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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