Download U.S. History II Review Notes for Parents and Students

August 2016
U.S. History II Review
Notes for Parents and
Students
Grade 6 U. S. History II
nd
th
2 /4 Nine Weeks, 2016-2017
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
1
August 2016
United States History II: 1865-Present
Content Review Notes:
Standards of Learning in Detail
Grade 6 United States History II: Second and Fourth Nine Weeks
2016-2017
This resource is intended to be a guide for parents and students to improve content
knowledge and understanding. The information below is detailed information about the
Standards of Learning taught during the 2nd and 4th grading periods and comes from the
United States History II: 1865-Present Standards of Learning Curriculum Framework
issued by the Virginia Department of Education. The Curriculum Framework in its
entirety can be found at the following website.
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks
/2008/2008_final/framewks_ushist1865-present.pdf
USII.2a-c
The student will use maps, globes, photographs, pictures, and tables.
USII.2c
Locate the 50 states and the cities most significant to the historical development of the United
States.
What is one way of grouping the 50 states?
 A state is an example of a political region. States may be grouped as part of
different regions depending on the criteria used.
What are some examples of cities that historically have had
political, economic, and/or cultural significance to the
development of the United States?
Northeast Region: Maine, Vermont, New Hampshire,
Connecticut, Massachusetts, Rhode Island, New York,
New Jersey, Pennsylvania
Cities: Boston, New York, Pittsburgh, Philadelphia
Southeast Region: Maryland,
Delaware, West Virginia, Virginia,
Kentucky, Tennessee, North
Carolina, South Carolina, Georgia,
Florida, Alabama, Mississippi,
Louisiana, Arkansas,
Cities: Atlanta, New Orleans,
Washington, DC
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
2
August 2016
USII.2c
Locate the 50 states and the cities most significant to the historical development of the United
States.
Midwest Region: Ohio, Indiana, Illinois, Michigan, Wisconsin,
Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota,
North Dakota
Cities: Chicago, Detroit, St. Louis
Southwest Region: Texas, Oklahoma, New Mexico, Arizona
Cities: San Antonio, Santa Fe
Rocky Mountains Region: Colorado, Utah, Nevada,
Montana, Wyoming, Idaho
Cities: Denver, Salt Lake City
Pacific Region: Washington, Oregon, California
Cities: Seattle, Los Angeles, San Francisco
Noncontiguous: Alaska, Hawaii
Cities: Juneau, Honolulu
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
3
August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
4
August 2016
USII.6d
Identify the causes of the Great Depression, its impact on Americans, and the major features of
Franklin D. Roosevelt’s New Deal.
What were the causes of the Great Depression?
 The optimism of the 1920s concealed problems in the American economic system
and attitudes about the role of government in controlling the economy.
People overspeculated 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 discouraged
international trade.
How were the lives of Americans affected by the Great Depression?
 The Great Depression had a widespread and severe impact on American life.
 A large number 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.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
5
August 2016
USII.6d (continued)
Identify the causes of the Great Depression, its impact on Americans, and the major features of
Franklin D. Roosevelt’s New Deal.
What were the major features of the New Deal?
 Franklin Roosevelt’s New Deal 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
Directions: Use standard USII.6d to answer questions 1-6.
1. The optimism of the 1920’s concealed (covered up) problems in the American
___________________ system and attitudes about the role of _____________________ in
controlling the _____________________.
2. Complete the chart.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
6
August 2016
3. The Great Depression had a ____________________ and __________________ impact on
_______________________ life.
4. List the impact the Great Depression had on Americans.
A large number of ______________ and ___________
failed.
One-fourth (1/4 or _______ %) of workers were without
________.
Large numbers of people were _____________ and
_____________.
Farmers’ incomes fell to __________ levels.
5. ________________ D. _________________’s New Deal used government
programs to help the nation recover from the _____________________.
6. Complete the chart.
Major Features of the New Deal
Information
Examples
*Social _____________________
*Federal _____________ programs
*_________________ improvement
____________
*_______________ assistance
_____________
*Increased rights for ______________
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
7
August 2016
USII.7a-c
The student will demonstrate knowledge of the major causes and effects of American
involvement in World War II.
USII.7a
Identify the causes and events that led to American involvement in the war, including the attack on
Pearl Harbor.
How did post-World War I Europe set the stage for World War II?
 Political and economic conditions in Europe following World War I led to the rise of
fascism and to World War II.
How did the rise of fascism affect world events following World War I?
 The rise of fascism threatened peace in Europe and Asia.
Political instability and economic
devastations in Europe resulting from
World War I:
 Worldwide depression
 High war debt owed by Germany
 High inflation
 Massive unemployment
Rise of Fascism
 Fascism is a political philosophy in which
total power is given to a dictator and
individual freedoms are denied.
 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.
How did American policy toward events in Europe and Asia change
over time?
 As conflict grew in Europe and Asia, American foreign policy evolved from neutrality
to direct involvement.
THE ALLIES
Democratic nations (United States, Great Britain, and Canada) were
known as the Allies. The Soviet Union joined the Allies after being
invaded by Germany.



ALLIED LEADERS
United States: Franklin D. Roosevelt and later Harry S Truman
Great Britain: Winston Churchill
Soviet Union: Joseph Stalin
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
8
August 2016
USII.7a (continued)
Identify the causes and events that led to American involvement in the war, including the attack on
Pearl Harbor.
Gradual changes in American policy from neutrality to
involvement:



Isolationism (Great Depression, legacy of World War I)
Economic aid to Allies
Direct involvement in the war
Rising tension developed between the United States and
Japan 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.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
9
August 2016
USII.7b
Locate and describe the major events and turning points of the war in Europe and the Pacific.
What were the major turning points of the World War II?
Despite initial Axis success in both Europe and the Pacific, the Allies persevered and
ultimately defeated Germany and Japan.
Major Events and Turning Points of World 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
Caribbean.
 Japan bombed Pearl Harbor.
 After Japan bombed Pearl Harbor,
Germany declared war on the United
States.
German troops parade through
Warsaw after invasion of Poland.
 America declared war on Japan and
Germany.
 Battle of Midway: The United States
was victorious over Japan in the Battle
of Midway. The victory was the turning
point of the war in the pacific.
Battle of Midway
 Germany invaded the Soviet Union.
The Soviet Union defeated Germany at
Stalingrad, marking the turning point
of the war in Eastern Europe.
 American and 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 and ending World War II.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
Battle of Stalingrad
10
August 2016
USII.7b (continued)
Locate and describe the major events and turning points of the war in Europe and the Pacific.
What was the Holocaust?
 The Holocaust is an example of prejudice and discrimination taken to the extreme.
Anti-Semitism
Aryan Supremacy
Systematic attempt to rid Europe of
all Jews.
Tactics
 Boycott of Jewish stores
 Threats
 Segregation
 Imprisonment and killing of
Jews and others in
concentration camps
Liberation by Allied forces of Jews
and others in concentration camps
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
11
August 2016
USII.7c
Describe the impact of World War II on the homefront.
How did Americans at home support the war effort?
 World War II affected every aspect of American life.
 Americans were asked to make sacrifices in support of the war effort and the ideas for
which we fought.
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.
Thousands of American women took
jobs in defense plants during the war
(e.g. Rosie the Riveter).
Americans at home supported the war
by conserving and rationing resources.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
12
August 2016
USII.7c (continued)
Describe the impact of World WarII on the homefront.
What effect did the war have on race relations in America?
 The need for workers temporarily
broke down some racial barriers
(e.g. hiring in defense plants)
although discrimination against
African Americans continued.
 While many Japanese Americans
served in the armed forces, others
were treated with distrust and
prejudice, and many were forced
into internment camps.
DIRECTIONS: Use the notes from USII.7a and textbook to label the World War II
European leader and their country
EUROPE
_____________
_____________
_____________
_____________
_____________
_____________
_____________
_____________
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
13
August 2016
Directions: Use the notes from USII 7a-c to identify the matching dates and events. Color
each matching pair a different color.
EVENTS
DATE
S
November 11, 1918
Japan bombs Pearl Harbor
Germany invades Poland
1933
September 1, 1939
The Battle of Midway marked the turning
point of the war in the Pacific
U.S. declared war on Japan
Summer of 1940
December 7, 1941
The start of the D-Day invasion
World War II official ends
December 8, 1941
June 1942
1943
Adolf Hitler is elected Chancellor of Germany
Germany
US dropped atomic bomb in
Nagasaki and Hiroshima
World War I ends
June 6, 1944
August 6 and 9, 1945
The Soviet Union defeated the
Germans in Stalingrad marking the
turning point in the war in Europe.
September 2, 1945
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
Battle of Britain
14
August 2016
Directions: Use the notes from USII.7a-c to complete the following statements. Circle
the answer to each statement in the crossword puzzle.
1) ________ was the leader of the Soviet Union during WWII.
2) __________ is a political philosophy in which total power is given to a dictator and individual
freedoms are denied.
3) The US loaned military supplies to Great Britain with authority from the
_________________ Act.
4) United States policy before the bombing of Pearl Harbor _________.
5) The systematic attempt to rid Europe of Jews was called the _________.
6) The name given to women to symbolize their work in the defense plants: ___________ the
Riveter.
7) ____________ Americans living on the West coast were sent to Internment Camps following
the bombing of Pearl Harbor.
8) During the war, Americans at home supported the war by _____________, the use of
something sparingly so as not to exhaust supplies.
9) _____________, following the death of Roosevelt, became the President of the US.
10) WWII brought to an end to the ___________ Depression.
G
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Directions: Use the letters that are not circled to answer the following question:
What are the names of the three Axis dictators?
___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___
___ ___ ___ ___
___ ___ ___ ___ ___ ___ ___ ___ ____
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
15
August 2016
Major Events and Turning Points of World War II
Directions: Use standard USII.7c word bank below to complete the crossword puzzle.
Poland
Paris
London
Midway
Lend Lease
United States
Bermuda Caribbean
Stalingrad
D Day
Pearl Harbor
Normandy France
Germany
Hiroshima
Japan
Battle of
Nagasaki
11
9
13
12
14
10
15
1
2
3
4
6
7
5
8
Across:
1. After Japan bombed Pearl Harbor, THIS country declared
war on the U.S.
3. THIS was the turning point in Eastern Europe when the
Soviet Union defeated Germany.
5. Germany invaded France and captured THIS city.
6. The U.S. gave Britain war supplies and old naval
warships in return for military bases.
8. THIS city was where the first atomic bomb was dropped
in Japan.
10. Part of the Lend Lease Act, the U.S. gave Britain war
supplies and old naval warship in return for military
bases HERE.
13. Germany bombed THIS city and the Battle of Britain
began.
Down:
2. The second atomic bomb was dropped on THIS city,
ending World War II.
4. THIS was the turning point in Western Europe.
7. After the bombing of Pearl Harbor, The U.S. declared war
on THIS country and Germany.
9. Japan's attack HERE caused the U.S. to get directly
involved in WWII.
11. THIS country was victorious in the Battle of Midway.
12. Germany invaded THIS country setting off war in
Europe.
14. THIS battle was a turning point of the war in the
Pacific.
15. WHERE Allied troops landed to being the liberation of
Western Europe.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
16
August 2016
.
USII.8a-d
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.
USII.8a
Describe 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.
How did the United States help rebuild postwar Europe and Japan?
 Learning from the mistakes of the past, the United States accepted its role as a world
superpower, helping to rebuild Europe and Japan and taking the leading role in
establishing the United Nations.
Much of Europe was in ruins following World War II. Soviet forces occupied most of
Eastern and Central Europe and the eastern portion of Germany. The United States felt it
was in its best interest to rebuild Europe and prevent political and economic instability.
Describe 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.
Rebuilding Efforts and Establishment of the United Nations
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.
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 selfgovernment, and became a
strong ally of the United States.
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.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
17
August 2016
USII.8b
Describe the conversion from wartime to peacetime economy.
What contributed to the prosperity of Americans following World War
II?
 Following World War II, Americans prospered due to an expanding economy
stimulated by America’s involvement in the war.





Reasons for Rapid Growth of the American Economy
Following World War II
With rationing of consumer goods over, businesses converted from
production of war materials to consumer goods.
Americans purchased goods on credit.
The work force shifted back to men, and most women retuned 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 re-entered the labor force in large numbers.
Directions: Use standard USII.8b to fill in the blanks.
THE UNITED STATES AFTER WORLD WAR II
Following (1) ___________ , the US prospered due to an expanding (2)________________. U.S.
businesses converted from producing war materials to producing (3) ___________________. An example
of this would be combat boots to (4)_________________. Also during this time, Americans were
purchasing goods on (5) ________________. Women returned to household responsibilities as the
workforce shifted back to (6) ____________. In order to protect worker’s rights, (7) ______________
merged and became powerful. These unions fought for new benefits and (8)____________ salaries.
Finally, as the economy continued to grow and (9) ____________ boomed, the next generation of women
(10) __________ the labor force in large numbers.
WORD BANK:
men
higher
technology
entered
credit
tennis shoes
economy
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
World War II
labor unions
consumer goods
18
August 2016
USII.8c
Identify 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.
How and why did the Cold War begin?
 The United States and Soviet Union emerged from World War II as world powers,
triggering a rivalry over ideology and national security.
Cold War: State of tension without actual fighting between the United States and the Soviet
Union, which divided the world into two camps.
Origins of the Cold War
 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 Organizations (NATO) versus Warsaw Pact
What have been the major
conflicts and confrontations
involving America in the postWorld War II era?
 Since World War II, the United States
has been directly involved in various
conflicts that reflected the divisions
created by Cold War tensions and
hostilities.
How did Cold War tensions
caused divisiveness at home?
 The tension between the free world and
the communist world caused divisiveness
at home and abroad.
Major conflicts in the post-World War II era:
 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 U.S. blockade.
 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 in a cease-fire agreement in which U. S.
troops withdrew.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
19
August 2016
USII.8c (continued)
Identify the role of America’s militatry and veterans in defending freedom during the Cold War,
including the wars in Korea and Vienam, the Cuban Miissle Crisis, the collapse of communism in
Europe, and the rise of new challenges.
How did communisms collapse in Europe?
Collapse of Communism in Europe
 Break-up of the Soviet Union into
independent countries.
 Destruction of Berlin Wall
How were the challenges after the Cold War different from earlier
challenges?
 The Cold War was the central organizing principle in foreign affairs for 40 years.
New Challenges
 Role of U. S. Military intervention
 Environmental challenges
 Global issues, including trade,
jobs, diseases, energy
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
20
August 2016
Directions: Use standard USII.8ac to complete the puzzle.
USII 8ac: Post War and Cold War
Across
6. An axis country located in the Pacific that became
democratic after WWII
9. Remained under the domination of the Soviet Union
11. Plan to rebuild Europe which provided massive
financial aid
12. Its destruction marked the end of the Cold war and
collapse of communism
13. American policy to stop the spread of communism
14. The state of tension without actual fighting between the
US and Soviet Union
15. Communist and dictatorial
16. The side of Germany that became democratic after the
war.
Down
1. If one country in Southeast Asia fell to communism,
then all would fall.
2. Counterpart to NATO
3. Democratic and capitalist
4. Formed to prevent future wars
5. Ended in a stalemate
7. Formed to stop the spread of communism in Europe
8. Soviet Union placed missiles in Cuba
10. A crisis that divided the country and ended in a
ceasefire
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
21
August 2016
USII.8d
Describe the changing patterns of society, including expanded educational and economic
opportunities for military veterans, women, and minorities.
What factors led to changing patterns of society in the post-World
War II era?
 Changing patterns in American society at the end of World War II changed the way
most Americans lived and worked.
Strong Economy (healthy
job market, increased
productivity, increased
demand for American
products)
Greater investment
in education
“The Baby Boom,”
which led to
changing
demographics
Evolving role of women
(expected to play
supporting role in the
family, but increasingly
working outside the
home)
Factors
Leading to
Changing
Patterns in
U. S. Society
Interstate Highway
System
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
Role of Eleanor
Roosevelt in
expanding women’s
rights
African American’s
aspirations for equal
opportunities
22
August 2016
USII.8d (continued)
Describe the changing patterns of society, including expanded educational and economic
opportunities for military veterans, women, and minorities.
What policies and programs expanded educational and employment
opportunities for the military, women, and minorities?
Policies and programs expanding educational and
employment opportunities:
 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.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
23
April 2016
Directions: Using your knowledge from past SOL’s and USII.8d, describe the changes of
the U.S. Society following World War II.
BEFORE WWII
Great Depression
________________________
Transcontinental Railroad
Because of the Great Depression and
WWII, people put off having children.
Military Units were segregated.
AFTER WWII
_________________________
Eleanor Roosevelt fought to
expand women’s rights.
_____________________
________________________
________________________
Look closely. Write a caption
explaining the significance of the
picture.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
24
April 2016
A district US History II 4th Nine Weeks Midpoint Test will be administered
approximately four to five weeks into the nine weeks marking period.
Tested US History II SOLs include: USII.2c, USII.6d, USII.7a-c, and USII.8bd.
Previously tested SOLs will be included from the 1st/3rd nine weeks content. Previously
tested US History II SOLs include: USII.2c, USII.3abc, USII.4a-e, USII.5a-c, and
USII.6a-c.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
25
April 2016
USII.9a-d
The student will demonstrate knowledge of the key domestic and international issues
during the second half of the twentieth and early twenty-first centuries.
USII.9a
Examine the Civil Rights Movement and the changing role of women.
What were some effects of segregation on American society?
Separate educational facilities and resources for
white and African American students.
Separate public facilities (e.g. restrooms,
drinking fountains, restaurants)
Social isolation of races
How did the African American struggle for equality become a mass
movement?
 The Civil Rights Movement resulted in legislation that ensured constitutional rights to
all citizens regardless of race.
Martin Luther King, Jr. – Passive
resistance against segregated facilities; I
have a dream…” speech.
Rosa Parks- Montgomery
Bus Boycott
Organized protests, Freedom Riders, sitins, marches
Expansion of the National
Association for the
Advancement of Colored
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II TeacherPeople.
Suffolk Public Schools
26
April 2016
USII.9a (continued)
Examine the Civil Rights Movement and the changing role of women.
How did the law support the struggle for equality for African
Americans?
Brown v.
Board of
Education,
Opposition to
Plessy v.
Ferguson-
“Separate
but equal”
desegregation
of schools
Civil Rights
Act
of 1964
Voting Rights
Act
of 1965
How were women disadvantaged in the workplace?
What actions were taken to improve conditions for women?
 Women activists were inspired by the achievements of the Civil Rights Movement
and took action to gain equality for women, particularly in the workplace.
Changing Role of Women
Workplace Disadvantages
 Discrimination in hiring practices
against women

Lower wages for women than for men
doing the same job
Improved Conditions
 National Organization for Women
(NOW)
 Federal legislation to force colleges to
give women equal athletic opportunities
(e.g. Title Nine)
 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.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
27
April 2016
Directions: Use standard USII.9a to help complete the following activity.
1. Federal legislation in 1964 that made
it illegal to segregate in public facilities.
2.
Social Isolation of the races
3.
Made “Separate but Equal” legal
1
17
9
14
7
4. Desegregation of the schools
10
16
13
5. Organization that fought for the
rights of African Americans.
10
4
6. Made Poll tax and literacy test illegal
2
5
7. Amendment that failed but led to an increase
focus on equal opportunity employment
for women.
10
11
10
10
8. Freedom Rider, sit-ins, marches
18
9. Montgomery Bus boycott
8
10. Discrimination against hiring/
lower wages for women
15
6
10
11. Organization who fought for the rights of women
12
12. Federal legislation that forced colleges
to give equal athletic opportunities
10
3
Directions: Use the letters from the questions above to solve the problem below.
__ __ __ __ __ __ __ __ __ __ __ __ __ __ ___ __ ___ ___ ___ ___ ___ ___
1
2
3
4
5
6
5
7
8
___ __ ___ ___ ___ ___ ___ ___
8
3
10
14
10
10
7
1
5
5
10
___ ___ ___ ___
1
5
16
2
2
___ ___
15
3
9
1
10
11
12
6
3
11
3
13
1
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
10
13
7
10
10
3
10
9
10
10
5
7
10
16
1
5
12
13
10
10
10
___ ____ ___ ___ ___ ___ ___
1
3
16
13
10
14
10
10
10
8
15
3
10
___ ___ ___ __ __ __ ___ __ __ __ ___ __ __ __
4
___ __ ___ ___ ___ __
8
5
9
2
13
10
10
___ ___
10
1
12
1
10 1
10
12
5
8
3
9
16
8
10
7
3
1
____ ___ ___
16
7
10
15
14
10
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
10
1
5
12
13
10
10
16
7
___ ___ ___ ___ ___ ___ ___ ___
7
4
5
___ ___
10
10
12
10
10
10
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
17
1
5
18
13
3
10
____ ____ ____ ____
10
8
16
4
10
3
16
28
April 2016
USII.9b
Describe the development of new technologies and their impact on American life.
What impact did the new technologies have on American life?
 After the war, Americans turned their energies to the development of peace time
technologies.
Which industries benefited the most from the new technologies?
Industries Benefiting From New
Technologies
Airline industry-Jets
Computer
industry
Automobile industry
and interstate
highway system
Entertainment
and news media
industry
Satellite systemtelecommunications
(pagers, cell
phones, television)
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
Exploration of
space
Internet
29
April 2016
USII.9b
Describe the development of new technologies and their impact on American life.
Which industries benefited the most from the new technologies?
Impact of New Technologies on
American Life
 Increased domestic and international travel for
business and pleasure
 Greater access to news and other information
 Cheaper and more convenient means of
communication
 Greater access to heating and air-conditioning
 Decreased regional variation resulting from
nationwide access to entertainment and
information provided by national television and
radio programming, Internet services, and
computer games

Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
30
April 2016
Directions: Use your knowledge from previous standards and USII.9b to complete the
following graphic organizer using the word bank below.
1880’s
1900’s
1950’s
Today
Impact
Railroads
Newspaper
Telegraph
Electricity
WORD BANK
Exploration
Automobile
Airplanes
Jets
Increased travel
for business
and pleasure.
Radio/Movies
Greater access to
news and other
information
Space
Exploration
Air Conditioning
and Heating
Satellite
Internet
Television
News and
Entertainment
Easier to live in regions
with various types of
weather
Decreased
regional variation,
Cheaper and
convenient means
of communication
Computers
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
Understanding of
the solar system
31
April 2016
USII.8a-e
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.
USII.8e
Describe how international trade and globalization have impacted American life.
How has globalization impacted American life?
 Between the end of World War II and the present, the world has been marked by an
increase in globalization and interdependence.
 Globalization is the linking of nations through trade, information, technologies, and communications
 Globalization involves increased integration of different societies.
Impact of Globalization on American Life
 Improvement of all commmunications
(e.g. travel, telecommunications,
Internet)
 Availability of a wide variety of foreignmade goods and services.
 Outsourcing of jobs
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
32
April 2016
Directions: Use standard USII.8e and the code below to answer the questions.
a =  b =  c =  d =  e = 
f =  g =  h =  i = 
j=
k
p
u
z
1
6
=
=
=
=
=
=






l=
q=
v=
.=
2=
7 =
m=
r=
w=
?=
3=
8=
1.


n=
s=
x=
,=
4=
9=
o=
t=
y=
0=
5 =
%=
1.The linking of nations through
trade, information, technologies
and communications
2.
___________________________________________ 2. An impact of globalization on
American life.

3.
____________________-_____________

3. Because of globalization,
there has become an
increase of
_____________-________
goods and services.
4.
___________________________________
 
4. Globalization has also led to
improvement of all
______________________.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
33
April 2016
USII.9a-d
The student will demonstrate knowledge of the key domestic issues during the second
half of the twentieth and early twenty-first centuries.
USII.9c
Identify representative citizens from the time period who have influenced America scientifically,
culturally, academically, and economically.
How have representative citizens influenced America scientifically,
culturally, academically, and economically?
 Representative citizens have influenced America scientifically, culturally,
academically, and economically.
Science
Culture
Academics
Economics
Charles Drew
Medicine
(Plasma)
J. Robert
Oppenheimer
Physics:
Manhattan
Project team
Frank Lloyd
Wright
Henry Louis
Gates
Ray Kroc
History
Franchising
(McDonald’s)
Martha Graham
Maya Angelou
Bill Gates
Dance
Literature
Computer
Technology
(Microsoft)
Architecture
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
34
April 2016
USII.9d
Examine American foreign policy, immigration, the global environment, and other emerging issues.
How have American foreign policy, immigration policies, energy
policies, and environmental policies affected people both in the United
States and in other countries?
 American foreign policy, immigration policies, energy 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
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)
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
35
April 2016
DIRECTIONS: Who am I? Read the scenario. Use USII.9c to determine the important
person whose contribution is described in each scenario.
1. _______________ I believed in designing structures which are in harmony with humanity
and its environment. I also designed interior spaces, furniture, carpets and stained glass
windows. Who am I?
2. _______________ I have been hailed as the “Dancer of the Century” and a “National
Treasure”. I have had the opportunity to create many ballets as well as work with such
composers as Aaron Copland. Who am I?
3. _______________ I am the “Richest man in America”. I used to play with computers
when I was younger and I created a system that made computers easy for the average
person. I sold my system to IBM and I started the company Microsoft. I give much of my
money to support health and education in other countries. Who am I?
4. _________________ I discovered the McDonald brothers in California and liked the way
they were selling burgers, fries, and shakes in an assembly line fashion. Taking their ideas, I
built my first McDonald’s in Chicago and then went on to sell franchises across the country.
Who am I?
5. _______________ I am a poet, teacher, bestselling author, actress, civil rights activist,
producer and director. I am famous for my poem, I Know Why the Caged Birds Sing. I
have had the opportunity to read my poems at the inauguration of our president. Who am I?
6. ________________ I am an African American Historian who teaches at Harvard University. I
am also a critic, writer, editor, and television host. I wrote the book, In Search of our Roots.
Who am I?
7. _________________ I am an African American doctor who developed a way to store the
plasma portion of blood with the creation of the first blood bank. I founded the American
Red Cross Blood Bank and I was the first African American surgeon on the American Board
of Surgery. Who am I?
8. ________________ I am sometimes called “The Father of the Atomic Bomb”, which is a title
that I did not want. I have struggled with the creation of nuclear weapons and I spent time
after World War II trying to stop the nuclear arms race with the Soviet Union. Who am I?
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
36
April 2016
Directions: Use USII.9d to answer the following questions.
1. As the world has become closely connected, name 4 issues that affect the
people of the United States as well as the people in other countries.
_____________________
___________________
___________________
___________________
2. In the late 1800’s, most of our immigrants arrived from Europe. In the 21 st
century, where do most of our immigrants arrive from?
___________________________________________________________
___________________________________________________________
3. Can anybody immigrate to America? Yes No (Circle your choose) Explain
your answer. __________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Before World War II, the United States had a foreign policy of neutrality and
isolationism. What issues in the 21st century prevents the United States from
adopting these previous policies?
__________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. A person with a contagious disease gets on an airplane and travels to another
country. This disease is then passed on to the other passengers. This spreading
of disease can lead to a public health crisis. What is this called?
______________________________
6. Name two examples of ways to protect our global environment.
__________________________ _________________________
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
37
April 2016
District-made tests will NOT be administered at the end of the 2nd/4th Nine Weeks.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
38
April 2016
STAR (Students Teaching Activities Resources)
Suffolk Public Schools resource contains resources and activities
that assist students in enhancing their comprehension of the
Virginia Standards of Learning. Resources include but are not
limited to activities, games, PowerPoint’s, web quests, websites
that address Standards of Learning objectives in each content area
in grades K-12.
http://www.spsk12.net/departments/STAR/socialscience/ss_us6.htm
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
39
April 2016
The following pages contain vocabulary sorts that can be
used to review relevant US History II terms for this grading
period. Cut out the sort and practice matching the
vocabulary word with the matching definition.
Quizlet is a free online website that provides students extra
opportunites to practice and review vocabulary words. Links
to Suffolk Public Schools US History II Quizlet files are
located on the Suffolk Public Schools STAR (Students
Teaching Activities Resources) webpage.
http://www.spsk12.net/departments/STAR/socialscience/ss_us6.htm
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
40
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
41
April 2016
USII.1a-h
slogan
a phrase that promotes an idea,
person, or organization; a motto
USII.1a-h
excerpts
a part of a larger work of
literature, music, or art
USII.1a-h
physical feature
a characteristic of a place that
occurs naturally such as a
landform or body of water
USII.1a-h
primary source
a document written or created by
a person who was a witness
USII.1a-h
secondary source
a document written or created by
a person who used primary
sources for research
USII.1a-h
sequence
an order of one thing
following after another
USII.1a-h
interpret
to offer an explanation
of meaning
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
42
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
43
April 2016
USII.1a-h
evaluate
to look at something carefully to
decide its value or meaning
USII.1a-h
analyze
to study something by looking at
the smaller, separate parts
USII.1a-h
latitude
distance north or south of the
equator, measured in degrees
USII.1a-h
longitude
USII.1a-h
hemisphere
distance east or west of the Prime
Meridian, measured in degrees
Either the northern or southern
half of the earth as divided by the
Equator or the eastern or western
half as divided by a meridian
USII.2c
region
an area or group of states
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
44
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
45
April 2016
USII.2c
Northeast region
(states)
USII.2c
Northeast region
(cities)
USII.2c
Southeast region
(states)
USII.2c
Southeast region
(cities)
USII.2c
Midwest region
(states)
Maine, Vermont, New Hampshire,
Connecticut, Massachusetts,
Rhode Island, New York, New
Jersey, Pennsylvania
New York, New York
Boston, Massachusetts
Pittsburgh, Pennsylvania
Philadelphia, Pennsylvania
Maryland, Delaware, West
Virginia, Virginia, Kentucky,
Tennessee, North Carolina, South
Carolina, Georgia, Florida,
Alabama, Mississippi, Louisiana,
Arkansas
Washington, D.C.
Atlanta, Georgia
New Orleans, Louisiana
Ohio, Indiana, Illinois, Michigan,
Wisconsin, Minnesota, Iowa,
Missouri, Kansas, Nebraska,
South Dakota, North Dakota
USII.2c
Chicago, Illinois
St. Louis, Missouri
Detroit, Michigan
Midwest region (cities)
USII.2c
Southwest region
(states)
Texas, Oklahoma,
New Mexico, Arizona
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
46
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
47
April 2016
USII.2c
Southwest region
(cities)
San Antonio, Texas
Santa Fe, New Mexico
USII.2c
Western/Rocky
Mountains (states)
Colorado, Utah, Nevada,
Montana, Wyoming, Idaho
USII.2c
Western/Rocky
Mountains (cities)
Denver, Colorado
Salt Lake City, Utah
USII.2c
Pacific region
(states)
USII.2c
Pacific region (cities)
Washington, Oregon, California
San Francisco, California
Los Angeles, California
Seattle, Washington
USII.2c
Noncontiguous
region (states)
Alaska, Hawaii
USII.2c
Noncontiguous region
(cities)
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
Juneau, Alaska
Honolulu, Hawaii
48
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
49
April 2016
USII.6d
Great Depression
A period marked by a severe
reduction in business activity, rise
in unemployment, and falling
wages.
USII.6d
Federal Reserve
System
Created to protect the banking
system
USII.6d
tariff
Special taxes on imported or
exported goods
USII.5d
stocks
Shares of ownership a company
sells in their businesses which
often carry voting power.
New Deal
Franklin D. Roosevelt’s program
to find government solutions to
the Great Depression.
USII.6d
USII.6d
over-speculate
To make risky deals for profit;
people bought more stock than
they could afford.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
50
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
51
April 2016
USII.6d
optimism
To believe, expect, or hope that
things will turn out well.
conceal
To put or keep something hidden.
USII.6d
USII.6d
Social Security
A monthly pension provided by
the government for retired
persons previously paid for by
taxes.
USII.6d
federal
Of or relating to the government
environmental
improvement
programs
Part of the New Deal that created
state and national parks, the
replanting of trees, and creation
of the Appalachian trail.
USII.6d
USII.6d
income
Money received over a period of
time either as payment for work,
goods, or services as a profit.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
52
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
53
April 2016
USII.7a
Pearl Harbor
USII.7a
East Asia
Naval base in Hawaii in which the
Japanese attacked on Dec. 7,
1941 and began direct
involvement of the U.S. in WWII.
The countries, territories, and
regions of China, Hong Kong,
Japan, North and South Korea,
Macau, Mongolia, eastern parts of
Russia, and Taiwan.
USII.7a
Political
Relating to politics and
government issues, especially
party politics.
USII.7a
economic
Relating to economics, the
economy of a country, or money
in general.
USII.7a
fascism
A form of government in which
total power is given to a dictator
and individual freedoms are
denied.
USII.7a
neutrality
When a nation does not take
either side in a conflict.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
54
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
55
April 2016
USII.7a
dictator
USII.7a
A leader who rules with total
control.
During WWII:
Axis Powers
USII.7a
Allies
USII.7a
reparations
Germany (Hitler)
Italy (Mussolini)
Japan (Tojo)
During WWII:
U.S.A. (Roosevelt, later Truman)
Great Britain (Churchill)
Canada
Soviet Union (Stalin)
Compensation demanded of a
defeated nation by the victor in a
war especially that demanded of
Germany by the Treaty of
Versailles after WWI.
USII.7a
democratic
A government by the people;
freedoms.
USII.7a
isolationism
National policy of avoiding
involvement in world affairs.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
56
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
57
April 2016
USII.7a
tension
Uneasy feelings like mistrust,
hostility, or fear felt by countries,
groups, or individuals in their
dealings with one another.
USII.7a
debt
An amount of money, a service, or
an item of property that is owed to
somebody
USII.7a
instability
Likely to fall or collapse
USII.7a
involvement
Participation
USII.7a
devastation
USII.7a
aggression
To cause severe or widespread
damage to something.
Hostile action, especially a
physical or military attack,
directed against another person
or country, often without sound
reason.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
58
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
59
April 2016
USII.7a
inflation
An increase in the supply of
currency or credit relative to the
availability of goods and services,
resulting in higher prices.
USII.7a
unemployment
The condition of having no job.
USII.7a
philosophy
A system of thought; beliefs.
USII.7b
Holocaust
A systematic attempt to rid
Europe of all Jews.
USII.7b
turning point
USII.7b
Normandy, France
(D-Day)
June 6, 1944
An important moment of change.
A turning point in WWII in which
Allied troops landed in Normandy,
France to begin the liberation of
Western Europe.
USII.7b
liberation
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
To be set free.
60
April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
61
April 2016
USII.7b
Poland
A country just east of Germany in
which Hitler invaded on
September 1, 1939 and was the
beginning of WWII.
USII.7b
anti-Semitism
Discrimination or hatred of Jews.
USII.7b
Aryan
A Caucasian person of nonSemitic descent regarded as
racially superior.
USII.7b
boycott
To refuse to deal with an
organization, company, or
process as a form of protest.
USII.7b
tactics
The science of organizing and
maneuvering forces in battle to
achieve a limited or immediate
aim.
USII.7b
concentration
camp
“Death” camps or work camps for
Jews and others during WWII.
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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April 2016
USII.7b
invade
USII.7b
Bermuda
USII.7b
Caribbean
USII.7b
Lend Lease Act
USII.7b
Hiroshima &
Nagasaki
To enter a country by military
force.
A small island off the
southeastern coast of the United
States that was part of the LendLease agreement between the
U.S. and Great Britain during
WWII.
Islands off the southeastern coast
of Florida that were part of the
Lend-Lease agreement between
the U.S. and Great Britain during
WWII.
An agreement between the US
and Great Britain. The US gave
war supplies to Great Britain in
return for military bases in
Bermuda and the Caribbean
Two cities in Japan in which the
U.S. dropped atomic bombs in
1945, forcing Japan to surrender
and ending WWII.
USII.7b
Baltic Nations
Nations that border the Baltic Sea
that were invaded by the Soviet
Union at the beginning of WWII.
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.7b
supremacy
USII.7c
sacrifice
To hold as “supreme” over all
others
To give up something valuable or
important for somebody or
something else considered to be
of more value or importance.
USII.7c
conserve
To use something sparingly so as
not to exhaust supplies.
USII.7c
rationing
Limited of scarce goods during
wartime.
USII.7c
internment camps
Detention centers where
Japanese Americans were moved
and confined during WWII.
USII.7c
homefront
Confined to one’s homeland.
USII.7c
Rosie
the Riveter
Character developed to
encourage women to take factory
jobs.
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8a
United Nations
An organization of nations that
was formed in 1945 to promote
peace, security, and international
cooperation; formed to prevent
future wars.
USII.8a
Marshall Plan
A plan to provide economic aid to
Europe after WWII; named after
George C. Marshall.
USII.8a
communism
A system in which property is
owned by society instead of an
individual; a dictator is in charge.
USII.8a
democratic
USII.8a
Ally
A government by the people;
freedoms.
A nation that is joined in an
association with another or others
for mutual help and support or the
achievement of a common
purpose.
USII.8a
occupy
To invade and take control of a
country, area, or building.
USII.8a
partitioned
The division of a country into two
or more separate states or
countries.
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8a
political & economic
instability
A situation in which the
government and economy of a
country may fall or collapse.
USII.8a
domination
Controlling power.
USII.8a
democratic institutions
Governments and/or countries
that practice democracy.
USII.8a
defeat
To beat an enemy.
USII.8b
prosper
To be successful, especially in
financial or economic terms,
through effort or good fortune.
USII.8b
convert
To change the function or use of
something.
USII.8b
credit
A pay-later system in which a
buyer can take possession of
something now and pay for it later
or over time.
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Suffolk Public Schools
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April 2016
USII.8b
consumer
Someone who buys goods or
services.
USII.8b
workforce
A labor force including personnel,
workers, employees, and staff.
USII.8b
merge
USII.8b
benefits
To combine or unite with
something to form a single unit.
Programs offered by employers to
assist workers financially such as
medical insurance, credit unions,
sick leave, and vacation leave.
USII.8b
salary
Payment for work.
USII.8c
rivalry
The condition of competing with
somebody else; competition.
USII.8c
Cold War
A state of tension between the
United States and the Soviet
Union without actual fighting that
divided the world into two camps.
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8c
capitalist
A believer in capitalism which is
an economic system based on
private property and free
enterprise; the USA has this type
of system.
USII.8c
dictatorial
USII.8c
NATONorth
Atlantic
Treaty
Organization
Ruled by dictatorship.
An organization that had an
agreement that “an armed attack
against one or more of the
member nations shall be
considered an attack against all”.
USII.8c
Warsaw Pact
The counterpart of NATO, and had
a military force that the Soviet
Union controlled.
USII.8c
stalemate
A situation during a conflict when
action stops because both sides
are equally powerful and neither
side will give in.
USII.8c
blockade
An organized action to prevent
entrance or exit of a place.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8c
cease-fire
To come to an end without firing
any weapons.
USII.8c
Berlin Wall
A concrete wall built in West
Berlin to keep people in the
communist area from escaping.
USII.8c
military
intervention
USII.8c
tension
Military action undertaken in
order to change what is
happening or might happen in
another country.
Uneasy feeling in a relationship,
mistrust, controlled hostility, or
fear of hostility felt by countries,
groups, or individuals in their
dealings with one another.
USII.8c
ideologies
A system of social beliefs.
USII.8c
containment
The policy of preventing the
expansion of a hostile power
USII.8c
Cuban
Missile Crisis
When the Soviet Union placed
missiles in Cuba. The Soviets
removed the missiles in response
to a U.S. blockade.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8c
Domino
Theory
Coined by President Eisenhower,
a belief that if one country is
taken over by communism, then
all surrounding countries will fall
to communism.
USII.8c
withdraw
To remove all troops
USII.8c
collapse
To fail abruptly
USII.8c
global
USII.8c
Korea
worldwide
During the Korean War, Korea
separated into North and South Korea
along the 38th parallel of latitude, with
the Soviets controlling the North and
America controlling the South.
USII.8c
Cuba
USII.8c
Vietnam
A large island just south of
Florida in which the Cuban
Missile Crisis took place.
Vietnam was the country in which
more than 58,000 American
troops died in the longest conflict
in American History for the fight
against communism.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
79
April 2016
USII.8d
minority
a group having little power or
representation in relation to
another group in society
USII.8d
productivity
the rate at which goods and
services are produced
USII.8d
Baby Boom
a sharp rise in births following
WWII
USII.8d
interstate
something that connects or goes
through two or more states
USII.8d
G.I. Bill of Rights
federal legislation that provided
funding for housing, education
and job opportunities for veterans
USII.8d
desegregated
open a place to members of all
ethnic or racial groups
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8d
policy
a plan of action meant to
influence all actions or decisions
made by a group or government
USII.8d
veteran
a person who served in the armed
forces
USII.8d
investment
to give time or money to
something
USII.8d
demographic
the makeup of a group of people;
statistics
USII.8d
legislation
the making of laws
USII.8d
highway
a road for high speed travel
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.8d
evolve
to change slowly
USII.8d
Eleanor Roosevelt
wife of F. D. Roosevelt and
advocate human (women and
minorities) rights
USII.8d
aspiration
the desire to achieve a goal
USII.9a
equality
to be treated exactly the same
USII.9a
segregation
to keep separated by group
USII.9a
facility
a public place with a specific
purpose
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.9a
passive resistance
to struggle without violence
USII.9a
boycott
when a group of people refuse to
use a good or service in order to
achieve a goal
USII.9a
opposition
to resist something or act as an
obstacle in the way of something
USII.9a
sit-in
USII.9a
Freedom Rider
when African Americans and their
supporters sat at lunch counters
in restaurants intended for whites
in protest of segregation
African American and white
college students (usually from
northern states) rode buses
through southern states to
challenge segregation
USII.9a
discrimination
to treat a person unfairly based on
the group they belong to
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.9a
NOW
USII.9a
NAACP
National Organization of Women:
fought for equal treatment for
women in the workplace,
government and public places
National Association for the
Advancement of Colored People:
fought for equal treatment for
African Americans in the
workplace, government and
public places
USII.9a
Equal Rights
Amendment
a proposed amendment to the
Constitution to give women equal
rights to men; was not approved
or made into law
USII.9a
Civil Rights Act
of 1964
federal legislation that made it
illegal to segregate in public
facilities
USII.9a
Voting Rights Act of
1965
federal legislation that protected
the voting rights of African
Americans and other minority
groups
USII.9a
Rosa Parks
refused to give up her seat to a
white man; caused the
Montgomery Bus Boycott and set
off the Civil Rights Movement
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April 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.9a
Martin Luther King, Jr.
USII.9a
Montgomery Bus
Boycott
Southern African American
preacher who used passive
resistance to challenge
segregation and lead the Civil
Rights Movement
African Americans in
Montgomery, Alabama refused to
use the public bus service after
Rosa Parks was arrested for
sitting in a white only section
USII.9a
Plessy v. Ferguson
USII.9a
Brown v. Board of
Education of Topeka
Kansas
a Supreme Court case that upheld
the idea that “separate but equal”
was legal
a Supreme Court case that
overruled the idea that “separate
but equal” was legal and initiated
the desegregation of public
schools
USII.9a
protest
a organized public display of
disagreement
USII.9a
a hourly rate of pay for a job done
wage
USII.9b
telecommunications
the use of electronic systems to
communicate over a distance
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Suffolk Public Schools
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April 2016
USII.9b
domestic
having to do with home life
USII.9b
international
involving several countries
USII.9b
jet
a high-speed airplane
USII.9b
media
a means of mass communication
USII.9b
satellite
a piece of machinery that orbits
the earth to transmit information
USII.9b
entertainment
something that amuses or gains
attention
USII.9b
exploration
to travel with the purpose of
gathering information or
discovering new things
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
Suffolk Public Schools
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April 2016
USII.9b
Internet
a computer network used to
access and share information
USII.9b
convenient
easy to reach or close at hand
USII.9b
access
the ability to enter or use
USII.9b
regional variation
differences between regions or
areas
US II.8e
globalization
US II.8e
outsourcing
The linking of nations through
trade, information, technologies
and communication.
Subcontracting a process, such
as product design or
manufacturing, to a third-party
company or country.
USII.9d
Global pandemics
an epidemic of infectious disease
that is spreading through human
populations across a large region;
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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April 2016
USII.9c
Charles Drew
USII.9c
J. Robert Oppenheimer
An African American doctor who
successful separated blood
plasma which later was used in
creating blood banks.
Lead the Manhattan Project: the
World War II effort to develop the
first nuclear bomb. He was
remembered as the “Father of the
Atomic Bomb.”
USII.9c
Frank Lloyd Wright
An American Architect
USII.9c
Martha Graham
an American dancer and
choreographer
USII.9c
Henry Louis Gates
An African American historian.
USII.9c
Maya Angelou
an American autobiographer and
poet
USII.9c
Bill Gates
Founder of Microsoft Computer
software.
USII.9c
Ray Kroc
Founder of McDonald’s.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
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April 2016
Pg. 4 :
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
Marian Looney-Gill, Assistant Principal and Hope Bradshaw, US History II Teacher
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April 2016
Pg. 6-7 : USII.6d
1. economic, government, economy
2. Chart- Causes of the Great Depression
 Square #1: overspeculated, money, not , stock, crashed
 Square #2: Federal Reserve, collapse, banking
 Square #3: discouraged
3. widespread, severe, American
4. Chart – Impact Great Depression Had on Americans
 banks, businesses
 25%, jobs
 hungry, homeless,
 low
5. Franklin Roosevelt, Depression
6.
Major Features of the New Deal
Information
*Social Security
*Federal Work Programs
*Environmental Improvement Programs
*Farm Assistance Programs
*Increased rights for Labor
Examples
Every pay check you make has money taken
out by the government which goes into a
massive reserve/account to hold onto for later.
People who retire will get money from the
government if they contributed to the funds
Welfare, Food Stamps, & Government Created
Jobs - trained unskilled workers (construction,
electric/phone wiring, sewing factories, etc.)
Put unemployed men to work to rebuild
forests, beaches, and parks. They were paid
$1 a day and given a room and food each day.
Would hire farm workers to work Government
jobs, the Government also subsidized (gave
money) to farmers to grow a certain amount
of a particular crop. Sometimes to not grow
anything.
As people were put to work, the government
had a hand in many of the new businesses so
they worked to keep everything safe and
orderly. It also set a minimum wage – the
amount of money the government feels you
can survive on.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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April 2016
Pg. 13: USII.7a
EUROPE
Adolf Hitler
Germany
Joseph Stalin
Soviet Union
Winston Churchill
Great Britain
Benito Mussolini
Italy
Pg. 14: USII.7a-c
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Pg. 15: USII.7b
1. Stalin
2. Fascism
3. Lend Lease
4. Neutral
5. Holocaust
6. Rosie
7. Japanese
8. Conserving
9. Truman
10. Great
Pg. 16: USII.7b
G
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I
Using the letters not circled, answer the following question:
What are the names of the three Axis dictators?
ADOLF HITLER
TOJO
MUSSOLINI
Major Events and Turning Points of World War II
KEY
Across:
1. GERMANY
3 STALINGRAD
5. PARIS
6. LEND LEASE
8. HIROSHIMA
10. BERMUDA CARIBBEAN
13. LONDON
Down:
2. NAGASAKI
4. D-DAY
7. JAPAN
9. PEARL HARBOR
11. UNITED STATES
12. POLAND
14. BATTLE OF MIDWAY
15. NORMANDY, FRANCE
Pg. 18: USII.8b
1. World War II
2.
3.
4.
5.
economy
Consumer Goods
tennis shoes
credit
6. men
7. labor unions
8. higher
9. technology
10. entered
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Pg. 21: USII.8ac
Across
6. Japan
9. East Germany
11. Marshall Plan
12. Berlin Wall
13. Containment
14. Cold War
15. Soviet Union
16. West Germany
Down
1. Domino Theory
2. Warsaw Pact
3. United States
4. United Nations
5. Korean War
7. NATO
8. Cuban Missiles Crisis
10. Vietnam War
Pg. 24: USII.8d
Katrina S. Cary, Supervisor of History and Social Sciences Instruction
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Pg. 28: USII.9a
1. Civil Rights Act
2. Effect of Segregation
3. Plessy v. Ferguson
4. Brown v. Board of Education
5. NAACP
6. Voting Rights Act
7. Equal Rights Amendment
8. Organized Protests
9. Rosa Parks
10. Workplace Disadvantages
11. NOW
12. Title Nine
Answer to word scramble:
The Civil Rights Movement resulted in legislation that ensured constitutional rights to all citizens
regardless of race.
Pg. 31: USII.9b
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April 2016
Pg. 33: USII.9b
1.
2.
3.
4.
Globalization
Outsourcing
Foreign-made
Communication
Pg. 36: USII.9c
1. Frank Lloyd Wright
2. Martha Graham
3. Bill Gates
4. Ray Kroc
5. Maya Angelou
6. Henry Louis Gates
7. Charles Drew
8. J. Robert Oppenheimer
Pg. 37: USII.9d
1. Foreign, environmental, energy, and immigration
2. Hispanics and Asians
3. No…….Answers will vary…but it should mention that more people want to immigrate than are
allowed by law
4. Terrorist activities, conflict in the Middle East, dependence on foreign oil
5. Pandemics
6. Polices, conservation
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