virginia and united states history...sources. (vus.1b) formulate historical questions and defend...

Pacing Guide

Virginia and United States History

Robert E. Lee High School Staunton City Schools

Staunton, Virginia 2010-2011

Blueprint Summary Table

Test Blueprint Summary Table Reporting Category

Virginia and United States History Standards of Learning

Number of Items

Assessed with Other SOL VUS.1a-b, d, g-i Early America Through the Founding of the New Nation

VUS.2 VUS.4c-d VUS.5b-c

7

Expansion, Reform, Civil War, and Reconstruction

VUS.6a, c-e VUS.7a-f

10

Emergence of Modern America and World Conflict

VUS.8b-d VUS 9b VUS.10a, c VUS.11a, c-e VUS.12a-d

13

The United States since World War II

VUS. 13b-e VUS.14a-b

13

Week(s) Organizing Topics Related Standards of Learning 1 Early European Exploration and Colonization VUS.2; VUS.1a, b, d; 1 European Economic Influence and Slavery in the

Americas VUS.3; VUS.1a, b, c, d, g

2 - 3 American Revolution VUS.4a, b, c; VUS.1a, b, c, d, g, h 3 - 5 United States Constitution VUS.5a, b, c, d,e; VUS.1a, c, d, h 5 - 7 1800 to 1850 VUS.6a, b, c; VUS.1a, c, d, g, h 7 - 8 Civil War and Reconstruction VUS.7a, b, c; VUS.1c, d, h 8 - 9 Review, Re-teach Midterm 10 Post Reconstruction through 1920 VUS.8a, b, c, d; VUS.1c, d, g, h 11 United States Role in World Affairs from 1890 to 1940 VUS.9a, b, c; VUS.1a, c, d, g, h 12 - 13 World War II VUS.10.a, b, c, d, e; VUS.11a, b, c, d; VUS.1a, b, c, d, g, h 14 Cold War VUS.12a, b, c, d; VUS.1c, d, g, h 15 Civil Rights Movements VUS.13a, b; VUS.1c, d, h 16 Contemporary United States VUS.14a, b, c; VUS.1b, d, g. VUS 10 a 17 - 18 Review, SOL testing

VUS.15b-d, f

Geography VUS.6b VUS.8a VUS.9a VUS.11b VUS.13a

7

Civics and Economics VUS.3 VUS.4a-b VUS.5a, d-e VUS.10b, d VUS.15a, e

10

Excluded from Testing VUS.1c, e-f Number of Operational Items 60 Number of Field-Test Items* 10 Total Number of Items on Test 70

Throughout the course:

VUS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to a) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters,

photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States; b) evaluate the authenticity, authority, and credibility of sources; d) develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history; g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time; h) interpret the significance of excerpts from famous speeches and other documents. i) identify the costs and benefits of specific choices made including the consequences, both intended and unintended , of the decision and how people and nations responded to positive and negative incentives.

Related SOL

Essential Knowledge and Skills

Students should be able to:

Strategies to Engage the Learner

The learner will . . .

Evidence of Mastery* (See

Notes)

Related SOL





Evidence of Mastery* (See

Notes)

VUS.1a

Identify, analyze, and interpret primary and secondary source documents records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art to increase understanding of events and life in the United States;

Skills embedded throughout the semester

VUS.1b evaluate the authenticity, authority, and credibility of sources; including the construction of maps and various time lines of events, periods, and personalities in American history


VUS.1d Develop perspectives of time and place; including the construction of maps and various time lines of events, periods, and personalities in American history.


VUS.1g apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time


VUS.1h interpret the significance of excerpts from famous speeches and other documents.


VUS. 1i identify the costs and benefits of specific choices made including the consequences, both intended and unintended , of the decision and how people and nations responded to positive and negative incentives.


Early America: Early Claims, Early Conflicts Week 1

Related SOL




The learner will . . . Evidence of

Mastery*(See Notes)

VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians A. Characteristics of early exploration and settlements in the New World B. Interactions among Europeans, Africans and American Indians (First Americans) Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Create a graphic organizer detailing: Explorer/Country of Origin/Land explored

Read and interpret journal entries (John Smith) and then write a journal entry from the point of view of an explorer under the command of John Smith.

Create a diagram/picture of the Columbian Exchange

Complete a Cause and Effect graphic organizer detailing the impact of European colonization on Africans and Native Americans

Answer the following question in essay form:

In what ways did the cultures of Europe, Africa, and the Americas interact and what were the consequences of those interactions?

Completed Graphic Organizer

Rubric

Completed Gr. Org.

Rubric

Early America: Early Claims, Early Conflicts Week 1

Related SOL





Mastery*(See Notes)

VUS.3 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 A. Economic characteristics of the Colonial Period B. Social characteristics of the colonies C. The development of indentured servitude and slavery Identify, analyze, and interpret primary and secondary source documents, records, and data. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Explain how relationships between humans and their environment have changed over time. (VUS.1g) .

Identify the 13 original English colonies, major settlements, and physical features of eastern North America

Create a graphic organizer showing similarities and differences of the 3 colonial regions – economic and social characteristics.

Compare and contrast the “Mayflower Compact” and the Ordinance and Constitution of the VA Company

Compose a pargraph/essay response to the prompt, “If I were a slave . . . .”

Experiential exercise – Bacon’s Rebellion

Participate in a Jigsaw activity on the Great Awakening

Completed Map

Completed Gr. Org.

Rubric

Rubric

Rubric

Quiz

Unit Test

Revolution and the New Nation Week 2

Related SOL





Evidence of Mastery*(See

Notes)

VUS.4a 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. . The ideas of John Locke . Thomas Paine and Common Sense . The Declaration of Independence Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Compare the colonial structures of the French and English in North America and complete interactive notes on the causes and the significance of the French and Indian War.

Write a “history” of George Washington’s actions against the French (based on his journals).

Analyze Franklin’s “Unite or Die” political cartoon and discuss the significance of the Albany Congress.

Complete interactive notes on Events Leading to Revolution.

Plant a Liberty Tree

Role play – Boston Massacre

Participate in Boston Tea Party

Paraphrase selections from John Locke and Paine’s Common Sense

Create a Flow Chart (Sequence Chain) from Locke to Declaration of Independence.

Paraphrase Declaration of Independence and then create a Circle Web Organizer detailing main ideas of the Declaration.

Completed Note Guide

Rubric

Rubric

Rubric

Completed chart

Completed Org.


Related SOL





Mastery*(See Notes)

VUS.4b,c

The student will demonstrate knowledge of events and issues of the Revolutionary Period by

b)evaluating how key principles in the Declaration of Independence grew in importance to become unifying ideas of American democracy;

c) describing the political differences among the colonists concerning separation from Britain; A. Anglo-French rivalry leading to conflict with th e colonies B. The beginning of the American Revolution C. Differences among the Colonists C.1. Patriots C.2. Loyalists (Tories) C.3. Neutrals Evaluate the authenticity, authority, and credibility of sources. (VUS.1b) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Discuss the Declaration of Independence becoming a road map for the new republic.

Create a timeline of Events Leading to the Revolution.

Use primary sources to determine the social, economic, and geographic reasoning behind a colonist’s decision to remain loyal to England, become a revolutionary, or opt for a neutral stance. (Find Sources)

Create a visual representation of a Loyalist, Patriot, and Neutral, emphasizing the reasons above.

Observation

Completed Timeline

Rubric

Completed Visual


Related SOL





Mastery*(See Notes)

VUS.4d

The student will demonstrate knowledge of events and issues of the Revolutionary Period by d) analyze reasons for colonial victory in the Revolutionary War. A. Factors leading to colonial victory A.1. Diplomatic . A.2. Military Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)

Determine a diplomatic and military strategy for both the British and the American colonists.Using a map of North America, create a visual strategy that YOU would use to ensure victory.

Create a timeline of the strategic battles of the Revolutionary War – determine the reason the specific battle was important.

Rubric Completed Strategy map

Completed timeline

Unit Test


Related SOL





Mastery*(See Notes)

VUS.5a The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution 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 A. American political leaders, fearful of a powerful central government like England’s, created the Articles of Confederation, adopted at the end of the war. B. The Articles of Confederation Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

As a class, formulate a government for the new United States basing the government on the grievances from the Declaration of Independence.

Paraphrase the Articles of Confederation and compare it to the government the class formed. This could be an individual, group, or jig-sawed activity.

Determine the strengths and weaknesses of the Articles of Confederation using a Plus/Minus Issue Organizer.

Participation and completion of activity

Completed org.


Related SOL





Mastery*(See Notes)

VUS.5b

The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution 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; A. Key issues and their resolution B. Key leaders Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)

Play a role in the Constitutional Convention Simulation.

Create a graphic organizer detailing the major compromises of the Constitutional Convention.

Prepare a biographical information sheet on the key leaders of the Convention: GW; Madison; Paterson; Sherman; Hamilton.

Rubric

Completed Org.

Completed info sheet



Related SOL






Notes)

VUS.

5c,d

The student will demonstrate knowledge of the issues involved in the creation and ratification of the United States Constitution 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.

A. Virginia Declaration of Rights (George Mason) B. Virginia Statute for Religious Freedom (Thomas Jefferson) C. Bill of Rights

Identify, analyze, and interpret primary and secondary source documents, records, and data to increase understanding of events and life in the United States. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Interpret the significance of excerpts from famous

speeches and other documents. (VUS.1h)

d) assessing the arguments of Federalists and

Take interactive notes on the contributions of George Mason and Thomas Jefferson in the formation of the Bill of Rights.

Paraphrase the Bill of Rights and place them in order of importance.

Create a student’s Bill of Rights.

Present a visual representation of the first 10 amendments.

observation

Participation and completion

Rubric

Unit Test

Related SOL






Notes)

VUS. 5e

Anti-Federalists during the ratification debates and their relevance to political debate today; e)appraising how John Marshall’s precedent-setting decisions established the Supreme Court as an independent and equal branch of the national government

Prepare and debate on the contributions of Chief Justice John Marshall, a Virginian, and his contributions to the growth of the US Supreme Court’s relationship to the other branches of government.

T- Chart

Expansion and Reform: 1801 to 1860 Week 5

Related SOL





Mastery*(See Notes)

VUS.6a,b

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.

b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians (First Americans)

A. Political developments in the Early National Period B. Expansion resulting from the Louisiana Purchase and War of 1812 formulate historical questions and defend

Formulate historical questions and defend findings on the development of political parties in the 1790’s.

Take interactive notes on the presidencies of George Washington and John Adams: XYZ Affair; Alien and Sedition Acts; Va and Kentucky Resolutions. (Primary Sources needed)

Create a T-Chart Organizer/Compare-Contrast Thinking Map detailing the differences between the Federalists and the Democratic-Republicans. Resources from History Alive are available.

Take interactive notes and create a Situation/Solution Graphic Organizer of the Election of 1800.

Develop a “newspaper” headline poster (with visuals)of the highlights of the Jefferson

Teacher assessment

Completed Org.

Completed Org.

Rubric

Completed Org.

Related SOL





Mastery*(See Notes)

findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)

presidency.

Use a Jigsaw technique detailing the major cases of the John Marshall court. (Find Sources and organizer – Details/Main Idea)

Complete a Sequence Chain for the causes and consequences of the War of 1812.

Determine (in small groups) foreign policy of the US after the War of 1812. Read (jigsaw) the Monroe Doctrine and summarize its contents, then compare (as a class/interactive notes) if this policy has been followed by the US.

Completed Org.

Rubric

Unit Test


Related SOL





Mastery*(See Notes)

VUS.6c,d 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 d) relating the changing character of American political life in “the age of the common man” (Jacksonian Era) to increasing popular participation in

Make a summary chart of the causes of the War of 1812.

Cooperative group activity to study the following: • Heightened emphasis on equality in the

Group rubric

Related SOL





Mastery*(See Notes)

state and national politics;

political process for adult white males • The rise of interest group politics and sectional issues • A changing style of campaigning • Increased voter participation


Related SOL





Mastery*(See Notes)

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 slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union. A. Economic divisions B. The growing division over slavery and states’ rights C. The women’s suffrage movement Analyze, and interpret primary and secondary source documents, records, and data. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)

Create a diagram showing the differences between the Northern and Southern states regarding the cultural, economic, and political issues.

Read and analyze the “Women’s Declaration of Independence.”

Take interactive notes on the slavery issue.

Answer the following question in essay form: Was the Civil War inevitable? Why or why not?

Rubric

Related SOL





Mastery*(See Notes)

Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Civil War and Reconstruction: 1860 to 1877 Week 7

Related SOL





Mastery*(See Notes)

VUS.7a,b

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. b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass A. Major events B. Key leaders and their roles Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Create a timeline of events leading to the Civil War.

Create historical “baseball cards” of the key people involved in the Civil War

Completed timeline

Rubric


Related SOL





Mastery*(See Notes)

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; A. Emancipation Proclamation B. Gettysburg Address Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Answer the following “What if?” – Create a strategy for winning the Civil War for both the North and the South. Be as specific as possible.

Create a timeline of the major battles of the Civil War.

Analyze the reasons for and the significance of the Emancipation Proclamation.

Write an editorial response after reading the Gettysburg Address.

Rubric

Completed timeline

Rubric

Quiz


Related SOL





Mastery*(See Notes)

VUS.7d,e

VUS. 7 f

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. e) examining the social impact of the war on African Americans, the common soldier, and the home from with emphasis on Virginia. A. Political effects B. Economic and social impact Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h) f) explain the post –war contributions of key leaders of the Civil War.

Compare and contrast the affect on African Americans, Common Solders, and Women during the war.

Complete the following journal response: If you were President at the end of the Civil War, how would you treat the defeated South?

Create a Reconstruction vocabulary/visual organizer.

Take interactive notes on the Civil War Amendments.

Ulysses S. Grant, Robert E. Lee, Frederick Douglass research and oral report

Rubric

Completed Org.

Quiz

Teacher Assessment

Reshaping the Nation and the Emergence of Modern America: 1877 to 1930s Week 10

Related SOL





Mastery*(See Notes)

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; A. Westward movement B. Immigrants flock to America C. Growth of Cities D. Admission of new states . Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)

Simulation: 1870 – 1920 (Bill . ) – SOL 8a – 9b

Take part in an interactive slideshow of the immigrant experience.

Review Push/Pull factors

Complete a journal entry: If I were from (fill in country), my experience in America would be . . . .

Take interactive notes on population trends and the growth of cities.

Rubric

Rubric




Related SOL





Mastery*(See Notes)

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) 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; A. Technological change spurred growth of industry primarily in northern cities. B. Inventions/Innovations C. Industrial leaders D. Reasons for economic transformation Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Chart the new inventions and innovations of the Industrial Era.

Complete Cause/Effect Graphic Organizer on technology – industry – growth of cities.

Take interactive notes on industrial leaders, economics of Industrialism, and the effect of industrialism on the worker.

Write a DBQ response to the following question: Robber Barons or Captains of Industry?

Take part in an interactive slideshow of the Industrial Era.

Completed Chart

Completed Org.

Rubric

Quiz


Related SOL





Mastery*(See Notes)

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; A. Discrimination and segregation against African Americans B. African American responses Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Read primary documents by Booker T. Washington and W.E.B. Dubois and then read historical works about the two men.

Create a Compare/Contrast Graphic Organizer: Washington – Dubois

Write an essay that compares and contrasts Washington and Dubois and states which man had the correct response to the racial problem in America at the turn of the century.

Take part in an interactive slideshow: Lynching

Take interactive notes on the Supreme Court case Plessy v. Ferguson.

Completed Org.

Rubric



Related SOL





Mastery*(See Notes)

VUS.8d


d) identifying the causes and impact of the Progressive Movement, including excesses of the Gilded Age, child labor and antitrust laws, the rise of labor unions, and the success of the women’s suffrage movement A. The Progressive Movement used government to reform problems created by industrialization (Theodore Roosevelt’s “Square Deal” and Woodrow Wilson’s “New Freedom”). B. Working conditions for labor C. Goals of Progressive Movement D. Progressive accomplishments D.1. In local governments D.2. In state governments D.3. In elections D.4. In child labor D.5. Impact of labor unions D.6. Antitrust laws D.7. Women’s suffrage Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Define the Progressive Movement using excerpts from primary sources.

Create a chart of the Progressive Movement that highlights the Causes/Effects/Accomplishments.

Take interactive notes on the Progressive Movement.

Completed Definition

Completed Org.

Unit Test


Related SOL





Mastery*(See Notes)

VUS.9a

The student will demonstrate knowledge of the emerging role of the United States in world affairs 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; A. Creation of international markets B. Latin America C. Asia and the Pacific Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)

Read excerpts from Frederick Jackson Turner’s “The Significance of the Frontier in American History.”

Discuss (as a class) the ramifications of Turner’s ideas.

Review Industrial Era and the need for new markets.

Take interactive notes on the Spanish-American War and Imperialism.

Complete a map showing the United States and its world possessions after the Spanish-American War.

Answer the following question in essay form: At the turn of the 20th century, was the United States an imperial nation? Why or why not?

Participation

Completed Map

Rubric


Related SOL





Mastery*(See Notes)

VUS.9b


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; A. U.S. involvement in World War I B. Fourteen Points C. Treaty of Versailles D. League debate in United States Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Take interactive notes on Europe at the beginning of WWI.

View Propaganda slideshow and determine how the “average” American would react.

Take part in an interactive presentation by WWI soldier – act as journalists at a press conference – and write a newspaper report/editorial/political cartoon that displays the viewpoint of the “doughboy.”

Read and paraphrase Wilson’s Fourteen Points.

Take interactive notes on the Treaty of Versailles.

Take part in a press conference of Wilson and Lodge – ask questions and then vote on whether or not to join the League of Nations.

Prepare a rationale explaining the particular position he/she took on the question of joining the League of Nations.

Re-draw the boundaries of Europe to ensure a lasting peace.

Rubric

Participation

Completed map

Unit Test


Related SOL





Mastery*(See Notes)

VUS. 10a

The student will demonstrate knowledge of key domestic events of the 1920’s and 1930’s by

a) analyzing how radio, movies, newspapers, and magazines created popular culture and challenged traditional values:

b) assessing the causes and consequence of the stock market crash of 1929

c) explaining the causes of the Great Depression and its impact on the American people

d) describing how Franklin D. Roosevelt’s New Deal relief, recovery, and reform measures address the Great Depression and expanded the government’s role in the economy.

Formulate historical question and defend findings based on inquiry and interpretation(VUS1a)

Prepare causes and effect chart

Rubric

Observation and whole class discussion.

Conflict: The World at War: 1939 to 1945 Week 12

Related SOL





Mastery*(See Notes)

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; A. The war in Europe

Review information from World History II on the causes of WWII.

View pieces of documentaries that highlight the reasons for US involvement in WWII.

Journal Review

Related SOL





Mastery*(See Notes)

B. The war in Asia Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)


Related SOL





Mastery*(See Notes)

VUS.11b


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

Develop a strategy for both the Allies and the Axis using prior knowledge and a world map.

Create timeline/map detailing the major battles of WWII in Europe and the Pacific.

Take interactive notes on the Manhattan

Rubric

Completed timeline/map

Related SOL





Mastery*(See Notes)

atomic bomb to force the surrender of Japan; A. Allied strategy B. Axis strategy C. Major battles and military turning points C.1. North Africa C.2. Europe C.3. Pacific Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)

Project.

Answer the following essay prompt: Was the use of the atomic bomb necessary to end WWII?

Rubric


Related SOL





Mastery*(See Notes)

VUS.11c


c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments A. Minority participation B. All-Minority military units C. Additional contributions of minorities Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)

Take interactive notes on minority participation in WWII.

Completed Org.



Related SOL





Mastery*(See Notes)

VUS.11d


d) examining the Geneva Convention and the treatment of prisoners of war during World War II A. The Geneva Convention attempted to ensure the humane treatment of prisoners of war by establishing rules to be followed by all nations. B. The treatment of prisoners in the Pacific Theater often reflected the savagery of the fighting there. Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Read and paraphrase selected excerpts from the Geneva Convention.

Rubric

Conflict: The World at War: 1939 to 1945 Week 12-13

Related SOL





Mastery*(See Notes)

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 A. Terms to know • Genocide: The systematic and purposeful destruction of a racial, political, religious, or cultural group • Final solution: Germany’s decision to exterminate all Jews B. Affected groups • Jews • Poles • Slavs • Gypsies • “Undesirables” (homosexuals, mentally ill, political dissidents) C. Significance Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Take part in an interactive slideshow on the Holocaust.

Visit the Holocaust Museum.

Read excerpts from selected pieces detailing the Holocaust.

Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)

Unit Test


Related SOL





Mastery*(See Notes)

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;

Take part in an interactive slideshow of the social aspects of WWII.

Summary Table


Related SOL





Mastery*(See Notes)

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; A. Women during World War II B. African Americans during World War II Identify, analyze, and interpret primary and secondary source documents. (VUS.1a) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)

Same as above.

Completed Org.

Rubric



Related SOL





Mastery*(See Notes)

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; A. Reasons for internment • Strong anti-Japanese prejudice on the West Coast • False belief that Japanese Americans were aiding the enemy B. Internment of Japanese Americans Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Create Prejudice poster, chart, paper or student choice related to wartime fears:

Review:

Reasons for internment • Strong anti-Japanese prejudice on the West Coast • False belief that Japanese Americans were aiding the enemy Internment of Japanese Americans • Japanese Americans were re-located to internment camps. • Internment affected Japanese American populations along the West Coast. The Supreme Court upheld the government’s right to act against Japanese Americans living on the West Coast of the United States. A public apology was eventually issued by the U.S. government. Financial payment was made to survivors.

Completed project



Related SOL





Mastery*(See Notes)

VUS.12d


d) describing the role of media and communications in the war effort. A. Media/Communications assistance Evaluate the authenticity, authority, and credibility of sources. (VUS.1b) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Media and Communications Web quest Unit Test

The United States since World War II Week 14

Related SOL





Mastery*(See Notes)

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; A. Postwar outcomes Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed time. (VUS.1g)

What if…question generation

Prepare Time and event line.

Identify geographic relationships

Rubric



Related SOL





Mastery*(See Notes)

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 in wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe; A. Origins of the Cold War B. The Korean War C. The Vietnam War D. Cuba E. Impact of the Cold War at home Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)

Jigsaw the following questions:

How did the U.S. respond to the threat of communist expansion? What are the origins of the Cold War? What events characterize the early events of the Cold War? What was the impact of the Cold War on Americans at home?

What was the impact of the Vietnam War on Americans at home?

Check up- work sheet as graded assignment


Related SOL





Mastery*(See Notes)

VUS.13c


c) explaining the role of America’s military and veterans in defending freedom during the Cold War; A. American military forces during the Cold War Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c)

Summarize: President Kennedy, a World War II veteran, was assassinated in 1963 in Dallas, Texas, in an event that shook the nation’s confidence and began a period of internal strife and divisiveness, especially spurred by divisions over U.S. involvement in Vietnam. Cold war Vs. World War II Chart

Interactive note journal

Rubric


Related SOL





Mastery*(See Notes)

VUS. 13d

VUS. 13e


d) explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan. A. Internal problems of the Soviet Union B. Role of President Reagan Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h e)explaining the impact of presidents of the United States since 1988 on foreign policy;

Interactive Note Taking,

Question Generation

Develop timeline of foreign policy and relate important events surrounding that policy.

Notes; Daily Observation


Related SOL





Mastery*(See Notes)

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; A. Brown v. Board of Education B. Key people C. Virginia response Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d)

Jigsaw strategy:

Brown v. Board of Education • Supreme Court decision that segregated schools are unequal and must desegregate • Included Virginia case Key people • Thurgood Marshall - NAACP Legal Defense Team • Oliver Hill - NAACP Legal Defense Team in Virginia Virginia response • Massive Resistance - Closing some schools • Establishment of private academies • White flight from urban school

SOL Pre-test


Related SOL





Mastery*(See Notes)

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. A. 1963 March on Washington B. Civil Rights Act of 1964 C. Voting Rights Act of 1965 D. National Association for the Advancement of Colored People (NAACP) Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Choose and independent project to prepare on A., B.C, or D for research and classroom presentation.

Rubric uses to assess project


Related SOL





Mastery*(See Notes)

VUS.15a,b,c,

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

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; c) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and education Changes in work/school/health care • Telecommuting • Distance learning • Growth of service industries • Breakthroughs in medical research, including the development of the vaccine for polio by Dr. Jonas Salk • Outsourcing and offshoring

Discuss:1) How has the membership of the U.S. Supreme Court changed over time?

2)How have the decisions of the U.S. Supreme Court promoted equality and extended civil liberties

Compare and contrast reasons for immigrations

Class observation

Rubric

Chart/graph


Related SOL





Mastery*(See Notes)

VUS. 15d

The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by d) examining the impact of the “Reagan Revolution” on federalism, the role of government, and state and national elections since 1988;

President Reagan and conservative Republicans advocated for • tax cuts • transfer of responsibilities to state governments • appointment of judges/justices who exercised “judicial restraint” • reduction in the number and scope of government programs and regulations • strengthened American military The “Reagan Revolution” extended beyond his tenure in office with • the election of his vice president, George H. W. Bush • the election of a centrist Democrat, William Clinton • the Republican sweep of congressional elections and statehouses in the 1990s

• the election of George W. Bush

Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)

Internet Research on “Regan Revolution”

Oral presentation of findings.


Related SOL





Mastery*(See Notes)

VUS. 15e

e) ssessing the role of government actions that impact the economy;

Government promotes a healthy economy characterized by full employment and low inflation through the actions of • Federal Reserve - monetary policy decisions control the supply of money and credit to expand or contract economic growth • President and Congress - fiscal policy decisions determine levels of government taxation and spending; government regulates the economy

Summarization paragraph: What are the roles that government plays in the United States economy?

Final Exam

virginia and united states history...sources. (vus.1b) formulate historical questions and defend...

Documents