PHILOSOPHY

SIXTH GRADE

(*Gifted/Talented)



Novel List

 Under the Blood Red Sun* WWII

 Mississippi Bridge* Civil Rights

 December Stillness Vietnam

 No Promises in the Wind* Depression

 The Righteous Revenge of Artemus Westward Expansion

 Summer of My German Soldier WWII

 Lyddie Industrialism

 Number the Stars Holocaust

 Devil’s Arithmetic* Holocaust

 Roll of Thunder 1920’s Civil Rights

 Sounder Depression

 Park’s Quest Vietnam

 Dragon Wings Chinese Immigrant

 Upstairs Room Holocaust

 Sadako WWII

 Out of the Dust Great Depression

 End of the Dancing Days WWI

 All Quiet on the Western Front WWI



Resources

 Young Audiences of Virginia

 Students interview 5-10 people over 30 years of age to see how technology has changed during their

lifetime.

 Web Sites

 www.wl.k12.in.us/sstech/ssstudies/html

 geography.mininco.com/library/maps/blindex.htm

 www/gettysburg.edu/response/ref/hiswar.html

 marktwain.miminco.com/library/texts/llmtwars.htm

 www.csrnet.org/crsnet/teachresource/socialplans.html

 www.cfsc.dnd.ca/links/milhist/index/html

 www.worldwar/.com

 www.americanhistory.about.com

 www.unitedstreaming.com

 www.americaslibrary.org

 www.historyplace.com

 www.pbs.org

 GETS SOL& academics page (intranet)

 Worldview Software

 Mapmakers Toolkit

 Inspiration

 Timeliner 5.0



Study Trips  Virginia Living Museum

 Richmond  Carter’s Cove Plantation

 Settlement House  Gloucester Beach (tidal movement)

 Black History Museum (Maggie Walker)  Virginia Marine Science Museum (Virginia

 Canals Beach)

 Science Museum (old railroad station)  Boat trip – Norfolk

 Play  U.S.S. Wisconsin

 Jamestown Island  Richmond Holocaust Museum

 Gloucester Water Treatment and Landfill  Virginia War Museum

 Hampton Air and Space Museum  WWI re-enactment ―Battle of the Marne‖

Interdisciplinary Unit



Sixth Grade – Dust Bowl



Reading Activities

 Advertisements

 Journal Activities

 Written Accounts

 Fitzgerald literature from time period



Technology Activities

 Use Hyperstudio to present a scrapbook.

 Use database of writers from that time period; famous people.

 Create spreadsheet on rise and fall of market.

 Create 1-2 page word-processed document.

 Internet sources.



Math Activities

 Use advertisements to create graphs depicting the decline in the economy to show the lasting effects

on America, focusing on people living within the Dust Bowl.

 Analyze effects of Stock Market Crash.

 Statistics on land loss.

 Banks.



SOLs

 LA/English – 6.2, 6.4, 6.5, 6.8, 6.9

 Social Studies – 6.4, 6.5, 6.6

 Math – 6.1, 6.2, 6.3, 6.18, 6.19, 6.20

 Science – 6.3, 6.4, 6.9, 6.11

 Technology – 8.1, 8.3



Writing Activities

 Compile fictional journal entries into a scrapbook on the Dust Bowl life.

 Write poetry relating to area of history.



History/Social Studies Activities

 Interview family and other people from the community to complete the oral history requirement..

 Research of ―Roaring 20’s‖

 Research Dust Bowl.



Oral Communications

 The actions of participating in oral history to gather the information for their scrapbook.



Other Activities

 Watch ―The Grapes of Wrath‖



Science Activities

 Focus on erosion, nutrient depletion, and wind speed of the area greatly affected by dust storms.

 Analyze effects on ecosystem.

 Industrialization.

 Inventions.

 Electricity.

 Human impact on environment.



Assessment

 Rubrics to assess projects.



2

Interdisciplinary Unit



Sixth Grade – Westward Movement



Language Arts Activities

 Read Righteous Revenge of Artemis Bonner

 Write a journal as a participant of the Westward Movement.

 Write a research paper.



Technology Activities

 Create a spreadsheet.

 Create a word-processed document.

 Make a PowerPoint presentation.



Math Activities

 Create population graphs.

 Graph currency demographics.



SOLs

 LA/English – 6.4, 6.7, 6.8, 6.9

 Social Studies – 6.1

 Math – 6.18, 6.19

 Science – 6.9, 6.11

 Technology – 8.1, 8.2, 8.3



History/Social Studies Activities

 Direct instruction.

 Research events leading up to and effects of Westward Movement.

 Identify and map out important routes/areas of settlement.

 Design a flow chart of movement.

 Construct a project concerning westward expansion (art, writing, or model).



Oral Communications

 Present information from research project.



Science Activities

 Analyze effects of movement on ecosystem.



Assessments

 Rubric to assess projects.

 Teacher and/or commercially prepared tests or quizzes.









3

Interdisciplinary Unit



Sixth Grade – World War II



Language Arts Activities

 Read historical fiction relating to WWII.

 Number the Stars

 Devil’s Arithmetic

 Sadako and the Thousand Paper Cranes

 Write a journal from the perspective of a Jewish or Japanese child during WWII.

 Write a research report.

 Examine examples of propaganda.

 Write a newspaper from the time period.



Technology Activities

 Make a PowerPoint presentation.

 Create a word-processed document.

 Create a spreadsheet.



Math Activities

 Chart/graph effects of war on economics both before and after war.



SOLs

 LA/English – 6.4, 6.7, 6.8, 6.9

 Social Studies – 6.6, 6.7

 Math – 6.18, 6.19

 Science – 6.9, 6.11

 Technology – 8.1, 8.2, 8.3



History/Social Studies Activities

 Direct instruction.

 Focus on events leading to war.

 Integrate related videos.

 Map major battle sites.

 Determine advantages and disadvantages leading to victory.

 See textbook American Nation for additional strategies.



Oral Communications

 Make an oral presentation.

 Debate decision to drop the atomic bomb.



Science Activities

 Study effects of chemical and traditional warfare on the environment.



Assessment

 Rubric to evaluate projects and reports.

 Teacher and/or commercially prepared tests and quizzes.









4

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.1



The student will demonstrate skills for historical and geographical analysis, including the

ability to

a) analyze and interpret primary and secondary source documents to increase

understanding of events and life in United States history from 1877 to the present;

b) make connections between past and present;

c) sequence events in United States history from 1877 to the present;

d) interpret ideas and events from different historical perspectives;

e) evaluate and debate issues orally and in writing;

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

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

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



The skills identified in standard USII.1a-h are cited in the ―Essential Skills‖ column of each chart for

United States History: 1877 to the Present with the exception of ―e‖ (evaluate and debate issues orally

and in writing). Students should have opportunities to practice speaking and writing, but these skills will

not be assessed on the Standards of Learning test. All other skills will be assessed on the Standards of

Learning test. Teachers should incorporate these skills into instruction throughout the year.



Overall Suggested Strategies

 Use of Technology where appropriate; Mapmaker’s Toolkit, World View, Inspiration, Timeliner 5.0, US

History CD-Rom, Microsoft Office

 Consistent Review through games, flash cards, unit flip charts

 Consistent use of Pre, During, and Post reading comprehension strategies including; QAR,

Anticipation Guides, Word Walls, Context Clues, Vocabulary charts

 Interactive whole group activities including; plays, simulations, skits, talk shows

 Use of the Internet as a tool for research

 Use of the POWER writing process to compose essays and research



Other Strategies









Assessment

 Consistent use of rubrics to provide specific feedback to students









5

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.2



The student will use maps, globes, photographs, pictures, and tables for

a) explaining how physical features and climate influenced the movement of people

westward.



Essential Understandings Essential Questions

During the nineteenth century, people’s How did people’s perceptions and use of the Great

perceptions and use of the Great Plains Plains change after the Civil War?

changed.

How did people adapt to life in challenging

Technological advances allowed people to live environments?

in more challenging environments.



Essential Knowledge Essential Skills

Physical features/climate of the Great Plains Analyze and interpret primary and secondary source

 Flatlands that rise gradually from east to documents to increase understanding of events and

west life in United States history. (USII.1a)

 Land eroded by wind and water

 Low rainfall Analyze and interpret maps that include major

 Frequent dust storms physical features. (USII.1f)



Because of new technologies, people saw the

Great Plains not as a ―treeless wasteland‖ but

as a vast area to be settled.



Inventions/adaptations

 Barbed wire

 Steel plows

 Dry farming

 Sod houses

 Beef cattle raising

 Wheat farming

 Windmills

 Railroads



Suggested Strategies

o Design a flow chart depicting the move from cattle drives to Industrial America

o Respond to a cattle drive simulation through various written documents (character journal, report,

description of their job on the trail, etc.).

o Research and present inventions and adaptations that took place on the Great Plains after the Civil

War

o Use Mapmakers Toolkit to present physical and climatalogical aspects of the Great Plains









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Other Strategies









Assessment

 Accuracy of student generated maps

 Research and Presentation rubric

 The following multiple choice questions address SOL USII 2a



1. The Great Plains extends North to South from:

a. Canada to Texas

b. North Dakota to Oklahoma

c. South Dakota to Texas

d. Colorado to Kansas



2. How does the elevation (height above sea level) of the Great Plains change?

a. Rises from west to east

b. Has a deep valley in the middle

c. Is completely flat

d. Rises from east to west Great Plains weather includes all the



3. Great Plains weather includes all the following conditions, except:

a. Rainy summers

b. High winds

c. Harsh winters

d. Violent storms



4. Which is NOT an example of technology that helped Great Plains farmers?

a. Steel plow

b. Steam engine

c. Windmill

d. Barbed wire



5. Which of the following was scarce on the Great Plains?

I. land II. wood III. rain

a. I and II

b. I and III

c. II and III

d. I, II, and III









7

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.2



The student will use maps, globes, photographs, pictures, and tables for

b) explaining relationships among natural resources, transportation, and industrial

development after 1877.



Essential Understandings Essential Questions

Advances in transportation linked resources, How did advances in transportation link resources,

products, and markets. products, and markets?



Manufacturing areas were clustered near What are some examples of manufacturing areas that

centers of population. were located near centers of population?





Essential Knowledge Essential Skills

Transportation of resources Make connections between past and present.

 Moving natural resources (e.g., copper and (USII.1b)

lead) to eastern factories

 Moving iron ore deposits to sites of steel Sequence events in United States history. (USII.1c)

mills (e.g., Pittsburgh)

 Transporting finished products to national Analyze and interpret maps that include major

markets physical features. (USII.1f)



Examples of manufacturing areas

 Textile industry—New England

 Automobile industry—Detroit

 Steel industry—Pittsburgh





Suggested Strategies

o Create a labeled depiction of the steel or railroad industry emphasizing the combination of resources

and labor to produce a product including a written explanation of how this created industrial giants.

o Create maps highlighting America’s industrial regions



Other Strategies









Assessment

 Map rubric

 Accuracy of written explanation

 The following multiple choice questions address USII.2b









8

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.2



The student will use maps, globes, photographs, pictures, and tables for

c) locating the 50 states and the cities most significant to the historical development of the

United States.



Essential Understandings Essential Questions

A state is an example of a political region. What is one way of grouping the 50 states?

States may be grouped as part of different

regions, depending upon the criteria used. What are some examples of cities that historically

have had political, economic, and/or cultural

Cities serve as centers of trade and have significance to the development of the United

political, economic, and cultural significance. States?



Essential Knowledge Essential Skills

States grouped by region Make connections between past and present.

Northeast: Maine, Vermont, New Hampshire, (USII.1b)

Connecticut, Massachusetts, Rhode Island, New

York, New Jersey, Pennsylvania Analyze and interpret maps that include major

physical features. (USII.1f)

Southeast: Maryland, Delaware, West Virginia,

Virginia, Kentucky, Tennessee, North Carolina, Use parallels of latitude and meridians of longitude to

South Carolina, Georgia, Florida, Alabama, describe hemispheric location. (USII.1g)

Mississippi, Louisiana, Arkansas

Midwest: Ohio, Indiana, Illinois, Michigan,

Wisconsin, Minnesota, Iowa, Missouri, Kansas,

Nebraska, South Dakota, North Dakota

Southwest: Texas, Oklahoma, New Mexico,

Arizona

Rocky Mountains: Colorado, Utah, Nevada,

Montana, Wyoming, Idaho

Pacific: Washington, Oregon, California

Noncontiguous: Alaska, Hawaii



Cities

Northeast: New York, Boston, Pittsburgh,

Philadelphia

Southeast: Washington, D.C., Atlanta, New

Orleans

Midwest: Chicago, St. Louis, Detroit

Southwest: San Antonio, Santa Fe

Western (Rocky Mountains): Denver, Salt Lake

City

Pacific: San Francisco, Los Angeles, Seattle

Noncontiguous: Juneau, Honolulu









9

Suggested Strategies

o Research and present key characteristics of distinct US geographic regions.

o Use Mapmakers toolkit as a tool for identification of states and regions.

o Use Mapmakers toolkit to highlight specific geographic regions in the US.

o Create state scrambles from outlines of the states to identify locations or images that relate to the

states.



Other Strategies









Assessment

 Ability to identify each state and its geographic region

 Participation in state scramble

 The following multiple choice questions address SOL’s- USII.2b,c









1. What number on the map points to a major steel manufacturing city in the Northeast

region of the US?

a. 1

b. 2

c. 4

d. 5



2. What region of the United States is located closest to the letter X?

a. Southeast

b. Western

c. Southwest

d. Midwest

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3. What number on the map points to a major automobile manufacturing region on Lake

Erie?

a. 2

b. 4

c. 5

d. 8



4. Number 6 points to the cities of Chicago and St. Louis. In what region of the US are

these two cities located?

a. Midwest

b. Southwest

c. Southeast

d. Pacific



5. What states‘ capital is shown by the number 4 on the map?

a. Los Angeles

b. Denver

c. San Antonio

d. San Francisco



6. What number on the map shows the Rocky Mountains?

a. 9

b. 10

c. 11

d. 12



7. The letter y shows the Northeast region of the US? Which of the following states is

NOT in this region?

a. Maine

b. New York

c. Pennsylvania

d. Delaware









11

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.3



The student will demonstrate knowledge of how life changed after the Civil War by

a) identifying the reasons for westward expansion.



Essential Understandings Essential Questions

New opportunities and technological advances Why did westward expansion occur?

led to westward migration following the Civil

War.



Essential Knowledge Essential Skills

Reasons for westward expansion Interpret ideas and events from different historical

 Opportunities for land ownership perspectives. (USII.1d)

 Technological advances, including the

Transcontinental Railroad

 Possibility of wealth created by the

discovery of gold and silver

 Adventure

 A new beginning for former slaves





Suggested Strategies

o Use Anticipation Guides to predict reasons for western expansion.

o Research and create a historical figure that would take advantage of opportunities in the west



Other Strategies









Assessment

 Writing rubric

 Accuracy of predictions

 The following questions address SOL USII.3a:



1. Which of the following groups of whites were the first to build towns in Colorado

Rockies?

a. miners

b. cattlemen

c. farmers

d. industrialists









12

2. The Comstock Lode was important to miners of the West. What does the term "lode"

mean?

a. a mule strong enough to carry a heavy load

b. miner's supplies

c. a mining town

d. a rich vein of metal ore



3. In 1869 America completed its first transcontinental railroad. Which is the best

definition of a transcontinental railroad?

a. a railroad which connects two continents

b. an interstate railroad

c. a railroad which crosses a continent

d. a railroad which connects many large cities



4. The Union Pacific, which laid railroad tracks westward from Omaha, Nebraska, hired

many Irish workers. The Central Pacific, which laid tracks eastward from California,

employed thousands of workers from

a. Africa

b. England

c. China

d. India



5. Which law encouraged many people to establish farms on the Great Plains?

a. the Homestead Act

b. the Quota Act

c. the Civil Service Act (Pendleton Act)

d. the Open Door Policy



6. The name "Exodusters" was given to

a. Native Americans who lived on reservations

b. miners who left ghost towns

c. farmers whose land turned to dust

d. blacks who tried to move onto the Great Plains









13

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.3



The student will demonstrate knowledge of how life changed after the Civil War by

b) explaining the reasons for the increase in immigration, growth of cities, new inventions,

and challenges arising from this expansion.



Essential Understandings Essential Questions

Population changes, growth of cities, and new Why did immigration increase?

inventions produced interaction and often

conflict between different cultural groups. Why did cities develop?



Population changes, growth of cities, and new What inventions created great change and industrial

inventions produced problems in urban areas. growth in the United States?



Inventions had both positive and negative What challenges faced Americans as a result of those

effects on society. social and technological changes?



Essential Knowledge Essential Skills

Reasons for increased immigration Make connections between past and present.

 Hope for better opportunities (USII.1b)

 Religious freedom

 Escape from oppressive governments Sequence events in United States history. (USII.1c)

 Adventure

Interpret ideas and events from different historical

Reasons why cities developed perspectives. (USII.1d)

 Specialized industries including steel

(Pittsburgh), meat packing (Chicago) Analyze and interpret maps that include major

 Immigration from other countries physical features. (USII.1f)

 Movement of Americans from rural to urban

areas for job opportunities



Inventions that contributed to great change and

industrial growth

 Lighting and mechanical uses of electricity

(Thomas Edison)

 Telephone service (Alexander Graham Bell)

 Rapid industrialization and urbanization led

to overcrowded immigrant neighborhoods

and tenements.



Efforts to solve immigration problems

 Settlement Houses, such as Hull House

founded by Jane Addams

 Political machines that gained power by

attending to the needs of new immigrants

(e.g., jobs, housing)



Interaction and conflict between different

cultural groups

 Indian policies and wars

Reservations

Battle of Little Bighorn

14

Chief Joseph

 Discrimination against immigrants

Chinese

Irish



Challenges faced by cities

 Tenements and ghettos

 Political corruption (political machines)





Suggested Strategies

o Use Inspiration or graphic organizers to web the variety of push and pull factors that influenced

patterns of immigration.

o Create a Venn diagram that demonstrates the positive and negative consequences of industrialization

and urbanization.

o Indicate, upon a map they have created or through classroom simulation, the reasons the Indians

were supplanted.

o Create a list of positive and negative aspects of immigrant life, and write a creative short story of a

story of an immigrant (historical fiction).



Other Strategies









Assessment

 Evaluate accurate depiction of content information

 Venn diagram rubric

 Short story rubric

 The following questions address SOL USII.3b:



1. Why did so many immigrants come to America during the late 1800s and early

1900s?

I. They wanted to escape religious persecution.

II. They wanted economic opportunity.

III. They wanted more political freedom.

a.

b. II

c. I and III

d. I, II, and III



2. The new immigration came to America during the late 1800s and early 1900s. Most

immigrants of the new immigration came from countries like

I. England

II. Italy

III. Russia

a. I

b. I and II

c. II and III

d. I, II, and III







15

3. Which best describes a typical city tenement during the rapid urbanization of

America?

a. a sweatshop

b. a dark back alley where garbage was thrown

c. a small apartment with few windows

d. a settlement house



4. Settlement houses, like Hull House, were

a. examples of clean, comfortable tenement houses

b. hideouts for big-city gangsters

c. centers where needy people received help

d. hotels where city visitors could find safe lodging at a reasonable price



5. Which term is most often associated with the methods of party machines and bosses

like Boss Tweed?

a. primary elections

b. voting by secret ballot

c. merit system

d. stuffing ballot boxes



6. By the early 1900s many Americans lived in urban areas. What is meant by the term

"urban"?

a. an area where much crime takes place

b. having to do with farming or ranching

c. an area where wealthy people live

d. having to do with cities



7. Which two natural resources are most important to industrial growth?

a. cotton and timber

b. corn and wheat

c. water and wind power

d. iron ore and coal



8. Which person is NOT properly matched with his invention?

a. Alexander Graham Bell -- radio

b. Elisha Otis -- elevator

c. George Eastman -- camera

d. Orville and Wilbur Wright -- airplane



9. Which leader led the Nez Perce people on a heroic march to avoid capture?

a. Chief Joseph

b. Sitting Bull

c. Geronimo

d. Powhattan



10. What was the great battle when the Sioux and Cheyenne defeated General Custer?

a. Sand Creek

b. Little Big Horn

c. Wounded Knee

d. Fallen Timbers



11. Land reserved for Indians is called:

a. An Indian station

b. Tribal land

c. A reservation

d. Hunting ground



16

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.3



The student will demonstrate knowledge of how life changed after the Civil War by

c) describing racial segregation, the rise of ―Jim Crow,‖ and other constraints faced by

African Americans in the post-Reconstruction South.



Essential Understandings Essential Questions

Discrimination against African Americans What is racial segregation?

continued after Reconstruction.

How were African Americans discriminated against?

―Jim Crow‖ laws institutionalized a system of

legal segregation. How did African Americans respond to discrimination

and ―Jim Crow‖?

African Americans differed in their responses to

discrimination and ―Jim Crow.‖



Essential Knowledge Essential Skills

Racial segregation Analyze and interpret primary and secondary source

 Based upon race documents to increase understanding of events and

 Directed primarily against African life in United States history. (USII.1a)

Americans, but other groups also were kept

segregated Make connections between past and present.

(USII.1b)

―Jim Crow‖ laws were passed to discriminate

against African Americans. Sequence events in United States history. (USII.1c)



―Jim Crow‖ laws Interpret ideas and events from different historical

 Made discrimination practices legal in many perspectives. (USII.1d)

communities and states

 Were characterized by unequal

opportunities in housing, work, education,

government



African American response

 Booker T. Washington—Believed equality

could be achieved through vocational

education; accepted social separation

 W.E.B. Du Bois—Believed in full political,

civil, and social rights for African Americans



Suggested Strategies

o Create a Venn diagram depicting the backgrounds and philosophical methods of Washington and Du

Bois

o Using primary sources analyze Supreme Court decision that helped establish Jim Crow Laws.

o Debate and discussion on Washington and Du Bois’ methods









17

Other Strategies









Assessment

 Evaluate accurate depiction of content information

 Venn diagram rubric

 Participation in debate

 The following questions address SOL USII.3c:



1. In 1896 the Supreme Court declared that segregation was legal. What was the name

of this case?

a. "Munn v. Illinois"

b. "Plessy v. Ferguson"

c. "Brown v. the Board of Education"

d. "Scott v. Sanford"



2. Who was the founder of the National Association for the Advancement of Colored

People (NAACP) and was a leader of the black civil-rights movement during the early

1900s?

a. Malcolm X

b. W.E.B. Du Bois

c. Martin Luther King, Jr.

d. Jesse Jackson



3. Which person claimed that blacks could never gain full equality in the U.S. and should

therefore return to Africa?



a. Booker T. Washington

b. W.E.B. Du Bois

c. Marcus Garvey

d. Frederick Douglass









18

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.3



The student will demonstrate knowledge of how life changed after the Civil War by

d) explaining the rise of big business, the growth of industry, and life on American farms.



Essential Understandings Essential Questions

Between the Civil War and World What created the rise in big business?

War I, the United States was transformed from

an agricultural to an industrial nation. What factors caused the growth of industry?



How did industrialization and the rise in big business

influence life on American farms?

Essential Knowledge Essential Skills

Reasons for rise and prosperity of big business

 National markets created by transportation Make connections between past and present.

advances (USII.1b)

 Captains of industry (John D. Rockefeller,

oil; Andrew Carnegie, steel; Henry Ford, Sequence events in United States history. (USII.1c)

automobile)

 Advertising Analyze and interpret maps that include major

 Lower-cost production physical features. (USII.1f)



Factors resulting in growth of industry

 Access to raw materials and energy

 Availability of work force

 Inventions

 Financial resources



Examples of big business

 Railroads

 Oil

 Steel



Postwar changes in farm and city life

 Mechanization (e.g., the reaper) had

reduced farm labor needs and increased

production.

 Industrial development in cities created

increased labor needs.

 Industrialization provided access to

consumer goods (e.g., mail order).





Suggested Strategies

o Four Square report on ―captain‖ of industry

o Cattle bearing game on national markets

o Using Inspiration or graphic organizers illustrate the interconnection between railroads, other

industries, and national markets.









19

Other Strategies









Assessment

 Evaluate accurate depiction of content information

 Upon completion of the game, write a synopsis of the major events.

 Rubric to assess accuracy of four square report

 The following questions address SOL USII.3d:



1. Who became leader of the oil-refining industry in the U.S. during the late 1800s and

early 1900s?

a. Andrew Carnegie

b. John D. Rockefeller

c. J.P. Morgan

d. Cornelius Vanderbilt



2. Which person became the leader of the steel industry in the U.S. during the late

1800s?

a. Andrew Carnegie

b. John D. Rockefeller

c. J.P. Morgan

d. Cornelius Vanderbilt



3. Which is the most likely reason Carnegie built his steel mill near Pittsburgh,

Pennsylvania?

a. Pittsburgh has an excellent climate -- it is not too hot in the summer nor is it

too cold in the winter.

b. Pittsburgh is located on the East Coast and has a deep water harbor.

c. Pittsburgh is located near the Great Plains.

d. Pittsburgh is located on the Ohio River and is near deposits of coal.



4. Which two natural resources are most important to industrial growth?

a. cotton and timber

b. corn and wheat

c. water and wind power

d. iron ore and coal



5. What are natural resources?

a. all materials in the environment

b. steel and gasoline

c. things in nature that have not been changed by man

d. things in nature that can be used to meet a need









20

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.3



The student will demonstrate knowledge of how life changed after the Civil War by

e) describing the impact of the Progressive Movement on child labor, working conditions,

the rise of organized labor, women‘s suffrage, and the temperance movement.



Essential Understandings Essential Questions

The effects of industrialization led to the rise of How did the reforms of the Progressive Movement

organized labor and important workplace change the United States?

reforms.

How did workers respond to the negative effects of

industrialization?





Essential Knowledge Essential Skills

Negative effects of industrialization Analyze and interpret primary and secondary source

 Child labor documents to increase understanding of events and

 Low wages, long hours life in United States history. (USII.1a)

 Unsafe working conditions

Make connections between past and present.

Rise of organized labor (USII.1b)

 Formation of unions—American Federation

of Labor Sequence events in United States history. (USII.1c)

 Strikes—Homestead Strike

Interpret ideas and events from different historical

Progressive Movement workplace reforms perspectives. (USII.1d)

 Improved safety conditions

 Reduced work hours

 Placed restrictions on child labor



Women’s suffrage

 Increased educational opportunities

 Attained voting rights

Women gained the right to vote with

passage of the 19th Amendment to the

Constitution of the United States of

America.

Susan B. Anthony worked for women’s

suffrage.

Temperance Movement

 Composed of groups opposed to the making

and consuming of alcohol

 Supported 18th Amendment prohibiting the

manufacture, sale, and transport of

alcoholic beverages









21

Suggested Strategies

o Research and present on a specific topic during the Progressive Era.

o Act out a play on the Triangle Factory Fire

o Create a Women’s Suffrage protest poster

o Debate the positive and negative aspects of Temperance.

o Analyze Progressive Era cartoons.



Other Strategies









Assessment

 Evaluate accurate depiction of content information

 Poster Rubric

 Accuracy of cartoon analyses

 The following questions address SOL USII.3e:



1. Which statement(s) about workers' wages during the late 1800s is(are) true?

I. Workers were paid at least a minimum wage.

II. Workers worked an eight-hour day and they were paid time-and-a-half for

overtime.

III. Managers were free to pay workers whatever they wished.



a. I

b. II

c. III

d. I, II, and III



2. Which statement about child labor during the 1800s is true?

a. Child-labor laws forced children to work.

b. Employers could not hire children unless they were 16 years or older.

c. Children were required to stay in school until they had completed eighth

grade.

d. Employers were generally free to hire children at any age.



3. People who lost their jobs during the 1800s

a. got help from the government's welfare program

b. went on unemployment

c. received job-training from a government agency

d. were not entitled to public assistance



4. Which statement best represents the attitude of most Americans toward unions

during the late 1800s?

a. Most Americans supported unions.

b. Most Americans thought workers had the right to close down a factory with a

strike.

c. Most Americans opposed injunctions which forced workers to end their

strikes.

d. Most Americans opposed unions and strikes.





22

5. Why did strikes usually fail during the late 1800s and early 1900s?

a. Most workers were well paid and refused to go on strike.

b. Union leadership was weak.

c. The government often sided with businesses.

d. Strikebreakers refused to cross picket lines



6. Suffragists were

a. people who suffered from low wages and poor working conditions

b. muckrakers who wrote about political corruption

c. conservationists who wanted to protect the environment

d. people who campaigned for women's right to vote



7. Which person was best known as a leader of the women's rights movement?

a. Ida Tarbell

b. Carrie Nation

c. Helen Hunt Jackson

d. Susan B. Anthony



8. Muckrakers were

a. farmers who raked wheat on the prairie

b. conservatives who favored laissez-faire capitalism

c. bosses of political machines

d. journalists who wrote about wrongdoing



9. Which idea of the late 1800s and early 1900s is most similar to the idea of

temperance?

a. suffrage

b. civil rights

c. muckrakers

d. prohibition



10. The concept of suffrage relates to

a. people who suffer from racial discrimination

b. poor working conditions

c. the right to vote

d. corruption by bosses of political machines









23

11. Conservation of Natural resources and the establishment of national parks was an

important concept during which of the following eras?

a. Western Expansion

b. Immigration

c. Progressive Era

d. World War I









24

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.4



The student will demonstrate knowledge of the changing role of the United States from the

late nineteenth century through World War I by

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



Essential Understandings Essential Questions

The United States emerged as a world power as What were the reasons for the Spanish American

a result of victory over Spain in the Spanish War?

American War.

What were the results of the Spanish American War?

Economic interests and public opinion often

influence U.S. involvement in international

affairs.



Essential Knowledge Essential Skills

Reasons for the Spanish American War Analyze and interpret primary and secondary source

 Protection of American business interests in documents to increase understanding of events and

Cuba life in United States history. (USII.1a)

 American support of Cuban rebels to gain

independence from Spain Sequence events in United States history. (USII.1c)

 Rising tensions as a result of the sinking of

the U.S.S. Maine in Havana Harbor

 Exaggerated news reports of events (Yellow

Journalism)

Results of the Spanish American War

 The United States emerged as a world

power.

 Cuba gained independence from Spain.

 The United States gained possession of the

Philippines, Guam, and Puerto Rico.





Suggested Strategies

o Create a cause and effect graphic organizer and use it to debate US involvement in the Spanish-

American War

o Explore primary sources on Yellow Journalism



Other Strategies









25

Assessment

 Evaluate products using a pre-established rubric.

 The following questions address SOL 4a:



1. Which foreign policy is most similar to neutrality?

a. isolationism

b. imperialism

c. internationalism

d. interventionism



2. Which foreign policy is aimed at gaining control of other lands?

a. nationalism

b. internationalism

c. isolationism

d. imperialism



3. Which was NOT a reason for the Spanish-American War?

a. Cuba revolted against Spain

b. Most Americans were afraid we would lose

c. Newspapers stirred up war fever

d. The battleship Maine was blown up



4. In 1895, after nearly 400 years of colonial rule, the people of Cuba revolted against

their colonial ruler,

a. Great Britain

b. Mexico

c. the United States

d. Spain



5. Which statement about the battleship Maine is valid (correct)?

a. It was sent to Cuba to protect Americans.

b. It was blown up in the Panama Canal.

c. It helped defeat the Spanish in the Spanish-American War.

d. It was sunk by German submarines.



6. All of the following became U.S. possessions as a result of the Spanish-American War

EXCEPT

a. Mexico

b. Puerto Rico

c. Guam

d. the Philippines









26

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.4



The student will demonstrate knowledge of the changing role of the United States from the

late nineteenth century through World War I by

b) explaining the reasons for the United States‘ involvement in World War I and its

leadership role at the conclusion of the war.



Essential Understandings Essential Questions

The United States involvement in World War I What were the reasons for the United States

ended a long tradition of avoiding involvement becoming involved in World War I?

in European conflicts and set the stage for the

United States to emerge as a global superpower Who were the Allies?

later in the 20th century.

Who were the Central Powers?

There were disagreements about the extent to

which the United States should isolate itself In what ways did the United States provide leadership

from world affairs. at the conclusion of the war?



Essential Knowledge Essential Skills

Reasons for U.S. involvement in war Analyze and interpret primary and secondary source

 Inability to remain neutral documents to increase understanding of events and

 German submarine warfare— sinking of life in United States history. (USII.1a)

Lusitania

 U.S. economic and political ties to Great Sequence events in United States history. (USII.1c)

Britain

Interpret ideas and events from different historical

Allies perspectives. (USII.1d)

 Great Britain

 France

 Russia

 Serbia

 Belgium



Central Powers

 Germany

 Austria-Hungary

 Bulgaria

 Turkey



U.S. leadership as the war ended

 At the end of World War I, President

Woodrow Wilson prepared a peace plan

that called for the formation of the League

of Nations, a peace-keeping organization.





Suggested Strategies

o Examine primary sources including propaganda

o Using Mapmakers toolkit illustrate the Allied and Central Powers in WWI

o Use online resources to demonstrate propaganda techniques

o Use a Venn diagram to show America’s transition from neutrality to involvement



27

Other Strategies









Assessment

 Evaluate products using a pre-established rubric.

 Accuracy of Map

 Evaluation of propaganda

 The following questions address SOL 4b:



1. After World War I broke out in 1914, the two alliances, the Triple Entente and the

Triple Alliance, changed their names. Members of the Triple Entente (Great Britain,

France, Russia, and later others) called themselves the Allied Powers. Members of

the Triple Alliance (Germany, Austria-Hungary, and the Ottoman Empire) called

themselves the

a. Axis Powers

b. United Nations

c. League of Nations

d. Central Powers



2. Which is NOT a reason the U.S. eventually became involved in the war?

a. The U.S. was unable to remain neutral

b. A German submarine sank the Lusitania with 128 Americans on board

c. The U.S. had strong economic and political ties to Great Britain

d. The U.S. was a sworn enemy of Adolph Hitler



3. Which best describes the style of fighting during World War I?

a. guerilla warfare

b. blitzkrieg

c. Holocaust

d. trench warfare



4. Which was NOT a new military technology used for the first time during World War I?

a. poison gas

b. steel battleships

c. airplanes

d. tanks



5. During World War I both the Allies and the Central Powers tried to influence

American opinion with one-sided information called

a. sedition

b. propaganda

c. pacifism

d. espionage



6. President Wilson became alarmed when Germany's Kaiser William announced a new

military strategy on January 31, 1917. What was this new strategy?

a. trench warfare

b. the Holocaust

c. unrestricted submarine warfare

d. blockade of American seaports

28

7. By joining the Allies in the war against Germany and the other Central Powers, the

U.S.

a. abandoned its policy of neutrality

b. adopted an internationalist foreign policy

c. became a leader in world affairs

d. all of the above



8. In January of 1918 (while the war was still going on), President Wilson announced

his plan for world peace. His ideas were called the

a. New Freedom

b. Fourteen Points

c. League of Nations

d. United Nations



9. Although President Wilson did NOT want to punish Germany, Great Britain and France

did. They got their way. How was Germany punished?

a. Its colonies were taken away.

b. Some land of Germany itself was taken away and given to neighboring

countries.

c. Germany was forced to pay reparations.

d. All of the above









10. In the above image the Lusitania is pictured before its sinking. What reason for

American involvement is implied in the image?

a. un-restricted submarine warfare by the British

b. un-restricted submarine warfare by the Germans

c. economic aide by the Central Powers to the US

d. the assassination of the Archduke Ferdinand by the Germans









29

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.5



The student will demonstrate knowledge of the social, economic, and technological changes

of the early twentieth century by

a) explaining how developments in transportation (including the use of the automobile),

communication, and electrification changed American life.



Essential Understandings Essential Questions

Technology extended progress into all areas of How was social and economic life in the early

American life, including neglected rural areas. twentieth century different from that of the late

nineteenth century?



Essential Knowledge Essential Skills

Results of improved transportation brought by Make connections between past and present.

affordable automobiles (USII.1b)

 Greater mobility

 Creation of jobs Interpret ideas and events. (USII.1d)

 Growth of transportation-related industries

(road construction, oil, steel, automobile)

 Movement to suburban areas



Invention of the airplane

 The Wright brothers



Use of the assembly line

 Henry Ford



Communication changes

 Increased availability of telephones

 Development of the radio (role of Guglielmo

Marconi) and broadcast industry (role of

David Sarnoff)

 Development of the movies



Ways electrification changed American life

 Labor-saving products (e.g., washing

machines, electric stoves, water pumps)

 Electric lighting

 Entertainment (e.g., radio)

 Improved communications





Suggested Strategies

o Assembly line simulation game

o Talk show hosting major turn of the century inventors

o Create a poster illustrating life before and after electricity and modern communication









30

Other Strategies









Assessment

 Poster Rubric

 Research for talk show

 The following questions address SOL USII.5a:



1. Which was NOT a significant communication advancement in the early 20th century?

a. Increased availability of telephones

b. Development of the radio

c. Widespread availability of televisions

d. Development of the movies as popular entertainment



2. Which was NOT a way that electrification changed American life?

a. Put big oil companies out of business

b. Made some jobs easier and gave people more free time

c. Electric lighting improved quality of life

d. Made new forms of entertainment and communication possible



3. What was Henry Ford‘s greatest contribution to the automobile industry?

a. He invented the automobile

b. He introduced assembly line production to the industry

c. He painted cars different colors

d. He made better cars than anyone else



4. Greater mobility, creation of jobs, growth of transportation-related industries, and

movement to suburban areas were all the result of:

a. Interstate highways

b. Higher education

c. Affordable automobiles

d. Increased immigration









31

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.5



The student will demonstrate knowledge of the social, economic, and technological changes

of the early twentieth century by

b) describing the social changes that took place, including Prohibition, and the Great

Migration north.



Essential Understandings Essential Questions

Reforms in the early twentieth century could What was Prohibition, and how effective was it?

not legislate how people behaved.

Why did African Americans migrate to northern cities?

Economic conditions and violence led to the

migration of people.





Essential Knowledge Essential Skills

Prohibition was imposed by a constitutional

amendment that made it Interpret ideas and events from different historical

illegal to manufacture, transport, and sell perspectives. (USII.1d)

alcoholic beverages.

Analyze and interpret maps that include major

Results of Prohibition physical features. (USII.1f)

 Speakeasies were created as places for

people to drink alcoholic beverages.

 Bootleggers smuggled illegal alcohol and

promoted organized crime.



Great Migration north

 Jobs for African Americans in the South

were scarce and low paying.

 African Americans faced discrimination and

violence in the South.

 African Americans moved to northern cities

in search of better employment

opportunities.

 African Americans also faced discrimination

and violence in the North.





Suggested Strategies

o Debate the merits of Prohibition including positive and negative consequences.

o Characterize the changing aspects of African-American life in the 1920’s.



Other Strategies









32

Assessment

 Evaluate merits using research rubric.

 The following questions address SOL USII.5b:



1. Which was a RESULT of prohibition?

a. People wanted to outlaw liquor.

b. Carrie Nation busted up saloons with her hatchet.

c. Organized crime grew rapidly.

d. The Temperance Movement was born.



2. What lesson was learned from America's attempt to prohibit alcoholic beverages?

a. Government can cure people of their "bad" habits.

b. Unpopular laws are difficult if not impossible to enforce.

c. A strong police force can control the public.

d. A united country can accomplish anything.



3. Which is NOT true in relation to the Great Migration?

a. Jobs for African Americans were scarce and low paying

b. African Americans faced discrimination in the south

c. African Americans moved to northern cities in search of better jobs

d. There was no discrimination against African Americans in the North



4, What was Prohibition?

a. A constitutional amendment to restrict immigration

b. A constitutional amendment making it illegal to make, sell, or transport

alcoholic beverages

c. A constitutional amendment guaranteeing women‘s right to vote

d. A constitutional amendment making monopolies illegal









33

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.5



The student will demonstrate knowledge of the social, economic, and technological changes

of the early twentieth century by

c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston

Hughes, Duke Ellington, and Georgia O'Keeffe and including the Harlem Renaissance.



Essential Understandings Essential Questions

The 1920s and 1930s were important decades Who were the leaders in art, literature, and music?

for American art, literature, and music. What were their contributions?



The leaders of the Harlem Renaissance drew How did the Harlem Renaissance influence American

upon the heritage of black culture to establish life?

themselves as powerful forces for cultural

change.

Essential Knowledge Essential Skills

Cultural climate of the 1920s and 1930s Analyze and interpret primary and secondary source

 Art—Georgia O’Keeffe, an artist known for documents to increase understanding of events and

urban scenes and, later, paintings of the life in United States history. (USII.1a)

Southwest

 Literature—F. Scott Fitzgerald, a novelist Sequence events in United States history. (USII.1c)

who wrote about the Jazz Age of the 1920s;

John Steinbeck, a novelist who portrayed Interpret ideas and events from different historical

the strength of poor migrant workers perspectives. (USII.1d)

during the 1930s

 Music—Aaron Copland and George

Gershwin, composers who wrote uniquely

American music



Harlem Renaissance

African American artists, writers, and musicians

based in Harlem revealed the freshness and

variety of African American culture.

 Art—Jacob Lawrence, painter who

chronicled the experiences of the Great

Migration north through art

 Literature—Langston Hughes, poet who

combined the experiences of African and

American cultural roots

 Music—Duke Ellington and Louis Armstrong,

jazz composers; Bessie Smith, blues singer

 Popularity of these artists spread to the rest

of society





Suggested Strategies

o Read and analyze primary sources from the 1920’s; including Hughes, Fitzgerald, Steinbeck

o Listen to and examine music and art of the 1920’s.

o Provide essay topics to reflect on poetry, art, and music.







34

Other Strategies









Assessment

 Evaluate essays using writing rubric.

 The following questions address SOL USII.5c:



1. Like the European Renaissance of the 1200s and 1300s, the Harlem Renaissance of

the 1920s was a time of

a. intolerance toward religious groups

b. increase in worldwide trade

c. growth in literature, music, and the other arts

d. enslavement of minority groups



2. Which author of the 1920s most likely wrote the following?

I, too, sing America.

I am the darker brother.

They send me to eat in the kitchen when company comes,

But I laugh, and eat well, and grow strong.

Tomorrow I'll sit at the table when company comes . . .

They'll see how beautiful I am -- and be ashamed --

I, too, am America.



a. Ernest Hemingway

b. Langston Hughes

c. F. Scott Fitzgerald

d. Sinclair Lewis



3. What was the Harlem Renaissance?

a. A time when African American culture was popularized throughout the U.S.

b. The first time American writers were considered better than Europeans

c. A celebration for the Harlem Hell Fighters after World War I

d. The creation of rock ‗n roll by African American musicians









35

4. The above image is a man in the 1920‘s sitting on top of a flagpole. This is just one

example of the-

a. Fashions of the 1920‘s

b. Fads of the 1920‘s

c. Charleston of the 1920‘s

d. Prohibition of the 1920‘s









36

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.5



The student will demonstrate knowledge of the social, economic, and technological changes

of the early twentieth century by

d) identifying the causes of the Great Depression, its impact on Americans, and the major

features of Franklin D. Roosevelt‘s New Deal.



Essential Understandings Essential Questions

The optimism of the 1920s concealed problems What were the causes of the Great Depression?

in the American economic system and attitudes

about the role of government in controlling the How were the lives of Americans affected by the

economy. Great Depression?



The Great Depression had a widespread and What were the major features of the New Deal?

severe impact on American life.



Franklin Roosevelt’s New Deal used government

programs to help the nation recover from the

Depression.



Essential Knowledge Essential Skills

Causes of the Great Depression Make connections between past and present.

 People overspeculated on stocks, using (USII.1b)

borrowed money that they could not repay

when stock prices crashed. Sequence events in United States history. (USII.1c)

 The Federal Reserve failed to prevent the

collapse of the banking system. Interpret ideas and events from different historical

 High tariffs strangled international trade. perspectives. (USII.1d)



Impact on Americans

 A large numbers of banks and businesses

failed.

 One-fourth of workers were without jobs.

 Large numbers of people were hungry and

homeless.

 Farmers’ incomes fell to low levels.



Major features of the New Deal

 Social Security

 Federal work programs

 Environmental improvement programs

 Farm assistance programs

 Increased rights for labor









37

Suggested Strategies

o Use ―credit cards‖ to simulate the government’s laissez-faire attitude toward business that led to

depression.

o Create an individual scrapbook of the Great Depression that includes summaries of oral historical

accounts and interviews, advertisements, fictional journal entries, and other depiction of Depression-

era life.

o View short clips from ―The Grapes of Wrath‖

o New Deal Matrix of key programs

o Write a summary of Dust Bowl life.



Other Strategies









Assessment

 Evaluate summaries, ads, journals, etc. using a rubric.

 The following multiple choice questions address SOL’s USII.5d



1. Panic selling by which group caused the stock market to crash on October 29, 1929?

a. people involved in bootlegging during prohibition

b. people who bought shares on margin

c. officials in President Hoover's administration

d. Roosevelt's "Brain Trust"



2. Which was a characteristic of the Great Depression?

a. Unemployment was high.

b. Food was scarce.

c. There was a shortage of men able and willing to work.

d. all of the above



3. The "Dust Bowl" is associated with

a. college football during the Great Depression

b. the dried-up money supply

c. lack of rain on the Great Plains

d. Roosevelt's pump-priming policy



4. Phrases like "Hoover blankets" and "Hoovervilles" were used during the Great

Depression. This shows that many Americans

a. were nationalistic and patriotic

b. supported Hoover's economic policies

c. prospered during the Roaring 20s

d. blamed government for the country's economic problems



5. Which New Deal program did the most to restore people's faith in America's banks?

a. the Social Security Act

b. the Civilian Conservation Corps

c. the Federal Deposit Insurance Corporation

d. abandonment of the gold standard







38

6. Which New Deal program gave young men jobs in national forests and parks?

a. Civilian Conservation Corps (CCC)

b. Agricultural Adjustment Act (AAA)

c. Tennessee Valley Authority (TVA)

d. Federal Deposit Insurance Corporation (FDIC)



7. Which government program gave people jobs working on roads, bridges, and other

public projects?

a. Civilian Conservation Corps (CCC)

b. Works Progress Administration (WPA)

c. National Recovery Administration (NRA)

d. Social Security Administration (SSA)



8. Which New Deal law/program provided, among other things, pensions for the

elderly?

a. The Social Security Act

b. Fair Labor Standards Act

c. Federal Deposit Insurance Corporation

d. Federal Emergency Relief Administration



9. The social security program is best known for providing pensions for the elderly.

Who else is helped by the Social Security Act of 1935?

a. unemployed people

b. disabled people

c. dependent children

d. all of the above



10. Which was NOT a main goal of Roosevelt's New Deal?

a. relief to the poor

b. bringing the depression to an end

c. economic reform

d. ending racial segregation



11. The Federal Deposit Insurance Corporation (FDIC) insured people's savings accounts.

What is meant by the term "insurance"?

a. a guarantee that a bank will pay a certain amount of interest on savings

accounts

b. a guarantee that all U.S. dollars will be backed up by gold

c. a promise to pay in case something is lost

d. all of the above



12. What event in 1929 marked the beginning of the Great Depression?

a. Adolf Hitler rose to power.

b. The Bonus Army marched to Washington, D.C.

c. Franklin Roosevelt introduced the New Deal.

d. the stock market crashed









39

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.6



The student will demonstrate knowledge of the major causes and effects of American

involvement in World War II by

a) identifying the causes and events that led to American involvement in the war, including

the attack on Pearl Harbor.



Essential Understandings Essential Questions

Political and economic conditions in Europe How did post-World War I Europe set the stage for

following World War I led to the rise of fascism World War II?

and to World War II.

How did the rise of fascism affect world events

The rise of fascism threatened peace in Europe following World War I?

and Asia.

How did American policy toward events in Europe and

As conflict grew in Europe and Asia, American Asia change over time?

foreign policy evolved from neutrality to direct

involvement.

Essential Knowledge Essential Skills

Causes of World War II Make connections between past and present.

 Political instability and economic (USII.1b)

devastation in Europe resulting from World

War I Sequence events in United States history. (USII.1c)

Worldwide depression

High war debt owed by Germany Interpret ideas and events from different historical

High inflation perspectives. (USII.1d)

Massive unemployment

 Rise of Fascism Analyze and interpret maps that include major

Fascism is a political philosophy in which physical features. (USII.1f)

total power is given to a dictator and

individual freedoms are denied.

Fascist dictators included Adolf Hitler

(Germany), Benito Mussolini (Italy), and

Hideki Tojo (Japan).

These dictators led the countries that

became known as the Axis Powers.



The Allies

Democratic nations (the United States, Great

Britain, Canada) were known as the Allies. The

Soviet Union joined the Allies after being

invaded by Germany.



 Allied leaders included Franklin D. Roosevelt

and later Harry S. Truman (United States),

Winston Churchill (Great Britain), Joseph

Stalin (Soviet Union)



Gradual change in American policy from

neutrality to involvement

 Isolationism (Great Depression, legacy of

World War I)

40

 Economic aid to Allies

 Direct involvement in the war



War in the Pacific

 Rising tension developed between the

United States and Japan because of

Japanese aggression in East Asia.

 On December 7, 1941, Japan attacked the

United States at Pearl Harbor without

warning.

 The United States declared war on Japan.

 Germany declared war on the United

States.





Suggested Strategies

o Design a world map showing the maximum expansion of the totalitarian regime (Germany, Italy, and

Japan) in the 1930s and 1940s.

o Examine examples of propaganda promoting intolerance of minorities during this time.

o After studying the major campaigns, develop an ―eyewitness‖ account of a key battle and discuss its

effect on the war’s progress/outcome.

o Complete a world map showing the major territorial changes following W.W. II.

o Technology

 Create a PowerPoint presentation

 Use online resources to research key events and leaders



Other Strategies









Assessment

 Evaluate PowerPoint presentation

 Accuracy of maps

 Research rubric

 Creative account rubric









41

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.6



The student will demonstrate knowledge of the major causes and effects of American

involvement in World War II by

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



Essential Understandings Essential Questions

Despite initial Axis success in both Europe and What were the major events and turning points of

the Pacific, the Allies persevered and ultimately World War II?

defeated Germany and Japan.

What was the Holocaust?

The Holocaust is an example of prejudice and

discrimination taken to the extreme.



Essential Knowledge Essential Skills

Major events and turning points of World War II

 Germany invaded Poland, setting off war in Sequence events in United States history. (USII.1c)

Europe. The Soviet Union also invaded

Poland and the Baltic nations. Interpret events from different historical perspectives.

 Germany invaded France, capturing Paris. (USII.1d)

 Germany bombed London and the Battle of

Britain began. Analyze and interpret maps that include major

 The United States gave Britain war supplies physical features. (USII.1f)

and old naval warships in return for military

bases in Bermuda and the Caribbean.

 Japan bombed Pearl Harbor.

 After Japan bombed Pearl Harbor, Germany

declared war on the United States.

 The United States declared war on Japan

and Germany.

 The United States was victorious over Japan

in the Battle of Midway. This victory was

the turning point of the war in the Pacific.

 Germany invaded the Soviet Union. The

Soviet Union defeated Germany at

Stalingrad, marking the turning point of the

war in Eastern Europe.



 American and Allied troops landed in

Normandy, France, on

D-Day to begin the liberation of Western

Europe.

 The United States dropped two atomic

bombs on Japan (Hiroshima and Nagasaki)

in 1945, forcing Japan to surrender and

ending World War II.



The Holocaust

 Anti-Semitism

 Aryan supremacy

 Systematic attempt to rid Europe of all Jews

 Tactics

42

Boycott of Jewish stores

Threats

Segregation

Imprisonment and killing of Jews and

others in concentration camps

Liberation by Allied forces of Jews and

others in concentration camps



Suggested Strategies

o Read excerpts from Night, Diary of Anne Frank

o Create a map showing major battles of WWII

o Internet scavenger hunt on specific topic

o Cereal Box Project



Other Strategies









Assessment

 Evaluate PowerPoint presentation

 Rubric for writing and projects

 Accuracy of Maps









43

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.6



The student will demonstrate knowledge of the major causes and effects of American

involvement in World War II by

c) describing the impact of World War II on the homefront.



Essential Understandings Essential Questions

World War II affected every aspect of American How did Americans at home support the war effort?

life.

What effect did the war have on race relations in

Americans were asked to make sacrifices in America?

support of the war effort and the ideas for

which we fought.



Essential Knowledge Essential Skills

American involvement in World War II brought Make connections between past and present.

an end to the Great Depression. Factories and (USII.1b)

workers were needed to produce goods to win

the war. Sequence events in United States history. (USII.1c)



Thousands of American women took jobs in Interpret ideas and events from different historical

defense plants during the war (e.g., Rosie the perspectives. (USII.1d)

Riveter).



Americans at home supported the war by

conserving and rationing resources.



The need for workers temporarily broke down

some racial barriers (e.g., hiring in defense

plants) although discrimination against African

Americans continued.



While many Japanese Americans served in the

armed forces, others were treated with distrust

and prejudice, and many were forced into

internment camps.



Suggested Strategies

o Explore life in America during WWII using home front propaganda



Other Strategies









44

Assessment

 Accuracy of propaganda interpretation

 The following multiple choice questions address SOL’s USII.6 a, b, c



1. Which development in 1938 convinced Hitler that Great Britain and France were too

cowardly to stop his plans for territorial expansion?

a. appeasement at Munich

b. Yalta Conference

c. Atlantic Charter

d. the signing of the Kellogg-Briand Pact to outlaw war



2. What are the names of the two military alliances that battled each other during World

War II?

a. Allied Powers and Central Powers

b. Free World and Communist Bloc

c. Allies and Axis Powers

d. NATO and the Warsaw Pact



3. Who was the prime minister of Great Britain during World War II?

a. Douglas MacArthur

b. Dwight Eisenhower

c. Winston Churchill

d. Charles de Gaulle



4. The German army's rapid invasion into France in 1940 is an example of

a. trench warfare

b. kamikaze attacks

c. Gestapo raids

d. blitzkrieg



5. By the end of 1940, Germany had conquered most of Europe. Great Britain stood

mostly alone. Worried that Great Britain might fall to the Axis, the U.S. began

sending it supplies with the

a. Berlin Airlift

b. Lend-Lease program

c. Good Neighbor Policy

d. island-hopping campaign



6. Which term represents the contribution by American women to wartime production?

a. flapper

b. Rosie the Riveter

c. Tin Lizzie

d. Women's Temperance Union



7. On which day did a huge U.S. military force cross the English Channel and attack

German defenses in northern France?

a. D-Day

b. Armistice Day

c. V-E Day (Victory Europe)

d. V-J Day (Victory Japan)



8. Which was part of the U.S. strategy to defeat Japan?

a. island hopping

b. tank attacks in North Africa

c. blitzkrieg

d. kamikaze attacks



45

9. What caused Japan to surrender in August of 1945?

a. Japan attacked Pearl Harbor.

b. Hiroshima and Nagasaki were destroyed.

c. Hitler committed suicide.

d. The U.S. put Japanese leaders in internment (relocation) camps.



10. Which statement of opinion best describes fascism?

a. "Germans are the master race."

b. "A strong dictatorship is the best form of government."

c. "Government should own all farms and factories."

d. "The purpose of government is to protect people's rights."



11. Japanese attacks on China during the 1930s, Mussolini's invasion of Ethiopia in 1935,

and Hitler's invasion of Poland in 1939 are examples of

a. appeasement

b. aggression

c. military alliance

d. totalitarian ideology



12. Which event in 1941 caused the U.S. to enter World War II?

a. Germany's invasion of Poland

b. Japan's attack on Hawaii

c. Hitler's killing of European Jews

d. the sinking of American ships by German submarines



13. Which of the following correctly lists the ―big three‖ Allied leaders in WWII?

a. Roosevelt, Churchill, Stalin

b. Roosevelt, Chamberlain, Kruschev

c. Hitler, Stalin, Mussolini

d. Tojo, Mussolini, Stalin



14. Which of the following countries invaded by Germany brought a declaration of war by

Great Britain and France?

a. Poland

b. France

c. Denmark

d. Belgium



15. By 1940 Germany had taken over much of Europe with the exception of Great Britain.

What battle was waged for German control of England?

a. Battle of Berlin

b. Battle of Stalingrad

c. D-Day

d. Battle of Britain

16. A major naval victory by the United States over Japan took place at-

a. Midway

b. English Channel

c. Normandy

d. Pearl Harbor



17. The German invasion of the USSR marked some of the most vicious fighting in WWII.

German was very successful until the battle of-

a. Stalingrad

b. D-Day

c. The Bulge

d. Berlin



46

18. Which of the follow two countries were Axis powers in WWII?

a. Soviet Union and Great Britain

b. Spain and Sweden

c. Poland and Yugoslavia

d. Germany and Italy



19. Which of the following two countries were Allied Powers in WWII?

a. Spain and Portugal

b. Great Britain and the Soviet Union

c. Great Britain and Germany

d. Switzerland and France



20. To what battle in the east did the maximum extent of the German occupied areas

reach?

a. Battle of France

b. Battle of London

c. Battle of Stalingrad

d. Russo-Finnish War









47

21. What is this piece of home front propaganda encouraging women to do?

a. Fight in the war

b. Conserve metal

c. Work in a war industry

d. Help train soldiers for combat









48

22. Rationing was an important concept on the home front in WWII. What is rationing?

a. A method of conserving vital materials for the war effort

b. Using up vital materials for the war effort

c. recycling used materials after the war

d. a way of buying war bonds









49

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.7



The student will demonstrate knowledge of the economic, social, and political

transformation of the United States and the world between the end of World War II and the

present by

a) describing the rebuilding of Europe and Japan after World War II, the emergence of the

United States as a superpower, and the establishment of the United Nations.



Essential Understandings Essential Questions

Learning from the mistakes of the past, the How did the United States help rebuild postwar

United States accepted its role as a world Europe and Japan?

superpower, helping to rebuild Europe and

Japan and taking the leading role in establishing

the United Nations.





Essential Knowledge Essential Skills

Much of Europe was in ruins following World Analyze and interpret primary and secondary source

War II. Soviet forces occupied most of Eastern documents to increase understanding of events and

and Central Europe and the eastern portion of life in United States history. (USII.1a)

Germany. The United States felt it was in its

best interest to rebuild Europe and prevent Make connections between past and present.

political and economic instability. (USII.1b)



Rebuilding efforts Sequence events in United States history. (USII.1c)

 The United States instituted George C.

Marshall’s plan to rebuild Europe (the Interpret ideas and events from different historical

Marshall Plan), which provided massive perspectives. (USII.1d)

financial aid to rebuild European economies

and prevent the spread of communism.

 Germany was partitioned into East and

West Germany. West Germany became

democratic and resumed self-government

after a few years of American, British, and

French occupation. East Germany remained

under the domination of the Soviet Union

and did not adopt democratic institutions.

 Following its defeat, Japan was occupied by

American forces. It soon adopted a

democratic form of government, resumed

self-government, and became a strong ally

of the United States.



Establishment of the United Nations

The United Nations was formed near the end of

World War II to create a body for the nations of

the world to try to prevent future global wars.









50

Suggested Strategies

o Creation of political cartoons demonstrating the goals of the Marshall Plan

o Simulation activity demonstrating the functions of the United Nations

o Use Mapmaker's Toolkit to create a map of Cold War Europe, focusing on the division of Germany

and the NATO and Warsaw Pact countries

o Use of a graphic organizer to compare/contrast the treatment of the defeated powers in WWI with

those of WWII



Other Strategies









Assessment

 Rubric evaluating graph/chart information on established criteria.

 Accuracy of Map









51

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.7



The student will demonstrate knowledge of the economic, social, and political

transformation of the United States and the world between the end of World War II and the

present by

b) describing the conversion from a wartime to a peacetime economy.



Essential Understandings Essential Questions

Following World War II, Americans prospered What contributed to the prosperity of Americans

due to an expanding economy stimulated by following World War II?

America’s involvement in the war.



Essential Knowledge Essential Skills

Reasons for rapid growth of American economy Make connections between past and present.

following World War II (USII.1b)

 With rationing of consumer goods over,

business converted from production of war

materials to consumer goods.

 Americans purchased goods on credit.

 The workforce shifted back to men, and

most women returned to family

responsibilities.

 Labor unions merged and became more

powerful; workers gained new benefits and

higher salaries.

 As economic prosperity continued and

technology boomed, the next generation of

women re-entered the labor force in large

numbers.





Suggested Strategies

o Compile a list of ways the US economy grew and transformed itself in the post WWII era



Other Strategies









Assessment

 Accuracy of chart









52

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.7



The student will demonstrate knowledge of the economic, social, and political

transformation of the United States and the world between the end of World War II and the

present by

c) identifying the role of America‘s military and veterans in defending freedom during the

Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse

of communism in Europe, and the rise of new challenges.



Essential Understandings Essential Questions

The United States and the Soviet Union How and why did the Cold War begin?

emerged from World War II as world powers,

triggering a rivalry over ideology and national What have been the major conflicts and

security. confrontations involving America in the post-World

War II era?

Since World War II, the United States has been

directly involved in various conflicts that How did Cold War tensions cause divisiveness at

reflected the divisions created by Cold War home?

tensions and hostilities.

How did communism collapse in Europe?

The tension between the free world and the

communist world caused divisiveness at home How were the challenges after the Cold War different

and abroad. from earlier challenges?



The Cold War was the central organizing

principle in foreign affairs for 40 years.

Essential Knowledge Essential Skills

Terms to know Analyze and interpret primary and secondary source

 Cold War: State of tension between the documents to increase understanding of events and

United States and the Soviet Union without life in United States history. (USII.1a)

actual fighting that divided the world into

two camps Make connections between past and present.

Origins of the Cold War (USII.1b)

 Differences in goals and ideologies between

the United States and the Soviet Union (the Sequence events in United States history. (USII.1c)

two superpowers)—The United States was

democratic and capitalist; the Soviet Union Interpret ideas and events from different historical

was dictatorial and communist. perspectives. (USII.1d)

 The Soviet Union’s domination over Eastern

European countries Analyze and interpret maps that include major

 American policy of containment (to stop the physical features. (USII.1f)

spread of communism)

 North Atlantic Treaty Organization (NATO)

versus Warsaw Pact

Major conflicts in the post-World War II era

 South Korea and the United States resisted

Chinese and North Korean aggression. The

conflict ended in a stalemate.

 The Cuban Missile Crisis occurred when the

Soviet Union placed missiles in Cuba. The

Soviets removed the missiles in response to

a U.S. blockade.

53

 The United States intervened to stop the

spread of communism into South Vietnam

(Domino Theory). Americans were divided

over whether the United States should be

involved militarily in Vietnam. The conflict

ended in a cease-fire agreement in which

U.S. troops withdrew.

Collapse of Communism in Europe

 Breakup of the Soviet Union into

independent countries

 Destruction of Berlin Wall

New challenges

 Role of U.S. military intervention

 Environmental challenges

 Global issues, including trade, jobs,

diseases



Suggested Strategies

o Research and present a Cold War "Hot Spot" (conflict)

o Create a puppet show of global Cold War leaders that includes their theories on Cold War issues

o Survey household items (clothing, electronics, furniture, canned/dry goods, vehicles) and record the

country of origin, leading to a compiled classroom list demonstrating the global economy.

o Interview 5-10 people over age 30, using a suggested list of technological innovations, to find out

how technology has influenced their lives.

o Construct a flow chart stressing the causes and effects of the Cold War (Arms Race, Iron Curtain,

Berlin Wall, fear and prejudice towards Communist--defense build-up, space race, fallout shelters,

etc.).

o Create a Cold War Timeline spanning the end of WWII to the breakup of the USSR



Other Strategies









Assessment

 Rubric evaluating puppet show information on established criteria.

 Accuracy of Timeline

 The following multiple choice questions address SOL’s: USII.7 a, b, c



1. During the presidential campaign of 1960, John F. Kennedy warned America about a

growing "missile gap." When talking about this so-called "missile gap," Kennedy was

referring to the

a. Cuban Missile Crisis

b. arms race

c. Strategic Defense Initiative (Star Wars program)

d. the Vietnam War









54

2. Which person led a communist takeover of Cuba in 1959?

a. Nikita Khrushchev

b. Ho Chi Minh

c. Karl Marx

d. Fidel Castro



3. What action did the U.S. take during the Cuban Missile Crisis?

a. The U.S. Air Force bombed Cuba.

b. Marines attacked Castro's army at the Bay of Pigs.

c. The U.S. put a naval blockade around Cuba.

d. The US removed Castro from power



4. The Cuban Missile Crisis ended when

a. Cuba promised not to point their missiles at the U.S.

b. Kennedy and Khrushchev made a compromise

c. the U.N. forced Cuba to remove the missiles

d. U.S. bombers destroyed Soviet guided missiles in Cuba



5. French Indochina, Ho Chi Minh, and the fall of Saigon are all associated with the

history of

a. Vietnam

b. France

c. Communist China

d. the U.N.'s efforts to keep peace around the world



6. Which of the following phrases did Presidents Eisenhower and Kennedy use to

explain why communist expansion in South Vietnam had to be stopped?

a. Priming the Pump

b. Massive Retaliation

c. Vietnamization

d. Domino Theory



7. The Cuban Missile Crisis occurred in October of 1962. Which is the best definition of

crisis?

a. a time of danger

b. a blockade of a nation's shore line

c. an argument

d. a cold war



8. What was the result of the war in Vietnam?

a. South Vietnam was saved from a communist takeover.

b. Vietnam was split into two parts, North Vietnam and South Vietnam.

c. North and South Vietnam were united under communist rule, and US troops

withdrew.

d. All of Asia fell to the communists.



9. What is the name of the world organization that replaced the League of Nations after

World War II?

a. North Atlantic Treaty Organization

b. Common Market

c. Organization of American Nations

d. United Nations









55

10. Which most correctly describes the Cold War?

a. warfare by guided missiles and atomic bombs

b. a bloody war between the U.S. and the U.S.S.R.

c. arguments and preparation for possible war between the U.S. and the U.S.S.R.

d. a war between the U.S. and the Vietnamese communists



11. The goal of America's containment policy was to

a. make all beverage containers out of recyclable material

b. stop communist expansion

c. contain the spread of pollution

d. stop Hitler from conquering the world



12. Which is the best description of the Marshall Plan of 1947?

a. a plan to send military supplies to anti-communist forces in China

b. a plan of economic aid

c. a plan to beat the Soviet Union in the arms race

d. a plan to remove communist agents from U.S. government posts



13. Which Soviet action during the early years of the Cold War almost led to a direct war

between the U.S. and the U.S.S.R.?

a. The Soviets made a secret treaty with Hitler.

b. Soviet spies stole America's atomic secrets.

c. The Soviets blockaded Berlin.

d. Communists seized control of China.



14. How did the U.S. respond to the Soviet's blockade of West Berlin in 1947?

a. The U.S. used tanks to smash through the blockade.

b. The U.S. airlifted all the Americans, British, and French out of Berlin.

c. The U.S. flew supplies to Berlin.

d. President Bush convinced the Soviet leader, Mikhail Gorbachev, to tear down

the Berlin Wall.



15. The Soviet Union's development of an atomic bomb in 1949 contributed to the

beginning of

a. disarmament talks

b. the Cold War

c. the Manhattan Project

d. the arms race



16. Which man tried to increase his popularity during the early 1950s by taking

advantage of America's fear of communism?

a. Joseph McCarthy

b. Eugene V. Debs

c. Norman Thomas

d. Gus Hall



17. The communist takeover of China was a major setback in America's policy of

a. containment

b. neutrality

c. economic development

d. isolationism



18. What caused the Korean War?

a. The Soviet Union attacked Korea.

b. The Koreans tried to break away from communist control.

c. Koreans tried to spread communism to Vietnam.

d. North Korea attacked South Korea.

56

19. In 1949 the U.S., Canada, and ten Western European countries promised to help each

other if any were attacked by the Soviet Union. This is an example of which concept?

a. military alliance

b. Common Market

c. United Nations

d. confederation



20. The Korean War ended with-

a. a communist victory in the south

b. a democratic victory in the north

c. a stalemate

d. a decisive UN victory









57

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.7



The student will demonstrate knowledge of the economic, social, and political

transformation of the United States and the world between the end of World War II and the

present by

d) describing the changing patterns of society, including expanded educational and

economic opportunities for military veterans, women, and minorities.



Essential Understandings Essential Questions

Changing patterns in American society at the What factors led to changing patterns of society in the

end of World War II changed the way most post-World War II era?

Americans lived and worked.

What policies and programs expanded educational

and employment opportunities for the military,

women, and minorities?



Essential Knowledge Essential Skills

Factors leading to changing patterns in U.S. Make connections between past and present.

society (USII.1b)

 Strong economy (healthy job market,

increased productivity, increased demand Sequence events in United States history. (USII.1c)

for American products)

 Greater investment in education Interpret ideas and events from different historical

 ―The Baby Boom,‖ which led to changing perspectives. (USII.1d)

demographics

 Interstate highway system Interpret slogans and documents. (USII.1h)

 Evolving role of women (expected to play

supporting role in the family, but

increasingly working outside the home)

 Role of Eleanor Roosevelt in expanding

women’s rights

 African Americans’ aspirations for equal

opportunities

 Changes in make-up of immigrants after

1965 (e.g., Hispanic Americans, Asian

Americans)



Policies and programs expanding educational

and employment opportunities

 G.I. Bill of Rights gave educational,

housing, and employment benefits to World

War II veterans.

 Truman desegregated the armed forces.

 Civil Rights legislation led to increased

educational, economic, and political

opportunities for women and minorities.









58

Suggested Strategies

o Compile information from available resources (including electronic media) on a leading activist of the

period into a research vehicle.

o Create a Flip Chart entitled Changing Social and economics patterns in the US, choose five events

that demonstrate these changes and complete a descriptive pattern on each

o Review and analyze immigration data of the post W.W. II era, and compare to data from earlier

periods.

o Technology

o Create a word-processed document after researching a leading activist of the period.



Other Strategies









Assessment

 Rubric evaluating graph/chart information on established criteria.









59

SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.8



The student will demonstrate knowledge of the key domestic issues during the second half

of the twentieth century by

a) examining the Civil Rights Movement and the changing role of women;



Essential Understandings Essential Questions

The Civil Rights Movement resulted in What were some effects of segregation on American

legislation that ensured constitutional rights to society?

all citizens regardless of race. How did the African American struggle for equality

become a mass movement?

Women activists were inspired by the How did the law support the struggle for equality for

achievements of the Civil Rights Movement and African Americans?

took action to gain equality for themselves, How were women disadvantaged in the workplace?

particularly in the workplace. What actions were taken to improve conditions for

women?



Essential Knowledge Essential Skills

Some effects of segregation

 Separate educational facilities and

resources for white and African American

students

 Separate public facilities (e.g., restrooms,

drinking fountains, restaurants)

 Social isolation of races



Civil Rights Movement

 Opposition to Plessy v. Ferguson—

―Separate but equal‖

 Brown v. Board of Education, desegregation

of schools

 Martin Luther King, Jr.—Passive resistance

against segregated facilities; ―I have a

dream…‖ speech

 Rosa Parks—Montgomery bus boycott

 Organized protests, Freedom Riders, sit-ins,

marches

 Formation of the National Association for

the Advancement of Colored People

(NAACP)

 Civil Rights Act of 1964

 Voting Rights Act of 1965



Changing role of women

 Workplace disadvantages

Discrimination in hiring practices against

women

Lower wages for women than for men

doing the same job

 Improved conditions

National Organization for Women (NOW)

Federal legislation to force colleges to give

60

women equal athletic opportunities

The Equal Rights Amendment, despite its

failure, and a focus on equal opportunity

employment created a wider range of

options and advancement for women in

business and public service.



Suggested Strategies

o Technology

 Gather information through the use of electronic research and other resources to display and

demonstrate the issues and events of the following decades: 1950s, 60s, 70s, 80s, and 90s.

Product options can be: research paper, time capsule, PowerPoint presentation, board games,

videos, scrapbooks, murals, etc.

 Research and write scripts to perform on; supreme court decisions, Rosa Parks, Montgomery Bus

Boycott, NAACP, new legislation

 Venn diagram the changing roles of Women in US History including legislation that protected

women's rights



Other Strategies









Assessment

 Evaluate projects based on specified rubric.



1. What program helped veterans of World War II pay for college expenses, build a

home, or start a business?

a. Federal Deposit Insurance Corporation (FDIC)

b. Civil Service Reform Act (Pendleton Act)

c. Selective Service Act

d. G.I. Bill of Rights



2. Which areas saw the greatest population growth during the 1950s?

a. inner cities

b. suburbs

c. rural areas

d. farms



3. Which development was most important in causing the rapid growth of suburbs?

a. the building of the interstate-highway system

b. federal price supports for farmers

c. the steady increase in the price of gasoline

d. the Red Scare



4. Which massive public-building project was started during the Eisenhower years?

a. the Panama Canal

b. the Empire State Building

c. the Tennessee Valley Authority

d. the interstate-highway system





61

5. After World War II, most Americans believed that U.S. technology was far ahead of

that of any foreign power. Which development made many Americans worry that the

U.S. was losing its technological lead?

a. the creation of the Common Market

b. China's "Great Leap Forward"

c. the launching of Sputnik

d. German development of the V-2 rocket



6. During the post-Civil War years and up through the 1950s, some states, especially in

the South, passed Jim Crow laws. These laws

a. separated blacks from whites in public places

b. called for integration of blacks

c. forced blacks into slavery

d. established integration in public places



7. Which Supreme Court decision had legalized Jim Crow segregation laws for nearly 60

years (1896-1954)?

a. "Brown v. the Board of Education"

b. "Plessy v. Ferguson"

c. "Roe v. Wade"

d. "Dred Scott v. Sanford"



8. The case of "Brown v. the Board of Education of Topeka, Kansas" dealt with

a. the KKK

b. southern laws which kept blacks from voting

c. the separation of church and state

d. segregation in public facilities



9. What was the effect of the Supreme Court's decision in "Brown v. the Board of

Education"?

a. segregation of public schools

b. equal voting rights

c. integration of public schools

d. establishment of Jim Crow Laws



10. Following the arrest of Rosa Parks, blacks in Montgomery, Alabama began a boycott

of the city's bus system. Who organized and led this boycott?

a. Marcus Garvey

b. Martin Luther King, Jr.

c. Malcolm X

d. Linda Brown



11. Which of the following describe Martin Luther King, Jr.'s method of protest?

a. nonviolence

b. civil disobedience

c. pacifism

d. all of the above



12. Which pair of terms have similar meanings?

a. integration -- segregation

b. discrimination -- integration

c. Jim Crow -- integration

d. segregation – separation









62

13. Which concept has the OPPOSITE meaning of segregation?

a. integration

b. discrimination

c. separation

d. states' rights



14. Sit-ins became common during the 1960s. They were first used

a. as a weapon against segregation

b. to organize support for the war in Vietnam

c. as a way to transport soldiers into battle

d. as a new method of mass transit



15. Freedom riders were

a. people who believed that tolls on interstate highways should be prohibited

b. commuters on freeways

c. people who volunteered to fight in Vietnam

d. people who protested against segregation by roadside businesses









16. In the above image, a high school in Arkansas is being desegregated. Which of the

following terms is a synonym of desegregated?

a. Integrated

b. Isolated

c. Segregated

d. Interrelated









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SIXTH GRADE



UNITED STATES HISTORY: 1877 TO THE PRESENT



Standard USII.8



The student will demonstrate knowledge of the key domestic issues during the second half

of the twentieth century by

b) describing the development of new technologies and their impact on American life.



Essential Understandings Essential Questions

After the war, Americans turned their energies Which industries benefited the most from the new

to the development of peacetime technologies. technologies?



What impact did the new technologies have on

American life?





Essential Knowledge Essential Skills

Industries benefiting from new technologies Make connections between past and present.

 Airline industry—Jets (USII.1b)

 Automobile industry and interstate highway

system Sequence events in United States history. (USII.1c)

 Entertainment and news media industry

 Exploration of space

 Computer industry

 Satellite system— Telecommunications

(pagers, cell phones, television)

 Internet



Impact of new technologies on American life

 Increased domestic and international travel

for business and pleasure

 Greater access to news and other

information

 Cheaper and more convenient means of

communication

 Greater access to heating and air-

conditioning

 Decreased regional variation, resulting from

nationwide access to entertainment and

information provided by national television

and radio programming, Internet services,

computer games





Suggested Strategies

o Interview a grand parent or elderly person in the community. Using the writing process explain how

your life as a student has been impacted by technological change.









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Other Strategies









Assessment

 Evaluate project based on specified rubric.









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