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Document Sample
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
Prior Knowledge
Treaty of Versailles and its long-term impact
Great Depression and its causes
Understanding of American foreign policy during the 1920’s
SC Indicator:
Analyze the causes of World War II in Europe and the Pacific and the involvement of the United States in the war (5.3.2).
SC Objectives(Assessment Limits):
5.3.2.a Explain the events that led to the beginning of the Second World War including the Failure of the Treaty of
Knowledge and Skills
Versailles, the rise of totalitarian regimes in Europe and Asia and the worldwide recession of the 1920’s and
1930’s.(Causes of World War II, totalitarianism, fascism, Nazism, protectionism, tariffs, Smoot-Hawley tariff,
global recession, Axis powers)
5.3.2.b Explain the United States gradual involvement in the war in Europe through legislative and executive measures,
such as Cash and Carry, Lend Lease, and the Atlantic Charter. (Cash & Carry, Lend Lease, Atlantic Charter, fall of
France, isolationism, America First movement)
5.3.2.c Describe how the economic and political conflicts between Japan and the United States led to the attack on Pearl
Harbor. (Pearl Harbor, oil embargo, freezing assets)
5.3.2.d Examine military strategies and technologies employed by the United States in WWII including D-Day, island
hopping and the development and use of atomic weapons. (Midway, Stalingrad, El Alamein, D-Day, Island Hopping,
Atomic weapons, Manhattan Project)
5.3.2.e Investigate the response of the United States government to the discovery of the Holocaust and immigration
policies with respect to refugees. (Holocaust)
5.3.2.f Analyze how the events, such as the Yalta and Potsdam conferences and creation of the United Nations shaped the
post war world. (Yalta, Potsdam, United Nations, internationalism)
5.3.2.g Analyze the long-term consequences of the United States’ involvement in WWII and the emergence of America as
an economic and military force. (Long-term effects of US in World War II, superpower)
Government CLG/Assessment Limits
2.1.1 The student will analyze economic, political, social issues and their affect on foreign policies of the United States
(national defense, security of other nations, trade, human rights, foreign aid, spread of democracy)
2.1.2 The student will evaluate the effectiveness of international alliances and organizations from the perspective of the
United States (United Nations, NATO, issues: national sovereignty, self-determination, human rights)
2.2.1 The student will analyze the advantages and disadvantages of various types of governments throughout the world
(democratic: parliamentary & presidential, authoritarian: monarchy, dictatorship & totalitarianism)
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 1
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
VOCABULARY ENDURING UNDERSTANDINGS
Appeasement During times of great crisis, there is a large philosophical and policy shift by the
Atlantic Charter government that allows the country to effectively deal with the crisis.
Cash and Carry War often sparks great leaps in technology.
D-Day Individuals are willing to make great sacrifices in order to preserve a way of life.
Embargo
Lend- Lease ESSENTIAL QUESTIONS
Island Hopping How did World War II change the role of the United States in the world arena?
Isolationism How did the sacrifice of citizens show the American character of overcoming adversity,
NATO and being able to adapt to an ever-changing situation?
Tariffs How did the United States rise out of the Depression, fight World War II, and then
Totalitarianism become a superpower?
United Nations
Vocabulary Activities
Teacher Definitions
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 2
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
LEARNING ACTIVITIES AND STRATEGIES
SC Objective: Activity Description Materials/Resources
5.3.2.a The Great War: By studying a variety of primary sources, Edsitement:
Suggested Learning Plan
Explain the Evaluating the Treaty maps, and supporting documents concerning http://edsitement.neh.gov/view_l
events that led to of Versailles the post-war peace process, students will esson_plan.asp?id=424
the beginning of develop a context for evaluating whether the
treaty was a viable, fair one, and for
the Second World
considering some of the complex questions
War including the this issue raises about the historical causality
failure of the and responsibility.
Treaty of Textbooks:
Versailles, the America: History of Our
rise of totalitarian Nation: pages 802-807
regimes in Europe Call to Freedom (CTF): pages
and Asia and the 462-467,476-478
worldwide History Alive!: pages 435-445
recession of the United States History:
1920’s and Reconstruction to Present:
1930’s pages 436-442
5.3.2.b FDR and the Lend- This lesson shows students how broadly Edsitement:
Explain the Lease Act Lend-Lease empowered the federal http://edsitement.neh.gov/view_l
United States government—particularly the President— esson_plan.asp?id=769
gradual and asks students to investigate, through
involvement in speeches and photographs, how FDR
the war in Europe promoted the program.
through How “Grand” and This lesson plan will survey the nature of Edsitement:
legislative and “Allied” was the Grand what Winston Churchill called the Grand http://edsitement.neh.gov/view_l
executive Alliance? Alliance between the United States, Great esson_plan.asp?id=703
measures, such Britain, and the Soviet Union in opposition
as Cash and to the aggression of Nazi Germany and
Carry, Lend Imperial Japan.
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 3
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
Lease, and the Textbooks:
Atlantic Charter America: History of Our
Nation: pages 807-811
Call to Freedom (CTF): page
478
History Alive!: pages 446-447
United States History:
Reconstruction to Present:
pages 443-450
5.3.2.c The Road to Pearl Using contemporary documents, Edsitement:
Describe how the Harbor: The United students in this lesson will explore the http://edsitement.neh.gov/view_l
economic and States and East rise of animosity between the United esson_plan.asp?id=748
political conflicts Asia, 1915-1941 States and Japan.
between Japan Textbooks:
and the United America: History of Our
States led to the Nation: pages 809-811
attack on Pearl Call to Freedom (CTF): page
Harbor 479
History Alive!: page 446
United States History:
Reconstruction to Present:
pages 452-457
5.3.2.d Firestorms: The Students read and answer questions about Constitutional Rights Foundation:
Examine military Bombing of Civilians military tactics against civilians. http://crf-
strategies and in World War II usa.org/bria/bria15_3.html
technologies
employed by the Choices: Truman, Students read and answer questions about Constitutional Rights Foundation:
United States in Hirohito, and the the choices facing President Truman. http://crf-
WWII including Atomic Bomb usa.org/bria/bria15_3.html#atom
D-Day, island ic
hopping and the
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 4
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
development and Victory in Europe, This lesson plan will focus on the overall Edsitement:
use of atomic 1944-1945 strategy pursued by the Allies in the final http://edsitement.neh.gov/view_l
weapons months of World War II in Europe. By esson_plan.asp?id=656
examining military documents and
consulting an interactive map of the
European theater, students will learn why
they chose to land at Normandy, and how
the Allied offensive in the West
contributed to Germany's defeat.
Textbooks:
America: History of Our
Nation: pages 811-815, 821-
825
Call to Freedom (CTF): pages
484-498
History Alive!: pages 465-470,
472-477
United States History:
Reconstruction to Present:
pages 457-459,466-472, 482-
491
5.3.2.e The Voyage of the St. Students learn about US immigration and The US Holocaust Museum:
Investigate the Louis refugee policy during the 1930’s & 40’s. http://www.ushmm.org/museum/
response of the exhibit/online/stlouis/teach/
United States
government to American Jews and This lesson informs students about the 350 Years of American Jewish
the discovery of the Holocaust policies of the government and the actions History:
the Holocaust and of American Jewry during the Holocaust, http://www.350th.org/er/lp/have
immigration and in the process invites them to explore n/lp05.html
policies with the parameters of knowledge and
respect to responsibility of the American Jewish
refugees community and the American government
during the Holocaust.
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 5
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
Textbooks:
America: History of Our
Nation: pages 826-827
Call to Freedom (CTF): pages
498-499
History Alive!: page 471
United States History:
Reconstruction to Present:
pages 492-497
5.3.2.f Sources of Discord, This lesson will examine the U.S.-Soviet Edsitement:
Analyze how the 1945-1946 disagreements regarding Germany and http://edsitement.neh.gov/view_l
events, such as Eastern Europe. Students will read esson_plan.asp?id=685
the Yalta and excerpts from the agreements reached at
Potsdam Yalta and Potsdam, then, based on later
conferences and documents, will study how these
creation of the arrangements unraveled.
United Nations Textbooks:
shaped the post Call to Freedom (CTF): pages
war world 509-512
History Alive!: pages 479-483
United States History:
Reconstruction to Present:
pages 498-502
5.3.2.g Textbooks:
Analyze the long- America: History of Our
term Nation: pages 558-559
consequences of Call to Freedom (CTF): pages
the United States’ 512-517
involvement in United States History:
WWII and the Reconstruction to Present:
emergence of pages 502-503
America as an
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 6
Unit #3: The United States in a Time of Crisis (1929-1945)
Indicator 2
economic and
military force
DIFFERENTIATION
Accommodations
G.A.T.E./Enrichment
5.3.2.d
“Would You Drop It?” Chapter 13, Hip-Hop U.S. History (Flocabulary, Vendor TBD)
Baltimore City Public Schools: Office of Social Studies Unit 3, Indicator 2 -Grade 9 United States History DRAFT 7
