01 US - History Guide

United States History
U.S. History Table of Contents Unit 1: The Industrial Nation (18651905)......................................................................1 Unit 2: Urban Migration and Migration West (18651930)........................................11 Unit 3: The Progressive Movement (18971920)..........................................................21 Unit 4: World War I and the Peace Settlement (19141920).......................................33 Unit 5: The Roaring Twenties (19191929)...................................................................46 Unit 6: The Great Depression and New Deal (19291939)...........................................57 Unit 7: World War II (19391945).................................................................................71 Unit 8: The Cold War (19451990)................................................................................89 Unit 9: A Time of Upheaval (1954Present)................................................................102 Unit 10: The United States and the World: Issues and Challenges (1978Present)................................................................................................................120
Louisiana Comprehensive Curriculum, Revised 2008 Course Introduction The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The order of the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP assessments. District Implementation Guidelines Local districts are responsible for implementation and monitoring of the Louisiana Comprehensive Curriculum and have been delegated the responsibility to decide if units are to be taught in the order presented substitutions of equivalent activities are allowed GLES can be adequately addressed using fewer activities than presented permitted changes are to be made at the district, school, or teacher level Districts have been requested to inform teachers of decisions made. Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for reteaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities. New Features Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc. A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for each course. The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. Click on the Access Guide icon found on the first page of each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx.
Louisiana Comprehensive Curriculum, Revised 2008
U.S. History Unit 1: The Industrial Nation (18651905) Time Frame: Approximately two weeks Unit Description This unit focuses on employing historical thinking skills to study the rise of industrialization and the emergence of big business. Student Understandings Students will understand the causes of industrialization and the impact industrialization had on business and American society. Students learn to use historical thinking skills by constructing industrialization timelines, comparing industrialization of the late 1800s with earlier periods, and interpreting or analyzing changing relationships between the federal government and private industry. Guiding Questions 1. Can students compare, analyze, and explain historical periods or conflicts in terms of similar issues, actions, or trends in U.S. history? 2. Can students use and evaluate multiple primary or secondary source materials to interpret historical facts, ideas, or issues? 3. Can students interpret or analyze historical data found in multiple sources to explain historical trends? 4. Can students explain the impact of industrialization on the United States? 5. Can students explain the relationship between business and the government? 6. Can students describe the impact of technology on American society? Unit 1 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 3. Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)
U.S. HistoryUnit 1The Industrial Nation (18651905)
GLE # 4.
GLE Text and Benchmarks Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 8. Debate a historical point of view, with supporting evidence, on an issue or event in U. S. history (H-1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 10. Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) United States History 19. Examine the causes of industrialization and analyze its impact on production, business structures, the work force, and society in the United States (H-1B-H6) 20. Describe the emergence of big business and analyze how it changed American society in the late nineteenth century (H-1B-H6) 21. Analyze the changing relationship between the federal government and private industry (H-1B-H6) 53. Describe the impact of technology on American society (H-1B-H16)
Sample Activities Activity 1: Using Primary Sources to Investigate the Past (GLEs: 9, 10, 15) Materials List: maps, tables, or graphs on American industrialization after 1865; Key Concepts Chart BLM; Primary Sources BLM; primary and secondary sources (books, encyclopedias, Internet accessoptional) Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM and sample below.)
Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment on page 37. This guide may be found at the following website: http://www.louisianaschools.net/lde/uploads/9850.pdf page 4-37. Key Concepts Chart Key Concept + Cornelius Vanderbilt Explanation Acquired a fortune in railroads. Extra Information He consolidated railroads into one railroad system that ran from New York City to Chicago.
After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Organize the class into five different groups. Have each group locate different primary sources that were written during the industrialization of America. The following sites are excellent sources for helping students analyze source documents that would be useful in this activity: The National Archives: http://www.archives.gov/ Written Document Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/written_document_analysis_work sheet.pdf Artifact Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf Cartoon Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf Map Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf Motion Picture Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_workshe et.pdf Photo Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf Poster Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf U.S. HistoryUnit 1The Industrial Nation (18651905) 3
Sound Recording Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_works heet.pdf The Library of Congress: http://memory.loc.gov/ammem/index.html Our Documents: www.ourdocuments.gov Also have the groups read information from secondary sources such as encyclopedias and textbooks. They will also use maps, tables, or graphs to study data related to industrialization in America after 1865. Optional: If time is short, teachers may provide the above resources. The students will use the split-page notetaking strategy (view literacy strategy descriptions) to identify why the document was written, what words or phrases were used that would be considered uncommon today or would mean something different, and to tell how they would explain the document to someone who was completely unfamiliar with it. Split-page notetaking is also a strategy that assists students in organizing their notes. This strategy also helps to encourage active reading and summarizing. It provides a visual study guide for students to use when they review the material in preparation for their test. Split-page notetaking is a procedure in which students organize their page into two columns. One column is used to record the questions and the other is used to record the answers. As the students read the material, they record the answers or notes from their findings beside each question (see Primary Sources BLM). Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Discuss with students why primary sources are important. Ask students: When is using primary sources the more appropriate means of researching a historical topic? When would a secondary source be more appropriate? Have students work individually, using the questions and answers, to write a short summary of the story of the document. Ask them also to explain the process of analyzing and interpreting historical data.
Activity 2: Causes of Industrialization and its Impact on the United States (GLEs: 4, 9, 19) Materials List: Industrialization BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to examine the causes of industrialization and to analyze its impact on production, business structures, the work force, and society in the United States in the late 19th century. Use a process guide (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the causes of industrialization and its impact on America (see Industrialization BLM). Process guides are used to promote application in the areas of thinking and reasoning. They can help to scaffold students comprehension within a wide range of different formats. They are used to stimulate students thinking during or after reading, listening, or involvement in any area of content instruction. These guides help students focus on important information and ideas. The guides help to make reading or listening more effective and engaging. A process guide is a procedure in which students must read and think about the information source. They are not simply skimming or scanning for answers to complete the activity. Ask students to work with a partner to fill in the guide. Then ask students to share their findings. Engage the class in a discussion of the causes of industrialization and its impact on American society. Activity 3: The Robber Barons, Industrial Giants, or Go-Getters (GLEs: 2, 14, 19, 20) Materials List: markers, colored pencils, colors, or computer graphics; Industrial Giants BLM; primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use their textbooks to read about the industrial giants: Andrew Carnegie, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt. Using the split-page notetaking strategy (view literacy strategy descriptions), have students describe the impact that their businesses had on American society. Students will also explain why they think some people referred to these industrial giants as Robber Barons and why some called them Go-Getters. They should focus on the different perspectives of the lives of these men that led to those perceptions (see Industrial Giants BLM).
Have students make cartoons that depict the industrial giants of the Industrial Age. Encourage the use of markers, colored pencils, colors, computer graphics to create the cartoons. These websites provide excellent lessons on the use of political cartoons in the classroom: http://www.harpweek.com/ http://www.cagle.com/teacher/ Student cartoons should depict, but not be limited to, the industrial giants, the industry that they controlled (e.g., Rockefeller-oil), and the impact of these industrialists on American society in the late 19th century. Conduct a show-and-tell session in which the students explain their cartoons. Students should be able to describe their chosen industrialists rise to power and control of an industry. To conclude this activity, have the students compare industrial giants of this period to the industrial giants in America today (e.g., Bill Gates-Microsoft, Sam Walton-Wal-Mart, Steven Jobs-Apple Computer, Richard Parsons-CEO Time Warner, Ken Chenault-CEO American Express, Anne Mulcahy-CEO Xerox, Indra Nooyi-CEO Pepsico, and Oprah Winfrey-Harpo Productions). Activity 4: The Inventors (GLEs: 4, 15, 53) Materials List: Inventions and Their Impact on American Society BLM List the following inventions and inventors on the board: phonograph/Thomas A. Edison telegraph/Samuel F. B. Morse telephone/Alexander Graham Bell incandescent light bulb/Thomas A. Edison Ask students the following questions: What impact did these inventions have on American society? In which ways did these inventions impact industrialization? Which invention do you think was the most important for the future? Why was this invention the most important? Who are some successful American inventors/innovators of our time? Have students respond to the questions in an informal piece of writing, such as a journal entry or informal essay, and follow up with a class discussion. Have the students use a graphic organizer (view literacy strategy descriptions) to chart the inventions of the late nineteenth century, explain their impact on society, and enumerate the innovative changes in the invention (see Inventions and Their Impact on American Society BLM).
Have students identify two or more other nineteenth century inventions and describe the impact these inventions have had on American society. Ask them to enumerate the future innovative changes made on each original invention. Activity 5: Using Timelines (GLEs: 1, 2, 21) Materials List: colors, markers, colored pencils, butcher paper or any type of paper roll; primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use secondary source documents (books, encyclopedias, and reliable Internet resources) to research information concerning the changing relationships between the federal government and private industry. Students should use a Venn diagram graphic organizer (view literacy strategy descriptions) to compare industrialization of the late 1800s with earlier periods. Emphasis should be placed on the Interstate Commerce Act (1887) and the Sherman Anti-Trust Act (1890). Students will write a brief statement that explains the purpose of these two acts. Have students construct a timeline that may be displayed on butcher paper around the classroom. They will record the information above the date that it occurred. The dates of key laws (such as the Sherman Anti-Trust Act), government agencies (such as the Interstate Commerce Commission), and late 19th century industrialists/inventors (such as Andrew Carnegie, Cornelius Vanderbilt, J.P. Morgan, Alexander Graham Bell, and Thomas Edison) should be included on the timeline. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and chronology of historical events. Ask students to find a contemporary issue or event that is of particular interest to them that is parallel to a historical one on their timeline. Have students explain the similarities and differences between the two time periods. Examples of issues or events may include such areas as the regulation of businesses, the food industry, and medicines before 1900 and today. Activity 6: Relationship of Business and the U.S. Government (GLEs: 2, 3, 8, 19, 21) Materials List: chart paper, Changing Relationship between the Federal Government and Private Industry BLM Have students record the following guiding statements for reference: Business was a private endeavor in which the government had little involvement during the first century of the nation. However, with the growth of large monopolistic business during the Industrial Revolution, the relationship between government and business changed.
Have students use secondary source documents (books, encyclopedias, and reliable Internet resources) to research the governments relationship to business during the late nineteenth century and their relationship today. Information may be found at this website: www.oah.org/pubs/magazine/guilded/ghere.html Provide students with an opinionnaire (view literacy strategy descriptions) that will encourage students to take a position and defend it. Have students work in pairs to read and discuss each statement. They will then write their reasons for their opinions. Have them discuss how they think the government influenced private industry, how the government was actually influenced by private industry, and whether or not they think government involvement in private business is appropriate. Students should provide specific reasons and examples for their position. Using the opinionnaire for reference, have students create a chart of pros and cons for government involvement in private business (see Changing Relationship between the Federal Government and Private Industry BLM). Opinionnaires are used to promote critical understanding of content area concepts by activating and building on relevant prior knowledge. They are used to build interest and motivation to learn more about the topic. Opinionnaires are used to force students to take positions and to defend their position. The emphasis is not on the correctness of their opinions but rather on the students point of view. The procedure for using an opinionnaire is to create opinion-like statements about the topic of study. Emphasis is on the students point of view. Students will work in groups of two to read and discuss each statement. They will record the reasons for their opinions. This promotes language production, activates prior knowledge, and leads to engaged reading, listening, and discussion. Students are then asked to share their opinions for each statement. Divide the class into two separate groups, the supporters and the nonsupporters. Ask the two groups to debate the statements and allow any students who have changed their minds to move to the other group following the discussion. Draw a graphic organizer (view literacy strategy descriptions) on chart paper or a chalkboard comparing and contrasting information and ideas. Involve the students in a discussion in which they compare and contrast the governments relationship to business in the late nineteenth century and their relationship today. Guide them in the completion of this comparison by completing the graphic organizer.
Sample Assessments General Guidelines Students should be monitored in all activities via teacher observation, report writing, class discussion, and journal entries. All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from the student activities. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Have students create a timeline of the industrial period from 1870 to 1900 in which they list key events, acts, and people from this period of study. Have students participate in a class discussion that focuses on the causes of industrialization and how it changed production, business structures, and the work force in American society in the late nineteenth century. Have students analyze historical data in a map, table, or graph to explain historical factors or trends that reflect the emergence of big business.
Activity-Specific Assessments Activity 3: Write the names of the robber barons on the board (Carnegie, Vanderbilt, Rockefeller, and Morgan). Brainstorm with students facts and information that they have learned about each of these industrial giants. Write their responses under the individual names. Have students write a paragraph concerning each of the robber barons using the information that was obtained from the brainstorming session.
Activity 3: Students will create a chart in which they identify the industrial giants, the industries (trusts) that they controlled, and the impact that these industries had on society (See Industrial Giants BLM). Activity 4: Have students prepare a newspaper article that might have been written in the days following the inventions of Alexander Graham Bells telephone and Thomas Edisons incandescent light bulb. Students should use their historical imaginations to describe these inventions, possible reactions from the public, predictions of failure or success, and their impact on American society. Activity 5: Have students imagine that they are the owner of a small shipping business during the late 1800s. Students are to write letters to their legislators in which they explain why they support or oppose the Interstate Commerce Act (see Sample Rubric for Grading Letters to Legislators BLM).
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U.S. History Unit 2: Urban Migration and Migration West (18651930) Time Frame: Approximately two weeks Unit Description This unit employs historical thinking skills in the study of migration to and within the United States, the impact of government migration policy, and problems facing farmers and laborers. Student Understandings Students understand that there were different reasons for mass migration to and within the United States, and that both were impacted by government policy. Students will be able to explain the problems laborers and farmers faced as they experienced structural changes emanating from industrialization and economic change in the late nineteenth century. Chronology will be used to organize events and leading figures in labor unions. Students will also use historical sources in analyzing migration from multiple perspectives. Guiding Questions 1. Can students describe multiple perspectives on a historical issue or event in U.S. history? 2. Can students determine when to use primary or secondary sources? 3. Can students explain mass migration to and within the United States? 4. Can students describe the impact of government migration policy? 5. Can students explain the cause and impact of urbanization in the late nineteenth century? 6. Can students describe the problems that farmers and laborers faced? Unit 2 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 5. Describe multiple perspectives on an historical issue or event in U.S. history
U.S. HistoryUnit 2Urban Migration and Migration West (18651930)
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GLE #
GLE Text and Benchmarks (H-1A-H2) 6. Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2) 8. Debate an historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 10. Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 20. Describe the emergence of big business and analyze how it changed American society in the late nineteenth century (H-1B-H6) 22. Describe the phases, geographic origins, and motivations behind mass migration to and within the United States (H-1B-H7) 23. Explain the causes of the late nineteenth-century urbanization of the United States, including immigration and migration from rural areas, and discuss its impact in such areas as housing, political structures, and public health (H-1BH7) 24. Explain the impact of legislation, federal Indian and land policies, technological developments, and economic policies on established social and migratory groups in the settlement of the western United States (e.g., Dawes Act, Chinese Exclusion Act) (H-1B-H7) 27. Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community (e.g., populism, sharecroppers, rise of labor unions) (H-1B-H9) Sample Activities Activity 1: Growth of Cities in the United States (GLEs: 9, 15, 18, 20, 22, 23) Materials List: magic markers, crayons, or colored pencils; Key Concepts Chart BLM; Increase in Productivity BLM; encyclopedias; Internet access (optional); primary and secondary sources Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of U.S. HistoryUnit 2Urban Migration and Migration West (18651930) 12
these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM and sample below.) Key Concept + Ellis Island Explanation From 1892 1924, Ellis Island was the major immigration station for the U.S. The statue which represented hope and refuge for the immigrants that entered through the New York harbor. Example Ellis Island is located in the New York harbor. Over 16 million people passed through its facilities. The Statue of Liberty is located on Liberty Island in the New York harbor. It faces out to sea to welcome passengers on incoming ships.
Statute of Liberty
Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment pages 38 and 39. This guide may be found at the following website: http://www.louisianaschools.net/lde/uploads/9850.pdf pages 4-38 and 4-39. After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Have students record the following guiding statement for reference: America moved from an agrarian rural society to a more urban industrialized society between 1877 and 1905. The mass migration of people from farms to cities fundamentally changed life in American society. Give students a list of North American cities that underwent expansion because of industrialization between 1877 and 1905. Have students locate and label the cities on a U.S. map. Outline maps of the United States may be found at: http://geography.about.com/library/blank/blxusa.htm http://nationalatlas.gov/printable/reference.html Divide the students into groups of two, and assign each group a different city. Students will use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to research the different types of industry that contributed to the growth of these cities. Have students identify those areas on their map using magic
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markers, crayons, or colored pencils to represent the various industries and where they were located. Have students include with their map a brief explanation of why certain industries might have emerged in some parts of the country and not other parts of the country. Have each group discuss their findings and maps with the class. Using information from primary and secondary source readings, Internet sources, and lectures, students will use the split-page notetaking strategy (view literacy strategy descriptions) to explain how the increase in productivity affected urban and rural areas and to answer the questions in the Increase in Productivity BLM. (See BLM.) Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Activity 2: Urban and Rural (GLEs: 4, 8, 9, 27) Materials List: Populism, Sharecropping, and Labor Unions Opinionnaire BLM; encyclopedias; Internet access (optional); primary and secondary sources Have students record the following guiding statement for reference: In 1900, oil fields provided about 130 times more oil than they had in1860, ironworks ten times more iron, and steel works almost sixty times more steel. Across the country, textile mills, lumberyards, mines, and factories increased their output. Using information obtained from primary and secondary source readings, the Internet, and class lectures concerning populism, sharecropping, and labor unions, the students will complete an opinionnaire (view literacy strategy descriptions) in which they agree or disagree with a given statement. The students will give their reasons for their opinions. (See the Populism, Sharecropping, and Labor Unions Opinionniare BLM.) After the opinionnaires are complete, ask the students to share their opinions for each statement and separate supporters from non-supporters. Ask the two groups to debate the statements and allow for any students who change their minds to move to the other group. Have students form teams of three or four. The teams will create questions concerning what they learned about Populism, sharecropping, and labor unions during this period of history. Students should include questions that address the problems that farmers and laborers faced, the ways that they sought to enact change, and the responses of the government and business community to these problems. Using the professor know-it-all strategy (view literacy strategy descriptions), one team will come to the front of the room. The other groups will ask them questions concerning Populism, sharecropping, and labor unions. The standing team will huddle together and talk about the answers to the questions. A spokesperson will answer the questions in complete statements. Teams will rotate until all groups have had a chance to participate. The teacher may also question the team.
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Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Activity 3: Immigration and Migration (GLEs: 5, 15, 22, 23) Materials List: map of ethnic neighborhoods in New York City circa 1900, Immigration Graphic Organizer BLM, encyclopedia, Internet access (optional), primary and secondary sources Provide a map of ethnic neighborhoods that existed in New York City around 1900. Locate information about the residents of those ethnic neighborhoods. Explain their reasons for living where they lived. Ask students to explain the settlement patterns within the ethnic neighborhoods. Website for maps of ethnic neighborhoods that existed in New York City around 1900: http://hdl.loc.gov/loc.gmd/g3804n.ct001463r http://hdl.loc.gov/loc.gmd/g3804n.ct001463v Using information obtained from primary and secondary source readings, the Internet, and class lectures concerning immigration data for the United States between 1870 and 1920, have students generalize about changes in migrations to and within the United States. Why do different language and ethnic groups increase as immigration from eastern and southern Europe increases? Have the students sort the data by country of origin (see Immigration BLM). Websites for immigration data: Immigration Data website (Scroll down to the second part of the document to find the statistics for the chart.) http://www.census.gov/population/www/documentation/twps0029/tab04.html The statistics for the years 1820 to 1970 begin on page 105. This information contains statistics on numbers of immigrants to the United States from all regions of the world. http://www2.census.gov/prod2/statcomp/documents/CT1970p1-04.pdf Have the students assume the roles of immigrants in 1880. Ask them to write letters to their families in their homelands describing their new lives in an American city. The letters should focus on both positive and negative conditions they faced (housing, political structures, labor conditions, and public health). Would they encourage family and friends to make the trip to America? Have them explain their reasons for encouraging or discouraging others. This letter should be written in the context of a specific point in time during which these waves of immigration occurred.
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Activity 4: Immigration and the Melting Pot (GLEs: 14, 18, 22) Materials List: New Colossus poem by Emma Lazarus, markers, colors, colored pencils, encyclopedias, Internet access (optional) Have students read Emma Lazaruss poem, New Colossus, that was placed on a plaque at the base of the Statue of Liberty. Ask students to explain, in a short essay, what these words might have meant to a weary traveler arriving at the Ellis Island reception center. Emma Lazaruss poem, New Colossus, may be found on these websites: http://www.libertystatepark.com/emma.htm http://usinfo.state.gov/usa/infousa/facts/democrac/63.htm Have students research the immigration reception centers at Ellis Island in New York Harbor and Angel Island in San Francisco Bay. Students will compare and contrast information such as the requirements for entering the United States, conditions in the immigration reception centers, and treatment of the immigrants at each of the reception centers. Students will also identify the different ethnic groups or geographic origins of those that arrived at each of these immigration reception centers. Students will display their findings using a Venn Diagram (view literacy strategy descriptions). Information on the immigration reception center at Ellis Island may be found on these websites: http://teacher.scholastic.com/activities/immigration/tour/stop1.htm http://library.thinkquest.org/20619/Eivirt.html http://www.history.com/minisites/ellisisland/ http://www.emints.org/ethemes/resources/S00000689.shtml Information on the immigration reception center at Angel Island may be found on these websites: http://www.angelisland.org/immigr02.html http://www.aiisf.org/ Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Hold a class discussion in which students will identify the different manner in which the immigrants were treated and processed at Ellis Island and Angel Island. Some teacher guidance may be needed. Have students use markers, colors, or colored pencils to create political cartoons that depict the United States as a melting pot of many different people of multiple cultures and races. Students will show how the immigrants blended together to adopt new languages and customs. Conclude with a show and tell session in which students explain their cartoons.
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Information on political cartoons may be found on these websites: www.makebeliefscomix.com http://politicalcartoons.com/ http://www.cagle.com/teacher/ http://memory.loc.gov/learn/community/cc_pcartoon.php Activity 5: Impact of Legislation (GLEs: 2, 5, 6, 8, 9, 10, 24) Materials List: posters, markers, colored pencils, Dawes Indian Act Perspectives BLM, primary source documents, encyclopedias, Internet access (optional), primary sources Have students locate three different primary sources that relate to legislation that dealt with the federal Indian and land policies. Also, have them find and use secondary sources to obtain information about economic policies on established social and migratory groups in the settlement of the western United States during this era. Emphasis should be placed on the Dawes Act and the Chinese Exclusion Act. Ask students to take a position on these issues. Information on the Dawes Indian Act may be found on these websites: http://www.archives.gov/education/lessons/fed-indian-policy / (primary source documents) http://www.ourdocuments.gov/doc.php?doc=50 (primary source documents) Information on the Chinese Exclusion Act may be found on these websites: http://www.ourdocuments.gov/doc.php?flash=true&doc=47 (primary source documents) http://www.pbs.org/weta/thewest/resources/archives/seven/chinxact.htm (primary source documents) http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=419 Have students give a point of view on the Dawes Indian Act from two very different perspectives using a graphic organizer (view literacy strategy descriptions). (See Dawes Indian Act BLM.) Divide the class into two different groups: those that support the Chinese Exclusion Act and those that are opposed to the Chinese Exclusion Act. Have students work in groups of two to create a poster in which they support or oppose the Chinese Exclusion Act of 1881. Students who support the restriction on immigration will explain why Chinese immigration should be restricted. Those in favor of allowing Chinese immigrants to enter the United States should give their reasons. Discuss with the students the ways in which anti-immigration sentiments resulted in political acts that restricted immigration into the United States. Students will then compare and contrast the issue of immigration today. Using the brainstorming strategy, (view literacy strategy descriptions) hold a class discussion pertaining to the issue of immigration today in the United States. Separate the class into U.S. HistoryUnit 2Urban Migration and Migration West (18651930) 17
supporters and non-supporters of restrictions on immigration. Ask the two groups to debate immigration restrictions. Allow for any students who change their minds to move to the other group. Activity 6: Urbanization (GLEs: 5, 9, 23) Materials List: photos of the late nineteenth century, encyclopedias, Internet access (optional) Have students examine photos that show the conditions of the cities during the late nineteenth century. The following website provides photos of the conditions of the cities during this time period: http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.html Have students use their sensory information and their imaginations to describe what they would have heard, seen, smelled, tasted, and touched in the ghettos or in a tenement house in one of the larger cities of the Northeast in the late 1800s. Students will use the brainstorming strategy (view literacy strategy descriptions) to make a chart in which they describe the sensory information that would be found in the ghetto or tenement house. Discuss with students the causes of the late nineteenth century urbanization of the United States and its impact in such areas as housing, political structures, and public health. Using the story chain strategy (view literacy strategy descriptions) put students in groups of four. On a sheet of paper, ask the first student to write the opening sentence of a story chain in which students imagine what life would be like in the ghetto or tenement house in one of the larger cities of the Northeast in the late 1800s. The student then passes the paper to the student sitting to the right, and that student writes the next sentence in the story. The paper is passed again to the right of the next student who writes a third sentence of the story. The paper is passed to the fourth student who must complete the story. Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Have students use a graphic organizer (e.g., a Venn diagram) (view literacy strategy descriptions) to make comparisons between life on a farm and life in a city (what is similar, different, and how the differences affected American families). Particular attention should be given to the problems of the rapidly expanding cities: housing, sanitation, fire hazards, crime, and adequate drinking water.
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Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, log data collection entries, and journal entries. All student-developed products should be evaluated as the unit progresses. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teachers should develop a scoring rubric collaboratively with other teachers or students. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessment Have students use technology such as PowerPoint to summarize new knowledge relating to the causes of the nineteenth century urbanization of the United States. Have students demonstrate map skills by constructing, analyzing, or creating maps that represent immigration and migration relating to the nineteenth century urbanization of the United States. Have students analyze data presented in graphs, charts, and diagrams. Have students create a graphic organizer that charts the growth of cities during the late nineteenth century. Have students create a timeline in which they label important events of this time period. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and chronology of historical events.
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Activity-Specific Assessments Activity 1: Students will write an informal essay in which they explain why most new immigrants settled in the cities. Students will also describe the problems that cities faced as the population increased. (See Activity 1, Specific Assessments, Sample Rubric for Grading an Informal Essay BLM.) Activity 4: Students will write a newspaper article in which they describe a reporters visit to Ellis Island or Angel Island during the 1890s as immigrants flooded into the country. The reporter will interview an immigrant to find out his/her geographic origin and motivations for immigrating to the United States. Activity 5: Students will write a speech or a persuasive essay in which they take a stand in favor or against the Chinese Exclusion Act. Students will explain the impact of this legislation in the settlement of the western United States. (See Activity 1, Specific Assessments, Sample Rubric for Grading an Informal Essay BLM.) Activity 5: Students will create a political cartoon in which they depict the assimilation of the Native Americans under the Dawes Act. Students will explain the impact of the federal Indian and land policies on the settlement of the western United States. Activity 6: Students will respond to a photograph of a ghetto or a room in a tenement house by writing a short essay in which they describe the living conditions that are depicted. Students will explain the causes of the late nineteenth century urbanization of the United States and its impact on housing and public health.
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U.S. History Unit 3: The Progressive Movement (18971920) Time Frame: Approximately two weeks Unit Description This unit examines the growing involvement of government in making reforms and the role of muckrakers in exposing social problems. Student Understandings Students will explain how muckrakers exposed social problems that led to government involvement in enacting reforms. Students use multiple primary and secondary materials to interpret Progressive reform movements. Guiding Questions 1. Can students explain the role of the media, political leaders, and intellectual leaders in raising the awareness of social problems in America in the late nineteenth and early twentieth centuries? 2. Can students explain the goals and accomplishments of the Progressive Movement? 3. Can the students explain the changing relationship between labor and industry? 4. Can students describe problems facing farmers, the ways that they sought to enact change, and the response of the government and business community? Unit 3 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 6. Analyze the point of view of an historical figure or group in U.S. history (H1A-H2) 7. Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2) U.S. HistoryUnit 3The Progressive Movement (18971920) 21
GLE # 9.
GLE Text and Benchmarks Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 10. Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3) 11. Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 21. Analyze the changing relationship between the federal government and private industry (H-1B-H6) 25. Analyze the role of the media, political leaders, and intellectuals in raising awareness of social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Addams) (H-1B-H8) 26. Evaluate the Progressive Movement in terms of its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food and Drug Act, advances in land conservation) (H-1B-H8) 27. Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community (e.g., populism, sharecroppers, rise of labor unions) (H-1B-H9) Sample Activities Activity 1: Progressivism (GLEs: 9, 10, 17, 26) Materials List: markers, colored pencils, colors, posters, computer graphics, Key Concepts BLM, Progressive Reforms BLM, encyclopedias, Internet access (optional), primary and secondary sources, selections from The Jungle by Upton Sinclair Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain U.S. HistoryUnit 3The Progressive Movement (18971920) 22
knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See Key Concepts Chart BLM.)
Key Concepts Chart

Key Concepts Jane Addams + Explanation Established a settlement house in Chicago. Hull House offered education and a safe haven for immigrants in the tenement neighborhoods. Extra Information Jane Addams Hull House is located in Chicago. It was co-founded in 1889 by Jane Addams and Ellen Gates Starr.
Key concepts for this unit may be found in the Social Studies Teachers Guide to Statewide Assessment, page 38, or at: http://www.louisianaschools.net/lde/uploads/9850.pdf (page 4-38). After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Have students read selections from The Jungle by Upton Sinclair as a primary source to describe progressive efforts to clean up meatpacking plants. Selections may be found at the following websites: http://www.online-literature.com/upton_sinclair/jungle/ http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/ . Also, have the students read information about factories in this era using secondary sources such as textbooks, encyclopedias, and reliable Internet sites. Information may be found at the following websites: http://memory.loc.gov/ammem/awlhtml/awlwork.html http://www.loc.gov/loc/lcib/00089/america_work.html . Organize the class into eight different groups. Have students use primary and secondary sources (textbooks, encyclopedias, and reliable Internet resources) to find information on areas that were affected by progressive reforms. The students will use the split-page notetaking strategy (view literacy strategy descriptions) to identify the goals and resulting
U.S. HistoryUnit 3The Progressive Movement (18971920)
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accomplishments that were made by the Progressives in the following areas on the Progressive Reforms BLM: abuse of alcohol antitrust action child labor eight-hour day/forty-hour week election reform meatpacking and foods political machines schools and education
Students will use one column to record the questions and the other will be used to record the answers. As the students read the material, they record the answers or notes of their findings beside each question. (See Progressive Reforms BLM and the sample below.) Students can use their notes to study for their test. Students may cover one column and use information in the other column and try to remember the covered information.
Progressive Reforms
Area of Reform: Abuse of alcohol What was the goal of the Progressives in this area of reform? Topic: Progressive Reforms
Students will present their findings to the class using PowerPoint presentations, posters, or various other visual presentations. After all of the presentations, use the brainstorming strategy (view literacy strategy descriptions) to create a list of the motivations which led to the various areas of reform. Have students write a brief journal entry expressing which of the motivations they believe was the main driving force for the area of reform and stating the reasons for their decision. Activity 2: Progressive Reformers (GLE: 2, 14, 17, 25) Materials List: markers, colored pencils, colors, computer graphics, posters, primary and secondary sources (books, encyclopedias, Internet accessoptional) Students will use the SQPL strategy (Student Questions for Purposeful Learning) (view literacy strategy descriptions). Generate a statement from the topic of the day. This statement should be thought-provoking to encourage students to wonder and to challenge them. For example, an SQPL statement about the Progressive reformers might be: During the late 19th century economic, political, and social changes created broad reform movements in American society. The Progressive Movement, with its many economic, political, and social changes, led women into public life as reformers and workers.
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Present the statement to the students. Then the students will pair up to generate two or three questions they would like answered. Next the class will share questions that are recorded on the board. Questions that are in more than one group will be highlighted. The teacher should add questions to be sure all gaps are filled. The students are now ready to find the answers to their questions. As content is covered, stop periodically so groups can convene to determine if their questions have been answered. Using information from primary and secondary source readings, Internet resources, and lectures, students will work in groups of two to research and analyze the role that the media, political leaders, and intellectuals had in raising the awareness of social problems among Americans in the United States. Students should include important Progressive leaders, reformers, and Muckrakers (e.g., Teddy Roosevelt, William Howard Taft, Woodrow Wilson, Jane Addams, Carrie Chapman Catt, Thomas Nast, Upton Sinclair, Ida Tarbell). Students will present their finding to the class using PowerPoint presentations, posters, or various other visual presentations. Reports should focus on areas of reform associated with the Progressive Movement. Have students create political cartoons that analyze the role of the media, political leaders, and intellectuals who raised awareness of the social problems in the United States. Encourage the use of markers, colored pencils, colors, computer graphics, etc. These websites provide excellent lessons on the use of political cartoons in the classroom: http://www.harpweek.com/ http://www.cagle.com/teacher/ http://www.makebeliefscomix.com . The cartoons will include: Muckrakers Upton Sinclair and Ida Tarbell Presidents Roosevelt, Taft, and Wilson Reformers Jane Addams and Carrie Chapman Catt
Have students view and discuss the cartoons that were created by Thomas Nast that addressed the issues of the Progressive Era. Thomas Nast cartoons may be found at the following websites: http://chnm.gmu.edu/7tah/unitdocs/unit7/lesson2/politicalmachines.pdf http://www2.truman.edu/parker/research/cartoons.html . Conduct a show-and-tell session in which the students explain their cartoons. Students should be able to describe their chosen reformer and identify their area of social reform. To conclude this activity, have the students compare reformers of this period with
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reformers in America today (e.g., Bill and Melinda Gates, Al Gore, advocates against junk food being sold in schools, advocates for recycling and green zones). Activity 3: Progressivism (GLE: 4, 9, 10, 18, 26) Materials List: Progressive Movement Amendments BLM, Election of 1912 BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the Sixteenth, Seventeenth, Eighteenth, and Nineteenth Amendments to the Constitution, and to discern how they relate to Progressive ideas and reform. Have students construct a graphic organizer (view literacy strategy descriptions) in which they list the adoption dates and results of the addition of Amendments 16, 17, 18 and 19 to the United States Constitution that were a result of the Progressive Movement (see Progressive Movement Amendments BLM and the sample below). Amendment Amendment 16 Year Adopted 1913 Result Congress has the power to levy and collect taxes on incomes.
Discuss with the class the meaning of graft. Describe and explain to the students the loyalty of ethnic groups to the political machines that evolved in some large cities. Have them explain why it would be difficult to organize a reform movement in a city with a political machine. Ask students to use the brainstorming strategy (view literacy strategy descriptions) to identify real life situations in which it would be difficult to organize a reform movement today. (e.g., How would it be possible to organize a reform movement in their school?) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the election of 1912. Use a process guide strategy (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the election of 1912. (See Election of 1912 BLM and the sample below.) The Election of 1912: Presidential candidates: Ask students to work with a partner to fill in the guide. Students are then asked to share their findings. Engage the class in a discussion of the election of 1912.
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Ask students to construct a graphic organizer (view literacy strategy descriptions) with the term Progressivism in the center. Students will explain how the Progressives stimulated change in America and hypothesize about how change might be needed today. Students will write their answers in the graphic organizer. Hold a class discussion in which students are asked to identify and discuss recent events when public exposure led to changes or to a call for investigations (e.g., mad cow disease, Enrons Corporate Corruption Scandal, Martha Stewarts Insider Trading Scandal, the war in Iraq, campaign spending reform, failure of FEMA following Hurricane Katrina, steroid use in sports, the U.S. Attorney firings, the 9-11 Commission investigation and report). Activity 4: Reform Measures (GLEs: 4, 7, 9, 26) Materials List: Reform Measures BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the reform measures that were made during the Progressive Movement such as the Australian ballot, direct primary, initiative, referendum, and recall. Students will complete a graphic organizer (view literacy strategy descriptions) in which they list information concerning reform measures that were made during the Progressive Era. (See Reform Measures BLM and the sample below.) Reform Measure Australian ballot Explanation of Reform Measure Voters mark ballots in secret. Area of Reform Voting reform
In a culminating class discussion, ask the students to use the brainstorming strategy (view literacy strategy descriptions) to identify ways in which these reform measures have affected the American political system. Activity 5: Goals and Results of the Progressive Movement (GLEs: 4, 7, 9, 26) Materials List: Progressive Movement Goals BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to research the four main goals of the Progressive Movement (protect social welfare, promote moral improvement, create economic reform, and foster efficiency). Students will complete a graphic organizer (view literacy strategy
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descriptions) in which they will identify and evaluate areas of reform that were the result of the goals of the Progressive Movement. (See Progressive Movement Goals BLM and the sample below.) Goal Protect social welfare Accomplishment of Goal Pure Food and Drug Act Changes Brought about by Goal Health inspectors in food processing plants
Conduct a class discussion in which students express their opinions about the goals and the results of the Progressive Movement. Activity 6: Progressive Reform Measures (GLEs: 1, 9, 15, 26) Materials List: Reform Measures BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Using primary and secondary source documents (books, encyclopedias, and reliable Internet resources), have students work in groups of two to research one of the following concepts: Pure Food and Drug Act, Meat Inspection Act, Federal Reserve Act, Clayton Act, Federal Trade Commission, or Prohibition. Students will create a graphic organizer (view literacy strategy descriptions) in which they identify important information concerning each concept. (See Reform Measures BLM and the sample below.) Directions: What did you learn about the following Key Concepts? Meat Inspection Act Created federal meat inspection programs that mandated strict cleanliness requirements for meat packing plants. In a culminating activity, hold a class discussion in which students evaluate the Progressive Movement in terms of its goals and accomplishments. Add student research on key individuals and events to a timeline of Progressive Movement events. Discuss legislation and legal rulings associated with the events and add them to the timeline
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Activity 7: The Relationship between Industry and Labor (GLEs: 1, 9, 21, 27) Materials List: Changing Relationship between Industry and Labor BLM, Labor Unions BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Using primary and secondary source documents (books, encyclopedias, and reliable Internet resources), have students work in pairs to research key individuals and events involved in industrialization and labor during this period (e.g., Samuel Gompers, Eugene Debs, American Federation of Labor [AFL-CIO], Cornelius Vanderbilt, John D. Rockefeller, J.P. Morgan, Andrew Carnegie, Upton Sinclair). Add other individuals and events as necessary. Use student research on key individuals and events to construct a timeline of industrialization/labor events. Discuss legislation and legal rulings associated with the events and add these to the timeline. Provide students with an opinionnaire (view literacy strategy descriptions) to use in conjunction with a discussion of the labor movement in America. Have students work in pairs to read and discuss each statement. They will then write their reasons for their opinions. Have them discuss why they think it was necessary for labor to organize, what is the purpose of a strike, why strikes were often associated with violence, and what is the purpose of an injunction. Students should provide specific reasons and examples for their position. (See Changing Relationship between Industry and Labor BLM and the sample below.) What Are Your Opinions about the Changing Relationship between Industry and Labor? Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions. 1. It was necessary for labor to organize. Your reasons: Using the RAFT writing strategy (view literacy strategy descriptions), have students write a brief rationale explaining why they think labor unions were necessary. Students will assume the role of a newspaper reporter in the late 19th century. They will write a newspaper article in which they explain why labor unions were necessary. Include the accomplishments and gains that the unions made that are still felt in business today. (See Labor Unions BLM and the sample below.) Role Regional newspaper reporter in the late 19th century Audience Subscribers Format Newspaper article Topic Why labor unions were necessary.
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Student groups should orally present their newspaper articles to the class and then display the RAFT letters on a thematic bulletin board. Activity 8: Agrarian Movement (GLEs: 4, 6, 7, 11, 27) Materials List: primary and secondary sources (books, encyclopedias, Internet access optional) Create SPAWN prompts (view literacy strategy descriptions) as students prepare to learn new information about the Agrarian Movement. Students should receive one prompt on any given day as the topic of the Agrarian Movement is covered. Write SPAWN prompts on the board for students to find as they enter the classroom, and to which they respond in their learning logs (view literacy strategy descriptions) before the days lesson begins. This kind of writing usually calls for students to anticipate what will be learned that day. This log will enable them to record their thoughts and document what they have learned. In their social studies learning log students should write their narrative concerning what they learned about the Agrarian Movement, the Grangers, and the Populist Party. Here are some prompts to use throughout this unit: S- Special Powers You have the power to change an event leading up to the Agrarian Movement. Describe what it is you changed, why you changed it, and the consequences of the change. P Problem Solving You have learned how the farmers faced great hardships because the railroads charged very high rates for shipping their crops to the markets. Farmers joined the Patrons of Husbandry, a national farmers organization also known as the Grange. Its members were known as Grangers. The Grangers asked the federal government for help. What did the federal government do as a response to the Grangers appeal for assistance? A Alternative Viewpoints Imagine you were a farmer during 1878. Write a description of how the Grange impacted the life of your family and you. W What if? What might have happened if farm prices increased and the Grange remained strong? N Next Now that farm prices have fallen so low that the farmers are using corn for fuel rather than sending it to market, what did the Populist Party do next?
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The teacher should allow students to write their responses within a reasonable period of time. In most cases prompts should be constructed in such a way that adequate responses can be made within ten minutes. Students should copy the prompt in their learning logs before writing responses and recording the date. SPAWN writing should be viewed as a tool students can use to reflect on and increase their developing disciplinary knowledge and critical thinking. Therefore this type of writing should not be graded, but given points for completion. Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, and journal entries. All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from student activities. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Have students use technology such as PowerPoint to summarize new knowledge relating to the role of the media, political leaders, and intellectuals in raising awareness of social problems among Americans in the United States during the Progressive movement. Have students analyze data presented in graphs, charts, and diagrams that explain the goals and accomplishments of the Progressive Movement. Have students create graphic organizers that evaluate the Progressive Movement in terms of its goals and resulting accomplishments.
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Have students create a timeline of the period from 1897-1920. Students will label important events during the Progressive Movement. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and chronology of historical events.
Activity-Specific Assessments Activity 1: Have students write a journal entry in which they describe a visit with Upton Sinclair to a Midwestern meat packing plant. Students will explain the impact that the Pure Food and Drug Act had on food processing plants. Activity 1: Have students respond to a photograph of children working in a factory during the late 19th or early 20th century. Have students brainstorm adjectives that describe the children and the working conditions in the factory. Students will use these adjectives to write a paragraph in which they describe what they see in the photograph. Students will analyze the role of the media in raising awareness of the problems that existed in the area of child labor. Child labor photos are available at: http://www.historyplace.com/unitedstates/childlabor/ http://www.arlington.k12.va.us/schools/woodlawn/staff/brosiusc/webquests/childl abor/t-lesson-template1.htm http://histclo.com/essay/war/ir/ir-child.html http://histclo.com/photo/photo/photog/pho-hine.html http://www.loc.gov/exhibits/treasures/trm032.html http://memory.loc.gov/learn/community/cc_labor.php http://memory.loc.gov/pp/nclchtml/nclcabt.html Activity 2: Have students create a presentation in which they analyze the role of the Muckrakers in raising awareness of the problems that were found in the factories during the early twentieth century. Activity 2: Have students create a political cartoon in which they depict one important Progressive leader, reformer, or Muckraker. The cartoon should address the area of reform or social problem that the leader, reformer, or Muckraker raised public awareness of or targeted. Activity 3: Have students create a newspaper article in which they explain one of the amendments that was a result of the Progressive Movement (Amendments 16, 17, 18, or 19). Students will evaluate the selected amendments impact on American society.
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U.S. History Unit 4: World War I and the Peace Settlement (19141920) Time Frame: Approximately three weeks Unit Description This unit examines the U.S. policy of imperialism and the Spanish American War. It focuses on the causes, events, and effects of World War I on the world. Student Understandings Students will explain how the U. S. policy of imperialism overpowered isolationism and increased U. S. involvement in world affairs. Students will use geographic tools to explain U. S. territorial acquisitions during its emergence as an imperial power. Students will identify the causes and describe events and issues during World War I and its aftermath. Students will identify and describe changes in domestic and foreign policies that were instituted as a result of World War I. Students will use primary documents to analyze and evaluate a World War I issue. Guiding Questions 1. Can students assess the credibility of a given historical document? 2. Can students use a world map to locate and explain the emergence of imperial power? 3. Can students explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs? 4. Can students explain the causes of World War I? 5. Can students identify and describe significant events and issues during World War I? Unit 4 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 7. Analyze or interpret a given historical event, idea, or issue in U.S. history (H1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical
U.S. HistoryUnit 4World War I and the Peace Settlement (19141920) Page 33
GLE #
GLE Text and Benchmarks facts, ideas, or issues (H-1A-H3) 12. Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4) 13. Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 28. Locate on a world map the territories acquired by the United States during its emergence as an imperial power in the world and explain how these territories were acquired (H-1B-H10) 29. Explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs (H-1B-H10) 30. Identify causes of World War I (H-1B-H10) 31. Describe the events that led to U.S. involvement in World War I (H-1B-H10) 32. Identify and describe significant events and issues during World War I (H-1BH10) 33. Identify and explain the consequences of World War I in terms of changes in U.S. foreign and domestic policies during the 1920s (e.g., Treaty of Versailles, Wilsons Fourteen Points, League of Nations) (H-1B-H11) Sample Activities Activity 1: Imperialism and American Foreign Policy (GLEs: 4, 7, 9, 29) Materials List: Key Concepts Chart BLM, American Foreign Policy BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain
knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See Key Concepts Chart BLM and the sample below.) Key Concept Open Door Policy + Explanation All countries would have equal opportunity to trade in China. Extra Information Secretary of State John Hay proposed the Open Door Policy in 1899.
Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment, or page 39: http://www.louisianaschools.net/lde/uploads/9850.pdf (page 439) Also see World History key concepts in category D, pp. 4-44 and 4-45, of the Social Studies Teachers Guide to Statewide Assessment: http://www.louisianaschools.net/lde/uploads/9850.pdf for more details) After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Students will use the SQPL strategy (Student Questions for Purposeful Learning) (view literacy strategy descriptions). Generate a statement from the topic of the day (e.g., The United States became an imperialist power with territorial acquisitions from the SpanishAmerican War). This statement should be thought-provoking to encourage students to wonder and to challenge them. Students should be able to describe the U.S. policy of imperialism and explain how it increased U.S. involvement in world affairs. After presenting the statement to the students, pair them up to generate two or three questions they would like answered. The class will then share questions which will be recorded on the board. Questions that were in more than one group should be highlighted. Add questions to be sure that all gaps are filled. The students are now ready to find the answers to their questions. As content is covered, stop periodically so groups can reconvene to determine if their questions have been answered. Have students select one of the topics and work in groups of two using primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to research and analyze Americas foreign policy. The Open Door Policy, Dollar Diplomacy, Roosevelt Corollary to the Monroe Doctrine, Big Stick Policy, neutrality, and isolationism should be included. Have the students construct a graphic organizer (view literacy strategy descriptions) in which they list American foreign policy positions and the results of those positions (see American Foreign Policy BLM and the sample below).
Foreign Policy Open Door Policy
Americas Position All nations should have equal trading rights or privileges in China.
Result The Open Door Policy remained in effect until after World War II.
Have each pair of students share their findings with the entire class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Activity 2: Imperialism and World Power (GLEs: 1, 7, 9, 15, 17, 28, 29) Materials List: American Imperialism BLM, Spanish-American War BLM, posters, primary and secondary sources (books, encyclopedias, Internet accessoptional) Organize the class into nine different groups. Assign each group a country and have students use primary and secondary sources (books, encyclopedias, and reliable Internet resources) to find information on U.S. involvement in these countries during the late nineteenth and early twentieth centuries(e.g., Mexico, the Dominican Republic, Panama, Hawaii, Philippines, Puerto Rico, Cuba, Haiti, Nicaragua). The students will use the split-page notetaking strategy (view literacy strategy descriptions) to discuss whether or not Americas actions were appropriate in these cases. Students will also provide evidence to support their findings (see the American Imperialism BLM and the sample below). Country: Panama Explain the reasoning behind Americas involvement in this country. Topic: U.S. Involvement A great interest in and a need for a canal that would go across Central America and would connect the Atlantic to the Pacific Ocean. Americas involvement in the Spanish-American War made Americans realize the need for a canal. This canal would shorten the water route from the east coast cities to the west coast.
Students will use their split-page note page to study from their notes by covering information in the right column, then using the prompt in the left column. Students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page note pages. Students will present their findings to the class using PowerPoint presentations, posters, or various other visual presentations. After all the presentations, use the brainstorming strategy (view literacy strategy descriptions) to create a list of the motivations that led to American involvement in other countries. Have students write a brief journal entry expressing their opinion of the U.S. policy of imperialism. Have students label a world map that shows the territories acquired or impacted by the
United States during its emergence as an imperial power. Students should identify the Philippine Islands, Guam, the Hawaiian Islands, Cuba, Panama, and Puerto Rico. Outline world maps may be found on these websites: http://www.eduplace.com/ss/maps/pdf/world_pacific.pdf http://worldatlas.com/aatlas/worldpac.htm http://www.nationalgeographic.com/xpeditions/atlas/index.html? Parent=&Mode=d&SubMode=w Have students create a timeline that shows the foreign intervention and/or expansion of the United States. Students should identify the annexation of Hawaii, involvement in the Spanish American War, construction of the Panama Canal, and acquisition of protectorates and new territories (e.g., Cuba, Philippine Islands, Guam, Puerto Rico). Hold a class discussion, in which the students discuss the way the United States set up governments, defeated insurgent groups, controlled economies, and managed foreign policy in its new territories/protectorates. Create SPAWN prompts (view literacy strategy descriptions) as students learn new information about imperialism. SPAWN is an acronym that stands for five categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next). SPAWN prompts are used to help prepare students to learn new information about a given topic or reflect on what has been learned. Using these categories, students can create numerous thought-provoking and meaningful prompts related to the topic of imperialism and world power. These prompts should require considered and critical written responses by students. Students should receive one prompt on any given day as the topic of imperialism is covered. Write SPAWN prompts on the board for students to find as they enter the classroom and to which they will respond in their learning logs (view literacy strategy descriptions) before the days lesson begins. This kind of writing usually calls for students to anticipate what will be learned that day. This log will enable them to record their thoughts and document what they have learned. In their social studies learning logs, students should write their narrative concerning what they learned about imperialism and how it increased U.S. involvement in world affairs. Here are some prompts to use throughout this unit: S- Special Powers You have the power to change an event leading up to the Spanish-American War. Describe what it is you changed, why you changed it, and the consequences of the change. P Problem Solving We have been studying and researching many key events in history which led to the United States becoming an imperialist power. What was the U.S. policy of imperialism?
Which event(s) or factors do you believe motivated the United States to acquire territorial acquisitions in the Spanish-American War? How did this policy increase U.S. involvement in world affairs? A Alternative Viewpoints Imagine that you were an American sailor on the USS Maine. Write a description of what happened in the harbor of Havana, Cuba. W What if? What might have happened if the Maine was not sunk on February 15, 1898? N Next Now that Remember the Maine had become the outcry of the day, what did the United States do next? The teacher should allow students to write their responses within a reasonable period of time. In most cases, prompts should be constructed in such a way that adequate responses can be made within ten minutes. Students should be asked to copy the prompt in their learning logs before writing responses and to record the date. SPAWN writing should be viewed as a tool students can use to reflect on and increase their developing disciplinary knowledge and critical thinking. Therefore, this type of writing should not be graded, but given points for completion. Have students share their reflections with the class and state reasons for their answers. Using information from their textbooks and class lectures, have the students construct a graphic organizer (view literacy strategy descriptions) that identifies and explains major concepts of the Spanish-American War. (See the Spanish-American War BLM and the sample below.) Causes of the war The desire of the U.S. to show other nations that it was a world power. Yellow Journalism-The press spread accounts of Spanish atrocities in Cuba. Some of these accounts were true while others were greatly exaggerated and even false. The sinking of the U.S.S. Maine in the harbor of Havana, Cuba.
Solicit observations from the students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed.
Activity 3: Imperialism and World Power (GLEs: 9, 13, 14, 29) Materials List: American imperialism political cartoons, markers, colored pencils, colors, computer graphics, primary and secondary sources (books, encyclopedias, Internet access optional) Have students view and discuss cartoons that address American imperialism and have them identify elements in the cartoon, explain their intent, and analyze the political position of the cartoonist(s). Political cartoons that address American imperialism may be found at the following websites: http://www.historyillustrated.com/cartoons/1898/index_life.html http://us.history.wisc.edu/hist102/photos/html/1084.html http://us.history.wisc.edu/hist102/photos/html/1085.html http://www.engellclasses.net/images/expansioncartoons/expansioncartoons.html The following websites provide excellent lessons on the use of political cartoons in the classroom: http://www.harpweek.com/ http://www.cagle.com/teacher/ http://www.makebeliefscomix.com Discuss with the class reasons for and against American imperialism. Then have students construct their own political cartoons that represent a specific perspective on American imperialism. Encourage the use of markers, colored pencils, colors, computer graphics, etc. Conduct a show-and-tell session in which the students display and explain their cartoons. Students should be able to describe the imperialist elements in their cartoons. Have students read a primary source article that is a representation of yellow journalism. Students will write a paragraph in which they distinguish opinion or propaganda from fact. Students should explain why they determined that the article was an opinion or propaganda and not fact. Examples of yellow journalism publications may be found on the following websites: http://www.pbs.org/crucible/frames/_journalism.html http://www.yellowjournalism.net/
Activity 4: Causes of World War I (GLEs: 15, 18, 30) Materials List: Causes and Effects of World War I BLM, outline map of Europe in 1914, colors, markers, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Have students read about the causes and effects of WWI in their textbooks, teacher handouts, or online resources. As the students read, have them construct a graphic organizer (view literacy strategy descriptions) in which they list the causes and effects of WWI (see Causes and Effects of World War I BLM and the sample below). Causes should include conflicting/entangling alliances, nationalism, militarism, arms race, imperialism, and assassination. Cause Conflicting/entangling alliances Effect In the early 20 Century, two opposing alliances formed in Europe. They were the Triple Entente (Great Britain, France and Russia) and the Triple Alliance (Germany, Austria-Hungary, and Italy). The countries in these alliances signed treaties in which they committed to assist one another if any were attacked.
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See World History Key Concepts in the Social Studies Teachers Guide to Statewide Assessment, p. 44, http://www.louisianaschools.net/lde/uploads/9850.pdf, page 4-44 for more details. Have students share their findings with the class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Have students color-code an outline map of Europe in 1914, creating a legend depicting the Allied Powers, Central Powers and Neutral Countries. Ask them to examine possible relationships between the alliances and the geographical locations of the alliance members. The following websites contain outline maps of Europe in 1914: http://www.newcastle.gov.uk/core.nsf/a/hmd_activity12 http://bedfordstmartins.com/mapcentral/om/pdfs/Europe1914.pdf http://www.pbs.org/greatwar/maps/maps_western.html .
Activity 5: U.S. Involvement in World War I (GLEs: 7, 9, 12, 13, 14, 31) Materials List: U.S. Entry into World War I BLM; The Zimmermann Telegram BLM; colors, markers, butcher paper or posters; primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to analyze the events that resulted in U.S. involvement in World War I by examining unrestricted submarine warfare, the sinking of the Lusitania, the Zimmermann Telegram, etc. Use a process guide (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the events that brought America into World War I (see U.S. Entry into World War I BLM and the sample below). Describe the events that led to U.S. involvement in World War I: Impact of unrestricted submarine warfare by Germany: German U-boats sank merchant ships as well as passenger vessels that they believed might be carrying supplies to the Allies. The British passenger liner Lusitania was attacked and sunk by the German Uboats in 1915. More than 100 Americans died as a result of this attack. Ask students to work with a partner to fill in the guide. The students are then asked to share their findings. Engage the class in a discussion of the steps that caused U.S. entry into World War I. Have students locate or draw political cartoons and devise propaganda that Germany and England produced, or might have produced, in order to influence American involvement in World War I. The following site contains information concerning propaganda: http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm http://www.ww1-propaganda-cards.com/ Conduct a show-and-tell session in which the students explain their cartoons. Students should be able to describe the elements of propaganda that are found in their cartoons. Hold a class discussion in which students analyze the different types of war propaganda and describe propaganda that was/is used in more current wars/conflicts. Have the students read the Zimmermann Telegram. Hold a class discussion in which students evaluate the information they obtained from their readings.
The following sites contain information concerning the Zimmermann Telegram: http://www.pittstate.edu/services/scied/Staff/Shoberg/History/wwi/zimmer.htm http://www.firstworldwar.com/source/zimmermann.htm Using the split-page notetaking (view literacy strategy descriptions) strategy, have students analyze the impact of the Zimmermann Telegram (see The Zimmermann Telegram BLM and the sample below). Date: Is the source reliable? Students will use their split-page note page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information in their split-page note pages. Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Activity 6: World War I on the Home front (GLEs: 1, 5, 7, 9, 13, 32) Materials List: posters, colors, markers, chart paper; computer graphics, primary and secondary sources (books, encyclopedias, Internet accessoptional) Based on information gathered through teacher lecture and/or student research, have students create posters that depict activities that portray the home front during WWI. Ask students to analyze source material to identify opinion or propaganda and persuasive techniques. Such activities should include selective service, financing the war, patriotic activities, repressive measures, and mobilization. Have students include a slogan or caption that most effectively captures the message of their posters. Display and discuss the posters. Students will explain what other students posters depict and address evidence of propaganda and persuasive techniques. The following site contains posters from World War I: http://www.library.georgetown.edu/dept/speccoll/amposter.htm Have students make a display of newspaper headings on the chart paper or posters that might have been seen in United States papers before and during WWI. Headlines might include such topics as submarine warfare, Zimmerman Note, U.S. entry into World War I, Allied Powers/Big Four, Central Powers, Bolshevik Revolution/Lenin, Theodore Teddy Roosevelt, Woodrow Wilson, Black Jack Pershing, the Western Front, trench warfare, major battles in which the U. S. participated (i.e., Chateau-Thierry, Belleau Topic: The Zimmermann Telegram
Wood, St. Mihiel, etc.), and Armistice. Display these headings in the classroom. Have the students discuss the different headlines and explain the importance of them. Have students construct a timeline that may be displayed on butcher paper around the classroom. They will record the information about important events that occurred during WWI above the date that it occurred. The dates of key battles should be included on the timeline. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and chronology of historical events. Have students read poems or listen to songs that were written about WWI. Discuss these poems and/or songs and give the students the opportunity to explain what each says about the war. The following sites contain poems and songs from the WWI era: http://www.arlingtoncemetery.net/flanders.htm http://www.oldmagazinearticles.com/pdf/poster%20poem.pdf http://nfo.net/usa/ww1.html http://www.worldwar1.com/media.htm http://www.firstworldwar.com/audio/index.htm http://www.fordham.edu/halsall/mod/1914warpoets.html
Activity 7: The End of World War I and the Treaty of Versailles (GLEs: 7, 9, 15, 18, 33) Materials List: 3x5 index cards, The End of World War I BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), outline maps of Europe in 1914 and after World War I Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the end of WWI. Have students create vocabulary cards (view literacy strategy descriptions) to develop and summarize knowledge of the following WWI key concepts: Woodrow Wilsons Fourteen Points, Treaty of Versailles, and League of Nations. Distribute 3x5 inch index cards to each student for each key term and ask them to follow directions in creating the cards. On the board write the key concept in the middle of the card. Guide students to provide a definition, then write the definition in the appropriate space. Ask students to list the purpose of the term, then write this in the appropriate place. Then, have students list the success and failure of the term, and write this in the appropriate place. Guide students to follow the same steps with the other key concepts (see The End of World War I BLM). Solicit observations from students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed.
Have the students color code a second map showing European countries after the Treaty of Versailles. Students will compare this map to the outline map of Europe in 1914 that is found in Activity 4. How did the map of Europe change? Which countries gained territory and which lost territory? How might the balance of power change in Europe as a result of the war and the creation of new countries? The following websites contain an outline map of Europe after WWI: http://freepages.military.rootsweb.com/~worldwarone/WWI/TheGeographyOfTheGreat War/ http://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medi alib/thumbs/ch30_708.html Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, and class discussion. Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the types of products that result from student activities and develop a scoring rubric collaboratively with other teachers or students. All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from student activities. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Have students respond to a photograph or an image of an event centering around images of WWI.
Have students write an informal essay response predicting the changing role of the United States in world affairs through WWI. Have students create a map that depicts Europe before and after WWI. Have students create a political cartoon that depicts or illustrates Americas foreign policy, foreign intervention, and /or expansion during the time period of 1890-1920. Have students write letters of perspective concerning a soldiers experiences during the Spanish-American War or during WWI. Have students create a timeline that includes the following Key Concepts that are found in the Social Studies Teachers Guide to Statewide Assessment: annexation of Hawaii, Spanish-American War, building of the Panama Canal, the beginning of WWI, Zimmermann Note, U.S. entry into WWI, Bolshevik Revolution, Armistice, and Treaty of Versailles.
Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and chronology of historical events. Activity-Specific Assessments Activity 1: Have students create a political cartoon in which they depict Teddy Roosevelt and his Big Stick Policy. Activity 2: Have students use outline maps that depict U.S. imperialism from 1885-1910. Students will identify territories that were gained by the U.S. during this time period. Activity 6: Have students write a paragraph in which they explain what they found most interesting about the home front during World War I. Students should use supporting details in their explanation. Activity 7: Have students create a chart in which they list information that they have learned concerning the ending of World War I (see What I Learned about the End of World War I BLM).
U.S. History Unit 5: The Roaring Twenties (19201929) Time Frame: Approximately two weeks Unit Description This unit focuses on the cultural changes in American society and changes in U.S. foreign and domestic policy following World War I. Student Understandings Students understand that World War I prompted changes in U.S. foreign and domestic policy. Students will identify the cultural changes that took place in American society during the 1920s. Historical research skills are used to analyze threats to civil liberties. Guiding Questions 1. Can students use a variety of resources to conduct historical research and present the research in appropriate formats? 2. Can students explain how U.S. foreign and domestic policy was affected by World War I? 3. Can students explain the cultural changes that occurred in the 1920s? 4. Can students explain why civil liberties were threatened in the aftermath of World War I? Unit 5 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 3. Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 5. Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2) 6. Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)
U.S. HistoryUnit 5The Roaring Twenties
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GLE # 7.
GLE Text and Benchmarks Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) United States History 33. Identify and explain the consequences of World War I in terms of changes in U.S. foreign and domestic policies during the 1920s (e.g., Treaty of Versailles, Wilsons Fourteen Points, League of Nations) (H-1B-H11) 34. Identify the characteristics of the 1920s and describe the cultural changes that resulted (e.g., Harlem Renaissance, prohibition, womens suffrage) (H-1BH11) 35. Analyze the international and domestic events, interests, and philosophies that prompted threats to civil liberties in the aftermath of World War I (H-1B-H11) Sample Activities Activity 1: Post-World War IForeign and Domestic Policy (GLEs: 4, 5, 7, 33, 35) Materials List: Key Concepts Chart BLM, Consequences of World War I BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Throughout this unit, have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using the Key Concepts Chart BLM. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See BLM and sample below.) Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment, pages 39-40, or http://www.louisianaschools.net/lde/uploads/9850.pdf (pages 4-39 and 4-40).
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Key Concept + Langston Hughes
Explanation Harlem Renaissance poet
Extra Information His poetry reflected racial pride and protest against discrimination
After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Prior to teaching the content on the consequences of World War I in terms of changes in U.S. foreign and domestic policies during the 1920s, do an SQPL (view literacy strategy descriptions) using the following statement: In terms of changes in U.S. foreign and domestic policy, consequences of World War I led to disillusionment with involvement in foreign affairs, debt default, and immigration quotas. Have students work in pairs to come up with one good question about this statement. Gather all the questions and list them on the board. If a key question, such as Why were voters in America impressed with Warren G. Hardings pledge to return the country to normalcy or to the good old days? is not asked, the teacher should add it to the list. Have students read about the consequences of World War I in books, teacher handouts, or online resources. Pause periodically to determine which of the students questions have been answered. Also, as the students read, have them construct a graphic organizer (view literacy strategy descriptions) in which they list the consequences of World War I in terms of U.S. foreign and domestic policy (see Consequences of World War I BLM). Causes should include the Great Red Scare, racism, prejudice, immigration quotas, Palmer Raids, Sacco and Vanzetti trial, Scopes Trial, agricultural depression, installment buying, and protective tariffs. Have students share their findings with the class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Activity 2: Post-World War I Era Cultural Changes (GLEs: 9, 17, 34) Materials List: Harlem Renaissance Word Grid BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), PowerPoint, poster paper Working in groups, have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to research and report on the Harlem Renaissance. Assign each group a different focus from the following: composers, performers, poets, artists, and authors with special emphasis placed on Langston Hughes and Countee Cullen. Have the groups use a variety of sources and present their research in appropriate format(s) (e.g., visual, electronic, written).
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Information may be found on this website: http://www.si.umich.edu/CHICO/Harlem/index.html After viewing the group presentations, have students work in pairs to complete a word grid (view literacy strategy descriptions). This word grid will help students to visualize the Harlem Renaissance artists, their area of expertise, and a work created by that artist. Word grids help students learn important concepts related to key terminology by delineating their basic characteristics in relation to similar terms. Having a deeper knowledge of the meaning of key terms enables students to understand the application of the vocabulary in its historical use. The most effective word grids are those the students create themselves, but they should start with the Harlem Renaissance Word Grid BLM. As students adjust to using word grids, the teacher should encourage them to create their own word grids. Students should place a yes or no in each column for each characteristic. See the Harlem Renaissance Word Grid BLM and the sample below. Allow time for students to quiz each other over the information on the grids in preparation for tests and other class activities. Harlem Renaissance Word Grid Directions: Place an X in the box that identifies the area of expertise and identify a work created by this person. Composer Langston Hughes Based on information gathered through teacher lecture and/or student research, have the students create visuals that depict activities that portray the Jazz Age. The visuals should include the following aspects of the Roaring 20s: clothing, dance, music, talkies, speakeasies, Prohibition, or organized crime. Students will present their visuals to the class using PowerPoint presentations, posters, or various other visual presentations. After all the presentations, use the brainstorming strategy (view literacy strategy descriptions) to create a list of the cultural changes that occurred in the 1920s. Have students write a brief journal entry expressing which of the cultural changes they believe was the most significant and stating the reasons for their decision. Activity 3: Consumerism in the 1920s (GLEs: 4, 7, 9, 34) Materials List: markers, colored pencils, or crayons; primary and secondary sources; Internet access (optional) Divide students into groups and have the students use primary and secondary source Poet Performer Artist Author
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documents (books, encyclopedias, and reliable Internet resources) to research information for a presentation on the growth of consumerism and advertising in the 1920s. Encourage the use of markers, colored pencils, crayons, computer graphics, etc. Students are also encouraged to identify ways in which the values of the city and rural values collided during this time period (prohibition, Darwin, immigration). As part of their presentation, students are to construct a flyer that represents an advertisement for a product in the 1920s. Each group should make an oral presentation of their findings and conclude with a question and answer session. Then, have the class use this information to create a wall mural entitled Advertising in the Roaring 20s. Activity 4: Threats to Civil Liberties (GLEs: 2, 3, 7, 14, 35) Materials List: Consequences of World War I BLM; markers, colored pencils, or crayons; political caricatures or cartoons; primary and secondary sources; Internet access (optional) Have the students review and discuss the Consequences of World War I BLM that they used in Activity 1 of this unit. Provide the students with political caricatures or cartoons of international and domestic events, interests, and philosophies that prompted threats to civil liberties. Then, have them interpret the elements and meaning of the caricatures or cartoons. Such caricatures or cartoons should include elements of the Great Red Scare (1919-1920), the immigration quotas, racism, prejudice, and the Scopes Trial. Then, have students construct their own caricatures or cartoons and include a description of why they made the artistic choices that they did. Encourage the use of markers, colored pencils, crayons, computer graphics, etc. Information on the Scopes Trial, Sacco and Vanzetti Trial, and Red Scare may be found at the following websites: http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/redscare.html http://www.historyillustrated.com/cartoons/reds/ http://newman.baruch.cuny.edu/DIGITAL/redscare/HTMLCODE/CHRON/RS060.HTM http://www.trinity.wa.edu.au/plduffyrc/subjects/sose/history/uscart.htm http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm http://www.npr.org/templates/story/story.php?storyId=4723956 http://www.pbs.org/wgbh/evolution/library/08/2/l_082_01.html http://www.pbs.org/wgbh/amex/monkeytrial/ http://www.pbs.org/wgbh/amex/monkeytrial/sfeature/sf_music.html# The following websites provide excellent lessons on the use of political cartoons in the classroom: http://www.harpweek.com/
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http://www.cagle.com/teacher/ http://www.makebeliefscomix.com Conduct a show-and-tell session in which students explain their caricatures or cartoons. Students should be able to describe the elements and meanings of cultural changes that prompted threats to civil liberties in the aftermath of World War I. To conclude this activity, have the students compare and contrast threats to civil liberties of this period with threats to civil liberties in America today. Activity 5: Womens Suffrage (GLEs: 2, 6, 9, 34) Materials List: Womens Suffrage BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Using primary and secondary source documents (books, encyclopedias, and reliable Internet resources), have students read about womens rights, women lobbying for the right to vote, and the Nineteenth Amendment. Use the RAFT (view literacy strategy descriptions) writing strategy to have students write a brief rationale explaining why they think women should/should not have been given the right to vote. Students will assume the role of a newspaper reporter in 1920. They will write a newspaper article in which they explain why women should or should not be given the right to vote. (See the Womens Suffrage BLM and the sample below.) This form of writing allows students to demonstrate information learned by giving them the freedom to project themselves into unique roles and look at the content from different perspectives. By incorporating these unique roles and perspectives, RAFT writing helps students to explain processes, describe a point of view, envision a potential job or assignment, or solve a problem. This form of writing should be both creative and informative. Ask each group to compose the following RAFT: R Role: Womens Rights Perspective A Audience: Newspaper subscribers in 1920 F Form: Newspaper article T Topic: Support and defend the reasons why women should or should not be given the right to vote. Role Regional newspaper reporter in the 1920 Audience Subscribers Format Newspaper Article Topic Why women should/should not be given the right to vote 51 Student Response
Student groups should orally present their newspaper articles to the class and then display the RAFT letters on a thematic bulletin board. Have students compare the debates on womens suffrage and the debates on the Equal Rights Amendment (ERA) in the 1970s and 1980s. Activity 6: Sacco and Vanzetti (GLEs: 3, 4, 7, 9, 35) Materials List: selections from the Sacco and Vanzetti trial, Sacco and Vanzetti Discussion Guide BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Have students use the reciprocal teaching strategy (view literacy strategy descriptions) to read and learn about the Sacco and Vanzetti trial. The reciprocal teaching strategy includes summarizing, questioning, clarifying, and predicting. The teacher will begin by introducing the comprehension process of summarizing by sharing several short selections that are found at the beginning of the text or other primary or secondary sources on the Sacco and Vanzetti trial. Work together with the class to write a summary statement. Write these summary statements on the board and ask students to help analyze and revise the statements. Ask students the following questions: What led the public to assume that Italian immigrants who held anarchist beliefs were guilty, despite the lack of evidence they had committed the crime they were accused of? Could an event such as that happen today? Students will work in groups of four to read a short selection on the Sacco and Vanzetti trial using primary and secondary sources such as books, encyclopedias, and reliable Internet sites. Students will generate a summary statement that will be written on the board. The teacher will work with the class to select the most accurate statement. Information concerning the Sacco and Vanzetti trial may be found on these websites: http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/SaccoV.htm http://www.writing.upenn.edu/~afilreis/88/sacvan.html Students will follow this process for each of the comprehension processes: questioning, clarifying, and predicting. The teacher will state a prediction about the section of the text that the students are about to read and should write that prediction on the board. After completion of the reading selection, ask the students to discuss how accurate the prediction was and if it helped guide their thinking while they read. Then, for the next short reading selection, ask students to make their own predictions. While students are
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reading, ask questions to focus attention on important information and ideas concerning the Sacco and Vanzetti trial. Show the students how to use the text to clarify confusing ideas. Ask the students to follow the process with a new section of text. After modeling the reciprocal teaching strategy, have students work in their groups of four, with each student taking responsibility for one of the comprehension processes. Select one member in each group to be the questioner, the clarifier, the summarizer, and the evaluator. The questioner will ask questions aloud to focus attention on important information and ideas about the Sacco and Vanzetti trial. The clarifier will use the information from the reading selections and questions asked by the questioner, to clarify confusing information. The summarizer will identify important facts concerning the trial. The evaluator will explain whether the initial prediction was accurate. Students will complete the Sacco and Vanzetti Discussion Guide BLM as they read the selections. (See the BLM.) Have students share their findings with the class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Have students create a graphic organizer (view literacy strategy descriptions) in which they compare and contrast the First Red Scare that followed WWI and similar incidents that have occurred in the U.S. following the September 11th attack of 2001 in the name of homeland security. Conduct a show-and-tell session in which the students explain their graphic organizers. Activity 7: Technological Advancements (GLEs: 4, 7, 34) Materials List: Technological Advancements BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Using primary and secondary source documents (books, encyclopedias, and reliable Internet resources), have students read about the technological advancements that came about during this era. Have students create a graphic organizer (view literacy strategy descriptions) in which they describe the ways in which these technological advancements improved American life at the turn of the century (see Technological Advancements BLM). Ask students to use the brainstorming strategy (view literacy strategy descriptions) to identify other technological advancements that were created at the turn of the century. Have students compare and contrast these technological advancements to their equivalents today. Using the story chain strategy (view literacy strategy descriptions), put students in groups of four. On a sheet of paper, ask the first student to write the opening sentence of a story chain in which students describe a technological advancement, the benefit that this
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technological advancement made to society, and to describe the technological advancement today. (Talkies helped to usher in a decade of enormous change in American culture.) See the Technological Advancements BLM for a list of these advancements. The student will then pass the paper to the student sitting to the right, and that student will write the next sentence in the story. (Americans loved going to the movies.) The paper will be passed again to the right of the next student who will write a third sentence of the story. (They were accustomed to no sound and the spoken words were printed on the bottom of the screen.) The paper is then passed to the fourth student who must complete the story. (In 1927, The Jazz Singer was the first film to introduce sound to the screen. Talkies helped to usher in a time of great change for America.) Gather the class back together. Solicit observations from each group and discuss their story chains with the class. Compare student writings. Some teacher guidance may be needed. Activity 8: Presidents of the United States (GLEs: 1, 4, 9, 17, 34) Materials List: Post-World War I Presidents BLM, chart paper, markers, primary and secondary sources (books, encyclopedias, Internet accessoptional), poster paper (optional) Organize the class into groups of two. Have students use primary and secondary sources (books, encyclopedias, and reliable Internet resources) to find information on the administrations of Warren G. Harding (political scandals), Calvin Coolidge, and Herbert Hoover. The students will use the split-page notetaking strategy (view literacy strategy descriptions) to summarize the major events and accomplishments of these presidents (see the Post-World War I Presidents BLM and the sample below). Students can use these notes to study for their test. Students may cover one column and use information in the other column to try to remember the covered information. President: Identify and explain a major event that occurred during the administration of this president. Students will present their findings to the class using PowerPoint presentations, posters, or various other visual presentations. After all of the presentations, use the brainstorming strategy (view literacy strategy descriptions) to create a list of the major events and accomplishments of presidents Harding, Coolidge, and Hoover. Topic: Major Events and Accomplishments
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Have students create a timeline of events that occurred during the administrations of Warren G. Harding, Calvin Coolidge, and Herbert Hoover. Students should discuss the events that occurred and describe how they might have been affected by the president in office. Display the timeline in the classroom. Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, and journal entries. All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from student activities. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs
General Assessments Have students make a two-columned chart entitled The Roaring 20s. Students should list what they already knew about the Roaring 20s in the left column. In the right column, they will list what they learned after studying this unit. Have students write a position paper in which they analyze the significant changes that evolved in the United States between World War I and the Great Depression. Have students use technology, such as PowerPoint, to summarize new knowledge concerning the technological advances at the turn of the century.
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Activity-Specific Assessments Activity 5: Using the RAP method for completing a constructed response, have students respond to the following question: How did the lives of American women change when they were given the right to vote? RRestate the question in the form of a direct answer. AAdd supporting details to justify the answer. PProvide a concluding sentence. Activity 7: Have students identify the technological advances that were made at the turn of the century. Students will select one area of technological advancement and explain why this advancement had the greatest impact on American life at this time. Students will also discuss whether this advancement in technology made daily life for a typical American better or worse. Activity 7: Have students analyze, compare and contrast photographs of Henry Fords assembly line and that of an automobile assembly line today. Activity 8: Have students analyze and create a caricature of President Warren G. Harding and the political scandals that were associated with his administration.
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U.S. History Unit 6: The Great Depression and New Deal (19291939) Time Frame: Approximately three weeks Unit Description This unit focuses on the Great Depression and the impact of the New Deal on the expanding role of government. Student Understandings Students understand that the Great Depression resulted in an expanded role of government reflected in New Deal legislation. Historical thinking skills will be used to analyze or interpret the causes of the Great Depression and its impact on American society. Guiding Questions 1. Can students identify the causes and impact of the Great Depression on American society? 2. Can students explain the reasons for government expansion during the Great Depression? 3. Can students analyze the effects of the New Deal legislation? Unit 6 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 3. Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1)
U.S. HistoryUnit 6The Great Depression and New Deal (19291939)
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GLE # 5. 6. 7. 8.
GLE Text and Benchmarks Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2) Analyze the point of view of an historical figure or group in U.S. history (H1A-H2) Analyze or interpret a given historical event, idea, or issue in U.S. history (H1A-H2)
Debate an historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 11. Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H1A-H4) 16. Construct a narrative summary of an historical speech or address (H-1A-H5) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 36. Identify the causes of the Great Depression (e.g., overspeculation, Stock Market Crash of 1929) and analyze its impact on American society (H-1BH12) 37. Explain the expanding role of government as a result of the Great Depression and the New Deal and analyze the effects of the New Deal legislation (H-1BH12) Sample Activities Activity 1: Causes of the Great Depression (GLEs: 4, 7, 36) Materials List: encyclopedias, Internet access (optional), primary and secondary sources, Key Concepts Chart BLM, Causes of the Great Depression BLM Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM.)
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Key Concepts overproduction
Explanation After the end of WWI, farmers produced more than they were able to sell.
Extra Information After the war, European farm production returned to normal and Europe no longer needed Americas crops. American farmers continued to over plant. Supply exceeded demand and farm prices fell.
After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Have students use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to examine the causes of the Great Depression. Use a process guide (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the causes of the Great Depression and its impact on America society (see the Causes of the Great Depression BLM). Causes of Great Depression: Explain how overproduction by American farmers contributed to the economic crisis: Ask students to work with a partner to fill in the guide as they read about the causes of the Great Depression. Students are then asked to share their findings. Engage the class in a discussion of the causes of the Great Depression and its impact on American society. Activity 2: The Crash (GLEs: 5, 7, 18, 36) Materials List: The Great Depression BLM, textbooks, encyclopedias, Internet access optional Have students use their textbooks, encyclopedias, and reliable Internet resources to read about the Stock Market Crash of 1929. Using the split-page notetaking strategy (view literacy strategy descriptions), have students describe the financial events that led to the Great Depression (see The Great Depression BLM). Some other guiding questions for the students are: What prompted consumer confidence? How did new products encourage debt? Why is credit (debt) considered a form of money? When banks lend money for people to buy stock, what does that do to the supply of money? U.S. HistoryUnit 6The Great Depression and New Deal (19291939) 59
Date:
What happens when there is too much money for the quantity of goods to be sold? Topic: The Great Depression
Causes of the Great Depression: Using The Great Depression BLM have the students write a summary of the Stock Market Crash of 1929, explaining the role of market overspeculation, buying on the margin and easy credit in the stock market. The summary should also examine the possible roles of German reparations following World War I, high tariffs, consumer confidence, under consumption, overproduction, unequal distribution of income, banking practices, and installment buying. A follow-up discussion should emphasize the role of the stock market crash as only a trigger of the Great Depression. Students will use their split-page notes page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page notes pages. Activity 3: Comparison of the Great Depression Policies of Hoover and Roosevelt (GLEs: 3, 6, 7, 37) Materials List: The Presidential Election of 1932 BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the presidential election of 1932. Have the students construct a graphic organizer (view literacy strategy descriptions) in which they compare Herbert Hoovers rugged individualism and Franklin D. Roosevelts self-help philosophies espoused during the presidential campaign regarding their policies for dealing with the Great Depression (see The Presidential Election of 1932 BLM). The Election of 1932: Presidential candidates: Have students critique Hoovers and Roosevelts policies as President for dealing with the Great Depression, including: Hoovers limited attempts at government intervention FDRs New Deal, including the success or failure of pump priming and New Deal programs, and the lasting effects of the New Deal U.S. HistoryUnit 6The Great Depression and New Deal (19291939) 60
Have students share their findings with the entire class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Activity 4: Farmers and the New Deal (GLEs: 7, 9, 36, 37) Materials List: New Deal Agriculture Programs BLM, The Dust Bowl BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to read about the failure of the federal government to help farmers in the midst of the great prosperity of the 1920s and the long-term agricultural problems of the early 1930s (e.g., drought, farm foreclosures, and insects). As the students read, have them construct a graphic organizer (view literacy strategy descriptions) in which they identify and explain the New Deal programs that were set up exclusively to help the farm industry and farmers. Such programs should include the Resettlement Administration, REA, and the AAA (see the New Deal Agriculture Programs BLM). New Deal Agriculture Program Agricultural Adjustment Act Purpose
Subsidies were provided to farmers to cut back on production
Have students share their findings with the entire class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Using the RAFT writing activity (view literacy strategy descriptions), have students write a brief news article describing the Dust Bowl and the impact this event had on farmers in the Great Plains. Students will assume the role of a newspaper reporter in the1930s (see the Dust Bowl BLM and sample below). The following website contains information on the Dust Bowl: http://lcweb2.loc.gov/ammem/afctshtml/tshome.html
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The Dust Bowl Role Regional newspaper reporter in the 1930s Audience Subscribers Format Newspaper article Topic The Dust Bowl and its impact on farmers in the Great Plains
Student groups should orally present their newspaper articles to the class and then display the RAFT letters on a thematic bulletin board. Activity 5: Depression Policies (GLEs: 3, 7, 8, 9, 17, 37) Materials List: New Deal Programs BLM; New Deal Relief, Recovery, and Reform Programs BLM; posters; markers or colored pencils; primary and secondary sources (books, encyclopedias, Internet accessoptional); WPA Slave Narrative Interview BLM; overhead projector Organize the class into eight different groups. Have students use primary and secondary sources (textbooks, encyclopedias, and reliable Internet resources) to find information on FDRs First 100 days and the Relief, Recovery, and Reform programs of the New Deal. The students will use the split-page notetaking strategy (view literacy strategy descriptions) to identify the goals and resulting accomplishments that were made by the following New Deal programs (see the New Deal Programs BLM): First 100 Days Tennessee Valley Authority (TVA) Works Progress Administration(WPA) Civilian Conversation Corps (CCC) Agricultural Adjustment Act (AAA) Social Security Act (SSA) Federal Deposit Insurance Corporation (FDIC) Securities and Exchange Commission (SEC) Emergency Banking Act (EBA) Federal Emergency Relief Act (FERA) National Industrial Recovery Act (NIRA) Public Works Administration (PWA) Federal Housing Administration (FHA) Civil Works Administration (CWA) National Labor Relations Act (NLRA)
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Information on the Great Depression and the New Deal may be found on the following websites: http://www.digitalhistory.uh.edu/modules/great_depression/links.cfm http://newdeal.feri.org/ Students will use their split-page note page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page note pages. (See the sample below.) Area of Reform: First 100 days What was the goal of the New Deal in this area of reform? Topic: New Deal Programs
Students will present their findings to the class using PowerPoint presentations, posters, or various other visual presentations. After all of the presentations, use a graphic organizer (view literacy strategy descriptions) to construct a chart in which they will list the New Deal programs listed above, identify each as Relief, Recovery, or Reform programs, and explain the purposes of and the area that each tried to improve. (See the New Deal Relief, Recovery, and Reform Programs BLM and the sample below). Year Act or Agency Relief, Recovery, or Reform Program Relief Purpose/Key Provision
1933
Civilian Conservation Corps (CCC) Works Project Administration (WPA)
Conservation projects that put unemployed young men to work
Have students share their findings with the entire class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Have the students use Internet resources to find information about the WPA Slave Narratives. Using the RAFT (view literacy strategy descriptions) writing activity, have students write a brief news article describing their WPA interview with a former slave. Students will assume the role of a newspaper reporter in the 1930s (see the WPA Slave Narrative Interview BLM and the sample below).
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Role Regional newspaper reporter in the 1930s
Audience Subscribers
Format Newspaper article
Topic Life as a slave
WPA Slave Narrative information may be found on the following websites: http://memory.loc.gov/ammem/snhtml/snhome.html http://memory.loc.gov/ammem/snhtml/snintro00.html http://newdeal.feri.org/asn/asn00.htm http://www.pbs.org/wnet/slavery/resources/wpa.html Student groups should orally present their newspaper articles to the class and then display the RAFT letters on a thematic bulletin board. Divide the class into two different groups: one that supports FDRs New Deal legislation and the other that opposes New Deal legislation. In their discussions, students should include and evaluate the impact of Huey Long and his Share Our Wealth program on Roosevelts New Deal legislation. Within each group, have students work in groups of two to create a poster to support or oppose the New Deal legislation. Students who do not support the legislation will explain why the expanding role of government should be restricted. Students supporting the New Deal legislation will explain and justify the expansion of the role of government as a result of the Great Depression. Students will then compare the issue of the role of government today. Using the brainstorming strategy (view literacy strategy descriptions), hold a class discussion pertaining to the issue of the role of the government today in the United States. Separate the class into supporters and non-supporters of the expanding role of government today. Ask the two groups to debate the pros and cons of this issue. Allow for any students who change their minds to move to the other group. Activity 6: Franklin and Eleanor Roosevelt (GLEs: 6, 9, 16, 37) Materials List: sound bite from FDRs fireside chats, Internet access (optional) Have students read about the FDRs fireside chats in their textbooks, teacher handouts, or online resources. Have students listen to a brief segment of one of FDRs fireside chats. Hold a class discussion and use the brainstorming strategy (view literacy strategy descriptions) to compare the way in which FDR used the radio (fireside chats) and the way in which todays presidents use television as a means of communicating with the American people. Special attention should be placed on various aspects of FDRs personality. Students should compare his philosophy to that of past presidents, particularly the Progressives and Republicans.
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Students will write a short narrative summary of one of FDRs fireside chats. Information concerning FDRs fireside chats may be found at the following websites: http://www.americanrhetoric.com/speeches/fdrfirstfiresidechat.html http://www.npr.org/templates/story/story.php?storyId=1763159 http://www.archive.org/details/fdrfiresidechat http://www.archives.gov/education/lessons/fdr-fireside/ Have students read primary source documents that were written as letters to Eleanor Roosevelt during the Great Depression to gain a better understanding of how the American people responded to FDR and the New Deal program. Letters to Eleanor Roosevelt may be found on the following websites: http://newdeal.feri.org/eleanor/index.htm http://newdeal.feri.org/ Information on the Great Depression and the New Deal may be found on the following websites: http://www.digitalhistory.uh.edu/modules/great_depression/links.cfm http://newdeal.feri.org/ Using the story chain strategy (view literacy strategy descriptions) put students in groups of four. On a sheet of paper, ask the first student in each group to write the opening sentence of a story chain in which the students imagine what life would have been like during the Great Depression. (Life was very hard during the Great Depression.) The student then passes the paper to the student sitting to the right, and that student writes the next sentence in the story. (My daddy lost his job at the paper mill.) The paper is passed again to the right to the next student who writes a third sentence of the story. (My mama and daddy depended on the garden and wild game to keep our family fed.) The paper is passed to the fourth student who must complete the story. (We were better off than the people that lived in the cities because we always had food on the table.) Gather the class back together. Solicit observations from each group and discuss their story chains with the class. Compare student writings. Some teacher guidance may be needed. Activity 7: The New Deal (GLEs: 9, 37) Materials List: New Deal Key Concepts BLM, 3 x 5 index cards, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine various aspects of the New Deal. Have students create vocabulary cards (view literacy strategy descriptions) to develop and summarize knowledge of the following New Deal key concepts/personalities: Eleanor Roosevelt,
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Frances Perkins, Black Cabinet, Brain Trust, Good Neighbor Policy, Supreme Court packing plan, Amendments 20 and 21). Distribute 3 x 5 inch index cards to each student for each key term and ask them to follow directions in creating the cards. On the board, write the key concept in the middle of the card. Guide students to provide a definition; write the definition in the appropriate space. Ask students to list information they have learned about the term, and write this in the appropriate place. Guide the students to follow the same steps with the other key concepts (see the New Deal Key Concepts BLM). Definition Key Term Example Information Purpose
Solicit observations from the students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Activity 8: The Expanding Role of Government (GLEs: 4, 7, 11, 37) Materials List: The Expanding Role of Government BLM, encyclopedias, Internet access optional Hold a class discussion in which the students discuss the expanding role of government as a result of the Great Depression and the New Deal. Create SPAWN prompts (view literacy strategy descriptions) as students learn new information about the Great Depression. SPAWN is an acronym that stands for five categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next). SPAWN prompts are used to help prepare students to learn new information about a given topic or reflect on what has been learned. Using these categories, students can create numerous thought-provoking and meaningful prompts related to the topic of the Great Depression. These prompts should require considered and critical written responses by students. Students should receive one prompt on any given day as the topic of the Great Depression is covered. Write SPAWN prompts on the board for students to find as they enter the classroom and to which they will respond in their learning logs (view literacy strategy descriptions) before the days lesson begins. This kind of writing usually calls for students to anticipate what will be learned that day. This log will enable them to record their thoughts and document what they have learned. In their social studies learning logs, students should write their narratives concerning what they learned about the Great Depression.
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Here are some prompts to use throughout this unit: S- Special Powers You have the power to change an event leading up to or occurring during the Great Depression. Describe what it is you changed, why you changed it, and the consequences of the change. P Problem Solving We have been studying and researching many key events in history during the Great Depression. What were the three main goals of the New Deal? Which goal do you think was the most important? Why did some Americans oppose the New Deal? Did the positive impacts of the New Deal outweigh the negative impacts? Did the New Deal end the Great Depression? A Alternative Viewpoints Imagine that you were an American living in a Hooverville during the Great Depression. Write a description of what life was like during this time. W What if? What might have happened if FDR had not been elected in 1932? N Next After FDR was elected in 1932, what did he do next to help the nation? The teacher should allow students to write their responses within a reasonable period of time. In most cases, prompts should be constructed in such a way that adequate responses can be made within ten minutes. Students should be asked to copy the prompt in their learning logs before writing responses and to record the date. SPAWN writing should be viewed as a tool students can use to reflect on and increase their developing disciplinary knowledge and critical thinking. Therefore, this type of writing should not be graded, but given points for completion. Have students share their reflections with the class and state reasons for their answers. Using information from their textbooks and class lectures, have the students construct a graphic organizer (view literacy strategy descriptions) that identifies, explains, and assesses the expanding role of government as a result of the Great Depression and the New Deal (see The Expanding Role of Government BLM).
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New Deal Legislation Amendment 20
Purpose/Outcome
Conduct a class discussion about human deprivation during the Depression. Have the class construct a public policy to overcome the impact of the Depression, addressing the following questions: What should the government do to relieve suffering on such a large scale? What should be the role of business? What should be the role of the consumer? What should be the role of labor? Record the students perspectives for use in subsequent activities. Activity 9: The Effects of New Deal Legislation (GLEs: 2, 3, 4, 5, 7, 37) Materials List: The Effects of the New Deal BLM, Internet access (optional) Have students complete The Effects of the New Deal graphic organizer (view literacy strategy descriptions) to analyze the New Deal, determining its short-term and long-term effects on business, labor, older citizens, and farmers. (See this BLM.) Have students form teams of three or four. The teams will create questions concerning what they learned about the Great Depression and the New Deal during this period of history. Students should include questions that address the causes of the Great Depression and its impact on American society, the various aspects of the New Deal, and the expanding role of the government as a result of the Great Depression and the New Deal. Using the professor know-it-all strategy (view literacy strategy descriptions), one team will come to the front of the room. The other groups will ask them questions concerning the Great Depression and the New Deal. The standing team will huddle together and talk about the answer to the questions. A spokesperson will answer the questions in complete statements. Teams will rotate until all groups have had a chance to participate. The teacher may also question the team. Gather the class back together. Solicit observations from each group and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Have students explain how New Deal legislation also provided for Social Security as a form of security for the retired and elderly and also unemployment insurance. Then have them examine the current status of Social Security and unemployment and make recommendations through formal class debate on what changes, if any, should be made in
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current legislation. Students should be prepared to discuss and defend their positions with the most current information about the present status of Social Security and unemployment available via online resources or other news sources. After discussion of the lasting effects of the New Deal, ask students to apply what they know to a current events discussion of welfare reform. Ask students: Why is welfare reform a politically hot topic? Why is Social Security, in particular, a hot topic politically? What welfare reforms do you suggest and why? Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, log data collection entries, and journal entries. All student-developed products should be evaluated as the unit progresses. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teachers should develop a scoring rubric collaboratively with other teachers or students. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Have students create a timeline of the period from 1929 to 1941. Students will record such events as the Stock Market Crash, presidential elections, New Deal Programs, and important world events. Have students write a short essay in which they discuss the lasting contributions that the New Deal has made to American life.
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Have students participate in a class discussion to discuss and analyze the causes, developments, and effects of the Great Depression and the New Deal. Have students use their historical imaginations to write a series of diary entries as a person living in the Dust Bowl. Have students analyze and compare photos of scenes from the Great Depression Era. Use technology such as PowerPoint to summarize new knowledge gained from the study of the Great Depression and the New Deal Era.
Activity- Specific Assessments Activity 2: Have the students use historical imagination to write diary entries relating to the Great Depression. Entries could reflect feelings and events before the stock market crash, immediately after the crash, and then several years afterward. In these entries, they should identify the causes of the Great Depression and analyze its impact on American society. Have students explain how this situation led to deflated prices for American goods during the worldwide depression. Activity 3: Have students draw political cartoons that might have been printed in Democratic or Republican newspapers during the 1932 presidential election. Activity 5: Have students write a short essay in which they identify and explain four changes that the New Deal made to American life. Activity 5: Have students work in groups of two to create posters to summarize a New Deal Program. Posters should depict the purpose and the result of the New Deal Program.
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U.S. History Unit 7: World War II (19391945) Time Frame: Approximately four weeks Unit Description This unit focuses on conditions that led to World War II and U.S. involvement in the war. Major events, issues, turning points of the war, and the wars impact on the future course of America are also examined. Student Understandings Students understand the conditions that led to the outbreak of World War II and the events that led to U.S. involvement. Students identify major events, issues, and turning points of World War II by proposing and defending courses of action. Students examine political cartoons and posters to analyze the effects on the home front. Students explain the lasting effects of World War II on the United States. Guiding Questions 1. Can students propose and defend alternative courses of action to address a historic or contemporary issue, and evaluate their positive and negative implications? 2. Can students interpret a political cartoon depicting a historical event, issue, or perspective? 3. Can students explain the causes of and conditions that led to the outbreak of World War II? 4. Can students explain how the United States became involved in World War II? 5. Can students explain the major events, key turning points, and key leaders of World War II? 6. Can students explain the impact of World War II, including the Holocaust, on Europe and the United States? 7. Can students evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues related to World War II?
U.S. HistoryUnit 7World War II (1939-1945)
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Unit 7 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H1A-H1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 3. Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 6. Analyze the point of view of an historical figure or group in U.S. history (H-1AH2) 7. Analyze or interpret a given historical event, idea, or issue in U.S. history (H1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 10. Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3) 11. Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1AH4) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) 16. Construct a narrative summary of an historical speech or address (H-1A-H5) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 38. Describe the conditions that led to the outbreak of World War II (H-1B-H13) 39. Describe the events that led the United States into World War II (H-1B-H13) 40. Describe the course of World War II, including major turning points and key strategic decisions (H-1B-H13) 41. Describe the effects of World War II on the U.S. home front and Europe, including the Holocaust (H-1B-H13) 42. Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13)
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Sample Activities Activity 1: Origins of World War II (GLEs: 1, 15, 38) Materials List: Key Concepts Chart BLM, chart paper, primary and secondary sources (books, encyclopedias, Internet accessoptional) Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM and sample below.) Key Concepts isolationism + Explanation U.S. foreign policy before WWII Extra Information Isolationist groups were formed that strongly opposed American aid or intervention to the Allies. Charles Lindbergh was a member of one of these groups.
Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment, on page 4-41 http://www.louisianaschools.net/lde/uploads/9850.pdf After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Have students read about the causes that led to the outbreak of World War II in their textbooks, teacher handouts, or online resources. Have students construct a timeline that traces major events that precipitated the outbreak of World War II (e.g., global depression, rise of totalitarianism, international aggression/militarism, Munich Conference, failure of appeasement, Non-Aggression Pact, Axis Agreement). For each notation on the timeline, an annotation that provides a brief description of that event should be included, as well as an explanation of each events importance in history. It is recommended that students keep this timeline and add to it as information is accumulated in order to gain a more complete perspective of the history of World War II. Repeat the activity as the unit progresses to describe major events that led the United States into World War II, the course of the war, major turning points and key strategic decisions as to encompass the years between 1918 to 1945.
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Have students share their findings with the class. The teacher should record the feedback on chart paper and lead the class in a discussion of the findings. Activity 2: The Rise of Totalitarianism (GLEs: 14, 17, 18, 38, 39) Materials List: The Rise of Totalitarianism BLM, markers, colored pencils, colors, computer graphics, library resources, primary and secondary sources (books, encyclopedias, Internet accessoptional) Organize the class into groups of two and assign each group a country where totalitarianism arose prior to the beginning of World War II. Students will use their textbooks, teacher handouts, or online resources to research and analyze the political, social, and economic conditions that led to the rise of totalitarianism in the Soviet Union, Italy, Germany, Japan, and Spain. Students will report on the actions of Germany, Italy, and Japan that led to their involvement in World War II as Axis Powers. To present their findings, have students complete a RAFT (view literacy strategy descriptions) writing activity. Six RAFT options will be assigned according to the country that was researched. See The Rise of Totalitarianism BLM and the sample below. Option 1 Option 2 Role News Reporter News Reporter Audience United States Newspaper Readers United States Newspaper Readers Format Front Page Newspaper Article Front Page Newspaper Article Topic Adolf Hitler Benito Mussolini
After completing the writing assignments, have students share their information through a Special News Report. Set up a table with a television news background with news anchors from each of the six options. Have a representative from each group read their article. Since this will be done with a live audience, leave time for audience questions. Review with the class the rise of totalitarianism in the Soviet Union, Italy, Germany, Japan, and Spain. Then, have students construct their own political cartoons in which they depict dictators (Stalin, Mussolini, Hitler, Franco, Hirohito/Tojo). Encourage the use of markers, colored pencils, colors, computer graphics, etc. Cartoons should depict the ambitions and acts of aggression of these dictators.
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The following websites provide excellent lessons on the use of political cartoons in the classroom: http://www.harpweek.com/ http://www.cagle.com/teacher/ http://www.makebeliefscomix.com Political cartoons that address totalitarian dictators may be found at the following websites: http://orpheus.ucsd.edu/speccoll/dspolitic http://www.loc.gov/rr/print/swann/herblock/dove.html Conduct a show-and-tell session in which the students display and explain their cartoons. Students should be able to describe the totalitarian elements that are found in their cartoons. Organize the class into groups of two. Using a variety of resources (textbooks, Internet, library resources, encyclopedia, etc.), locate information concerning the ideologies of fascism and Nazism and how these ideologies affected the societies of Italy and Germany. Possible topics to assign: glorification of the state xenophobia racism anti-Semitism pogroms Ask students to explain the significance of various acts of aggression/expansionism (e.g., Ethiopia, China, Spanish Civil War, Anschluss, Czech crisis) by totalitarian powers. Have the students present their research in an oral or PowerPoint presentation. Allow time for questions after each presentation. Have students participate in a panel discussion with topics from their findings on fascism and Nazism. After the panel discussion have students summarize the discussion in a story chain (view literacy strategy descriptions). Put students in groups of four. On a sheet of paper, ask the first student in each group to write the opening sentence of a story chain describing the beginnings of fascism and Nazism. The student then passes the paper to the student sitting to the right, and that student writes the next sentence in the story. The paper is passed again to the right to the next student who writes a third sentence of the story. The paper is passed to the fourth student who must complete the story. Encourage students to add to the story information that is relevant to the content information. Be sure to have students include how these ideologies affected society. Include the various acts of U.S. HistoryUnit 7World War II (1939-1945) 75
aggression/expansionism. Conclude the activity by having students read the final version of the story chain to the class and correct any discrepancies. Some teacher guidance may be needed. Activity 3: Political Systems in Conflict (GLEs: 11, 15, 38, 39) Materials List: Nations of World War II Political Systems Word Grid BLM, books, encyclopedias, Internet access (optional), posters (optional), PowerPoint (optional) Have students use their reports on Germany, Italy, and Japan to compare the political systems in these countries at the beginning of World War II with the political system in the United States. Working in pairs, have students complete a word grid (view literacy strategy descriptions) that compares communism, fascism, and socialism to democracy and be able to articulate the differences that might contribute to conflict. Word grids help students learn important concepts related to key terminology by delineating their basic characteristics in relation to similar terms. Having a deeper knowledge of the meaning of key terms enables students to understand the application of the vocabulary in its historical use. The most effective word grids are those students create themselves, but they should start with the Nations of World War II Political Systems Word Grid BLM. (See this BLM.) As students adjust to using word grids, the teacher should encourage them to create their own word grids. Students should place a yes or no in each column for each characteristic as in the BLM sample below. Allow time for students to quiz each other over the information on the grids in preparation for tests and other class activities.
Characteristics Basic Political System USSR Totalitarian Italy Fascism (Dictatorship ) Nations Germany USA Fascism Representative (Dictatorship Democracy ) Japan Constitutional Monarchy (Military Rule)
Students will use the SQPL strategy (Student Questions for Purposeful Learning) (view literacy strategy descriptions), generating a statement from the class topic of the day. This statement should be thought-provoking to encourage students to wonder and to challenge. Statements such as The war could have been prevented with better decisions about German aggression in Czechoslovakia (Munich Pact) or An improved and more effective Treaty of Versailles, which ended World War I, should have prevented another world war. Present the statement to the students. Students will then pair up to generate two or three questions they would like answered. The class will then share questions that are recorded on the board. Questions that were in more than one group should be highlighted. The teacher should add questions to be sure all gaps are filled. The students should now be ready to find the answers to their questions. As content is covered, stop periodically so groups can convene to determine if their questions have been answered.
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Using information from primary and secondary source readings, Internet resources, and class lectures, students will work in groups of two to find information and analyze the origins of World War II (e.g., Treaty of Versailles, global depression, rise of totalitarianism, international aggression/militarism [arms race], Munich Conference, failure of appeasement, Non-Aggression Pact, Rome-Berlin Axis Agreement). Students will present their finding to the class using PowerPoint presentations, posters, or various other visual presentations. Engage the class in a discussion of the social, political, and economic origins of World War II from an international or global perspective. Activity 4: American Foreign Policy (GLEs: 9, 14, 38, 39) Materials List: U.S. Foreign Policy Pre-WWII BLM, primary and secondary sources (books, encyclopedia, Internet accessoptional) Have students use books, encyclopedias, and reliable Internet resources to analyze U.S. foreign policy that led to its involvement in World War II (e.g., isolation, neutrality, Neutrality Acts, lend/lease, cash/carry). Provide students with a graphic organizer (view literacy strategy descriptions) that examines U.S. foreign policy leading up to World War II (see the U.S. Foreign Policy Pre-WWII BLM and the sample below). U.S. FOREIGN POLICY Isolation ACTION RESULTS
Ask students to compare Americas foreign policy prior to 1939 (often considered to be isolationist) to U.S. foreign policy after its entry into the war. Ask them to interpret a political cartoon from the era depicting American foreign policy before and during the war. Information about American foreign policy before and during World War II may be found on the following websites: http://www.teachingamericanhistory.org/churchill/lessonplans/ http://www.propagandacritic.com/ http://www.claudepepperfoundation.org/news_cartoons.cfm Engage the class in a discussion of the change in American foreign policy.
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Activity 5: America Enters the War (GLEs: 2, 3, 9, 16, 39) Materials List: America Enters the War BLM, Franklin Roosevelts A Date Which Will Live in Infamy speech, primary and secondary sources (books, encyclopedia, Internet accessoptional) Have students use primary and secondary sources (books, encyclopedias, class lectures, and reliable Internet resources) to analyze the events that led the United States into World War II. Students will use the split-page notetaking strategy (view literacy strategy descriptions) to describe the events. (See the America Enters the War BLM and the sample below). Date: Period: Identify key events that led Americans into World War II. Topic: Americas Entry into World War II
Gather the class back together. Solicit observations and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Students will use their split-page notes page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page notes pages. Have the students listen to Franklin Roosevelts speech to Congress following the attack on Pearl Harbor on December 7, 1941. FDR proclaimed that December 7, 1941 would be a date which will live in infamy. If possible, view film that shows the Japanese attack on Pearl Harbor. Ask students why this date would live in infamy and how it brought about the mobilization of U.S. economic and manpower resources. Then have them compare and contrast December 7, 1941 to a contemporary date also living in infamySeptember 11, 2001. This comparison and contrast should begin as a class discussion and evolve into a narrative summary of Franklin Roosevelts historical speech. Audio and video clips may be found at the following website: http://www.presidency.ucsb.edu/mediaplay.php?id=16058&admin=32 Activity 6: Turning Points in World War II (GLEs: 15, 40) Materials List: WWII maps of Europe, North Africa, and Asia in 1942; primary and secondary sources (books, encyclopedia, Internet accessoptional) Have students use primary and secondary sources (books, encyclopedias, class lectures, and reliable Internet resources) to analyze and interpret WWII maps of Europe, North
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Africa, and Asia in 1942. Ask them to list the military operations that were the major turning points in Europe and in the Pacific, and to identify key strategic decisions that led to Allied victory in 1945. Also, have them prepare maps showing changes in country boundaries and colonies as a result of the war and sites of major events and battles (Pearl Harbor, Normandy). The map key should identify Axis and Allied Powers. The following websites contain maps for this activity: http://www.lib.utexas.edu/maps/historical/history_ww2.html http://www.mapsofworld.com/world-maps/world-war-ii-map.html http://www.johnaugustmusic.com/travel/271101.html Post these maps around the room for future reference and discussion. Activity 7: World War II Political/Military Leaders (GLEs: 6, 9, 15, 17, 40) Materials List: The Role of World War II Military/Political Leaders BLM, World War II Political/Military Leaders BLM, primary and secondary sources (books, encyclopedia, Internet accessoptional), PowerPoint (optional), posters (optional) Organize the class into fifteen different groups. Have students use primary and secondary sources (textbooks, class lectures, encyclopedias, and reliable Internet resources) to find information on the following important political and military leaders of World War II: Franklin D. Roosevelt Harry Truman Winston Churchill Joseph Stalin Adolf Hitler Benito Mussolini Emperor Hirohito Hideki Tojo George C. Marshall Dwight D. Eisenhower Douglas MacArthur George S. Patton Chester Nimitz Bernard L. Montgomery Charles de Gaulle
The students will use the split-page notetaking strategy (view literacy strategy descriptions) to analyze the points of view of these important World War II military and political leaders by identifying and explaining their roles during World War II. To accomplish this, they will use The Role of World War II Military/Political Leaders BLM. U.S. HistoryUnit 7World War II (1939-1945) 79
(See this BLM and the sample below.) Name of the Military/ Topic: Role During World War II Political Leader: Franklin Roosevelt Describe Franklin Roosevelts point of view concerning World War II. Students will use their split-page notes page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page notes pages. Students will present their findings to the class using PowerPoint presentations, posters, or various other visual presentations. After all the presentations, have the students complete a graphic organizer (view literacy strategy descriptions) in which they will identify political and military leaders and their countries during World War II. (See the World War II Political/Military Leaders BLM and the sample below). Leader Franklin D. Roosevelt Adolf Hitler Country Role
Have students share their findings with the entire class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Activity 8: Allied Victories (GLEs: 1, 15, 17, 40) Materials List: chart paper or newsprint, primary and secondary sources (books, encyclopedia, Internet accessoptional) Before reading about and researching the important battles and events of World War II, have students generate questions they have about World War II by responding to a SQPL prompt (Student Questions for Purposeful Learning) (view literacy strategy descriptions). Write the following SQPL prompt below on the board or on chart paper: World War II has been called the good war because the Allies fought to destroy ruthless and perilous dictatorships. Ask the students to work in pairs to think of one good question they have about World War II based on the SQPL prompt. Ask the students to share their questions and to write them on the board or chart paper. Any question asked more than once should be marked with an asterisk to signify that it is an important question. The teacher should add additional questions to the list if there are gaps. Keep the questions posted throughout the study of World War II.
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Tell students to listen carefully for the answers to their questions as World War II is studied. Stop whenever information is presented that answers one of the studentgenerated questions and ask students if they heard the answer to any of their questions. Allow students to confer with a partner before responding. Continue the process until all information about World War II has been presented. Go back and check which questions may still need to be answered. Remind students they should ask questions before learning something new, then listen and look for the answers to their questions. Ask students to create a timeline of major battles and events of World War II. Such battles and events should include the invasion of Poland, the Japanese attack on Pearl Harbor, D-Day, the Allies entering Paris, Iwo Jima, VE Day, Hiroshima, Nagasaki, VJ Day (teachers may add to the list). Have students draw conclusions about the order of the events on the timeline. Break students into news teams to create a radio news show. Include each of the following dates/events that could have been presented and discussed by Allied radio stations. These radio shows should be presented/performed, complete with sound effects and visuals, for the class (the studio audience). September 1, 1939 Invasion of Poland December 7, 1941Japanese attack on Pearl Harbor June 6, 1944D-Day (Normandy) August 25, 1944Allied troops, led by Free French forces, enter Paris December 16-26, 1944Battle of the Bulge February 23, 1945Raising of the flag on Iwo Jima (use visual here) May 7, 1945Germany surrenders unconditionally (May 8, 1945, VE Day) August 6, 1945Atomic bomb dropped on Hiroshima (another bomb dropped on Nagasaki on August 9, 1945) August 14, 1945Japan surrenders (September 2, 1945, VJ Day) Activity 9: Wartime Conferences (GLEs: 7, 9, 40) Materials List: Allied Wartime Conferences BLM, primary and secondary sources (books, encyclopedia, Internet accessoptional), overhead projector (optional) Have students use primary and secondary sources (textbooks, class lectures, encyclopedias, and reliable Internet resources) to find information on the following important Allied wartime conferences during World War II: Atlantic Charter Casablanca Yalta Potsdam Ask students to create a graphic organizer (view literacy strategy descriptions) that lists important Allied wartime conferences. The listings in a graphic organizer should include U.S. HistoryUnit 7World War II (1939-1945) 82
the date, the title, the countries involved, the purpose, and the impact of each conference (see the Allied Wartime Conferences BLM and sample below). Date Conference 194 1 Atlantic Charter Countries Involved Great Britain United States Purpose Set goals for fighting World War II; nations joined together to fight the Axis Powers Impact of Conference Later, it became known as A Declaration of the United Nations, when 26 nations signed a similar agreement. These nations united to fight against the Axis Powers.
Have students use their historical imagination to write a letter to a friend describing what they might have seen and heard at the Allied wartime conferences of the Atlantic Charter, or at Casablanca, Yalta, or Potsdam. Have students share their letters with the entire class. The teacher should record important information on the board or overhead projector and lead the class in a discussion of the writings. Activity 10: World War II and the Holocaust (GLEs: 1, 2, 3, 6, 9, 41) Materials List: chart paper or newsprint; primary and secondary sources (books, encyclopedia, Internet accessoptional); The Final Solution BLM; books by Holocaust survivors such as Night, Because of Romek, and I Have Lived a Thousand Years Before reading about and researching the Holocaust, have students generate questions they have about the Holocaust by responding to a SQPL prompt (Student Questions for Purposeful Learning) (view literacy strategy descriptions). Write the following SQPL prompt below on the board or on chart paper: The Nazis used their final solution to condemn to death Jews and other groups that they deemed inferior to the Aryan race. Ask the students to work in pairs and to think of one good question they have about the Holocaust based on the SQPL prompt. Ask them to share their questions and to write them on the board or chart paper. Any question asked more than once should be marked with an asterisk to signify that it is an important question. The teacher should add other questions to the list if there are gaps. Keep the questions posted throughout the study of the Holocaust. Tell students to listen carefully for the answers to their questions as the Holocaust is studied. Stop whenever information is presented that answers one of the studentgenerated questions and ask students if they heard the answer to any of their questions. Allow students to confer with a partner before responding. Continue the process until all U.S. HistoryUnit 7World War II (1939-1945) 83
information about the Holocaust has been presented. Go back and check which questions may still need to be answered. Remind students they should ask questions before learning something new, then listen and look for the answers to their questions. Have students use primary and secondary sources (textbooks, class lectures, encyclopedias, and reliable Internet resources) to find information about the Holocaust. Have students examine Hitlers final solution, xenophobia, racism, and anti-Semitism (pogroms). Then, have them complete a timeline of events leading to the Holocaust. Students should describe each event listed, and draw conclusions about the order of the events on the timeline. To present their findings, have the students complete a RAFT writing (view literacy strategy descriptions) activity on the Holocaust or Final Solution. The three RAFT options will include a newspaper article written in the perspective of a German reporter who chose to tolerate/support this systemic brutality, from the perspective of a person who worked in the underground to save/hide the oppressed, or from the perspective of one of the people who was not of the Aryan race. See The Final Solution BLM and sample below. Option 1 Role News Reporter Audience German Newspaper Readers Format Front Page Newspaper article Topic The Final Solution
After completing the writing assignments, students will share their information through a Special News Report. Set up a table with a television news background with news anchors representing each of the three options. Have a representative from each group read their article. Since this will be done with a live audience, leave time for audience questions. Have students read excerpts from the writing of survivors of the concentration and extermination camps. Such writings include Elie Wiesels Night, David Fabers Because of Romek, and Livia Britton-Jacksons I Have Lived a Thousand Years. If time permits, have students examine the work of Jewish artists, musicians, and writers in the Theresienstadt concentration camp, who created moving artistic expressions of their Holocaust experiences. Teachers and students can access the resources of the U.S. Holocaust Memorial Museum online at www.ushmm.org . After student examination of these and/or similar materials, discuss this question with the class: Is it appropriate to take the life of another human being? Have students focus on murder, genocide, criminal sentences of death, and killing during warfare in general. Ask students to compare and contrast other historical periods or historical conflicts in terms of similar issues and actions as they compare the Holocaust to similar events in other parts of the world (e.g., the Turks purge of the Armenians in1916,
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Stalins purges of opponents in the 1930s, the Serbs purge of the ethnic Albanians in the 1990s, or genocide in western Sudans Dafur in the 2000s). Help students generalize about the motivations and emotions that drive such inhumane actions. Then have them, as a group, complete a formal policy statement about the appropriateness of taking a human life and what consequences they would recommend for those who take it inappropriately. Activity 11: The Home Front (GLEs: 2, 3, 9, 10, 41) Materials List: thirty 5 x 8 index cards, America on the Home Front Vocabulary Card BLM, primary and secondary sources (books, encyclopedia, Internet accessoptional) To develop students knowledge of key vocabulary, have them create vocabulary cards (view literacy strategy descriptions) for terms related to the effects of World War II on the American home front. Such terms should include Selective Service, mobilization (e.g., Office of War Mobilization), financing the war, role of women (e.g., Rosie the Riveter), censorship, Japanese internment (Nisei), rationing, black market, price controls, patriotic activities (e.g., victory gardens, USO, newsreels such as the Why We Fight series). Divide the class into groups of four (adjust groups for the number of students in the class). Distribute five 5 x 8 index cards and the America on the Home Front Vocabulary Card BLM to each group. (See this BLM.) Ask the students to follow the teachers directions in creating a sample vocabulary card. On the board, place a targeted word in the middle of the card, as in the example below. Ask the students to provide a definition of the word and write it in the appropriate space. Have the students provide an example associated with the word in the appropriate space. Invite the students to find out the purpose associated with each term and write it in the appropriate space. The last block of the vocabulary cards is reserved for the effect on the American home front with which each term is associated. Explain to students how that block will be completed as the unit progresses. Definition Key Term Examples Effect on the American Home Front Purpose
Once the sample card has been created, ask each group of students to make their own cards for the terms relating to the effects of World War II on the American home front. Each group will work on their assigned terms. Allow each group to review its words and to hold each other accountable for accurate information on the cards. Once the group has had time to review their words, have them exchange their vocabulary cards with another group. Continue exchanging until all groups have manipulated all the vocabulary cards.
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The vocabulary cards will then be displayed on a Word Wall in the classroom. Students will be allowed to refer to the Word Wall throughout the unit for review. Websites such as the following offer collections of information and ideas for simulations and activities: http://library.thinkquest.org/15511/ http://www.teacheroz.com/WWIIHomefront.htm http://www3.bfn.org/t/tvh.bfn.org/ http://www.eyewitnesstohistory.com/w2frm.htm http://www.nationalww2museum.org<http://www.nationalww2museum.org Using different resources (e.g., WWII veterans, local people who experienced life in America during WWII, pictures, film clips, articles, anecdotes, songs) have students portray life on the American home front during World War II. Special attention should be focused on Louisianas unique contribution to the war effort (e.g., Higgins Boats in New Orleans). Have students create a political advertisement or cartoon (propaganda) to either support or oppose the effects of World War II on the lives of Americans on the home front. Have students briefly explain their product, then display their work. Websites that contain posters from WWII: http://images.library.uiuc.edu:8081/cdm4/results.php? CISOOP1=any&CISOFIELD1=CISOSEARCHALL&CISOROOT=/tdc&CISOB OX1=World&CISOSTART=11,201 http://www.library.northwestern.edu/otcgi/digilib/llscgi60.exe? QUERY=jpeg&REGION=M8561Z&db=2&SIZE=10&SORTBY=M260C http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_h ome.html
Have students debate whether or not the United States was right to create internment camps for Japanese Americans (Nicei). Have them create a pro and con list about Japanese internment and then explore the consequences of the decision to do so. Ask students to compare and contrast present events or ideas concerning similar issues, actions, or trends in U.S. history. Activity 12: Course of WWII (GLEs: 7, 40) Materials List: chart paper or newsprint, books, encyclopedia, Internet accessoptional Have students make a display of newspaper headings that might have been used in U.S. papers before and during WWII on chart paper or newsprint. Headlines might include such topics as the invasion of Poland, blitzkrieg, total war, scorched earth policy,
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kamikaze, island hopping, atomic warfare, Axis/Allied Powers, resistance movements (e.g., France), and significant battles of World War II (e.g., the Fall of Paris, Battle of Britain, Pearl Harbor, Stalingrad, El Alamein, Invasion of Sicily, Coral Sea, Midway, Guadalcanal, Okinawa, Normandy, Battle of the Bulge, Berlin, Hiroshima and Nagasaki). Post these displays for class discussion. Hold a class discussion in which students are asked to identify and discuss the course of the war through the display of newspaper headings. Activity 13: War Trials (GLEs: 2, 9, 42) Materials List: World War II War Trials BLM, primary and secondary sources (books, encyclopedia, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the Nuremburg Trials and the Japanese War Trials. Use a process guide strategy (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the war trials. (See the World War II War Trials BLM.) The War Trials: When were the trials held? Ask students to work with a partner to fill in the guide, and then to share their findings. Engage the class in a discussion of the war trials that were a result of World War II. Students should be able to discuss how these trials held Axis leaders responsible for actions in wartime. Then, have them find examples of similar trials after recent conflicts (e.g., the trials of Slobodan Milosevic, Manuel Noriega, and Saddam Hussein) and explain why these trials were held. Activity 14: Aftermath of WWII (GLEs: 4, 42) Materials List: chart paper or newsprint, books, encyclopedia, Internet accessoptional Have students use books, class lectures, encyclopedias, and reliable Internet resources to find information about the aftermath of WWII (e.g., occupation of defeated powers, formation of United Nations, G.I. Bill/Servicemens Readjustment Act, Cold War). Students will create cause and effect graphic organizers (view literacy strategy
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descriptions) that explain or analyze the consequences of World War II in terms of its impact on the United States and the world. Post these displays around the classroom. Engage the class in a discussion of the consequences of World War II and its impact on the United States and as a total world war. Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, and journal entries. Teachers should use a variety of performance assessments to determine student understanding of content. Teachers should select assessments that are consistent with the types of products that result from the student activities. Teachers should develop a scoring rubric collaboratively with other teachers or students. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Have students create posters or storyboards that present a visual history of the course of WWII. Have students create their own questions about the origins of WWII and then have the students answer these questions. Have students create journal entries, songs, posters, or slogans that relate to WWII and the home front. Have students create radio broadcasts or announcements that pertain to important battles or events that occurred during WWII. Have students create a timeline of key events from 1941 to 1945. Students should label political events on the topside of the timeline and military events on the underside. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and the chronology of historical events. U.S. HistoryUnit 7World War II (1939-1945) 88
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Activity-Specific Assessments Activity 2: Have students explore their own understanding of the WWII dictators (Stalin, Mussolini, Hitler, Franco, Hirohito/Tojo) by listing the dictators, their countries, and information students learned about each. Activity 4: Have students write a constructive response that states three main ideas about the change in U.S. foreign policy from the late 1930s to the early 1940s. Activity 8: Have students submit their timelines. Assess the timelines for the accuracy of the information presented. Activity 10: Students will use their historical imagination to write a diary entry in which they describe what they would have heard, seen, and smelled in one of the death camps. Activity 14: Have students brainstorm facts that they learned about the aftermath of WWII. Students will use these facts and terms to write a short essay.
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U.S. History Unit 8: The Cold War (19451990) Time Frame: Approximately four weeks Unit Description This unit focuses on the reasons for the Cold War and its impact on the United States and the world. Student Understandings Students understand the causes of the Cold War and the conflicts and tensions that resulted from the spread of Communism. Students describe how the Cold War affected American society and domestic policy. Students use historical thinking skills to analyze the point of view of a Cold War figure or group. Students analyze information on Cold War issues that represent change and continuity in U.S. history. Students explain the reasons for the end of the Cold War and its impact on the world. Guiding Questions 1. 2. 3. 4. 5. 6. Can students analyze change and continuity over time based on information in stimulus material? Can students analyze the point of view of a historical figure or group in U.S. history? Can students explain the consequences and impact of World War II? Can students explain the spread of Communism after World War II and its impact on U.S. foreign policy? Can students explain the conflicts that resulted from Cold War tensions and the effect the Cold War had on American society and domestic policies? Can students explain the reasons for the end of the Cold War and the impact it had on America and on the world?
Unit 8 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and historical periods in U.S. history (H-1AH1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1)
U.S. HistoryUnit 8The Cold War (19451990)
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GLE # 3.
GLE Text and Benchmarks Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 6. Analyze the point of view of an historical figure or group in U.S. history (H1A-H2) 7. Analyze or interpret a given historical event, idea, or issue in U.S. history (H1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 13. Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4) 14. Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 42. Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13) 43. Analyze the spread of Communism after World War II and its impact on U.S. foreign policy (H-1B-H14) 44. Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14) 45. Describe the impact of the Cold War on American society and domestic policy (e.g., McCarthyism, Space Race) (H-1B-H14) 46. Analyze the reasons for the end of the Cold War and its impact on the world today (H-1B-H14) Sample Activities Activity 1: The Cold War and Communism (GLEs: 9, 18, 42, 44) Materials List: Key Concepts Chart BLM, Types of Wars BLM, Cold War BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of U.S. HistoryUnit 8The Cold War (19451990) 92
these concepts using a chart. Ask students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM and sample below.) Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment on pages 42 and 43. This guide may be found at the following website: http://www.louisianaschools.net/lde/uploads/9850.pdf Key Concept + United Nations Explanation The Allies formed this organization to promote peace following World War II. Example The World Police Based in New York City. The U.N. protects human rights and promotes respect for international law.
After completing all of the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Have students use primary and secondary sources (textbooks, encyclopedias, and reliable Internet resources) to find information on the Cold War. Information on cold wars, warm wars, and hot wars may be found on the following websites: http://www.historylearningsite.co.uk/what%20was%20the%20cold%20war.htm http://ns.goobergunch.net/wiki/index.php/Warm_War Students will use the split-page notetaking strategy (view literacy strategy descriptions) to examine the differences between a cold war, warm war, and hot war. (See Types of Wars BLM and the sample below.) Students will use one column to record the questions and the other to record the answers. As students read the material they will record the answers or notes about their findings beside each question. Time: 1945-1990 What is a cold war? Give an example of a cold war. Hold a class discussion in which students are asked to identify and discuss the differences between the three different types of wars. U.S. HistoryUnit 8The Cold War (19451990) 93 Topic: Types of Wars
Students will use their split-page note page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page note pages. Use a process guide (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the Cold War (see the Cold War BLM). What is a cold war? Contrast a cold war to a hot war. Ask students to work with a partner to fill in the guide. Students are then asked to share their findings. Engage the class in a discussion of the conflicts that resulted from Cold War tensions. Have students explain how the Cold War was a consequence of World War II. Ask students to use the brainstorming strategy (view literacy strategy descriptions) to list the reasons for the beginning of the Cold War. Have them investigate other consequences of World War II (e.g., United Nations, Baby Boom). Activity 2: Free World and Communist Divisions (GLEs: 3, 15, 42, 43) Materials List: outline maps of Europe and the world from 1945-1990, secondary sources (books, encyclopedias, Internet accessoptional) Have students construct maps of Europe and the world, illustrating the division of the world into the free world and communist world camps from 19451990. Ask students to indicate on their maps the spread of communism during that period. Their map keys should indicate the nations that were members of U.S.-supported NATO, SEATO, and ANZUS alliances that encircled the USSR and China. Map keys should also indicate which nations were part of the Soviet-backed Warsaw Pact, behind the Iron Curtain, and members of the Soviet bloc. Outline maps showing the free world and communist holdings may be found on the following websites: http://www.cnn.com/SPECIALS/cold.war/ http://users.erols.com/mwhite28/coldwar1.htm http://users.erols.com/mwhite28/coldwar3.htm http://www.cnn.com/SPECIALS/cold.war/kbank/maps/ Have students locate maps of Europe and the world today. Ask them to label the countries that are no longer part of the Soviet bloc. Map keys should indicate the changes that have occurred since 1990.
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Hold a class discussion in which students explain and analyze the changes that have occurred on their maps. Activity 3: U.S. Foreign Policy (GLEs: 2, 7, 17, 43, 44) Materials List: American Foreign Policy BLM, Cold War Key Concepts Vocabulary Cards BLM, secondary sources (books, encyclopedias, Internet accessoptional), 3x5 index cards Organize the class into groups of two and assign each group a U.S. foreign policy. Students will use their textbooks, teacher handouts, or online resources to research and analyze the spread of communism after World War II in terms of its impact on U.S. foreign policy (Marshall Plan, Truman Doctrine, Eisenhower Doctrine, United Nations, Gulf of Tonkin Resolution, and War Powers Act). Students will report on the U.S. response to the spread of communism. To present their findings, have the students complete a RAFT writing activity (view literacy strategy descriptions). RAFT writing options will be assigned according to the foreign policy assigned. See the American Foreign Policy BLM and sample below. Option 1 Role News Reporter Audience United States Newspaper Readers Format Front Page Newspaper Article Topic Marshall Plan
After completing the writing assignments, have students share their information through a Special News Report. Set up a table with a television news background with news anchors from each of the six options on the American Foreign Policy BLM. Have a representative from each group read their article. Since this will be done with a live audience, leave time for audience questions. Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to analyze various conflicts that resulted from cold war tensions. Have students create vocabulary cards (view literacy strategy descriptions) to develop and summarize knowledge of the following Cold War key concepts: domino theory, containment policy, Berlin Crisis (Berlin airlift, Berlin Wall), Korean Conflict, Cuban crises (Bay of Pigs, Cuban Missile Crisis), Vietnam War, and Middle East conflicts. Distribute 3x5 inch index cards to each student for each key term and ask them to follow directions in creating the cards. On the board write the key concept in the middle of the card. Guide students to provide a definition and have them write it in the appropriate space. Ask students to list information that they have learned about the term, and write this in the appropriate place. Guide students to do the same steps with the other key concepts (see the Cold War Key Concepts BLM). Invite observations from students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed.
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Definition
Purpose
Key Concept Term
Example
Information
Solicit observations from students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Activity 4: World Leaders (GLEs: 4, 6, 14) Materials List: secondary sources (books, encyclopedias, Internet accessoptional) Have students use secondary source documents (books, encyclopedias, and reliable Internet resources) to find information about important world leaders. Have students work in pairs and assign one of the following world leaders to each group: Joseph Stalin Harry S Truman Nikita Khrushchev Leonid Brezhnev Dwight D. Eisenhower John F. Kennedy Lyndon Johnson Richard Nixon Gerald Ford James (Jimmy) Carter Ronald Reagan George H.W. Bush Students are to research their assigned leader and describe the major events and accomplishments of his leadership. After completing a brief biographical analysis of this figure, the pairs should craft a political cartoon that best represents their political figure and their opinion of that figure. Have them present these cartoons, along with the brief biographies, for their classmates to interpret.
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To conclude this lesson, have students participate in the Professor Know-It-All activity (view literacy strategy descriptions). Arrange students in groups of three to review information on the world leaders. Instruct the groups that they will be called on randomly to provide expert answers to questions from their peers about this content. Each group should generate three-to-five questions about the content they might anticipate being asked and that they can ask other experts. The teacher will invite one group to the front. They will face the class and invite questions from the other groups. The groups should have been encouraged to ask both factual and higher level questions that could challenge the experts. The know-it-alls are encouraged to collaborate and agree before answering. Groups should change places after five minutes of questioning and answering. Activity 5: The USSR and the United States in Africa, Asia, and the Middle East (GLEs: 2, 9, 15, 44) Materials List: The USSR and the U.S. in Asia Discussion Guide BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector optional Have students create a pictorial map showing Post-World War II conflicts: Chinese Revolution (Sun Yat-sen, Mao Zedong, Chiang Kai-shek), Korean Conflict (The Forgotten War), Cambodia, Laos, North and South Vietnam, Angola, Belgian Congo, South Africa, and Algeria. Have students use the reciprocal teaching strategy (view literacy strategy descriptions) to read and learn about conflicts that resulted from Cold War tensions in Asia. Ask the students to analyze the conflicts that resulted from these Cold War tensions. Students are asked to use the brainstorming strategy (view literacy strategy descriptions) to make a list of questions before reading. Students will work in groups of four to read a short selection on one of the Cold War conflicts using primary and secondary sources such as books, encyclopedias, or reliable Internet sites. Students will generate a summary statement that will be written on the board. The teacher will work with the class to select the most accurate statement. Students will use the following process for comprehension: questioning, clarifying, and predicting. Students will complete the USSR and the U.S. in Asia Discussion Guide (see this BLM and the sample below) as they read the selections. Conflict Title of Reading Selection: Prediction:
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Have students share their findings with the class. Compare historical conflicts in terms of similar issues, actions, or trends. The teacher should record the feedback and lead the class in a discussion of the findings. Activity 6: The U.S. in Latin America (GLEs: 1, 4, 7, 15, 43) Materials List: chart paper, markers, outline map of Cuba, secondary source documents (books, encyclopedias, and reliable Internet resources) Have students use secondary source documents (books, encyclopedias, and reliable Internet resources) to find information about Cuba. Have students create a timeline concerning Cuba that outlines Cold War events. Cold War timelines may be found on the following websites: http://www.cnn.com/SPECIALS/cold.war/timeline/frameset.html http://library.thinkquest.org/10826/timeline.htm http://faculty.washington.edu/qtaylor/a_us_history/cold_war_timeline.htm Events may include: Fidel Castro overthrowing Fulgencio Batista Communist takeover Bay of Pigs Cuban Missile Crisis Highlight events on a map of Cuba. Outline maps of Cuba may be found on the following website: http://geography.about.com/library/blank/blxcuba.htm Have students explain why the USSR and the United States engaged in a confrontation over the placement of missiles in Cuba. Have students consider the United States current relationship with Cubadoes it represent continuity or change? Activity 7: The Cold War in America (GLEs: 4, 7, 9, 13, 17, 45) Materials List: Propaganda Techniques BLM, chart paper, primary and secondary sources (books, encyclopedias, Internet accessoptional), photos of Cold War events in America Have students use their textbooks, encyclopedias, and reliable Internet resources to read about Joseph McCarthy (McCarthyism) and the Red Scare. Have the students complete a graphic organizer in which they identify the causes and effects of McCarthyism.
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Using the brainstorming strategy (view literacy strategy descriptions), hold a class discussion that addresses the Anti-Communist fear that gripped the country and the events that were a result of this fear. Have the students write a summary of the Red Scare explaining this period in history. The summary should also examine the various groups that were targeted. Have students locate photos or textual clues that identify specific Cold War issues that permeated American culture (e.g., the impact of the atomic bomb and nuclear weapons, the Space Race, military expenditures, McCarthyism, the Red Scare). Using a variety of websites or books, have students examine the effects of the Cold War on American society and domestic policy. Have the students gather and identify pictures, then match the pictures to the specific Cold War issue. Have the class create a pictorial chart for each Cold War effect on American society and domestic policy. Have students share their findings with the class. Compare photos in terms of similar issues, actions, or trends. The teacher should record the feedback and lead the class in a discussion of the findings. Have students locate political propaganda posters used in both the Soviet Union and Russia. Information on Soviet political propaganda posters may be found on the following websites: http://eng.davno.ru/posters/ http://www.hoover.org/hila/collections/5441301.html http://www.internationalposter.com/country-primers/soviet-posters.aspx http://www.englishrussia.com/?p=316 http://www.pbs.org/redfiles/prop/deep/prop_deep_biblio.htm Students will analyze this source material to identify opinion or propaganda and the persuasive techniques used. Using the brainstorming strategy (view literacy strategy descriptions), hold a class discussion pertaining to the issue of Soviet political propaganda. Ask the students to identify the types of propaganda that are displayed in the posters. Working in pairs, have students complete a word grid (view literacy strategy descriptions) clarifying the different types of propaganda. Word grids help students learn important concepts related to key terminology by delineating their basic characteristics in relation to similar terms. Having a deeper knowledge of the meaning of key terms enables students to understand the application of the vocabulary in its historical use. The most effective word grids are those students create themselves, but they should start with the Propaganda Techniques Word Grid BLM. As students adjust to using word grids, the teacher should encourage them to create their own word grids. Students should place a yes or no in each column for each characteristic. Allow time for students to quiz U.S. HistoryUnit 8The Cold War (19451990) 99
each other over the information on the grids in preparation for tests and other class activities. See the Propaganda Techniques BLM and sample below.
Basic Characteristics Poster #1 Poster #2 Bandwagon Testimonial/ Endorsement Plain Folks Card Stacking Transfer/ Association Glittering Generalities Name Calling
Activity 8: The End of the Cold War (GLEs: 7, 9, 17, 46) Materials List: The End of the Cold War BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students read about the internal problems that caused the collapse of the Soviet Union in their textbooks, teacher handouts, or online resources. As the students read, have them use the split-page notetaking strategy (view literacy strategy descriptions) to identify and explain these internal problems. Such problems should include the deteriorating infrastructure, unequal distribution of wealth, censorship of spoken and written word, demoralization of the military, need for restructuring of the economy, etc. Using The End of the Cold War BLM, have students write a summary of the internal problems that caused the collapse of the Soviet Union. (See this BLM and the sample below.) The summary should analyze the reasons for the end of the Cold War and examine its impact on the world today from an American perspective. Have the students present their summaries. Include a discussion of whether the U.S. won the Cold War or the U.S.S.R. lost it. Date: Reasons for the collapse of the Soviet Union and the end of the Cold War: Students will use their split-page note page to study from their notes by covering information in the right column. Then using the prompt in the left column, students will try to recall the covered information on the right side. Students should also be given time to quiz each other on the information on their split-page note pages. Have students create posters that present a visual history of the fall of communism and disarmament. Students will present their posters to the class. The posters will be displayed around the classroom or in the hallway, if feasible. Topic: The End of the Cold War
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Activity 9: The Peace Corps (GLEs: 7, 9, 17, 45) Materials List: J.F.K.s Foreign Aid Policies BLM; posters, markers, or colored pencils; primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students read about the Kennedy administrations Cold War foreign aid policies in their textbooks, teacher handouts, or online resources. One such foreign aid policy involved the creation of the Peace Corps. Have the students visit the following Peace Corps website to find information on this organization: http://www.peacecorps.gov As the students read, have them complete a graphic organizer (view literacy strategy descriptions) in which they identify and explain the foreign aid policies of the Kennedy administration. (See J.F.K.s Foreign Aid Policies BLM and the sample below.) Kennedys Foreign Aid Policies: Peace Corps: If possible, invite a former Peace Corps worker to speak to the class about his/her experiences in that organization. Have students create a recruitment poster for John F. Kennedys Peace Corps. Have students share their work in class as the basis for a discussion of the Kennedy Cold War foreign policy. Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, log data collection entries, and journal entries. All student-developed products should be evaluated as the unit progresses. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. 101
Teachers should develop a scoring rubric collaboratively with other teachers or students. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Have students create a chart that lists the presidents and the major issues and achievements that occurred during their administrations (Harry S. Truman, Dwight D. Eisenhower, John F. Kennedy, Lyndon Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, and Ronald Reagan). Have students analyze information from primary source documents from the Cold War Period (Bay of Pigs, Cuban Missile Crisis, Berlin Airlift, Berlin Wall, Korean Conflict, or Vietnam War). Students will write a short descriptive paragraph in which they report their findings. Have students choose four people that they feel made an impact during the Cold War Period. Students will identify the four people and give reasons why these people were chosen. Have students create a timeline of key events from 1945 to 1990. Students should label political events on the topside of the timeline and military events on the under side. Students will use the timeline to write news headlines for the Cold War Period. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and chronology of historical events. Activity-Specific Assessments Activity 3: Have students make a chart in which they create newspaper headlines concerning major Cold War events and list the date that each event occurred. Such headlines should include the Berlin Airlift, Berlin Wall, Marshall Plan, Truman Doctrine, Eisenhower Doctrine, domino theory, containment policy, and nuclear development. See the Cold War Events BLM. Activity 4: Have the students create a timeline of world leaders and important events that happened during their time in office.
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Activity 6: Have students use chart paper and markers to create a graffiti wall. Students will draw symbols or write messages that depict what they learned about the events that occurred between the USSR and the U.S. during the Cold War. Activity 7: Have students create cartoons that depict what they learned about McCarthyism and the Red Scare.
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U.S. History Unit 9: A Time of Upheaval (1954Present) Time Frame: Approximately 5 weeks Unit Description This unit focuses on the effects of cultural and political changes on life in the United States. Student Understandings Students understand that cultural and political conflict and change emanated from the Civil Rights Movement and crises in the American political system. Students identify key figures and construct a narrative summary of a major civil rights speech. Students develop and defend a position on challenges to the American political system. Students use a timeline to explain continuity and change in American civil rights over time. Guiding Questions 1. Can students construct a narrative summary of a historical speech or address? 2. Can students explain the impact of post-World War II domestic policies on life in the United States? 3. Can students identify the primary leaders of the Civil Rights Movement and describe major issues and accomplishments? 4. Can students identify and describe social changes during the 1960s? 5. Can students analyze the conflicts that resulted from Cold War tensions? 6. Can students describe the effects of Watergate on the United States and its political system? 7. Can students evaluate various means of achieving equality in political rights? 8. Can students identify and describe the social and cultural changes from the 1960s to the present? 9. Can students analyze contemporary issues in American society and suggest alternative solutions? Unit 9 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1)
U.S. HistoryUnit 9A Time of Upheaval (1954Present)
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GLE # 3. 4. 5. 6. 7. 8. 9. 11. 16. 18. 44. 47. 48. 49. 50. 51. 54.
GLE Text and Benchmarks Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2) Analyze the point of view of an historical figure or group in U.S. history (H1A-H2) Analyze or interpret a given historical event, idea, or issue in U.S. history (H1A-H2) Debate a historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2) Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H1A-H4) Construct a narrative summary of an historical speech or address (H-1A-H5) Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14) Explain the impact of post-World War II domestic policies on life in the United States (e.g., the Great Society) (H-1B-H15) Identify the primary leaders of the Civil Rights Movement and describe major issues and accomplishments (H-1B-H15) Describe the effects of Watergate on the United States and its political system (H-1B-H15) Identify and describe the social and cultural changes from the 1960s to the present (e.g., Womens Movement) (H-1B-H15) Evaluate various means of achieving equality of political rights (e.g., civil disobedience vs. violent protest) (H-1B-H15) Analyze contemporary issues in American society and suggest alternative solutions (H-1B-H17) Sample Activities
Activity 1: Civil Rights in Context (GLEs: 1, 3, 4, 6, 48, 50) Materials List: Key Concepts Chart BLM, Disenfranchisement BLM, copies of the Civil Rights Act of 1964, copies of the Voting Rights Act of 1965, chart paper, markers, primary and secondary sources (books, encyclopedias, Internet accessoptional)
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Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using a chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM and sample below.) Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment on pages 42 and 43. This guide may be found at the following website: http://www.louisianaschools.net/lde/uploads/9850.pdf Key Concept + Explanation Example
After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Have students create a timeline of important civil rights events that occurred from the 1870s to the present and post it in the room for reference. The timeline should provide a basis for a discussion in which students analyze and explain each historical period through the specific events. This should provide a context for the culture in which the Civil Rights Movement occurred and help explain the results of the movement. Important civil rights events, personalities, and legislation should include: Jim Crow laws Plessy v. Ferguson Booker T. Washingon W.E.B. DuBois George Washington Carver Martin Luther King, Jr. Rosa Parks Malcolm X Jessie Jackson National Association for the Advancement of Colored People (NAACP) Black Panthers Southern Christian Leadership Conference (SCLC) Nonviolent protests/civil disobedience
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Brown v. Board of Education of Topeka (1954) Civil Rights Act of 1964 Voting Rights Act of 1965
As the students study and learn information about these people, events, and legislation have them add information to the timeline. Teacher Note: The timeline should be used throughout the school year to reinforce the concept of time and the chronology of historical events. Organize the class into eight different groups. Have students use primary and secondary sources (textbooks, encyclopedias, and reliable Internet resources) to find information about the various ways the southern states disenfranchised or did away with the voting rights of African Americans. The students will use the split-page notetaking strategy (view literacy strategy descriptions) to identify the ways in which African Americans lost their right to vote. Students will use the Disenfranchisement BLM to analyze the following methods used to disenfranchise African Americans following the end of Reconstruction: grandfather clause literacy tests poll taxes white primaries
Students will use one column to record the questions and the other to record the answers. As students read the material, they will record the answers or notes on their findings beside each question. (See the Disenfranchisement BLM and the sample below.) Students can use their notes to study for a future test. Students may cover one column and use information in the other column try to remember the covered information. Disenfranchisement Area of Abuse: Grandfather Clause Explain the Grandfather Clause? Topic: Civil Rights Violated
A similar investigation should be made by students of literacy tests, poll taxes, and white primaries. Distribute copies of the Civil Rights Act of 1964 and the Voting Rights Acts of 1965, and have the class discuss how this legislation was effective in correcting the injustice of the disenfranchisement of African Americans. Websites that contain information about the reversal of disenfranchisement of African
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American voters may be found at the following addresses:
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Civil Rights Act of 1964: http://www.ourdocuments.gov/doc.php?flash=true&doc=97 http://usinfo.state.gov/usa/infousa/laws/majorlaw/civilr19.htm Voting Rights Act of 1965: http://www.ourdocuments.gov/doc.php?flash=true&doc=100 http://www.usdoj.gov/crt/voting/intro/intro_b.htm
Activity 2: Civil Rights (GLEs: 2, 3, 6, 8, 50, 51) Materials List: Civil Rights BLM, overhead projector (optional) Prior to teaching the content on civil rights, do an SQPL (view literacy strategy descriptions) using the following questions: What are the civil rights of all Americans? How do civil rights relate to the Bill of Rights? How would the loss of one or more of these rights change American lives?
Have students read about the violation of civil rights in the United States. As the students read, have them complete a graphic organizer (view literacy strategy descriptions) in which they identify and explain the political, social, and economic consequences of various types of discrimination toward African Americans, Native Americans, women, the impaired, the elderly, or foreigners. (See the Civil Rights BLM and the sample below.) Groups Experiencing Civil Rights Discrimination/Violations African Americans Native Americans Past Discrimination/Violations Present Discrimination/ Violations
Give students a list of ideas or events from which to select (e.g., access to public education, right to vote, due process, etc.) and compare and contrast, using the graphic organizer to organize their thinking. Have students share their findings with the class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Ask the students to evaluate and explain various means of achieving equality of political rights (e.g., civil disobedience versus violent protest). Students should debate when, if ever, it is appropriate to use violent protest and why.
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Activity 3: U. S. Supreme Court Decisions on Racial Segregation (GLEs: 3, 4, 7, 8, 48, 51) Materials List: Court Decisions BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to analyze federal court decisions that led to segregation in the United States, with particular emphasis on the U. S. Supreme Court ruling in Plessy v. Ferguson (1896). The students will also locate information on the Supreme Court ruling in Brown v. Board of Education of Topeka, Kansas (1954), which struck a major blow to segregation. Use a process guide (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the court decisions that led to segregation and the court decision that reversed it (see the Court Decisions BLM and the sample below). Plessy v. Ferguson (1896) Describe the events that led to Homer Plessys arrest in New Orleans. Ask students to work with a partner to fill in the guide. Students are then asked to share their findings. Using their textbooks, have students read information about resistance to school integration. Readings should include the crisis that occurred in Little Rock, Arkansas, in September 1959, and the intervention by the federal government in the situation. Have the class debate the conflict that could result from the states rights perspective (that schools and education are under the control of states) versus the federal civil rights view (that everyone should have equal access to education). Activity 4: The Civil Rights Movement (GLEs: 4, 5, 6, 16, 48, 50, 51) Materials List: Civil Rights Leaders BLM; I Have a Dream speech; posters or chart paper; markers or colored pencils; primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students groups use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to research and report on the accomplishments of primary leaders in the Civil Rights Movement such as Martin Luther King, Jr., Malcolm X, Rosa Parks, and Jessie Jackson. Assign each group a different civil rights leader. Have the groups use a variety of sources and present their research in appropriate format(s) (e.g.,
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visual, electronic, written). Ask the students to complete a word grid (view literacy strategy descriptions) after viewing the group presentations. Students should place a yes or no in each column for each characteristic and give an example/outcome as in the BLM sample below. Allow time for students to quiz each other over the information on the grids in preparation for tests and other class activities. See the Civil Rights Leaders BLM and the sample below. Civil Disobedience and Example of Protest Martin Luther King, Jr. Based on information gathered through teacher lecture and/or student research, have the students create visuals depicting activities that portray a visual history of the Brown v. Board of Education of Topeka decision, the Montgomery Bus Boycott, or the Black Power Movement. Have students construct a narrative summary of the I Have a Dream speech delivered by Dr. Martin Luther King, Jr., in Washington, D.C., in 1963. Ask them to explain how his speech (and other similar speeches) helped to shape racial policies implemented by the federal government, as well as race relations throughout the country. Martin Luther King, Jr.s I Have a Dream speech may be found on the following websites: http://www.americanrhetoric.com/speeches/mlkihaveadream.htm http://www.usconstitution.net/dream.html Violent Protest and Example of Protest Outcome of Protest
Activity 5: Civil Rights, Civil Disobedience? (GLEs: 2, 4, 5, 16, 18, 51) Materials List: Non-Violent Protests BLM, Civil Rights and the Presidents BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Using primary and secondary source documents (books, encyclopedias, and reliable Internet resources), students will read about the non-violent protest that occurred during the Civil Rights Movement. Students will analyze the causes and effects of these historical U.S. events. The lunch counter sit-ins, Freedom Riders, picketing of businesses that practiced racial discrimination in employment, and the 1963 March on Washington are examples of non-violent protests. Using the RAFT writing (view literacy strategy descriptions) activity, have students write a brief rationale explaining what they learned about non-violent protests. Students will
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assume the role of a newspaper reporter during the Civil Rights Movement. They will write a newspaper article in which they write a narrative account as a witness to a nonviolent protest. (See the Non-Violent Protests BLM and the sample below.) Role Regional newspaper reporter during the Civil Rights Movement Audience Subscribers Format Newspaper article Topic Lunch counter sit-ins Student Response
Student groups should orally present their newspaper articles to the class and then display the RAFT letters on a thematic bulletin board. Organize the class into groups of two. Have students use primary and secondary sources (books, encyclopedias, and reliable Internet resources) to find information on the roles of Presidents Dwight Eisenhower, John Kennedy, Lyndon Johnson, and Richard Nixon as they impacted the Civil Rights Movement. The students will use the split-page notetaking strategy (view literacy strategy descriptions) to summarize the major events and accomplishments of these presidents (see the Civil Rights and the Presidents BLM and the sample below). President: Identify and explain a major civil rights event that occurred during the administration of this president. Students will present their findings to the class using PowerPoint presentations, posters, or various other visual presentations. Students can use their notes to study for a future test. Students may cover one column and use information in the other column to try to remember the covered information. After all the presentations, use the brainstorming strategy (view literacy strategy descriptions) to create a list of the major civil rights events and accomplishments of presidents Eisenhower, Kennedy, Johnson, and Nixon. Topic: Major Events and Accomplishments
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Activity 6: Assassinations during the Civil Rights Era (GLEs: 11, 18, 48) Materials List: primary and secondary sources (books, encyclopedias, Internet access optional) To help students learn about and comprehend text, have them do a DR-TA activity (view literacy strategy descriptions). Using the text or other reading sources from the Internet on the assassinations during the Civil Rights Era (e.g., John and Robert Kennedy, Malcolm X, and Martin Luther King, Jr.), take students through the following steps: 1. Introduce background knowledge. Begin the lesson with a discussion about the assassinations that occurred in the United States during the Civil Rights Era in the 1960s. 2. Make predictions. Ask students to think about the Civil Rights Movement, the assassinations that occurred during this era, and predict what they might discover as they read the selection. Lead the students to think about how race relations might have changed if these men would have survived assassination attempts. Record their ideas on the board. Have students write their predictions in their learning log (view literacy strategy descriptions). 3. Read a section of text, stopping at predetermined places to check and revise predictions. Ask students to reread their predictions. Let them know they should change their predictions, if necessary, and cite new evidence for doing so. Repeat this cycle several times as students read through the text on the assassinations that occurred during the Civil Rights Era. Key questions to consider are: What have you learned so far from your reading? What do you expect to read next? 4. Once the reading has been completed, use student predictions as a discussion tool. Ask students to reflect on their original predictions and track their changes as they read. Students should write statements pertaining to the assassinations that occurred during the Civil Rights Era in their learning logs. Ask students to evaluate the positive and negative implications of their predictions. Website Resources: John F. Kennedy: http://www.jfklibrary.org/ http://www.archives.gov/research/jfk/ Robert Kennedy: http://teachingamericanhistorymd.net/000001/000000/000090/html/t90.html http://www.robertfkennedylinks.com/assassination.html Malcolm X: http://www.criticalreading.com/malcolm.htm http://www.columbia.edu/cu/ccbh/mxp/assassination.html
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Martin Luther King: http://www.thekingcenter.org/ http://news.bbc.co.uk/onthisday/hi/dates/stories/april/4/newsid_2453000/2453987.stm Using the story chain strategy (view literacy strategy descriptions) put students in groups of four. On a sheet of paper, ask the first student in each group to write the opening sentence of a story chain in which the students begin the story imagining what life would be like in the United States if these civil rights leaders had not been assassinated. The student then passes the paper to the student sitting to the right, and that student writes the next sentence in the story. The paper is passed again to the right to the next student who writes a third sentence of the story. The paper is passed to the fourth student who must complete the story. Encourage students to add information to the story that is relevant to the content information. Conclude the activity by having students read the final version of the story chain to the class and correct any discrepancies. Some teacher guidance may be needed. Activity 7: The Womens Movement (GLEs: 3, 4, 6, 48, 50) Materials List: Womens Rights BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional) Before reading about and researching the Nineteenth Amendment, which gave women the right to vote, have students generate questions they have about the Nineteenth Amendment by responding to a SQPL prompt (Student Questions for Purposeful Learning) (view literacy strategy descriptions). Write the SQPL prompt below on the board or on chart paper: The goal of the womens liberation movement was to gain full equality for American women. The Civil Rights Act of 1964 banned job discrimination on the basis of sex as well as race. This act aided the feminist movement. Ask the students to work in pairs and to think of one good question they have about the feminist movement based on the SQPL prompt. Ask the students to share their questions and to write them on the board or chart paper. Any question asked more than once should be marked with an asterisk to signify that it is an important question. The teacher should add additional questions to the list, if there are gaps. Keep the questions posted throughout the study of the feminist movement. Students should be able to describe the challenges that women face as well as the accomplishments made by women since the 1960s. The students are now ready to find the answers to their questions. As content is covered, stop periodically so groups can reconvene to determine if their questions have been answered.
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Tell students to listen carefully for the answers to their questions as the feminist movement is studied. Stop whenever information is presented that answers one of the student-generated questions and ask students if they heard the answer to any of their questions. Allow students to confer with a partner before responding. Continue the process until all information about the feminist movement has been presented. Go back and check which questions may still need to be answered. Remind students they should ask questions before learning something new, then listen and look for the answers to their questions. Have students select one of the topics and work in groups of two, using primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to research and analyze the history of the feminist movement in the United States. Have students identify areas where women are still not completely equal to men in U.S. society (e.g., employment, salaries, benefits, court system, etc.). For additional information on the womens movement, see Womens History in America, presented by the Womens International Center: http://www.wic.org/misc/history.htm Have students construct a graphic organizer (view literacy strategy descriptions) in which they explain what the short-term and long-term results of the Nineteenth Amendment and the Civil Rights Act of 1964 were for women. See the Womens Rights BLM and the sample below. Amendment/Act Nineteenth Amendment Civil Rights Act of 1964 Have pairs of students share their findings with the entire class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Students should then list changes in the status of women in American society from the 1960s to the present. Have the students respond to the following questions: Why is it taking so long for women to achieve equal status with men? How does religion impact the role of women in America and in the world? Activity 8: The Great Society (GLEs: 7, 9, 16, 47) Materials List: Lyndon Johnsons Great Society speech of 1964, Great Society BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional) Ask students to read and construct a narrative summary of Lyndon Johnsons Great U.S. HistoryUnit 9A Time of Upheaval (1954Present) 115 Short-Term Result Long-Term Result
Society speech (1964). This speech can be found at: http://coursesa.matrix.msu.edu/~hst306/documents/great.html Have the students use primary and secondary source readings, the Internet, and class lectures to examine Lyndon Johnsons Great Society program. Use the process guide strategy (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning the Great Society and the impact of postWorld War II domestic policies and programs. Such policies and programs should include Vista, Job Corps, Upward Bound, Head Start, Education, Housing, the War on drugs, and the War on Poverty. Ask students to work with a partner to fill in the guide. See the Great Society BLM and the sample below. Domestic policies and programs arising from the Great Society: Program or policy: Purpose of the program: Students are then asked to share their findings. Engage the class in a discussion on the Great Society, including policies on education, housing, employment, health care (Medicare), antipoverty programs, environment, etc. Activity 9: Watergate (GLEs: 1, 2, 3, 7, 11, 49, 54) Materials List: All the Presidents Men film (optional), chart paper, markers, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have the students read an account of the Watergate scandal or watch the film All the Presidents Men. They should be able to explain why President Nixon was about to be impeached and discuss whether they think he would have been convicted if he had not resigned. Create SPAWN prompts (view literacy strategy descriptions) as students learn new information about Watergate. SPAWN is an acronym that stands for five categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and Next). SPAWN prompts are used to help prepare students to learn new information about a given topic or reflect on what has been learned. Using these categories, students can create numerous thought-provoking and meaningful prompts related to the topic of the Watergate Scandal. These prompts should require considered and critical written responses by students.
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Students should receive one prompt on any given day as the topic of the Watergate scandal is covered. Write SPAWN prompts on the board for students to find as they enter the classroom, to which they will respond in their learning logs (view literacy strategy descriptions) before the days lesson begins. This kind of writing usually calls for students to anticipate what will be learned that day. This log will enable them to record their thoughts and document what they have learned. In their social studies learning log students should write their narrative concerning what they learned about the Watergate Scandal. Here are some prompts to use throughout this unit: S- Special Powers You have the power to change an event leading up to the Watergate scandal. Describe what it is that you changed, why you changed it, and the consequences of the change. P Problem Solving We have been studying and researching many key events in history which led to the Watergate scandal. Describe the beginning of the Watergate scandal. Which event(s) or factors do you believe motivated the Watergate break-in and cover-up? What methods were used to cover-up the scandal? How did this cover-up end in the resignation of President Richard Nixon? A Alternative Viewpoints Imagine that you were a plumber involved in the Watergate break-in. Write a description of what happened in the office of the headquarters of the Democratic National Committee. W What if? What might have happened if the intruders had not been arrested in June of 1972? N Next Once the United States Supreme Court ruled that Nixon had to surrender the requested tapes of conversations in the White House, and the House of Representatives Judiciary Committee had recommended that the House vote to impeach the president, what did President Nixon do next? The teacher should allow students to write their responses within a reasonable period of time. In most cases, prompts should be constructed in such a way that adequate responses can be made within ten minutes. Students should be asked to copy the prompt in their learning logs before writing responses, and to record the date. SPAWN writing should be viewed as a tool students can use to reflect on and increase their developing disciplinary knowledge and critical thinking. Therefore, this type of writing should not be graded, but given points for completion. Have students share their reflections with the class and state reasons for their answers.
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Have students construct a timeline to explain and analyze the events of the Watergate scandal. Hold a class discussion on the dates and events listed on the timeline. Have students explain how Watergate was a test of constitutional law and comment on the strength of the American constitutional system. Have students construct a guideline of their expectations for the office of president or draft a job description for a prospective ideal president. Use this as a tool to have the students compare Watergate with the impeachment of President Clinton in 1998 and acquittal in 1999. How are the cases similar and different? Should President Clinton have been convicted? Activity 10: The Vietnam Conflict (GLEs: 1, 2, 3, 4, 7, 44) Materials List: War Powers Act of 1973 BLM, chart paper, markers, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students construct a timeline for U.S. involvement in Vietnam. Ask students to explain and analyze the events of U.S. involvement in Vietnam. Hold a class discussion on the dates and events listed on the timeline. Have students use the reciprocal teaching strategy (view literacy strategy descriptions) to read and learn about U.S. involvement in Vietnam. The reciprocal teaching strategy includes summarizing, questioning, clarifying, and predicting. The teacher will begin by introducing the comprehension process of summarizing by sharing several short selections that are found at the beginning of the text or another primary or secondary source about the U.S. involvement in Vietnam. Work together with the class to write a summary statement. Write these summary statements on the board and ask the students to help analyze and revise the statements. Ask the students the following questions: Why has U.S. involvement in Vietnam been called a conflict and a war? Which term is most fitting? Why? Students will work in groups of four to read a short selection on U.S. involvement in Vietnam from primary and secondary sources such as books, encyclopedias, or reliable Internet sites. Students will generate a summary statement that will be written on the board. The teacher will work with the class to select the most accurate statement. Students will follow this process for each of the comprehension processes: questioning, clarifying, and predicting. The teacher will state a prediction about the section of the text that the students are about to read and should write that prediction on the board. After completion of the reading selection, ask students to discuss how accurate the prediction was and if it helped guide their thinking while they read. Then, for the next short reading selection, ask students to make their own predictions. While students are
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reading, ask questions to focus attention on important information and ideas concerning U.S. involvement in Vietnam. Show students how to use the text to clarify confusing ideas. Ask students to follow the process with a new section of text. After modeling the reciprocal teaching strategy, have students work in their groups of four, with each student taking responsibility for one of the comprehension processes. Select one member in each group to be the questioner, the clarifier, the summarizer, or the evaluator. The questioner will ask questions aloud to focus attention on important information and ideas about U.S. involvement in Vietnam. The clarifier will use the information from the reading selections and questions asked by the questioner to clarify confusing information. The summarizer will identify important facts concerning U.S. involvement in Vietman. The evaluator will explain whether the initial prediction was accurate. Have students share their findings with the class. The teacher should record the feedback on the board or overhead projector and lead the class in a discussion of the findings. Students should use the brainstorming strategy (view literacy strategy descriptions) to create a list of opinions about these questions. Have students use primary and secondary sources (books, encyclopedias, and reliable Internet resources) to find information that compares American sentiment about Vietnam at the beginning of the war and at the time of U.S. withdrawal. Have students create a graphic organizer (view literacy strategy descriptions) that compares WWII and Vietnam and explains the similarities and differences. Students should explain the similarities and differences in respect to entrance and exit from both wars, as well as major goals and strategies in each war. A third column may be added to compare Americas involvement in Iraq. Using the RAFT writing (view literacy strategy descriptions) activity, have students write a newspaper article in which they explain why the president's war making powers should or should not be curbed or limited. (See the War Powers Act of 1973 BLM and the sample below.) Role Regional newspaper reporter in the 1973 Audience Subscribers Format Newspaper article Topic Why should/should not the presidents war-making powers be curbed or limited? Student Response
Student groups should orally present their newspaper articles to the class and then display
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the RAFT letters on a thematic bulletin board. Have student groups prepare a formal presentation that they could give to Congress on what citizens should remember about the nations experience in Vietnam and how officials should use this knowledge in military decision-making today. Students should be encouraged to compare this military history to current military operations and to make connections using reliable and balanced sources for their data. Have students analyze the impact of Vietnam on American willingness to engage in foreign wars in the future because of fears of another Vietnam. Students will then explain whether these fears are justified and describe the impact that they have had on U.S. foreign policy since Vietnam. Activity 11: Social and Cultural Changes in Post-World War II America (GLEs: 4, 7, 50) Materials List: Social and Cultural Changes Since World War II BLM, 3x5 index cards, primary and secondary sources (books, encyclopedias, Internet accessoptional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the social and cultural changes that took place in post-World War II America. Have students create vocabulary cards (view literacy strategy descriptions) to develop and summarize knowledge of the following key concepts: Great Society, war on poverty, baby boom, education and housing, immigration/migration, war on drugs, minority issues, and womens issues. Distribute 3x5 inch index cards to each student for each key term and ask them to follow directions in creating the cards. On the board, write the key concept in the middle of the card. Guide students in providing a definition, then have them write the definition in the appropriate space. Ask students to list the purpose of the term, then write this in the appropriate place. Next, have students list the success(es) and failure(s) of the term, and write this in the appropriate place. Guide the students to follow the same steps with the other key concepts (see the Social and Cultural Changes Since World War II BLM and the sample below). Purpose Key Concept Success(es)
Failure(s)
Other Information
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Solicit observations from students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Students should use these vocabulary cards to study for their tests. Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, class discussion, and journal entries. All student-developed products should be evaluated as the unit progresses. Select assessments that are consistent with the types of products that result from the student activities. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Use a variety of performance assessments to determine student comprehension consistent with the type of products resulting from the selected student activities. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessment Have students participate in a class discussion on the impact of post-World War II domestic policies on life in the U.S. Have students write an essay that describes the social and cultural changes from the 1960s to the present. Have students contribute to a group presentation that analyzes contemporary issues in American society and suggest alternative solutions. Have students create a chart that evaluates the various means that have been used to achieve equality in political rights.
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Activity-Specific Assessments Activity 4: Have students create a visual aid, such as a PowerPoint presentation, that identifies the primary leaders of the Civil Rights Movement and describes major issues and accomplishments. Activity 6: Students will respond to a photograph of one of the civil rights leaders who was assassinated during the 1960s. Students will explain what they learned about the events that led up to the assassination of this leader and the events that followed the assassination. Activity 7: Have students create a cartoon in which they illustrate what they have learned about the Womens Movement. Activity 9: Have students make a list of insights that they have gained concerning the effects of Watergate on the U.S. and its political system. Activity 10: Have students write letters to the editor expressing the viewpoint of a Vietnam War protestor, a Vietnam War activist, or a soldier serving in Vietnam.
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U.S. History Unit 10: The United States and the World: Issues and Challenges (1978Present) Time Frame: Approximately five weeks Unit Description This unit focuses on historical issues and challenges and their impact on the United States and the world today. Student Understandings Students understand the relationship of the United States to nations in the world in a postCold War era. Students identify the reason for necessary shifts in government policy in a global economy. Students identify and describe ways in which the United States Supreme Courts decisions impact political and social institutions. Students explain how domestic issues and reform movements affect national security and the general welfare. Students describe the effects of mass media and technology on American society. Students analyze emerging current issues and suggest alternative solutions. Guiding Questions 1. Can students evaluate the effects of the mass media on American society? 2. Can students describe the impact of technology on American society? 3. Can students analyze contemporary issues in American society and suggest alternative solutions? 4. Can students identify recent Supreme Court decisions and describe how they impact political and social institutions? 5. Can students describe the relationship of the United States and nations of the world in the post-Cold War era? 6. Can students identify recent trends in the U.S. economy and explain shifts in government policy designed to address them? 7. Can students identify and explain domestic issues and reform movements? 8. Can students evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues?
U.S. HistoryUnit 10The United States and the World: Issues and Challenges
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Unit 10 Grade-Level Expectations (GLEs) GLE # GLE Text and Benchmarks History: Historical Thinking Skills 1. Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) 2. Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1) 3. Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) 4. Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1) 5. Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2) 7. Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2) 8. Debate a historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2) 9. Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) 15. Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) 17. Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 18. Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) United States History 52. Evaluate the effects of the mass media on American society (H-1B-H16) 53. Describe the impact of technology on American society (H-1B-H16) 54. Analyze contemporary issues in American society and suggest alternative solutions (H-1B-H17) 55. Identify recent U.S. Supreme Court decisions and describe how they impact political and social institutions (e.g., presidential election of 2000) (H-1B-H17) 56. Describe the relationship of the United States and nations of the world in the post-Cold War era (e.g., Middle East conflicts, U.S. peace keeping) (H-1BH18) 57. Identify recent trends in the U.S. economy and explain shifts in government policy designed to address them (e.g., NAFTA, global economy) (H-1B-H18) 58. Identify and explain domestic issues and reform movements (e.g., terrorism, energy, environment, war on drugs, education) (H-1B-H18)
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Sample Activities Activity 1: Contemporary IssuesDecade Project (GLEs: 1, 2, 3, 4, 5, 9, 15, 18, 58) Materials List: Key Concept Chart BLM; Decades BLM; primary and secondary sources (books, encyclopedias, Internet accessoptional); chart paper, and markers; overhead projector (optional); Inspiration (optional) Throughout this unit have students maintain a vocabulary self-awareness chart (view literacy strategy descriptions). Provide the students with a list of key concepts that relate to this period of history. Have them complete a self-assessment of their knowledge of these concepts using the chart. Ask the students to rate their understanding of a word using a + for understanding, a for limited knowledge, or a - for lack of knowledge. Throughout the unit students will refer to this chart to add information as they gain knowledge of these key concepts. The goal is to replace all the check marks and minus signs with a plus sign. (See the Key Concepts Chart BLM and sample below.) Key concepts may be found in the Social Studies Teachers Guide to Statewide Assessment on page 43. This guide may be found at the following website: http://www.louisianaschools.net/lde/uploads/9850.pdf, page 4-43 Key Concept + Explanation Extra Information
After completing all the activities in this unit, have students refer back to their vocabulary self-awareness chart to determine if their understandings of the key concepts have changed. Organize the class into different groups. Assign each student group a decade (1970s to 2000s). Have students use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to examine and gather information about the events that occurred during their decades. Students should use a variety of resources and cover the following topics: Seventies: Richard Nixon, 26th Amendment, Nixons China visit, dtente, SALT, Peace with Honor, immigration, Kent State, Roe v. Wade, ERA, Skylab, Watergate, Gerald Ford, fall of South Vietnam, arms race, drugs, Bicentennial, Jimmy Carter, oil crisis, Ayatollah Khomeini, Camp David Accords, Iranian hostage crisis, moon exploration, Three Mile Island, Mt. St. Helens, Panama Canal Treaty Eighties: Ronald Reagan, Reaganomics, budget deficit, Sandra Day OConnor, Star Wars defense system, Mikhail Gorbachev, the fall of the Berlin Wall, trade deficit, arms race, Oliver North and Iran-Contra Scandal, U.S. HistoryUnit 10The United States and the World: Issues and Challenges 125
end of the Cold War, Moral Majority, drugs, violent crime, illegal immigration, PCs, rap music, Challenger disaster Nineties: George H. W. Bush, Million Man March, health care crisis, AIDS, drugs, violent crime, Persian Gulf War, Bosnia, Bill Clinton, dont ask, dont tell, domestic terrorism, NAFTA, Whitewater scandal, Ross Perot, Americans with Disabilities Act, Brady Bill, North American Free Trade Agreement, Clinton impeachment, return of the Panama Canal and the Canal Zone to Panama The New Millennium: Y2K, Al Gore, Jr., George W. Bush, September 11, 2001, Taliban, al-Qaeda, War in Afghanistan, War in Iraq (Persian Gulf War of 2003), axis of evil, North Korea, Enron scandal, homeland security, SARS, No Child Left Behind Act, domestic terrorism, World Wide Web, health care crisis, AIDS, drug scandal in sports, violent crime, illegal immigration, trade deficit, campaign finance reform, hurricanes Katrina and Rita, global warming debate
Students will present their reports using a variety of appropriate format(s). The teacher should document student responses on some type of graphic organizer on the board, overhead transparency, or computer generated program such as Inspiration. As the students listen to the reports, have them complete a graphic organizer (view literacy strategy descriptions) in which they explain what they learned about the different decades. See the Decades BLM and the sample below. What I learned about the Seventies Topic: SALT New facts and information about the 1970s
Teacher Note: Similar BLMs should be created for the decades of the Eighties, Nineties, and New Millennium. After all the groups have presented their information, each group will create a timeline of the major events in their decade. Hold an open discussion on these major events and the new information that was obtained when studying the decades. Using a publishing program, word processor or card stock, have students create bumper stickers to represent each of the decades studied in this activity (e.g., Thats one small step for man, one giant leap for mankind.) Students may work individually, in pairs, or small groups. Students should display their bumper stickers and have the rest of the class guess the decade from the information that is written on the bumper sticker.
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Activity 2: Change in the United States (GLEs: 4, 7, 8, 9, 15, 17, 18, 54) Materials List: Population Data BLM, Immigration Patterns BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), overhead projector (optional), Inspiration (optional), 3x5 note cards Have students use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to examine and review population data for the United States since the 1970s. Population data websites: http://www.census.gov/ Have students work in teams to complete a process guide (view literacy strategy descriptions) that includes the following questions (see the Population Data BLM): How do the changes in population during the last four decades impact the Social Security program? Why does a dependent population (baby boomers) that is larger than the working population represent a threat to the economy of the nation? Should we increase the age for people to retire with full Social Security benefits? Explain your answer. Is zero population growth a good idea? Explain your answer. Is a decline in population a good thing? Explain your answer.
After completing the process guide have students share their findings. Engage the class in a discussion of their findings concerning the population data and the problems that the United States will encounter in the coming years. The teacher should document student responses on some type of graphic organizer on the board, overhead transparency, or computer generated program such as Inspiration. Organize the class into different groups. Assign each student group a decade (1950s to 2000s). Using primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) have the students locate information concerning the immigration patterns into the United States for the period from 1950 to the present. Population websites: http://www.census.gov/population/www/socdemo/migrate/past-migrate.html http://memory.loc.gov/learn/features/immig/introduction3.html http://www.migrationinformation.org/Profiles/display.cfm?ID=283 Have the students complete a graphic organizer (view literacy strategy descriptions) in which they chart immigration patterns for this time period. Have them identify the sources of immigration (legal and illegal) by decade and explain how these immigrant groups affected cultural change in the United States. See the Immigration Patterns BLM
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and the sample below. Sources of Immigration 1950s:
Cultural Changes in the United States
Students will present their findings. The teacher should document student responses on some type of graphic organizer on the board, overhead transparency, or computer generated program such as Inspiration. Hold a class debate on a series of immigration issues, such as: Should English remain the official language of America? Is cultural diversity a threat or an asset to American society? Why is the United States popular with migrants from countries in the Western Hemisphere? Have each student list four ways the United States has changed since 1950, writing each on a separate 3x5 note cards. The changes may be social, political, technological, or economic. Gather the note cards and tape them to the board. Have the class discuss the change and place them in order of importance. Then, have them write position papers suggesting alternative solutions to problems raised by these changes. Activity 3: Presidential AdministrationsCarter, Reagan, Bush, Clinton, Bush (GLEs: 2, 7, 8, 15, 17, 57, 58) Materials List: Presidential Administrations BLM, primary and secondary sources (books, encyclopedias, Internet accessoptional), chart paper, markers, overhead projector (optional), Inspiration (optional) Organize the class into different groups. Assign each student group a different president to research. Have students use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to examine the achievements made during each presidential administration from 1977 to the present time, comparing successes/failures in foreign affairs (e.g., Middle East conflicts, end of the Cold War, Panama Canal Treaty), domestic policy (e.g., energy, the environment, war on drugs, terrorism, immigration/migration, minority issues), economic policy (e.g., NAFTA, global economy), and education (e.g., No Child Left Behind Act of 2001). Students will use the split-page notetaking strategy (view literacy strategy descriptions), as they research the terms of their president. See the Presidential Administrations BLM and the sample below. Term: Identify the achievements that were made during the administration of President _________. Topic: President
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Students will use one column to record the questions and the other to record the answers. As the students read the material, they will record the answers or notes on their findings beside each question. Students can use their notes to study for their test. Students may cover one column and try to remember information in the other. Have students share their findings with the class in appropriate format(s) (visual, electronic, written). The teacher should document student responses on some type of graphic organizer on the board, overhead transparency, or computer generated program such as Inspiration. Use these findings as springboards to discuss policies that might be considered conservative as opposed to liberal, giving reasons for their classifications. Have students place the presidents along a spectrum, running left to right, between liberal and conservative. Have students write brief rationales for their placement of each president on this spectrum. Then, have the students role play a debate between the presidents on one of the topics covered. Activity 4: The Court System (GLEs: 7, 9, 55) Materials List: primary and secondary sources (books, encyclopedias, Internet access optional), chart paper, markers Organize the class into different groups. Assign each student group a Supreme Court case. Include the following cases: Brown v. Board of Education of Topeka, Gideon v. Wainwright, Roe v. Wade, Miranda v. Arizona, Tinker v. Des Moines Public Schools, and George W. Bush v. Palm Beach County Canvassing Board, et al. Have students use primary and secondary source documents (textbooks, encyclopedias, and reliable Internet resources) to examine the decision in their assigned Supreme Court case. Use a process guide (view literacy strategy descriptions) to help students assimilate, think critically about, and apply new knowledge concerning their assigned Supreme Court case (see the Supreme Court Decisions BLM and the sample below). Have students fill in the guide as they study the case. Students will describe the facts of the case, the decision, and how the decision influenced American society by impacting political and social institutions. Supreme Court Decisions Supreme Court case: Describe the facts of the case: Students are then asked to share their findings. Engage the class in a discussion of their
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assigned Supreme Court cases. Tell students that they will be called on randomly to come to the front of the room to be esteemed professors (variation of the professor know-it-all strategy) (view literacy strategy descriptions) and present the information on their assigned court cases. Each group should prepare several questions to ask the class to assess the other students knowledge of the information presented. The esteemed professors should also be prepared to answer the questions they generated, along with questions from the class that they will be called upon to answer. Each group will become the experts on the topics they research. The teacher will be the facilitator in this activity and monitor all presentations and class discussions for accuracy. Ask the students to stand shoulder-to-shoulder during the presentation and invite questions from the other groups after their presentation. The group should huddle as a team to discuss possible answers to the class questions, then return to their positions and give the answers in complete sentences. Each member of the group can state part of the sentence until it is complete, or take turns answering the different questions. After they have addressed the class questions, they may ask their prepared questions and elicit answers from the class. Once this process is completed, the teacher should call on another team and let them present. The entire process should be repeated until all groups have had a chance to present. The teacher should ask any necessary questions of each group to ensure that all necessary material is covered. The esteemed professors should be held accountable for correct information. Have students use a graphic organizer to chart the federal court system, displaying appropriate levels and jurisdictions. Ask students to explain how the subject matter of a case or the parties to a case determine original jurisdiction. Activity 5: The Mass Media (GLEs: 7, 18, 52) Materials List: primary and secondary sources (books, encyclopedias, Internet access optional) Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to examine the Kennedy-Nixon Presidential Debates of 1960. Websites for the Kennedy-Nixon Presidential Debates: http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-JFK-Nixon.htm http://www.museum.tv/archives/etv/K/htmlK/kennedy-nixon/kennedy-nixon.htm To help comprehend the text students will complete a DR-TA activity (view literacy strategy descriptions). Using the text or other reading source from the Internet that addresses the effects of the mass media on American society in the Kennedy-Nixon Debates, take students through the following steps:
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1. Introduce background knowledge. Begin the lesson with a discussion about how mass media has affected and influenced American society. Lead the students in thinking about how the media influences society today. Record their ideas on the board. 2. Make predictions. Ask students to list current ways in which the media is influencing American society today and predict what they might discover as they read the selection. Have students write their predictions in their learning log (view literacy strategy descriptions). 3. Read a section of text, stopping at predetermined places to check and revise predictions. Ask students to reread their predictions. Let them know they should change their predictions, if necessary, and cite new evidence for doing so. Repeat this cycle several times as students read through the text on the effects of the mass media on American society. Key questions to consider are: What have you learned so far from your reading? What do you expect to read next? 4. Once the reading has been completed, use student predictions as a discussion tool. Ask students to reflect on their original predictions and track their changes as they read. Students should write statements pertaining to the effects of the mass media on American society in their learning logs. Hold a class discussion in which students discuss the role of the media and identify ways in which it has made an impact on politics, culture, foreign events, etc. Using the RAFT writing strategy (view literacy strategy descriptions), have students draft an open letter to the American media personnel. Students will assume the role of a concerned citizen. They will write a letter to the editor that addresses the rights and responsibilities of the media and the public. Include examples of media abuse. (See the Letter to the Editor BLM and the sample below.) Role Concerned American citizen Audience Media personnel and subscribers Format Letter to the editor Topic Rights and responsibilities of the media
Students should orally present their Letters to the Editor to the class and then display the RAFT letters on a thematic bulletin board. Activity 6: Domestic Issues and Reform Movements (GLEs: 4, 7, 9, 18, 58) Materials List: primary and secondary sources (books, encyclopedias, Internet access optional) Organize the class into different groups. Have students use primary and secondary source documents (books, encyclopedias, and reliable Internet resources) to find information and then report on one of the following:
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due process and police power right to privacy (e.g., in the case of abortion) right to bear arms security of home/person/personal property homeland security racial profiling protection from excessive punishment terrorism energy environment war on drugs education health care
Have students create a brochure concerning their area of research. These brochures should do the following: identify the domestic issue or reform movement explain the issue or movement describe Americas present position on the issue or movement highlight interesting facts concerning the issue or movement explain when this issue presented itself historically explain how it relates to contemporary issues, rights, and responsibilities Student groups will explain their brochures to the class and then display their brochures around the classroom. Activity 7: Contemporary Issues (GLEs: 2, 3, 7, 9, 56) Materials List: Hot Spots BLM, primary and secondary sources (newspapers, news magazines, Internet accessoptional), 3x5 index cards Have students read newspapers, news magazines, or reliable Internet resources to find information about current hot spots in the world where conflicts exist today. Students will describe the relationship of the United States and other nations of the world in these current areas of conflict and tension. Have students create vocabulary cards (view literacy strategy descriptions) to develop and summarize knowledge of these current hot spots in the world. Distribute 3x5 inch index cards to each student for each key term and ask them to follow directions in creating the cards. Draw a card on the board, writing the area of focused conflict in the middle of the card. Guide students in providing a definition and then write the definition in the appropriate space. Ask students to list pertinent information about the area of conflict and to write this in the appropriate place. Next, have students list the responses of U.S. HistoryUnit 10The United States and the World: Issues and Challenges 132
the United States and the world to this conflict or tension, and write this in the appropriate place. Finally, ask students to decide if the response was a success or a failure. Guide students in following the same steps with the other areas of conflict and tension (see the Hot Spots BLM and the sample below). Definition Success/Failure Area of Conflict
Response of the U.S. and the world
Other Information
Solicit observations from the students and discuss their findings with the class. Compare student findings. Some teacher guidance may be needed. Students should use these vocabulary cards to study for their tests. Activity 8: Technology (GLEs: 1, 3, 4, 9, 15, 53) Materials List: primary and secondary sources (books, encyclopedias, Internet access optional), chart paper, markers, newspapers, magazines Have students assemble a collage using pictures and headlines from newspapers and magazines to illustrate the impact of technology on American society. Students will present these collages to the class. The collages will be displayed around the classroom. As a class, create a timeline that shows the creation of technological inventions since the early 1900s. Hold a class discussion in which the students compare and contrast the technological invention in its earliest form to the technology as it appears today. Then, have students work in pairs to choose one technological invention and examine how this invention has impacted American society. Have them present their findings to the class. As closure, they should be able to explain the importance of their area of technology and describe how this technology has impacted American society. Have students make predictions about the changes and improvements that will be made to their area of technology within the next fifty years.
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Sample Assessments General Guidelines Students should be monitored on all activities via teacher observation, report writing, and class discussion. Use a variety of performance assessments to determine student understanding of content. All student-developed products should be evaluated as the unit progresses. Student investigations and projects should be evaluated with criteria assigned specific point values. The criteria should be distributed to the students when assignments are made and, when possible, students should assist in the development of the scoring criteria. Teacher-created, comprehensive unit exams assessing the GLEs should consist of the following: o a variety of formats for objective, convergent test items o depth of knowledge at various stages of Blooms taxonomy o LEAP-like constructed response items o open-ended response items requiring supporting evidence o test items aligned to the verbiage of the GLEs.
General Assessments Display a variety of unlabeled photos from the 1970s to the present from magazines, the Internet, and newspapers. Have students place the photos in chronological order by decades. Students will then explain to the class how they reached their conclusions. Clues could include the people in the photos, the event depicted, or the style of clothing. Have students make predictions and discuss the results of trends in the U.S. economy since the 1970s and the governments policies that are/were designed to address them. Have students create a timeline of key events from 1970 to the present. Students should label political events on the topside of the timeline and military events on the underside. Have students make a two-column chart. In the first column, students will record what they knew previously about the material covered in this unit. In the second column, students will list what they have learned after studying this unit.
Activity-Specific Assessments Activity 4: Each esteemed professor (view literacy strategy descriptions) group can be assessed on the accuracy of information presented to the class. Activity 5: Have students create a cause-and-effect chart that depicts the effects of the mass media on American society. 134
Activity 6: The brochures can be assessed for creativity and for the accurate depiction of issues addressed. Assessment criteria should be established prior to the assignment and distributed to the students if grades will be given. Activity 8: Have students state three main ideas about the impact of technology on American society.
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01 US - History Guide

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United States History

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 1The Industrial Nation (18651905)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 2Urban Migration and Migration West (18651930)

Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Comprehensive Curriculum, Revised 2008

Key Concepts Chart

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

U.S. HistoryUnit 3The Progressive Movement (18971920)

Louisiana Comprehensive Curriculum, Revised 2008

Louisiana Comprehensive Curriculum, Revised 2008