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US History Social Studies: Quarter 2 Curriculum Map Scope and SequenceUnitLengthUnit FocusStandards and PracticesUnit 5: World War I1 WeekStudents will examine the role of the United States in World War I.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.23, US.24, US.25, US.26, US.27Unit 6: 1920s2 WeeksStudents will describe how the battle between traditionalism and modernism manifested in the majorhistorical trends and events post-World War I.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.28, US.35, US.33, US.36 (Race, Immigration, and Fundamentalism)Week 2: US.32, US.30, US.29, US.31, US.34, US.38 (Politics, Economy, and Culture)Unit 7: The Great Depression and the New Deal2 WeeksStudents will analyze the causes and effects of the Great Depression and how the New Deal fundamentally changed the role of the U.S. federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.39, US.41, US.42, US.40Week 2: US.43, US.44Unit 8: World War II3-3.5 WeeksStudents will analyze the U.S. path to and participation in World War II and examine the implications for thenation at home and abroad.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.45, US.46, US.48, US.49Week 2: US.50, US.51, US.52, US.55Week 3: US.47, US.53, US.54, US.56, US.57, US.58US History Social Studies: Quarter 2 Map Instructional FrameworkCourse Description Course Description: Students will examine the causes and consequences of the Industrial Revolution and the UnitedStates’ growing role in world diplomatic relations, including the Spanish-American War and World War I. Students will studythe goals and accomplishments of the Progressive movement and the New Deal. Students will also learn about the variousfactors that led to our nation’s entry into World War II, as well as the consequences for American life. Students will explorethe causes and course of the Cold War. Students will study the important social, cultural, economic, and political changesthat have shaped the modern-day U.S. resulting from the Civil Rights Movement, Cold War, and recent events and trends.Additionally, students will learn about the causes and consequences of contemporary issues impacting the world today.Students will continue to use skills for historical and geographical analysis as they examine U.S. history after Reconstruction,with special attention to Tennessee connections in history, geography, politics, and people. Students will continue to learnfundamental concepts in civics, economics, and geography within the context of U.S. history. The reading of primary sourcedocuments is a key feature of the U.S. history course. Specific primary sources have been embedded within the standardsfor depth and clarity. Finally, students will focus on current human and physical geographic issues important in thecontemporary U.S. and global society.This course will place Tennessee history, government, and geography in context with U.S. history in order toillustrate the role our state has played in our nation’s history.This course is the second of a two-year survey of U.S. history and geography, continuing from 8th grade’s study of U.S. history andgeography.This course can be used for compliance with T.C.A. § 49-6-1028, in which all districts must ensure that a project-based civicsassessment is given at least once in grades 4–8 and once in grades 9–12.Planning and PacingThe curriculum map outlines the content and pacing for each grade and subject and allows teachers to adequately cover all new material prior to testing. The map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. Teachers are considered on pace if they are within two weeks of the curriculum maps. Weekly GuidanceEach map begins with the recommended texts, protocols or activities that align to these texts or standards, and a weekly assessment in the form of a TN Ready aligned writing prompt. All curriculum materials, including the texts and instructions for protocols, can be found in Sharepoint. Texts are in the “9-12 Supporting Documents and Resources” folder and arranged by grade level, quarter, and unit. Vocabulary InstructionTBD once new appendix is made.Daily StrategiesTBD once new appendix is made.Unit AssessmentsUnit assessments have been provided in Sharepoint and can be used in conjunction with the maps. These assessments are housed in the “9-12 Assessments” folder of the High School section. Teachers may choose to use these as common formative assessments or break them apart to pull questions for bell work, exit tickets, or mini-quizzes. Unit Overview: Quarter 2 Unit 5UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 5: World War I1 WeekStudents will examine the role of the United States in World War I.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.23, US.24, US.25, US.26, US.27US History Social Studies: Quarter 2 Unit 5 VocabularyTier 2 Vocabulary - emphasis, erode, migrate, draft, network, resolve, adequately, widespread, authorities, concern, determinant, utter, regard, issue, bound, affect, impulse, meditation, solemn, transaction, object, conform/conformity, resistance, instance, degree, compass, hitherto, civil, dominionTier 3 Vocabulary - militarism, nationalism, propaganda, contraband, victory garden, espionage, convoy, armistice, national self-determination, reparations, cost of living, deport, general strike, total warSample Lesson: Quarter 2 Unit 5SS TN Standard(s):US.23Student Outcomes: What will students know and be able to do as a result of this lesson?Student can explain America’s tradition of not interfering in European affairs.Student can explain militarism, alliances, imperialism, and nationalism.Key Academic Vocabulary:Neutrality, isolationism, militarism, alliance, imperialism, nationalismResources / Materials:President Wilson’s Declaration of Neutrality, TextbookWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Map Skills—Europe prior to World War I (SCS Q2 Resources)Essential Question / Relevance: Develop student interest and connect learning to daily standards. What were the M.A.I.N. causes of World War I, and why did America not join the war at the beginning?High-Quality Text(s):President Wilson’s Declaration of NeutralityText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Jigsaw—4 M.A.I.N. causes (Militarism, Alliances, Imperialism, and Nationalism)Text-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Gallery Walk—Excerpts from Wilsons’ Declaration of NeutralityClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Circle of ViewpointsWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.World War I Extended Response PromptUnit 5: Week 1Essential Question(s)What were the causes of World War I? Why did the United States remain neutral? Why did the United States join World War I? What major events happened during the war effort? How was propaganda used by the United States during the war effort? What was life like on the American homefront? What was Wilson’s plan for peace?Student OutcomesStudent can explain militarism, alliances, imperialism, and nationalism.Student can explain America’s tradition of not interfering in European affairs.Student can identify John Pershing, Alvin York, and the Doughboys.Student can describe dangers of trench warfare, machine guns, poisonous gas attacks, and tanks.Student can interpret propaganda posters, and draw inferences about their goals.Student can analyze sacrifices made at home.Student can analyze Wilson’s 14 points, and why they were not adopted.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 7Suggested Supplemental Texts (in SharePoint): Wilson’s Declaration of Neutrality, Wilson’s Address to Congress on April 2, 1917, Wilson’s 14 Points, Main Causes Document (US.23), World War I Practice Writing Prompt (US.24), Letters describing war in the trenches (US.25), Wilson’s 14 Points (US.27)Maps/Videos/Images: Zimmerman Note, World War I Propaganda Posters, Images of Harlem Hellfighters (US.25), Creel Committee and Rationing Posters (US.26)Suggested Classroom Strategies and ProtocolsAnticipation Guide: What do students know about World War I?Alphabet Brainstorm: Causes of World War IHuman Timeline: Events in America from Neutrality to Declaration of WarBarometer: Controversial Position: The U.S. should have remained neutral in World War IJigsaw: Causes of World War I (Militarism, Alliances, Imperialism, and Nationalism)Gallery Walk: Wilson’s Declaration of NeutralityFound Poems: Wilson’s Address to Congress on April 2, 1917Annotating and Paraphrasing: Wilson’s 14 Points AssessmentWorld War I Practice Writing Prompt (SCS Q1 Resources)StandardsUS.23 Explain the causes of World War I and the reasons for the initial declaration of U.S. neutrality.US.24 Explain the reasons for American entry into World War I, including: the use of unrestricted submarine warfare, the Zimmerman Telegram, the defense of democracy, and economic motivations.US.25 Identify and explain the impact of the following on World War I (T.C.A. § 49-6-1006):Trench warfareHerbert HooverUse of new weapons and technologyJohn J. PershingHarlem Hell FightersAlvin C. YorkUS.26 Analyze the political, economic, and social ramifications of World War I on the home front, including:Role played by women and minoritiesVoluntary rationingCommittee on Public InformationOpposition by conscientious objectorsSchenck v. United States decisionUS.27 Analyze the significance of President Woodrow Wilson’s Fourteen Points, the causes and effects of the U.S. rejection of the League of Nations, and the subsequent impact on world politicsUnit Overview: Quarter 2 Unit 6UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 6: 1920s2 WeeksStudents will describe how the battle between traditionalism and modernism manifested in the majorhistorical trends and events post-World War I.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.28, US.35, US.33, US.36 (Race, Immigration, and Fundamentalism)Week 2: US.32, US.30, US.29, US.31, US.34, US.38 (Politics, Economy, and Culture)US History Social Studies: Quarter 2 Unit 6 VocabularyTier 2 Vocabulary - investigation, revelation, disposable, credit, source, deny, diverse, unify, symbolize, ongoing, impact, consumerismTier 3 Vocabulary - supply-side economics, cooperative individualism, isolationism, mass production, assembly line, Model T, nativism, creationism, anarchist, speakeasy, evolution, bohemian, mass media, jazz, blues, laissez faire politics, Teapot Dome Scandal, return to normalcy, financial speculationSample Lesson: Quarter 2 Unit 6SS TN Standard(s):US.32Student Outcomes: What will students know and be able to do as a result of this lesson?Students can explain why the assembly line was more efficient than earlier manufacturing techniques.Students can explain the economic impact of the mass production of automobiles.Students can explain the social impact of the mass production of automobiles. Key Academic Vocabulary:Assembly line, mass production, Model T, consumerismResources / Materials:Henry Ford Essay, TextbookWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Document Analysis Template for Photographs of Early Ford Assembly LineEssential Question / Relevance: Develop student interest and connect learning to daily standards. How did the development of mass production techniques fundamentally change American society?High-Quality Text(s):Henry Ford’s Essay on the First Assembly LineText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Close Read—Henry Ford’s Essay on the First Assembly LineText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Analyzing Images—Photos of early devices using electricity from the 1920sClosure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—3-2-1 Bridge (Ways that mass production changed American society)Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Henry Ford Extended Response PromptUnit 6: Week 1 Race, Immigration, and Fundamentalism of the 1920sEssential Question(s)What factors causes African Americans to participate in the Great Migration? How did civil liberties change in the 1920s? What events/movements caused increased racial tensions in the 1920s? What was the impact of the Harlem Renaissance? What was the legacy of the Scopes Trial? Student OutcomesStudents can analyze factors that caused African Americans to move in the early 1900s.Students can describe the impact and important figures of the Harlem Renaissance, including interpreting sample literature.Students can explain challenges to civil liberties and racial tensions, and responses to them.Students can describe the tension between religious fundamentalism and new science leading to the Scopes trial.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 8Suggested Supplemental Texts (in SharePoint): The Ballad of the Landlord, “How it feels to be Colored Me” excerpts, I Hear America Singing Primary Source Analysis, and Scopes Trial Transcripts (SCS Q2 Resources), Ross Sharecropping Contract, Chicago Defender Article, and Chicago Commission on Race Relations excerpt (US.28), Lift Every Voice and Sing (US.33), Marcus Garvey, The Klan’s Fight for Americanism, Henry Bill honoring Forrest (US.35), Scopes Trial Article (US.36)Maps/Videos/Images: Images of the Palmer Raids and KKK resurgence, Great Migration photos and Lynching Map (US.28) Suggested Classroom Strategies and ProtocolsC3 IDM: Great Migration Inquiry (SCS Q2 Resources) **Highly recommended, written for SCS by SCS Teachers**Anticipation Guide: What do students know about the Harlem Renaissance?Gallery Walk: Excerpts from Ballad of the Landlord, How it Feels to be Colored Me, Lift Every Voice and Sing and samples of music from Ellington and Armstrong (SCS Q2 Resources and US.33)Primary Source Analysis: I Hear America Sing (SCS Q2 Resources)Chunking: Marcus Garvey Passage (US.35)Big Paper: How were many Americans convinced to join nativist or racist movements in the 1920s? using The Klan’s Fight for Americanism and Henry Bill honoring Forrest (US.35)Reader’s Theater: Scopes Trial (US.36) AssessmentHarlem Renaissance Extended Response Prompt (p. 23 of SCS Supplemental Packet)StandardsUS.28 Analyze the impact of the Great Migration of African Americans that began in the early 1900s from the rural South to the industrial regions of the Northeast and Midwest.US.33 Describe the Harlem Renaissance, its impact, and important figures, including (T.C.A. § 49-6- 1006):Louis ArmstrongDuke EllingtonLangston HughesZora Neale HurstonUS.35 Examine challenges related to civil liberties and racial/ethnic tensions during this era, including (T.C.A. § 49-6-1006):First Red Scare Efforts of Ida B. WellsImmigration Quota Acts of the 1920sEmergence of GarveyismResurgence of the Ku Klux Klan Rise of the NAACPUS.36 Describe the Scopes Trial of 1925, including: the major figures, two sides of the controversy, the outcome, and legacy.Unit 6: Week 2 Politics, Economy and Culture of the 1920sEssential Question(s)Why did celebrities begin to arise in popular culture? What led to the development of Blues music in Memphis and the Grand Ole Opry in Nashville? How did the role of radio and movies grow during the 1920s? What effect did the growing role of mass media have on the diffusion of popular culture? How did new manufacturing techniques change the American economy? How did new consumer goods change American society? What effects did disposable goods have on the American economy? How did the mass production and widespread availability of the automobile change the American economy and society? What were the effects of credit, consumerism, and financial speculation on the American economy?Student OutcomesStudents can describe the changing and emerging of pop culture and celebrity status of famous individuals of the 1920s due to radio and movies.Students can explain the reasons for popularity of the Grand Ole Opry and the emergence of the Blues.Students can describe the impact of air travel and electricity on American life, paying special attention to how electricity led into TVA in the 1930s.Students can explain how mass production and the assembly line changed the American economy.Students can explain how the automobile changed American life.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 8Suggested Supplemental Texts (in Sharepoint): Primary Sources on Consumerism and the Impact of Radio (SCS Q2 Resources), Description of the First Assembly Line (US.32) Maps/Videos/Images: 1920s Celebrities Image Bank, Fashion in the 1920s Image Bank (SCS Q2 Resources), Images of the Tennessee Valley before electricity (US.31) Images of changes in socio-economic status of women and birth of the flapper (US.34), Sample consumerism advertisements with credit (US.38)Suggested Classroom Strategies and ProtocolsAnalyzing Images: 1920s Celebrities and Fashion Image Banks (SCS Q2 Resources) Venn Diagram: Blues and Grand Ole Opry, Similarities and DifferencesChunking: Primary Sources on RadioClose Reading Protocol: The First assembly Line (US.32)Four Corners: The impact of installment buying and advertisement on the US economySPAR Debate: Expansion of Credit and Financial Speculation (Growth in the US economy vs. Long-Term Risk)Image Analysis Template: Sample Advertisements (US.38)AssessmentExtended Response Prompt on Henry FordStandardsUS.29 Describe the growth and effects that radio and movies played in the emergence of popular culture as epitomized by celebrities such as Charlie Chaplin, Charles Lindbergh, and Babe Ruth.US.30 Examine the growth and popularity of country and blues music, including the rise of: the Grand Ole Opry, W.C. Handy, and Bessie Smith. (T.C.A. § 49-6-1006)US.31 Describe the impact of new technologies of the era, including the advent of air travel and spread of electricity.US.32 Describe the impact of Henry T. Ford, the automobile, and the mass production of automobiles on the American economy and society.US.34 Describe changes in the social and economic status of women during this era, including: Flappers, birth control, clerical and office jobs, and the rise of women’s colleges.US.38 Analyze the changes in the economy and culture of the U.S. as a result of credit expansion, consumerism, and financial speculation.Unit Overview: Quarter 2 Unit 7UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 7: The Great Depression and the New Deal2 WeeksStudents will analyze the causes and effects of the Great Depression and how the New Deal fundamentally changed the role of the U.S. federal government.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.39, US.41, US.42, US.40Week 2: US.43, US.44US History Social Studies: Quarter 2 Unit 7 VocabularyTier 2 Vocabularycollapse, sum, invest, suspend, technique, colleague, series, community, apparent, ideology, fundamental, benefit, thereby, finance, recovery, mediateTier 3 Vocabularystock market, margin call, bull market, bank run, speculation, installment, margin, bailiff, soap opera, hobo, public works, foreclose, relief, polio, gold standard, bank holiday, fireside chats, deficit spending, binding arbitration, sit-down strike, court-packing, broker state, safety netSample Lesson: Quarter 2 Unit 7SS TN Standard(s):US.42Student Outcomes: What will students know and be able to do as a result of this lesson?Students can analyze the causes of and President Hoover’s reaction to the Great Depression.Key Academic Vocabulary:Rugged Individualism, stock market, speculation, foreclosure, bank holidayResources / Materials:Rugged Individualism Speech (SCS Supplemental Packet)Warm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Analyzing Visual Images: Bank Failures (SCS Q2 Resources)Essential Question / Relevance: Develop student interest and connect learning to daily standards. How did President Hoover’s philosophy of Rugged Individualism shape his response to the Great Depression?High-Quality Text(s):Rugged Individualism SpeechText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and paraphrasing sources—Rugged Individualism SpeechText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Townhall Circle—Did Hoover’s policies make the Great Depression less severe or more severe than it would have been without them? What is your evidence? Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Headlines—Summarize Hoover’s Economic PolicyWeekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Extended Response Prompt about the Causes of the Great DepressionUnit 7: Week 1Essential Question(s)What were the causes of the Great Depression? How did the economic policies of the 1920s contribute to the Great Depression? What was the toll of the Great Depression on the American people? How did the Dust Bowl affect the Great Depression and the economic recovery? What steps did Hoover take to combat the Great Depression? How did these steps fit Hoover’s philosophy of Rugged Individualism? How did the American people react to Hoover’s recovery plan? Student OutcomesStudents can analyze each cause of the Great Depression, including explaining how they contributed to the economic instability of the late 1920s.Students can explain how the stock market works, and use this knowledge to illustrate why financial speculation and buying on margin helped destabilize the stock market.Students can analyze the causes and consequences of over-farming.Students can explain the effects of the Dust Bowl, including migration, high unemployment, farm foreclosures, etc.Students can explain the philosophy of Rugged Individualism and why it appealed to so many people during the 1920s.Students can describe the goals and effects of the Reconstruction Finance Corporation.Students can analyze Hoover’s reaction to the Bonus Army.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 9Suggested Supplemental Texts in Sharepoint: Primary Sources related to the Stock Market Crash and the Dust Bowl from Stanford History (SCS Q2 Resources), DBQ Project on Causes of Dust Bowl (DBQ Project Binder), Rugged Individualism Speech (US.42)Maps/Videos/Images: Photos of life during the Great Depression (SCS Q2 Resources), Financial Graphs (US.39), Dorthea Lang Photo (US.41), Great Depression Image Bank (SCS Q2 Resources), Political Cartoon on Bank Failures (SCS Q2 Resources)Suggested Classroom Strategies and ProtocolsJigsaw: Causes of the Great Depression as listed in US.39Iceberg Diagram: Causes of the Great DepressionEvidence Logs: Evidence of the hardships faced by the American people during the Great Depression including evidence from Stanford History and the DBQ project as well as image banks in SharepointDocument Analysis Template: Financial Charts from the 1920s and 1930s (US.39)Save the Last Word for Me: Primary Sources on the Stock Market CrashStanford History Lessons: The Dust Bowl (SCS Q2 Resources)DBQ Project: What caused the Dust Bowl?Annotating and Paraphrasing Sources: Rugged Individualism (US.41)AssessmentExtended Response Prompt on Causes of the Great DepressionStandardsUS.39 Analyze the causes of the Great Depression, including:Bank failures Laissez-faire politicsBuying on margin Overextension of creditCrash of the stock market Overproduction in agriculture andExcess consumerism manufacturingHigh tariffs Rising unemploymentUS.40 Analyze the causes of the Dust Bowl, and explain the social, geographic, and economic impacts.US.41 Describe the impact of the Great Depression on the American people, including: mass unemployment, migration, and Hoovervilles.US.42 Describe the steps taken by President Herbert Hoover to address the depression, including his: philosophy of “Rugged Individualism”, public works projects, the Reconstruction Finance Corporation, and response to the “Bonus Army”.Unit 7: Week 2Essential Question(s)How was Franklin Roosevelt’s philosophy for economic recovery different from that of Hoover? What was Roosevelt’s plan for recovering from the Great Depression? What impact did New Deal programs have in the 1930s? What impact do those programs have today? How did the New Deal change government? What controversies surrounded New Deal programs? What was the impact of the TVA on Tennessee’s economy and culture? How did political cartoons portray the New Deal?Student OutcomesStudents can explain each New Deal program’s function.Students can assess the impact of each New Deal program, both in the past and today. Students can analyze the impact of New Deal programs such as the TVA and the Great Smoky Mountains National Park on Tennessee.Students can analyze reasons that New Deal policies were controversial, and explain how FDR attempted to protect his most controversial legislations.Students can interpret political cartoons about the New Deal, and interpret the views of different groups during the Great Depression.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 10Suggested Supplemental Texts in Sharepoint: New Deal Lesson from Stanford History, Dale Hollow Reading, TVA Primary Sources (SCS Q2 Resources), Notes relating to the Relocation of the Randolph Family and FDR’s First Inaugural Address (US.43), Letter against Court Packing and FDR’s Fireside Chat about reorganizing the Judiciary (US.44)Maps/Videos/Images: Court Packing DBQ and Political Cartoons, New Deal Graphic Organizer (SCS Q2 Resources) Bank guarantee telegraph (US.43)Suggested Classroom Strategies and ProtocolsClose Viewing Protocol: Franklin Roosevelt’s First Inaugural Address (Link) listening for evidence of New Deal ProgramsTwo-Minute Interview: Text Based Questions for Hoover and Roosevelt speechesGraphic Organizer: New Deal Programs sorted by which problem they were created to addressStanford History: New Deal LessonDBQ—Court PackingClose Viewing Protocol—The TVA before TVA Video (Link)Document Analysis Templates—FDR Political Cartoons AssessmentNote: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Using Hoover’s Rugged Individualism Speech and Roosevelt’s First Inaugural Address as evidence compare and contrast the points of view of Herbert Hoover and Franklin Roosevelt.What did each man believe was the role of government in the economy?What did each man believe was necessary to end the Great Depression?How did each man regard the average American citizen?As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.43 Analyze the impact of the relief, recovery, and reform efforts of President Franklin D. Roosevelt’sNew Deal programs, including:Agricultural Adjustment Act National Recovery AdministrationCivilian Conservation Corps. Securities and Exchange CommissionFair Labor Standards Act Social SecurityFederal Deposit Insurance Corporation Tennessee Valley Authority US.44 Analyze the effects of and the controversies arising from New Deal economic policies, includingcharges of socialism and President Franklin D. Roosevelt’s “court packing” attempt.Unit Overview: Quarter 2 Unit 8UnitLengthUnit FocusStandards and PracticesNarrative OverviewUnit 8: World War II3-3.5 weeksStudents will analyze the U.S. path to and participation in World War II and examine the implications for thenation at home and abroad.TN Social Studies Practices: SSP.01-SSP.06Week 1: US.45, US.46, US.48, US.49Week 2: US.50, US.51, US.52, US.55Week 3: US.47, US.53, US.54, US.56Week 3.5: US.57, US.58US History Social Studies: Quarter 2 Unit 8 VocabularyTier 2 Vocabularyexploit, command, dominate, revise, underestimate, purchase, draft, justify, coordinate, code, target, intense, brieflyTier 3 VocabularyFascism, appeasement, collective, internationalism, strategic materials, kamikaze, periphery, convoy systemSample Lesson: Quarter 2 Unit 8SS TN Standard(s):US.46Student Outcomes: What will students know and be able to do as a result of this lesson?Students will explain how Franklin Roosevelt responded to world crisis.Key Academic Vocabulary:Internationalism, coordinate, justifyResources / Materials:Franklin Roosevelt’s Quarantine SpeechWarm-Up / Bell Ringer: Examples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.)Map Skills: Map of Europe before World War IIEssential Question / Relevance: Develop student interest and connect learning to daily standards. Was Roosevelt’s response to the rise of authoritarian regimes the proper response?High-Quality Text(s):Quarantine SpeechText-Specific Inquiry: Teacher guided inquiry into content-rich texts, images or other content. Annotating and Paraphrasing Sources—Quarantine SpeechText-Specific Application: Teacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.SPAR Debate—Was Roosevelt’s response to the rise of authoritarian regimes the proper response?Closure: Individual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Explanation game (Goals of a quarantine)Weekly Assessment:Guidance is provided weekly in the map tosupport robust student writing every week that is strongly aligned to Social Studies contentstandards.Listed in Week 1 CurriculumUnit 8: Week 1Essential Question(s)What conditions lead to the rise and spread of fascism, communism, and totalitarianism after World War I? How did President Roosevelt’s reaction to world crises change over the course of the late 1930s and early 1940s? Why did the United States enter World War II? Who were the significant figures of World War II for the Allies and the Axis powers?Student OutcomesStudents can explain fascism, communism, and totalitarianism, and the conditions that lead to the rise and spread.Students can analyze President Roosevelt’s major speeches.Students can explain why America entered World War II after its prior neutrality. Students can identify key figures from World War II based on their actions and roles.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 11Suggested Supplemental Readings (in Sharepoint): Atlantic Charter and Four Freedoms Speech (US.46), A Day which will live in infamy speech (US.48), Quarantine Speech (SCS Supplemental Packet)Maps/Videos/Images: Mini-Biography of Adolf Hitler (Link) Mini-Biography of Winston Churchill (Link), Mini-Biography of Franklin Roosevelt (Link), Mini-Biography of Dwight D. Eisenhower (Link) Mini-Biography of Harry Truman (Link)Suggested Classroom Strategies and ProtocolsAnticipation Guide: What do students know about World War II?Annotating and Paraphrasing Sources—The Quarantine Speech (SCS Q2 Resources)Jigsaw: The Four Freedoms and the Atlantic Charter (US.46)Biopoem: Key figures of World War II as listed in standard US.49Iceberg Diagram: Causes of World War IIDBQ Project: Why did Japan bomb Pearl Harbor?AssessmentDBQ Project: Why did Japan bomb Pearl Harbor?StandardsUS.45 Explain the rise and spread of fascism, communism, and totalitarianism internationally.US.46 Explain President Franklin D. Roosevelt’s response to world crises, including: the QuarantineSpeech, the Four Freedoms speech, the Atlantic Charter, and the Lend-Lease Act.US.48 Explain the reasons for American entry into World War II, including the attack on Pearl Harbor.US.49 Identify the roles and the significant actions of the following individuals in World War II:Winston Churchill Benito MussoliniDwight D. EisenhowerPresident Franklin D. RooseveltAdolf Hitler Joseph StalinDouglas MacArthurHideki TojoGeorge C. MarshallPresident Harry S. TrumanUnit 8: Week 2Essential Question(s)What were the major battles in the European and Pacific theaters? What were the roles of special units such as the Tuskegee Airmen, the 442nd Regimental combat team, the 101st Airborne, and the Navajo Code Talkers? What was life like on the home front during World War II? How did the roles of women and minorities change during World War II?Student OutcomesStudents can explain major outcomes of the European and Pacific Theater, concentrating mainly on Midway, Iwo Jima, Okinawa, and D-Day, and why they were important.Students can identify the roles and sacrifices of key minority units in World War II.Students can explain and describe the new roles of women and minorities in the work forces and the armed forces during World War II.Students can describe life on the American home-front during World War II.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 12Suggested Supplementary Texts (in Sharepoint): Women in World War II (SCS Q2 Resources), Library Of Congress Primary Sources of the Tuskegee Airmen (Link), First-Person Account of Guadalcanal (US.50), Tuskegee Airmen Interview and Recruitment of Navajo Code Talkers (US.51), Maps/Videos/Images: D-Day Images (SCS Q2 Resources), Women in the Work force Images (US.52), Propaganda posters from World War II (US.55)Suggested Classroom Strategies and ProtocolsAlphabet Brainstorm: Reasons that America entered World War IIAnalyzing Images: Images from D-Day (SCS Q2 Resources)Human Timeline: Major events of World War IIGallery Walk: Contributions of Special Units in World War IIAssessmentBased on Roosevelt’s address to Congress on December 8, 1941, the contents of the Lend-Lease Act, and your knowledge of World War II era politics, answer the following prompt:Explain the reasons for American entry into World War II. Your answer should address the following factors:Effects of the Japanese bombing of Pearl HarborSocial/Cultural FactorsEconomic FactorsPolitical FactorsStandardsUS.50 Explain the role of geographic and military factors on the outcomes of battles in the Pacific andEuropean theaters of war, including the Battles of Midway, Iwo Jima, Okinawa, and D-Day.US.51 Identify the roles and sacrifices of individual American soldiers, as well as the uniquecontributions of special fighting forces such as the Tuskegee Airmen, the 442nd RegimentalCombat team, the 101st Airborne, and the Navajo Code Talkers.US.52 Examine and explain the entry of large numbers of women into the workforce and armed forcesduring World War II and the subsequent impact on American society.US.55 Describe the war’s impact on the home front, including:Rationing Bracero programBond drives Conversion of factories for wartimePropagandaproduction Location of prisoner of war camps in centersMovement to cities and industrialTennesseeUnit 8: Week 3Essential Question(s)How did the United States respond to the Holocaust? What was the impact of World War II on economic and social conditions for African Americans? What were the effects and constitutional issues related to Japanese internment? What was the Manhattan Project? Why was the atomic bomb used to end World War II?Student OutcomesStudents can analyze United States actions and non-actions during the Holocaust.Students can explain the changes in conditions for African Americans as a result of World War II.Students can describe the impact of Japanese internment, and the constitutional issues of Korematsu vs. US.Students can describe Oak Ridge’s role in World War II and the Manhattan project.Students can explain why President Truman elected to use the atomic bomb.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 12Suggested Supplemental Texts (in Sharepoint):Korematsu vs. United States Reading (Link), Japanese Internment Copy (SCS Q2 Resources), War Propaganda Materials (Link), Steinbeck Letter to Roosevelt about the Holocaust (US.47), Executive Order 9981 Desegregation of the Armed Forces and the Legacy of A. Phillip Randolph (US.53), Internment order (US.54), Einstein & Szilard’s Letter to FDR (US.56), Stanford History Japanese Internment (SCS Q2 Resources), Truman’s Announcement of Dropping the Atomic Bomb (SCS Supplemental Packet), Leahy’s Response to Truman (Textbook, p. 312), A Report on the Murder of Jews to FDR (Link)Maps/Videos/Images: Life in Japanese Internment Camps (Link)Suggested Classroom Strategies and ProtocolsAnnotating and Paraphrasing Sources: Steinbeck Letter to Roosevelt (US.47)Document Analysis Template: Executive Order 9981 (US.53)BioPoem: The legacy of A. Phillip Randolph (US.53) Analyzing Images: Internment Order (US.54)Barometer: Was the United States justified in creating internment camps for Japanese-Americans to promote safety?Evidence Logs: Truman’s Rationale for dropping the Atomic Bomb and Einstein’s LetterSPAR Debate: Should the United States have used the Atomic Bomb to end World War II?AssessmentStanford History Japanese Internment or Stanford History Atomic Bomb LessonStandardsUS.47 Analyze the response of the U.S. to the plight of European Jews before the start of the war, the U.S. liberation of concentration camps during the war, and the immigration of Holocaust survivors after the war.US.53 Examine the impact of World War II on economic and social conditions for African Americans, including the Fair Employment Practices Committee and the eventual integration of the armed forces by President Harry S. Truman. (T.C.A. § 49-6-1006)US.54 Describe the constitutional issues and impact of the internment of Japanese Americans on the U.S., including the Fred Korematsu v. United States of America decision.US.56 Describe the Manhattan Project, and explain the rationale for using the atomic bomb to end the war.Unit 8: Week 3.5 and Semester EndEssential Question(s)What were the major outcomes of Yalta and Potsdam? Why was the UN founded? What was the role of Cordell Hull in the founding of the UN?Student OutcomesStudents can explain the importance of Yalta and Potsdam, including discussions about ending the war in the Pacific theater and the resolution of eastern European territories.Students can identify the reasons for the creation of the UN.Students can explain the role of Cordell Hull in the creation of the UN.TextsTextbook: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 12Suggested Supplemental Texts (in Sharepoint): Potsdam Declaration (US.57), United Nations Charter (US.58)Maps/Videos/Images: Suggested Classroom Strategies and ProtocolsGallery Walk: Problems and Outcomes of YaltaChunking: Potsdam Declaration and United Nations Charter (US.57 and US.58)Venn Diagram: Cordell Hull and the United Nations from Tennessee History Museum (p.16 and 17) AssessmentSemester ExamStandardsUS.57 Explain the major outcomes of the Yalta and Potsdam Conferences.US.58 Identify and explain the reasons for the founding of the United Nations, including the role ofCordell Hull.Note: This unit may be pushed to first week of semester 2 based on pacing needs as it can be rolled into the start of the Cold War if necessary. ................
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