Pacing Guide Virginia and United States History Robert E. Lee High School Staunton City Schools Staunton, Virginia 2011-2012
Week(s) Organizing Topics Standards of Learning 1 Early European Exploration and Colonization VUS.2; VUS.1a, b, d; 1 European Economic Influence and Slavery in the Americas VUS.3; VUS.1a, b, c, d, g 2-3 American Revolution VUS.4a, b, c; VUS.1a, b, c, d, g, h 3-5 United States Constitution VUS.5a, b, c, d,e; VUS.1a, c, d, h 5-7 1800 to 1850 VUS.6a, b, c; VUS.1a, c, d, g, h 7-8 Civil War and Reconstruction VUS.7a, b, c; VUS.1c, d, h 8-9 Review, Re-teach Midterm 10 Post Reconstruction through 1920 VUS.8a, b, c, d; VUS.1c, d, g, h 11 United States Role in World Affairs from 1890 to 1940 VUS.9a, b, c; VUS.1a, c, d, g, h 12-13 World War II VUS.10.a, b, c, d, e; VUS.11a, b, c, d; VUS.1a, b, c, d, g, h 14 Cold War VUS.12a, b, c, d; VUS.1c, d, g, h 15 Civil Rights Movements VUS.13a, b; VUS.1c, d, h 16 Contemporary United States VUS.14a, b, c; VUS.1b, d, g. VUS 10 a 17-18 Review, testing Blueprint Summary Table Test Blueprint Summary Table Reporting Category Assessed with Other Early America Through the Founding of the New Nation Expansion, Reform, Civil War, and Reconstruction Emergence of Modern America and World Conflict The United States since World War II Virginia and United States History Standards of Learning VUS.1a-b, d, g-i VUS.2 VUS.4c-d VUS.5b-c VUS.6a, c-e VUS.7a-f VUS.8b-d VUS 9b VUS.10a, c VUS.11a, c-e VUS.12a-d VUS. 13b-e VUS.14a-b Number of Items 7 10 13 13
VUS.15b-d, f Geography VUS.6b 7 VUS.8a VUS.9a VUS.11b VUS.13a Civics and Economics VUS.3 VUS.4a-b VUS.5a, d-e VUS.10b, d VUS.15a, e 10 Excluded from Testing VUS.1c, e-f Number of Operational Items 60 Number of Field-Test Items* 10 Total Number of Items on Test 70 Throughout the course: VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States; b) evaluate the authenticity, authority, and credibility of sources; d) develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history; g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time; h) interpret the significance of excerpts from famous speeches and other documents. i) identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives. Mastery* (See Notes)
Mastery* (See Notes) VUS.1a Identify, analyze, and interpret primary and secondary source documents records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States; VUS.1b evaluate the authenticity, authority, and credibility of sources; including the construction of maps and various time lines of events, periods, and personalities in American history VUS.1d Develop perspectives of time and place; including the construction of maps and various time lines of events, periods, and personalities in American history. VUS.1g apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time VUS.1h interpret the significance of excerpts from famous speeches and other documents. VUS. 1i identify the costs and benefits of specific choices made including the consequences, both intended and unintended, of the decision and how people and nations responded to positive and negative incentives. Skills embedded throughout the semester Skills embedded throughout the semester Skills embedded throughout the semester Skills embedded throughout the semester Skills embedded throughout the semester Skills embedded throughout the semester
Early America: Early Claims, Early Conflicts Week 1 VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians Create a graphic organizer detailing: Explorer/Country of Origin/Land explored Completed Graphic Organizer A. Characteristics of early exploration and settlements in the New World B. Interactions among Europeans, Africans and American Indians (First Americans) Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Read and interpret journal entries (John Smith) and then write a journal entry from the point of view of an explorer under the command of John Smith. Create a diagram/picture of the Columbian Exchange Completed Gr. Org. Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Complete a Cause and Effect graphic organizer detailing the impact of European colonization on Africans and Native Americans Answer the following question in essay form: In what ways did the cultures of Europe, Africa, and the Americas interact and what were the consequences of those interactions?
Early America: Early Claims, Early Conflicts Week 1 VUS.3 The student will describe how the values and institutions of European economic and political life took root in the colonies and how slavery reshaped European and African life in the Americas Identify the 13 original English colonies, major settlements, and physical features of eastern North America Completed Map A. Economic characteristics of the Colonial Period B. Social characteristics of the colonies Create a graphic organizer showing similarities and differences of the 3 colonial regions economic and social characteristics. Completed Gr. Org. C. The development of indentured servitude and slavery Identify, analyze, and interpret primary and secondary source documents, records, and data. (VUS.1a) Compare and contrast the Mayflower Compact and the Ordinance and Constitution of the VA Company Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Compose a pargraph/essay response to the prompt, If I were a slave.... Explain how relationships between humans and their environment have changed over time. (VUS.1g) Experiential exercise Bacon s Rebellion Participate in a Jigsaw activity on the Great Awakening Quiz Unit Test.
Revolution and the New Nation Week 2 Mastery*(See Notes) VUS.4a The student will demonstrate knowledge of events and issues of the Revolutionary Period by a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.. The ideas of John Locke. Thomas Paine and Common Sense. The Declaration of Independence Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Compare the colonial structures of the French and English in North America and complete interactive notes on the causes and the significance of the French and Indian War. Write a history of George Washington s actions against the French (based on his journals). Analyze Franklin s Unite or Die political cartoon and discuss the significance of the Albany Congress. Complete interactive notes on Events Leading to Revolution. Plant a Liberty Tree Role play Boston Massacre Participate in Boston Tea Party Completed Note Guide Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Paraphrase selections from John Locke and Paine s Common Sense Create a Flow Chart (Sequence Chain) from Locke to Declaration of Independence. Completed chart Completed Org. Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Paraphrase Declaration of Independence and then create a Circle Web Organizer detailing main ideas of the Declaration.
Revolution and the New Nation Week 2 VUS.4 b,c The student will demonstrate knowledge of events and issues of the Revolutionary Period by b)evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy; c) describing the political differences among the colonists concerning separation from Britain; A. Anglo-French rivalry leading to conflict with the colonies B. The beginning of the American Revolution C. Differences among the Colonists Discuss the Declaration of Independence becoming a road map for the new republic. Create a timeline of Events Leading to the Revolution. Use primary sources to determine the social, economic, and geographic reasoning behind a colonist s decision to remain loyal to England, become a revolutionary, or opt for a neutral stance. (Find Sources) Create a visual representation of a Loyalist, Patriot, and Neutral, emphasizing the reasons above. Observation Completed Timeline Completed Visual C.1. Patriots C.2. Loyalists (Tories) C.3. Neutrals Evaluate the authenticity, authority, and credibility of sources. (VUS.1b) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
Revolution and the New Nation Week 3 VUS. 4d The student will demonstrate knowledge of events and issues of the Revolutionary Period by d) analyze reasons for colonial victory in the Revolutionary War. A. Factors leading to colonial victory A.1. Diplomatic. A.2. Military Determine a diplomatic and military strategy for both the British and the American colonists.using a map of North America, create a visual strategy that YOU would use to ensure victory. Create a timeline of the strategic battles of the Revolutionary War determine the reason the specific battle was important. Completed Strategy map Completed timeline Unit Test Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
Revolution and the New Nation Week 3 VUS.5a The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by a) explaining the origins of the Constitution, including the Articles of Confederation A. American political leaders, fearful of a powerful central government like England s, created the Articles of Confederation, adopted at the end of the war. As a class, formulate a government for the new United States basing the government on the grievances from the Declaration of Independence. Paraphrase the Articles of Confederation and compare it to the government the class formed. This could be an individual, group, or jigsawed activity. Determine the strengths and weaknesses of the Articles of Confederation using a Plus/Minus Issue Organizer. Participation and completion of activity Completed org. B. The Articles of Confederation Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
Revolution and the New Nation Week 4 VUS. 5b The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington; Play a role in the Constitutional Convention Simulation. Create a graphic organizer detailing the major compromises of the Constitutional Convention. Prepare a biographical information sheet on the key leaders of the Convention: GW; Madison; Paterson; Sherman; Hamilton. Completed Org. Completed info sheet A. Key issues and their resolution B. Key leaders Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Revolution and the New Nation Week 4
Revolution and the New Nation Week 5 Mastery*(See Notes) VUS. 5c,d The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution and how the principles of limited government, consent of the governed, and the social contract are embodied in it by c) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights. A. Virginia Declaration of Rights (George Mason) Take interactive notes on the contributions of George Mason and Thomas Jefferson in the formation of the Bill of Rights. Paraphrase the Bill of Rights and place them in order of importance. Create a student s Bill of Rights. Present a visual representation of the first 10 amendments. observation Participation and completion B. Virginia Statute for Religious Freedom (Thomas Jefferson) Unit Test C. Bill of Rights Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) d) assessing the arguments of Federalists and
Mastery*(See Notes) VUS. 5e Anti-Federalists during the ratification debates and their relevance to political debate today; e)appraising how John Marshall s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government Prepare and debate on the contributions of Chief Justice John Marshall, a Virginian, and his contributions to the growth of the US Supreme Court s relationship to the other branches of government. T- Chart Expansion and Reform: 1801 to 1860 Week 5 VUS.6a,b The student will demonstrate knowledge of the major events during the first half of the nineteenth century by a) explaining the principles and issues that prompted Thomas Jefferson to organize the first opposition political party. b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians (First Americans) A. Political developments in the Early National Period B. Expansion resulting from the Louisiana Purchase and War of 1812 formulate historical questions and defend Formulate historical questions and defend findings on the development of political parties in the 1790 s. Take interactive notes on the presidencies of George Washington and John Adams: XYZ Affair; Alien and Sedition Acts; Va and Kentucky Resolutions. (Primary Sources needed) Create a T-Chart Organizer/Compare-Contrast Thinking Map detailing the differences between the Federalists and the Democratic-Republicans. Resources from History Alive are available. Take interactive notes and create a Situation/Solution Graphic Organizer of the Election of 1800. Develop a newspaper headline poster (with visuals)of the highlights of the Jefferson Teacher assessment Completed Org. Completed Org. Completed Org.
findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g) presidency. Use a Jigsaw technique detailing the major cases of the John Marshall court. (Find Sources and organizer Details/Main Idea) Complete a Sequence Chain for the causes and consequences of the War of 1812. Determine (in small groups) foreign policy of the US after the War of 1812. Read (jigsaw) the Monroe Doctrine and summarize its contents, then compare (as a class/interactive notes) if this policy has been followed by the US. Completed Org. Unit Test Expansion and Reform: 1801 to 1860 Week 6 VUS.6c,d The student will demonstrate knowledge of the major events during the first half of the nineteenth century by c) examining the reasons why James Madison asked Congress to declare war on Great Britain in 1812 and how this divided the nation Make a summary chart of the causes of the War of 1812. d) relating the changing character of American political life in the age of the common man (Jacksonian Era) to increasing popular participation in Cooperative group activity to study the following: Heightened emphasis on equality in the Group rubric
state and national politics; political process for adult white males The rise of interest group politics and sectional issues A changing style of campaigning Increased voter participation Expansion and Reform: 1801 to 1860 Week 7 VUS.6e The student will demonstrate knowledge of the major events during the first half of the nineteenth century by e) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women s suffrage movements, and the role of the states in the Union. Create a diagram showing the differences between the Northern and Southern states regarding the cultural, economic, and political issues. Read and analyze the Women s Declaration of Independence. A. Economic divisions B. The growing division over slavery and states rights Take interactive notes on the slavery issue. Answer the following question in essay form: Was the Civil War inevitable? Why or why not? C. The women s suffrage movement Analyze, and interpret primary and secondary source documents, records, and data. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
Civil War and Reconstruction: 1860 to 1877 Week 7 VUS.7 a,b The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by a)evaluating the multiple causes of the Civil War and the role of the institution of slavery as a principal cause of the conflict. b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass Create a timeline of events leading to the Civil War. Create historical baseball cards of the key people involved in the Civil War Completed timeline A. Major events B. Key leaders and their roles Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
Civil War and Reconstruction: 1860 to 1877 Week 7 VUS.7 c The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln s Gettysburg Address; Answer the following What if? Create a strategy for winning the Civil War for both the North and the South. Be as specific as possible. Create a timeline of the major battles of the Civil War. Completed timeline A. Emancipation Proclamation B. Gettysburg Address Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Analyze the reasons for and the significance of the Emancipation Proclamation. Write an editorial response after reading the Gettysburg Address. Quiz Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Civil War and Reconstruction: 1860 to 1877 Week 8
VUS.7 d,e The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by d) examining the political and economic impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States. e) examining the social impact of the war on African Americans, the common soldier, and the home from with emphasis on Virginia. A. Political effects B. Economic and social impact Compare and contrast the affect on African Americans, Common Solders, and Women during the war. Complete the following journal response: If you were President at the end of the Civil War, how would you treat the defeated South? Create a Reconstruction vocabulary/visual organizer. Take interactive notes on the Civil War Amendments. Completed Org. Quiz Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) VUS. 7 f f) explain the post war contributions of key leaders of the Civil War. Ulysses S. Grant, Robert E. Lee, Frederick Douglass research and oral report Teacher Assessment Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 10
VUS.8 a The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union; A. Westward movement B. Immigrants flock to America Simulation: 1870 1920 (Bill. ) 8a 9b Take part in an interactive slideshow of the immigrant experience. Review Push/Pull factors Complete a journal entry: If I were from (fill in country), my experience in America would be.... Take interactive notes on population trends and the growth of cities. Completed Note Guide C. Growth of Cities D. Admission of new states. Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g) Completed Note Guide
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 10 VUS.8 b The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by b) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union; Chart the new inventions and innovations of the Industrial Era. Complete Cause/Effect Graphic Organizer on technology industry growth of cities. Take interactive notes on industrial leaders, economics of Industrialism, and the effect of industrialism on the worker. Completed Chart Completed Org. A. Technological change spurred growth of industry primarily in northern cities. Write a DBQ response to the following question: Robber Barons or Captains of Industry? B. Inventions/Innovations C. Industrial leaders Take part in an interactive slideshow of the Industrial Era. Quiz D. Reasons for economic transformation Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 10 VUS.8 c The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by c) analyzing prejudice and discrimination during this time period, with emphasis on Jim Crow and the responses of Booker T. Washington and W.E.B. Du Bois; A. Discrimination and segregation against African Americans Read primary documents by Booker T. Washington and W.E.B. Dubois and then read historical works about the two men. Create a Compare/Contrast Graphic Organizer: Washington Dubois Write an essay that compares and contrasts Washington and Dubois and states which man had the correct response to the racial problem in America at the turn of the century. Completed Org. B. African American responses Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Take part in an interactive slideshow: Lynching Take interactive notes on the Supreme Court case Plessy v. Ferguson. Completed Note Guide Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 10 VUS.8 d The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by d) identifying the causes and impact of the Progressive Movement, including excesses of the Gilded Age, child labor and antitrust laws, the rise of labor unions, and the success of the women s suffrage movement Define the Progressive Movement using excerpts from primary sources. Create a chart of the Progressive Movement that highlights the Causes/Effects/Accomplishments. Take interactive notes on the Progressive Movement. Completed Definition Completed Org. A. The Progressive Movement used government to reform problems created by industrialization (Theodore Roosevelt s Square Deal and Woodrow Wilson s New Freedom ). Unit Test B. Working conditions for labor C. Goals of Progressive Movement D. Progressive accomplishments D.1. In local governments D.2. In state governments D.3. In elections D.4. In child labor D.5. Impact of labor unions D.6. Antitrust laws D.7. Women s suffrage Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 11 VUS.9 a The student will demonstrate knowledge of the emerging role of the United States in world affairs by a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union; A. Creation of international markets B. Latin America C. Asia and the Pacific Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Apply reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g) Read excerpts from Frederick Jackson Turner s The Significance of the Frontier in American History. Discuss (as a class) the ramifications of Turner s ideas. Review Industrial Era and the need for new markets. Take interactive notes on the Spanish- American War and Imperialism. Complete a map showing the United States and its world possessions after the Spanish- American War. Answer the following question in essay form: At the turn of the 20 th century, was the United States an imperial nation? Why or why not? Participation Completed Map
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 11 VUS.9 b The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by b) evaluating United States involvement in World War I, including Wilson s Fourteen Points, the Treaty of Versailles, and the national debate over treaty ratification and the League of Nations; A. U.S. involvement in World War I Take interactive notes on Europe at the beginning of WWI. View Propaganda slideshow and determine how the average American would react. Take part in an interactive presentation by WWI soldier act as journalists at a press conference and write a newspaper report/editorial/political cartoon that displays the viewpoint of the doughboy. Participation B. Fourteen Points C. Treaty of Versailles D. League debate in United States Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Read and paraphrase Wilson s Fourteen Points. Take interactive notes on the Treaty of Versailles. Take part in a press conference of Wilson and Lodge ask questions and then vote on whether or not to join the League of Nations. Prepare a rationale explaining the particular position he/she took on the question of joining the League of Nations. Re-draw the boundaries of Europe to ensure a lasting peace. Completed map Unit Test
Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 11 VUS. 10a The student will demonstrate knowledge of key domestic events of the 1920 s and 1930 s by a) analyzing how radio, movies, newspapers, and magazines created popular culture and challenged traditional values: b) assessing the causes and consequence of the stock market crash of 1929 c) explaining the causes of the Great Depression and its impact on the American people d) describing how Franklin D. Roosevelt s New Deal relief, recovery, and reform measures address the Great Depression and expanded the government s role in the economy. Formulate historical question and defend findings based on inquiry and interpretation(vus1a) Prepare causes and effect chart Observation and whole class discussion. Conflict: The World at War: 1939 to 1945 Week 12 VUS.11 a The student will demonstrate knowledge of World War II by Review information from World History II on the causes of WWII. Journal Review a) analyzing the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl Harbor; View pieces of documentaries that highlight the reasons for US involvement in WWII. A. The war in Europe
B. The war in Asia Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g) Conflict: The World at War: 1939 to 1945 Week 12 VUS.11 b The student will demonstrate knowledge of World War II by b) describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman s decision to use the Develop a strategy for both the Allies and the Axis using prior knowledge and a world map. Create timeline/map detailing the major battles of WWII in Europe and the Pacific. Take interactive notes on the Manhattan Completed timeline/map
atomic bomb to force the surrender of Japan; Project. A. Allied strategy B. Axis strategy Answer the following essay prompt: Was the use of the atomic bomb necessary to end WWII? C. Major battles and military turning points C.1. North Africa C.2. Europe C.3. Pacific Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
Conflict: The World at War: 1939 to 1945 Week 12 VUS.11 c The student will demonstrate knowledge of World War II by c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments Take interactive notes on minority participation in WWII. Completed Org. A. Minority participation B. All-Minority military units C. Additional contributions of minorities Completed Note Guide Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
Conflict: The World at War: 1939 to 1945 Week 12 VUS.11 d The student will demonstrate knowledge of World War II by d) examining the Geneva Convention and the treatment of prisoners of war during World War II Read and paraphrase selected excerpts from the Geneva Convention. A. The Geneva Convention attempted to ensure the humane treatment of prisoners of war by establishing rules to be followed by all nations. B. The treatment of prisoners in the Pacific Theater often reflected the savagery of the fighting there. Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
Conflict: The World at War: 1939 to 1945 Week 12-13 VUS. 11e The student will demonstrate knowledge of World War II by e) analyzing the Holocaust (Hitler s final solution ), its impact on Jews and other groups, and postwar trials of war criminals A. Terms to know Take part in an interactive slideshow on the Holocaust. Visit the Holocaust Museum. Read excerpts from selected pieces detailing the Holocaust. Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group Final solution: Germany s decision to exterminate all Jews Unit Test B. Affected groups Jews Poles Slavs Gypsies Undesirables (homosexuals, mentally ill, political dissidents) C. Significance Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
Conflict: The World at War: 1939 to 1945 Week 13 VUS. 12a The student will demonstrate knowledge of the effects of World War II on the home front by a) explaining how the United States mobilized its economic, human, and military resources; Take part in an interactive slideshow of the social aspects of WWII. Summary Table Conflict: The World at War: 1939 to 1945 Week 13 VUS.12 b.the student will demonstrate knowledge of the effects of World War II on the home front by b) describing the contributions of women and minorities to the war effort; Same as above. Completed Org. A. Women during World War II B. African Americans during World War II Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Completed Note Guide
Conflict: The World at War: 1939 to 1945 Week 13 VUS.12 c The student will demonstrate knowledge of the effects of World War II on the home front by c) explaining the internment of Japanese Americans during the war; A. Reasons for internment Strong anti-japanese prejudice on the West Coast False belief that Japanese Americans were aiding the enemy B. Internment of Japanese Americans Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Create Prejudice poster, chart, paper or student choice related to wartime fears: Review: Reasons for internment Strong anti-japanese prejudice on the West Coast False belief that Japanese Americans were aiding the enemy Internment of Japanese Americans Japanese Americans were re-located to internment camps. Internment affected Japanese American populations along the West Coast. The Supreme Court upheld the government s right to act against Japanese Americans living on the West Coast of the United States. A public apology was eventually issued by the U.S. government. Financial payment was made to survivors. Completed project Completed Note Guide
Conflict: The World at War: 1939 to 1945 Week 13 VUS.12 d The student will demonstrate knowledge of World War II by Media and Communications Web quest Unit Test d) describing the role of media and communications in the war effort. A. Media/Communications assistance Evaluate the authenticity, authority, and credibility of sources. (VUS.1b) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)
The United States since World War II Week 14 VUS.13a The student will demonstrate knowledge of United States foreign policy since World War II by What if question generation a) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan; Prepare Time and event line. A. Postwar outcomes Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Completed Note Guide Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed time. (VUS.1g) Identify geographic relationships
The United States since World War II Week 14 VUS.13 b The student will demonstrate knowledge of United States foreign policy since World War II by Jigsaw the following questions: Check up- work sheet as graded assignment b) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism, the American role in wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe; A. Origins of the Cold War How did the U.S. respond to the threat of communist expansion? What are the origins of the Cold War? What events characterize the early events of the Cold War? B. The Korean War What was the impact of the Cold War on Americans at home? C. The Vietnam War D. Cuba What was the impact of the Vietnam War on Americans at home? E. Impact of the Cold War at home Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)
The United States since World War II Week 14 VUS. 13c The student will demonstrate knowledge of United States foreign policy since World War II by c) explaining the role of America s military and veterans in defending freedom during the Cold War; A. American military forces during the Cold War Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Summarize: President Kennedy, a World War II veteran, was assassinated in 1963 in Dallas, Texas, in an event that shook the nation s confidence and began a period of internal strife and divisiveness, especially spurred by divisions over U.S. involvement in Vietnam. Cold war Vs. World War II Chart Interactive note journal
The United States since World War II Week 14 VUS. 13d The student will demonstrate knowledge of United States foreign policy since World War II by d) explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan. Interactive Note Taking, Question Generation Notes; Daily Observation A. Internal problems of the Soviet Union B. Role of President Reagan Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h VUS. 13e e)explaining the impact of presidents of the United States since 1988 on foreign policy; Develop timeline of foreign policy and relate important events surrounding that policy.
The United States since World War II Week 15 VUS.14a The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by Jigsaw strategy: Pre-test a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded; A. Brown v. Board of Education Brown v. Board of Education Supreme Court decision that segregated schools are unequal and must desegregate Included Virginia case B. Key people C. Virginia response Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Key people Thurgood Marshall - NAACP Legal Defense Team Oliver Hill - NAACP Legal Defense Team in Virginia Virginia response Massive Resistance - Closing some schools Establishment of private academies White flight from urban school
The United States since World War II Week 15 VUS. 14b The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965. Choose and independent project to prepare on A., B.C, or D for research and classroom presentation. uses to assess project A. 1963 March on Washington B. Civil Rights Act of 1964 C. Voting Rights Act of 1965 D. National Association for the Advancement of Colored People (NAACP) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)
The United States since World War II Week 16 VUS.15 a,b,c, The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by a) examining the role the United States Supreme Court has played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule Discuss:1) How has the membership of the U.S. Supreme Court changed over time? 2)How have the decisions of the U.S. Supreme Court promoted equality and extended civil liberties Class observation b) analyzing the changing patterns of immigration, the reasons new immigrants choose to come to this country, their contributions to contemporary America, and the debates over immigration policy; Compare and contrast reasons for immigrations c) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education Chart/graph Changes in work/school/health care Telecommuting Distance learning Growth of service industries Breakthroughs in medical research, including the development of the vaccine for polio by Dr. Jonas Salk Outsourcing and offshoring
The United States since World War II Week 16 VUS. 15d The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by d) examining the impact of the Reagan Revolution on federalism, the role of government, and state and national elections since 1988; President Reagan and conservative Republicans advocated for tax cuts transfer of responsibilities to state governments appointment of judges/justices who exercised judicial restraint reduction in the number and scope of government programs and regulations strengthened American military Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) Internet Research on Regan Revolution Oral presentation of findings. The Reagan Revolution extended beyond his tenure in office with the election of his vice president, George H. W. Bush the election of a centrist Democrat, William Clinton the Republican sweep of congressional elections and statehouses in the 1990s the election of George W. Bush
The United States since World War II Week 16 VUS. 15e e) ssessing the role of government actions that impact the economy; Summarization paragraph: What are the roles that government plays in the United States economy? Final Exam Government promotes a healthy economy characterized by full employment and low inflation through the actions of Federal Reserve - monetary policy decisions control the supply of money and credit to expand or contract economic growth President and Congress - fiscal policy decisions determine levels of government taxation and spending; government regulates the economy