Access US History
Access US HistoryDrafted by Sarasota County Teachers Dawn Byrne, Jeremy Johnson and Elizabeth Lewis, piloted 2016-17 in 5 classes and general education content review by Jennifer Eastman-Miller.SemesterSyllabusSyllabusSemester 1(Civil War to WWI)1st nine weeksPrelude to Civil WarCivil WarReconstructionWestward Expansion Second Industrial Revolution2nd nine weeksGilded AgeProgressive EraAmerican ImperialismWWISemester 2(Roaring 20’s- Civil Rights)3rd nine weeksRoaring 20’sGreat Depression/New DealWWII4th nine weeksCold WarThe New Frontier Civil Right MovementsSuggestions for TeachersTo the Teacher:We have created a guide to get you started. This is designed to be a starting point that can be tweaked to your individual style and needs. You may want to combine parts of power points or arrange in an order that best meets student needs. In this document you will find a general plan with standards/access points, vocabulary, key figures, review of the causes and effects of the period and links to a variety of resources including tutorials, informational text, primary sources, videos and sample activities. All of the links in this file are live and clicking on the standard will take you directly to C-Palms.You also have folders for each unit. Each contains power points focused on: Visual Vocabulary, Key Figures, Causes/ Effects, activities, maps, worksheets and a lesson plan template. At the end of the Cause and Effect power point, you will find links to videos, tutorials and interactive sites to support lessons.Nearly all of the activities included in this curriculum were created on Microsoft Word and can be fully edited to suit your needs. The lesson plans for each unit are correlated with the PowerPoints and, with a few exceptions, all of the activities are designed to be used with the PowerPoints. Below are some suggestions for implementing the curriculum as well as ways to expand upon the materials provided: (There is also a file with images of student samples have been provided as examples).Print unit activities on different colored paper:Using different colored paper to print unit activities will help students keep their materials organized (e.g. all Reconstruction activities are on yellow paper).Identifying the unit color on mid-term and final exams will help students locate resources.Create Foldables:There are a number of ways to create foldables with your students using index cards or colored paper.Foldables can be used for Causes and/or Effects in various units which can be generally broken down Social, Political and Economic categories (e.g. Causes of the Civil War, Effects of Reconstruction; Causes of Westward Expansion; Effects of WWI)Foldables can be used for Key Figures: Leaders, Generals (e.g. WWII Leaders, Civil War Generals)Duplicating Visual AidesVisual Aides from the PowerPoints can be used to create hands on activities. Information can be covered with textboxes and cutouts created for students to cut and paste over visual (e.g. Sharecropping).Flowcharts:Flowcharts can be used to show cause and effect relationships and take a variety of forms. Teachers should provide a variety of flowcharts and model how to read them (e.g. Effects of Westward Expansion; Causes of the Great Depression; Effects of the Golden Age; Factors that Led the US to Enter WWI)Timelines:Timelines can take a variety of forms and are read differently. Teachers have been provided with a number of examples of timelines and should model for students how each are read (e.g. Westward Expansion Timeline of Key Events; Major Events of WWI Timeline; Main Events of WWII Timeline; Great Depression Timeline; Effects of American Imperialism Timeline; Korean War Timeline).Maps:All of the Map activities are PDF files; most of the activities are correlated to web lessons embedded in the unit lesson plans. Teachers may want to pre-label some of the maps before providing to students to color/label (e.g. 1850 Map of the United States; World War II in the Pacific; Woman Suffrage 1919).Graphic Organizers:Graphic Organizers can take a variety of forms and are read differently. Teachers have been provided with a number of examples of graphic organizers and should model for students how each are read (e.g. M.A.I.N. Causes of WWI; Causes and Effects of the Vietnam War; Reconstruction Amendments; BARE causes of the Cold War; McCarthyism and the Red Scare; Alliance System of WWI).Table Activities:Table Activities are cut and paste activities in which students can discuss (small or whole group) how to categorize information. These are student centered activities that are designed to promote critical thinking and communication. Students must justify why they categorized the information the way they did. Teachers should ask guided questions during the process (e.g. Effects of the Progressive Era; Policies and Programs of the New Frontier; The New Deal: Relief, Recovery, Reform)Overall goal in all units:SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.Related Access PointsNameDescriptionSS.912.A.1.In.a:Identify the importance of the use of authentic sources and critical review by historians to write about events.SS.912.A.1.Su.a:Identify the importance of the use of authentic sources by historians to write about events.SS.912.A.1.Pa.a:Recognize that historians write about events.1st Nine WeeksCIVIL WARUnit/Topic StandardSS.912.A.2.1: Review causes and consequences of the Civil WarAccess PointsSS.912.A.2.In.a: Identify the major causes and consequences of the Civil War.SS.912.A.2.Su.a: Recognize the major causes and consequences of the Civil War. SS.912.A.2.Pa.a: Recognize characteristics of life during the Civil War.VocabularyFree states, slave states, Missouri Compromise, abolitionist, Fugitive Slave Act of 1980, Kansas-Nebraska Act, Dred Scott Decision, Harper’s Ferry, secede, Confederacy, Union, Border States, Fort Sumter, Gatling Gun, Ironclad, blockade, blockade runners, Anaconda Plan, Emancipation Proclamation, Battle of Gettysburg, Gettysburg Address, Appomattox Courthouse, 13th AmendmentKey FiguresNat Turner, Henry Clay, Sojourner Truth, Harriet Tubman, Dred Scott, John Brown, John C. Calhoun, Stephen Douglas, Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee William Tecumseh Sherman, Thomas “Stonewall” Jackson, John Wilkes BoothCauses/EffectsNorth/South Differences, States’ Rights-10th Amendment, Tariffs, The Compromise of 1850, Slavery: Underground Railroad, Uncle Tom’s Cabin, Nebraska/Kansas Act, Dred Scott Case, Harper’s Ferry, Civil War time line, Election of Abraham Lincoln, Gettysburg Address, Emancipation Proclamation, Surrender of Lee, War Draft or Conscription, wartime conditions, Clara Barton and The Red Cross, beginning of income tax to fund wars, 13th amendmentResourcesOnline tutorial for “What caused the Civil War”: Click HereThe Civil War’s Legacy, an online tutorial: Click HereCrash Course U.S. History: Civil War Part I and Part 2 are online tutorials: Click Here Walks the teacher through teaching about the Gettysburg Address: Click HereSample lesson plan- Reading Like a Historian: Thomas Nast’s Political Cartoons: Click HereVideo clips on key figures: Click HereSummary of the Civil War, 9 minute video: Click HereShort article on battle of Fort Sumter: Click HereRECONSTRUCTIONUnit/Topic StandardSS.912.A.2.4: Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution.SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups.SS.912.A.2.6: Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States. SS.912.A.2.2: Assess the influence of significant people or groups on Reconstruction.SS.912.A.2.3: Describe the issues that divided Republicans during the early Reconstruction era.Access PointsSS.912.A.2.In.d:Identify freedoms guaranteed to African American males in the amendments to the Constitution, such as the abolition of slavery, the right to citizenship, and the right to vote.SS.912.A.2.Su.d:Recognize freedoms guaranteed to African American males in the amendments to the Constitution, such as the abolition of slavery and the right to vote.SS.912.A.2.Pa.d:Recognize that African American males have the right to vote.SS.912.A.2.In.e:Identify the purpose of laws of segregation, often called Jim Crow Laws. SS.912.A.2.Su.e:Recognize examples of laws of segregation, often called Jim Crow Laws.SS.912.A.2.Pa.e:Recognize the social issue of segregation. SS.912.A.2.In.f:Identify the sharecropping and debt peonage system that was practiced in the United States.SS.912.A.2.Su.f:Recognize that sharecropping was a common way of life for freed people.SS.912.A.2.Pa.f:Recognize the social issue of segregation. SS.912.A.2.In.b:Describe the influence of significant people or groups on Reconstruction, such as Andrew Johnson, Ulysses S. Grant, Robert E. Lee, Buffalo Soldiers, and Harriet Tubman.SS.912.A.2.Su.b:Recognize the influence of significant people or groups on Reconstruction, such as Andrew Johnson, Ulysses S. Grant, Robert E. Lee, Buffalo Soldiers, and Harriet Tubman.SS.912.A.2.Pa.b:Recognize there were leaders who promoted social justice. SS.912.A.2.In.c:Identify major challenges during Reconstruction, such as initial resistance to readmission by Southern states, disagreements between President Johnson and the Congress, and opposition to blacks by white extremist organizations, such as the Ku Klux Klan (KKK).SS.912.A.2.Su.c:Recognize major challenges in the period of Reconstruction, such as the disagreements between the President and Congress and opposition to blacks by groups such as the Ku Klux Klan (KKK).SS.912.A.2.Pa.c:Recognize that groups of people continued to disagree about slavery after the war.VocabularyReconstruction, freedmen, amnesty, ten percent plan, Wade-Davis Bill, sharecropping, Freedmen’s Bureau, black codes, Civil Rights Bill of 1866, Reconstruction Act of 1867, citizenship, 14th amendment, 15th amendment, segregation, Jim Crow Laws, impeachmentKey FiguresAbraham Lincoln, radical republicans, Thaddeus Stevens, Charles Sumner, Andrew Johnson, Carpetbaggers, Scalawags, Ku Klux Klan, Ulysses, S Grant, Hiram Rhodes Revels, Alexander Stephens, Lyman Trumbull, Rutherford B. HayesCauses/EffectsWhat is reconstruction, challenges, Freedman’s Bureau, Civil Rights Act, 14th and 15th amendment, effect on economics in south, rights for African Americans, sharecropping, KKK, Amnesty Act of 1872, Black Codes, Jim Crow Laws, debt peonageResourcesThe Civil War’s Legacy, an online tutorial: Click hereCrash course on Reconstruction-13 minute video: Click Here Sample lesson plans:Analyze the 15th Amendment and learn about the obstacles to actual voting rights that persisted in the post-Reconstruction South (black codes, poll taxes, lynching, etc.). Students create their own political cartoon: Click Here Reading like a Historian: Sharecropping, lesson plan that walks students through what sharecropping is: Click Here Reading like a Historian: Reconstruction SAC, this would be a lesson you may want to break apart, contains primary source documents: Click Here 14 minute PBS video on Reconstruction, black codes, government in the south, Thaddeus Stevens, 14th amendment etc: Click Here Overview of a unit on Civil War: Click HereWESTWARD EXPANSIONUnit/Topic StandardSS.912.A.2.7: Review the Native American experience.SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.Access PointsSS.912.A.2.In.g:Identify the Native American experience during the westward expansion, such as being forced to leave their native lands to go to reservations and give up tribal identity and culture.SS.912.A.2.Su.g:Recognize the Native American experience during the westward expansion, such as being forced to leave their native lands to go to reservations and give up tribal identity and culture.SS.912.A.2.Pa.g:Recognize the social issue of forced integration.SS.912.A.3.In.a:Identify responses to economic challenges faced by farmers, such as shifting from hand labor to machine farming, the creation of colleges to support agricultural development, and increasing the use of commercial agriculture.SS.912.A.3.Su.a:Recognize responses to economic challenges faced by farmers, such as shifting from hand labor to machine farming, the creation of colleges to support agricultural development, and increasing the use of commercial agriculture.SS.912.A.3.Pa.a:Recognize employment options in America.VocabularyWestward expansion, manifest destiny, boomtowns, mining towns, cow towns, land grant, Homestead Act of 1862, Sand Creek Massacre 1864, transcontinental railroad, open range, open range system, exodusters, the Grange Movement, Granger Laws, Little Bighorn 1876, Interstate Commerce Act 1887, range wars, barbed wire, reservation, reservation system, assimilation, Dawes Act, Wounded Knee Massacre, Farmers’ Alliances, populism, The People’s PartyKey FiguresAbraham Lincoln, The “Big Four” Central Pacific Railroad, Leland Stanford, Collings Potter Huntington, Mark Hopkins, Charles Crocker, Joseph Glidden, Benjamin “Pap” Singleton, Founders of the “Grange” (Patrons of Husbandry) William Saunders, William M Ireland, Francis M. Mc Dowell, Caroline Arabella Hall, Oliver Hudson Kelley, George Armstrong Custer, Sitting Bull, Crazy Horse, Grover Cleveland, Henry Dawes, Charles Macune, James B. Weaver, William Jennings BryanCauses/EffectsManifest Destiny, Great Plains Indians, Gold and Silver impact on Indian land, Homestead Act, Transcontinental Railroad, Massacre at Sand Creek, Battle of Little Big Horn, Wounded Knee, destruction of Buffalo, Dawes Act, the open range, inventions, Morrill Act of 1862ResourcesWho is responsible for the Battle of Little Big Horn—gives primary source material: Click HereCrash Course on Westward Expansion, video about 13 minutes: Click HereThe Real West, 4 videos about 9 minutes each: Click HereManifest Destiny, 3 minute video: Click HereBuilding the Transcontinental Railroad 3 minute video: Click HereVideos and articles on key figures: Click HereTrails of Tears, 26 minute video related to the removal of Indians: Click HereIndian Reservations 5 minute video: Click HereThe American West 1840-1890 video 5 minutes: Click Here2nd INDUSTRIAL REVOLUTIONUnit/Topic StandardSS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.SS.912.A.3.3: Compare the first and second Industrial Revolutions in the United States.SS.912.A.3.4: Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.SS.912.A.3.5: Identify significant inventors of the Industrial Revolution including African Americans and women.Access PointsSS.912.A.3.In.b:Identify economic developments in the second Industrial Revolution, such as mass production of consumer goods, including transportation, food and drink, clothing, and entertainment (cinema, radio, the gramophone).SS.912.A.3.Su.b:Recognize that mass production of transportation, food, and clothing was developed during the second Industrial Revolution.SS.912.A.3.Pa.b:Recognize goods that are manufactured, such as clothing. SS.912.A.3.In.c:Identify technological developments and inventions in the Industrial Revolutions in the United States. SS.912.A.3.Su.c:Recognize technological developments and inventions in the Industrial Revolutions in the United States.SS.912.A.3.Pa.c:Recognize that inventions changed life in the United States.SS.912.A.3.In.d:Identify how developments in industry affected the United States economy, such as railroads, forms of communication, and corporations.SS.912.A.3.Su.d:Recognize how a development in industry affected the United States economy, such as railroads or forms of communication.SS.912.A.3.Pa.d:Recognize transportation and communication systems.SS.912.A.3.In.e:Identify a significant inventor of the Industrial Revolution, including an African American or a woman.SS.912.A.3.Su.e:Recognize a significant inventor of the Industrial Revolution, including an African American or a woman.SS.912.A.3.Pa.e:Recognize that inventions help people.VocabularySecond industrial revolution, industrialization, steam engine, steam locomotive, spinning jenny, spinning mule, mechanical reaper, reaper-binder, oil vs steel, Bessemer Process, electric street cars, subways, automobiles, planes, railway air break, Pullman car, McCoy Lubricator, engineering, Brooklyn Bridge, skyscrapers, Statue of Liberty, communication, typewriter, radio, transatlantic cable, telephone, the Wizard of Menlo Park, motion pictures, lightbulb, phonograph, patents, assembly line, mass production, innovationKey FiguresHenry Bessemer, Edwin Drake, Alfred Nobel, Christopher Sholes, George Westinghouse, Louis Pasteur, Elijah McCoy, Alexander Graham Bell, Thomas Edison, Nikola Tesla, Wilbur and Orville Wright, John Augustus Roebling, William Le Baron Jenney, Native American Ironworkers, Richard Morris Hunt, Cornelius Vanderbilt, George Pullman, John D. Rockefeller, Andrew Carnegie, JP Morgan, Henry FordCauses/EffectsDifference between 1st and 2nd industrial revolution, factors, natural resources, oil, steel, coal, electricity, railroads, Grange Movement, big business, monopolies, Sherman ActResourcesCrash course video, the Industrial Economy 12 minutes: Click HereTutorial on the Captains of Industry in the 2nd Industrial Revolution: Click HereLesson plan that compares the Robber Barons with modern business: Click HereTurning Points in History, Industrial Revolution video 3 minutes: Click HereVideos and articles on the inventors and their inventions: Click HereArticle on the Top Significant Industrial Revolution Inventors: Click HereFlashcards and quizzes for inventors/inventions: Click Here2nd Nine WeeksGILDED AGEUnit/Topic StandardSS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.SS.912.A.3.7: Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).SS.912.A.3.9: Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.Access PointsSS.912.A.3.In.b:Identify economic developments in the second Industrial Revolution, such as mass production of consumer goods, including transportation, food and drink, clothing, and entertainment (cinema, radio, the gramophone).SS.912.A.3.Su.b:Recognize that mass production of transportation, food, and clothing was developed during the second Industrial Revolution.SS.912.A.3.Pa.b:Recognize goods that are manufactured, such as clothing. SS.912.A.3.In.f:Identify changes that occurred as the United States shifted from an agrarian to an industrial society, such as laissez-faire policies and government regulations of food and drugs.SS.912.A.3.Su.f:Recognize changes that occurred as the United States shifted from an agrarian to an industrial society, such as laissez-faire policies and government regulations of food and drugs.SS.912.A.3.Pa.f:Recognize that government can control business.SS.912.A.3.In.g:Identify similarities in the way European immigrants in the east and Asian immigrants in the west were treated, such as discrimination in housing and employment.SS.912.A.3.Su.g:Recognize similarities in the way European immigrants in the east and Asian immigrants in the west were treated, such as discrimination in housing and employment.SS.912.A.3.Pa.g:Recognize the social issue of inequality.SS.912.A.3.In.i:Identify a cause and consequence of the labor movement in the late 1800s and early 1900s, such as the need to improve working conditions and the resulting child labor laws and work regulations.SS.912.A.3.Su.i:Recognize a cause and consequence of the labor movement in the late 1800s and early 1900s, such as the need to improve working conditions and the resulting child labor laws and work regulations.SS.912.A.3.Pa.i:Recognize that workers have rights. VocabularyAgricultural economy, industrial economy, factors of production, land, labor, capital, corporation, stock, corner markets, trusts, mergers, monopolies, Robber Baron, urbanization, child labor, sweatshops, trade unions, Knights of Labor, collective bargaining, American Federation of Labor, strikes, injunction, strikebreakers, Haymarket Riot, Homestead Strike, Pullman Strike, emigrate, immigrant, old immigrants, new immigrants. Tenements, settlement houses, nativism, Chinese Exclusion Act of 1882, Gentlemen’s Agreement, The Immigration Act of 1917Key FiguresCornelius Vanderbilt, George Pullman, John D. Rockefeller, Henry M. Flagler, Andrew Carnegie, John Cleveland Osgood, JP Morgan, Henry Ford, the Unionist, the Industrialist, Terrence V. Powderly, Samuel Gompers, Eugene V. DebsCauses/EffectsBig Business and its impact, factors of production, creating monopolies, stocks, holding company, Sherman Anti-Trust Act, The Labor Movement, unions, strikes, old and new immigrants, where new immigrants came from, Angel and Ellis Island, population growth in cities, impact of urban living (housing, transportation, sanitation, crime, fires, settlement houses, social gospel movementResourcesComing to America: The Era of Mass Immigration- online tutorial: Click HereCrash Course Immigrant Cities- video on influx of immigrants: Click HereArticle on why people immigrated to America: Click Here Video on Immigration 4 minutes (text goes quickly, but spotlights many of the photos from the time: Click Here Explore Ellis Island virtually: Click HereArticle and video on life in the cities during 1900’s: Click HerePeople you might meet on the street in 1900’s with descriptions of their jobs: Click HereArticle on tenements in New York: Click HereArticle that discusses cause and effects of rapid population growths in cities: Click HereArticle reviewing the major areas of impact from urbanization: Click HereChild Labor article: Click HereChild Labor in America: Investigative Photos of Lewis Hine-article: Click HereVideo on settlement houses and the movement 6 minutes: Click HereTerms and definitions for many of the key figures and vocabulary terms in this unit as flashcards and quizzes: Click HereWomen in the Progressive Era, 3 minutes shows some of the jobs and opportunities for women: Click HereWomen in the 19th Century Crash Couse, 13 minutes: Click Here19th Century Reforms, Crash Course in US History 15 minutes: Click HereCrash Course The Progressive Era 15 minutes video: Click Here Crash Course The Progressive Presidents, 15 minute video: Click HereCrash Course The Gilded Age Politics 15 minute video: Click HereTHE PROGRESSIVE ERAUnit/Topic StandardSS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).SS.912.A.3.10: Review different economic?and philosophic ideologies.SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.SS.912.A.3.12: Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.Access PointsSS.912.A.3.In.h:Identify the importance of social change and reform, such as settlement houses and churches that helped the poor during the early 1900s.SS.912.A.3.Su.h:Recognize the importance of social change and reform, such as settlement houses and churches that helped the poor during the early 1900s.SS.912.A.3.Pa.h:Recognize types of assistance for personal and social needs.SS.912.A.3.In.j:Identify major differences in economic systems, such as capitalism and communism.SS.912.A.3.Su.j:Recognize an example of an economic system, such as capitalism.SS.912.A.3.Pa.j:Recognize that people buy and sell goods and services.SS.912.A.3.In.k:Identify ways powerful groups (political machines) in United States cities controlled the government, such as having enough votes to maintain control of the city and giving jobs or contracts only to people who supported them. SS.912.A.3.Su.k:Recognize that powerful groups in United States cities controlled the government and gave favors to people who supported them.SS.912.A.3.Pa.k:Recognize that powerful groups have a strong influence on government.SS.912.A.3.In.l:Identify ways organizations and people have shaped public policy and corrected injustices in American life, such as the NAACP, the YMCA, Theodore Roosevelt, and Booker T. Washington.SS.912.A.3.Su.l:Recognize a way an organization or person has shaped public policy and corrected injustices in American life, such as the NAACP, the YMCA, Theodore Roosevelt, or Booker T. Washington.SS.912.A.3.Pa.l:Recognize an organization in the community that helps people.VocabularyProgressive, political machines, corruption, muckrakers, National Association for the Advancement of Colored People (NAACP), poverty, inequality, Social Gospel Movement, Populist Party, Socialist Party, Bull Moose Party, referendum, recall, government regulation, Food and Drug Act, Sherman Anti-Trust Act, temperance, prohibition, 18th Amendment, woman’s suffrage, suffragette, 19th AmendmentKey FiguresJacob Riis, Upton Sinclair, Ida Tarbell, Lincoln Steffens, Jane Adams, John Dewey, WEB DeBois, Mary Harris “Mother” Jones, Robert Lafollette, Mary Church Terrell, Booker T. Washington, Ida B. Wells, Ray Baker, Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, Dorothy Day, Chester A Arthur, Theodore Roosevelt, Woodrow WilsonCauses/EffectsWhat is the progressive era, presidents and policies, political parties, political machines, social gospel movement, reformers, muckrakers, the Jungle, child labor, NAACP, women’s rights, amendments ResourcesArticle on muckrakers: Click HereThe Gilded Age and Progressive Reform 10 minute video that shows pictures with the downside of the era: Click Herethis is a power point comparing the Progressive Presidents and their main policies/programs: Click HereProgressive Era Presidents, 43 minute video from history channel: Click HereProgressive Era; The Muckrakers, video, slide show on what a muckraker is, 4 minutes: Click HereAmerican Labor-A Journey of Struggle 5 minute video that combines modern and old describing the rise of unions: Click HereInformation text on Taft’s accomplishments: Click HereIMPERIALISMUnit/Topic StandardSS.912.A.4.1: Analyze the major factors that drove United States imperialism.SS.912.A.4.2: Explain the motives of the United States acquisition of the territoriesSS.912.A.4.3: Examine causes, course, and consequences of the Spanish American War.SS.912.A.4.4: Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction.Access PointsSS.912.A.4.In.a:Identify major factors that drove the United States to expand its influence to other territories, such as forced trade with China and Japan, policies that restricted access to the Western Hemisphere, and the construction of the Panama Canal.SS.912.A.4.Su.a:Recognize a factor that drove the United States to expand its influence to other territories, such as forced trade with China and Japan, policies that restricted access to the Western Hemisphere, or the construction of the Panama Canal.SS.912.A.4.Pa.a:Recognize the continuing growth over time of the United States. SS.912.A.4.In.b:Identify the benefits of expanding into other territories by the United States, such as Alaska and Hawaii, Puerto Rico, and other islands.SS.912.A.4.Su.b:Recognize a benefit of expanding into other territories by the United States, such as Alaska and Hawaii, Puerto Rico, and other islands.SS.912.A.4.Pa.b:Recognize the continuing growth over time of the United States. SS.912.A.4.In.c:Identify consequences of the Spanish American War, such as ending the Spanish control over Cuba and gaining control of islands in the Caribbean and Pacific.SS.912.A.4.Su.c:Recognize a consequence of the Spanish American War, such as ending the Spanish control over Cuba or gaining control of islands in the Caribbean and Pacific.SS.912.A.4.Pa.c:Recognize the continuing growth over time of the United States. SS.912.A.4.In.d:Identify reasons why the United States completed the Panama Canal, such as improving trade and decreasing travel time; and identify challenges that were faced during its construction, such as disease and environmental impact.SS.912.A.4.Su.d:Recognize why the United States completed the Panama Canal, such as improving trade and decreasing travel time; and recognize challenges that were faced during its construction, such as disease and environmental impact.SS.912.A.4.Pa.d:Recognize that a canal is a man-made waterway for travel.VocabularyExpansionism, imperialism, sphere of influence, annexation, protectorate, yellow journalism, Pan-American Union, Spanish-American War, rough riders, Teller Amendment, open door policy, Foraker Act, Platt Amendment, Roosevelt Corollary, Panama Canal, Great White Fleet, Big Stick Diplomacy, Dollar Diplomacy, Moral Diplomacy, isolationismKey FiguresGrover Cleveland, Benjamin Harrison, William McKinley, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, William Randolph Hearst, John Pulitzer, Yellow Journalist, the Nationalists, Queen Lilioukalini, Maximo Gomez, Emilio Aguinaldo, the Imperialists, Alfred Thayer Mahon, Richard OlneyCauses/EffectsImperialism, key factors, presidents and changes in policies, Hawaii and Alaska acquisition, Spanish American War, effects of war, Puerto Rico and the Panama Canal ResourcesCrash Course Progressive Presidents, video: Click HereImperialism and the Spanish American War-online tutorial: Click HereReading like a Historian, Spanish American War, lesson plan reviewing primary resources: Click Hereflashcards for the events/persons and a definitions for most concepts in this unit: Click HereTerritorial Behaviors-online tutorial: Click HereThe Spanish American War, 8 minute video: Click Here Biography of Theodore Roosevelt 4 minute video: Click HereDollar Diplomacy 2 minute video: Click HereReviews Big Stick Diplomacy, Dollar Diplomacy and Moral Diplomacy just over 5 minutes: Click HereArticles and videos on key figures: Click HereWORLD WAR IUnit/Topic StandardSS.912.A.4.5: Examine causes, course, and consequences of United States involvement in World War I.SS.912.A.4.6: Examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, and Committee of Public Information).SS.912.A.4.7: Examine the impact of airplanes, battleships, new weaponry and chemical warfare in creating new war strategies (trench warfare, convoys).SS.912.A.4.10: Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.Access PointsSS.912.A.4.In.e:Identify causes and consequences of United States involvement in World War I, such as conflicts among European nations, sinking of the Lusitania, threats by Germany, the arms race, and the Alliance plan for peace.SS.912.A.4.Su.e:Recognize a cause and consequence of United States involvement in World War I, such as conflicts among European nations, sinking of the Lusitania, threats by Germany, the arms race, and the Alliance plan for peace.SS.912.A.4.Pa.e:Recognize how countries help each other in a war.SS.912.A.4.In.f:Identify ways the United States government prepared the nation for World War I, such as initiating the draft, issuing war bonds, and using propaganda. SS.912.A.4.Su.f:Recognize a way the United States government prepared the nation for World War I, such as initiating the draft, issuing war bonds, or using propaganda.SS.912.A.4.Pa.f:Recognize that citizens support their country during a war. SS.912.A.4.In.g:Identify impacts of the development of airplanes, battleships, and new weapons during World War I.SS.912.A.4.Su.g:Recognize an impact of the development of airplanes, battleships, or new weapons during World War I.SS.912.A.4.Pa.g:Recognize types of transportation used in wars.SS.912.A.4.In.j:Identify that the Treaty of Versailles held Germany responsible for the damages of World War I and established the League of Nations.SS.912.A.4.Su.j:Recognize that the Treaty of Versailles held Germany responsible for the damages of World War I and established the League of Nations.SS.912.A.4.Pa.j:Recognize an unintended effect of an agreement (treaty).VocabularyNationalism, ethnic groups, militarism, alliance system, triple alliance, triple entente, balance of power, allied powers, central powers, blockade, U-boats, unrestricted submarine warfare, convoy system, trench warfare, aerial warfare, chemical warfare, tank warfare, neutrality, propaganda, Sussex Pledge, Lusitania, Zimmerman Telegram, Western Front, Home Front, Eastern Front, Committee on Public Information, Selective Service Act, The Great Migration, Espionage Act, War Industries Board, War Bonds, Sedition Act, Bolsheviks, Treaty of Brest-Litovsk, Armistice, reparations, Treaty of Versailles, Wilson’s Fourteen Points, League of NationsKey FiguresArchduke Franz Ferdinand, Franz Joseph I of Austria, Kaiser Wilhelm II, Tsar Nicolas II of Russia, Leon Trotsky, Raymond Poincare, Georges Clemenceau, David Lloyd George, Winston Churchill, Albert I of Belgium, Woodrow Wilson, Paul von Hindenburg, Eric Ludendorff, Aleksei Brusilov, Douglas Haig, Marshall Phillipe Petain, John J. Pershing, Gavrilo Princip, Baron Manfred con Richtofen, T.E. Lawrence, Causes/EffectsMain causes of the war, nationalism, imperialism, militarism, central alliance system, assassination of Archduke Ferdinand, time line of events, events that lead to US declaring war, Lusitania, Sussex Pledge, Zimmerman Telegram, Impact of war in US, War ends, 14 point plan, Treaty of Versailles, Effect of WWI, RussiaResourcesCrash Course for WWI, video 13 minutes: Click HereReading Like a Historian, Entering WWI, primary source documents to help analyze why the US declared war: Click HereVideo The Origins of World War I part 1-7 minutes –uses black and white footage and walks you through the events leading to the war: Click Here Video The Origins of World War I part 2- 7 minutes continuation of part 1: Click Here3 minute video, The Outbreak of WWI, using maps shows what countries were involved in the conflict and gives brief explanation of why: Click Herean interactive time line of the war: Click HereSong “Over There”: Click Here One page summaries of parts of the war and comes with an activity, video and quiz: Click Here3rd Nine WeeksTHE ROARING TWENTIESUnit/Topic StandardSS.912.A.5.1: Discuss the economic outcomes of demobilization.SS.912.A.5.2: Explain the causes of the public reaction?(Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare.SS.912.A.5.3: Examine the impact of United States foreign economic policy during the 1920s.SS.912.A.5.4: Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.SS.912.A.5.6: Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s.SS.912.A.5.10: Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities.Access PointsSS.912.A.5.In.a:Identify an economic result of demobilization, such as reintegration of soldiers into civilian life or reconstruction. SS.912.A.5.Su.a:Recognize a result of demobilization, such as the reintegration of soldiers into civilian life.SS.912.A.5.Pa.a:Recognize that soldiers return home after a war.SS.912.A.5.In.b:Identify the causes and reactions associated with the Red Scare, such as fear of a communist revolution, strikes by workers, laws limiting immigration, and racial unrest.SS.912.A.5.Su.b:Recognize a cause and a reaction of the Red Scare, such as fear of a communist revolution, strikes by workers, laws limiting immigration, or racial unrest.SS.912.A.5.Pa.b:Recognize behaviors that result from fears.SS.912.A.5.In.c:Identify impacts of United States government economic policies during the 1920s, such as tax cuts, a reduction in federal spending, and high tariffs.SS.912.A.5.Su.c:Recognize an impact of United States government economic policies during the 1920s, such as tax cuts, a reduction in federal spending, and high tariffs.SS.912.A.5.Pa.c:Recognize that the government makes rules about taxes and spending.SS.912.A.5.In.d:Identify results of the economic boom of the Roaring Twenties, such as the rise of automobile ownership, the mass production of goods, and the use of marketing.SS.912.A.5.Su.d:Recognize a result of the economic boom of the Roaring Twenties, such as the rise of automobile ownership, the mass production of goods, or the use of marketing.SS.912.A.5.Pa.d:Recognize that when people have more money, they can buy more goods.SS.912.A.5.In.f:Identify the influences of Hollywood, the Harlem Renaissance, and prohibition on American society in the 1920s.SS.912.A.5.Su.f:Recognize an influence of Hollywood, the Harlem Renaissance, or prohibition on American society in the 1920s.SS.912.A.5.Pa.f:Recognize the influences of groups with different beliefs.SS.912.A.5.In.j:Identify reasons why there was support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities.SS.912.A.5.Su.j:Recognize a reason why there was support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities.SS.912.A.5.Pa.j:Recognize that groups may fear people who are different.VocabularyNormalcy, demobilization, disarmament, isolationism, Laissez-faire, Forney-McCumber Tariff, Teapot Dome Scandal, Supply-Side Economics, Dawes Plan, Capitalism, Communism, anarchists, Red Scare, Chicago Riot, Universal Negro Improvement Association, the new KKK, Rosewood Massacre, Fundamentalist Movement, Scopes Monkey Trial, Sacco and Vanzetti Trial, Emergency Quota Act, Jazz Age, Harlem Renaissance, prohibition, Volstead Act, speakeasies, flappers, mass media, welfare capitalism, installment buying, expatriatesKey FiguresWarren G. Harding, Calvin Coolidge, Eugene V. Debs, Mitchel Palmer, Sacco and Vanzetti, Marcus Garvey, Clarence Darrow, Henry Ford, Al Capone, D.W. Griffith, Louis Armstrong, Duke Ellington, Langston Hughes. Zora Neale Hurston, Madam C. J. Walker, Alain Leroy Locke, Ernest Hemingway, F. Scott Fitzgerald, Gertrude Stein, T. S. EliotCauses/EffectsPresidents and Policies, Overview of key points, post war effects, nativism, isolationism, fear of communism, red scare, fundamentalist movement, Scopes Monkey Trial, Sacco and Vanzetti Trial, Quota System, KKK, business boom, economic policies, Forney-McCumber Tariff, downside of boom, automobile industry, standard of living, compare income/prices, electricity, mass production of goods, new ways of advertising, buying goods on credit, prohibition, bootlegging, speakeasies, organized crime, mass media, Harlem Renaissance, expatriatesResourcesThe Economy of the Roaring 20’s an online tutorial guide: Click HerePost War Blues and Reds, an online tutorial guide: Click HereCrash Course on the Roaring 20’s: Click HerePrejudice and Politics: Sacco, Vanzetti, and Fear, New York Times informational text on the trial: Click HereReading Like a Historian, The Palmer Raids, looks at communism and the red scare: Click HereReading Like a Historian, Prohibition, reviews the 18th amendment, video clip and primary source documents: Click HereReading Like a Historian, The Scopes Trial, analyze 4 documents related to the Scope trial: Click HereVideo on Prohibition 3 minutes from the History Channel: Click HereVideo on Scopes Monkey Trial, 1 minute video and it’s the last 30 seconds of it, also has an article giving more information on it: Click HereThe First Red Scare, video is 3 minutes and shows video from the time period: Click HerePictures and biographies of artist from the Harlem Renaissance, each about 3 minutes long: Click HereThe Roaring 20’s-The Jazz Age, 5 minute video spotlighting artists of that time: Click HereBooker T Washington vs W.E.B. DuBois -- Analyzing Their Differences, video 4 minutes highlighting their contributions: Click HereTHE GREAT DEPRESSION AND THE NEW DEALUnit/Topic StandardSS.912.A.5.11: Examine causes, course, and consequences of the Great Depression and the New Deal.Access PointsSS.912.A.5.In.k:Identify a cause of the Great Depression, such as drought, inflation, or the stock market crash, and a consequence, such as the New Deal plan for relief, recovery, and reform.SS.912.A.5.Su.k:Recognize a cause of the Great Depression, such as drought, inflation, or the stock market crash, and a consequence, such as the New Deal plan for relief, recovery, and reform.SS.912.A.5.Pa.k:Recognize that people struggle to meet their needs when they do not have enough money.VocabularyThe Great Depression, gross national product, stock exchange, economic boom, speculation boom, bull market, buying on the margin, Black Thursday, Black Tuesday, Smoot-Hawley Tariff, Bonus Expeditionary Force, soup kitchens, breadlines, dust bowl, Shantytowns, Hooverville’s, New Deal (recovery, reform, relief), bank holiday, Emergency Banking Relief Act, Federal Deposit Insurance Corp. (FDIC), Federal Securities Act, Civilian Conservation Corps, Agricultural Adjustment Act, Tennessee Valley Authority, National Industrial Recovery Act, Public Works Administration, Works Progress Administration, National Labor Relations Act/Wagner Act, Social Security Act, Congress of Industrial Organizations, sit-down strikeKey FiguresHerbert Hoover, Walter W. Waters, Douglas MacArthur, migrant workers, Dorothea Lange, John Maynard, Keynes, Franklin Delano Roosevelt, the Brain Trust, Harold L. Ickes, Harry Hopkins, Ralph Bunche, Mary McLeod Bethune, Eleanor Roosevelt, Father Charles Coughlin, Francis Townsend, Huey P. LongCauses/EffectsEnd of the roaring 20’s, causes of the depression, Herbert Hoover, policies/beliefs, rugged individualism, legislation, stock market crash, banks fail, unemployment, impact of families, farmers, FDR, 1st 100 days, relief, recovery, reform, the new deal, programs passed by FDR, fireside chatsResourcesCrash Course on The New Deal: Click HereCrash Course on The Great Depression: Click HereArticle on What Caused the Dust Bowl: Click HereReading Like a Historian, The New Deal. This has 7 primary and secondary sources that could be used as individual lessons to discuss ideas from The New Deal: Click HereReading Like a Historian, Social Security. Primary and Secondary sources on social security: Click HereThe History Channel, The Great Depression, video 3 minutes: Click HereArticle and short video about the Dust Storm: Click HereCause and Effects of the Great Depression, video: Click HereArticle and video biography of Franklin D. Roosevelt: Click HereArticle on the great depression listing the causes: Click HereVideos and articles on key figures: Click HereWORLD WAR IIUnit/Topic StandardSS.912.A.6.1: Examine causes, course, and consequences of World War II on the United States and the world.SS.912.A.6.2: Describe the United States response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend Lease Act).SS.912.A.6.3: Analyze the impact of the Holocaust during World War II on Jews as well as other groups.SS.912.A.6.6 Analyze the use of atomic weapons during World War II and the aftermath of the bombingsSS.912.A.6.7: Describe the attempts to promote international justice through the Nuremberg TrialsSS.912.A.6.9: Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.Access PointsSS.912.A.6.In.a:Identify major causes and consequences of World War II on the United States and the world. SS.912.A.6.Su.a:Recognize a major cause and result of World War II on the United States and the world. SS.912.A.6.Pa.a:Recognize that the United States fought in a war.SS.912.A.6.In.b:Identify the United States response in the early years of World War II, such as the Neutrality Act, giving aid to Britain, and supplying war material to other countries. SS.912.A.6.Su.b:Recognize the United States response in the early years of World War II, such as trying to stay out of the war and providing aid and war material to other countries fighting in the war.SS.912.A.6.Pa.b:Recognize that a country can provide aid to other countries (allies) during a war.SS.912.A.6.In.c:Identify the impact of the Holocaust during World War II on Jews and other groups.SS.912.A.6.Su.c:Recognize an impact of the Holocaust during World War II on Jews and other groups.SS.912.A.6.Pa.c:Recognize that groups may be treated badly because they are different.SS.912.A.6.In.f:Identify a reason why the United States decided to use atomic weapons against Japan and identify the aftermath, such as destruction and the ending of World War II.SS.912.A.6.Su.f:Recognize the aftermath of the use of atomic weapons against Japan, such as destruction and the ending of World War II.SS.912.A.6.Pa.f:Recognize that countries may take drastic measures to end a war.SS.912.A.6.In.g:Identify attempts to promote international justice by trying Nazi war crimes after World War II (Nuremberg Trials).SS.912.A.6.Su.g:Recognize attempts to promote international justice by trying Nazi war crimes after World War II (Nuremberg Trials).SS.912.A.6.Pa.g:Recognize that people who commit war crimes may have a trial.SS.912.A.6.In.i:Identify that the United Nations was formed as an international organization to keep world peace and Mary McLeod Bethune was involved in developing the charter.SS.912.A.6.Su.i:Recognize a peacekeeping role of the United Nations.SS.912.A.6.Pa.i:Recognize that countries work together in the United Nations.VocabularyEuropean theater, Weimer Republic, Reichstag, dictator, fascism, Nazi Party, The Third Reich, Munich Conference, Non-Aggression Pact, Axis Powers. Allies, Blitzkrieg, Maginot Line, neutrality acts, Battle of Britain, Lend-Lease Act, Atlantic Charter, French resistance, Siege of Leningrad, Operation Overload, D-Day, Battle of the Bulge, Yalta Conference, V-E Day, Potsdam Conference, Pearl Harbor, Occupation of Philippines, Japanese-American Interment, Battle of the Coral Sea, Battle of Midway, Kamikazes, Island Hoping, Battle of Iwo Jima, Manhattan Project, atom bomb, Potsdam Declaration, Hiroshima, Najasaki, V-J Day, Holocaust, Anti-Semitism, scapegoat, concentration camp, Auschwitz, final solution, genocide, United Nations, Nuremburg Trials Key FiguresAdolf Hitler, Hermann Goering, Joseph Goebbels, Heinrich Himmler, Adolf Eichmann, Rudolf Franz Hoss, Dr. Josef Mengele, Benito Mussolini, Joseph Stalin, Emperor Hirohito, Hideki Tojo, Admiral Yamamoto Isoroku, Neville Chamberlain, Winston Churchill, Marshal Philippe Petain, General Charles de Gaulle, Franklin Delano Roosevelt, Harry S. Truman, General Dwight D. Eisenhower, General Douglas MacArthur, General George S. Patton, Tuskegee Airmen, Navajo Code TalkersCauses/EffectsNationalism, totalitarianism, failures of the WWI peace plan, rise of fascism, communism, Japan, anti-Semitism, events leading to war, Germany’s role, America’s role/impact, axis/allies, US mobilization, Draft, women and minorities, Manhattan Project, jobs on the home front, rations, discrimination, internment camps, key events during the war, events in the pacific, the holocaust, the Nuremberg Trials, war conferences, occupation in Germany and Japan, United NationsResourcesAmerica on the Sidelines: The U.S. and World Affairs 1931-1941 interactive time line: Click HereCrash Course U.S. History: World War II - Part 1 video 15 minutes: Click HereCrash Course U.S. History: World War II - Part 2 video 16 minutes, looks at changing roles and policies: Click HereReading Like a Historian: Atomic Bomb, informational text, look at what happened at Hiroshima: Click HereJapanese American Internment: Evaluating Primary Sources, primary source materials: Click HereUnderstanding the Decision to Drop the Bomb on Hiroshima and Nagasaki, informational text: Click Here25 Things You Don't Know About WW II 5 minute video: Click Here 5 Ways Hitler Violated the Treaty of Versailles, a Prezi presentation: Click Here Video Turning Points in History: Hitler (5 parts): Click Herearticle “on this day in history, The Selective Service Act: Click HereWorld War II: The Lost Color Archives (1/5): Click HereWhy the US Entered WW II video 43 minutes: Click Here Japanese American Internment During WW II video 18 minutes: Click HereTake a Closer Look at War Bonds article with primary source documents: Click Here Article on rationing during WWII: Click HereWW II & the Holocaust video 6 minutes: Click Here Variety of quizzes and flashcards on WWII: Click Here4th Nine WeeksTHE COLD WARUnit/Topic StandardSS.912.A.6.8: Analyze the effects of the Red Scare on domestic United States policySS.912.A.6.10: Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact).SS.912.A.6.11: Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world.SS.912.A.6.12: Examine causes, course, and consequences of the Korean War.SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.Access PointsSS.912.A.6.In.h:Identify the effects of the Red Scare on the United States, such as the loyalty review program and the House Un-American Activities Committee.SS.912.A.6.Su.h:Recognize an effect of the Red Scare on the United States, such as the loyalty review program.SS.912.A.6.Pa.h:Recognize loyalty to one’s country.SS.912.A.6.In.j:Identify the consequences of the early years of the Cold War, such as the establishment of the Truman Doctrine, the Marshall Plan, NATO, and the Warsaw Pact.SS.912.A.6.Su.j:Recognize a consequence of the Cold War, such as the arms race, fear of the spread of communism, plans to help countries rebuild after World War II, or that countries in communist and western nations formed separate alliances.SS.912.A.6.Pa.j:Recognize that countries help each other to prevent wars.SS.912.A.6.In.k:Identify concerns about the spread of nuclear technology in the United States and the world.SS.912.A.6.Su.k:Recognize a concern about the spread of nuclear technology in the United States and the world.SS.912.A.6.Pa.k:Recognize that countries make agreements to prevent war. SS.912.A.6.In.l:Identify a cause and consequence of the Korean War.SS.912.A.6.Su.l:Recognize a cause and consequence of the Korean War.SS.912.A.6.Pa.l:Recognize that countries help other countries in war.SS.912.A.6.In.m:Identify results of significant foreign policy events, such as the Cuban missile crisis, the Gulf of Tonkin Resolution Vietnam, and relations with China.SS.912.A.6.Su.m:Recognize the results of a significant foreign policy event, such as the Cuban missile crisis, the Gulf of Tonkin Resolution Vietnam, or relations with China.SS.912.A.6.Pa.m:Recognize that the United States is involved with other nations.VocabularyCold war, democracy, totalitarianism, capitalism, communism, Dumbarton Oaks Conference, San Francisco Conference, Potsdam Conference, Occupation Zone Germany, satellite nation, iron curtain, policy of containment, Truman Doctrine, Marshall Plan, Berlin Blockade, Berlin airlifts, NATO, arms race, Warsaw Pact, Eisenhower Doctrine, MAD, Korean War, 38th Parallel, domino theory, guerrilla warfare, stalemate, Panmunjom, demilitarized zone, Senator Joe McCarthy, McCarthyism, National Security Act, Central Intelligence Agency, Loyalty Review Boards, responsibilities program, House Un-American Activities Committee, Senate Permanent Subcommittee on Investigations, the blacklist, the Hollywood Ten, espionage, KGBKey FiguresHarry S. Truman, George Marshall, Douglas MacArthur, Dwight D. Eisenhower, Allen Dulles, Winston Churchill, Chiang Kai-Shek, Syngman Rhee, Joseph Stalin, Mao Zedong, Kim Il Sung, Senator Joe McCarthy, J. Edgar Hoover, Margaret Chase Smith, Edward R. Murrow, Alger Hiss, Klaus Fuchs, Julius and Ethel RosenbergCauses/EffectsThe cold war, cause and effects of cold war, United States vs Soviet Union, capitalism, communism, US actions and Soviet actions, Truman Doctrine, Marshall Plan, Berlin crisis, blockade, airlifts, NATO vs Warsaw Pact, atomic bomb, cold war hot spots, Korean war, containment policy, McCarthy Era, Red Scare at home, House Un-American Activities Committee, loyalty oaths, causes ResourcesPresidential Learning, series of lesson plans from the Smithsonian: Click HereThe Two Big Powers and Their Cold War: 1945-1990 CE, web resources with teaching ideas and PDF files: Click HereCrash Course U.S. History: The Cold War in Asia, video 15 minutes: Click HereReading Like a Historian: Truman and MacArthur, looks at Korea: Click HereCrash Course U.S. History: World War II - Part 2 video 16 minutes, looks at changing roles and policies: Click HereReading Like a Historian: Cold War, looks at the Iron Curtain and the Truman Doctrine: Click HereCase Closed: The Rosenberg’s Were Soviet Spies, informational text: Click HereCrash Course U.S. History: World War II - Part 2 video 16 minutes, looks at changing roles and policies: Click HereSlide show on the cold war: Click HereHistory channel video 13 minutes: Click HereVideos and articles on the actors who were blacklisted during the time: Click HereReview of the 1950’s facts and summary: Click HereAnti-communist propaganda cartoon 1948 9 minutes: Click HereTHE NEW FRONTIERUnit/Topic StandardSS.912.A.6.5: Explain the impact of World War II on domestic government policy.SS.912.A.6.13: Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.SS.912.A.6.14: Analyze causes, course, and consequences of the Vietnam War.SS.912.A.7.1: Identify causes for Post-World War II prosperity and its effects on American society.SS.912.A.7.4: Evaluate the success of 1960s era presidents' foreign and domestic policies.SS.912.A.7.10: Analyze the significance of Vietnam and Watergate on the government and people of the United States.SS.912.A.7.13: Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability.Access PointsSS.912.A.6.In.e:Identify an impact of World War II on domestic government policy, such as rationing, national security, civil rights, and increased job opportunities.SS.912.A.6.Su.e:Recognize an impact of World War II on domestic government policy, such as rationing, national security, civil rights, or increased job opportunities.SS.912.A.6.Pa.e:Recognize that war causes changes in home life.SS.912.A.6.In.m:Identify results of significant foreign policy events, such as the Cuban missile crisis, the Gulf of Tonkin Resolution Vietnam, and relations with China.SS.912.A.6.Su.m:Recognize the results of a significant foreign policy event, such as the Cuban missile crisis, the Gulf of Tonkin Resolution Vietnam, or relations with China.SS.912.A.6.Pa.m:Recognize that the United States is involved with other nations.SS.912.A.6.In.n:Identify causes and results of the Vietnam War.SS.912.A.6.Su.n:Recognize a cause and result of the Vietnam War. SS.912.A.6.Pa.n:Recognize that countries help other countries in war.SS.912.A.7.In.a:Identify effects of post-World War II prosperity on American society, such as the Baby Boom and the growth of suburbs.SS.912.A.7.Su.a:Recognize an effect of post-World War II prosperity on American society, such as the Baby Boom or the growth of suburbs.SS.912.A.7.Pa.a:Recognize a characteristic of post-World War II, such as suburbs and modern appliances.SS.912.A.7.In.d:Examine government policies and programs in the 1960s, such as civil rights legislation, the Space Race, and the Great Society.SS.912.A.7.Su.d:Identify a government policy or program in the 1960s, such as civil rights legislation, the Space Race, or the Great Society.SS.912.A.7.Pa.d:Recognize a government program that helps people.SS.912.A.7.In.j:Identify the impact of the Vietnam War and Watergate on the United States.SS.912.A.7.Su.j:Recognize an impact of the Vietnam War and Watergate on the United States.SS.912.A.7.Pa.j:Recognize an impact of war on people.SS.912.A.7.In.m:Identify components of the Great Society program, such as Medicare and Medicaid, urban development, housing, and transit.SS.912.A.7.Su.m:Recognize a component of the Great Society program, such as Medicare and Medicaid, or housing.SS.912.A.7.Pa.m:Recognize a social program of the government.VocabularyThe New Frontier, Fair Deal, desegregation, Federal Highway Act, summit, baby boom, suburbs, middle class, materialism, rock-n-roll, generation gap, space race, artificial satellite, Sputnik 1, NASA, Luna 2, Vostok 1, Apollo 11, Cuban Missile Crisis, Bay of Pigs, U-2 spy plane, medium range ballistic missile, naval blockade, standoff, hotline, Intercontinental Ballistic Missile, Nuclear Test Ban Treaty, Great Society, Economic Opportunity Act of 1964, Elementary and Secondary Act of 1965, Peace Corp, Job Corp, VISTA, Head Start, Higher Education Act, Medicare and Medicaid, Department of Housing and Urban Development, The Immigration and Nationality Act of 1965, Giddeon vs. Wainwright of 1963, Miranda vs. Arizona 1966, Vietnam War, Hawks, Doves, Vietminh, Geneva Accords, Vietcong, flexible response, Ho Chi Minh Trail, Gulf of Tonkin Incident, Gulf of Tonkin Resolution, Tet Offensive, napalm, agent orange, My Lai, Pentagon Papers, antiwar protest, Kent State University, credibility gap, silent majority, Vietnamization, Paris Peace Accords, War Powers Act, MIA’sKey FiguresDwight D. Eisenhower, Chuck Berry, Elvis Presley, The Beat Generation, John F. Kennedy, Wernher von Braun, Alan Shepard, John Glenn, Neil Armstrong, Buzz Aldrin, Sergei Korolev, Yuri Gagarin, Fidel Castro, Nikita Khrushchev, Gary Powers, ExComm (Executive Committee of the National Security Council), Anatoly Dobrynin, Lyndon B. Johnson, Barry Goldwater, Clarence Earl Gideon, Ernesto Miranda, Lyndon B. Johnson, Richard M. Nixon, Ho Chi Minh, Ngo Dinh Diem, Nguyen Van Thieu, Robert S. McNamara, Henry Kissinger, General Westmoreland, William Calley, J. William Fulbright, George McGovern, Students for a Democratic Society (SDS)Causes/EffectsPost war economy, effect, boom in America, President Truman, Marshall Plan, Truman’s Fair Deal, Civil Rights, desegregation, living standards, GI Bill of Rights, the American Dream, suburban lifestyle, baby boom, automobile culture, consumer culture, mass media, TV’s in homes, pop culture, JFK’s presidency, vision, New Frontier, pioneers in science, space race, military strategy, crisis in Cuba, Bag of Pigs, Cuban Missile Crisis, hotline, JFK assassinated, Johnson takes office, Great Society, war on poverty, economic opportunity act, great society programs, government spending, Vietnam war, Johnson policy, military forces, time line for the war, key events, death toll, anti-war protests, end of the warResourcesCrash Course U.S. History: World War II - Part 2 video 16 minutes, looks at changing roles and policies: Click HereJapanese American Internment: Evaluating Primary Sources: Click HereReading Like a Historian: Cuban Missile Crisis, video and primary sources: Click HereReading Like a Historian: Gulf of Tonkin Resolution: Click Here Crash Course U.S. History: The Cold War in Asia, video 15 minutes: Click HereSputnik: The Little Metal Ball That Fueled the Cold War, informational text: Click HereTruman Firing of MacArthur Hurt Approval Rating But Saved War With Red China, informational text: Click HerePoverty in America, article in the NY Times that compares past and present: Click HereReading Like a Historian: Great Society, LBJ’s speech on the Great Society: Click HereThree Presidencies, Kennedy, Johnson and Nixon an online tutorial: Click Here Crash Course in History, the Sixties, video 15 minutes: Click Here"Walking in Charlie's Land:" Songs by Americans in the Vietnam War, informational text looking at songs related to the war: Click HereAmerica and the Vietnam War an online tutorial: Click HereThe Vietnam War a PowerPoint: Click HereReading Like a Historian: Women in the 1950s analyze primary and secondary sources: Click HereCrash Course U.S. History: Civil Rights and the 1950s video 15 minutes: Click HereReading Like a Historian: Anti-Vietnam War Movement, looks at primary sources asking why did American’s oppose the war: Click HereShort slide show on JFK and the New Frontier: Click Here A brief history of Vietnam 11 minutes, includes the Adrian Cronauer “Good Morning Vietnam”: Click HereTop 10 Defining Moments of 1960’s, 10 minute video recapping the events: Click HereCIVIL RIGHTSUnit/Topic StandardSS.912.A.7.2: Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.SS.912.A.7.3: Examine the changing status of women in the United States from post-World War II to present.SS.912.A.7.5: Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.SS.912.A.7.7: Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.SS.912.A.7.8: Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.SS.912.A.7.9: Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.Access PointsSS.912.A.7.In.b:Identify the prosperity of different ethnic groups and social classes in the post-World War II period.SS.912.A.7.Su.b:Recognize the prosperity of different ethnic groups and social classes in the post-World War II period.SS.912.A.7.Pa.b:Recognize that different groups of people may be rich or poor.SS.912.A.7.In.c:Identify ways that the role of women in the United States has changed since World War II, such as having more women in the workforce and politics and the use of birth control.SS.912.A.7.Su.c:Recognize a way that the role of women in the United States has changed since World War II, such as having more women in the workforce and politics or the use of birth control.SS.912.A.7.Pa.c:Recognize a role of women, such as working outside the home.SS.912.A.7.In.e:Identify violent and nonviolent approaches used by groups, such as African Americans, women, Native Americans, and Hispanics, to achieve civil rights.SS.912.A.7.Su.e:Recognize violent and nonviolent approaches used by groups, such as African Americans, women, Native Americans, and Hispanics, to achieve civil rights.SS.912.A.7.Pa.e:Recognize that people act in violent and nonviolent ways to bring about change.SS.912.A.7.In.f:Identify important acts of key persons and organizations in the Civil Rights Movement and Black Power Movement, such as Martin Luther King, Rosa Parks, the NAACP, and Malcolm X. SS.912.A.7.Su.f:Recognize important acts of key persons and organizations in the Civil Rights Movement and Black Power Movement, such as Martin Luther King, Rosa Parks, the NAACP, and Malcolm X.SS.912.A.7.Pa.f:Recognize that people act in violent and nonviolent ways to bring about change.SS.912.A.7.In.g:Identify ways African Americans, whites, and other groups joined together to bring about changes in integration and equal rights, such as the Freedom Rides and the March on Washington.SS.912.A.7.Su.g:Recognize ways African Americans, whites, and other groups joined together to bring about changes in integration and equal rights, such as the Freedom Rides and the March on Washington.SS.912.A.7.Pa.g:Recognize that people act in violent and nonviolent ways to bring about change.SS.912.A.7.In.h:Identify the importance of landmark Supreme Court cases, such as integration Brown v. Board of Education (1954), affirmative action Regents of the University of California v. Bakke (1978), rights of the accused Gideon v. Wainright (1963), and reproductive rights Roe v. Wade (1973).SS.912.A.7.Su.h:Recognize the importance of landmark Supreme Court cases, such as integration Brown v. Board of Education (1954), affirmative action Regents of the University of California v. Bakke (1978), rights of the accused Gideon v. Wainright (1963), and reproductive rights Roe v. Wade (1973).SS.912.A.7.Pa.h:Recognize that Supreme Court cases have important outcomes that affect all citizens.SS.912.A.7.In.i:Identify social movements of the 1960s and 1970s, such as reimbursement for Native American lands, working conditions of Hispanics and bilingual and bicultural education, and women’s rights.SS.912.A.7.Su.i:Recognize social movements of the 1960s and 1970s, such as reimbursement for Native American lands, working conditions of Hispanics and bilingual and bicultural education, and women’s rights.SS.912.A.7.Pa.i:Recognize that people work together for positive change.VocabularySocial activism, segregation, Brown v. Board of Education, integration, Southern Christian Leadership Council (SCLC), Montgomery Bus Boycott, civil disobedience, Student Nonviolent Coordinating Committee (“Snick”), sit-ins, Freedom Rides, National Urban League, Affirmative Action, Protests in Birmingham, Congress of Racial Equality (CORE), March on Washington, Civil Rights Act, Twenty-fourth Amendment, Freedom Summer, Voting Rights Act, Nation of Islam, Watts Riot, Black Panthers, feminists, Equal Pay Act, Equal Employment Opportunity Commission (EEOC), National Organization of Women (NOW), Equal Rights Amendment (ERA), Roe v. Wade, United Farm Workers (UFW), La Raza Unida, American Indian Movement (AIM), Indian Civil Rights Act, National Congress of Native Americans / Declaration of Indian Purpose, Occupation of Wounded Knee, Education for all Handicapped Children Act (EHA), Americans with Disabilities Act (ADA), Individuals with Disabilities Education Act (IDEA), Gray Panthers, Age Discrimination in Employment Act (ADEA)Key FiguresMartin Luther King Jr, Rosa Parks, Malcolm X, Little Rock Nine, The Greensboro Four, Stokely Carmichael, Huey P. Newton, Gloria Steinem, Germaine Greer, Cesar Chavez, Dwight D. Eisenhower, John F. Kennedy, Lyndon B. Johnson, Earl WarrenCauses/EffectsSegregation, Civil Rights Act 1875, Plessy V Ferguson, impact, why call for civil rights, impact from WWII on civil rights, NAACP, Brown V Board of Education, impact in US, Crisis in Arkansas, Rosa Parks, bus boycott, Soul Force, sit-ins used, mass demonstrations, marching to Washington, “I have a Dream”, Civil Rights Act of 1964, Voting Rights of 1965, challenges to the civil rights movement, defacto segregation, race riots, Malcolm X, Black Power, Black Panthers, Civil Rights Act of 1968, impact of movement, social issues, challenges, affirmative action, women’s rights, NOW, gender discrimination, Roe V Wade, ERA, impact of women’s rights, Unified Farm Workers, La Raza Unida, Native American rights, persons with disabilities, age equalityResourcesThe Law is in Our Favor! Civil Rights Legislation WebQuest, web scavenger hunt: Click HereThe Right to Remain Silent: Miranda v. Arizona documentary on the court case 30 minutes: Click HereCrash Course in History, the Sixties, video 15 minutes: Click HereReading Like a Historian: Anti-Vietnam War Movement, lesson plan with primary sources, looks at why did Americans oppose the Vietnam War: Click HereCrash Course U.S. History: Conservatism, looks at the 60’s and 70’s video 15 minutes: Click HereThe Supreme Court in Action an online tutorial: Click HereWhere is the Love? Civil Rights in America, lesson plan with primary sources to review and analyze: Click HereThe Freedom Riders, Then and Now, informational text: Click HereCrash Course U.S. History: Civil Rights and the 1950s video 15 minutes: Click Here"Rosa Was Tired...": Myth and Fact in the Story of Rosa Parks and the Montgomery Bus Boycott, informational text: Click HereReading Like a Historian: Women in the 1950s analyze primary and secondary sources: Click HereA slide show with pictures throughout the civil rights movement: Click HereVideo’s and articles on the key figures: Click Hereflashcards for key figures and legislation, also can search under other topics or more resources: Click HereThe NAACP: A Century in the Fight for Freedom a teacher’s guide to lessons on the history of the NAACP and primary source documents: Click HereCivil Rights and Investigation, reference materials on the 1960s, President Lyndon B. Johnson, Dr. Martin Luther King Jr., and FBI Director J. Edgar Hoover: Click Here ................
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