Pacing Guide and Curriculum Map High School … School American History/ American History ... it’s...

Revised 06/05/11

High School American History/

American History Honors

Pacing Guide and Curriculum Map

Revised 06/05/11 2

Preface

Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s):

o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended

Academic Vocabulary are:

o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.

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Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn

o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card

Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily:

o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies

Maps are organized to include the following:

o Pacing

o Objective

o Essential questions, content and understanding, benchmarks, and assessment

o Appendix/ resources

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STRATEGIES FOR HONORS AMERICAN HISTORY Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other teacher-directed projects). In an effort to boost the rigor and better prepare our high school students for Advanced Placement courses this document has been prepared as a guide for Honors teachers.

Instruction should be based on content / skills from the Lake County Schools Curriculum Map. The course curriculum map should serve as the instructional guide, not a textbook or any specific resource.

Use the Essential Question for each unit as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction (remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Essential Content and Understandings you are focusing on each day. They should be visible and discussed before and after instruction.

Social Studies Literacy Strategies should be utilized regularly (Cornel Notes, Dialectical Notes, or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or G-SPRITE categorization tools).

Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. History Alive lessons).

Students should conduct research projects and/or papers. Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level

1 items that involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more abstract thought, thinking beyond the information at hand.

Students should be engaged in higher order writing on a regular basis, short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).

Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student Notebook).

Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities, vocabulary/concept building, work related to projects, etc.

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Required Instruction for Social Studies 11th Grade American History

The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 11. This does not imply, however, that non-highlighted items cannot be addressed as appropriate.

The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction states:

(1) Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.

(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following:

(a) The content of the Declaration of Independence and how it forms the philosophical foundation of our government.

(b) The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.

(c) The essentials of the United States Constitution and how it provides the structure of our government.

(d) Flag education, including proper flag display and flag salute.

(e) The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts.

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(f) The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

(g) The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.

(k) The history of the state.

(o) The study of Hispanic contributions to the United States.

(p) The study of women’s contributions to the United States.

(q) A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation.

(r) In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable.

1003.421 Recitation of the Declaration of Independence.--

(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence.

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(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.”

(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty.

(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.

The Florida Statutes may be viewed online at http://flsenate.gov/statutes.

http://flsenate.gov/status

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Social Studies Skills and Concepts Matrix

This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment.

The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced.

For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. Grade Level: The number in the second slot identifies the grade level. Strand: The letter in the third slot identifies the strand, such as A for American History, W for World History, etc. Standard: The number in the third slot identifies the general standard under the strand Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard.

SS.8.A.1.1

Subject Area: SS Social Studies

LA Language Arts

Grade

Level

Strand:

A=American

History

G=Geography

E=Economics

C=Civics &

Government

W=World

History

H=Humanities

Standard

Number

Benchmark

Number

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GEOGRAPHY SKILLS AND CONCEPTS

Skills and Concepts K

1

2

3

4

5

6

7

8

9

10

11

12

Introduction Benchmark

Globe and maps are models of Earth, countries, states, etc. I

D

M R R R R R R R R R R SS.K.G.1.2

Location of home address, city, state, county, and country I D D D M R R R R R R R R SS.K.G.2.2 Relative location (near, far, up, down, over, under) I D D M R R R R R R R R R SS.K.G.1.1 Cardinal directions I D D M R R R R R R R R R SS.K.G.1.3 Equator I D M R R R R R R R R SS.2.G.1.3 Continents I D D M R R R R R R R SS.2.G.1.3 Countries of North America (U.S., Canada, Mexico) I D D D D M R R R R R SS.2.G.1.4 Four oceans I D D M R R R R R R R SS.2.G.1.3 Intermediate directions (NE, NW, SE, SW) I D D D M R R R R R R SS.2.G.1.1 State capital of Florida I D M R R R R R R R R SS.2.G.1.2 Washington, D.C., location I D D M R R R R R R R SS.2.G.1.2 Hemispheres I D D D M R R R R R R SS.2.G.1.3 Map parts: title, scale, grid, legend, compass rose I D D D M R R R R R R SS.2.G.1.1 Prime Meridian, International Dateline I D D D M R R R R R R SS.2.G.1.3 Thematic maps (population, precipitation, vegetation, etc.) I D D D D D M R R R R SS.2.G.1.1 Identify map types: physical, political 1 D D M R R R R R R SS.3.G.1.4 Landforms, water bodies I D D D D D D M R R SS.3.G.2.4 Name and location of 50 states I D D D M R R R R R SS.3.G.2.3 Time zones I D D D D D D D M R SS.2.G.1.3 U.S. regions I D D D D M R R R R SS.3.G.2.2 Latitude/longitude I D D M R R R R R SS.4.G.1.4 Tropic of Cancer/Tropic of Capricorn I D D M R R R R R SS.4.G.1.4 Global regions: climate, vegetation, economic, etc. I D D D M R R SS.6.G.6.1 Map projections I D D D M R R SS.6.G.1.2

I = Introduce D = Develop M = Mastery R = Reinforce

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RESEARCH SKILLS AND CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Provides supporting details of answer from text I D D D D D D D D D M R R LA.K.1.7.3 Media skills – student knows how to find materials in the media center I D D D D D D M R R R R

LA.2.6.2.2 SS.1.A.1.2

Identify and use dictionary, encyclopedia, almanac, atlas I D D D D D M R R R R LA.2.6.2.2 Identify fact and opinion I D D D D M R R R R LA.3.6.3.1 Search engines – student can use an internet search engine to research I D D D D M R R R R

LA.3.6.2.1 SS.3.A.1.2

Oral history – interviewing skills I D D D D D D D M R LA.3.6.1.1 Check validity of information from research/text I D D D M R R R LA.5.6.2.1 Identify strong vs. weak arguments I D D D D D M LA.6.1.7.5 Identify and use articles, periodicals, journals I D D D M R LA.7.2.2.4


SOCIAL STUDIES SKILLS AND CONCEPTS

Skills and Concepts

K

1

2

3

4

5

6

7

8

9

10

11

12


Identify, analyze and use primary/secondary sources I D D D D D D D M R R R R SS.K.A.1.2 Create timelines – chronological order I D D D D D D D M D R R R SS.K.A.1.1 Charts/graphs/photo analysis I D D D D D D D D M R R LA.1.2.2.1 Cause/effect I D D D D D D D D M R R LA.1.1.7.5 Compare and contrast I D D D D D D D M R R LA.2.1.7.7 Point of view I D D D D D D D M R R LA.2.3.3.1 Create timelines using a scale I D D D M R R SS.6.W.1.1 Analyze current events I D D M R SS.8.A.1.3 Political cartoons I D D M R SS.8.A.1.2


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CIVIC AWARENESS CONCEPTS


1

2

3

4

5

6

7

8

9

10

11

12


Concept of voting I D D D D M R R R R R R R SS.K.C.2.3 Declaration of Independence (STATE STATUTE) I D D D D D D D M R R R R SS.K.A.2.2 Identify Abraham Lincoln I D D D D D D D M R R R R SS.K.A.2.4 Identify George Washington as first President of the U.S.A. I D D M R R R R R R R R R SS.K.A.2.4 Martin Luther King was an influential leader of the Civil Rights Movement of the 20th century I D D D D D D D D D D M R SS.K.A.2.4 Patriotic holidays that represent America I D D D D D D D D D D M R SS.K.A.2.2 Patriotic symbols that represent America I D D D D D D D D D D M R SS.K.A.2.5 U.S.A. is a nation of immigrants I D D D D M R R R R R R R SS.K.A.2.3 Citizens have the right and responsibility to participate in the government I D D D D D D D D D M R SS.1.C.2.1 Our government is headed by the President I D D M R R R R R R R SS.3.C.3.1 Our state is headed by the Governor I D D D D D M R R R R SS.3.C.3.1 Global/American concept of servitude I D D D D D M R R R R SS.2.C.2.4 Government officials are elected by the people I D D D D M R R R R SS.3.C.1.2 America won independence from England in the American Revolution I D D M R R R R SS.5.A.5.3


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Next Generation Sunshine State Standards for Social Studies and Health Related to Character Education

The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporate required instruction related to Character Education into the standards. The intent was to include character education as a learning progression that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for grades K – 8. For high school courses, these character education standards will be included as part of required Social Studies courses in the Florida Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies and Health Education standards: Patriotism: -Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government. -- SS.912.C.1.1 -Identify the expansion of civil rights and liberties by examining primary documents (e.g., Preamble, Declaration of Independence, Constitution, Emancipation Proclamation, 13th, 14th, 15th, 19th, 24th, and 26th Amendments, Voting Rights Act of 1965). -- SS.912.C.2.9 Citizenship: -Evaluate the importance of political participation and civic participation. -- SS.912.C.2.2 -Experience the responsibilities of citizens at the local, state, or federal levels (e.g., registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election). -- SS.912.C.2.3 3 -Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights. -- SS.912.C.2.6 Charity: -Conduct a service project to further the public good (e.g., school, community, state, national, international). -- SS.912.C.2. Racial, Ethnic, and Religious Tolerance: -Describe various socio-cultural aspects American life including arts, artifacts, literature, education, and publications. -- SS.912.A.1.7 -Analyze the impact of the Holocaust during World War II on Jews as well as other groups. -- SS.912.A.6.3 -Examine efforts to expand or contract rights for various populations during World War II (e.g., women, African Americans, German Americans, Japanese Americans, Native Americans, Hispanic Americans, Italian Americans). -- SS.912.A.6.4 -Assess human rights policies of the United States and other countries. -- SS.912.C.4.3 Cooperation: -Use a decision-making model to analyze a public policy issue affecting the student's community that incorporates defining a problem, analyzes the potential consequences, and considers the alternatives. -- SS.912.E.2.2

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High School American History (Block Schedule) First 4.5-weeks

Civil War & Reconstruction

(1.5 weeks)

(SS.912.A.2.1 – SS.912.A.2.7)

Sectional Conflict

Women’s Suffrage

Major events and leaders

Emancipation Proclamation and

Gettysburg Address

Reconstruction

Effects on Native Americans

Post Reconstruction (2 weeks)

(SS.912.A.3.1 – SS.912.A.3.13)

Territorial expansion, western

movement, immigration,

urbanization & admission of new

states

Industrialization

The Gilded Age

Prejudice and discrimination

Progressive movement

DBQ: Was Andrew Carnegie a

Hero?

1 week buffer (testing, review, &

remediation)

**DBQs have been chosen to correlate

to benchmarks that will be tested on

American EOC.

**Florida History has been embedded

throughout the curriculum where

appropriate.

Second 4.5-weeks

US Role in World Affairs at Turn of the

Century (1 week)

(SS.912.A.4.1 – SS.912.A.4.4)

US political and economic policies

in Latin America, Asia, and the

Pacific

Spanish-American War

Panama Canal

World War I (.5 week)

(SS.912.A.4.5 – SS.912.A.4.11)

U.S. Involvement in WWI

14 Points and League of Nations

Treaty of Versailles

Roaring Twenties and the Great

Depression (2 weeks)

(SS.912.A.5.1 – SS.A.5.12)

Red Scare

Economic Boom

Social Changes

Causes of the Great Depression

Impact of Great Depression

New Deal

Civil Rights

DBQ- What Caused the Great

Depression? REQUIRED


remediation)

Third 4.5-weeks

World War II (1 week)

(SS.912.A.6.1 – SS.912.A.6.7)

Factors leading to US involvement

Major strategies, battles & turning

points

Role of minorities in war effort

Holocaust

War Effort on the Home Front

Japanese Internment

Outcomes of WWII

Civil Rights

Origins of the Cold War (1.5 weeks)

(SS.912.A.6.8 – SS.912.A.6.11)

Truman Doctrine/Containment

NATO

Communist China

Arms Race/Space Race

DBQ- Geography of the Cold War:

What Was Containment?

1950s (1 week)

(SS.912.A.6.12 – SS.912.A.6.13)

(SS.912.A.7.1 – SS.912.A.7.8)

Cold War Events: Korean War, Bay

of Pigs, Cold War Spies and

McCarthyism

Economic Boom/Consumer Society

Social Conformity and Backlash

Problem of Poverty

Civil Rights Movement


remediation)

Fourth 4.5-weeks

1960s (2 weeks)

(SS.912.A.6.14 – SS.912.A.6.15)

(SS.912.A.7.3 – SS.912.A.7.17)

Camelot

Cold War Events: Vietnam

War, Cuban Missile Crisis,

Impact of Cold War at Home

Great Society

Counterculture


DBQ-Martin Luther King and

Malcolm X: Whose

Philosophy Made the Most

Sense?-REQUIRED

Contemporary United States

(1.5 weeks)

(SS.912.A.7.7 – SS.912.A.7.17)

Nixon to Obama

Civil Rights

Foreign Policy towards Africa,

Asia, Caribbean, Latin

America, Middle East, and

Europe

United States in the Global

Economy

U.S. Domestic Policy:

Environmental Issues,

Immigration, Advances in

Science and Technology


remediation)

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High School American History (Traditional Schedule) First Quarter

Civil War & Reconstruction

(3 weeks)

(SS.912.A.2.1 – SS.912.A.2.7)

Sectional Conflict

Women’s Suffrage

Major events and leaders

Emancipation Proclamation and

Gettysburg Address

Reconstruction

Effects on Native Americans

Post Reconstruction (4 weeks)

(SS.912.A.3.1 – SS.912.A.3.13)

Territorial expansion, western

movement, immigration,

urbanization & admission of new

states

Industrialization

The Gilded Age

Prejudice and discrimination

Progressive movement

DBQ: Was Andrew Carnegie a

Hero?

7 weeks instructional time

1 week Freedom Week

1 week buffer (testing, review &

remediation)

**DBQs have been chosen to correlate

to benchmarks that will be tested on

American EOC.

**Florida History has been embedded

throughout the curriculum where

appropriate.

Second Quarter

US Role in World Affairs at Turn of the

Century (2 weeks)

(SS.912.A.4.1 – SS.912.A.4.4)

US political and economic policies

in Latin America, Asia, and the

Pacific

Spanish-American War

Panama Canal

World War I (2 weeks)

(SS.912.A.4.5 – SS.912.A.4.11)

U.S. Involvement in WWI

14 Points and League of Nations


Roaring Twenties and the Great

Depression (3 weeks)

(SS.912.A.5.1 – SS.A.5.12)

Red Scare

Economic Boom

Social Changes


Impact of Great Depression

New Deal

Civil Rights

DBQ- What Caused the Great

Depression? REQUIRED


1 week buffer (review & remediation)

1 week for mid-term exams

Third Quarter

World War II (3 weeks)

(SS.912.A.6.1 – SS.912.A.6.7)

Factors leading to US involvement

Major strategies, battles & turning

points

Role of US minorities in war effort

Holocaust

War Effort on the Home Front

Japanese Internment

Outcomes of WWII

Civil Rights

Origins of the Cold War (2.5 weeks)

(SS.912.A.6.8 – SS.912.A.6.11)

Truman Doctrine/Containment

NATO

Communist China

Arms Race/Space Race

DBQ- Geography of the Cold War:

What Was Containment?

1950s (2.5 weeks)

(SS.912.A.6.12 – SS.912.A.6.13)

(SS.912.A.7.1 – SS.912.A.7.8)

Cold War Events: Korean War, Bay

of Pigs, Cold War Spies and

McCarthyism

Economic Boom/Consumer Society

Social Conformity and Backlash

Problem of Poverty



1 week buffer (testing, review &

remediation)

Fourth Quarter

1960s (4 weeks)

(SS.912.A.6.14 – SS.912.A.6.15)

(SS.912.A.7.3 – SS.912.A.7.17)

Camelot

Cold War Events: Vietnam War,

Cuban Missile Crisis, Impact of

Cold War at Home

Great Society

Counterculture


DBQ-Martin Luther King and

Malcolm X: Whose Philosophy

Made the Most Sense?-

REQUIRED

Contemporary United States

(3 weeks)

(SS.912.A.7.7 – SS.912.A.7.17)

Nixon to Obama

Civil Rights

Foreign Policy towards Africa,

Asia, Caribbean, Latin America,

Middle East, and Europe

United States in the Global

Economy

U.S. Domestic Policy:

Environmental Issues,

Immigration, Advances in

Science and Technology


1 week buffer (review, remediation)

1 week for final exams

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Objectives of Learning Civil War & Reconstruction (1.5 weeks)

The student will review knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by

a) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women’s suffrage movements, and the

role of the states in the Union.

Academic Vocabulary: sectionalism, abolitionist, nullify, suffrage

Essential Questions Essential Content & Understanding Essential Skills & Benchmarks Assessment

Was the Civil War inevitable?

Was slavery the primary cause

of the Civil War?

The nation struggled to resolve sectional issues, producing

a series of crises and compromises.

These crises took place over the admission of new states

into the Union during the decades before the Civil War. The

issue was always whether the number of ―free states‖ and

―slave states‖ would be balanced, thus affecting power in

the Congress.

Economic divisions

The Northern states developed an industrial economy

based on manufacturing. They favored high protective

tariffs to protect Northern manufacturers from foreign

competition.

The Southern states developed an agricultural economy

consisting of a slavery-based system of plantations in

the lowlands along the Atlantic and in the Deep South,

and small subsistence farmers in the foothills and

valleys of the Appalachian Mountains. The South

strongly opposed high tariffs, which made the price of

imported manufactured goods much more expensive.

The growing division over slavery and states’ rights

As the United States expanded westward, the conflict

over slavery grew more bitter and threatened to tear the

country apart.

The abolitionist movement grew in the North, led by

William Lloyd Garrison, publisher of The Liberator, an

antislavery newspaper, and many New England

religious leaders, who saw slavery as a violation of

Christian principles. Southerners were afraid of

growing influence of abolitionist (Harriet Beecher

Stowe’s Uncle Tom’s Cabin).

American History Standard 1:

Use research and inquiry skills to analyze

American history using primary and

secondary sources.

Amerian History - Standard 2

Understands causes, course, and

consequences of the Civil War and

Reconstruction and its effects on the

American people.

Benchmarks:

SS.912.A.2.1 Review causes and

consequences of the Civil War.

Language Arts – Standard 6

Vocabulary Development

Benchmarks:

LA.1112.1.6.1 The student will use

new vocabulary that is introduced

and taught directly.

LA.1112.1.6.2 The student will

listen to, read, and discuss familiar

and conceptually challenging text.

LA.1112.1.6.3 The student will use

context clues to determine meanings

of unfamiliar words

Language Arts – Standard

Informal:

Word Wall Activity

Scaffolded Questions

Write a 2 page

conversation between a

Southerner and a

Northener who meet on a

train in the mid-1800s.

Have them talk about the

differences between their

lives. Optional: students

can write the conversation

as though it was text

messaging or instant

messaging.

Write a persuasive essay

that defends the economic

institution of slavery from

the South’s point of view.

Place students into

cooperative groups. Each

group has to create a

poster size graphic

organizer that illustrates

women’s rights/suffrage.

Draw a political cartoon

that illustrates Lincoln’s

statement: ―A house

Revised 06/05/11 16

Can legislative compromises

solve moral issues?

Slave revolts in Virginia, led by Nat Turner and

Gabriel Prosser, fed white Southern fears about slave

rebellions and led to harsh laws in the South against

fugitive slaves. Southerners who favored abolition

were intimidated into silence.

The admission of new states continually led to conflicts

over whether the new states would allow slavery

(―slave states‖) or prohibit slavery (―free states‖).

Numerous compromises were struck to maintain the

balance of power in Congress:

The Missouri Compromise (1820) drew an east-west

line through the Louisiana Purchase, with slavery

prohibited above the line and allowed below, except

that slavery was allowed in Missouri, north of the line.

In the Compromise of 1850, California entered as a

free state, while the new Southwestern territories

acquired from Mexico would decide on their own.

The Kansas-Nebraska Act of 1854 repealed the

Missouri Compromise line by giving people in Kansas

and Nebraska the choice whether to allow slavery in

their states (―popular sovereignty‖). This law produced

bloody fighting in Kansas as pro- and anti-slavery

forces battled each other. It also led to the birth of the

Republican Party that same year to oppose the spread

of slavery.

Southerners argued that individual states could nullify

laws passed by the Congress. They also began to insist

that states had entered the Union freely and could leave

(―secede‖) freely if they chose.

Abraham Lincoln, who had joined the new Republican

Party, and Stephen Douglas, a Northern Democrat,

conducted numerous debates when running for the U.S.

Senate in Illinois in 1858. Lincoln opposed the spread

of slavery into new states; Douglas stood for ―popular

sovereignty.‖

The Dred Scott decision by the Supreme Court

overturned efforts to limit the spread of slavery and

outraged Northerners, as did enforcement of the

Fugitive Slave Act, which required slaves who escaped

to free states to be forcibly returned to their owners in

the South.

Lincoln warned, ―A house divided against itself cannot

divided against itself

cannot stand.‖

Spectrum: Place the

following events that led

to the Civil War on a

spectrum from ―greatest

impact‖ to ―least impact:‖

Missouri Compromise, Nat

Turner Rebellion, Uncle

Tom’s Cabin, Compromise

of 1850, Kansas-Nebraska

Act, Dred Scott Decision,

John Brown’s Raid,

Secession. Have students

justify where they place

each event. What other

events would they add to

the spectrum?

Develop a timeline with 8-

10 events for one of the

following topics: spread of

slavery in the South;

growth of the Abolitionist

movement in the U.S.;

growth of the Anti-Slavery

movement throughout the

world.

Write a blog about your

experiences along the

Underground Railroad.

Write a newspaper article

about hearing a speech by

Sojourner Truth or

Frederick Douglass.

Formal:

Unit Test

Revised 06/05/11 17

stand.‖ The nation could not continue half-free, half-

slave. The issue must be resolved.

The women’s suffrage movement

At the same time the abolitionist movement grew,

another reform movement took root, to give equal

rights to women.

Seneca Falls Declaration

Roles of Elizabeth Cady Stanton and Susan B.

Anthony, who became involved in women’s suffrage

before the Civil War, but continued with the movement

after the war

Revised 06/05/11 18



b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians (First Americans).

Academic Vocabulary: manifest destiny


Have Native Americans been

treated fairly by the United

States government?

Impact on the American Indians (First Americans)

The belief that it was America’s ―Manifest Destiny‖ to

stretch from Atlantic to Pacific provided political

support for territorial expansion.

During this period of westward migration, the

American Indians were repeatedly defeated in violent

conflicts with settlers and soldiers and forcibly

removed from their ancestral homelands. They were

either forced to march far away from their homes (the

―Trail of Tears,‖ when several tribes were relocated

from Atlantic Coast states to Oklahoma) or confined to

reservations.

The Second Seminole War in Florida lasted from 1835-

1842 and was the longest, most expensive Indian war

fought in the United States. The objective of the

United States government was to remove the Seminole

Indians from Florida so that the cattle industry could

flourish without opposition.

The forcible removal of the American Indians from

their lands would continue throughout the remainder of

the 19th century as settlers continued to move west

following the Civil War.




secondary sources.





American people.

Benchmarks:

SS.912.A.2.7 Review the Native

American experience.

Informal: Word Wall Activity


Class Debate on Indian

Removal: ―Native

Americans: Accommodate

or Resist?‖

Create a scrapbook that

includes pictures and

stories of the ―Trail of

Tears‖ from a first-hand

perspective.

Create an illustrated

timeline of one of the

following: major

American Indian treaties;

American Indian Removal;

the major events of the

Second Seminole War.

Formal:

Unit Test

Revised 06/05/11 19



c) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and

Frederick Douglass.

Academic Vocabulary: secession, Confederacy


Did any state have a right to

leave the Union?

The secession of southern states triggered a long and costly

war that concluded with Northern victory, a restoration of

the Union, and emancipation of the slaves.

The Civil War put constitutional government to its most

important test as the debate over the power of the federal

government versus states’ rights reached a climax. The

survival of the United States as one nation was at risk, and

the nation's ability to bring to reality the ideals of liberty,

equality, and justice depended on the outcome of the war.

Major events

Election of Lincoln (1860), followed by the secession

of several Southern states who feared that Lincoln

would try to abolish slavery

Ft. Sumter: Opening confrontation of the Civil War

Emancipation Proclamation issued after Battle of

Antietam

Gettysburg: Turning point of the Civil War

Appomattox: Site of Lee’s surrender to Grant

Florida in the Civil War

One of the founding members of the Confederacy

Because Florida was a major supply route (cattle, salt)

for the Confederacy, Union forces operated a blockade

of the entire state.

Only major battle: Battle of Olustee




secondary sources.





American people.

Benchmarks:



Informal:

Word Wall Activity


Listen to and analyze the

lyrics and tone of Civil War

era songs (e.g. Bonnie Blue

Flag, Dixie, Battle Hymn of

the Republic). Have

students write their own

Civil War song.

Write two newspaper

editorials that first defend,

and then criticize the idea

that government should be

given more power in

wartime than peacetime.

Compare/contrast the U.S.

Constitution with the

Confederate Constitution.

Formal:

Unit Test

Revised 06/05/11 20



d) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address.

Academic Vocabulary: federation, sovereign


Does Abraham Lincoln deserve

to be called the "Great

Emancipator?"

Lincoln’s Gettysburg Address said the the United States

was one nation, not a federation of independent states. That

was what the Civil War was about for Lincoln: to preserve

the Union as a nation of the people, by the people, and for

the people.

Lincoln believed the Civil War was fought to fulfill the

promise of the Declaration of Independence and was a

―Second American Revolution.‖ He described a different

vision for the United States from the one that had prevailed

from the beginning of the Republic to the Civil War.

Emancipation Proclamation

Freed those slaves located in ―rebelling‖ states

(seceded Southern states)

Made the destruction of slavery a Northern war aim

Discouraged any interference of foreign governments

Gettysburg Address

Lincoln described the Civil War as a struggle to

preserve a nation that was dedicated to the proposition

that ―all men are created equal‖ and that was ruled by a

government ―of the people, by the people, and for the

people.‖

Lincoln believed America was ―one nation,‖ not a

collection of sovereign states. Southerners believed that

states had freely joined the union and could freely

leave.




secondary sources.





American people.

Benchmarks:



Essay topic: Some

historians refer to the

Civil War as ―The

Second American

Revolution.‖ Assess the

validity of this title in

terms of the effects of

the war on the United

States (consider

liberty, labor, federal

power, and American

unity).

Create a pictorial

representation of either

the Emancipation

Proclamation or the

Gettysburg Address.

Write a blog on the

following topic: How

was the U.S.

Constitution both a

document that was used

to initially protect

slavery and later the tool

used to gain freedom for

all Americans?

Revised 06/05/11 21



e) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the

Constitution of the United States of America.

Academic Vocabulary: Reconstruction, legitimate, abolish, transcontinental


Should the South have been

treated as a defeated nation or

as rebellious states?

The war and Reconstruction resulted in Southern

resentment toward the North and Southern African

Americans and ultimately led to the political, economic,

and social control of the South by whites.

The economic and political gains of former slaves were

temporary.

Political effects

Lincoln’s view that the United States was one nation

indivisible had prevailed.

Lincoln believed that since secession was illegal,

Confederate governments in the Southern states were

illegitimate and the states had never really left the

Union. He believed that Reconstruction was a matter of

quickly restoring legitimate state governments that

were loyal to the Union in the Southern states.

Lincoln also believed that once the war was over, to

reunify the nation the federal government should not

punish the South but act ―with malice towards none,

with charity for all… to bind up the nation’s

wounds….‖

The assassination of Lincoln just a few days after Lee’s

surrender at Appomattox enabled Radical Republicans

to influence the process of Reconstruction in a manner

much more punitive towards the former Confederate

states. The states that seceded were not allowed back

into the Union immediately, but were put under

military occupation.

Radical Republicans also believed in aggressively

guaranteeing voting and other civil rights to African

Americans. They clashed repeatedly with Lincoln’s

successor as President, Andrew Johnson, over the issue

of civil rights for freed slaves, eventually impeaching




secondary sources.





American people.

Benchmarks:

SS.912.A.2.2 Assess the influence of

significant people or groups on

Reconstruction

SS.912.A.2.3 Describe the issues that

divided Republicans during the early

Reconstruction era.

SS.912.A.2.4 Distinguish the freedoms

guaranteed to African Americans and

other groups with the 13th

, 14th, and 15

th

Amendments to the Constitution.

SS.912.A.2.5 Assess how Jim Crow

Laws influenced life for African

Americans and other racial/ethnic

minority groups.

SS.912.A.2.6 Compare the effects of the

Black Codes and the Nadir on freed

people and analyze the sharecropping

system and debt peonage as practiced in

Informal:

Word Wall Activity


Reconstruction Report

Card: In cooperative

groups, have the students

outline the three plans

for Reconstruction.

Have them assess a letter

grade to each plan. Each

group will have to justify

their grades.

Analyze political

cartoons relating to

Reconstruction. Then

create your own that

focuses on the 13th

, 14th

,

or 15th

Amendments.

Read and analyze

majority and dissenting

opinions from Plessy v.

Ferguson to determine

merits of both sides.

DBQ Project – Mini-

Q’s: ―North or South:

Who Killed

Reconstruction?‖

Impeachment of Andrew

Johnson – Impeachment

Revised 06/05/11 22

him, but failing to remove him from office.

The three ―Civil War Amendments‖ to the Constitution

were added:

13th Amendment: Slavery was abolished

permanently in the United States.

14th Amendment: States were prohibited from

denying equal rights under the law to any American.

15th Amendment: Voting rights were guaranteed

regardless of ―race, color, or previous condition of

servitude‖ (former slaves).

The Reconstruction period ended following the extremely

close presidential election of 1876. In return for support in

the electoral college vote from Southern Democrats, the

Republicans agreed to end the military occupation of the

South. Known as the Compromise of 1877, this enabled

former Confederates who controlled the Democratic Party

to regain power. It opened the door to the ―Jim Crow Era‖

and began a long period in which African Americans in the

South were denied the full rights of American citizenship.

Economic and social impact

The Southern states were left embittered and

devastated by the war. Farms, railroads, and factories

had been destroyed throughout the South, and the cities

of Richmond and Atlanta lay in ruins. The South would

remain a backward, agriculture-based economy and the

poorest section of the nation for many decades

afterward.

African Americans suffered in the New South as Black

codes oppressed them politically and socially and the

sharecropping and debt peonage systems enslaved

them economically.

The North and Midwest emerged with strong and

growing industrial economies, laying the foundation

for the sweeping industrialization of the nation (other

than the South) in the next half-century and the

emergence of the United States as a global economic

power by the beginning of the 20th century.

The completion of the Transcontinental Railroad soon

after the war ended intensified the westward movement

of settlers into the states between the Mississippi River

the United States.

Examine key events and peoples in

Florida history as they relate to United

States history.

Simulation Game

Create a poster that

shows all of the

resources that the

Freedmen’s Bureau had

to offer Freedmen.

Create a powerpoint

entitled: ―After

Reconstruction:

Problems of African

Americans in the South.‖

Have students use the

loc.gov website to obtain

primary source

documents that highlight

problems of African

Americans in the South

during and after

Reconstruction.

Students should explain

possible solutions to the

problems and cite

arguments for and

against these solutions.

Create a t-shirt for the

Transcontinental

Railroad. One the front

of the shirt, students

should highlight the

positive effects of the

completion of the

Transcontinental

Railroad. On the back of

the shirt, students should

highlight the negative

effects of the completion

of the Transcontinental

Railroad. Students can

bring in a t-shirt to use

or draw a t-shirt on

Revised 06/05/11 23

and the Pacific Ocean.

Florida During Reconstruction

Florida readmitted to the United States on July 25,

1868.

Jacksonville and Pensacola reemerge as major port

cities for lumber and forest products to rebuild the

nation’s cities.

Cotton production never reaches pre-war levels. Freed

slaves hired as sharecroppers in an effort to regain hold

on cotton market.

Large-scale commercial agriculture grew in

importance, particularly cattle-raising and citrus.

Florida plays a major role in the election of Rutherford

B. Hayes in 1876.

poster board.

Formal:

Unit Test

Revised 06/05/11 24

Objectives of Learning Post Reconstruction (2 weeks)

The student will demonstrate knowledge of how the nation grew and changed after Reconstruction by

a) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new

states to the Union.

Academic Vocabulary: industrialization, immigration, nativist


Who was to blame for the

problems of American farmers

after the Civil War?

In the late nineteenth and early twentieth centuries,

economic opportunity, industrialization, technological

change, and immigration fueled American growth and

expansion.

Westward movement

Following the Civil War, the westward movement of

settlers intensified into the vast region between the

Mississippi River and the Pacific Ocean.

The years immediately before and after the Civil War

were the era of the American cowboy, marked by long

cattle drives for hundreds of miles over unfenced open

land in the West, the only way to get cattle to market.

Many Americans had to rebuild their lives after the

Civil War and moved west to take advantage of the

Homestead Act of 1862, which gave free public land in

the western territories to settlers who would live on and

farm the land.

Southerners and African Americans, in particular,

moved west to seek new opportunities after the Civil

War.

New technologies (for example, railroads and the

mechanical reaper), opened new lands in the West for

settlement and made farming more prosperous. By the

turn of the century, the Great Plains and Rocky

Mountain region of the American West was no longer a

mostly unsettled frontier, but was fast becoming a

region of farms, ranches, and towns.

After the Civil War, farming expanded and crop prices

fell. Farmers organized in protest against the railroads,

eastern manufacturers and banks. Groups like the

Grange, Farmer’s Alliance and the Populist Party were

born of this protest.




secondary sources.


Analyze the transformation of the

American economy and the changing

social and political conditions in response

to the Industrial Revolution.

Benchmarks:

SS.912.A.3.1 Analyze the economic

challenges to American farmers and

farmers’ responses to these challenges in

the mid to late 1800’s.

SS.912.A.3.2 Examine the social,

political, and economic causes, course,

and consequences of the second Industrial

Revolution that began in the late 19th

century.

SS.912.A.3.3 Compare the first and

second Industrial Revolutions in the

United States.

SS.912.A.3.7 Compare the experience of

European immigrants in the east to that of

Asian immigrants in the west (the

Chinese Education Act, Gentlemen’s

Agreement with Japan).

SS.912.A.3.8 Examine the importance of

Informal:

Word Wall Activity



experience as an

American cowboy

during a cattle drive.

Create an advertisement

about an upcoming

protest of local farmers

against the railroad.

Journal Prompt: Was

Immigration in the U.S.

a Melting Pot or aTossed

Salad?

Create a poster:

Push/Pull Factors: Old

Immigration vs. New

Immigration.

Interpret charts and

graphs to understand

changes in voting

patterns.

Interpret political

cartoons by Thomas

Nast and other Gilded

Age cartoonists (using

Revised 06/05/11 25

Did America fulfill the dreams

of immigrants?

Immigrants flock to America.

Prior to 1871, most immigrants to America came from

northern and western Europe (Germany, Great Britain,

Ireland, Norway, and Sweden). During the half-century

from 1871 until 1921, most immigrants came from

southern and eastern Europe (Italy, Greece, Poland,

Russia, and present-day Hungary and Yugoslavia), as

well as Asia (China and Japan).

Like earlier immigrants, these immigrants came to

America seeking freedom and better lives for their

families.

Immigrants made valuable contributions to the

dramatic industrial growth of America during this

period. Chinese workers helped to build the

Transcontinental Railroad. Immigrants worked in

textile and steel mills in the Northeast, the clothing

industry in New York City, and Slavs, Italians, and

Poles worked in the coal mines of the East. They often

worked for very low pay and in dangerous working

conditions to help build the nation’s industrial strength.

During this period, immigrants from Europe entered

America through Ellis Island in New York harbor.

Their first view of America was often the Statue of

Liberty, standing nearby, as their ships arrived

following the voyage across the Atlantic.

Immigrants began the process of assimilation into what

was termed the American ―melting pot.‖ While often

settling in ethnic neighborhoods in the growing cities,

they and their children worked hard to learn English,

adopt American customs, and become American

citizens. The public schools served an essential role in

the process of assimilating immigrants into American

society.

Despite the valuable contributions immigrants made to

building America during this period, immigrants often

faced hardship and hostility. There was fear and

resentment that immigrants would take jobs for lower

pay than American workers, and there was prejudice

based on religious and cultural differences.

Mounting resentment led Congress to limit

immigration, through the Chinese Exclusion Act of

1882 and Immigration Restriction Act of 1921. These

social change and reform in the late 19th

and 20th

centuries (class system,

migration from farms to cities, Social

Gospel movement, role of settlement

houses and churches in providing services

to the poor).

SS.912.A.3.11 Analyzed the impact of political

machines in United States cities in

the late 19th

and early 20th

centuries.

SS.912.A.3.13 Examine key events and

peoples in Florida history as they relate to

United States history.

SOAPStone or

APPARTS).

Analyze Emma Lazarus’

poem ―The New

Colossus‖ and determine

to what degree its

message is a

continuation and

departure from the intent

of the French who gifted

the Statue of Liberty to

the U.S.

Analyze settlement

maps.

Create an Illustrated

Timeline on anti-

immigration feelings and

Nativism.

Analyze attitudes on

immigration through

examining political

cartoons.

Create a t-chart on the

pros and cons of the

growth of cities in

America.

Formal:

Unit Test

Revised 06/05/11 26

laws effectively cut off most immigration to America

for the next several decades; however, the immigrants

of this period and their descendants continued to

contribute immeasurably to American society.

Migration from the farm to the city also added to

competition for jobs and urban problems causing a

class system to develop that caused much resentment.

The Social Gospel movement, churches and settlement

houses served to address the working poor’s problems.

In 1900, most Floridians lived within 50 miles of the

Georgia border. The population explosion began with

the great land boom in the early 1900s as Florida went

from an undiscovered frontier to a land speculator’s

paradise.

Cigar manufacturing took root in the immigrant

communities – Cubans in Tampa (Ybor), Jose Marti

Growth of Cities

As the nation’s industrial growth continued, cities such

as Chicago, Detroit, Cleveland, Pittsburgh, and New

York grew rapidly as manufacturing and transportation

centers. Factories in the large cities provided jobs, but

workers’ families often lived in harsh conditions

crowded into tenements and slums.

The rapid growth of cities caused housing shortages

and the need for new public services, such as sewage

and water systems and public transportation. New York

City began construction of the world’s first subway

system around the turn of the 20th century, and many

cities built trolley or streetcar lines.

Political machines controlled local governments in

many cities. Many of these machines were run by

corrupt politicians. Reformers fought to break the grip

that these machines had on cities.

Admission of new states

As the population moved westward, many new states in the

Great Plains and Rocky Mountains were added to the

Union. By the early 20th century, all the states that make up

the continental United States, from Atlantic to Pacific, had

been admitted.

Revised 06/05/11 27



b) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that

improved life in the United States.

Academic Vocabulary: migration


Was the rise of industry good

for the United States?

DBQ – Was Andrew Carnegie

a Hero?

During the period from the Civil War to World War I, the

United States underwent an economic transformation that

involved a developing industrial economy, the expansion of

big business, the growth of large-scale agriculture, and the

rise of national labor unions and industrial conflict.

Technological change spurred growth of industry primarily

in northern cities.

Inventions/Innovations

Corporation (limited liability)

Bessemer steel process

Light bulb (Thomas Edison) and electricity as a source of

power and light

Telephone (Alexander Graham Bell)

Airplane (Wright Brothers)

Assembly line manufacturing (Henry Ford)

Peanut Butter and Over 300 Peanut Products (Washington

Carver)

Carbon Filament for Light Bulb (Lewis Latimer)

Hair Growth Lotion, First female black millionaire (Madam

C.J. Walker)

Industrial leaders

Andrew Carnegie (steel)

J.P. Morgan (finance)

John D. Rockefeller (oil)

Cornelius Vanderbilt (railroads)

Florida - Henry Flagler (railroads and hotels)

Florida - Jose Marti (cigar manufacturing)

Reasons for economic transformation

Government policies of laissez-faire capitalism and special

considerations (e.g., land grants to railroad builders)

The increasing labor supply (from immigration and

migration from farms)




secondary sources.






Benchmarks:

SS.912.A.3.1 Analyze the economic

challenges to American farmers and

farmers’ responses to these challenges in

the mid to late 1800’s.

SS.912..A.3.2 Examine the social,

political, and economic causes, course,

and consequences of the second Industrial

Revolution that began in the late 19th

century.

SS.912.A.3.4 Determine how the

development of steel, oil, transportation,

communication, and business practices

affected the United States economy.

SS.912.A.3.5 Identify significant

inventors of the Industrial Revolution

including African Americans and women.

SS.912.A.3.6 Analyze changes that

occurred as the United States shifted from

Informal:

Word Wall Activity


Publish a newspaper

about the Rise of

Industrial America.

Create a powerpoint on

the new inventions.

Experiential Exercise:

Assembly Line Activity.

Labor and Management

Talk it Out.

Identify important

African American

inventors of the late 19th

and early

20th centuries (e.g.

Elijah McCoy, Garrett

Morgan, Lewis Latimer).

Formal:

Unit Test

Revised 06/05/11 28

America’s possession of a wealth of natural resources and

navigable rivers

Florida’s Growth at the Turn of the Century

The Internal Improvement Act (1855) stimulated the

initial efforts to drain the southern portion of the state

in order to convert it to farmland.

Potential investors became interested in enterprises that

extracted resources from the water and land, such as

sponge harvesting in Tarpon Springs, phosphate

mining in SW, and the citrus industry.

Development of industries prompted the construction

of railroads and canals.

Beginning in 1870s, northern flocked to Florida to

enjoy its natural beauty and mild climate.

Henry Flagler and Henry Plant – railroads and hotels.

Steamboats tours on Florida’s winding rivers were a

popular attraction for tourists.

agrarian to an industrial society.

SS.912.A.3.10 Review different

economic and philosophic ideologies.




Revised 06/05/11 29



c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B.

Du Bois.

Academic Vocabulary: discrimination, segregation


Should African Americans

have more strongly resisted the

government's decision to

abandon the drive for equality?

(Booker T. Washington's

"accommodation" v. W.E.B.

Dubois's "agitation"

approaches)

Discrimination and segregation against African Americans

intensified and took new forms in the late nineteenth

century and early twentieth century.

African Americans disagreed about how to respond to the

developments.

Discrimination and segregation against African

Americans

Laws limited African American freedoms.

After reconstruction, many Southern state governments

passed ―Jim Crow‖ laws forcing separation of the races

in public places.

Intimidation and crimes were directed against African

Americans (lynchings).

African Americans looked to the courts to safeguard

their rights.

In Plessy v. Ferguson, the Supreme Court ruled that

―separate but equal‖ did not violate the 14th

Amendment, upholding the ―Jim Crow‖ laws of the

era.

During the early 20th century, African Americans

began the ―Great Migration‖ to Northern cities in

search of jobs and to escape poverty and discrimination

in the South.

Florida history

By 1900 the state's African Americans numbered more

than 200,000; 44 percent of the total population. This

was the same proportion as before the Civil War, and

they were effectively disfranchised.




secondary sources.






Benchmarks:




Informal:

Word Wall Activity


Create a SPRITE chart

on the effects of the Jim

Crow Laws.

Have students read the

Supreme Court Case

Plessy v. Ferguson and

then draw a

cartoon/comic strip that

highlights the main

points of the case.

Write a journal entry as

if you are an African

American migrating

from a southern state to a

northern city in 1900.

Write a 2 page

conversation between

Booker T. Washington

and W.E.B. DuBois in

the form of instant

messaging/text

messaging.

Revised 06/05/11 30

White Democrats proceeded to pass Jim Crow

legislation establishing racial segregation in public

facilities and transportation.

For more than six decades, white Democrats controlled

virtually all the state's seats in Congress, which were

apportioned based on the total population of the state

rather than only on those voting.

White paramilitary groups (KKK) ensured that Florida

would remain a one-party state.

African American responses

Ida B. Wells led an anti-lynching crusade and called on

the federal government to take action.

Booker T. Washington believed the way to equality

was through vocational education and economic

success; he accepted social separation.

W.E.B. Du Bois believed that education was

meaningless without equality. He supported political

equality for African Americans by helping to form the

National Association for the Advancement of Colored

People (NAACP).

To escape segregation, lynchings, and civil rights

suppression, 40,000 African Americans migrated from

Florida to northern cities in the Great Migration from

1910-1940. Many were recruited for jobs with the

Pennsylvania Railroad.

Many of Florida’s blacks were interested in having

their own towns – Eatonville, first incorporated black

community in the nation, 1887.

Bethune Cookman College in Daytona Beach began in

1904 as a school for black girls under the leadership of

a dynamo named Mary McLeod Bethune.

Florida A&M University - which stands for

Agricultural and Mechanical - was chartered in

Tallahassee in October 1887 as the State Normal

College for Colored Students.

Formal:

Unit Test

Revised 06/05/11 31



d) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the use of labor unions, and the success of the women’s

suffrage movement.

Academic Vocabulary: progressive, referendum, inititative,


Did populism provide an

effective solution to the nation's

problems?

Reconstruction through the early twentieth century was a

time of contradictions for many Americans. Agricultural

expansion was accomplished through wars against the

Plains Indians (First Americans), leading to new federal

Indian policies. Industrial development raised the standard

of living for millions of Americans, but also brought about

the rise of national labor unions and clashes between

industry and labor. Social problems in rural and urban

settings gave rise to third-party movements and the

beginning of the Progressive Movement.

The Progressive Movement used government to reform

problems created by industrialization (Theodore

Roosevelt’s ―Square Deal‖ and Woodrow Wilson’s ―New

Freedom‖).

Working conditions for labor

Dangerous working conditions

Child labor

Long hours, low wages, no job security, no benefits

Company towns

Employment of women

Goals of Progressive Movement

Government controlled by people

Guaranteed economic opportunities through

government regulation

Elimination of social injustices

Progressive accomplishments In local governments

New forms to meet needs of increasing

urbanization (commission and council manager)




secondary sources.






Benchmarks:

SS.912.A.3.9 Examine causes, course,

and consequences of the labor movement

in the late 19th

and early 20th

centuries.

SS.912.A.3.10 Review different

economic and philosophic ideologies.

SS.912.A.3.12 Compare how different

nongovernmental organizations and

progressives worked to shape public

policy, restore economic opportunities,

and correct injustices in American life.




Informal:

Word Wall Activity


Meet the Press:

Roundtable discussion of

Progressive thinkers

(Andrew Carnegie, John

Rockefeller, Ida Tarbell,

Mother Jones, W.E.B.

DuBois, Robert

LaFollette, etc.).


Q’s: ―Progressivism:

Where Will You Put

Your Million Dollars?‖

Write two editorials

about child labor. One

should be from the

perspective of a factory

owner that uses child

labor. The other should

be from the perspective

of a concerned citizen

that is against child

labor, exposing its

negative aspects.

Optional: students can

write a third editorial

about child labor of the

21st century around the

Revised 06/05/11 32

How well did Presidents

Roosevelt, Taft, and Wilson

promote progressive goals in

national policies?

Can workers attain economic

justice without violence?

In state governments

Referendum

Initiative

Recall

In elections

Primary elections

Direct election of U.S. Senators (17th

Amendment)

Secret ballot

In child labor

Muckraking literature describing abuses of child

labor

Child labor laws

Impact of labor unions

Organizations

Knights of Labor

American Federation of Labor (Samuel Gompers)

American Railway Union (Eugene V. Debs)

Industrial Ladies’ Garment Workers Union

Strikes

Haymarket Square

Homestead Strike

Pullman Strike

Gains

Limited work hours

Antitrust laws

Sherman Anti-Trust Act—Prevents any business

structure that ―restrains trade‖ (monopolies)

Clayton Anti-Trust Act—Expands Sherman Anti-

Trust Act; outlaws price-fixing; exempts unions

from Sherman Act

Women’s suffrage

Was a forerunner of modern protest movement

Benefited from strong leadership (e.g., Susan B.

Anthony)

Encouraged women to enter the labor force during

World War I

Resulted in 19th Amendment to the Constitution

Florida experience with women’s suffrage

Women’s suffrage movement in Florida originated in

world.

RAFT Writing

assignment on working

in a factory.

Create an informercial

on one of the following

topics: referendum,

initiative, primary

elections, direction

election of U.S.

Senators, secret ballot.

Create an ABC Book

about muckraking, child

labor laws, labor unions,

and strikes.

Create a poster on one of

the following topics:

monopolies, trusts, and

antitrust laws.

Journal Topic:

―Women’s Suffrage:

Why the West First?‖

Create a newscast about

the Rosewood Killings.

Formal:

Unit Test

Revised 06/05/11 33

Tampa through the initiative of Ella C. Chamberlain in

1892.

Equal Suffrage League of Orlando formed in 1913, led

by Rev. Mary Safford, an internationally known

Unitarian minister who had retired to Orlando in 1911.

Safford became a galvanizing force for women's

suffrage in Florida. In 1913 she spoke during a public

hearing in Tallahassee on a proposed state

constitutional amendment to give women the vote,

which passed but did not receive a majority.

Women allowed voting in Orlando city elections in 1919.

But Florida was among the very last states to add its

approval to the 19th Amendment — in May 1969,

almost 50 years after the amendment passed Congress

in 1919.

Revised 06/05/11 34

Objectives of Learning US Role in World Affairs at turn of Century (1 week)

The student will demonstrate knowledge of the emerging role of the United States in world affairs at turn of the century by

a) explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.

Academic Vocabulary: realism, idealism


Was American foreign policy

during the 1800s motivated

more by realism or idealism?

Did the press cause the

Spanish-American War?

Many 20th century American foreign policy issues have

their origins in America’s emergence as a world power at

the end of the 19th century. America’s intervention in

World War I ensured her role as a world power for the

remainder of the century. The growing role of the United

States in international trade displayed the American urge to

build, innovate, and explore new markets.

Creation of international markets

Open Door Policy—Secretary of State John Hay

proposed a policy that would give all nations equal

trading rights in China.

Dollar diplomacy—President Taft urged American

banks and businesses to invest in Latin America. He

promised that the United States would step in if unrest

threatened their investments.

Growth in international trade occurred from the late

1800s to World War I—the first era of a true ―global

economy.‖

Latin America

Spanish American War (Florida, in particular Tampa,

provided a training ground for US troops headed to

Cuba, as well as a refuge for Cubans’ desires to be free

of Spanish rule.)

Puerto Rico was annexed by the United States.

The United States asserted the right to intervene in

Cuban affairs.

Panama Canal and the role of Theodore Roosevelt

United States encouraged Panama’s independence from

Colombia.

Parties negotiated a treaty to build the canal.




secondary sources.


Demonstrate an understanding of the

changing role of the United States in

world affairs through the end of World

War I.

Benchmarks:

SS.912.A.4.1 Analyze the major factors

that drove United States imperialism.

SS.912.A.4.2 Explain the motives of the

United States acquisitions of the

territories.

SS.912.A.4.3 Examine cause, course, and

consequences of the Spanish-American

War.

SS.912.A.4.4 Analyze the economic,

military, and security motivations of the

United States to complete the Panama

Canal as well as major obstacles involved

in its construction.

Informal:

Word Wall Activity


Create a spectrum that

shows American Foreign

Policy and how it has

changed over the years:

―Isolationsim to

Imperialism.‖


Q’s: ―Should the United

States Have Annexed the

Philippines?‖

Using a Venn Diagram,

compare and contrast the

annexation of Texas and

the annexation of

Hawaii.

Make a graphic

organizer that analyzes

the causes and effects of

the Mexican-American

and Spanish

American wars.

Create a poster of war

propaganda found in

newspaper articles from

the Spanish-American

War.

Revised 06/05/11 35

Should the United States have

acquired possessions overseas? Asia and the Pacific

Hawaii—U.S. efforts to depose Hawaii’s monarchy; U.S.

annexation of Hawaii

Philippines—Annexed after Spanish American War

Open Door Policy—Urged all foreigners in China to obey

Chinese law, observe fair competition

Map the land

acquisitions of the

United States relating to

the Spanish-American

War.

Interpret political

cartoons relating to the

Spanish American War

and then draw your own

original political cartoon.

Perspectives Paper:

China vs. U.S. – Open

Door Policy.

Formal:

Unit Test

Revised 06/05/11 36

Objectives of Learning World War I (.5 week)

The student will demonstrate knowledge of the role of the United States in World War I by

a) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty

ratification and the League of Nations.

Academic Vocabulary: alliance, self-determination, mandate


Was it in the national interest of

the United States to stay neutral

or declare war in 1917?

While American entry into World War I ensured Allied

victory, the failure to conclude a lasting peace left a bitter

legacy.

U.S. involvement in World War I

The war began in Europe in 1914 when Germany and

Austria-Hungary went to war with Britain, France, and

Russia.

For three years, America remained neutral, and there

was strong sentiment not to get involved in a European

war.

The decision to enter the war was the result of

continuing German submarine warfare (freedom of the

seas) and American ties to Great Britain.

Americans wanted to ―make the world safe for

democracy.‖ (Wilson)

America’s military resources of soldiers and war

materials tipped the balance of the war and led to

Germany’s defeat.

American mobilization for war created new

government legislation and actions such as the

Selective Service Act, War Industries Board, war

bonds, Espionage Act, Sedition Act, and Committee of

Public Information.

Americans of different backgrounds (African

Americans, Hispanics, Jewish Americans, Native

Americans, Asian Americans, women, conscientious

objectors, and dissenters) participated in the war effort

and had different had while serving at home and in

Europe.




secondary sources.


Demonstrate an understanding of the

changing role of the United States in

world affairs through the end of World

War I.

Benchmarks:


and consequences of United States

involvement in World War I.

SS.912.A.4.6 Examine how the United

States government prepared the nation for

war with war measures (Selective Service

Act, War Industries Board, war bonds,

Espionage Act, Sedition Act, Committee

of Public Information).

SS.912.A.4.7 Examine the impact of

airplanes, battleships, new weaponry and

chemical warfare in creating new war

strategies (trench warfare, convoys).

SS.912.A.4.8 Compare the experiences

Americans (African Americans,

Hispanics, Asians, women, conscientious

objectors) had while serving in Europe.

SS.912.A.4.9 Compare how the war

Informal:

Word Wall Activity


Frayer Model:

militarism, alliances,

imperialism,

nationalism.

Locate and identify the

different WW I alliances

on a map. Create a key.

Develop an illustrated

timeline that

demonstrates the causes

and effects of WWI.

Analyze various

propaganda techniques

used during WWI (war

posters, music, etc.) to

determine their

effectiveness. Place

them along a spectrum

from most effective to

least effective.

Make a poster that

compares and contrasts

the military technology

of the Civil War with

that of WW I.

Revised 06/05/11 37

Should the United States fight

wars to make the world safe for

democracy?


ratified or rejected the Treaty of

Vesailles?

Fourteen Points Wilson’s plan to eliminate the causes of war

Key ideas:

Self-determination

Freedom of the sea

League of Nations

Mandate system


The French and English insisted on punishment of

Germany.

A League of Nations was created.

National boundaries were redrawn, creating many new

nations.

League debate in United States

Objections to U.S. foreign policy decisions made by an

international organization, not by U.S. leaders

Senate’s failure to approve Treaty of Versailles

impacted German Americans, Asian

Americans, African Americans, Hispanic

Americans, Jewish Americans, Native

Americans, women and dissenters in the

United States.

SS.912.A.4.10 Examine the provisions of

the Treaty of Versailles and the failure of

the United States to support the League of

Nations.




Build a 3-D model of

trench warfare. Label its

components.

Break the class up into

groups. Assign each

group a topic: Selective

Service Act, War

Industries Board, war

bonds, Espionage Act,

Sedition Act, and

Committee of Public

Information. Groups

have to make a 60

second skit that

highlights the main

points of their topic.

Write an essay on the

following topic: ―Did the


cause WWII?‖

Write an editorial on

whether or not the U.S.

should join the League

of Nations.

Formal:

Unit Test

Revised 06/05/11 38

Objectives of Learning Roaring Twenties and the Great Depression (2 weeks)

The student will demonstrate knowledge of the role of the United States in world affairs and domestic issues in the twenties and thirties by

a) describing the economic, political, and social conditions that characterized the Roaring Twenties.

Academic Vocabulary: radical, recession, prohibition


Was the decade of the 1920s a

decade of innovation or

conservatism?

Did the Republican Era of the

1920s bring peace and

prosperity to all Americans?

Fear of Radicalism

The Treaty of Versailles and the Russian Revolution

caused some Americans to fear radical change.

The Red Scare was a period when the government

sought out communist and other radicals. Many of

these people were deported for their views.

The Sacco and Vanzetti case was an example of public

hysteria brought about by fear of foreigners and

radicals in the United States.

Economic Boom

After a short post-war recession, the American

economy began steady growth that lasted most of the

1920s, bringing prosperity to many Americans.

America becomes a consumer society.

Henry Ford ushered in the age of the automobile which

changed American manufacturing and business

practices.

Florida Land Boom

Money Migration: Americans had the means (money,

time off, automobile) that allowed for travel to Florida.

Florida land in 1921 appeared to be an instrument of

future success (speculation). Brought in middle aged,

middle class Americans, many with their families to

the state.

Use of binder boys to start land transactions

To placate the needs of investors, the rural,

conservative Florida Legislature liberalized rules for

the development of horse and dog racing, providing the

rural counties get a disapportionate share. That was

hardly a concern to booming Miami, whose vices

included illegal casinos and drinking parlors.

Entire cities created by land developers (Davis Islands,




secondary sources.

Benchmarks:

SS.912.A.1.7 Describe various socio-

cultural aspects of American life

including arts, artifacts, literature,

education, and publications.


Analyze the effects of the changing

social, political, and economic conditions

of the Roaring Twenties and the Great

Depression.

Benchmarks:

SS.912.A.5.1 Discuss the economic

outcomes of demobilization.

SS.912.A.5.2 Explain the causes of the

public reaction (Sacco and Vanzetti,

labor, racial unrest) associated with the

Red Scare.

SS.912.A.5.4 Evaluate how the

economic boom during the Roaring

Twenties changed consumers, businesses,

manufacturing and marketing practices.

SS.912.A.5.5 Describe efforts by the

United States and other world powers to

avoid future wars.

Informal:

Word Wall Activity


Create a t-chart listing

cultural and

technological changes

from the1920s with their

impacts.

Write a skit using 1920s

slang. Perform it in front

of the class.

Create a poster about the

Flapper, focusing on

changes in dress,

attitudes, and freedoms.

Using moviemaker,

create a music video of

the music of the 1920s.

Create a graphic

organizer on a leisure

activity in the 1920s:

radio, movies, sports,

etc.

Design a mural that

highlights the

achievements of the

Harlem Renaissance.

Create a scrapbook of

Revised 06/05/11 39

Did the 19th Amendment

radically change women's role

in American life?

Temple Terrace, Marco Island, Naples, Miami Beach)

Tin-Can Tourists

The Muck Bowl along Lake Okeechobee

Land Bust in 1925 and Hurricane of 1926

Social Change

The 1920s were a time of changing attitudes and

culture.

Women underwent profound changes in dress,

attitudes, and freedoms. The nineteenth amendment

was passed in 1920 and gave women the right to vote.

Movies, radio, sports and fads became American

pastimes in the 1920s, filling newly found leisure time.

The Harlem Renaissance was a flowering of African

American culture in the 1920s.

The 18th

amendment to the Constitution made the

manufacturing, selling and transporting of alcohol

illegal. Prohibition had a tremendous effect on

American society and gave birth to bootlegging and

speakeasies. It was repealed in 1933 with the 21st

amendment.

American traditions were rocked as fundamentalists

and evolutionist went to battle in the 1920s in the

Scopes trial and as nativist responded to immigration

with a resurgence of the Ku Klux Klan.

Florida history- Florida lost several talented African

American minds because of its racial policies. A.

Philip Randolph went to NYC and started the

Pullman’s Union; James Weldon Johnson of

Jacksonville left and founded the NAACP.

SS.912.A.5.6 Analyze the influence that

Hollywood, the Harlem Renaissance, the

Fundamentalist movement, and

prohibition had in changing American

society in the 1920s.

SS.912.A.5.7 Examine the Freedom

Movements that advocated Civil Rights

for African Americans, Latinos, Asians,

and women

SS.912.A.5.9 Explain why support for

the Ku Klux Klan varied in the 1920s

with respect to issues such as anti-

immigration, anti-African American, anti-

Catholic, anti-Jewish, anti-women, and

anti-union ideas.

SS.912.A.5.10 Analyze support for and

resistence to civil rights for women,

African Americans, Native Americans

and other minorities.




the Gangsters and G-

Men of the 1920s.

Simulation: Recreate the

Sacco and Vanzetti Trial

in the courtroom.

RAFT writing

assignment on the

Scopes Trial. Optional:

take on the role of an

inanimate object from

the courtroom.

Journal Prompt: What

led to the resurgence of

the KKK in the 1920s?

Formal:

Unit Test

Revised 06/05/11 40

Objectives of Learning Roaring Twenties and the Great Depression (2 weeks)

The student will demonstrate knowledge of the role of the United States in world affairs and domestic issues in the twenties and thirties by

b) explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.

Academic Vocabulary: speculation, tariffs


Was the Great Depression

inevitable?

Did Franklin Roosevelt's "New

Deal" weaken or save

capitalism?

The New Deal altered permanently the role of American

government in the economy. It also fostered changes in

people’s attitudes toward government’s responsibilities.

Organized labor acquired new rights, as the New Deal set in

place legislation that reshaped modern American

capitalism.


Over speculation on stocks using borrowed money that

could not be repaid when the stock market crashed in

1929 and stock prices collapsed

Federal Reserve’s failure to prevent widespread

collapse of the nation’s banking system in the late

1920s and early 1930s, leading to severe contraction in

the nation’s supply of money in circulation

High protective tariffs that produced retaliatory tariffs

in other countries, strangling world trade (Tariff Act of

1930, popularly called the Hawley-Smoot Act)

Impact

Unemployment and homelessness

Collapse of financial system (bank closings)

Political unrest (growing militancy of labor unions)

Farm foreclosures and migration

Impact on foreign economies

Florida had suffered its own economic collapse in

1926. People in the North and Midwest canceled their

Florida vacations. Many of Florida's bailout taxes, such

as a huge seven cent tax on gasoline, hurt Florida in

competing for the dollars of automobile travelers.

New Deal (Franklin Roosevelt)

This program changed the role of the government to a

more active participant in solving problems.




secondary sources.


Analyze the effects of the changing

social, political, and economic conditions

of the Roaring Twenties and the Great

Depression.

Benchmarks:

SS.912.A.5.3 Examine the impact of

foreign economic policy during the

1920s.

SS.912.A.5.4 Evaluate how the

economic boom during the Roaring

Twenties changed consumers, businesses,

manufacturing and marketing practices.


and consequences of the Great

Depression and the New Deal.




Create an Illustrated

Storybook about the

Roaring Twenties and

the Great Depression.

Analyze political

cartoons from the

Depression era to

determine the

perception of various

Americans during this

time.

Locate important

locations on a map

associated with the Dust

Bowl.

Create a t- chart that

demonstrates the

different programs that

FDR created during the

100 Days.

Using a graphic

organizer, compare and

contrast how Hoover and

FDR dealt with the

Depression.

Interpret photographs of

the era such as those

taken by Dorothea Lange

and evaluate their

impact.

Revised 06/05/11 41

Roosevelt rallied a frightened nation in which one in

four workers was unemployed. (―We have nothing to

fear, but fear itself.‖)

Relief measures provided direct payment to people for

immediate help (Works Progress Administration—

WPA).

Recovery programs were designed to bring nation out

of depression over time (Agricultural Adjustment

Administration—AAA).

Reform measures corrected unsound banking and

investment practices (Federal Deposit Insurance

Corporation—FDIC).

Social Security Act offered safeguards for workers.

Florida During the New Deal:

The New Deal had its biggest impact in states where high

unemployment, low wages, and poor working conditions

were a fact of life. All three of those elements were found

in many areas of Florida. TheAgricultural Adjustment Act

provided a much needed subsidy to many Panhandle

farmers. The National Recovery Act bolstered wages and

protected the status of Florida's weak labor unions. There

were plenty of road construction projects left over from the

Land Bust for the Public Works Administration, the largest

being the development of a monstrous dirt dike around

Lake Okeechobee to prevent a future tidal wave in

hurricanes and to control water flow.

Florida was the last Southern state to enact unemployment

insurance measures in conformity with the Social Security

Act. Florida was already known as a retirement state, but

Florida's retiree population, while supportive of most of the

New Deal, was not well organized. Other Floridians feared

the retirement requirements would later burden the

Sunshine State with a huge retired population that would

discourage growth.

Analyze Dust Bowl

ballads from Woody

Guthrie (APPARTS or

Sound Analysis

workshop).

Conduct research and

report on New Deal

projects conducted in

Lake County.

Debate the topic of

Social Security reform.

Analyze economic

statistics from 1929 to

1939 to determine the

impact of New Deal

policies on economic

growth.

Revised 06/05/11 42

Objectives of Learning World War II (1 week)

The student will demonstrate knowledge of World War II by

a) identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl

Harbor.

Academic Vocabulary: neutrality, isolationism


Could World War II have been

prevented?

The United States gradually abandoned neutrality as events

in Europe and Asia pulled the nations toward war.

The war in Europe

World War II began with Hitler’s invasion of Poland in

1939, followed shortly after by the Soviet Union’s

invasion of Poland from the east and the Baltic

countries.

During the first two years of the war, the United States

stayed officially neutral as Germany overran France,

most of Europe, and pounded Britain from the air (the

Battle of Britain). In mid-1941, Hitler turned on his

former partner and invaded the Soviet Union.

Despite strong isolationist sentiment at home, the

United States increasingly helped Britain. It gave

Britain war supplies and old naval warships in return

for military bases in Bermuda and the Caribbean. Soon

after, the Lend-Lease Act gave the President authority

to sell or lend equipment to countries to defend

themselves against the Axis powers. Franklin

Roosevelt compared it to ―lending a garden hose to a

next-door neighbor whose house is on fire.‖

The war in Asia

During the 1930s a militaristic Japan invaded and

brutalized Manchuria and China as it sought military

and economic domination over Asia. The United States

refused to recognize Japanese conquests in Asia and

imposed an embargo on exports of oil and steel to

Japan. Tensions rose but both countries negotiated to

avoid war.

While negotiating with the U.S. and without any

warning, Japan carried out an air attack on the

American naval base at Pearl Harbor, Hawaii, on




secondary sources.


Understand the cause and course of

World War II, the character of the war at

home and abroad, and its reshaping of the

United States role in the post-war world.

Benchmarks:

SS.912.A.6.1 Examine causes, course

and consequences of World War II on the

United States and the world.

SS.912.A.6.2 Describe the United States’

response (Neutrality Acts, Cash and

Carry, Lend-Lease Act) in the early years

of World War II.

Informal:

Word Wall Activity


Map: Label a map of the

Axis Powers, the Allies,

and the neutral countries.

Make a key. Ask

students to predict which

alliance the U.S. would

join and why.

Write Four: Have

students write a

paragraph on each of the

following terms –

Isolationism, Neutrality

Acts, Destroyers-for-

bases, Lend-Lease Act.

Formal:

Unit Test

Revised 06/05/11 43

December 7, 1941. The attack destroyed much of the

American Pacific fleet and killed several thousand

Americans. Roosevelt called it ―a date that will live in

infamy‖ as he asked Congress to declare war on Japan.

After Pearl Harbor, Hitler honored a pact with Japan

and declared war on the United States. The debates

over isolationism in the United States were over. World

War II was now a true world war and the United States

was fully involved.

Florida During World War II

With the start of World War II, Florida emerged as a

key training center (Camp Blanding became Florida’s

fourth largest city). Other major bases included Eglin

Field near Pensacola where Jimmy Doolittle's bombers

trained before their dramatic 1942 raid on Japan; Drew

and McDill airfields at Tampa; Dale Mabry Field at

Tallahassee, where the famous, all-black, 99th Fighter

Squadron trained; the naval bases at Pensacola,

Jacksonville, Key West, Miami and Ft. Pierce; and

Camp Gordon Johnston at Carrabelle, which was the

Army's major amphibious training center.

Florida's strategic location made the state vital for

national defense, and dozens of military installations

were activated before and during the war. Planes and

ships from Florida's bases helped protect the sea lanes

in the Atlantic Ocean, Gulf of Mexico and the

Caribbean. Florida was viewed as an important first

line of defense for the southern United States, the

Caribbean Basin, and the Panama Canal.

German U-Boats sank over twenty-four ships off of

Florida's Atlantic and Gulf Coasts. Many ships could

be seen burning from areas along the coast by

Floridians and tourists. In late February 1942, German

submarines attacked four merchant ships right off the

east coast of Florida near Cape Canaveral. German

spies were able to come on shore at Ponte Vedra (near

Jacksonville). They were captured before they could

blow up Florida's railroad lines and stop the shipment

of war supplies.

Revised 06/05/11 44



b) describing the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing

(D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan.

Academic Vocabulary: counteroffensive, kamikaze, island hopping, mobilization



aided the Allies against the

Axis powers?

Wartime strategies reflect the political and military goals of

alliances, resources on hand, and the geographical extent of

the conflict.

Allied strategy

America and its allies (Britain and the Soviet Union,

after being invaded by Germany), followed a ―Defeat

Hitler First‖ strategy. Most American military

resources were targeted for Europe.

In the Pacific, American military strategy called for an

―island hopping‖ campaign, seizing islands closer and

closer to Japan and using them as bases for air attacks

on Japan, and cutting off Japanese supplies through

submarine warfare against Japanese shipping.

Axis strategy

Germany hoped to defeat the Soviet Union quickly,

gain control of Soviet oil fields, and force Britain out

of the war through a bombing campaign and submarine

warfare before America’s industrial and military

strength could turn the tide.

Following Pearl Harbor, Japan invaded the Philippines

and Indonesia and planned to invade both Australia and

Hawaii. Its leaders hoped that America would then

accept Japanese predominance in Southeast Asia and

the Pacific, rather than conduct a bloody and costly war

to reverse Japanese gains.

Major battles and military turning points

North Africa

El Alamein—German forces threatening to seize Egypt

and the Suez Canal were defeated by the British. This

defeat prevented Hitler from gaining access to Middle

Eastern oil supplies and potentially attacking the Soviet




secondary sources.






Benchmarks:

SS.912.A.6.1 Examine causes, course

and consequences of World War II on the

United States and the world.

SS.912.A.6.6 Analyze the use of atomic

weapons during World War II and the

aftermath of the bombings.

Informal:

Word Wall Activity


Map analysis of major

battle regions of WWII.

Create a timeline of key

WWII battles in Europe,

Africa and the Pacific

including the outcome &

effect of the battles.

Analyze photos of the D-

Day invasion. Write a

diary entry as though

you were part of the

invasion that day.

Pick 3 islands in the

Pacific and create a

poster that depicts the

fighting that took place

there. Photos and text

are required.

In an essay, analyze the

causes and effects of

actions taken by

Germany, Japan, and

Italy and the reactions of

Britain, France and the

United States.

Revised 06/05/11 45

Should the U. S. employ atomic

(... nuclear) weapons to defeat

its enemies in war?

Union from the south.

Europe

Stalingrad—Hundreds of thousands of German soldiers

were killed or captured in a months-long siege of the

Russian city of Stalingrad. This defeat prevented

Germany from seizing the Soviet oil fields and turned

the tide against Germany in the east.

Normandy landings (D-Day)— American and Allied

troops under Eisenhower landed in German-occupied

France on June 6, 1944. Despite intense German

opposition and heavy American casualties, the landings

succeeded and the liberation of western Europe from

Hitler had begun.

Pacific

Midway—In the ―Miracle of Midway,‖ American

naval forces defeated a much larger Japanese force as it

prepared to seize Midway Island. Coming only a few

months after Pearl Harbor, a Japanese victory at

Midway would have enabled Japan to invade Hawaii.

The American victory ended the Japanese threat to

Hawaii and began a series of American victories in the

―island hopping‖ campaign that carried the war closer

and closer to Japan.

Iwo Jima and Okinawa—The American invasions of

the islands of Iwo Jima and Okinawa brought

American forces closer than ever to Japan, but both

invasions cost thousands of American lives and even

more Japanese lives, as Japanese soldiers fought

fiercely over every square inch of the islands and

Japanese soldiers and civilians committed suicide

rather than surrender.

Use of the atomic bomb—Facing the prospect of

horrendous casualties among both Americans and Japanese

if American forces had to invade Japan itself, President

Harry Truman ordered the use of atomic bombs on the

Japanese cities of Hiroshima and Nagasaki to force the

Japanese to surrender. Tens of thousands of people were

killed in both cities. Shortly after the bombs were used, the

Japanese leaders surrendered, avoiding the need for

American forces to invade Japan.

Analyze primary &

secondary sources using

APPARTS or

SOAPStone (e.g.

political cartoons,

propaganda,

photographs, FDR’s Day

of Infamy speech).

Compare/contrast the

Battles of Iwo Jima and

Okinawa from both an

American and Japanese

perspective. Note any

similarities/differences.

Debate America’s

decision to make and

drop the atomic bomb.

Formal:

Unit Test

Revised 06/05/11 46



c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.

Academic Vocabulary: minority


How did minority participation

in World War II reflect social

conditions in the United States?

World War II solidified the nation’s role as a global power

and ushered in social changes and established reform

agendas that would preoccupy public discourse in the

United States for the remainder of the 20th century. Women

entered into previously male job roles as African

Americans and others struggled to obtain desegregation of

the armed forces and end discriminatory hiring practices.

Minority participation

African Americans generally served in segregated

military units and were assigned to non-combat roles

but demanded the right to serve in combat rather than

support roles.

All-Minority military units

Tuskegee Airmen (African American) served in

Europe with distinction.

Nisei regiments (Asian American) earned a high

number of decorations.

The all-black 99th

Fighter Squadron trained at Dale

Mabry Field in Tallahassee

Additional contributions of minorities

Communication codes of the Navajo were used (oral, not

written language; impossible for the Japanese to break).

Mexican Americans also fought, but in units not segregated.

Minority units suffered high casualties and won numerous

unit citations and individual medals for bravery in action.




secondary sources.






Benchmarks:

SS.912.A.6.4 Examine efforts to expand

or contract rights for various populations

during World War II.

Informal:

Word Wall Activity


Research a military unit

from World War II that

was comprised of

minorities. Compose a

song that highlights the

accomplishments of the

unit. Lyrics must be

read aloud in class and

sung for extra credit.

Create a mobile of at

least 3 different minority

groups that participated

in WWII.

Examine oral histories

from WWII and

nominate a minority that

you believe is deserving

of recognition for their

efforts. What award do

they deserve and why?

Formal:

Unit Test

Revised 06/05/11 47



d) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.

Academic Vocabulary: genocide, homeland


Could the United States have

done more to prevent the

Holocaust?

Specific groups, often the object of hatred and prejudice,

face increased risk of discrimination during wartime.

Terms to know

Genocide: The systematic and purposeful destruction of a

racial, political, religious, or cultural group

Final solution: Germany’s decision to exterminate all Jews

Affected groups

Jews

Poles

Slavs

Gypsies

―Undesirables‖ (homosexuals, mentally ill, political

dissidents)

Significance

In the Nuremberg trials, Nazi leaders and others were

convicted of war crimes.

The Nuremberg trials emphasized individual responsibility

for actions during a war, regardless of orders received.

The trials led to increased demand for a Jewish homeland.




secondary sources.






Benchmarks:

SS.912.A.6.3 Analyze the impact of the

Holocaust during World War II on Jews

as well as other groups.

SS.912.A.6.7 Describe the attempts to

promote international justice through the

Nuremberg Trials.

Informal:

Word Wall Activity


Frayer Model: prejudice,

discrimination, genocide.

Create a Holocaust

exhibit for your school’s

media center. It should

include primary source

documents for all

affected groups.

Read excerpts from the

Nuremberg War Crimes

Trials. Debate what

punishments were

warranted by those on

trial.

Formal:

Unit Test

Revised 06/05/11 48



e) describing the war effort of the United States and effects of the war on the home front.

Academic Vocabulary: rationing, draft, internment, censorship


How important was the home

front in the United States'

victory in World War II?

Success in the war required the total commitment of the

nation’s resources. On the home front, public education and

the mass media promoted nationalism.

Economic resources

U.S. government and industry forged a close working

relationship to allocate resources effectively.

Rationing was used to maintain supply of essential products

to the war effort.

War bonds and income tax were used for financing the war.

Business retooled from peacetime to wartime production

(e.g., car manufacturing to tank manufacturing).

Human resources

More women and minorities entered the labor force as men

entered the armed forces.

Citizens volunteered in support of the war effort.

Military resources

The draft/selective service was used to provide personnel

for the military.

Contributions to a war effort come from all segments of a

society. Women entered into previously male job roles as

African Americans and others struggled to obtain

desegregation of the armed forces and end discriminatory

hiring practices.

Women during World War II

Women increasingly participated in the workforce to

replace men serving in the military (e.g., Rosie the Riveter).

They typically participated in non-combat military roles.




secondary sources.






Benchmarks:

SS.912.A.6.4 Examine efforts to expand

or contract rights for various populations


SS.912.A.6.5 Explain the impact of

World War II on domestic government

policy.




Informal:

Word Wall Activity


Read a primary source

account of a women

working in a factory

during WWII. Have

students redesign a

―Rosie the Riveter‖

poster.


experience on the home

front during WWII. It

should include rationing,

war bonds, and the draft.

Research and debate

President Roosevelt’s

decision to relocate and

intern people of Japanese

and European descent


Research and discuss

Japanese war crimes

against the Chinese and

American prisoners of

war during World War

II.

Analyze WWII

Revised 06/05/11 49

African Americans during World War II

African Americans migrated to cities in search of jobs in

war plants.

They campaigned for victory in war and equality at home.

Prejudice, coupled with wartime fears, can affect civil

liberties of minorities.

Reasons for internment

Strong anti-Japanese prejudice on the West Coast

False belief that Japanese Americans were aiding the enemy

Internment of Japanese Americans

Japanese Americans were re-located to internment camps.

Internment affected Japanese American populations along

the West Coast. The Supreme Court upheld the

government’s right to act against Japanese Americans

living on the West Coast of the United States. A public

apology was eventually issued by the U.S. government.

Financial payment was made to survivors.

During World War II, the media and entertainment

industries saw their role as supporting the war effort by

promoting nationalism.

Media/Communications assistance

The U.S. government maintained strict censorship of

reporting of the war.

Public morale and ad campaigns kept Americans focused

on the war effort.

The entertainment industry produced movies, plays, and

shows that boosted morale and patriotic support for the war

effort as well as portrayed the enemy in stereotypical ways.

World War II presented economic opportunities for women,

blacks and Hispanics in Florida who moved into

professions previously dominated by white males. Despite

some friction, race relations were relatively peaceful during

the war, as black Americans in particular worked toward

the "Double V" victory abroad against fascism and victory

at home against racial prejudice.

propaganda. Place at

least 5 examples along a

spectrum from least

effective to most

effective. Offer a

justification for your

placement on the

spectrum.

Create a newscast of life

on the home front during

WWII that focuses on

the experiences of

minority groups.

Formal:

Unit Test

Revised 06/05/11 50

Objectives of Learning World War II (2 weeks)


f) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan.

Academic Vocabulary: partition, occupation, communism


Was World War II a "good

war?‖

Wars have political, economic, and social consequences.

Postwar outcomes

The end of World War II found Soviet forces

occupying most of Eastern and Central Europe and the

eastern portion of Germany.

Germany was partitioned into East and West Germany.

West Germany became democratic and resumed self-

government after a few years of American, British and

French occupation. East Germany remained under the

domination of the Soviet Union and did not adopt

democratic institutions.

Following its defeat, Japan was occupied by American

forces. It soon adopted a democratic form of

government, resumed self-government, and became a

strong ally of the United States.

Europe lay in ruins, and the United States launched the

Marshall Plan which provided massive financial aid to

rebuild European economies and prevent the spread of

communism.

The United Nations was formed near the end of World

War II to create a body for the nations of the world to

try to prevent future global wars.




secondary sources.






Benchmarks:

SS.912.A.6.9 Describe the rationale for

the formation of the United Nations,

including the contribution of Mary

McLeod Bethune.

Informal:

Word Wall Activity


Create two visual

metaphors about the

Cold War – one from an

American perspective

and one from a Soviet

perspective.

Compare & contrast

post-WWII political &

economic aims of the

United States and the

Soviet Union.

Create a flow chart of

the events leading to the

Cold War.

Imagine that the year is

1947 or 1948, and then

write a three-paragraph

letter to President

Truman in which you

indicate either their

support or opposition to

the Marshall Plan.

Formal:

Unit Test

Revised 06/05/11 51

Objectives of Learning Cold War (1.5 weeks)

The student will demonstrate knowledge of United States foreign policy post World War II by

a) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism and the role of the North Atlantic

Treaty Organization (NATO) in Europe.

Academic Vocabulary: socialism, containment, diplomatic, nuclear


Were the methods used by the

United States to contain

communism justified?

The Cold War set the framework for global politics for 45

years after the end of World War II. It also influenced

American domestic politics, the conduct of foreign affairs,

and the role of the government in the economy after 1945.

The Cold War was essentially a competition between two

very different ways of organizing government, society, and

the economy: the American-led western nations’ belief in

democracy, individual freedom and a market economy, and

the Soviet belief in a totalitarian state and socialism.

Origins of the Cold War

The Cold War lasted from the end of World War II

until the collapse of the Soviet Union in 1989.

The United States and the Soviet Union represented

starkly different fundamental values. The United States

represented democratic political institutions and a

generally free market economic system. The Soviet

Union was a totalitarian government with a communist

(socialist) economic system.

The Truman Doctrine of ―containment of

communism‖ was a guiding principle of American

foreign policy throughout the Cold War, not to roll it

back but to keep it from spreading and to resist

communist aggression into other countries.

The North Atlantic Treaty Organization (NATO) was

formed as a defensive alliance among the United States

and western European countries to prevent a Soviet

invasion of Western Europe. Soviet allies in Eastern

Europe formed the Warsaw Pact and for nearly 50

years both sides maintained large military forces facing

each other in Europe.




secondary sources.






Benchmarks:


and consequences of the early years of the

Cold War (Truman Doctrine, Marshall

Plan, NATO, Warsaw Pact).

SS.912.A.6.11 Examine the controversy

surrounding the proliferation of nuclear

technology in the United States and the

world.


and consequences of the Korean War.

SS.912.A.6.13 Analyze significant

foreign policy events during the Truman,

Eisenhower, Kennedy, Johnson, and

Nixon administrations.

SS.912.A.6.14 Analyze causes, course,

and consequences of the Vietnam War.

Informal:

Word Wall Activity


In three paragraphs,

compare Soviet style

communism and

American capitalism and

explain why the United

States has always

favored the latter.

Design a mural in a

group about the policy of

containment and/or the

Iron Curtain.

Write Four: write a

paragraph about each of

the following: George F.

Kennan, George C.

Marshall, Truman

Doctrine, Marshall Plan.

Roundtable Discussion:

Have students take on

the role of key figures of

the Cold War. They

must answer questions in

first-person.

NATO vs. Warsaw Pact:

Revised 06/05/11 52

The communist takeover in China shortly after World

War II increased American fears of communist

domination of most of the world. Rather than strong

allies, however, the communist nations of China and

the Soviet Union eventually became rivals for territory

and diplomatic influence, a split which American

foreign policy under President Nixon in the 1970s

exploited.

After the Soviet Union matched the United States in

nuclear weaponry in the 1950s, the threat of a nuclear

war that would destroy both countries was ever-present

throughout the Cold War. America, under President

Eisenhower, adopted a policy of ―massive retaliation‖

to deter any nuclear strike by the Soviets.

Impact of the Cold War at home

The fear of communism and the threat of nuclear war

affected American life throughout the Cold War.

During the 1950s and 1960s, American schools

regularly held drills to train children what to do in case

of a nuclear attack, and American citizens were urged

by the government to build bomb shelters in their own

basements.

The Cold War made foreign policy a major issue in

every presidential election during the period.

The heavy military expenditures throughout the Cold

War benefited Virginia’s economy proportionately

more than any other state, especially in Hampton

Roads, home to several large naval and air bases, and

Northern Virginia, home to the Pentagon and numerous

private companies that contract with the military.

A strong military was the key to America’s victory over the

Soviet Union in the Cold War.

Millions of Americans served in the military during the

Cold War. Their service was often at great personal and

family sacrifice, yet they did their duty.

American military forces during the Cold War

During the Cold War era, millions of Americans served in

the military, defending freedom in wars and conflicts that




a) label a map that shows

the countries that joined

each alliance b) compare

and contrast NATO and

the Warsaw Pact by

writing two songs (one

about each).

Map interpretation of the

development of the

Korean War over time.

Journal: ―If you were the

U.S. President during the

Korean War, would you

ordered MacArthur to

cross the 38th

parallel

and invade North

Korea?‖

Debate the topic:

―Should MacArthur have

been removed from

power?‖

Examine oral histories of

soldiers of the Korean

War. Write a blog about

your experience in a

specific battle during the

war.

Create a visual metaphor

for the term ―police

action.‖

Write an editorial that

answers the question:

―Did the war in Korea

represent a triumph or a

failure of American

foreign policy?‖

Revised 06/05/11 53

were not always popular. Many were killed or wounded. As

a result of their service, the United States and American

ideals of democracy and freedom ultimately prevailed in the

Cold War struggle with Soviet communism.

Florida history

During the Cold War, Florida's coastal access and

proximity to Cuba encouraged the increased development

of bases built during WWII and other military facilities.

Due to the low latitude of the state, Florida was chosen in

1949 as a test site for the country's nascent missile program.

Patrick Air Force Base and the Cape Canaveral launch site

began to take shape as the 1950s progressed. By the early

1960s, the Space Race was in full swing. As programs were

expanded and employees joined, the space program

generated a huge boom in the communities around Cape

Canaveral. To date, all manned orbital spaceflights

launched by the United States, including the only men to

visit the Moon, have been launched from Kennedy Space

Center.

Create a cartoon that

shows the ―domino

theory.‖

Formal:

Unit Test

Further Reading:

Cold War in South

Florida Historic

Resource Study

http://www.cr.nps.gov/history/online_books/coldwar/florida.pdf



Revised 06/05/11 54

Objectives of Learning 1950s (1 week)

The student will demonstrate knowledge of the United States during the 1950s by

a) explaining the American role in the Koream War and Cold War fears at home.

Academic Vocabulary: McCarthyism, stalemate



feared internal communist

subversion in the 1950's?

The U. S. government’s anti-Communist strategy of

containment in Asia led to America’s involvement in the

Korean and Vietnamese Wars. The Vietnam War

demonstrated the power of American public opinion in

reversing foreign policy. It tested the democratic system to

its limits, left scars on American society that have not yet

been erased, and made many Americans deeply skeptical of

future military or even peacekeeping interventions.

Cold War Spies and McCarthyism

The convictions of Alger Hiss, and Julius and Ethel

Rosenberg for spying for the Soviet Union, and the

construction of nuclear weapons by the Soviets using

technical secrets obtained through spying, increased

domestic fears of communism.

Senator Joseph McCarthy played on American fears of

communism by recklessly accusing many American

governmental officials and citizens of being communists

based on flimsy or no evidence. This led to the coining of

the term McCarthyism, or the making of false accusations

based on rumor or guilt by association.

The Korean War

American involvement in the Korean War in the early

1950s reflected the American policy of containment of

communism.

After communist North Korea invaded South Korea,

American military forces led a counterattack that

drove deep into North Korea itself. Communist

Chinese forces came into the war on the side of North

Korea and the war threatened to widen, but eventually

ended in a stalemate with South Korea free of

communist occupation.




secondary sources.


Understand the rise and continuing

international influence of the United

States as a world leader and the impact of

contemporary social and political

movements on American life.

Benchmarks:

Revised 06/05/11 55

Objectives of Learning 1950s (1 week)

The student will demonstrate knowledge of the United States during the 1950s by

b) describing the social and economic changes that occurred after the war.

Academic Vocabulary: economic boom, conformity, affluence, popular culture


Were the 1950's a time of great

peace, progress, and prosperity

for all Americans?

Age of Affluence

Between 1945-1960, the total value of goods produced

in the United States increased 250% and the U.S.

enjoyed a period of economic growth and prosperity.

During the 1950s many people left the cities to live in

the suburbs and a new lifestyle was formed. Marriage, Family and a Baby Boom

Returning veterans and higher incomes led to a

population increase of nearly 20% in the 1950s. This

period is known as the ―Baby Boom‖ had a powerful

impact on American society, especially on the role of

women.

Consumerism

A consumer society and American culture

characterized by rock n roll, television and cars was

born of this prosperous period.

Problem of Poverty Not all segments of American society enjoyed the same

level of prosperity in the 1950s. Farmers and migrant

workers suffered from low crop prices due to huge food

surpluses. As the middle class moved out of the cities they

left the urban poor behind. Poor southern African

Americans and poor western Hispanics moved into the

Northern cities increasing the problems of poverty there.

Cultural Changes

Currents of Nonconformity

Television

Pop Culture

Women in the workplace

Informal:

Word Wall Activity


Research the reaction of

Florida residents

following Brown v.

Board of Education.

Interview 2-3 people

about their personal

recollections of the era.

Formal:

Unit Test

Revised 06/05/11 56

Did the civil rights movement

of the 1950's expand

democracy for all Americans?

By interpreting its powers broadly, the Supreme Court can

reshape American society.

Brown v. Board of Education

Supreme Court decision that segregated schools are unequal

and must desegregate

Key people

Thurgood Marshall —NAACP Legal Defense Team

Harry T. Moore— Civil Rights Activist

Florida’s response

Harry T. Moore (founder of Florida’s branch of

NAACP) killed by home bombing in December 1951.

Tallahassee Bus Boycott, 1956

Massive Resistance—Closing some schools

Establishment of private academies

White flight from urban school systems

Black migrations northward – by 1960 blacks

accounted for 18% of the state’s population, a much

smaller percentage than in 1900 when blacks accounted

for 44% of the state’s population.

Revised 06/05/11 57

Objectives of Learning 1960s (2 weeks)

The student will demonstrate knowledge of United States during the 1960s by

a) explaining the American role in Vietnam and with Cuba.

Academic Vocabulary: Vietnamization, exiles, insurgency, escalate, war of attrition


Should the president be able to

wage war without

congressional authorization?

Did the war in Vietnam bring a

domestic revolution to the

United States?

Did American presidents have

good reasons to fight a war in

Vietnam?

The Vietnam War

American involvement in Vietnam also reflected the

Cold War policy of containment of communism.

Beginning in the 1950s and continuing into the early

1960s, the communist government of North Vietnam

attempted to install through force a communist

government in South Vietnam. The United States

helped South Vietnam resist.

The American military buildup in Vietnam began

under President John Kennedy. After Kennedy’s

assassination in 1963, the buildup was intensified

under President Lyndon Johnson.

The scale of combat in Vietnam grew larger over the

course of the 1960s. American military forces

repeatedly defeated the North Vietnamese forces in the

field, but could not force an end to the war on

favorable terms by fighting a limited war.

The country became bitterly divided. While there was

support for the American military and conduct of the

war among many Americans, others opposed the war

and active opposition to the war mounted, especially on

college campuses.

After Johnson declined to seek re-election, President

Nixon was elected on a pledge to bring the war to an

honorable end. He instituted a policy of

―Vietnamization,‖ withdrawing American troops and

replacing them with South Vietnamese forces while

maintaining military aid to the South Vietnamese.

Ultimately ―Vietnamization‖ failed when South

Vietnamese troops proved unable to resist invasion by

the Soviet-supplied North Vietnamese Army, and

President Nixon was forced from office by the

Watergate scandal. In 1975, both North and South

Vietnam were merged under communist control.




secondary sources.







SS.912.A.7.10 Analyze the

significance of Vietnam and

Watergate on the government and the

people of the United States.

Revised 06/05/11 58

Unlike veterans of World War II, who returned to a

grateful and supportive nation, Vietnam veterans

returned often to face indifference or outright hostility

from some who opposed the war.

It was not until several years after the end of the war

that the wounds of the war began to heal in America,

and Vietnam veterans were recognized and honored for

their service and sacrifices.

Cuba

Cuba was also a site of Cold War confrontations.

Fidel Castro led a communist revolution that took

over Cuba in the late 1950s. Many Cubans fled to

Florida and later attempted to invade Cuba and

overthrow Castro. This ―Bay of Pigs‖ invasion

failed.

In 1962, the Soviet Union stationed missiles in

Cuba, instigating the Cuban Missile Crisis.

President Kennedy ordered the Soviets to remove

their missiles and for several days the world was

on the brink of nuclear war. Eventually, the Soviet

leadership ―blinked‖ and removed their missiles.

Florida’s role

The Cuban Revolution of 1959 led to a large wave of

Cuban immigration into South Florida, which

transformed Miami into a major center of commerce,

finance and transportation for all of Latin America.

Many of these Cubans would later participate in the

failed Bay of Pigs Invasion.

Florida’s proximity (90 miles from Cuba) made it a

frontline during the Cuban Missile Crisis.

Revised 06/05/11 59



b) describing the differences in society and the domestic policies of Kennedy and Johnson.

Academic Vocabulary: counterculture, the establishment, generation gap


Does the image of John F.

Kennedy outshine the reality?

Did the "Great Society"

programs fulfill their promises?

Age of Camelot

In President John Kennedy’s inaugural address, he pledged

that the United States would ―pay any price, bear any

burden, meet any hardship, support any friend, oppose any

foe, in order to assure the survival and the success of

liberty.‖ In the same address, he also said, ―Ask not what

your country can do for you; ask what you can do for your

country.‖

In the early 1960s, President John Kennedy pledged

increased support for the American space program. The

race to the moon continued through the 1960s. U.S.

astronaut John Glenn was the first American to orbit the

Earth. In 1969, American astronaut Neil Armstrong was the

first person to step onto the moon’s surface. He proclaimed,

―That’s one small step for a man, one giant leap for

mankind.‖

President Kennedy, a World War II veteran, was

assassinated in 1963 in Dallas, Texas, in an event that

shook the nation’s confidence and began a period of

internal strife and divisiveness, especially spurred by

divisions over U.S. involvement in Vietnam.

Great Society

Johnson’s Great Society was his domestic policy that he

hoped would end poverty. He started programs like Head

Start, Job Corps, Volunteers in Service to America

(VISTA), and the Department of Housing and Urban

Development (HUD).

Counterculture

As the 1960s progressed, widespread tensions

developed in American society that tended to flow

along generational lines regarding the war in Vietnam,

race relations, sexual mores, women's rights, traditional

modes of authority, experimentation with psychoactive




secondary sources.







SS.912.A.7.13 Analyze the attempts

to extend New Deal legislation

through the Great Society and the

successes and failures of these

programs to promote social and

economic stability.

Revised 06/05/11 60

drugs, and differing interpretations of the American

Dream.

New cultural forms emerged, including the pop music

of the British band The Beatles and the concurrent rise

of hippie culture, which led to the rapid evolution of a

youth subculture that emphasized change and

experimentation.

The need to address minority rights of women, gays,

the handicapped, and many other neglected

constituencies within the larger population came to the

forefront as an increasing number of primarily younger

people broke free from the constraints of 1950s

orthodoxy in a desire to create a more inclusive and

tolerant social landscape.

The Sexual Revolution of the 1960s and 70s.

The Vietnam War, and the protracted national divide

between supporters and opponents of the war, were

arguably the most important factors contributing to the

rise of the larger counterculture movement.

The often violent confrontations between college

students (and other activists) and law enforcement

officials became one of the hallmarks of the era.

The era essentially commenced in earnest with the

assassination of President John F. Kennedy. It ended

with the termination of U.S. combat military

involvement in the communist insurgencies of

Southeast Asia and the end of the military draft in

1973, and ultimately with the resignation of disgraced

President Richard M. Nixon in August, 1974.

Revised 06/05/11 61



c) describing the importance of the 1963 March on Washington, the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

Academic Vocabulary: counterculture, the establishment, generation gap


Is civil disobedience the most

effective means of achieving

racial equality?

Did the civil rights movement

of the 1960's effectively change

the nation?

African Americans, working through the court system and

mass protest, reshaped public opinion and secured the

passage of civil rights legislation.

1963 March on Washington

Participants were inspired by the ―I Have a Dream‖

speech given by Dr. Martin Luther King, Jr.

The march helped influence public opinion to support

civil rights legislation.

The march demonstrated the power of non-violent,

mass protest.

Civil Rights Act of 1964

The act prohibited discrimination based on race,

religion, national origin, and gender.

It also desegregated public accommodations.

President Lyndon B. Johnson played an important role

in the passage of the act.

Voting Rights Act of 1965

The act outlawed literacy tests.

Federal registrars were sent to the South to register

voters.

The act resulted in an increase in African American

voters.

President Lyndon B. Johnson played an important role

in the passage of the act.

NAACP

Challenged segregation in the courts

Malcolm X and the Black Panthers

Other groups felt that violence was a means that was

necessary to make real progress.




secondary sources.







SS.912.A.7.5 Compare nonviolent and

violent approaches utilized by groups

(African Americans, women, Native

Americans, Hispanics) to achieve civil

rights.

SS.912.A.7.6 Assess key figures and

organizations in shaping the Civil Rights

Movement and Black Power Movement.

SS.912.A.7.7 Assess the building of

coalitions between African Americans,

whites, and other groups in achieving

integration and equal rights.


Supreme Court decisions relating to

integration, busing, affirmative action, the

rights of the accused, and reproductive

rights.

SS.912.A.7.9 Examine the similarities of

social movements (Native Americans,

Informal:

Word Wall Activity


Design and/or sew a

quilt square that will

become part of a larger


Quilt. One quilt for each

group: African

Americans, women,

Native Americans, and

Hispanics.

Read the ―I Have a

Dream‖ speech given my

Dr. Martin Luther King,

Jr. Write an editorial

response to the speech.

Create graphic

organizers for the Civil

Rights Act of 1964, the

Voting Rights Act of

1965, and the NAACP.

Write a recruiting poster

for the NAACP.

Design a political

cartoon on the ―glass

ceiling.‖

Research three women

Revised 06/05/11 62

Did the Warren Supreme Court

expand or undermine the

concept of civil liberties?

Other Civil Right Movements

Many other groups sought for civil rights and followed in

the footsteps of the African American civil rights

movement.

Native Americans-AIM

Hispanics-Caesar Chavez

Americans with Disabilities

Women’s Rights Movement

The National Organization for Women (NOW) was

created in 1966 with the purpose of bringing about

equality for all women. NOW was one important group

that fought for the Equal Rights Amendment (ERA).

This amendment stated that "equality of rights under

the law shall not be denied or abridged by the United

States or any state on account of sex." The amendment

died in 1982 because not enough states had ratified it.

ERAs have been included in subsequent Congresses,

but have still failed to be ratified.

In the 1960s and 1970s the birth control movement

advocated for the legalisation of abortion and large

scale education campaigns about contraception by

governments.

Roe v. Wade (1973)

Gender worker diversity has altered the workplace.

Supreme Court Decisions for Civil Rights

Busing

Integration

Affirmative Action

Rights of the Accused

Florida history

Tallahassee Bus Boycott, 1956

St. Augustine Movement, 1963-64

Integration of public beaches and pools

Integration of public schools

Hispanics, women, anti-war protestors) of

the 1960s and 1970s.

SS.912.A.7.3 Examine the changing

status of women in the United States

from post-World War II to the

present.

SS.912.A.7.17 Examine key events

and peoples in Florida history as they

relate to United States history.

that were the first to

enter a male-dominated

field. Make a foldable

about their

achievements.

Formal:

Unit Test

Revised 06/05/11 63

Objectives of Learning Contemporary United States (1.5 weeks)

The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States by

a) analyzing the successes and failures of the seven previous U.S. presidents.

Academic Vocabulary: stagflation, détente, executive privilege, moral majority, liberal, conservative


Was the Watergate scandal a

sign of strength or weakness in

the United States system of

government?

Did the policies of the Reagan

administration strengthen or

weaken the United States?

Did the United States win the

Cold War?

Nixon

Escalation of bombing campaign in Vietnam,

Vietnamization

China visit, 1972 (Ping Pong Diplomacy)

Development of the space shuttle program

Détente and SALT I

OPEC embargo

Watergate

– Scandal of the Nixon’s administration

– Cover up turned this into a crisis

– Woodward and Bernstein

– Nixon resignation

Ford & Carter

Helsinki Accords & Cold War Détente

Worst economic crisis since Great Depression

Continued Civil Rights strides including Women’s

rights and Busing

Iran Hostage Crisis, 1979

Soviet Invasion of Afghanistan and US boycott of

1980 Moscow Olympics

Reagan

Challenged moral legitimacy of the Soviet Union; for

example, speech at Berlin Wall (―Mr. Gorbachev, tear

down this wall‖)

Increased U.S. military and economic pressure on the

Soviet Union

Both internal and external pressures caused the

collapse of the Soviet Union.

– Internal problems of the Soviet Union

– Increasing Soviet military expenses to compete

with the United States

– Rising nationalism in Soviet republics









integration, busing, affirmative

action, the rights of the accused, and

reproductive rights.

SS.912.A.7.10 Analyze the

significance of Vietnam and

Watergate on the government and the

people of the United States.

SS.912.A.7.12 Analyze political,

economic, and social concerns that

emerged at the end of the 20th

century and into the 21st century.




Informal:

Word Wall Activity

In a Venn Diagram,

compare/contrast

Roosevelt’s New Deal

with Johnson’s Great

Society.

Then and Now: Research

an agency from

Johnson’s Great Society.

Make a comparison of

what its mission/vision

was when it was created

to what it is today. Infer

what caused a change

over time.

Create a cartoon about

the Watergate Scandal

and the reaction to it of

the American people.

Design a t-shirt about

immigration since 1950.


Formal:

Unit Test

Revised 06/05/11 64

Should Bill Clinton be

considered an effective

president?

Should we change the way that

we elect our Presidents?

– Fast-paced reforms (market economy)

– Economic inefficiency

– Gorbachev ―glasnost‖ and ―perestroika‖ (openness

and economic restructuring)

Reaganomics

War on Drugs

George Bush

Deregulation of Wall Street and Big Business

Fall of Berlin Wall (1989) and the collapse of the

Soviet Union (1991)

Military operations in Panama and the Persian Gulf

Economic recession and broken ―no new taxes‖ pledge

Bill Clinton

Economic Policies (Middle Class Tax Cut)

NAFTA

Immigration policies

Monica Lewinski scandal and impeachment trial

Military operations in Somalia and Bosnia

Counter-terrorism policies

George W. Bush

Election of 2000 controversy (Florida)

Foreign Policy

o Withdrawal from Kyoto Protocols

o Terrorist attacks – 9/11/2001

o War on Terror (Afghanistan & Iraq)

Response to Hurricane Katrina

Economic policies – recession beginning in 2007

Barack Obama

Economic Policies

Foreign Policies

o Iraq and Afghanistan

o START arms control treaty with Russia

o Libya

o Death of Osama bin Laden

Revised 06/05/11 65



b) describing the importance of the continuation of civil rights in the 1970s and 1980s.

Academic Vocabulary: civil disobedience, integration, affirmative action, feminism


Has the women's movement for

equality in the United States

become a reality or remained a

dream?

Should Affirmative Action

programs be continued to

overcome the effects of past

injustice and discrimination?

Women’s Rights

Increased participation of women in the labor force

An increasingly large percentage of America’s labor force

Many working mothers

Women in nontraditional jobs

Sandra Day O’Connor was the first woman to serve on

the United States Supreme Court.

Sally Ride was the first female astronaut in the United

States.

Role of courts in providing opportunities

Issues of working women

Need for affordable day care

Equitable pay

―Pink collar‖ ghetto (low prestige, low paying jobs)

―Glass ceiling‖ (perception that career advancement for

women is not equal to men)

Equal Rights Amendment

Proposed amendment to the United States

Constitution.

Originally written by Alice Paul and, in 1923, it

was introduced in the Congress for the first time.

In 1972, it passed both houses of Congress, but

failed to gain ratification before its June 30, 1982

deadline

Supreme Court Decisions for Civil Rights

Busing

Integration

Affirmative Action

Rights of the Accused



integration, busing, affirmative action, the

rights of the accused, and reproductive

rights.

SS.912.A.7.9 Examine the similarities of

social movements (Native Americans,

Hispanics, women, anti-war protestors) of

the 1960s and 1970s.

SS.912.A.7.3 Examine the changing

status of women in the United States

from post-World War II to the

present.




Design a political

cartoon on the ―glass

ceiling.‖

Research three women

that were the first to

enter a male-dominated

field. Make a foldable

about their

achievements.

Formal:

Unit Test

Revised 06/05/11 66



c) analyzing the foreign policy of the late 20th


Academic Vocabulary: ethnicity, ethnic cleansing, nation building, terrorism


Are peace and stability in the

Middle East vital to the United

States' economy and national

security?

Was the United States justified

to fight a war to remove

Saddam Hussein from power?


used military force to support

democracy in Eastern Europe?

Can global terrorism be

stopped?

Africa

U.S. Response to Independence Movements, Civil Wars,

Genocides and Aids

Asia

Recognition of the People’s Republic of China

U.S. Reaction to Tiananmen Square

Caribbean

U.S. Relations with Cuba

Latin America

U.S. Response to Independence Movements

Chile

Panama Canal

Nicaragua (Iran-Contra Affair)

Panama-Manuel Noriega/War on Drugs

Middle East

Arab-Israeli Tensions

Camp David Accords

American Hostages in Iran

Persian Gulf War

War in Iraq

Europe

U.S. Reaction to War in the Balkans

War on Terror

1993 Attack on World Trade Center

9/11

War in Afghanistan

Patriot Act

Department of Homeland Security

War in Iraq




secondary sources.







SS.912.A.7.11 Analyze the foreign

policy of the United States as it

relates to Africa, Asia, the Caribbean,

Latin America, and the Middle East.





SS.912.A.7.14 Review the role of

the United States as a participant in

the global economy (trade

agreements, international

competition, impact on American

labor, environmental concerns).

SS.912.A.7.15 Analyze the effects

of foreign and domestic terrorism on

the American people.



Informal:

Word Wall Activity


Diplomat Discussion:

Assign the roles of U.S.

Diplomats to Africa,

Asia, the Caribbean,

Latin America, and the

Middle East. Have a

class discussion about

what issues each would

face, questions they

might be asked, how

they might view

diplomats in other

regions, which diplomats

could work together, etc.


experience in Tiananmen

Square.

Write your own DBQ on

one of the following

topics: Panama Canal,

Iran-Contra Affair,

Noriega. The DBQ

should include a

background essay, hook

exercise, and 10-15

documents. Students

will exchange their DBQ

with another student and

Revised 06/05/11 67


then complete that DBQ.

Create a 9/11

Commemorative

Marker.

Write an editorial on the

Patriot Act.

Create a graphic

organizer that

compares/contrasts

immigration to the U.S.

from the 19th

century,

20th

century, and 21st

century. Be sure to

include the reaction of

the American citizens.

Research 5 items that

have been invented by

immigrants. Make an

illustrated timeline.

Using moviemaker,

Formal:

Unit Test

Revised 06/05/11 68



d) reviewing the role of the United States as a participant in the global economy.

Academic Vocabulary: European Union, trade deficit


Should the United States

restrict foreign trade?

Should the United States drill

for oil in Alaska? Off shore?

Trade Agreements

NAFTA

International Competition

China

India

Impact on American Labor

U.S. jobs going overseas

Environmental Concerns

Global Warming

Impact of Population Growth

Pollution

Drilling for Oil in the United States

Florida

Everglades Restoration Plan

Hurricane Andrew and 2004 Hurricane Season

Off-Shore Drilling and Gulf Oil Spill (2010)




secondary sources.










century and

into the 21st century.

SS.912.A.7.14 Review the role of the

United States as a participant in the global

economy.




Informal:

Word Wall Activity



benefits and burdens of

NAFTA.

Create a poster about

―global economy.‖

Analyze trends in labor

statistics over the past 50

years.

Design a t-shirt about an

environmental concern

of the 21st century.

Write 3 practical ways to

help minimize the

concern.

Formal:

Unit Test

Revised 06/05/11 69



e) describing contemporary domestic issues and their effects on society as a whole.

Academic Vocabulary: NASA, white collar, telecommunications


How has the accessibility to

improved technology and

communications affected

American culture?

Should limits be placed on

freedom of expression during

times of national crisis?

(Example: Wiki leaks)

Does the media have too much

influence over public opinion?

Does the United States have a

Dramatic advances in technology have affected life in

America in many significant areas.

The American space program was a triumph of American

technological prowess.

Technology can make communication and information

more accessible.

Over the past three decades improved technology and

media have brought about better access to communication

and information for rural areas, businesses, and individual

consumers. As a result, many more Americans have access

to global information and viewpoints.

Examples of technological advances

Cable TV/24-hour news (CNN)

Personal computers

Cellular phones

World Wide Web

Changes in work/school/health care Telecommuting

Distance learning

Growth in white collar careers

Medical Advances

Immigration New immigrant groups have increased American diversity

and redefined American identity.

New and increasing immigration to the United States has

been taking place from many diverse countries, especially

Asian and Latin American countries.

Reasons for immigration




secondary sources.














secondary sources.












Informal:

Word Wall Activity



the American space

program through the

decades.

Write an essay that

discusses the impact of

four different

technological advances



pros/cons of distance

learning.

Create a powerpoint of

at least 5 medical

advances of the 21st

century.

Formal:

Unit Test

Informal:

Word Wall Activity



the American space

program through the

decades.

Revised 06/05/11 70

fair and effective immigration

policy?

Should stricter laws regulating

firearms be enacted?

Is the death penalty (capital

punishment) a "cruel and

unusual punishment" (and thus

unconstitutional)?

Should lobbies and pressure

groups be more strictly

regulated?

Do political parties serve the

public interest and further the

cause of democracy?

Political freedom

Economic opportunity

Effects of immigration

Bilingual education/English as a Second Language (ESL)

courses

Effects on public policy (Cuban Americans and policy

toward Cuba)

Politics/voting

Challenges caused by illegal immigration

Contributions of immigrants

Popularity of ethnic food, music, and the arts

Role in labor force

Crime

While the crime rate had risen sharply in the late 1960s

and early 1970s, bringing it to a constant all-time high

during much of the 1980s, it has declined steeply since

1993.

Despite the recent stagnation of the homicide rate,

however, property and violent crimes overall have

continued to decrease, though at a considerably slower

pace than in the 1990s.

Brady Bill

Three Strikes Law (passed in 11 states)

American Politics

Lobby Reform and Campaign Reforms

Social Issues and Government Regulation

Tea-Party Movement

Bipartisan Government

Environmental Issues

Offshore Oil Drilling

Global Warming

Country’s Dependency on Foreign Oil

Alternative Fuels



SS.912.A.7.16 Examine changes in

immigration policy and attitudes

toward immigration since 1950.

Write an essay that

discusses the impact of

four different

technological advances



pros/cons of distance

learning.

Create a powerpoint of

at least 5 medical

advances of the 21st

century.

Formal:

Unit Test

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