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History and Social Science

Curriculum Guide

Virginia and United States History

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Amherst County Public Schools History and Social Science Curriculum Guide

Introduction

The history and social science curriculum in Amherst County Public Schools consists of 13 courses that span Kindergarten through Grade 12. Each course curricula is based on the Virginia Standards of Learning (SOL).

2010 curriculum and pacing guides address the 2008 revisions to the History and Social Science SOL. Each grade level curriculum guide contains objectives, suggested teaching activities, resources, related SOL, and assessment methods. Grade level teachers were asked to review the existing curriculum and pacing guides and provide editorial changes for content that was retained in the 2008 SOL and to provide instructional suggestions for the 2008 SOL revisions. Curriculum and pacing guide edits were made by the division SOL Resource Specialist for Social Studies. Draft document changes were distributed to teachers for review and input. Grade level meetings were scheduled for additional review and input before finalizing the document.

Objectives: The objectives are based on the SOL and the Curriculum Framework content. Every effort must be made to ensure student mastery of the objectives.

Suggested Activities: These activities are suggested, not required. Teachers may choose from these activity ideas or utilize other activities that are a strong instructional match for the learning styles of their students.

Resources: Resources may be located within the individual school building, be available through the Amherst County Public Schools Media Center, be available through the Internet, or be resources used by teachers and known to be appropriate for the content being instructed. The resources listed are suggestions. Teachers may use additional resources provided those resources comply with Amherst County Public School guidelines.

Related SOL: These are listed to assist teachers with drawing on the students’ prior knowledge, developing integrated lessons, linking content to reinforce student understanding, and reviewing content.

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Assessment: These are suggestions. Teachers should develop and utilize assessment means that provide valid and reliable feedback on the students’ level of mastery.

Teachers are expected to instruct to the objectives of the curriculum guide for their grade level/subject area and utilize strategies, activities, and resources that promote mastery of the SOL.

Pacing guides must be followed to ensure alignment with nine-week benchmark assessments.

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Amherst County Public Schools Virginia and United States History

SOL: VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians.

Objectives Suggested Activities/Tasks

Resources Related SOL

The student will be able to: 1) Explain why Europeans settled in the English colonies 2) Compare and contrast Spanish, English, and French colonial empires in North America in terms of location; interaction with Native Americans; religious, political, economic systems; slavery; and the environment 3) Compare and contrast the Jamestown and Plymouth settlements

1) Pretest (much of this content has been covered in previous grades). 2) Using maps, students locate colonial regions and European empires. 3) Students review vocabulary by playing a vocabulary Bingo game. 4) Students develop a Word Wall for new content vocabulary. 5) Students develop posters to show the differences between settlements, regions, or empires.

Video: Roots of Democracy Maps Bingo game Poster boards Venn Diagrams Internet United Streaming

VUS.1a,c,d,i

Assessments

Teacher-made assessments, including paper and pencil, projects, and student activities.

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4) Compare and contrast the three colonial regions in North America in terms of social structure, ethnic origin, religion, education, political systems, and economics and also interaction with American Indians and slavery 5) Define covenant community and explain the principles of the Mayflower Compact 6) Identify: Cavalier Indentured servant House of Burgesses Virginia Company of London Mayflower Compact Intolerant Artisan Burgess

6) Given the dates, students develop a timeline by filling in the events of early exploration and settlement. 7) Students choose a colonial region and write a journal about life in that region. 8) Students complete Venn Diagrams comparing the colonial regions and diagrams comparing the different European colonial empires.

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SOL: VUS.3 (Combine with VUS.2) The student will describe how the values and institutions of European economic and political life took root in the colonies and how slavery reshaped European and African life in the Americas.



The student will be able to: 1) Investigate social characteristics of New England (especially Rhode Island), middle colonies (specifically Pennsylvania and Maryland), and southern colonies (particularly Virginia) 2) Distinguish among intolerance of New England Puritanism and religious tolerance of the Middle colonies, and the Church of England in the South 3) Explain the Great Awakening and its impact on social, political, and religious beliefs 4) Contrast the difference between indentured servants and slaves

1) Students will label maps with the colonies in each of the three colonial regions. 2) Students will develop a chart comparing and contrasting: a) Jamestown and Plymouth settlements; b) Regions (New England, Middle, and Southern Colonies). 3) Given information about a colonial region, the students will create a poster of that region. 4) Each student researches one of the 13 colonies and writes a report based on guidelines given in class.

Colonial Era Maps World Maps Video: Roots of Democracy Comparison table Internet United Streaming

VUS.1a,c,d,g, i VUS.2

Assessments


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5) Compare the economic characteristics of the New England, Middle, and Southern colonies 6) Discuss political life in the New England, Middle, and Southern colonies 7) Analyze the political differences that emerged in the three colonial regions 8) Identify: Cash crops Subsistence farming Entrepreneur Dissenter Free enterprise Middle Passage Town meeting

5) Students complete a comparison table for the three colonial regions comparing social, political, and religious characteristics. 6) Students choose a colonial region and create a brochure advertising the region to attract new settlers.

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SOL: VUS.4a and VUS.4b The student will demonstrate knowledge of events and issues of the Revolutionary Period by a) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the

Declaration of Independence. b) evaluating how key principles in the Declaration of Independence grew in importance to become unifying

ideas of American democracy



The student will be able to: 1) Explain the political ideas of John Locke 2) Identify Thomas Paine and Common Sense 3) Explain how Jefferson used the ideas of John Locke and Thomas Paine in the Declaration of Independence 4) Identify the different parts of Declaration of Independence 5) Recognize key excerpts from the Declaration of Independence

1) Teacher led discussion of the ideas of John Locke and Thomas Paine. 2) Students read and examine the parts of the Declaration of Independence discussing how the document served as a road map for the new republic. 3) Working in small groups, students identify the sections of the Declaration of Independence that were influenced by John Locke and Thomas Paine. 4) Extra credit for the memorization of key excerpts of the Declaration of Independence.

Declaration of Independence Copy of Common Sense DVD – A More Perfect Union: America in the Making (T3988 and T24089) Internet United Streaming

VUS.1a,c,d,h

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6) Identify contradictions between the ideals expressed in the Declaration of Independence and the realities of colonial life 7) Discuss how the principles of the Declaration of Independence over time became unifying ideas of American democracy 8) Identify: Enlightenment Natural rights Social contract Consent Sovereignty Unalienable Dictatorial rule

5) Teacher led discussion of ways the key principles of the Declaration of Independence increased political, social, and economic participation in the American experience. 6) Students read and discuss excerpts of Common Sense. 7) Students view A More Perfect Union: America in the Making.

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SOL: VUS.4c and VUS.4d The student will demonstrate knowledge of events and issues of the Revolutionary Period by c) describing the political differences among the colonists concerning separation from Britain; d) analyzing reasons for colonial victory in the Revolutionary War.



The student will be able to: 1) Evaluate the impact of the French and Indian War on the relationship of England with the colonies 2) Examine the cause and effect relationships of these actions: Proclamation of 1763 Stamp Act Boston Massacre Boston Tea Party First Continental Congress 3) Investigate the significance of these battles: Lexington, Concord, Saratoga, and Yorktown

1) Classroom simulation: the students pay taxes for classroom activities. 2) Timeline activity in which students have to arrange cause and effect relationships. 3) Map activity for the Proclamation of 1763. 4) Classroom simulation where students can not use half of the classroom to simulate the Proclamation of 1763. 5) Students chart the different events leading to war.

Maps Video: The Crossing Video excerpt: Revolution (T58041) K-W-L chart Internet United Streaming

VUS.1b,c,d,g

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4) Distinguish among Patriots, Loyalists (Tories), and Neutrals 5) Identify the significance of “Give me liberty or give me death” by Patrick Henry 6) Explain how Benjamin Franklin, George Washington, and the French contributed to colonial victory 7) Identify: John Locke Thomas Paine Minutemen Negotiate Diplomatic

6) Students write a letter to a family member in England or another colony explaining their position about the war. 7) Students choose a side, Loyalist, Neutral, or Patriot and write a paragraph about why they chose that position. 8) Students create a flow chart of mobile of the events from 1763 – 1781. 9) Students apply K-W-L strategies about what factors contributed to the victory of the American rebels. 10) Students research and write a short biography of an assigned revolutionary/military leader.

Assessments


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SOL: VUS.5a The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by a) explaining the origins of the Constitution, including the Articles of Confederation.



The student will be able to: 1) Identify the Articles of Confederation 2) Explain how the Articles of Confederation established representative government using a limited government approach 3) Identify the weaknesses of the Articles of Confederation

1) Students review the ideas of John Locke. 2) Show video: It’s the Constitution, Charlie Brown. 3) Students develop a chart that lists the problems of a confederation and explains why the government under the Articles was unable to solve them. 4) Students develop a timeline of the Confederation Period.

Video: It’s the Constitution, Charlie Brown Transparency that details weaknesses of Articles of Confederation Chart Copy of the Articles of Confederation Internet United Streaming

VUS.1a,c,d,h

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SOL: VUS.5b The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by b) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison

and George Washington.



The student will be able to: 1) Identify the compromises at the Constitutional Convention including federalism, separation of powers, representation, and limited government 2) Name the three branches of government 3) Explain why George Washington and James Madison were key leaders of the Constitutional Convention 4) Identify James Madison as “the Father of the Constitution”

1) Conduct a class mock Constitutional Convention. 2) Students develop a chart comparing the New Jersey Plan, Virginia Plan, and Great Compromise. 3) Students write journal entries pretending to be a statesman at the Constitutional Convention. 4) Students write a paper comparing the Articles of Confederation to the new Constitution. 5) Teacher given overview of the Constitution of the United States of America. 6) Round Robin review game.

Constitution of the United States Articles of Confederation Video: It’s the Constitution, Charlie Brown Internet United Streaming

VUS.1a,c

Assessments


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5) Identify: Checks and balances Virginia Plan 3/5 Compromise Bill of Rights Amendment Supreme law of the land

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Amherst County Public Schools

Virginia and United States History SOL: VUS.5c The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by c) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom

in the framing of the Bill of Rights.



The student will be able to: 1) Identify the authors of the Virginia Declaration of Rights and Virginia Statute for Religious Freedoms and explain their influences on the Bill of Rights 2) Identify the author of the Bill of Rights 3) Define: Established church Consulted

1) Class develops a T chart comparing the Virginia Declaration of Rights and the United States Bill of Rights. 2) Teacher led discussion of the importance of the Virginia Statute for Religious Freedom.

Virginia Declaration of Rights Bill of Rights Virginia Statute for Religious Freedom Internet United Streaming

VUS.1a,c,h

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SOL: VUS.5d The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by d) assessing the arguments of Federalists and Anti-Federalists during the ratification debates and their

relevance to political debate today.



The student will be able to: 1) Identify the major arguments of the Federalists and Anti-Federalists 2) Identify the leading Federalists and Anti-federalists in Virginia 3) Explain the relevance of the Federalist and Anti-federalists thoughts to today’s politics 4) Identify: Ratification Proponents

1) Students create a chart comparing Federalists and Anti-Federalists. 2) Class views and discusses a political map showing the ratification by states. 3) Students develop a timeline showing ratifications by states. 4) Class Debate – Federalists v. Anti-Federalists issues. 5) Students view A More Perfect Union.

Constitution of the United States The Federalist Papers (as a visual) DVD - A More Perfect Union (T3988) Political map Internet United Streaming

VUS.1a,c,d,h

Assessments


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SOL: VUS.5e The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how the principles of limited government, consent of the governed, and the social contract are embodied in it by d) appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an

independent and equal branch of the national government.



The student will be able to: 1) Explain the significance of the court cases: Marbury v. Madison McCulloch v. Maryland Gibbons v. Ogden 2) Identify John Marshall and his role in strengthening the power of the Supreme Court 3) Identify the doctrine of judicial review and the doctrine of implied powers

1) Students research the court cases Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden and report findings to the class.

2) Teacher led discussion of the leadership of John Marshall as Chief Justice of the U.S. Supreme Court.

3) Students research examples of the court’s use of judicial review.

4) Students write an editorial supporting a position in one of the three court cases.

5) Students summarize readings about the court cases.

Time line Political map Internet United Streaming

VUS.1c,d

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SOL: VUS.6a The student will demonstrate knowledge of the major events during the first half of the nineteenth century by a) explaining the principles and issues that prompted Thomas Jefferson to organize the first opposition political

party



The student will be able to: 1) Explain the evolution of the two-party system 2) Analyze the differences between the Federalists and the Democratic-Republicans 3) Identify the key leaders of the Federalists and the Democratic-Republicans 4) Explain the significance of the election of 1800 5) Identify: Bank of the United States Jay Treaty Commercial economy Agricultural economy Artisans

1) Through class discussion students create a graphic organizer of the beliefs of the first two political parties. 2) Students research the events leading to the evolution of a two party system and report their findings to the class. 3) Teacher led discussion of the election of 1800. 4) Students write a party platform for either the Federalists or the Democratic-Republicans. 5) Students research and compare how American political parties have evolved.

Graphic organizer Internet United Streaming

VUS.1c,d

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SOL: VUS.6b The student will demonstrate knowledge of the major events during the first half of the nineteenth century by b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on

the American Indians.



The student will be able to: 1) Explain the Louisiana Purchase in terms of when, from whom, importance, and impact on exploration 2) Examine the impact of the War of 1812 on American territorial expansion (including Oregon and Florida) 3) Identify the key principles of the Monroe Doctrine (as stated in the curriculum framework) 4) Summarize the factors that encouraged westward expansion; including railroads, canals, landownership, and inventions

1) Students label a map depicting United States territorial expansion. 2) Students write a position paper supporting or opposing Manifest Destiny. 3) Students complete a map activity detailing Lewis and Clarks’ Expedition. 4) Students develop a journal based on the Lewis and Clark Expedition. 5) Students view Lewis and Clark Expedition video and participate in follow-up discussion. 6) Students view maps illustrating how railroads and canals supported westward movement.

Video: Lewis and Clark Expedition (T59110) Monroe Doctrine Maps Internet United Streaming

VUS.1c,d,g

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5) Discuss the conflict between Texas and Mexico that led to the annexation of Texas 6) Identify the territorial acquisition from the Mexican war 7) Analyze the impact of Manifest Destiny on American Indians 8) Identify: Sacajawea Lewis and Clark Manifest Destiny The Old Northwest Eli Whitney/cotton gin Cotton Kingdom Deep South Alamo Trail of Tears

7) Teacher led discussion of the events that led to the Monroe Doctrine. Working in pairs students examine the doctrine and write a summary of the key provisions. 8) Assign students research topics from the SOL content. Students provide oral presentations of their research. Teacher leads discussion and provides notes. 9) Students pretending to be on the Trail of Tears, write a letter about the experience. 10) Students research the Alamo, Texas independence, and the Mexican War and present their findings in posters. 11) Students label maps showing the territorial acquisition from the Mexican War.

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SOL: VUS.6c The student will demonstrate knowledge of the major events during the first half of the nineteenth century by c) examining the reasons why James Madison asked Congress to declare war on Great Britain in 1812 and how

this divided the nation.



The student will be able to: 1) Discuss the causes of the War of 1812 2) Explain the Federalist opposition to the War of 1812

1) Teacher led discussion of the causes of the War of 1812. 2) Students research the arguments for and against the war, choose a position, and prepare a brochure supporting their position. 3) Teacher assigns students research topics about the War of 1812. Students report findings to the class. 4) Students develop a flow chart of the reasons for the War of 1812.

Internet United Streaming DVD – War of 1812 Flow chart

VUS.1c,d

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SOL: VUS.6d The student will demonstrate knowledge of the major events during the first half of the nineteenth century by d) relating the changing character of American political life in “the age of the common man” (Jacksonian Era) to

increasing popular participation in state and national politics.



The student will be able to:

1) Recognize the increasing political power of the common man

2) Describe the changing character of American politics during the “age of the common man”

3) Explain the changes that took place during Andrew Jackson’s administration, focusing on the veto, spoils system, and common man

4) Identify: Aristocracy Economic elites Spoils systems Common man Universal manhood suffrage Franchise Whigs Know-Nothings

1) Students analyze political cartoons of the Jacksonian Era and then create their own. 2) Students write an argument in support or opposition of the Spoils System. 3) Teacher led class discussion of Jackson’s administration. 4) Class analysis of a chart which compares and contrasts Jeffersonian and Jacksonian democracy. 5) Teacher led class discussion of the Whig and the Know-Nothings. Students complete a comparison table.

Political cartoons Jeffersonian/Jacksonian chart Comparison table DVD – Trail of Tears (T4835) Internet United Streaming

VUS.1c,d

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SOL: VUS.6e The student will demonstrate knowledge of the major events during the first half of the nineteenth century by e) describing the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the

abolitionist and women’s suffrage movements, and the role of the states in the Union.



The student will be able to: 1) Compare the economic differences between the northern and southern states; including differences over tariffs 2) Analyze the positions of the north and south regarding slavery 3) Describe abolitionist actions by William Lloyd Garrison, Nat Turner, and Gabriel Prosser 4) Explain how the expansion of slavery divided the nation: Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act 5) Identify the Tariff of 1832 and the Nullification Crisis

1) Students create a Venn diagram comparing differences between the North and South. 2) Students label a map showing the results of the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act. 3) Students conduct a mock debate about the various issues that divided the North and South. 4) Students are assigned a position about the abolitionist movement or suffrage movement and write a journal entry supporting that position. 5) Students develop a timeline for the period.

Video: Race to Freedom (T59015) Video segment: Uncle Tom’s Cabin (T59164) Venn diagram Maps Cause/effect chart Internet United Streaming

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6) Explain the state’s rights theory 7) Describe efforts to gain women’s suffrage 8) Identify: Tariff Nullify Popular sovereignty Free states Slave states Republican Party Fugitive Slave Act Abolitionism The Liberator Suffrage Elizabeth Cady Stanton Susan B. Anthony Seneca Falls Declaration

6) Students are assigned research topics and provide oral presentations. 7) Students write an article or editorial for The Liberator. 8) Students develop a flyer for women’s suffrage. 9) Students write a paragraph predicting what they think would happen to a nation if the individual states were allowed to nullify laws. 10) Students label a map depicting the differences between the Northern and Southern states. 11) Students complete a cause /effects chart for the Fugitive Slave Act.

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SOL: VUS.7a The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by a) evaluating the multiple causes of the Civil War and the role of the institution of slavery as a principal cause of

the conflict.



The student will be able to: 1) Evaluate the multiple causes of the Civil War, including slavery, tariffs, states’ rights, abolitionists, and government actions 2) Discuss slavery as the principal cause of the Civil War 3) Identify: States’ rights Dred Scott case Uncle Tom’s Cabin Harriet Beecher Stowe

1) Review content of VUS.6e.

2) Students complete a K-W-L chart about causes of the Civil War.

3) Teacher led discussion of the causes of the Civil War.

4) Students choose a cause of the Civil War and write a paper on the significance of that cause.

5) Students research a Civil War cause and orally present their findings.

6) Students read excerpts of Uncle Tom’s Cabin.

7) Teacher led discussion of the Dred Scott case.

Internet United Streaming

VUS.1a,c,d,h VUS.6e

Assessments


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SOL: VUS.7b The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham

Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass.



The student will be able to: 1) Describe the Civil War as the most important test of state’s rights 2) Describe how the South reacted to Abraham Lincoln’s election 3) Name the opening conflict of the Civil War 4) Name the turning point of the Civil War and explain why it was the turning point 5) Identify the surrender of the Civil War 6) Discuss the relationship between the Battle of Antietam and the Emancipation Proclamation

1) Review state’s rights theory. 2) Students view the special edition of Glory. 3) Students read and discuss the Gettysburg Address. 4) Students label and study maps depicting the battles (listed in Curriculum Framework). 5) Students complete a chart contrasting the advantages and disadvantages of the Union and Confederacy. 6) Students read the Emancipation Proclamation and teacher leads a discussion of the correlation to the Battle of Antietam.

Special edition of Glory Gettysburg Address Video: Andersonville (T59117) Video: Hunter’s Raid: The Battle of Lynchburg (T59037) Video: The Divided Union: The Story of the Civil War 1861-1865 (T58080) Internet United Streaming

VUS.1a,c,d

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7) Identify: State’s rights Confederate States of

America Fort Sumter Antietam Gettysburg Appomattox Abraham Lincoln Jefferson Davis Ulysses S. Grant Robert E. Lee Frederick Douglass Confederate Union Secession 8) Compare the philosophies of Abraham Lincoln, Jefferson Davis , and Robert E. Lee about the Civil War 9) Compare Ulysses S. Grant and Robert E. Lee

7) Students view video clips of the Civil War and write a paper about the viewings. 8) Students complete a comparison chart about the philosophies regarding the union of Abraham Lincoln, Jefferson Davis and Robert E. Lee. 9) Students complete research assignments about the civil war and present their findings to the class. 10) Students complete a Venn diagram comparing Ulysses S. Grant and Robert E. Lee. 11) Students role play various characters from the Civil War era. 12) Students create a review game for the Civil War era, pre, during and post.

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SOL: VUS.7c The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s

Gettysburg Address.



The student will be able to: 1) Explain Lincoln’s vision of the union as professed in the Gettysburg Address 2) Explain the importance and impact of the Emancipation Proclamation 3) Identify: Rebelling states Seceded Sovereign states Second American

Revolution 4) Explain Abraham Lincoln’s vision of the United States as professed in the Gettysburg Address

1) Students read and compare the Preamble of the Declaration of Independence to the Gettysburg Address. 2) Teacher led discussion of the Emancipation Proclamation. 3) Students write a short paper about the impact the Emancipation Proclamation had on the Civil War fighting. 4) From the perspective of an enslaved person, students write a journal entry about hearing the news of the Emancipation Proclamation.

Declaration of Independence Gettysburg Address Emancipation Proclamation Internet United Streaming

VUS.1a,c,d,h VUS.6c VUS.7a

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SOL: VUS.7d The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by d) examining the political and economic impact of the war and Reconstruction, including the adoption of the

13th, 14th, and 15th Amendments to the Constitution of the United States of America.



The student will be able to: 1) Identify Reconstruction 2) Analyze the views of Abraham Lincoln about secession and Reconstruction 3) Describe the Civil War devastation to the South with emphasis on Richmond and Atlanta 4) Detail the different views of the North and South regarding Reconstruction 5) Contrast the Lincoln and Radical Republican plans for Reconstruction 6) Identify the three Civil War Amendments, 13th, 14th, 15th

1) Students complete a chart contrasting the plans of Lincoln and the Radical Republicans. 2) Students view American Presidents and participate in a follow-up discussion. 3) Students view a map of the Transcontinental Railroad lines and discuss the construction and impact of the railroad. 4) Students assume role of different social positions and write journal entries which describe life during Reconstruction. 5) Students create a brochure advertising the “Civil War Amendments”.

Video: American Presidents (T58837) (T59036) Video: Son of the Morning Star (T58104) Map of transcontinental railroad Now and Then chart Internet United Streaming

VUS.1c,d,h,i

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7) Examine the temporary political and economic gains of African Americans during Reconstruction 8) Assess race relations of the post Reconstruction period 9) Identify: Radical Republicans Andrew Johnson Impeachment Amendment Election of 1876 Compromise of 1877 Jim Crow laws Jim Crow Era Civil rights Servitude Transcontinental railroad 10) Compare and contrast the economic status of the North and Midwest with the South at the end of Reconstruction 11) Examine the impact of the Transcontinental Railroad

6) Students complete a T-chart contrasting life of African Americans before the Civil War and during Reconstruction. 7) Students write a paper comparing the North and South at the end of the Civil War including political, economic, and social status. 8) Students working in pairs, research either the Radical Republicans, impeachment of Andrew Johnson, election of 1876, the Compromise of 1877, the Jim Crow Era, or building of the Transcontinental Railroad. Posters are created to display research results. 9) Students complete a Then and Now Chart comparing the Civil War and the recent War in Iraq.

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SOL: VUS.7e The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by e) examining the social impact of the war on African Americans, the common soldier, and the home front with

emphasis on Virginia.



The student will be able to: 1) Describe and compare the social impact of the Civil War on African Americans, the common soldier, and women 2) Identify: Enlistment Hand-to-hand combat Poverty Permanent disability War industries

1) Students complete a table comparing the lives of African Americans, the common soldiers, and women during the Civil War. 2) Class reviews the impact of the Emancipation Proclamation. 3) Students brainstorm comparisons of the social impact of the Civil War with war periods before and after the Civil War. 4) Students assume the role of an African American, a common soldier, or a woman and write a journal entry about life on the home front.

Emancipation Proclamation Internet United Streaming

VUS.1c,d VUS.7a,c,d

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SOL: VUS.7f The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by f) explaining post-war contributions of key leaders of the Civil War.



The student will be able to: 1) Identify and compare the Civil War contributions of Ulysses S. Grant, Robert E. Lee, and Frederick Douglass 2) Identify: Retribution Reconcile Equality Freedmen Ambassador Haiti Civil service

1) As a class compare the Preamble of the Declaration of Independence to the Gettysburg Address. 2) Teacher led discussion of the Emancipation Proclamation.

Declaration of Independence Gettysburg Address Emancipation Proclamation Internet United Streaming

VUS.1c,d VUS.6c VUS.7a

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SOL: VUS.8a The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by a) explaining the relationship among territorial expansion, westward movement of the population, new

immigration, growth of cities, and the admission of new states to the Union.



The student will be able to: 1) Explain the impact of the Transcontinental Railroad on westward movement 2) Explain how industrialization, technological changes, and immigration fueled American growth and expansion 3) Analyze the role of cowboys, homesteaders, and African Americans in the westward movement 4) Locate the new states admitted in the post Reconstruction period 5) Contrast the immigrants prior to 1871 to those entering the United States 1871-1921

1) Students discuss a map that details westward expansion. Students label a map of westward expansion. 2) Students complete a chart comparing immigrants prior to 1871 to those entering the United States 1871-1921. 3) Students label a map of the new states entering the union after the Civil War. 4) Students participate in a scenario in which they are given a name and they describe their treatment upon entering Ellis Island based upon their name. 5) Teacher led discussion of the prejudices immigrants faced.

Maps Charts Video: American Foundations: The New Immigrants (T588000) Employees.oneonta.edu (Powerpoint Old vs. New) DVD – Bury My Heart at Wounded Knee (T4527) Ndsu.nodak.edu (Chart) Video: Far and Away (if approved) Scenarios Internet United Streaming

VUS.1c,d,g

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6) Discuss the exploitation and contributions of the immigrants in the labor force 7) Discuss the assimilation process for immigrants including the prejudices they faced 8) Compare the positive and negative consequences of the growth of cities 9) Discuss the forcible removal of American Indians from their homelands 10) Identify: Cowboy Cattle drive Homestead Act of 1862 Homesteader Mechanical reaper Immigrants Ellis Island Statue of Liberty Assimilation Melting Pot Ethnic neighborhood Prejudice Resentment Chinese Exclusion Act of

1882 (continued)

6) Students write a journal entry in which they portray a new immigrant who is writing a letter home that details what America is like and their treatment as an immigrant. 7) Students create a chart comparing the treatment of former enslaved African Americans to the treatment of other immigrants. 8) After a class led discussion of the positive and negative consequences of the growth of cities, students write a one-page description of a city in 1900. 9) Working in small groups, students develop a flyer to entice settlers to move westward. 10) Students write a journal entry about being a cowboy in the late 1800s. 11) Students make a collage showing the contributions immigrants made to America (melting pot theory).

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Immigration Restriction Act

of 1921 Tenements Public services Street car Subway Trolley

12) Students research the impact of westward expansion on the American Indian and give a brief oral presentation on their findings.

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SOL: VUS.8b The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by b) describing the transformation of the American economy from a primarily agrarian to a modern industrial

economy and identifying major inventions that improved life in the United States.



The student will be able to: 1) Describe the economic transformation from an agrarian to an industrial society after the Civil War 2) List the reasons for the economic transformation from an agrarian to an industrial society 3) Identify inventors, inventions, and industrial leaders: Thomas Edison Alexander Graham Bell Wright Brothers Henry Ford Andrew Carnegie J.P. Morgan John D. Rockefeller Cornelius Vanderbilt Bessemer Process

1) Teacher introduces unit with Lions of Capitalism and students complete correlating worksheet. 2) Students create an obituary for one of the inventors. 3) Review game of Bingo. 4) Students write a research paper on one of the inventors or industrial leaders. 5) Students write a paper detailing the impact of some of the inventions on life today. 6) Students view The Industrial Revolution and participate in a follow-up discussion.

Video: Lions of Capitalism (T59016) Video: The Industrial Revolution (T58082) Worksheet Internet United Streaming

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4) Identify: Corporation Limited liability Laissez-faire Capitalism Land grants Migration Natural resources Labor supply Labor unions Assembly line Agrarian

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SOL: VUS.8c The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the

responses of Booker T. Washington and W.E.B. Du Bois.



The student will be able to: 1) Explain how race relations in the South changed after Reconstruction 2) Analyze how African Americans responded to that change 3) Identify and compare African American leaders: Ida B. Wells Booker T. Washington W.E.B. Du Bois 4) Identify the significance of Plessy v. Ferguson

1) Students complete a chart contrasting the goals of Booker T. Washington and W.E.B. DuBois toward racial equality. 2) Students, given a scenario, write a paper integrating the quest for equality in modern industrial America. 3) Students research Jim Crow laws and create a poster of their findings. 4) Teacher led discussion of Plessy v. Ferguson and its impact on African Americans. 5) Students write editorials opposing the Plessy v. Ferguson ruling.

Virginia Pathways video series Video: The Buffalo Soldiers (T58045) Video: Buffalo Soldiers Rediscovering America (T58165) Internet United Streaming

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5) Identify: Discrimination Segregation Jim Crow Laws “Separate but Equal” Great Migration NAACP Vocational education 14th Amendment Political equality

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SOL: VUS.8d The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by d) identifying the causes and impact of the Progressive Movement, including the excesses of the Gilded Age,

child labor and antitrust laws, the rise of labor unions, and the success of the women’s suffrage movement.



The student will be able to: 1) Recognize the early 20th century as a period of agricultural expansion, industrial development, and rising social problems 2) List the causes and goals of the Progressive Movement 3) Explain the accomplishments and analyze the impact of the Progressive Movement with emphasis on local and state government, elections, child labor, unions, antitrust laws, and women’s suffrage 4) Analyze the impact of labor unions with emphasis on those in the Curriculum Framework

1) Students use a graphic organizer to compare and contrast the Sherman Antitrust Act and the Clayton Antitrust Act. 2) Students complete a chart of the major strikes, including causes and outcomes. 3) Teacher led discussion of the Progressive Movement. Students write a paper of how American life changed as a result of the movement. 4) Students create posters highlighting either the political or economic accomplishments of the Progressive Movement.

Teacher made handouts Chart Graphic organizer DVD – Progressive Era (T24532) Internet United Streaming

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5) Describe the excesses of the Gilded Age 6) Identify: Plains Indians Third Party Movement “Square Deal” “New Freedom” Gilded Age Income disparity Robber barons Child labor Company town Social injustice Referendum Initiative Recall Primary elections Direct elections 17th Amendment Secret ballot Muckrakers Labor unions Strikes Antitrust laws Monopolies Price-fixing Suffrage 19th Amendment

5) Students assume the role of a worker in the early 20th century and write a paper about their workday. 6) Teacher led discussion of the Women’s Suffrage Movement. Students write a paper of how American life changed as a result of the movement. 7) Students read excerpts from writers of the Gilded Age such as Mark Twain.

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7) Identify: Theodore Roosevelt Woodrow Wilson Samuel Gompers Eugene V. Debs Susan B. Anthony

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SOL: VUS.9a The student will demonstrate knowledge of the emerging role of the United States in world affairs by a) explaining the changing policies of the United States toward Latin America and Asia and the growing

influence of the United States in foreign markets.



The student will be able to: 1) Examine the changing policies of the United States toward Latin America, Asia, and the Pacific 2) Analyze the outcomes of the Spanish American War 3) Identify: Open door policy Dollar diplomacy Global economy Intervene Panama Canal Annexed 4) Identify: John Hay William Howard Taft Theodore Roosevelt

1) Students label world maps showing the influence of the United States in foreign markets. 2) Teacher led discussion of the evolving global economy. 3) Students analyze political cartoons of the time period. 4) Students complete a chart comparing the Spanish-American War, American actions in Panama, and the annexation of Hawaii. 5) Students brainstorm why the United States would want to get involved in the affairs of other countries. 6) Students label world maps showing the United States annexed areas.

Maps Political cartoons Video: Splendid Little War (T59077) Chart Internet United Streaming

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7) Students write a paper comparing the attitude of the United States in the late 1800s to that of the colonies during the mid 1700s. 8) Working in pairs students compare the building of the Panama Canal to the building of the Transcontinental Railroad and compare the impacts of the two. Students present their ideas to the class and a compilation is developed.

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SOL: VUS.9b The student will demonstrate knowledge of the emerging role of the United States in world affairs by b) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of

Versailles, and the national debate over treaty ratification and the League of Nations.



The student will be able to :

1) Analyze Wilson’s quote: “making the world safe for democracy”

2) Analyze America’s reaction to the outbreak of WWI

3) Discuss the key ideas of Wilson’s Fourteen Points

4) Explain how the Treaty of Versailles led to WWII

5) Explain why the United States failed to ratify the Treaty of Versailles or join the League of Nations

6) Identify: Submarine warfare Freedom of the seas Self determination League of Nations Mandate System

1) Teacher led discussion of why World War I started and America’s reaction. 2) Students view videos or video segments of WWI and complete related worksheets. 3) Students analyze and discuss the Fourteen Points and create an informational brochure. 4) Students complete a map illustrating the mandate system. 5) Students working in small groups develop arguments to defend or criticize the United States for getting involved in the war. (Teacher assigns group the position to address)

Video: World War I: 1914-1918 (T58162) Copy of the Fourteen Points Video: Dough Boys (T59028) Video: The Great War Story (T59167) Video: Prohibition Era (T58126) Internet United Streaming

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SOL: VUS.10a The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by a) analyzing how radio, movies, newspapers, and magazines created popular culture and challenged traditional

values



The student will be able to: 1) Discuss how radio, movies, newspapers, and magazines created the popular culture of the 1920s and 1930s 2) Discuss the challenges to traditional values during the 1920s and 1930s 3) Identify/define: Jazz Fireside chats Depression Norms Fads Darwin’s theory Scopes Trial Flappers 19th amendment KKK Prohibition Speakeasies

1) Teacher led discussion of how radio, movies, newspapers, and magazines influenced the popular culture of the 1920s and 1930s. 2) Students complete assigned research reports on the various challenges of the 1920s and 1930s to the traditional values. 3) Students brainstorm a comparison of how the media of the 1920s and 1930s compares to the media of today and the influences on the American culture.


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SOL: VUS.10b The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by a) assessing the causes and consequences of the stock market crash of 1929



The student will be able to: 1) Identify the causes of the stock market crash of 1929 2) Explain the consequences of the stock market crash of 1929 3) Identify: Investment Overspeculation Credit Bankruptcy Bank collapse

1) Students view video clips and pictures of the stock market crash and its consequences. 2) Teacher led discussion of the stock market crash and its consequences. 3) Students assume the role of a citizen invested in the stock market in 1929 and write a journal entry about the lost value of their investment. 4) Teacher led discussion comparing the stock market crash of 1929 to more recent stock market dips.


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SOL: VUS.10c The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by c) explaining the causes of the Great Depression and its impact on the American people.



The student will be able to: 1) Relate the culture of the 1920s to the Great Depression 2) Describe the causes of the Great Depression 3) Assess the impact of the Great Depression on American society 5) Identify: Stock market Federal Reserve system Contraction of money supply Protective tariff Hawley-Smoot Act (Tariff

Act of 1930) Political unrest Militancy Foreclosure Migration

1) Teacher led discussion reviewing the 1920s. 2) Teacher led discussion of the causes of the Great Depression. 3) Students view videos about the Great Depression. 4) Students interview an older relative about life during the Great Depression. 5) Guest speaker (banker or stock broker). 6) Students write a paper comparing the Great Depression to the homeless of today. 7) Students write a journal entry about living during the Great Depression.

Video: Riding the Rails (T58050) Video: Brother Can You Spare a Dime (T59065) Video: Just Around the Corner (T58030) Internet United Streaming

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SOL: VUS.10d The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by a) describing how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures addressed the Great

Depression and expanded the government’s role in the economy.




1) Describe how the New Deal addressed the Great Depression through Relief, Recovery, and Reform

2) Identify agencies of the New Deal that provided relief, recovery, and reform

3) Discuss how the New Deal changed the role of the government in the economy

4) Identify: New Deal Franklin Roosevelt “We have nothing to fear but

fear itself Works Progress

Administration (WPA) Social Security Act Agricultural Adjustment

Administration (AAA) Federal Insurance Deposit

Corporation (FDIC)

1) Students research the legacy of the New Deal. 2) Given a list of agencies, students categorize agencies of the New Deal to the three Rs. 3) Students brainstorm a comparison of the New Deal programs to current day government programs that assist citizens and help keep the economy in balance.


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SOL: VUS.11a The student will demonstrate knowledge of World War II by a) analyzing the causes and events that led to American involvement in the war, including military assistance to

Britain and the Japanese attack on Pearl Harbor.



The student will be able to: 1) Discuss the United States reaction to the early events of the 1930s and WWII in Europe and Asia 2) Locate the events leading to WWII 2) Explain the significance and results of the attack on Pearl Harbor 3) Identify/define: Neutrality Invasion Isolationist Battle of Britain Lend Lease Act Totalitarian Aggression December 7, 1941 “A date that will live in

infamy.” (continued)

1) Students label maps showing the invasion of Poland, Battle of Britain, Baltic countries, Germany, France, Caribbean, Manchuria, China, Japan, and Pearl Harbor. 2) Teacher led discussion of the events leading to WWII. 3) Students develop a Venn diagram contrasting American reaction to World War I with American reaction to World War II. 4) Students create a timeline showing the events leading to WWII. 5) Students write a position paper supporting or opposing United States entry into World War II prior to Pearl Harbor.

Video: Memphis Belle (T59121) Video: Okinawa: The Bombing of Japan (T59050) Internet United Streaming

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“Lending a garden hose to a

neighbor whose house is on fire.”

Militaristic Adolf Hitler Franklin Roosevelt Embargo

6) Students view video clips and participate in follow-up discussions.

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SOL: VUS.11b The student will demonstrate knowledge of World War II by b) describing and locating the major battles and turning points of the war in North Africa, Europe, and the

Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan.



The student will be able to: 1) Contrast the Allied and Axis strategies for WWII 2) Identify and locate the major battles in North Africa, Europe, and the Pacific, including El Alamein, Stalingrad, Normandy (D-Day), Midway, Iwo Jima and Okinawa and the bombings of Hiroshima and Nagasaki 3) Identify: “Defeat Hitler first” Submarine warfare Island hopping Predominance Miracle of Midway June 6, 1944 Harry Truman Adolf Hitler

1) Students complete a chart comparing the Axis and Allied strategies of the war. 2) Students view Enola Gay video and answer related worksheet. 3) Guest speaker (war veteran through local veterans association or someone associated with D-Day Memorial). 4) Students label maps identifying the major battles and explaining why these battles were important. 5) Students write a journal entry pretending to be the pilot of the Enola Gay.

Video: Enola Gay Internet United Streaming

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6) Students research assigned battles and WWII actions and prepare a written summary of the findings. 7) Students create a timeline sequencing the major battles and events of WWII.

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SOL: VUS.11c The student will demonstrate knowledge of World War II by c) describing the role of all minority units, including the Tuskegee Airmen and Nisei regiments.



The student will be able to: 1) Describe the role of all-minority military units in World War II, including the Tuskegee Airmen, Nisei regiments, Navajo, and Mexican Americans 2) Identify: Global power Desegregation Discriminatory hiring

1) Students view Tuskegee Airmen video and answer related worksheet. 2) Students research the role of a minority group in the WWII and prepare an oral presentation. 3) Students create a newspaper article about one of the minority groups who contributed to WWII. 4) Students create mobiles or posters showing the contributions of the various minority groups. 5) Students write a paper from the view of a Navajo Indian about the use of the Navajo language for communications codes.

Video: Tuskegee Airmen Internet United Streaming

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SOL: VUS.11d The student will demonstrate knowledge of World War II by d) examining the Geneva Convention and the treatment of prisoners of war during World War II.



The student will be able to: 1) Identify the purpose of the Geneva Convention 2) Discuss the treatment of prisoners during World War II 3) Identify: Bataan Death March POW Suicide

1) Students examine Geneva Convention documents related to treatment of POWs. 2) Teacher presentation on the contrast of cultural differences between countries that affected the treatment of prisoners.

Geneva Convention documents Internet United Streaming

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SOL: VUS.11e The student will demonstrate knowledge of World War II by e) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and postwar trials of

war criminals.



The student will be able to: 1) Identify the Holocaust and its victims 2) Analyze the short term and long term significance of the Holocaust 3) Identify/define: Genocide Extermination Undesirables Nuremburg Trials Nazi Political dissidents Jews Slavs Gypsies Poles Jewish Homeland

1) Students role play the Nuremburg trials. 2) Students label maps identifying the Jewish homeland. 3) Class brainstorming discussion on the consequences of genocide. 4) Guest speaker 5) Students read excerpts about the Holocaust from source such as The Diary of Anne Frank. 6) Extra credit for students who read a book of the time period and write a one page report.

All But My Life book by Gerda Weisman Klein The Diary of Anne Frank Internet United Streaming

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SOL: VUS.12a The student will demonstrate knowledge of the effects of World War II on the home front by a) explaining how the United States mobilized its economic, human, and military resources.



The student will be able to: 1) Determine how the United States organized and distributed its resources, including economic, human, and military, to achieve victory in World War II 2) Define/identify: Resources Rationing War bonds Business retooling Draft/selective service Home front Mass media Mobilizing

1) Students view rationing books. Using sample rationing coupons, students discuss rationing and simulate a rationing activity in the classroom. 2) Students brainstorm about local businesses that could retool for a war as industries did in WWII. 3) Students compare and contrast the roles of women and minorities in the Civil War, WWI, and WWII. 4) Simulate a draft by having a bowl with numbers in it and have students draw numbers. Discuss the outcome and their feelings about the method of selection.

Rationing booklets Photographs/posters Time Life videos Internet United Streaming

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SOL: VUS.12b The student will demonstrate knowledge of the effects of World War II on the home front by b) describing the contributions of women and minorities to the war effort.



The student will be able to: 1) Explain how women and minorities contributed to America’s efforts during World War II 2) Define/identify: Desegregation Rosie the Riveter Discriminatory Hiring practices War plant

1) Students will compare the role of minorities and women in the Civil War, WWI, and WWII. 2) Students relate the Great Migration to the movement of people to the cities for jobs during WWII. 3) Students view videos and complete study guides.

Video: Free a Man to Fight Video: Tuskegee Airman Video: Women at War (T58055) Internet United Streaming

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SOL: VUS.12c The student will demonstrate knowledge of the effects of World War II on the home front by c) explaining the internment of Japanese Americans during the war.



The student will be able to: 1) Investigate how Americans of Japanese descent were treated after the United States entry in World War II, focusing on the reasons and actions taken by the United States government Define/identify: Prejudice Civil liberties Internment Internment camp

1) Students examine pictures and compare internment camps and Holocaust camps. 2) Teacher led discussion of Korematsu vs. U.S. 3) Students write a journal entry on what an internment camp would have been like. 4) Role play: state that any students wearing a certain color or object of clothing (such as blue jeans) are in internment camps. They have to give their bookbags to the teacher or sit on one side of room, et cetera. 5) Students write a paper from the view point of a Nisei unit member who knows of the internment camps.

The Good War book www.childrenofthecamp.com The Greatest Generation book by Tom Brokaw Snow Falling on Cedars book Internet United Streaming

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SOL: VUS.12d The student will demonstrate knowledge of the effects of World War II on the home front by d) describing the role of media and communications in the war effort.



The student will be able to: 1) Explain the role of the media and communications in World War II 2) Define: Censorship Public morale Media Stereotypical

1) Students develop a chart contrasting war time agencies in WWI and WWII. 2) Students brainstorm the differences in media coverage of WWII and coverage of military events/actions today.


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SOL: VUS.13a The student will demonstrate knowledge of United States foreign policy since World War II by a) describing outcomes of World War II, including political boundary changes, the formation of the United

Nations, and the Marshall Plan.




1) Describe the political impact of WW II on Germany

2) Describe the expanded influence of the Soviet Union in Europe

3) Explain the role of the Marshall Plan in rebuilding Europe and preventing the spread of communism

4) Describe the situation in post-war Japan

5) Explain the purpose of the United Nations

6) Define/identify: Consequence Portioned Soviet Union Occupation Communism

1) Students compare and contrast the League of Nations and the United Nations using a Venn diagram. 2) Students complete a map activity on the partitioning of Germany and the expansion of Soviet influence. 3) Students develop a T chart comparing the post war climate in Germany and Japan. 4) Students view videos and complete study guides.

Maps detailing the partition of Germany Maps detailing the expansion of the Soviet Union Video: 1950’s Time Life Video:USA: 1945-1956 (T58197) Internet United Streaming

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SOL: VUS.13b The student will demonstrate knowledge of United States foreign policy since World War II by b) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of

communism, the American role of wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe.



The student will be able to: 1) Discuss the origins of the Cold War 2) Explain the importance of the Truman Doctrine 3) Differentiate between NATO and the Warsaw Pact 4) Analyze the consequences of the communist take-over in China 5) Explain origins, events, and consequences of the Korean War, Vietnam War, and Cuban Missile Crisis 6) Apply the policy of containment to the Korean War, the Vietnam War, and the Cuban Missile Crisis

1) Students distinguish between Eastern and Western Europe on a map. 2) Students develop a Cold War Ceiling. Students create snowflakes with Cold War events and terms on each one. 3) Students develop a timeline sequencing the Cold War events. 4) Students view video of Cold War presidents and complete a related worksheet or participate in follow-up discussion. 5) Teacher led discussion of the Truman Doctrine. Students examine the document.

Truman Doctrine Presidents of Cold War videos Time Life of 50’s and 60’s video Maps Video: USA: 1953-1960 (T58173) Video: Doctor Strangelove (T58158) Video: 1960’s: The Decade That Changed America (T58829) Video: Fads of the 60’s (T59114) Video: Cold War (T58135)

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7) Describe the impact of the Cold War at home, including: Bomb shelters Nuclear attack drills Rosenberg trial Hiss trial McCarthyism Presidential elections Military expenditures 8) Identify: Cold War Global politics Domestic politics Totalitarian state Socialist Anti-communist Containment Intervention Free Market Economic System Socialist Economic System Truman Doctrine NATO Warsaw Pact Exploited Nuclear war Massive retaliation Deter Stalemate Vietnamization Limited war (continued)

6) Students develop a chart/poster on Cold War presidents and their actions. 7) Students develop a Venn diagram comparing the Korean and Vietnam Wars. 8) Students locate countries involved in Cold War events on a world map. 9) Students create maps which detail the Korean and Vietnam Wars. 10) Students simulate the Rosenberg trial. 11) Students examine photographs of this time period and write a one page summary. 12) Class examines photographs of McCarthy hearings. 13) Students research events and topics of Cold War and provide oral reports. Teacher provides notes from the reports.

Video: Korea at the 38th Parallel (T59127) Video: Korean War (T59152) Video: Korean War: 50th Anniversary (T59066) Video: USA 1961-75 (T58172) Video: Vietnam (T58087 or T58070) Video: Vietnam Echoes from the Wall (T58103) Video: Dear America: Letters Home from Vietnam (T58094) Video: Missiles of October (T59119) Video: Watergate (T58200) Internet United Streaming

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Intensify Identify Continued: Bay of Pigs Watergate Scandal Cuban Missile Crisis “blinked” Bomb shelter McCarthyism Alger Hiss Julius & Ethel Rosenberg Joseph McCarthy Dwight Eisenhower John Kennedy Richard Nixon Lyndon Johnson Fidel Castro Hampton Roads Pentagon

14) Students compare Truman Doctrine to Monroe Doctrine. 15) Students contrast the Cold War with traditional warfare. 16) Guest speakers who participated in Cold War events. 17) Students simulate/role play various events of the Cold War.

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SOL: VUS.13c The student will demonstrate knowledge of United States foreign policy since World War II by c) explaining the role of America’s military and veterans in defending freedom during the Cold War.



The student will be able to: 1) Identify the quotes and the speakers: “Pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty.” And “Ask not what your country can do for you; ask what you can do for your country.” (John F. Kennedy) 2) Define: assassination and divisiveness 3) Contrast the reception of Vietnam veterans with veterans of other wars 4) Explain the impact of the assassination of President Kennedy

1) Students develop a T-chart or Venn diagram on treatment of veterans in the past and during the Cold War events. 2) Teacher shows a video clip on the assassination of John F. Kennedy and discusses the impact of that event. 3) Students compare the assassinations of Kennedy and Lincoln using a poster, graphic organizer, or chart.

Video: Time Life 1970’s Copies of speeches of John F. Kennedy Video: USA: 1976-1985 (T58171) Internet United Streaming

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SOL: VUS.13d The student will demonstrate knowledge of United States foreign policy since World War II by d) explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan in

making foreign policy.



The student will be able to: 1) Describe the internal problems leading to the collapse of the Soviet Union 2) Describe the role of President Reagan in the collapse of the Soviet Union 3) Identify: Glasnost Perestroika Economic inefficiency Economic restructuring Berlin Wall Mikhail Gorbachev 4) Identify the quote and speaker (Reagan), “Mr. Gorbachev, tear down this wall”

1) Show video(s) or video clips both for the collapse of communism and unit review. Teacher leads class discussion or students complete related worksheets. 2) Students build a Cold War wall- for each term a student defines on the wall, part of the wall comes down. 3) Students examine maps of the Soviet Union before and after the Cold War.

Materials to build wall Video: The Fall of the Berlin Wall (T59101) Video: US and Soviet Relations at the End of the Cold War (T58175) Video: Images of the 80s (T59061) Video: Decade of the 90s Video: Desert Storm (T58129) Video: September 11, 2001 (T59048) Internet United Streaming

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SOL: VUS.13e The student will demonstrate knowledge of United States foreign policy since World War II by e) explaining the impact of presidents of the United States since 1988 on foreign policy.



The student will be able to: 1) Describe the impact of presidents George H. W. Bush, William J. Clinton, and George W. Bush on American foreign policy 2) Identify: Persian Gulf War North American Free Trade

Agreement 9/11/2001 War in Afghanistan War in Iraq

1) Students research the actions/events of the Bush, Clinton and Bush administrations in the area of foreign policy. Students use research findings to create posters highlighting those actions/events. 2) Students choose a president since 1988 and create a power point presentation about the president’s impact on foreign policy.


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SOL: VUS.14a The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by a) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and

Oliver Hill, and how Virginia responded.



The student will be able to: 1) Identify/define: Segregation Desegregation NAACP Massive resistance White flight 2) Identify the importance of Brown v. Board of Education including the roles of Thurgood Marshall and Oliver Hill 3) Explain Virginia’s response to Brown v. Board of Education

1) Students view videos/video clips and answer related worksheets. 2) Students complete a Venn diagram to compare/contrast Brown v. Board of Education and Plessy v. Ferguson. 3) Students research biographical information on Thurgood Marshall and Oliver Hill and create a brochure about each. 4) Teacher led discussion of Massive Resistance.

Video: Virginia Pathways, Civil Rights Part I and Part II NAACP website African-American Trail in Virginia Internet United Streaming

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SOL: VUS.14b The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the

1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.



The student will be able to: 1) Identify the “I have a dream” speech and its speaker 2) Identify: Literacy test Discrimination Federal registrars Mass protests Public accommodations Lyndon B. Johnson 3) Describe the 1963 March on Washington 4) Identify the provisions of the Civil Rights Act of 1964 and the Voting Rights Act of 1965 5) Explain the role of the NAACP in advancing civil rights for African Americans

1) As a class read “I Have a Dream” speech and show “Our Friend Martin” video. 2) Administer a test on the Constitution of the United States to simulate literacy tests. 3) Students brainstorm why Martin Luther King, Jr. favored non violent protests/passive resistance versus force. 4) Teacher led discussion of the role of the NAACP in advancing civil rights. 5) Students label a Venn diagram contrasting the Civil Rights Act of 1964and the Voting Rights Act of 1965.

“Our Friend Martin” video “I Have a Dream” speech A Time for Justice: America’s Civil Rights Movement (T58062)

Martin Luther King (T58160)

Legacy of a Dream (T58039) Internet United Streaming

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Amherst County Public Schools

Virginia and United States History SOL: VUS.15a The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by a) examining the role the United States Supreme Court has played in defining a constitutional right to privacy,

affirming equal rights, and upholding the rule of law.



The student will be able to: 1) Explain how the membership of the United States Supreme Court has changed over time 2) Explain how the Supreme Court promotes and extends civil liberties 3) Identify Sandra Day O’Connor, Ruth Bader Ginsburg, and Clarence Thomas

1) Students research and role play assigned United States Supreme Court cases that involved issues of privacy or equal rights. 2) Teacher led discussion of how the Supreme Court has extended the civil liberties of American citizens.


VUS.1a,b,c

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SOL: VUS.15b The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by b) analyzing the changing patterns of immigration, the reasons new immigrants choose to come to this country,

their contributions to contemporary America, and the debates over immigration policy.



The student will be able to: 1) Recognize that immigration increases American diversity 2) Identify reasons for immigration into the United States 3) Identify the immigrant groups that account for the bulk of immigration to the United States 4) Discuss issues related to the immigration policy 5) Identify the contributions of immigrants

1) Students label maps showing immigrant groups that account for the bulk of immigration to the U.S.

2) Students brainstorm a list of reasons for immigration and a list of the contributions made by immigrants.

3) Teacher led discussion of the issues related to immigration policy.

4) Students working in pairs analyze the costs/benefits of immigration concentrating on current issues related to immigration policy.

5) Students write an essay supporting or opposing immigration reform.


VUS.1c,d,g,i

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SOL: VUS.15c The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by c) explaining the media influence on contemporary American culture and how scientific and technological

advances affect the workplace, health care, and education.




1) Identify the quote and speaker: “That’s one small step for man, one giant leap for mankind.”

2) Identify: John F. Kennedy John Glenn Space program Sally Ride Cable TV CNN Personal computers Cellular phones World Wide Web Telecommuting Distance learning Service industries Dr. Jonas Salk Polio Outsourcing Offshoring

1) Bring the mobile lab into class for student research. 2) Students interview parents on how the workplace has changed in the past 50 years. 3) Students brainstorm a list of ways that society and American culture have changed due to advances in technology.

Channel 1 Video: Stalking the President (T59130) Internet United Streaming

VUS.1a,c,d

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Spring 2010

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SOL: VUS.15d The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by d) examining the impact of the “Reagan Revolution” on federalism, the role of government, and state and

national elections since 1988.



The student will be able to: 1) Discuss the policies of Ronald Reagan and conservative Republicans 2) Identify the extent of the “Reagan Revolution” beyond the tenure of Ronald Reagan 3) Identify : Judicial restraint Federalism George H. W. Bush William Clinton George W. Bush

1) Teacher led discussion of the “Reagan Revolution”, including the major policies of the Reagan administration. 2) Students research to complete a worksheet about the influence of the “Reagan Revolution.” 3) Students complete a chart to show the impact of the “Reagan Revolution” on federalism, the role of the national government, and future elections.


VUS.1a,c,h

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SOL: VUS.15e The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by e) assessing the role of government actions that impact the economy.



The student will be able to: 1) Recognize that the federal government can influence the United States economy 2) Distinguish between monetary policy and fiscal policy 3) Identify: Federal reserve system Gross Domestic Product Exchange rates Inflation Unemployment rates

1) Teacher led discussion of fiscal and monetary policy. Students research for current events related to fiscal and monetary policies. 2) Teacher led discussion of key economic indicators that influence government influence in the economy.


VUS.1c,d,i

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Spring 2010

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SOL: VUS.15f The student will demonstrate knowledge of economic, social, cultural, and political developments in recent decades and today by f) assessing the role of the United States in a world confronted by international terrorism.



The student will be able to: 1) Discuss United States responses to terrorism 2) Identify: Terrorism Patriot Act

1) Students develop a time line of events from the Beirut bombing to the World Trade Center. 2) Students create a poster to illustrate the ways terrorism threats/actions have changed everyday American life.


VUS.1b,c,d

Assessments


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