Download United States History: 1865 to the Present (7

Pacing Guide
United States History:
1865 to the Present (7th)
Shelburne Middle School
Staunton City Schools
Staunton, Virginia
June 2010
Shelburne Middle School 7th Grade History: United States History 1877 to present
Week(s)
Aug. 20-25
Sept. 13-17
Aug.26-Sept.
2
Sept.3- 9
Sept. 20-22
Sept. 27-30
Oct.1-2
Oct.4-8
Oct.12-14
Oct. 19-21
Oct.15-18
Oct. 26-29
Nov.1-2
Nov. 3-4
Nov. 8-16
Nov.17-18
Dec.1-8
Dec.13-17
Nov.19-22
Dec. 9-10
Jan.3-4
Week(s)
Jan.24-25
Feb.11
Feb. 16-18
Feb. 24
Organizing Topics
Related Standards of Learning
Geography Skills with Focus on the Settlement of the Great
Plains
USII.2a, b, c; USII.1a, b, c, f, g
Jan.26-Feb.3
Reconstruction
USII.3a, b, c; USII.1a, b, c, d
Feb.4-9
Feb15-23
Feb. 25-28
Mar. 1-11
Post Civil War
USII.4a, b, c, d, e, USII.1a, b, c, d, f
Late Nineteenth Century through World War I
USII.5a, b, c; USII.1a, b, c, d
Early Twentieth-Century Social, Economic, and Technological
Innovations
USII.6a, b, c; USII.1a, b, c, d, f
Apr.1,4
Apr.5-13
Apr.14-15
May2-9
Apr.12-18
The Great Depression
World War II
Post-World War II Recovery
Cold War Conflicts
Civil Rights
USII.6d; USII.1b, c, d
USII.7a, b, c; USII.1b, c, d, f
USII.8a, b; USII.1a, b, c, d
USII.8c; USII.1a, b, c, d, f
USII.9a
Apr.25-27
May 10-11
May19-20
Key Domestic Issues of the Second Half of the Twentieth
Century
USII.8d, e; USII.9a, b, c, d; USII.1b, c, d, h, i
Mar.14-16
Mar.22-23
Mar.17-18
Dec.24-31
Blueprint Summary Table
Reporting Categories
No. of Items
SOL
Standards of Learning USII.1a-d, f-i will be assessed throughout the reporting categories
Reconstruction to Modern America
Turmoil and Change
7
10
USII.3b-c, USII.4b-e
USII.5a-c, USII.6b-c, USII.7a-c
United States since World War II
Geography
Civics and Economics
9
7
7
USII.8a, c-d, USII.9a-d
USII.2a-c, USII.4a
USII.3a, USII.6a, d, USII.8b, e
Standards of Learning Excluded from This Test:
USII.1e.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Total Number of Operational Items
Field -Test Items*
Total Number of Items
40
10 *These field test items will not be used to compute students’ scores on the test
50
Shelburne Middle School 7th Grade History: United States History 1877 to present
Throughout the course
Throughout the course:
USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a)
b)
c)
d)
e)
f)
g)
h)
i)
Relate
d SOL
USII.1a
USII.1b
analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865
to the present;
make connections between the past and the present;
sequence events in United States history from 1865 to the present;
interpret ideas and events from different historical perspectives;
evaluate and debate issues orally and in writing;
analyze and interpret maps that include major physical features;
use parallels of latitude and meridians of longitude to describe hemispheric location;
interpret patriotic slogans and excerpts from notable speeches and documents;
identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how
people and nations responded to positive and negative incentives.
Essential Knowledge and Skills
Students should be able to:
Analyze and interpret primary and secondary documents to
increase understanding of events and life in U.S. history.
Verbs
Strategies to Engage the Learner
The learner will . . .
Analyze
Interpret
WWII Homefront primary document activity
Make
Connections
Time lines
Make connections between past and present events.
Current Events throughout curriculum
*warm-ups
Sequence
USII.1c
Sequence events in United States history.
Time Lines
SPAM comic strip
WWII battles timeline project
USII.1 d
USII.1e
Interpret ideas and events from different historical
perspectives.
Evaluate and debate issues orally and in writing
USII.1f
analyze and interpret maps that include major physical
features;
USII.1g
use parallels of latitude and meridians of longitude to
describe hemispheric location;
Interpret
World War I Lusitania Persuasive Newspaper
Evaluate and
Debate
WEB DuBois and BT Washington Debate
Analyze and
Interpret
Flipbook
Great Plains Flips
Use
Describe
Shelburne Middle School 7th Grade History: United States History 1877 to present
Terms Chart
Evidence of Mastery*
(See Notes)
Throughout the course
Relate
d SOL
Essential Knowledge and Skills
Students should be able to:
Verbs
Strategies to Engage the Learner
The learner will . . .
World Map Activity
Vacation Activity
Interpret
USII.1h
Interpret patriotic slogans and excerpts from notable
speeches and documents.
Women’s Suffrage Political Cartoons
I have a Dream Speech
Documents from WWII Homefront
USII.1i
Identify the costs and benefits of specific choices made
Identify
Shelburne Middle School 7th Grade History: United States History 1877 to present
Create an Industry and Turn it into a Big Biz
Evidence of Mastery*
(See Notes)
Geography
Week of
USII.2 The student will use maps, globes, photographs, pictures, or tables for
c) Locating the 50 states and the cities most significant to the historical development of the United States
Related
SOL
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Use maps, globes, photographs, pictures, or tables for
The learner will . . .
Use
World Map Skills Worksheet
Vacation Activity
Regions Flipbook
USII.2c
A. Explain that states are examples of political regions.
Explain
Explain/locate that states are grouped by region as follows:
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
Label map of U.S., showing regions. Outline region, to
include states and major cities of each.
Sort cards by regions, as listed on SOL essential
knowledge.
Work in groups to create a poster describing an
assigned region to the class as a tour guide.
Southwest: Texas, Oklahoma, New Mexico, Arizona
Rocky Mountains: Colorado, Utah, Nevada, Montana,
Wyoming, Idaho
Pacific: Washington, Oregon, California
Noncontiguous: Alaska, Hawaii.
Explain
B. Explain how cities serve as centers of trade and have historically
had political, economic, and cultural significance to the
development of the United States. Provide examples of cities,
including the following:
Northeast: New York, Boston, Pittsburgh, Philadelphia
Southeast: Washington, D.C.; Atlanta, New Orleans
Midwest: Chicago, St. Louis, Detroit
Southwest: San Antonio, Santa Fe
Western (Rocky Mountains): Denver, Salt Lake City
Pacific: San Francisco, Los Angeles, Seattle
Noncontiguous: Juneau, Honolulu.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of
Mastery*(See Notes)
Geography
Week of
USII.2 The student will use maps, globes, photographs, pictures, or tables for
a) Explaining how physical features and climate influenced the movement of people westward;
b) Explaining relationships among natural resources, transportation, and industrial development after 1865
Related
SOL
USII.2a
Essential Knowledge and Skills
Students should be able to:
The learner will . . .
Explain how people’s perceptions and use of the Great Plains
changed following the Civil War, and influenced movement of
people westward.
Explain
A. Identify the physical features, and climate of the Great Plains:
Flatlands that rise gradually from east to west
Land eroded by wind and water
Low rainfall
Frequent dust storms.
Identify
B. Explain how new technologies allowed people to live in more
challenging environments. As a result of these technologies, they
began to see the Great Plains not as a ―treeless wasteland‖ but as a
vast area to be settled.
USII.2b
Strategies to Engage the Learner
Verbs
C. Recognize major inventions and adaptations related to life on
the Great Plains:
Barbed wire
Beef cattle raising
Steel plows
Wheat farming
Dry farming
Windmills
Sod houses
Railroads.
B. Demonstrate how key manufacturing areas were located near
centers of population. Include the following examples of industrial
development after 1877 :
Textile industry—New England
Automobile industry—Detroit
Steel industry—Pittsburgh.
A. Explain how major transportation advances linked the following
resources, products, and markets:
Moving natural resources (e.g., copper and lead) to eastern
factories
Moving iron ore deposits to sites of steel mills (e.g.,
Pittsburgh)
Use labeled map from prior lesson, to color in the
Great Plains states.
Using a physical map of the U.S. students will identify
physical feature of the Great Plains.
Using classroom atlas, and text, students will locate
photos and pictures to identify the physical and climate
features of the Great Plains.
Explain
Complete flow chart
Explain the improved life quality brought by each
invention/adaptation Flips
Recognize
Recognize and match photographs for major inventions
and adaptations related to life on the Great Plains.
Demonstrate
Using images groups will demonstrate how those
images could be connected.
Label a blank US map with a star in the location of the
above mentioned industrial centers.
Using small replicas of those images students will
create a flow chart demonstrating the connections.
Explain
Shelburne Middle School 7th Grade History: United States History 1877 to present
Explain movement of natural resources, by drawing
railroad tracks, symbols, and arrows from West to East,
indicating transportation advances linking resources,
Evidence of Mastery*(See
Notes)
Related
SOL
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
products and markets.
Transporting finished products to national markets.
Analyze
and
Interpret
USII.1f
Complete a flow chart to analyze the changing
perceptions of the Great Plains.
analyze and interpret maps that include major physical features;
Use
Describe
USII.1g
Using a physical map of the U.S. students will identify
physical feature of the Great Plains.
use parallels of latitude and meridians of longitude to describe
hemispheric location;
Shelburne Middle School 7th Grade History: United States History 1877 to present
Use reference atlas in front of textbook to locate, and
write a brief description of the latitude and longitude of
the hemispheric locating of the area to be studied. This
should be repeated for each section of the United States
listed in USII.2c.
Evidence of Mastery*(See
Notes)
Reconstruction
Week of
USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by
a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States.
Related
SOL
Essential Knowledge and Skills
Students should be able to:
Demonstrate knowledge of the effects of Reconstruction on
American life by…
USII.3a
Strategies to Engage the Learner
Verbs
The learner will . . .
Demonstrat
e
A. Analyze the impact of the 13th, 14th and 15th Amendments using
the following information:
Basic provisions of the Amendments
The 13th Amendment bans slavery in the United States and all
of its territories.
The 14th Amendment grants citizenship to all persons born in
the United States and guarantees them equal protection under
the law.
The 15th Amendment ensures all citizens the right to vote
regardless of race, color, or previous condition of servitude.
B. Explain these three amendments guarantee equal protection
under the law for all citizens.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Activity taking the written language of the
amendments and putting it in their own words.
Bring in Plessy V. Ferguson
Evidence of
Mastery*(See Notes)
Reconstruction
Week of
USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by
b) describing the impact of Reconstruction policies on the South and North.
Related
SOL
Essential Knowledge and Skills
Students should be able to:
Demonstrate knowledge of the effects of Reconstruction on
American life by…
USII.3b
Strategies to Engage the Learner
Verbs
The learner will . . .
Demonstrat
e
A. Describe the impact of the following Reconstruction policies
and problems
Sorting chart
Prediction based on end of Civil War and Key Players
Southern military leaders could not hold office.
African Americans could hold public office.
African Americans gained equal rights as a result of the Civil
Rights Act of 1866, which also authorized the use of federal
troops for its enforcement.
Northern soldiers supervised the South.
The Freedmen’s Bureau was established to aid former enslaved
African Americans in the South.
Southerners resented Northern ―carpetbaggers,‖ who took
advantage of the South during Reconstruction.
Southern states adopted Black Codes to limit the economic and
physical freedom of former slaves.
Use School rules as an allegory to Reconstruction and
its end: Impact
B. Explain the impact of the end of Reconstruction
Reconstruction ended in 1877 as a result of a compromise over
the outcome of the election of 1876.
Federal troops were removed from the South.
Rights that African Americans had gained were lost through
―Jim Crow‖ laws.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Before and After chart
Evidence of
Mastery*(See Notes)
Related
SOL
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
Evidence of
Mastery*(See Notes)
Reconstruction
Week of
USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by
c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
Related
SOL
Essential Knowledge and Skills
Students should be able to:
Demonstrate knowledge of the effects of Reconstruction on
American life by…
USII.3c
Strategies to Engage the Learner
Verbs
The learner will . . .
Demonstrat
e
A. Describe the legacies of
A.1. Abraham Lincoln
Reconstruction plan calling for reconciliation
Preservation of the Union was more important than punishing
the South
A.2. Robert E. Lee
Urged Southerners to reconcile with Northerners at the end of
the war and reunite as Americans when some wanted to
continue to fight
Became president of Washington College, which is now known
as Washington and Lee University
A.3. Frederick Douglass
Fought for adoption of constitutional amendments that
guaranteed voting rights
Was a powerful voice for human rights and civil liberties for all
Shelburne Middle School 7th Grade History: United States History 1877 to present
Introduction Stations to each leader
Ending with organization book with images of each
leader students will place their legacies accordingly
Evidence of Mastery*(See
Notes)
Post Civil War: Reshaping the Nation and the Emergence of Modern America
USII.4
Related
SOL
USII.4a
Week of
The student will demonstrate knowledge of how life changed after the Civil War by
a) identifying the reasons for westward expansion, including its impact on American Indians
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Identify/Explain how the following opportunities and
technological advances led to westward expansion following the
Civil War:
Opportunities for land ownership
Technological advances, including the Transcontinental
Railroad
Possibility of obtaining wealth, created by the discovery of gold
and silver
Desire for adventure
Desire for a new beginning for former enslaved African
Americans
The learner will . . .
Explain
Identify
B. Describe the impact of westward expansion on American
Indians
Opposition by American Indians to westward expansion (Battle
of Little Bighorn, Sitting Bull, Geronimo)
Forced relocation from traditional lands to reservations (Chief
Joseph, Nez Percé)
Reduced population through warfare and disease (Battle of
Wounded Knee)
Assimilation attempts and lifestyle changes (e.g., reduction of
buffalo population)
Reduced their homelands through treaties that were broken
Shelburne Middle School 7th Grade History: United States History 1877 to present
Using a manufactured news paper with real news
stories of the West students will identify reasons
readers would be interested in moving West.
Set up stations with trade books and interactive
readings
United streaming videos
Evidence of Mastery*(See
Notes)
Post Civil War: Reshaping the Nation and the Emergence of Modern America
USII.4
Related
SOL
USII.4b
Week of
The student will demonstrate knowledge of how life changed after the Civil War by
b) Explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Explain the following reasons for increased immigration in the
post-Civil War era and its related impact on United States society:
Hope for better opportunities
Desire for religious freedom
Escape from oppressive governments
Desire for adventure.
The learner will . . .
Explain
Introduce immigration with a video about the Irish
Potato Famine and European Immigrants. Students
will answer questions and explain reasons for
immigration.
Create a graphic organizer to explain the reasons for
increased immigration in the post-Civil War era.
Explain
B. Explain the following reasons for the growth of cities:
Specialized industries including steel (Pittsburgh), meat
packing (Chicago)
Immigration to America from other countries
Movement of Americans from rural to urban areas for job
opportunities.
Provide each student with an immigrant identity for
which they will keep a journal.
Identify
E. Identify the interaction and conflict of different cultural groups
that were the result of population changes, growth of cities, and new
inventions with emphasis on the following:
Discrimination against immigrants
Set up exploration stations with trade books, immigrant
journal, literacy library photos for students to use in the
completion of their journals.
Organize and explain using a graphic organizer the
categories of increased immigration, growth of cities,
new inventions, and challenges arising.
Chinese
Irish.
Explain
C. Explain that rapid industrialization and urbanization led to
overcrowded immigrant neighborhoods and tenements.
Explain
F. Explain the following outcomes of challenges urban areas faced
as the result of population and technological changes:
Tenements and ghettos
Political corruption (political machines).
Describe
D. Describe the following efforts to solve the challenges created by
immigration and the growth in cities:
Settlement house, such as Hull House founded by Jane
Addams
Political machines that gained power by attending to the needs
of new immigrants (e.g., jobs, housing).
Shelburne Middle School 7th Grade History: United States History 1877 to present
Interactive notes. Students will read and identify and
describe the challenges and solutions found within the
reading. VIP reading strategy
Using this information they will complete the graphic
organizer.
Analyze Tweed political cartoons
Evidence of Mastery*(See
Notes)
Post Civil War: Reshaping the Nation and the Emergence of Modern America
USII.4
Related
SOL
USII.4d
Week of
The student will demonstrate knowledge of how life changed after the Civil War by
d) Explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
Explain how the United States was transformed from an agricultural Explain
to an industrial nation between the Civil War and World War I.
A. Describe inventions that contributed to great change and
industrial growth
Describe
Electric lighting and mechanical uses of electricity (Thomas
Edison)
Telephone service (Alexander Graham Bell)
Explain
B. Explain the following reasons for the rise and prosperity of big
business following the Civil War:
National markets created by transportation advances
Captains of industry (John D. Rockefeller, oil; Andrew
Carnegie, steel; Cornelius Vanderbilt, shipping and railroads)
Advertising
Lower-cost production.
C. Explain the following factors that led to a growth in industry
following the Civil War:
Access to raw materials and energy
Availability of work force due to immigration
Inventions
Financial resources.
D. Describe the following examples of big business:
Railroads
Oil
Steel.
Explain
Watch animated classics on Edison and Bell.
Complete graphic organizer and predict the impact of
these inventions.
Have students brainstorm what is needed to create an
industry. Students will form industries with the four
needed factors. They will come up with a product and
then design a business plan to make their industry
become a thriving big business.
After these are presented students will come up with
the reasons for the rise and prosperity of business
based on their experience. This information will be
recorded in a graphic organizer.
Flipbook of the Big Businesses and captains of
industry. Using textbook index.
Describe
Explain
E. Explain how the following industrial and business changes
influenced farm and city life following the Civil War:
Mechanization (e.g., the reaper) had reduced farm labor needs
and increased production.
Industrial development in cities created increased labor needs.
Industrialization provided access to consumer goods (e.g., mail
order).
Shelburne Middle School 7th Grade History: United States History 1877 to present
Create a flow chart.
Evidence of Mastery*(See
Notes)
Post Civil War: Reshaping the Nation and the Emergence of Modern America
Week of
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
e) Describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the
temperance movement.
Related
SOL
USII.4e
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
A. Explain the following negative effects of industrialization:
Child labor
Low wages, long hours
Unsafe working conditions.
Explain
C. Explain the effects the following Progressive Movement
reforms had on the workplace:
Improved safety conditions
Reduced work hours
Placed restrictions on child labor.
Explain
B. Describe the following outcomes of organized labor due to
industrialization:
Formation of unions—American Federation of Labor
Strikes— Aftermath of Homestead Strike.
D. Describe the following effects of the women’s suffrage
movement:
Increased educational opportunities
Attained voting rights
–
Women gained the right to vote with passage of the 19th
Amendment to the Constitution of the United States of
America.
–
Susan B. Anthony and Elizabeth Cady Stanton worked
for women’s suffrage.
Explain in a diary entry their feelings as a victim of
child labor, after viewing a video clip of ―The People’s
Century‖, and reading Chapter 11 of An Age of
Extremes.
Read excerpt from The Jungle.
Identify and describe problems that existed prior to the
Progressive movement
Describe
Describe
Show Veggie Tales Silly Song ―Good Morning
George‖ Students will make list of how this song
relates to the topic being studied.
Describe the problems listed in USII. 3e A and the
solutions outlined in B and C, creating a political
cartoon showing a before and after scenes. Illustrating
the positive changes brought on by workplace reforms.
Brown Bag activity. (students all have an opinion but
only a few of the votes count)
Describe
E. Describe the following actions of the supporters of the
Temperance Movement:
Composed of groups opposed to the making and consuming of
alcohol
Supported 18th Amendment prohibiting the manufacture, sale,
and transport of alcoholic beverages.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Read the Night of Terror and show pictures of the
women in the story.
Analyze political cartoons.
Tell the story of Cary Nation. Discuss Temperance
Movement.
Create a picket sign describing actions of the
supporters of the Temperance Movement: to include
support for the 18th Amendment, and the people in
history who supported this movement.
Evidence of
Mastery*(See Notes)
Post Civil War: Reshaping the Nation and the Emergence of Modern America
Week of
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
c) describing racial segregation, the rise of ―Jim Crow,‖ and other constraints faced by African Americans and other groups in the postReconstruction South;
Related
SOL
USII.4c
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Define racial segregation. Include that it is:
Based upon race
Directed primarily against African Americans, but other
groups also were kept segregated.
American Indians were not considered citizens until 1924.
The learner will . . .
Define
Describe
B. Describe how Jim Crow laws legalized discrimination against
African Americans following Reconstruction. Include how the
laws:
Passed to discriminate against African Americans
Made discrimination practices legal in many communities and
states
Were characterized by unequal opportunities in housing,
work, education, government.
Compare
D. Compare the African American response to ―Jim Crow‖ laws
as characterized by the following leaders:
Booker T. Washington—Believed equality could be achieved
through vocational education; accepted social separation
W.E.B. Du Bois—Believed in full political, civil, and social
rights for African Americans
Pg. 122
HA
Shelburne Middle School 7th Grade History: United States History 1877 to present
Describe the meaning of racial segregation, what Jim
Crow laws were, and who was Jim Crow? Reading the
Interactive notes using the VIP strategy.
Students will be broken into four groups to create skits
that demonstrate one of the following unequal
opportunities: housing, work, education, and
government. Classmates will then guess the area of
discrimination.
Students will be split into leveled groups for a debate
with a panel. They will read about the leaders and
social climate using the VIP strategy. Then they will
create an argument for each leader and the panel will
question and decide who will lead the African
American people.
Compare the response to ―Jim Crow‖ laws by AfricanAmerican leaders Booker T. Washington, and W.E.B.
Du Bois. Using a graphic organizer which is the head
of the leader and to contain his thoughts.
Evidence of
Mastery*(See Notes)
Late Nineteenth Century to World War I
USII.5
Related
SOL
USII.5a
Week of
The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by
a) explaining the reasons for and results of the Spanish American War;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Explain the following causes and events of the Spanish
American War:
Protection of American business interests in Cuba
American support of Cuban rebels to gain independence from
Spain
Rising tensions between Spain and the United States as a
result of the sinking of the USS Maine in Havana Harbor
Exaggerated news reports of events (Yellow Journalism)
affected public opinion.
The learner will . . .
Explain
Looking at a piece of Yellow Journalism students will
define bias writing.
Students will read about the reasons for and results of
the Spanish American War and complete an
organizer.
Using this information they will create a comic strip
to explain the Spanish American War.
Explain
B. Explain the following results of the Spanish American War:
The United States emerged as a world power.
Cuba gained independence from Spain.
The United States gained possession of the Philippines,
Guam, and Puerto Rico.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of
Mastery*(See Notes)
Late Nineteenth Century to World War I
USII.5
Related
SOL
USII.5b
Week of
The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by
b) describing Theodore Roosevelt’s impact on the foreign policy of the United States.
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Describe the Roosevelt Corollary to the Monroe Doctrine
asserted the United States’ right to interfere in the economic
matters of other nations in the Americas
claimed the United States’ right to exercise international police
power
advocated Big Stick Diplomacy (building the Panama Canal).
The learner will . . .
Chart Paper stations. Answer the following questions.
How will the United States be viewed after the Spam
War?
What is the Role of the US after the Spanish American
War?
Should a country interfere in the affairs of another
country?
Under what circumstances should a country help
another country?
What does the saying ―Speak softly but carry a big
stick‖ mean?
Guided video from United Streaming ―Foreign Policy‖
first 3 min. (Found by searching Roosevelt Corollary)
Complete graphic organizer.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of
Mastery*(See Notes)
Late Nineteenth Century to World War I
Week of
USII.5 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by
c)
Related
SOL
USII.5c
Explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Identify the following reasons the United States became
involved in World War I:
Inability to remain neutral
German submarine warfare: Sinking of the Lusitania
United States economic and political ties to Great Britain
The Zimmermann Telegram
Explain that the United States involvement in World War I ended a
long tradition of avoiding involvement in European conflicts and
set the stage for the United States to emerge as a global superpower
later in the twentieth century.
Explain that there were disagreements about the extent to which
the United States should isolate itself from world affairs.
B. Identify the following Major Allied countries during World
War I:
British Empire
France
Russia
Serbia
Belgium
United States
C. Identify the following Central Powers during World War I:
German Empire
Austro-Hungarian Empire
Bulgaria
Ottoman Empire
The learner will . . .
Identify
Tug of War activity: Each student is a country and
they must use the descriptions on their country card to
find their friend countries.
We will then set the stage using Eu‖Rope‖ to create
background knowledge of WWI.
Explain
-
The rope ―Europe‖ will not move with the two
sides tugging What do they need to do (Go to the
US for help)
Explain
Vocab lesson. Guess, Find, Illustrate.
Identify
Reasons for involvement organizer with visual cues
created by students.
Explain different viewpoints of Americans about
going to war. Using a reading about the Lusitania.
Students will be split and write a pro article about
going to war or an anti article based on the sinking.
Identify
Identify the Allied and Central Powers using a
graphic organizer and map.
Explain
D. Explain the following leadership role of the United States at the
end of World War I:
At the end of World War I, President Woodrow Wilson
prepared a peace plan known as the Fourteen Points that called
for the formation of the League of Nations, a peacekeeping
organization.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Explain the reaction of most Europeans to President
Wilson’s arrival to the Paris Peace conference.
Interactive note reading.
Read the primary document summary on page 993
American Journey and explain the main points of
Evidence of
Mastery*(See Notes)
Related
SOL
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
point 14, and the League of Nations. In addition
explain why the U.S. Congress rejected the idea of
joining the League of Nations.
The United States decided not to join the League of Nations
because the United States Senate failed to ratify the Treaty of
Versailles.
Sequence the key events of World War I by using the
Foldables Study Organizer on page 665 of Chapter 23
World War I.
Sequence
USII.1c
USII.1 d
Sequence events in United States history.
Interpret ideas and events from different historical perspectives
Evaluate
and Debate
Shelburne Middle School 7th Grade History: United States History 1877 to present
Sequence the key events of World War I by using the
Foldables Study Organizer on page 665 of Chapter 23
World War I.
Explain different viewpoints of Americans about
going to war. Lusitania Reading.
Evidence of
Mastery*(See Notes)
Early Twentieth Century
USII.6
Related
SOL
USII.6a
Week of
The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by
a) 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.
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
Explain how social and economic life in the early twentieth century Explain
was different from that of the late nineteenth century.
A. Describe the progress in American life as a result of
Describe
advancements in technology, including neglected rural areas.
Identify the following results of improved transportation brought
Identify
about by affordable automobiles:
Greater mobility
Creation of jobs
Growth of transportation-related industries (road construction,
oil, steel, automobile)
Movement to suburban areas.
Summarize
B. Summarize the significance of the invention of the airplane with
emphasis on the Wright brothers’ contribution to its development.
Summarize
C. Summarize the significance of the assembly line.
Identify
Henry Ford, automobile
Rise of mechanization
D. Identify the technological advances in the following areas of
communication:
Increased availability of telephones
Development of the radio and broadcast industry
Development of the movies.
Scattegories: Jobs today that have to do with
automobiles.
Describe greater mobility, creations of jobs, growth of
transportation related industries, and movement to
suburban areas as a result of the transportation
brought on by the affordable automobile. Complete a
graphic Organizer.
Students will write a short story describing them in
1925 Staunton, VA. They will identify specific
changes resulting from their families’ purchase of a
Model T.
Animated Classic: Wright Brothers
Assembly Line competition.
Complete graphic Organizer.
Warm up: what is Communication?
Describe
E. Describe the following changes brought about by advancements
in electrification:
Labor-saving products (e.g., washing machines, electric
stoves, water pumps)
Electric lighting
Entertainment (e.g., radio)
Improved communications.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Chart Paper: What is Electrification? How do we
Communicate?
What is it chart…Identify images from the late
nineteenth century. How it changed life.
Break into groups to read about each advance and teach
the rest of the class by creating an overhead.
Evidence of Mastery*(See
Notes)
Early Twentieth Century
Week of
USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by
b) describing the social and economic changes that took place, including prohibition, and the Great Migration north and west
Related
SOL
USII.6b
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
Explain that reforms in the early twentieth century could not
legislate how people behaved.
Explain
A. Explain that Prohibition was imposed by a constitutional
amendment that made it illegal to manufacture, transport, and
sell alcoholic beverages.
Explain
B. Summarize the results of Prohibition. Include the following:
Summarize
Speakeasies were created as places for people to drink alcoholic
beverages.
Bootleggers made and smuggled alcohol illegally and promoted
organized crime.
Repealed by the 21st Amendment.
Explain
Explain that economic conditions and violence led to the migration
of people.
Explain
C. Explain the following reasons for and results of African
American migration north and west:
Jobs for African Americans in the South were scarce and low
paying.
African Americans faced discrimination and violence in the
South.
African Americans moved to cities in the North and Midwest in
search of better employment opportunities.
African Americans also faced discrimination and violence in the
North and Midwest.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Show United Streaming video on Prohibition and the
rise of Gangsters. With guiding questions.
Show opening clip of ―Some Like it Hot‖
Summarize the effectiveness of Prohibition by showing
in a skit how people ignored the law through
Speakeasies and Bootlegging.
Explain the violence resulting from Nationalism and
the Ku Klux Klan using a political Cartoon ―Worse
than Slavery‖ and a Newspaper Advertisement
showing job opportunities in the North, and the reasons
why an African American would leave the South and
go North. To include all violence, discrimination, and
economic conditions.
Complete a flowchart
Explain the reasons for and results of African
American migration to northern cities by analyzing the
map and information on page 86 of the Nystrom Atlas
of U.S. History. Students will list at three reasons, and
identify the four states that gained the most African
Americans and the three that lost the most, and denote
which region gained the most and lost the most.
Evidence of Mastery*(See
Notes)
Early Twentieth Century
USII.6
Related
SOL
USII.6c
Week of
The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by
c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe and the
Harlem Renaissance;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
A. Identify the leaders in art, literature, and music of the 1920s and Identify
1930s that had an impact on the cultural climate of the future.
Include the following:
Art—Georgia O’Keeffe, an artist known for urban scenes and,
later, paintings of the Southwest
Literature—F. Scott Fitzgerald, a novelist who wrote about the
Jazz Age of the 1920s; John Steinbeck, a novelist who
portrayed the strength of poor migrant workers during the
1930s
Music—Aaron Copland and George Gershwin, composers
who wrote uniquely American music.
Explain
B. Explain how the leaders of the Harlem Renaissance drew upon
the heritage of black culture to establish themselves as powerful
forces for cultural change.
Identify African American artists, writers, and musicians based in
Harlem and explain how they revealed the freshness and variety of
African American culture. Include the contributions of the
following individuals:
Art—Jacob Lawrence, painter who chronicled the experiences
of the Great Migration through art
Literature—Langston Hughes, poet who combined the
experiences of African and American cultural roots
Music—Duke Ellington and Louis Armstrong, jazz
composers; Bessie Smith, blues singer.
Identify
Explain
Compare the 1920s and the 1930s using United
Streaming videos.
Read the interactive notes. Complete a chart
including each leader.
Students will choose one leader to quickly research
through the Library Power House link. So that they
can contribute to our Museum Study.
Students will explain the work of these leaders
through exploring them in an interactive power point
and museum guide.
Explain the Harlem Renaissance.
Read the interactive notes. Complete a chart
including each leader.
Students will choose one leader to quickly research
through the Library Power House link. So that they
can contribute to our Museum Study.
Explain
Explain how the popularity of these artists spread beyond Harlem to
the rest of society.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Students will explain the work of these leaders
through exploring them in an interactive power point
and museum guide.
Explain through teacher presentation how the
popularity of these artists spread to rest of society.
Evidence of
Mastery*(See Notes)
The Great Depression
Week of
USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by
d) Identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.
Related
SOL
USII.6d
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
A. Explain the following causes of the Great Depression:
People over speculated on stocks, using borrowed money that
they could not repay when stock prices crashed.
The Federal Reserve failed to prevent the collapse of the
banking system.
High tariffs strangled international trade.
Explain
Explain how the optimism of the 1920s concealed problems in the
American economic system and attitudes about the role of
government in controlling the economy.
Explain
B. Describe the widespread, severe impact the Great Depression
had on Americans. Include the following:
A large numbers of banks and businesses failed.
One-fourth of workers were without jobs.
Large numbers of people were hungry and homeless.
Farmers’ incomes fell to low levels.
C. Identify the following features of Franklin Roosevelt’s New
Deal and how it used government programs to help the nation
recover from the depression:
Social Security
Federal work programs
Environmental improvement programs
Farm assistance programs
Increased rights for labor.
Stock activity.
Describe inflation (to be used later with WWII)
United Streaming Clips
Describe
Explain how people’s possessions and lifestyles made
the appearance of someone who was wealthy. Ex:
People bought stocks on ―Credit‖ , Banks and Investors
borrowed money to buy on ―Credit‖ Farmers bought
land, equipment and supplies on ―Credit‖.
Describe using a picture the widespread, severe impact
the Great Depression had on Americans. To include
the four bullets listed in USII.5d B.
Using literacy library photos: Write a letter from the
point of view of a farmer.
Write a letter from the point of view of child in town.
Identify
Shelburne Middle School 7th Grade History: United States History 1877 to present
Four groups-each group takes an impact and as
presidential advisors creates a plan to solve the
problem. Discuss and compare to FDR’s New Deal.
Evidence of
Mastery*(See Notes)
World War II
USII.7
Related
SOL
USII.7a
Week of
The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by
a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
A.1. Explain how the following political and economic conditions
in Europe following World War I led to the rise of fascism and to
World War II:
Political instability and economic devastation in Europe
resulting from World War I
–
Worldwide depression
–
High war debt owed by Germany
–
High inflation
–
Massive unemployment.
Explain
A.2. Explain how the rise of fascism threatened peace in Europe
and Asia. Include the following:
Fascism is a political philosophy in which total power is given
to a dictator and individual freedoms are denied and
nationalism and, often, racism are emphasized.
Fascist dictators included Adolf Hitler (Germany), Benito
Mussolini (Italy), and Hideki Tojo (Japan).
These dictators led the countries that became known as the
Axis Powers.
Explain
Who will be upset after WWI and why?
Discuss and complete a graphic organizer.
Introduction guided video of Europe after WWI.
Vocab lesson. Guess, Find, Illustrate. Share.
Flow chart showing America’s changing policy.
Describe
C. Describe the evolution of American foreign policy from
neutrality to direct involvement as conflict grew in Europe and
Asia. Include the following:
Isolationism (Great Depression, legacy of World War I)
Economic aid to Allies
Direct involvement in the war.
B. Identify the countries and their leaders that became the Allied
Powers. Include the following:
Democratic nations (the United States, Great Britain, Canada)
were known as the Allies. The Soviet Union joined the Allies
after being invaded by Germany.
Allied leaders included Franklin D. Roosevelt and later Harry
S. Truman (United States), Winston Churchill (Great Britain),
Joseph Stalin (Soviet Union).
Series of Pearl Harbor Videos through United
Streaming. Explain using a graphic organizer
Identify
Using maps identify the Allies and the Axis.
Time line project: Use American Journey to find dates
and information about turning points. Sequence the
events and create a time line complete with images.
Describe
D. Describe the following key events of World War II in the
Pacific:
Rising tension developed between the United States and Japan
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of Mastery*(See
Notes)
Related
SOL
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
because of Japanese aggression in East Asia.
On December 7, 1941, Japan attacked the United States at
Pearl Harbor without warning.
The United States declared war on Japan.
Germany declared war on the United States.
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
Evidence of Mastery*(See
Notes)
World War II
USII.7
Related
SOL
USII.7b
Week of
The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by
b) locating and describing the major events and turning points of the war in Europe and the Pacific;
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Identify the following major events and turning points of World Identify
War II:
Germany invaded Poland, setting off war in Europe. The
Soviet Union also invaded Poland and the Baltic nations.
Germany invaded France, capturing Paris.
Germany bombed London and the Battle of Britain began.
The United States gave Britain war supplies and old naval
warships in return for military bases in Bermuda and the
Caribbean. (Lend Lease)
Japan bombed Pearl Harbor.
After Japan bombed Pearl Harbor, Germany declared war on
the United States.
The United States declared war on Japan and Germany.
The United States was victorious over Japan in the Battle of
Midway. This victory was the turning point of the war in the
Pacific.
Germany invaded the Soviet Union. The Soviet Union
defeated Germany at Stalingrad, marking the turning point of
the war in Eastern Europe.
Summarize
American and other Allied troops landed in Normandy,
France, on D-Day to begin the liberation of Western Europe.
The United States dropped two atomic bombs on Japan
(Hiroshima and Nagasaki) in 1945, forcing Japan to surrender Define
and ending World War II.
Summarize that, despite initial Axis success in Europe and the
Pacific, the Allies persevered and ultimately defeated Germany and Summarize
Japan.
B. Define the Holocaust as an example of prejudice and
discrimination taken to the extreme.
B. Summarize the following viewpoints and tactics of Holocaust
leaders and their followers:
Viewpoints
Anti-Semitism
Aryan supremacy
Systematic attempt to rid Europe of all Jews.
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
Read The Number on my Grandfather’s Arm
Rose Blanc and complete 321 and summary.
Define the viewpoints and tactics of the Holocaust.
Complete a graphic organizer.
United Streaming account of the holocaust.
Evidence of Mastery*(See
Notes)
Related
SOL
Essential Knowledge and Skills
Students should be able to:
Tactics
Boycott of Jewish stores
Threats
Segregation
Imprisonment and killing of Jews and others in concentration
camps and death camps.
USII.1a
Strategies to Engage the Learner
Verbs
C. Describe the liberation by Allied forces of Jews and others who
survived in concentration camps
Analyze and interpret primary and secondary documents to increase
understanding of events and life in United States history.
The learner will . . .
Describe
Analyze
Interpret
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of Mastery*(See
Notes)
World War II
Week of
USII.7 The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by
c) Describing the impact of the war on the home front.
Related
SOL
USII.7c
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Describe the impact World War II had on American life on the
Describe
home front. Emphasize that every aspect of American life was
Emphasize
affected. Identify the sacrifices Americans were asked to make to
support the war effort. Include the following:
A. American involvement in World War II brought an end to
the Great Depression. Factories and workers were needed to
produce goods to win the war.
B. Thousands of American women took jobs in defense plants
during the war (e.g., Rosie the Riveter).
C. Americans at home supported the war by conserving and
rationing resources.
Describe
Describe the effect World War II had on race relations in America.
Include the following:
D. The need for workers temporarily broke down some racial
barriers (e.g., hiring in defense plants) although discrimination
against African Americans continued.
E. While many Japanese Americans served in the armed
forces, others were treated with distrust and prejudice, and
many were forced into internment camps.
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
United Streaming Video
Primary Document Activity.
Internment Camp Play: Manzanar
Evidence of Mastery*(See
Notes)
Post World War II Recovery
Week of
USII.8 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of
World War II and the present by
a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of
the United Nations;
b) describing the conversion from a wartime to a peacetime economy;
Related
SOL
USII.8a
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
A. Describe Europe following World War II. Explain how much of
Europe was in ruins and that Soviet forces occupied most of Eastern Describe
and Central Europe and the eastern portion of Germany.
Explain
Summarize the role of the United States as a superpower following
World War II. Explain how it helped rebuild postwar Europe and
Japan. Include the following:
The United States felt it was in its best interest to rebuild
Europe and prevent political and economic instability.
Summarize
Explain
Provide students with pictures representing the
rebuilding efforts and have them describe what is
being done and explain why.
Can be done with Interactive Notes.
Complete graphic organizer as a summary.
B. The United States instituted George C. Marshall’s plan to
rebuild Europe (the Marshall Plan), which provided massive
financial aid to rebuild European economies and prevent the spread
of communism.
Summarize
Summarize the governments of Germany and Japan following
World War II. Include the following information:
Germany was partitioned into East and West Germany. West
Germany became democratic and resumed self-government
after a few years of American, British, and French occupation.
East Germany remained under the domination of the Soviet
Union and did not adopt democratic institutions.
Following its defeat, Japan was occupied by American forces.
It soon adopted a democratic form of government, resumed
self-government, and became a strong ally of the United
States.
Have students describe the feelings and problems
facing the world at the end of the War.
Describe
C. Describe the United Nations and the role the United States had
in its establishment. Include that the United Nations was formed
near the end of World War II to create a body for the nations of the
world to try to prevent future global wars.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Pick a country and write from its point of view about
the rebuilding in contrast to WWI.
Evidence of Mastery*(See
Notes)
Related
SOL
USII.8b
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Identify the following elements that contributed to the rapid
Identify
growth of the American economy following World War II:
With rationing of consumer goods over, business converted
from production of war materials to consumer goods.
Americans purchased goods on credit.
The workforce shifted back to men, and most women returned
to family responsibilities.
Labor unions merged and became more powerful; workers
gained new benefits and higher salaries.
As economic prosperity continued and technology boomed, the next
generation of women entered the labor force in large numbers.
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
Each student will be given an identity of
someone after WWII (Returning soldier,
Woman, Wife, Industry Head) and come up
with what they will be doing after WWII. These
will be compiled and analyzed to show the boost
for the economy.
Evidence of Mastery*(See
Notes)
Cold War
Week of
USII.8 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of
World War II and the present by
c) identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the
Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges;
Related
SOL
USII.8c
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Explain that the United States and the Soviet Union emerged
from World War II as world powers, triggering a rivalry over
ideology and national security.
A. Define the Cold War as the state of tension without actual
fighting between the United States and the Soviet Union, which
divided the world into two camps
The learner will . . .
Explain
Readings on Causes combined with selected
questions. Explain in class discussion.
Define
B. Explain the origins of the Cold War. Include the following:
Explain
Differences in goals and ideologies between the United
States and the Soviet Union (the two superpowers)—The
United States was democratic and capitalist; the Soviet
Union was dictatorial and communist.
The Soviet Union’s domination over Eastern European
countries
American policy of containment (to stop the spread of
communism)
North Atlantic Treaty Organization (NATO) versus Warsaw
Explain
Pact.
C. Explain the following major conflicts the United States has
been directly involved in since World War II that reflect the
division created by Cold War tensions and hostilities:
South Korea and the United States resisted Chinese and
North Korean aggression. The conflict ended in a stalemate.
The Cuban Missile Crisis occurred when the Soviet Union
placed missiles in Cuba. The Soviets removed the missiles
in response to a United States blockade of Cuba.
The United States intervened to stop the spread of
communism into South Vietnam (Domino Theory).
Americans were divided over whether the United States
should be involved militarily in Vietnam. The conflict ended
Describe
in a cease-fire agreement in which United States troops
withdrew.
Describe identifying the role of America’s military and veterans
Shelburne Middle School 7th Grade History: United States History 1877 to present
In a group identify the four origins from their
reading of the Cold War and compare as a class.
Together fill in the graphic organizer
Readings on the major conflicts with selected
questions. Explain in class discussion.
Cold War Review Choice Project.
Evidence of Mastery*(See
Notes)
Related
SOL
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
in defending freedom during the Cold War, including the wars in
Korea and Vietnam, the Cuban missile crisis, the collapse of
Describe
communism in Europe, and the rise of new challenges;
Describe how the Cold War tensions between the free world and
the communist world caused divisiveness at home and abroad.
Explain that the Cold War was the central organizing
principle in foreign affairs for 40 years.
D. Describe the following events that demonstrated the collapse
of communism in Europe:
Breakup of the Soviet Union into independent countries
Destruction of the Berlin Wall.
Describe
Explain
E. Explain how the end of the Cold War presented challenges
different from earlier challenges. Include the following:
Role of United States military intervention
Environmental challenges
Global issues, including trade, jobs, diseases, energy
Shelburne Middle School 7th Grade History: United States History 1877 to present
Foldable explaining each challenge.
Evidence of Mastery*(See
Notes)
Domestic Issues
Week of
USII.8 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of
World War II and the present by
d) Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and
minorities.
Related
SOL
USII.8d
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Identify the factors leading to changing patterns in United
States society following World War II that changed the way most
Americans lived and worked. Include the following:
Strong economy (healthy job market, increased productivity,
increased demand for American products)
Greater investment in education
―The Baby Boom,‖ which led to changing demographics
Interstate highway system
Evolving role of women (expected to play supporting role in
the family, while increasingly working outside the home)
Role of Eleanor Roosevelt in expanding human rights
African Americans’ aspirations for equal opportunities
B. Identify the following policies and programs that expanded
educational and employment opportunities for the military,
women, and minorities:
G.I. Bill of Rights gave educational, housing, and
employment benefits to World War II veterans.
Truman desegregated the armed forces.
Civil Rights legislation led to increased educational, economic,
and political opportunities for women and minorities.
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
United Streaming Video showing different aspect of
American Life during the 50s.
Exploring the decade with Take a field trip through
the 1950s
Imagine they are living during this decade and write
about their daily life.
Reading and Graphic Organizer.
Evidence of Mastery*(See
Notes)
Domestic Issues
Week of
USII.8 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of
World War II and the present by
e) describing how international trade and globalization have impacted American life.
Related
SOL
USII.8e
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
A. Define globalization as the linking of nations through trade,
information, technologies, and communication.
B. Explain globalization involves increased integration of
different societies.
C. Describe the impact of globalization on American life
Improvement of all communications (e.g., travel,
telecommunications, Internet)
Availability of a wide variety of foreign-made goods and
services
Outsourcing of jobs
Shelburne Middle School 7th Grade History: United States History 1877 to present
The learner will . . .
Look into movie clips…
Students create skits showing the interactions due to
increased Globalization.
Evidence of Mastery*(See
Notes)
Civil Rights
Week of
USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first
centuries by
a) examining the Civil Rights Movement and the changing role of women;
Related
SOL
USII.9a
USII.1b
USII.1 e
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
The learner will . . .
A. Identify some effects of segregation on American society.
Identify
Include the following:
Separate educational facilities and resources for white and
African American students
Separate public facilities (e.g., restrooms, drinking
fountains, restaurants)
Social isolation of races.
Describe
B. Describe how the African American struggle for equality
became a mass movement. Include the following:
Opposition to Plessy v. Ferguson—―Separate but equal‖
Brown v. Board of Education, desegregation of schools
Martin Luther King, Jr.—Passive resistance against
segregated facilities; ―I have a dream…‖ speech
Rosa Parks—Montgomery bus boycott
Organized protests, Freedom Riders, sit-ins, marches
Expansion of the National Association for the Advancement
of Colored People (NAACP).
Describe the following legislation resulting from the Civil Right Describe
Movement that ensured constitutional rights to all citizens
regardless of race:
Civil Rights Act of 1964
Voting Rights Act of 1965.
Make connections between past and present events.
Make
Connectio
ns
Evaluate and debate issues orally and in writing
Evaluate
and
Debate
Shelburne Middle School 7th Grade History: United States History 1877 to present
Read aloud and discuss Delivering Justice
Read aloud and discuss The Lynching of Emmett Till
Read aloud Ballad of Birmingham
United Streaming video Youth in the Civil Rights
Movement.
Video of I have a Dream.
Graphic Organizer
Plays for Rosa Parks and MLKJr.
Matching activity to describe the new legislation of
the Movement.
Make connections between past and present, by
examining the changes in Staunton City Schools
from before Brown v. Board, and our current status.
Read, Evaluate, Write, and Debate the basic issues
included in Martin Luther King Jr.’s ―I Have a
Dream‖ speech. Focusing hopes and dreams for the
future.
Evidence of Mastery*(See
Notes)
Related
SOL
USII.9a
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Identify how women were disadvantaged in the work place.
Include the following:
– Discrimination against women in hiring practices
– Lower wages for women than for men doing the same job
The learner will . . .
Identify
Explain how women activists were inspired by the achievements Explain
of the Civil Rights Movement and took action to gain equality for
them, particularly in the workplace. Include the following
improvements in women’s conditions that resulted from this
action:
National Organization for Women (NOW)
Federal legislation to force colleges to give women equal
athletic opportunities
The Equal Rights Amendment, despite its failure, and a
focus on equal opportunity employment created a wider
range of options and advancement for women in business
and public service.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Interactive notes and discussion
Matching activity to Explain legislation passed
during the movement.
Evidence of Mastery*(See
Notes)
Domestic Issues
Week of
USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first
centuries by
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life.
Related
SOL
USII.9b
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Explain how, after World War II, Americans turned their
energies to the development of peacetime technologies.
The learner will . . .
Explain
A. Identify the industries that benefited the most from the
new technologies of the second half of the twentieth century. Identify
Include the following:
Airline industry (jet engine)
Automobile industry and interstate highway system
Entertainment and news media industries
Exploration of space
Computer industry
Satellite systems, telecommunications (pagers, cell
phones, television)
Internet.
Interactive notes. Read and discussed using VIP strategy.
Recorded into Graphic organizer.
B. Explain the impact the new technologies of the twentieth
Explain
century had on American life. Include the following:
Increased domestic and international travel for business
and pleasure
Greater access to news and other information
Cheaper and more convenient means of communication
Greater access to heating and air-conditioning
improved the quality of life and encouraged population
growth in certain areas of the country.
Decreased regional variation resulting from nationwide
access to entertainment and information provided by
national television and radio programming, Internet
services, and computer games.
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of Mastery*(See
Notes)
Domestic Issues
Week of
USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first
centuries by
c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically.
Related
SOL
USII.9c
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
Explain how the following people have impacted the area of
A. Science
Charles Drew: Medicine (plasma)
J. Robert Oppenheimer: Physics (Manhattan Project
team)
The learner will . . .
In pairs students will research one of the people and set up
an interview that will be presented to the class. One
member will be the interviewer and the other will take on
the role of the person.
B. Culture
Frank Lloyd Wright: Architecture
Martha Graham: Dance
C. Academics
Henry Louis Gates: History
Maya Angelou: Literature
D. Economics
Bill Gates: Computer technology (Microsoft)
Ray Kroc: Franchising (McDonald’s)
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of Mastery*(See
Notes)
Domestic Issues
Week of
USII.9 The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early
twenty-first centuries by
d) examining American foreign policy, immigration, the global environment, and other emerging issues.
Related
SOL
USII.9d
Essential Knowledge and Skills
Strategies to Engage the Learner
Verbs
Students should be able to:
American foreign policy, immigration policies, energy
Examine
policies, and environmental policies affect people both
in the United States and in other countries.
Foreign policy
Increase in terrorist activities
Conflicts in the Middle East
Changing relationships with nations
The learner will . . .
Break students into four groups. Read and present
magazine and news articles provide. Using the Reciprocal
Guide strategy to focus reading and presentation.
Complete a Graphic Organizer
Immigration
Changing immigration patterns (e.g., Hispanic
Americans, Asian Americans)
More people want to immigrate to the United
States than are allowed by law.
Global environment
Policies to protect the environment
Global climate change
Conservation of water and other natural resources
Other issues
Energy issues (dependence on foreign oil)
World health issues (global pandemics)
Shelburne Middle School 7th Grade History: United States History 1877 to present
Evidence of Mastery*(See
Notes)
Resources
Center for Civic Education – http://www.civiced.org
A Commonwealth of Knowledge: Virginia’s Site for Educators – http://www.Knowledge.State.va.us/welcome.htm
Education Place – http://www.eduplace.com/ss/ssmaps/ (This site permits you to print a variety of maps.)
Exploring the Real Thing – A guide to Education Programs at National Park Sites in Virginia, National Parks Service,
October, 2001.
Library of Congress
http://thomas.loc.gov/ (This site focuses on legislation, the Congressional Record, and status of current bills.)
http://www.loc.gov/library/
National Council for the Social Studies – http://www.socialstudies.org
National Geographic – http://nationalgeographic.com/ (This site provides information and copies of maps.)
Smithsonian Institute – http://www.si.edu/info/education.htm
United States Department of Education – http://www.ed.gov/EdRes/index.html
United States Holocaust Museum – http://www.ushmm.org
Virginia Historical Society – http://www.vahistorical.org
Virginia Holocaust Museum – http://www.va-holocaust.com/
Virginia Museum of Fine Arts – http://www.vmfa.state.va.us
WorldNet Virginia – http://worldnetva.pwnet.org/
2008 History and Social Science Curriculum – http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
2002 Sample Instructional Activities – http://www.pen.k12.va.us/VDOE/Instruction/History/hsslessons.html