Social Studies - Weebly
|Social Studies |El Paso I.S.D. |3 Week Unit |
|11th Grade U.S. History | | | Part 2 Unit #2; Weeks 4-6 | |
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|THE WRITTEN CURRICULUM |
|Unit Topic |World War II (the U.S. enters) and the Cold War |
|CONCEPTS, GENERALIZATIONS/ENDURING UNDERSTANDINGS & GUIDING QUESTIONS |
|Focus Concepts |“Values, Principles, and Conflict”: America and WWII, Cold War |
| |Sub Concepts: freedom, democracy, government, leadership, responsibility, politics |
|Universal Generalizations |Content-Related |
|/Enduring Understandings |Individuals can influence historical events and group behavior. |
| |Geography plays a major role in determining the story of an area. |
| |Historical forces are big ideas that help us understand what causes events to happen. |
| |Competing ideas on how societies should be organized have led to political, social, economic and religious divisions and conflicts through out history. |
| |There is a continuing struggle for balance between the ideal of individual rights and the reality of government intervention and protection. |
| |Wars are fought for different reasons, some noble, and others based on greed and prejudice. |
| |Methods of warfare change dramatically as technology provides weapons with greater destructive potential. |
| |Wars demand immense sacrifice from those involved. |
| |The economic development of the U.S. is continually being changed and shaped by scientific discoveries and technological innovations. |
| | |
| |Skills-Related |
| |Knowing the time order of events provides a way to help understand and remember things that happened in the past. |
| |Knowledge of the past is acquired through the study of primary and secondary sources of historical evidence. |
| |Good communication skills are based on the correct use of vocabulary and written/oral language. |
| |Critical thinking skills provide the ability to use logic and reasoning in solving problems. |
| |Creating and using the tools of geography allows for a more definitive perspective of the world. |
|Guiding Questions |WWII (U.S. enters) |
| |How did the U.S. government mobilize for WWII? |
| |What impact did the war effort have on the American people in terms of changing the perceptions of race, gender and ethnicity in society? |
| |In what ways did immigration and migration patterns contribute to changing the face of the U.S. during WW II? |
| |What were the positive and negative effects on the U.S. economy during the war? |
| |In what ways was American Generalship and Presidential leadership crucial in winning the Second World War? |
| |What were the key turning points in both the Pacific Theater and European Theater of the war? Explain |
| |How did the geography of the Pacific Theater of the war contribute to it lasting longer than the European Theater of the War? Justify. |
| |Should the U.S. have pursued the development and the use of the atomic bomb? Why or why not? (Support your reasoning) |
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| |Cold War |
| |According to the U.S. government of the 1950’s, why was communism evil? |
| |During the McCarthy Era, how were people’s civil liberties violated and was society justified in supporting these efforts? Defend |
| |How did the actions of the U.S. and Soviet Union lead to the cold war? Explain. |
| |Why was the fight for Korea seen as an important struggle during the Cold War? |
| |How did geography hinder American and U.N. Force’s from using their superior military technology? |
| |What Could the U.S. government have done differently to affect a more decisive outcome during the Korean War? |
| |In what ways did the U.S.’s twin policies of Containment and Brinkmanship contributed to a deepening of the Cold War and what alternative strategies might have been more effective? |
| |What alternative strategies might have been more effective? |
| |What was fearful about the Soviet Union getting the first satellite into space? Explain |
| |Have the scientific and technological developments made during WW II and the Cold War improved our lives today? Support with Evidence. |
|TAKS OBJECTIVES |Objective 1: The student will demonstrate an understanding of issues and events in U.S. history. |
| |Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events |
| |Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events |
| |Objective 4: The student will demonstrate an understanding of political influences on historical issues and events |
| |Objective 5: The student will use critical thinking skills to analyze social studies information |
|TAKS Strand 8 |Note: Strand 8 TEKS, Social Studies Skills, are in each unit. In some cases, specific content or strategies are noted in the Specifications box. In other units, skills listed are to |
| |be applied to lessons the teacher finds most appropriate. Skills are to be included in a continuous and ongoing manner. |
| |All Strand 8 TEKS will be benchmarked as appropriate. |
|TAKS Objectives |TEKS |Specifications |
|Objective #: Correlating TEKS |Knowledge & Skills Statement |*Tested at EXIT in BOLD for TAKS & Benchmark Tests |
|Tested: Year/Item #’s from 2003,|Student Expectations | |
|2004 & 2006 released tests | | |
| |(US 1) History. The student understands traditional historical points of reference in |HISTORY TEKS - TAKS OBJECTIVE 1 |
| |U.S. history from 1877 to the present. The student is expected to: |Era: WW II |
|TESTED AT EXIT |(A) identify the major eras in U.S. history from 1877 to the present and describe their |Refer to the events placed in the timeline of U.S. History by date and by era. |
|OBJ 1 |defining characteristics; CRS – I.B.1 |1929-1940 Depression - Stock market Crash, Great Depression, New Deal |
| | |1941-1945 World War II – Causes and Effects of World War II |
|US.1(A) | |1945-1960 Beginning of Cold War - Postwar World War, Korean War, Economic boom of 50s), |
|Tested: 2003 / #54 | |McCarthyism, Containment Policy |
|TESTED AT EXIT |(B) apply absolute and relative chronology through the sequencing of significant |Sequence of significant individuals, events and historical era’s from 1941-1960 including: |
|OBJ 1 |individuals, events, and time periods; and CRS – I.B.2,3 |See Examples Below |
| | |Douglas MacArthur |
|1 (B) | |Korean War |
|Tested: 2003 / #13 | |Cold War |
|2004 / #27 | | |
| | | |
| |(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, |1941 Pearl Harbor |
| |and 1957. |1945 VE Day; VJ Day |
| |(US 6) History. The student understands the impact of significant national and |HISTORY TEKS - TAKS OBJECTIVE 1 |
| |international decisions and conflicts from World War II and the Cold War to the present on|Era: WW II |
| |the United States. The student is expected to: | |
|TESTED AT EXIT |(B) analyze major issues and events of World War II including fighting the war on | |
|OBJ 1 |multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of |Analysis of WW II Issues |
| |Midway, the invasion of Normandy, and the development of and Harry Truman's decision to | |
|6(B) |use the atomic bomb; |Fighting the war on multiple fronts |
|Tested: 2003 / #33 | |North Africa, Europe and the Pacific, Allies |
|2004 / #20, 26 | | |
| | |The internment of Japanese-Americans |
| | |The reasons the U.S. Government felt it was necessary to intern Japanese-Americans; Korematsu|
| | |vs. U.S. |
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| | |Holocaust |
| | |Cause and Effects of the Holocaust |
| | | |
| | |Battle of Midway |
| | |Turning point of the war in the Pacific for the US |
| | | |
| | |The invasion of Normandy (D-Day) |
| | |Reasons that the invasion opened two fronts in Europe and led to the demise of Germany |
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| | |Development of the atomic bomb |
| | |Cause for the Manhattan Project and the impact of Einstein’s letter to the President |
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| | |Harry Truman's decision to use the bomb |
| | |Cause and effect of Truman’s decision to use A-Bomb on Hiroshima and Nagasaki. |
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| |(C) explain the roles played by significant military leaders during World War II, | |
| |including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George |Major American Military Leaders of WW II |
| |Patton. | |
| | |Omar Bradley |
| | |U.S. General during WWII in North Africa and Sicilian campaigns |
| | | |
| | |Dwight Eisenhower |
| | |Leader of allied forces in Europe during the D-Day invasion |
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| | |Douglas MacArthur |
| | |U.S. General during WWII in Pacific Theater |
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| | |George Marshall |
| | |Chief of Staff for the U.S. Army |
| | | |
| | |George Patton |
| | |U.S. General during WWII in European Theater |
| | | |
| | |Chester Nimitz |
| | |Texas born American Admiral in the Pacific Theater |
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| |(US 14) Economics. The student understands the economic effects of World War II, the Cold|ECONOMICS TEKS - TAKS OBJECTIVE 3 |
| |War, and increased worldwide on contemporary society. The student is expected to: |Era: WW II |
|TESTED AT EXIT |(A) describe the economic effects of World War II on the home front, including rationing,|Rationing – Limiting the availability of many products to make sure enough was available for |
|OBJ 3 |female employment, and the end of the Great Depression, |military use. |
| | |Female and Minority Employment – The government hired nearly 7 million women to do clerical |
|14 (A) | |work and work in factories. Labor Unions and A. Phillip Randolph. |
|Tested: 2003 / # 7 | |End of the Great Depression – Led to economic prosperity; |
|2006 / # 45 | | |
| | | |
| |(US 15) Government. The student understands changes in the role of government over time. |GOVERNMENT TEKS - TAKS OBJECTIVE 4 |
| |The student is expected to: |Era: WW II |
| |(B) explain the impact of significant international events such as World War I and World |WWII strengthened the role of Government |
| |War II on changes in the role of the federal government. |WWII Internment camps |
| | |Limited human rights |
| | |Powers of president during war time |
| | |See Chart for Examples |
| | |OPA |
| | |Fought inflation by freezing wages, prices & rents |
| | |Rationed foods such as meat, butter, cheese, etc. |
| | | |
| | |NWLB |
| | |Limited wage increases |
| | |Allowed negotiated benefits such as paid vacations, pensions, and medical insurance |
| | |Kept unions stable by forbidding workers to change unions |
| | | |
| | |WPB |
| | |Rationed fuel and materials vital to the war effort |
| | | |
| | |Dept. of Treasury |
| | |Issued War Bonds to raise money for the war effort and to fight inflation |
| | | |
| | |Revenue Act of 1942 |
| | |Raised the top personal income rate to 90% |
| | |Added lower and Middle Incomes to the Income-Tax rolls |
| | | |
| | |Smith-Connally Labor Disputes Act (1943) |
| | |Limited the right to strike in industries crucial to the war effort |
| | |Gave the President the power tp take over a striking plant |
| | | |
| |(US 8) Geography. The student uses geographic tools to collect, analyze, and interpret |GEOGRAPHY TEKS - TAKS OBJECTIVE 2 |
| |data. The student is expected to: |Era: WW II |
| |(A) create thematic maps, graphs, charts, models, and databases representing various |Patterns of Settlement – Immigrants/Mexican Bracero Program |
| |aspects of the United States; and CRS – IV.B.3 |Patterns of Settlement – Urbanization and African-American Migration |
| | |Patterns of Settlement – Japanese Internment Camps |
| | |World War II – The world before and after |
| |(B) pose and answer questions about geographic distributions and patterns shown on maps, |Have students create their own questions based on thematic maps created and on graphs, |
| |graphs, charts, models, and databases. CRS – IV.A.6 |charts, models, and databases. |
| |(US 9) Geography. The student understands the impact of geographic factors on major |GEOGRAPHY TEKS - TAKS OBJECTIVE 2 |
| |events. The student is expected to: |Era: WW II |
|TESTED AT EXIT |(A) analyze the effects of physical and human geographic factors on major events such as |Effect of Geographic Factors on Military Operations: (Examples) |
|OBJ 2 |building the Panama Canal and |Operation Overlord (D-Day) – June 6, 1944 Allied landing in Normandy, France |
| | |Island Hoping Campaign: - US Pacific War strategy to avoid Japanese Strongholds an take those|
|9 (A) | |islands lightly defended and choke off Japanese strongholds |
|Tested: 2006 / # 32 | |Battle of the Bulge – Winter German counter-attack in the Ardennes Forest in Belgium designed|
| | |to halt allied advance and cut-it in half. Used winter storms and terrain to cover attack |
| | |Battle of Iwo Jima – Hardest fought Island landing by US Marines to capture Island as base |
| | |for US Bombers to strike Japan. Japanese defenders used Islands volcanic structure and caves |
| | |to defend every inch of Island |
| |(B) identify and explain reasons for changes in political boundaries such as those |International Conflicts: |
| |resulting from statehood and international conflicts. |World War II - Pacific Theater of Operations |
| | |World War II – European Theater of Operations |
| |(US 10) Geography. The student understands the effects of migration and immigration on |GEOGRAPHY TEKS - TAKS OBJECTIVE 2 |
| |American society. The student is expected to: |Era: WW II |
|TESTED AT EXIT |(A) analyze the effects of changing demographic patterns resulting from migration within |Effect of wartime economy on mass migration of U.S. population during WWII. See Map: The |
|OBJ 2 |the United States; |Americans - pg. 591 |
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|10(A) | | |
|Tested: 2003 / # 6 | | |
|2004 / # 44 | | |
| |(US 20) Culture. The student understands the relationship between the arts and the times |CULTURE TEKS - TAKS OBJECTIVE 3 |
| |during which they were created. The student is expected to: |Era: WW II |
| |(A) describe how the characteristics and issues of various eras in U.S. history have been|Use McDougal Littell textbook, transparencies, and resource materials to: |
| |reflected in works of art, music, and literature such as the paintings of Georgia O’Keefe,|Analyze photos of WWII subject-matter |
| |rocj and roll, and John Steinbeck’s The Grapes of Wrath |Recognize the role and influence of the cinema |
| | |Use a variety of strategies using primary and secondary sources |
| |(US 21) Culture. The student understands how people from various groups, including |CULTURE TEKS - TAKS OBJECTIVE 3 |
| |racial, ethnic, and religious groups, adapt to life in the United States and contribute to|Era: WW II |
| |our national identity. The student is expected to: | |
|TESTED AT EXIT |(D) identify the political, social, and economic contributions of women to American |Economic impact of women and other minorities towards the war effort |
|OBJ 3 |society. CRS – II.B.2 |Rosie the Riveter |
| | |Mexican Bracero Program |
|21(D) | |African-American Participation – Tuskegee Airmen |
|Tested: 2006 / # 12 | | |
| |(22) Science, technology and society. The student understands the impact of science, |SCIENCE, TECHNOLOGY and SOCIETY TEKS - TAKS OBJECTIVE 3 |
| |technology on the economic development of the United States; The student is expected to: |Era: WW II |
|TESTED AT EXIT |(A) explain the effects of scientific discoveries and technological innovations such as | |
|OBJ 3 |electric power, the telegraph and telephone, petroleum-based products, medical |Manhattan Project- led by scientist J. Robert Oppenheimer, developed the atomic bomb, used on|
| |vaccinations, and computers on the development of the United States; and |Japan, resulted in end of WWII but continued long-lasting effect on world relations through |
|22(A) | |to the present. |
|Tested: 2003 / # 38 | | |
| |(B) explain how scientific discoveries and technological innovations such as those in |Examples of Applications of WW II Technology |
| |agriculture, the military, and medicine resulted from specific needs; | |
| | |Technology |
| | |Military Use |
| | |Civilian Use |
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| | |Semi-conductors |
| | |Navigation |
| | |Radios, Electronics |
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| | |Computers |
| | |Code Breaking |
| | |Software, Video Games |
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| | |Freeze-Dried Food |
| | |Soldiers’ Rations |
| | |TV Dinners, Space Food |
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| | |Synthetic Materials |
| | |Parachutes, Weapon Parts, Tires |
| | |Telephones, Car parts, pacemakers |
| | | |
| | |Radar |
| | |Tracking & Surveillance |
| | |Weather Tracking, Air Traffic Control, Archaeological digs |
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| |(US 6) History. The student understands the impact of significant national and |HISTORY TEKS - TAKS OBJECTIVE 1 |
| |international decisions and conflicts from World War II and the Cold War to the present on|Era: Cold War |
| |the United States. The student is expected to: | |
|TESTED AT EXIT |(D) describe U.S. responses to Soviet aggression after World War II, including the Truman|U.S. responses to Soviet Aggression |
|OBJ 1 |Doctrine, the Marshall Plan, the United Nations, the North Atlantic Treaty Organization, | |
| |and the Berlin airlift. |Eisenhower Doctrine |
|6(D) | |Berlin airlift |
|Tested: 2003 / #10, 24, 29 | | |
|2004 / #21, 25 | |Truman Doctrine |
| | |McCarthyism |
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| | |Marshall Plan |
| | |Containment |
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| | |United Nations |
| | |House Un-American Activities Commission (HUAC) |
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| | |North Atlantic Treaty Organization |
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|TESTED AT EXIT |(E) analyze the conflicts in Korea and Viet Nam and describe their domestic and |Korean War – 38th Parallel divided Korea |
|OBJ 1 |international effects; | |
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|6(E) | | |
|Tested: 2006 / #29 | | |
|TESTED AT EXIT |(F) describe the impact of the GI Bill, the election of 1948, McCarthyism, and Sputnik I;|GI Bill- 1944 - financial and education benefits for veterans |
|OBJ 1 | |McCarthyism - extreme fear (hysteria), opposition to communism resulting in attacks, |
| | |unscrupulous tactics of accusations/investigations before (Senate) investigating committees; |
|6(F) | |of note during that era: the House Un-American Activities Committee (HUAC) investigated movie|
|Tested: 2004 / #34 | |industry; a number of espionage convictions |
| | |Sputnik I - Soviets launch first satellite starting the space (and scientific) race |
| |(US 15) Government. The student understands changes in the role of government over time. |GOVERNMENT TEKS - TAKS OBJECTIVE 4 |
| |The student is expected to: |Era: Cold War |
| |(B) explain the impact of significant international events such as World War I and World | |
| |War II on changes in the role of the federal government. |Cold War |
| | |U.S. adopts Policy of Containment (against Soviet Aggression, spread of communism) |
| | | |
| | |Truman Doctrine |
| | |In a speech, Truman he called for the U.S. to take a leadership role in world and declared |
| | |that the U.S. would come to the aid of nations threatened by communism. |
| | | |
| | |Marshall Plan |
| | |It was a program of economic aid to Western Europe after WWII to help keep them from being |
| | |taken over by communist countries, namely the Soviet Union |
| | | |
| | |United Nations (UN) |
| | |26 nations, world peace-keeping organization |
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| | |North Atlantic Treaty Organization (NATO) |
| | |Alliance of nations that agreed to band together in the event of war and to support each |
| | |nation involved |
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| | |Berlin Air Lift |
| | |Americans and British responded to a Soviet blockade of the city by dropping food and |
| | |supplies to West Berliners |
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| |(US 9) Geography. The student understands the impact of geographic factors on major |GEOGRAPHY TEKS - TAKS OBJECTIVE 2 |
| |events. The student is expected to: |Era: Cold War |
| |(B) identify and explain reasons for changes in political boundaries such as those |International Conflicts: |
| |resulting from statehood and international conflicts. |Cold War - Iron Curtain, Berlin Air Lift, Chinese Civil War |
| | |Korean War – 38th Parallel divided Korea |
| | |Vietnam – French Defeated in 1954 |
| |(US 8) Geography. The student uses geographic tools to collect, analyze, and interpret |GEOGRAPHY TEKS - TAKS OBJECTIVE 2 |
| |data. The student is expected to: |Era: Cold War |
| |(A) create thematic maps, graphs, charts, models, and databases representing various |The Cold War – Democracy v. Communist countries |
| |aspects of the United States; and |Warsaw Pact vs. NATO |
| | |The Korean Conflict – Track the Fighting |
| | |Phase 1: June 1950 to September 1950 |
| | |Phase 2: September 1950 to November 1950 |
| | |Phase 3: November 1950 to January 1951 |
| | |Phase 4: January 1951 to July 1953 |
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| |(B) pose and answer questions about geographic distributions and patterns shown on maps, |Have students create their own questions based on thematic maps created and on graphs, |
| |graphs, charts, models, and databases. |charts, models, and databases. |
| | | |
| |(US20) Culture. The student understands the relationship between the arts and the times |CULTURE TEKS - TAKS OBJECTIVE 3 |
| |during which they were created. The student is expected to: |Era: Cold War |
| |(A) describe how the characteristics and issues of various eras in U.S. history have been|Use McDougal Littell textbook, transparencies, and resource materials to: |
| |reflected in works of art, music, and literature |Analyze photos of Cold War subject-matter |
| | |Recognize the role and influence of the cinema |
| | |Influence of Science Fiction on Society |
| | |Use a variety of strategies using primary and secondary sources. |
| |(22) Science, technology and society. The student understands the impact of science, |SCIENCE, TECHNOLOGY and SOCIETY TEKS - TAKS OBJECTIVE 3 |
| |technology on the economic development of the United States; The student is expected to: |Era: Cold War |
|TESTED AT EXIT |(A) explain the effects of scientific discoveries and technological innovations such as |Examples of Applications of Cold War Technology |
|OBJ 3 |electric power, the telegraph and telephone, petroleum-based products, medical | |
| |vaccinations, and computers on the development of the United States; and |Technology |
|22(A) | |Military Use |
|Tested: 2006 / # 49 | |Civilian Use |
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| | |Television |
| | |Guided Bombs |
| | |Entertainment |
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| | |Satellites |
| | |Spying, GPS, Communications |
| | |Communications, TV Signals, Weather Tracking, Cell Phones |
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| | |Nuclear Power |
| | |H-Bombs, Nuclear Powered Submarines & Ships |
| | |Electricity, Nuclear Medicine, Power for Deep Space Satellites |
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| |(WH23) Science, technology and society. The student understands how major scientific and | |
| |mathematical discoveries and technological innovations have affected societies throughout | |
| |history. The student is expected to: | |
|TESTED AT EXIT by World History |(A) give examples of [major mathematical and scientific discoveries] technological |Examples: |
|TEK |innovations that occurred at different periods in history and describe the changes |Explorer 1 –Developed by Werner Von Braun, German V-2 Developer, Captured at end of WWII and |
|OBJ 2 |produced by these discoveries and innovations. |transferred to Ft. Bliss, TX. Led America’s rocket development in response to Soviet Unions |
| | |Sputnik |
|23(A) | |High Speed Jet Aircraft – Impact of Korean War and “Bomber Gap” |
|Tested: 2006 / #17 | |High Altitude Jet Aircraft - U-2 Spy Plane needed to see behind Iron Curtain |
| |(US24) Social studies skills. The student applies critical-thinking skills to organize |SOCIAL STUDIES SKILLS TEKS - TAKS OBJECTIVE 5 |
| |and use information acquired from a variety of sources including electronic technology. |All Eras |
| |The student is expected to: | |
| |(A) locate and use primary and secondary sources such as computer software, databases, |Primary sources consist of evidence produced by someone who participated in an event or lived|
| |media and news services, biographies, interviews, and artifacts to acquire information |during the time being studied. |
| |about the United States; |Letters between people experiencing life in the United States |
| | |Diary entries for example from immigrants, inventors and scientist, business people, |
| | |government leaders, and World War soldiers |
| | |Photographs of the era |
| | |Newspapers of the actual times for example newspapers |
| | |US Constitution |
| | |Secondary sources include descriptions or interpretations prepared by people who were not |
| | |involved in the events described. Researchers often use primary sources to understand past |
| | |events but they produce secondary sources. |
| | |Interpretations of different art and music |
| | |Copies and photos of artifacts |
| | |Textbook |
| |(B) analyze information by sequencing, categorizing, identifying cause-and-effect |The teacher will use a variety of materials using TEKS. |
| |relationships, comparing, contrasting, finding the main idea, summarizing, making | |
| |generalizations and predictions, and drawing inferences and conclusions; | |
| |(D) use the process of historical inquiry to research, interpret, and use multiple |The teacher will use a variety of materials using TEKS. |
| |sources of evidence; | |
| |(F) identify bias in written, oral, and visual material; |For material such as political cartoons, war propaganda, .use McDougal Littell textbook, |
| | |transparencies, and resource material |
| |(G) support a point of view on a social studies issue or event; and |The teacher will use a variety of materials using TEKS. |
| |(H) use appropriate mathematical skills to interpret social studies information such as |The teacher will use a variety of materials using TEKS. |
| |maps and graphs. | |
| |(US25) Social studies skills. The student communicates in written, oral, and visual |SOCIAL STUDIES SKILLS TEKS - TAKS OBJECTIVE 5 |
| |forms. The student is expected to: |All Content Era’s |
| |(A) use social studies terminology correctly; |The teacher will do this in every unit. |
| |(B) use standard grammar, spelling, sentence structure, and punctuation; |The teacher will do this in every unit. |
| |CRS – V.A.2 | |
| |(D) create written, oral, and visual presentations of social studies information. |The teacher will use a variety of materials using TEKS. |
| |(US26) Social studies skills. The student uses problem-solving and decision-making |SOCIAL STUDIES SKILLS TEKS - TAKS OBJECTIVE 5 |
| |skills, working independently and with others, in a variety of settings. The student is |All Eras |
| |expected to: | |
| |(A) use a problem-solving process to identify a problem, gather information, list and |The teacher will use a variety of materials using TEKS. |
| |consider options, consider advantages and disadvantages, choose and implement a solution, | |
| |and evaluate the effectiveness of the solution; and | |
| |(B) use a decision-making process to identify a situation that requires a decision, |The teacher will use a variety of materials using TEKS. |
| |gather information, identify options, predict consequences, and take action to implement a| |
| |decision. | |
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|VOCABULARY |
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| |Unit Glossary |
| |1941-1945 * |
| |Explorer 1 |
| |National War Labor Board (NWLB) |
| |Sputnik I * |
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| |38th Parallel |
| |GI Bill * |
| |NATO |
|Academic Language |Truman Doctrine |
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| |A-Bomb and H-Bomb |
| |Hiroshima/Nagasaki |
| |Nuremberg Trials |
| |U-2 Incident |
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| |Berlin Airlift |
| |House Un-American Activities Commission (HUAC) |
| |Office of Price Administration (OPA) |
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| |United Nations (UN) * |
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| |Brinkmanship |
| |Internment Camps |
| |Population shifts |
| |United States as a World Power * |
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| |Central Intelligence Agency (CIA) |
| |Iron Curtain |
| |Rationing |
| |V-E Day |
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| |Cold War (1945-1989)* |
| |Korean War * |
| |Revenue Act of 1942 |
| |V-J Day |
| | |
| |Containment |
| |Manhattan Project |
| |Rosie the Riveter |
| |War Production Board (WPB) |
| | |
| |D-Day/Operation Overlord /Normandy Invasion |
| |Marshall Plan |
| | |
| |Satellite Nations |
| | |
| |Warsaw Pact |
| | |
| | |
| |Dictatorships * |
| |McCarthyism * |
| |Smith-Connally Labor Disputes Act of 1943 |
| |Women’s Auxiliary Army Corps (WAAC) |
| | |
| |Eisenhower Doctrine |
| |Midway |
| |Soviet Aggression* |
| |World War II (1941-1945) * |
| | |
| | |
| |Unit Biographies |
| |A. Philip Randolph |
| |Dwight D. Eisenhower, General * |
| | |
| |Harry S. Truman * |
| | |
| |Mao Zedong |
| | |
| | |
| |Alger Hiss |
| |Ethel & Julius Rosenberg |
| | |
| |J. Robert Oppenheimer |
| | |
| |Nikita Khrushchev |
| | |
| | |
| |Chaing Kai-Shek |
| | |
| |Franklin D. Roosevelt |
| | |
| |Joseph McCarthy, Senator |
| | |
| |Omar Bradley, General * |
| | |
| | |
| |Chester Nimitz, Admiral |
| | |
| |George Marshall, General * |
| | |
| |Joseph Stalin |
| | |
| |Sigmund Ree |
| | |
| | |
| |Douglas MacArthur, General * |
| |George Patton, General * |
| |Kim Il Sung |
| |Winston Churchill |
| | |
| | |
| |*Indicates TEKS or TAKS vocabulary (See the TEA website’s Social Studies Center Resources: Glossary & Biography section for details) |
| |Underlined words are essential to the comprehensive TEA definition of TAKS-asterisked-vocabulary. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|THE TAUGHT CURRICULUM: Materials and Resources |
| | | |
| |Primary Materials |Textbook Resources |
| | | |
| | | |
| | | |
| | | |
| | | |
|District Approved | | |
|Instructional Resources / | | |
|Textbook Correlations | | |
| | | |
| | |The Americans Chapter 17 -18 (review portions of Chapter 16) |
| |Primary Materials | |
| |Page Number, Disc Number or Location |Chapter 16 |
| | |Section 4: America Moves Toward War |
| |Mastering the TAKS (Jarrett) | |
| |Chapter 11 |pp.550-557 |
| | | |
| |EPISD Resource Manual |Chapter 17 |
| | |The United States in World War II |
| |pp. 116-141 |pp.560-599 |
| | | |
| | |Chapter 18 |
| |EPISD Resource Manual | |
| | |Cold War Conflicts |
| |pp. 142-157 |pp.600-633 |
| | | |
| |EPISD Resource Manual | |
| |Glossary | |
| | | |
| |The Americans: Electronic Library of Primary Sources (CD) | |
| |Resource CD | |
| | | |
| |TAKS Facts (CD) | |
| |Resource CD | |
| | | |
| |United Streaming Videos: | |
| |DISK 4 | |
| |Part 2: Rise of Dictators | |
| | | |
| | | |
| |United Streaming Videos: | |
| |DISK 4 | |
| |Part 3: Hitler | |
| | | |
| | | |
| |United Streaming Videos: | |
| |DISK 4 | |
| |Part 4: The Nuclear Age | |
| | | |
| | | |
| |United Streaming Videos: | |
| |DISK 4 | |
| |Part 5: Cold War Heats Up | |
| | | |
| | | |
| |Secondary/Intervention Resources |Web Links |
| |Fasttrack to America’s Past Chapter 7 |General Web Resources |
| |Pgs. 7-29 to 7-37 | |
| | | (Social Studies Center) |
| | | (UH Digital History site) |
| | |
| | |h+Matrix (WebQuest Search Results: Grades 9-12 Social Studies) |
| | | |
| | | |
| | |World War II |
| | | (World War 2 Website) |
| | | (Federal Resources of Educational Excellence|
| | |or FREE) |
| | | (Teaching Historical Research Using |
| | |Primary Sources: World War II Documents) |
| | | (Teaching with Historical Places: World War II) |
| |To be correlated by C&I Central Staff | |
| | |Cold War |
| | | (Teaching the Cold War through Oral |
| | |History) |
| | | (CNN Cold War Documentary) |
| | | (Teaching American History - |
| | |The Cold War Menu) |
| | | |
| | |Korean War |
| | | (Korean War/National Archives) |
|THE TESTED CURRICULUM |
|Assessments |Formative: Student Work Products/Performances/Demonstrations |Summative: External Assessment (TAKS, Advanced Placement, etc.) |
| | |To be developed |
| |Benchmark # 2 Window – February 11 | |
|THE TAUGHT CURRICULUM |
|Suggested Best Practices to Teach The Student Expectations in This Unit |
|Model Lessons |Cold War | |
| |US enters World War II | |
|Other Curricular Connection |To be developed | |
|(Science, ELA, Math, Technology, | | |
|LOTE, etc.) | | |
|Challenge/ Extension |To be developed | |
|Differentiation |To be developed | |
|Strategies/Materials (e.g., | | |
|special education, ESL, | | |
|bilingual, etc.) | | |
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