumed self-government, and became a strong ally of the U.S. associated with the end of WWII. (occupation, superpower, financial aid, communism, partitioned, selfgovernment, domination, democratic institutions) 2. Have students create a Venn Diagram comparing the creation of the United Nations to the League of Nations. 3. Identify George Marshall and his plan to rebuild Europe to prevent economic instability and stop the spread of communism there. Create a graph from the figures presented in the Marshall Plan Data Analysis and discuss importance of sending this money. 4. Have students analyze the political cartoon, Can He Block It? about the Marshall Plan. Page 26 Pages US History II Post WWII The Marshall Plan: Data Analysis Visit the George Marshall Museum in Lexington, VA. Political Cartoon, "Can He Block it?" (The Marshall Plan) Play on the occupation of Japan Lesson 1, Impact of US Occupation, Handout Days 1. Pre- and Post-test. 2. Vocabulary Quiz. 3. Venn Diagram. 4. Political Cartoon. 5. Map Exercise. 6. Teacher made Unit Test. 33