United States History: 1865 to the · PDF fileUnited States History: 1865 to the Present (7th) Shelburne Middle School Staunton City Schools ... Sort cards by regions, as listed on

Shelburne Middle School 7th Grade History: United States History 1877 to present

Pacing Guide

United States History: 1865 to the Present (7th

)

Shelburne Middle School

Staunton City Schools

Staunton, Virginia

June 2010


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 7 USII.3b-c, USII.4b-e

Turmoil and Change 10 USII.5a-c, USII.6b-c, USII.7a-c

United States since World War II 9 USII.8a, c-d, USII.9a-d

Geography 7 USII.2a-c, USII.4a

Civics and Economics 7 USII.3a, USII.6a, d, USII.8b, e

Standards of Learning Excluded from This Test: USII.1e.

Week(s) Week(s) Organizing Topics Related Standards of Learning

Aug. 20-25

Sept. 13-17

Jan.24-25

Feb.11

Feb. 16-18

Feb. 24

Geography Skills with Focus on the Settlement of the Great

Plains USII.2a, b, c; USII.1a, b, c, f, g

Aug.26-Sept.

2 Jan.26-Feb.3 Reconstruction USII.3a, b, c; USII.1a, b, c, d

Sept.3- 9

Sept. 20-22

Sept. 27-30

Oct.1-2

Oct.4-8

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

Oct.12-14

Oct. 19-21

Mar.14-16

Mar.22-23 Late Nineteenth Century through World War I USII.5a, b, c; USII.1a, b, c, d

Oct.15-18

Oct. 26-29

Nov.1-2

Mar.17-18

Dec.24-31

Early Twentieth-Century Social, Economic, and Technological

Innovations

USII.6a, b, c; USII.1a, b, c, d, f

Nov. 3-4 Apr.1,4 The Great Depression USII.6d; USII.1b, c, d

Nov. 8-16 Apr.5-13 World War II USII.7a, b, c; USII.1b, c, d, f

Nov.17-18 Apr.14-15 Post-World War II Recovery USII.8a, b; USII.1a, b, c, d

Dec.1-8 May2-9 Cold War Conflicts USII.8c; USII.1a, b, c, d, f

Dec.13-17 Apr.12-18 Civil Rights USII.9a

Nov.19-22

Dec. 9-10

Jan.3-4

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


Total Number of Operational Items 40

Field -Test Items* 10 *These field test items will not be used to compute students’ scores on the test

Total Number of Items 50

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) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865

to the present;

b) make connections between the past and the present;

c) sequence events in United States history from 1865 to the present;

d) interpret ideas and events from different historical perspectives;

e) evaluate and debate issues orally and in writing;

f) analyze and interpret maps that include major physical features;

g) use parallels of latitude and meridians of longitude to describe hemispheric location;

h) interpret patriotic slogans and excerpts from notable speeches and documents;

i) 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.

Relate

d SOL

Essential Knowledge and Skills

Students should be able to: Verbs

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery*

(See Notes)

USII.1a

Analyze and interpret primary and secondary documents to

increase understanding of events and life in U.S. history.

Analyze

Interpret WWII Homefront primary document activity

USII.1b Make connections between past and present events.

Make

Connections Time lines

Current Events throughout curriculum

*warm-ups

USII.1c

Sequence events in United States history.

Sequence Time Lines

SPAM comic strip

WWII battles timeline project

USII.1 d

Interpret ideas and events from different historical

perspectives.

Interpret

World War I Lusitania Persuasive Newspaper

USII.1e

Evaluate and debate issues orally and in writing

Evaluate and

Debate WEB DuBois and BT Washington Debate

USII.1f analyze and interpret maps that include major physical

features;

Analyze and

Interpret Flipbook

Great Plains Flips

USII.1g use parallels of latitude and meridians of longitude to

describe hemispheric location;

Use

Describe Terms Chart

Throughout the course


Relate

d SOL





Evidence of Mastery*

(See Notes)

World Map Activity

Vacation Activity

USII.1h Interpret patriotic slogans and excerpts from notable

speeches and documents.

Interpret 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 Create an Industry and Turn it into a Big Biz


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





Evidence of

Mastery*(See Notes)

Use maps, globes, photographs, pictures, or tables for Use World Map Skills Worksheet

Vacation Activity

Regions Flipbook

USII.2c A. Explain that states are examples of political regions.

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

Southwest: Texas, Oklahoma, New Mexico, Arizona

Rocky Mountains: Colorado, Utah, Nevada, Montana,

Wyoming, Idaho

Pacific: Washington, Oregon, California

Noncontiguous: Alaska, Hawaii.

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.

Explain

Explain

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.


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





Evidence of Mastery*(See

Notes)

USII.2a Explain how people’s perceptions and use of the Great Plains

changed following the Civil War, and influenced movement of

people westward.

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.

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.

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.

Explain

Identify

Explain

Recognize

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.

Complete flow chart

Explain the improved life quality brought by each

invention/adaptation Flips

Recognize and match photographs for major inventions

and adaptations related to life on the Great Plains.

USII.2b 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)

Demonstrate

Explain

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 movement of natural resources, by drawing

railroad tracks, symbols, and arrows from West to East,

indicating transportation advances linking resources,


Related

SOL






Notes)

Transporting finished products to national markets. products and markets.

USII.1f analyze and interpret maps that include major physical features;

Analyze

and

Interpret

Using a physical map of the U.S. students will identify

physical feature of the Great Plains.

Complete a flow chart to analyze the changing

perceptions of the Great Plains.

USII.1g use parallels of latitude and meridians of longitude to describe

hemispheric location;

Use

Describe 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.


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





Evidence of

Mastery*(See Notes)

Demonstrate knowledge of the effects of Reconstruction on

American life by…

Demonstrat

e

USII.3a 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.

Activity taking the written language of the

amendments and putting it in their own words.

Bring in Plessy V. Ferguson




b) describing the impact of Reconstruction policies on the South and North.

Related

SOL





Evidence of

Mastery*(See Notes)


American life by…

Demonstrat

e

USII.3b A. Describe the impact of the following Reconstruction policies

and problems

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.

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.

Sorting chart

Prediction based on end of Civil War and Key Players

Use School rules as an allegory to Reconstruction and

its end: Impact

Before and After chart


Related

SOL





Evidence of

Mastery*(See Notes)




c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

Related

SOL






Notes)


American life by…

Demonstrat

e

USII.3c 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

Introduction Stations to each leader

Ending with organization book with images of each

leader students will place their legacies accordingly


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

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;

Related

SOL






Notes)

USII.4a 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

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

Explain

Identify

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




b) Explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion;

Related

SOL






Notes)

USII.4b 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.

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.

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

Chinese

Irish.

C. Explain that rapid industrialization and urbanization led to

overcrowded immigrant neighborhoods and tenements.

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).

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).

Explain

Explain

Identify

Explain

Explain

Describe

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.

Provide each student with an immigrant identity for

which they will keep a journal.

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.

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




d) Explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms;

Related

SOL






Notes)

USII.4d Explain how the United States was transformed from an agricultural

to an industrial nation between the Civil War and World War I.

A. Describe inventions that contributed to great change and

industrial growth

Electric lighting and mechanical uses of electricity (Thomas

Edison)

Telephone service (Alexander Graham Bell)

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.

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).

Explain

Describe

Explain

Explain

Describe

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.

Create a flow chart.




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





Evidence of

Mastery*(See Notes)

USII.4e A. Explain the following negative effects of industrialization:

Child labor

Low wages, long hours

Unsafe working conditions.

C. Explain the effects the following Progressive Movement

reforms had on the workplace:

Improved safety conditions

Reduced work hours

Placed restrictions on child labor.

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.

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.

Explain

Explain

Describe

Describe

Describe

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

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)

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.




c) describing racial segregation, the rise of ―Jim Crow,‖ and other constraints faced by African Americans and other groups in the post-

Reconstruction South;

Related

SOL





Evidence of

Mastery*(See Notes)

USII.4c 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.

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.

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

Define

Describe

Compare

Pg. 122

HA

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 African-

American 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.


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

a) explaining the reasons for and results of the Spanish American War;

Related

SOL





Evidence of

Mastery*(See Notes)

USII.5a 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.

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.

Explain

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.




b) describing Theodore Roosevelt’s impact on the foreign policy of the United States.

Related

SOL





Evidence of

Mastery*(See Notes)

USII.5b 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).

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.




c) Explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.

Related

SOL





Evidence of

Mastery*(See Notes)

USII.5c 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

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.

Identify

Explain

Explain

Identify

Identify

Explain

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.

- The rope ―Europe‖ will not move with the two

sides tugging What do they need to do (Go to the

US for help)

Vocab lesson. Guess, Find, Illustrate.

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 the Allied and Central Powers using a

graphic organizer and map.

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


Related

SOL





Evidence of

Mastery*(See Notes)

The United States decided not to join the League of Nations

because the United States Senate failed to ratify the Treaty of

Versailles.

point 14, and the League of Nations. In addition

explain why the U.S. Congress rejected the idea of

joining the League of Nations.

Sequence the key events of World War I by using the

Foldables Study Organizer on page 665 of Chapter 23

World War I.

USII.1c

Sequence events in United States history.

Sequence Sequence the key events of World War I by using the

Foldables Study Organizer on page 665 of Chapter 23

World War I.

USII.1 d Interpret ideas and events from different historical perspectives

Evaluate

and Debate Explain different viewpoints of Americans about

going to war. Lusitania Reading.


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

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.

Related

SOL






Notes)

USII.6a Explain how social and economic life in the early twentieth century

was different from that of the late nineteenth century.

A. Describe the progress in American life as a result of

advancements in technology, including neglected rural areas.

Identify the following results of improved transportation brought

about by affordable automobiles:

Greater mobility

Creation of jobs

Growth of transportation-related industries (road construction,

oil, steel, automobile)

Movement to suburban areas.

B. Summarize the significance of the invention of the airplane with

emphasis on the Wright brothers’ contribution to its development.

C. Summarize the significance of the assembly line.

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.

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.

Explain

Describe

Identify

Summarize

Summarize

Identify

Describe

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?

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.




b) describing the social and economic changes that took place, including prohibition, and the Great Migration north and west

Related

SOL






Notes)

USII.6b Explain that reforms in the early twentieth century could not

legislate how people behaved.

A. Explain that Prohibition was imposed by a constitutional

amendment that made it illegal to manufacture, transport, and

sell alcoholic beverages.

B. Summarize the results of Prohibition. Include the following:

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 that economic conditions and violence led to the migration

of people.

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.

Explain

Explain

Summarize

Explain

Explain

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.




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;

Related

SOL





Evidence of

Mastery*(See Notes)

USII.6c A. Identify the leaders in art, literature, and music of the 1920s and

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.

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.

Explain how the popularity of these artists spread beyond Harlem to

the rest of society.

Identify

Explain

Identify

Explain

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.

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.


The Great Depression Week of


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





Evidence of

Mastery*(See Notes)

USII.6d 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 how the optimism of the 1920s concealed problems in the

American economic system and attitudes about the role of

government in controlling the economy.

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.

Explain

Explain

Describe

Identify

Stock activity.

Describe inflation (to be used later with WWII)

United Streaming Clips

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.

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.


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

a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;

Related

SOL






Notes)

USII.7a 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.

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.

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).

D. Describe the following key events of World War II in the

Pacific:

Rising tension developed between the United States and Japan

Explain

Explain

Describe

Identify

Describe

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.

Series of Pearl Harbor Videos through United

Streaming. Explain using a graphic organizer

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.


Related

SOL






Notes)

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.




b) locating and describing the major events and turning points of the war in Europe and the Pacific;

Related

SOL






Notes)

USII.7b A. Identify the following 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 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.

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

and ending World War II.

Summarize that, despite initial Axis success in Europe and the

Pacific, the Allies persevered and ultimately defeated Germany and

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.

Identify

Summarize

Define

Summarize

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.


Related

SOL






Notes)

Tactics

Boycott of Jewish stores

Threats

Segregation

Imprisonment and killing of Jews and others in concentration

camps and death camps.

C. Describe the liberation by Allied forces of Jews and others who

survived in concentration camps

Describe

USII.1a

Analyze and interpret primary and secondary documents to increase

understanding of events and life in United States history.

Analyze

Interpret




c) Describing the impact of the war on the home front.

Related

SOL






Notes)

USII.7c Describe the impact World War II had on American life on the

home front. Emphasize that every aspect of American life was

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 the effect World War II had on race relations in America.


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.

Describe

Emphasize

Describe

United Streaming Video

Primary Document Activity.

Internment Camp Play: Manzanar


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






Notes)

USII.8a A. Describe Europe following World War II. Explain how much of

Europe was in ruins and that Soviet forces occupied most of Eastern

and Central Europe and the eastern portion of Germany.

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.

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 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.

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.

Describe

Explain

Summarize

Explain

Summarize

Describe

Have students describe the feelings and problems

facing the world at the end of the War.

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.

Pick a country and write from its point of view about

the rebuilding in contrast to WWI.


Related

SOL






Notes)

USII.8b A. Identify the following elements that contributed to the rapid

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.

Identify 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.


Cold War Week of



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






Notes)

USII.8c 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

B. Explain the origins of the Cold War. Include the following:

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

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

in a cease-fire agreement in which United States troops

withdrew.

Describe identifying the role of America’s military and veterans

Explain

Define

Explain

Explain

Describe

Readings on Causes combined with selected

questions. Explain in class discussion.

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.


Related

SOL






Notes)

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;

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.

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

Describe

Describe

Explain

Foldable explaining each challenge.


Domestic Issues Week of



d) Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and

minorities.

Related

SOL






Notes)

USII.8d 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.

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.




World War II and the present by e) describing how international trade and globalization have impacted American life.

Related

SOL






Notes)

USII.8e 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

Look into movie clips…

Students create skits showing the interactions due to

increased Globalization.


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






Notes)

USII.9a A. Identify 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.

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

Movement that ensured constitutional rights to all citizens

regardless of race:

Civil Rights Act of 1964

Voting Rights Act of 1965.

Identify

Describe

Describe

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.

USII.1b Make connections between past and present events.

Make

Connectio

ns

Make connections between past and present, by

examining the changes in Staunton City Schools

from before Brown v. Board, and our current status.

USII.1 e Evaluate and debate issues orally and in writing

Evaluate

and

Debate

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.


Related

SOL






Notes)

USII.9a Identify how women were disadvantaged in the work place.


– Discrimination against women in hiring practices

– Lower wages for women than for men doing the same job

Explain how women activists were inspired by the achievements

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.

Identify

Explain

Interactive notes and discussion

Matching activity to Explain legislation passed

during the movement.




centuries by

b) describing the development of new technologies in communication, entertainment, and business and their impact on American life.

Related

SOL






Notes)

USII.9b Explain how, after World War II, Americans turned their

energies to the development of peacetime technologies.

A. Identify the industries that benefited the most from the

new technologies of the second half of the twentieth century.


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.

B. Explain the impact the new technologies of the twentieth

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.

Explain

Identify

Explain

Interactive notes. Read and discussed using VIP strategy.

Recorded into Graphic organizer.




centuries by

c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically.

Related

SOL






Notes)

USII.9c Explain how the following people have impacted the area of

A. Science

Charles Drew: Medicine (plasma)

J. Robert Oppenheimer: Physics (Manhattan Project

team)

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)

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.



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






Notes)

USII.9d 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)

Examine 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

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

http://www.civiced.org/

http://www.knowledge.state.va.us/welcome.htm

http://www.eduplace.com/ss/ssmaps/

http://thomas.loc.gov/

http://www.loc.gov/library/

http://www.socialstudies.org/

http://nationalgeographic.com/

http://www.si.edu/info/education.htm

http://www.ed.gov/EdRes/index.html

http://www.ushmm.org/

http://www.vahistorical.org/

http://www.va-holocaust.com/

http://www.vmfa.state.va.us/

http://worldnetva.pwnet.org/

http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml

http://www.pen.k12.va.us/VDOE/Instruction/History/hsslessons.html