Unit Eleven: The Great Depression - US History II - home7+3rd+9... · Civil War to the Present, ... text's reading that contain the words. ... Causes of World War II • Political

Unit Eleven: The Great Depression

Seventh Grade - Third Nine Weeks Weeks 1 & 2

ANTICIPATED LEARNING Virginia Standard of Learning USII.6: The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by: d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal. Essential Understandings: USII.6d

• The optimism of the 1920s concealed problems in the American economic system and attitudes about the role of government in controlling the economy.

• The Great Depression had a widespread and severe impact on American life.

• Franklin Roosevelt’s New Deal used government programs to help the nation recover from the Depression.

LEARNING PLAN Essential

Knowledge Textbook/Ancillary

Materials Instructional Activities

Vocabulary

Technology/ Resource

USII.6d Causes of the Great Depression • People

overspeculated on stocks, using borrowed money that they could not repay when stock prices crashed.

• The Federal Reserve failed to prevent the collapse of the banking system.

• High tariffs discouraged international trade.

Impact on Americans • A large number of

banks and other businesses failed.

• One-fourth of workers were without jobs.

• Large numbers of people were hungry and homeless.

The American Nation: Civil War to the Present, pp 744-771 What I Need to Know book for SOL content. Nystrom Atlas of American History for maps of Depression Era topics, pp 90-91 Virginia Experience: USII, pp 90-94 The American Nation: Civil War to the Present, "Guide to the Essentials," pp 140-142, 143

Vocabulary Development: Define and analyze unit vocabulary in advance of the teaching of the content. Using the chapter in the textbook, define vocabulary through context clues. The Frayer Method may be used for key vocabulary terms. Another method is to give page numbers in the text's reading that contain the words. Direct students to read and "discover" definitions through context clues. This may be done in pairs, groups, or as a whole class. Interactive Notebook: Copy multiples of the charts and webs found in "Guide to the Essentials" book that comes with the American Nation textbook for use as graphics in the

• Stock • Tariff • Stock speculation • Stock Market

Crash • Federal Reserve • Great Depression • Hooverville • Okie • F.D.R. • New Deal • Social Security • Federal Work

Programs • Environmental

Improvement Programs

• Farm Assistance Programs

• Increased Labor Rights

Pictures of F.D.R. (Graphics Folder) Great Depression Study Maps: http://teachers.henrico.k12.va.us/specialist/ganzert_j/socialstudiesonline/ Barbara Weaver's History Wiki has links to definitions (Click on "Great Depression): http://seventhgradehistory.wikispaces.com Dust Bowl Map: http://www.csa.com/discoveryguides/refugee/images/dustbowl.gif Great Depression Webquest: www.rcs.k12.va.us/csjh/hafey/page1.htm F.D.R.'s Speeches in Text and Audio: http://xroads.virginia.edu/~MA02/volpe/newdeal/firesides.html

• Farmers’ incomes fell to low levels.

Major features of the New Deal • Social Security • Federal work

programs • Environmental

improvement programs

• Farm assistance programs

Increased rights for labor USII.1b Make connections between past and present. USII.1c Sequence events in United States history. USII.1d Interpret ideas and events from different historical perspectives.

notebook. Outline: Fill out the outline of the Essential Knowledge content as found in the SAC vault. Project the content of the Essential Knowledge column for students to copy onto the outline. SQ3R: Assign textbook chapter readings, using SQ3R for note-taking. Flashcards: Work in groups to make and, then, review flash cards of the unit vocabulary. Technology: On the school computer lab, use Kidspiration to make webs on the topic Great Depression, with the categories of Causes, Impact on Americans, and New Deal. Alternately, have students create the webs on paper. Use the SOL outline for US II 6d in the What I Need to Know

Great Depression Slide Show: www.scholastic.com/esperanza/journal/ Brother Can You Spare A Dime? Discussion and Audio: http://en.wikipedia.org/wiki/Brother_Can_You_Spare_A_Dime Migrant Mother Series and Discussion: www.loc.gov/rr/print/list/128_migm.html Surviving the Dustbowl PBS Video Online: www.pbs.org/wgbh/americanexperience/dustbowl/ Movie Clips from the 1930s: http://xroads.virginia.edu/~UG02/FILM/musicalframe.html Online Text Reading About the Depression: http://odur.let.rug.nl/~usa/H/1994/ch10_p1.htm

books to guide the content of the webs. Poster: Make a wanted poster for the Great Depression. It should have a picture, and five reasons for the "wanted" status of the Great Depression. The website Web Poster Wizard can be used to create the posters online. Visuals: View videos about the causes and results of the Great Depression on the "How Stuff Works" website. Ask students to take notes during the videos and then write a first person depression diary based on their notes. Perspectives: Compare public opinion during the Great Depression to the 1920s by playing a 1920s song and "Brother Can You Spare a Dime?" for students while giving students a copy of the

Rubistar for the Creation of Rubrics: http://rubistar.4teachers.org Web Poster Wizard to Create Great Depression Wanted Posters online: http://poster.4teachers.org (The site is free but you need to register and log in to use it.)

lyrics. Venn Diagram: As a class, cooperate to make a Venn diagram of the opinions expressed in the songs. Alternately, the class can make a Venn diagram to compare the SOL content of the 1920s to the Great Depression. Sensory Figures: Make a sensory figure for the Great Depression, using the unit vocabulary. Draw a “down and out” person with annotations on the figure for "I saw," I thought," "I touched," "I walked on," "I heard," etc. Mapping: Map the Dust Bowl and the Great Migration North, using the atlas map as a resource. Map the state unemployment rates, using the atlas.

ASSESSING LEARNING Formal Assessments:

• Power Quizzes • Create a grade level unit test for the unit based on the

Essential Knowledge column, teacher created questions, and the Power Quiz questions.

• Third Nine Weeks Benchmark

Informal Assessments:

• Quiz often on the unit vocabulary. • Teacher made test on the SOL content by combining the

questions from the quizzes plus other questions into a test.

• Short "test" in "Guide to Essentials" resource: p. 144. • Grade the wanted posters, sensory figures, maps and

the depression diaries with rubrics.

CONTENT CONNECTIONS Language Arts: Read the Grapes of Wrath by John Steinbeck. Math: Graph the U. S. unemployment rates from 1920 to 2011. Online statistics for historic rates are at http://www.infoplease.com/ipa/A0104719.html Current statistics are online at http://www.bls.gov/ (Bureau of Labor Statistics) Line and bar graphs could be made of the same data to compare graph types. In a Language Arts connection, ask students to write a paragraph describing the rise and fall in the rates and giving their opinion on what effects this might have on American life.

CAREER CONNECTIONS •Participate in the Stock Market Game, sponsored by the Center for Economic Education at CNU. Invite the center's leader to speak to the class. •Invite the school social worker to speak and describe the many ways to aid people in need. •Contact the Hampton Social Services department and ask for a speaker visit, telling students about how the department aids the citizens of Hampton. Their website has information about the areas they serve. http://www.hampton.gov/socialservices/ • Contact the Virginia Jump Start Coalition for Financial Literacy (http://vajumpstart.org) for a list of speakers on money management.

GLOSSARY Stock: A share in a corporation. Tariff: A tax on incoming goods. Stock speculation: Buying and selling stocks in the stock market to make a profit instead of as an investment. Stock Market Crash: The event on Tuesday, October 29, 1929, in which stock prices fell to very low levels. Federal Reserve: Also called the FED, a system of federal banks that enables the federal government to control the U. S. money supply. Great Depression: Period of time between 1929 and 1941 that was the worst period of economic decline in the U. S. Hooverville: A group of shacks in which homeless people lived during the Great Depression; named for Herbert Hoover. Okies: Migrant workers from the Great Plains who lost their farms and livelihoods during the bad times of the Great Depression. F.D.R.: Franklin Delano Roosevelt was the President of the United States during the Great Depression. New Deal: Franklin D. Roosevelt's plan to make programs that would end the Great Depression. Social Security: A system of pensions for older Americans that was originally part of the New Deal. Federal Work Programs: New Deal programs like the Works Progress Administration that put jobless people to work in jobs paid for by the Federal Government. Environmental Improvement Programs: New Deal programs like the Tennessee Valley Authority and the Civilian Conservation Corps that created jobs for Americans in environmental improvement projects . Farm Assistance Programs: New Deal programs like the Agricultural Adjustment Act that provided government money to help farmers.

Increased Labor Rights: The Wagner Act or National Labor Relations Act created programs to protect American workers from unfair practices, unfairly low wages, and the right to belong to a union. It was part of the New Deal.

Unit Twelve: World War II

Seventh Grade-Third Nine Weeks Weeks 3, 4, & 5

ANTICIPATED LEARNING Virginia Standards of Learning: USII. 7: The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by: a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. b) describing the major events and turning points of the war in Europe and the Pacific. c) demonstrating knowledge of the major causes and effects of American involvement in World War II by describing the impact of World War II on the home front. Essential Understandings: USII.7a

• Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II.

• The rise of fascism threatened peace in Europe and Asia.

• As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. USII.7b

• Despite initial Axis success in both Europe and the Pacific, the Allies persevered and ultimately defeated Germany and Japan.

• The Holocaust is an example of prejudice and discrimination taken to the extreme.

USII.7c • World War II affected every aspect of American life. • Americans were asked to make sacrifices in support of the war effort and the ideals for which Americans fought.

LEARNING PLAN

Essential Knowledge

Textbook/Ancillary Materials

Instructional Activities

Vocabulary

Technology/ Resource

USII.7a Causes of World War II • Political instability and economic devastation in Europe resulting from World War I: – Worldwide depression – High war debt owed by Germany – High inflation – Massive unemployment • Rise of Fascism: – Fascism is political philosophy in which total power is given to a dictator and individual freedoms are denied and nationalism and,often, racism are emphasized. – Fascist dictators included Adolf Hitler

The American Nation: Civil War to the Present, pp 772-801 Nystrom Atlas of American History, pp 92-99 Virginia Experience, pp 96-110

Vocabulary Development: Define and analyze unit vocabulary in advance of the teaching of the content. Using the chapter in the textbook, define vocabulary through context clues. The Frayer Method may be used for key vocabulary terms. Another method is to give page numbers in the text's reading that contain the words. Direct students to read and "discover" definitions through context clues. This may be done in pairs, groups, or as a whole class. Flip Booklet: Make a flip book showing the causes, powers, and leaders of World War II.

• Benito Mussolini • Adolf Hitler • Hideki Tojo • Axis Powers • Dictator • Allied Powers • F.D.R • Harry S. Truman • Winston Churchill • Joseph Stalin

Vocabulary Terms on Wikipedia: www.wikipedia.com Barbara Weaver's History Wiki (Click on World War II): http://seventhgradehistory Smithsonian Institute Video Intro to World War II: http://americanhistory.si.edu/militaryhistory/exhibition/flash.html World War II Maps: http://www.fasttrackteaching.com/ftap/map15AxisEurope.html http://www.fasttrackteaching.com/ftap/map16Japanese.html

(Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan). – These dictators led the countries that became known as the Axis Powers. The Allies • Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet Union joined the Allies after being invaded by Germany. • Allied leaders included Franklin D. Roosevelt and, later, Harry S. Truman (United States), Winston Churchill (Great Britain), and Joseph Stalin (Soviet Union). Gradual change in American policy from neutrality to direct involvement • Isolationism (Great Depression, legacy of World War I) • Economic aid to

Brain Pop Movie on World War II: www.brainpop.com/socialstudies/ushistory/worldwarii Frayer Model Template attached http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html Venn Diagram Template: www.educationworld.com/tools_templates/index.shtml SOL Content Maps from Henrico County: http://teachers.henrico.k12.va.us/specialist/ganzert_j/socialstudiesonline/

Allies • Direct involvement in the war War in the Pacific • Rising tension developed between the United States and Japan because of Japanese aggression in East Asia. • On December 7, 1941, Japan attacked the United States at Pearl Harbor without warning. • The United States declared war on Japan. • Germany declared war on the United States.

USII.7b Major events and turning points of World War II • Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the Baltic nations. • Germany invaded France and captured Paris. • Germany bombed London, and the Battle of Britain began. • The United States gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean (Lend Lease). • Japan bombed Pearl Harbor. • After Japan bombed Pearl Harbor, Germany declared war on the United States. • The United States

The American Nation: Civil War to the Present, pp 791,793, 797 The American Nation: Civil War to the Present, "Guide to the Essentials, " pp 145-149 Nystrom Atlas of American History, pp 96-99

Interactive Notebook: Copy multiples of the charts and webs found in "Guide to the Essentials" book that comes with the The American Nation textbook for use as graphics in the notebook. Outline: Fill out the outline of the Essential Knowledge content as found in the SAC vault. Project the content of the Essential Knowledge column for students to copy onto the outline. SQ3R: Assign textbook chapter readings, using SQ3R for note-taking. Chronology Links: Make a time line of the list of war events found in USII.7b. Mapping: Read an interpret maps of the war, using the flip book activity found in the Nystrom Atlas teacher's guide.

• Battle of Midway • Battle of

Stalingrad • Island hopping • Holocaust • Anti-semitism • Concentration

camps

D-Day www.britannica.com/dday/art-40774 Map of Nazi War Camps: www.jewishvirtuallibrary.org/jsource/Holocaust/campmap.html United States Holocaust Memorial Museum Maps & Resources: www.ushmm.org/museum/exhibit/focus/maps/ Holocaust, Anne Frank Movie: www.brainpop.com

declared war on Japan and Germany. • The United States was victorious over Japan in the Battle of Midway. This victory was the turning point of the war in the Pacific. • Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the turning point of the war in Eastern Europe. • American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of Western Europe. • The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing Japan to surrender and ending World War II. The Holocaust • Anti-Semitism

Graphic Organizer: Create a web showing the turning points of the war, using the graphic on p 793 in the textbook. Answer and discuss the questions about the graphic also found on that page. Mapping: Using handout maps of Europe and Asia, map the war and important battles, using the Nystrom Atlas or textbook pp 791 and 797. Flip Booklet: Create World War II flipbook, showing dates with Battles, dates with Turning Points.

• Aryan supremacy • Systematic attempt to rid Europe of all Jews • Tactics: – Boycott of Jewish stores – Threats – Segregation – Imprisonment and killing of Jews and others in concentration camps and death camps • Liberation by Allied forces of Jews and others who survived in concentration camps

USII.7c American involvement in World War II brought an end to the Great Depression. Factories and workers were needed to produce goods to win the war. Thousands of American women took jobs in defense plants during the war (e.g., Rosie the Riveter). Americans at home supported the war by conserving and rationing resources. The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants), although discrimination against African Americans continued. While many Japanese Americans served in the armed forces, others were treated with distrust and

Primary Source Documents: Read F.D.R.'s executive order about Japanese internment. Read interviews of Japanese Americans who lived under internment. These items may be found on the Library of Congress website. Photographs: Obtain photographs from the Library of Congress website of various World War II scenes, battles, concentration camps, homefront activities, African-American and Japanese-American troops. Download a primary source analysis form to analyze the various sources. Flip Booklet: Create World War II flipbook showing homefront events. Powers of Persuasion: Study World War II

• Internment camps

• Rationing

Primary Source Analysis Forms: www.loc.gov/teachers/usingprimarysources/guides.html Library of Congress: http://www.loc.gov/index.html World War II Poster Collection: http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_home.html Rationing: http://www.ameshistoricalsociety.org/exhibits/events/rationing.htm

prejudice, and many were forced into internment camps.

poster collection to examine their influence on Americans during the war. Create posters persuading Americans to support the war effort.






• Grade all assigned maps. • Quiz on vocabulary regularly throughout unit. • Teacher made objective test. • Short "test" in "Guide to Essentials" resource: p. 150.

CONTENT CONNECTIONS Language Arts Novels about World War II may be studied through a cooperation between the Language Arts teacher and history teacher on the teaching team. Three examples are Night, Number the Stars, and Farewell to Manzanar. There are many others for teachers to choose from. Students could jigsaw Number the Stars and Farewell to Manzanar. Then they could compare the experiences of the Jews and the American Japanese using a t-chart in a class discussion. (source http://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html ) The discussion and t-chart could be used as basis for a compare and contrast paragraph or essay. Math Many graphs of World War II statistics could be made. Here is a site with many statistics. http://www.historyonthenet.com/WW2/statistics.htm

CAREER CONNECTIONS Invite an expert from the armed forces to speak to students about World War II battles. Invite a math professor from a local college to discuss the use of statistics as well as careers in math and statistics. Careers in the armed forces could be explored, especially as a statistician. (source http://www.bls.gov/oco/ocos045.htm ) The following government website on math careers includes statistician. http://www.bls.gov/k12/math.htm Invite a history professor from a local college to discuss World War II as an area of study. Ask the professor to discuss why a career in history was chosen.

GLOSSARY Benito Mussolini: Fascist dictator of Italy during World War II. Adolf Hitler: Nazi dictator of Germany during World War II. Hideki Tojo: Military leader of Japan during World War II. Axis Powers: The Axis Powers of World War II were Germany, Italy, and Japan. Dictator: A national leader who has total power and does not allow individual freedoms. Allied Powers: The Allied Powers of World War II were the U. S., Canada, Great Britain, the Soviet Union, and many other countries. F.D.R: Franklin D. Roosevelt was the U. S. President during World War II. Harry S. Truman: Became U. S. President at the end of World War II after F. D. R. died. Winston Churchill: Was the Prime Minister of Great Britain during World War II. Joseph Stalin: Communist dictator of the Soviet Union during World War II. Battle of Midway: Turning point battle of the war for the Allies in the Pacific. Battle of Stalingrad: Turning point battle of the war for the Allies in Europe. Island hopping: Strategy used by the Allies to defeat Japan in the Pacific. Concentration camps: Camps where the German government sent Jews, political prisoners, Poles, Gypsies, and others to die during World War II. Holocaust: Name for the deaths of 6 million Jews and 5 million others at the hands of the German government during World War II

Anti-semitism: Hatred of Jews. Internment camps: Japanese-Americans were sent to these camps in the U. S. during World War II in the fear that they would be disloyal to the war effort. Rationing: Way Americans on the homefront supported the war by conserving resources so they could be used instead to fight the war.

Unit Thirteen: Post World War II America and the Cold War

Seventh Grade - Third Nine Weeks Weeks 6 ,7, 8

ANTICIPATED LEARNING Virginia Standard of Learning USII.8: The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by: a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States as a superpower, and the establishment of the United Nations. b) describing the conversion from a wartime to a peacetime economy. c) identifying the role of America’s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges. d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities. e) describing how international trade and globalization have impacted American life. Essential Understandings: USII.8a

• Changing patterns in American society since the end of World War II changed the way most Americans lived and worked.

USII.8b • Following World War II, Americans prospered due to an expanding economy stimulated by America’s involvement in

the war. USII.8c

• Since World War II, the United States has been directly involved in various conflicts that reflected the divisions created

by Cold War. • The tension between the free world and the communist world caused divisiveness at home and abroad. • The Cold War was the central organizing principle in foreign affairs for 40 years.

USII.8d • The United States and the Soviet Union emerged from World War II as world powers, triggering a rivalry over ideology

and national security. USII.8e

• Between the end of World War II and the present, the world has been marked by an increase in globalization and interdependence.

LEARNING PLAN Essential Knowledge/Skill



Vocabulary

Technology/Resource

USII.8a Much of Europe was in ruins following World War II. Soviet forces occupied most of Eastern and Central Europe and the eastern portion of Germany. The United States felt it was in its best interest to help rebuild Europe and prevent political and economic instability. Rebuilding efforts • The United States instituted George C. Marshall’s plan to rebuild Europe (the Marshall Plan), which provided massive financial aid to rebuild European economies and prevent the spread of communism. • Germany was partitioned into East and West Germany.

The American Nation: Civil War to the Present, pp 808-839 (The Cold War); pp 842-848, 878-901 (Globalism/New Challenges). Virginia Experience: USA II pp 112-130. Nystrom Atlas of American History, pp 100-119. The American Nation: Civil War to the Present, "Guide to the Essentials, " pp 151-155, 157, 163-165.

Vocabulary Development: Define and analyze unit vocabulary in advance of the teaching of the content. Using the chapter in the textbook, define vocabulary through context clues. The Frayer Method may be used for key vocabulary terms. Another method is to give page numbers in the text's reading that contain the words. Direct students to read and "discover" definitions through context clues. This may be done in pairs, groups, or as a whole class. Interactive Notebook: Copy multiples of the charts and webs found in

• Marshall Plan • United Nations

Barbara Weaver's History Wiki Page (Click "Post WWII and Cold War"): http://seventhgradehistory.wikispaces.com/ Frayer Model Template attached The Marshall Plan and George Marshall: www.americaslibrary.gov/aa/marshall/aa_marshall_subj.html

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. Establishment of the United Nations • 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.

"Guide to the Essentials" book that comes with the The American Nation textbook. Outline: Fill out the outline of the Essential Knowledge content as found in the SAC vault. Project the content of the Essential Knowledge column for students to copy onto the outline.

USII.8b Reasons for rapid growth of the American economy following World War II • With rationing of consumer goods over, businesses converted from production of war materials to consumer goods. • Americans purchased goods on credit. • The work force shifted back to men, and most women returned full time to family responsibilities. • Labor unions merged and became more powerful; workers gained new benefits and higher salaries. • As economic prosperity continued and technology boomed, the next generation of women entered the labor force in large numbers.

Primary Source Documents: Use the ad access website for students or teacher to search post war ads to show as examples of post World War II prosperity. It covers beauty product, radio, TV, and transportation ads. Students could make a collage of "Life After World War II."

• Credit • Labor Unions

USII.8c • Cold War: The state of tension without actual fighting between the United States and the Soviet Union, which divided the world into two camps Origins of the Cold War • Differences in goals and ideologies between the United States and the Soviet Union (the two superpowers). The United States was democratic and capitalist; the Soviet Union was dictatorial and communist. • The Soviet Union’s domination over Eastern European countries • American policy of containment (to stop the spread of communism) • North Atlantic Treaty Organization (NATO)

Mapping: Using the online, atlas, or textbook resources, direct students to map Europe during the Cold War, showing the NATO and Warsaw Pact Alliances, and labeling the names of the countries in each alliance. Use a world map and the same resources to map the Cold War Trouble Spots of Korea, Vietnam, Cuba, and Berlin. Teaching With Documents: A lesson on the Korean War is on the Library of Congress site. Brainpop Movies: Use the three Brainpop.com movies listed to the right to introduce the topics in this unit. The quizzes and activities that come with each movie can be printed out and used as pre or post viewing

• Cold War • Containment • Korean War • Cuban Missile

Crisis • Vietnam War • Domino theory • Berlin Wall • NATO • Warsaw Pact • Superpowers

Duck and Cover Video: http://www.youtube.com/watch?v=IKqXu-5jw60 Cold War Alliances Map: http://www.fasttrackteaching.com/ftap/map17ColdWar.html Cold War Maps can be found in this website listing: http://wps.ablongman.com/long_divine_app_6/0,2437,32719-,00.html Korean War Lesson: http://www.archives.gov/education/lessons/korean-conflict/ Movies on Cold War, Communism, Korean War, Vietnam War Elvis Presley, 60’s Folk (Changes of the 1960s): www.brainpop.com

versus Warsaw Pact Major conflicts in the post-World War II era • South Korea and the United States resisted Chinese and North Korean aggression. The conflict ended in a stalemate. • The Cuban Missile Crisis occurred when the Soviet Union placed missiles in Cuba. The Soviets removed the missiles in response to a U.S. blockade of Cuba. • The United States intervened to stop the spread of communism into South Vietnam (Domino Theory). Americans were divided over whether the United States should be involved militarily in Vietnam. The conflict ended in a cease-fire agreement in which U.S. troops withdrew. Collapse of

activities. They are excellent, easy to understand, and follow the SOL content closely. Cold War Timeline: Students can make a timeline of the Cold War, showing the SOL related content. Use internet and textbook resources to make a Venn diagram showing the opposing viewpoints about the Vietnam War. Vietnam Timeline: Make a Vietnam War timeline showing selected events during the presidencies of Eisenhower, Kennedy, Johnson, Nixon, and Ford. Summarization: Use the Smithsonian Institute's website on military history cited in the technology column to give good summaries of the events of the Cold War.

communism in Europe • Breakup of the Soviet Union into independent countries • Destruction of the Berlin Wall New challenges • Role of United States military intervention • Environmental challenges • Global issues, including trade, jobs, diseases, energy

Flip Booklets: Create flip books. One may have the following titles: Cold War Definition, U.N., Marshall Plan, NATO, Warsaw Pact. Another could be titled "Cold War Conflicts," and have these titles: Berlin Airlift, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War. Compare and Contrast: Draw a diagram comparing and contrasting the U. S. with the Soviet Union with the Essential Knowledge column information from USII.8c as a resource. Additional facts may be obtained from textbook, Nystrom Atlas, or other resource materials.

USII.8d Factors leading to changing patterns in United States society • Strong economy (healthy job market, increased productivity, increased demand for American products) • Greater investment in education • The “Baby Boom,” which led to changing demographics • Interstate highway system • Evolving role of women (expected to play a supporting role in the family while increasingly working outside the home) • Role of Eleanor Roosevelt in expanding human rights • African Americans’ aspirations for equal opportunities Policies and programs expanding educational and

Flip Booklet: Make a flip booklet for "Factors leading to changes in society," for "Expanding educational and employment opportunities.”

• Baby Boom • Interstate highway

system • Eleanor Roosevelt • GI Bill of Rights • Desegregation

Pictures of Eleanor Roosevelt, Harry S. Truman: SAC Vault Postwar Ads Collection: http://library.duke.edu/digitalcollections/adaccess/ YouTube G.I. Bill of Rights Video: http://www.youtube.com/watch?v=7mB7Z2D-Wx8 Eleanor Roosevelt papers Project: http://www.gwu.edu/~erpapers/ Eisenhower and the Interstate Highways: http://www.americaslibrary.gov/aa/eisenhower/aa_eisenhower_convoy_3.html

employment opportunities • G.I. Bill of Rights gave educational, housing, and employment benefits to veterans. • Truman desegregated the armed forces. • Civil Rights legislation led to increased educational, economic, and political opportunities for women and minorities USII.8e Globalization is the linking of nations through trade, information, technologies, and communication. Globalization involves increased integration of different societies. Impact of Globalization on American Life • Improvement of all communications (e.g., travel, telecommunications,

Internet: Internet sources and How Stuff Works videos can be used with the data projectors to provide more interesting class activities about new technologies. Visuals: Show a series of selected short videos on several new technologies. Students should take notes on each video. Then they can write a news article about each one seen or

• Globalization • Outsourcing

How Stuff Works: www.howstuffworks.com

Internet) • Availability of a wide variety of foreign-made goods and services • Outsourcing of jobs

can choose one to write about. Also,students could create a small poster on 8 ½” by 11” paper about a technology of their choice. Posters could be shared with the class in oral presentations. The posters could also be designed as ads or "Wanted" posters for variety. Graphic Organizer: Create a Venn diagram illustrating the impact of globalization on American life.

ASSESSING LEARNING

Formal Assessments:




Informal Assessments: • Grade all assigned maps. • Quiz on vocabulary, SOL content, and assigned readings

regularly throughout unit • Use a rubric to grade the Venn diagram. • Short "test" in "Guide to Essentials" resource: p. 134 • Use a rubric to grade the timeline. • Teacher made objective test

CONTENT CONNECTIONS Cooperate with the music or chorus teacher to have students study the music of the postwar period. A PE teacher may be interested in teaching students how to dance to rock and roll (the shag, twist, or stroll) as a PE activity. A "sock hop" could then be sponsored by both teachers on a 1950’s Dress Up Day. Language Arts: Read Rocket Boys in cooperation with a language arts teacher. This book is about West Virginia high school students of the 1950s who became interested in science and gained careers with NASA. Science or Tech Ed: Have students make “rockets” with help from the science teacher. There are a number of safe, easily made rocket models that students can shoot off outside of the building. Many science teachers havdo this annually and it’s a good connection to the Space Age. Science: Create a booklet of the scientific discoveries of the post World War II years. Students can choose the ones they think were the most important for inclusion in their booklets. Here are several helpful websites. http://www.accessexcellence.org/RC/AB/BC/Rosalind_Franklin.php http://www.sixtiescity.com/Events/inventions.htm http://www.buzzle.com/articles/scientific-achievements-top-ten-scientific-discoveries-of-the-20th-century.html http://www.enchantedlearning.com/inventors/1900b.shtml http://en.wikipedia.org/wiki/Timeline_of_United_States_inventions_(1946–1991) http://en.wikipedia.org/wiki/Timeline_of_United_States_inventions_(after_1991) http://en.wikipedia.org/wiki/Technological_and_industrial_history_of_the_United_States

GLOSSARY Cold War: State of tension that existed between the U. S. and the Soviet Union from 1945 to 1991 Marshall Plan: U. S. plan, created by Secretary of State George C. Marshall, to rebuild Europe after World War II GI Bill of Rights: Law passed by Congress after World War II to give benefits in housing, schooling, and jobs to returning veterans United Nations: A world peace keeping organization that was formed at the end of World War II NATO: A military alliance of the noncommunist Western European nations and the United States Warsaw Pact: A military alliance of the communist Eastern European nations and the Soviet Union Containment: The U. S. policy to prevent communist governments from spreading to nations around the world. This policy was begun by President Harry Truman after World War II and continued until the fall of communism in 1991. Korean War: A war for control of Korea fought with the Communist Chinese and North Korea against democratic South Korea and the U. S. The war ended in a stalemate.

CAREER CONNECTIONS Research careers available at the United Nations. NASA has a speaker’s bureau. Invite a NASA speaker to school to discuss current careers in science. Research the new technology careers of 2011. Students can make one page posters with a picture and short paragraph describing these careers. Here are some internet sources. http://money.usnews.com/money/careers/articles/2010/12/06/best-careers-2011-technology-jobs http://www.usajobs.gov/mostpopularjobs/index.asp

Cuban Missile Crisis: Crisis that occurred when the Soviet Union placed missiles that could attack the United States in Communist Cuba. The crisis ended when the U.S. blockaded Cuba and the Soviet Union removed the missiles. Vietnam War: A war for control of Vietnam fought with Communist North Vietnam against South Vietnam which was aided by the United States. Domino Theory: The belief that if South Vietnam fell to communist take-over then all of the countries near it would also become communist nations. Berlin Wall: Wall built between communist East Berlin and democratic West Berlin by the communist government of East Germany Superpowers: The United States and the Soviet Unions were superpowers who opposed each other's political ideals during the Cold War. Credit: Buy now, pay later Baby Boom: Large increase in the number of babies born after World War II, lasting until 1964. Interstate highway system: System of four to eight lane superhighways built after World War II across the U. S. Eleanor Roosevelt: Leader in the fight for human rights and women's rights. Mrs. Roosevelt was the widow of Franklin Roosevelt and our first ambassador to the United Nations. G. I. Bill of Rights: Program that began after World War II to provide employment, educational, and housing benefits to veterans. Desegregation: Process of ending the separation of two groups usually referring to races Globalization: Linking of nations through trade, information, technologies, and communication. Outsourcing: Process of contracting to a third party

Unit Fourteen: Third Nine Weeks Review/Benchmark Testing

Seventh Grade - Third Nine Weeks Week 9

ANTICIPATED LEARNING Virginia Standards of Learning : Review all of the SOLs covered in Units Ten through Twelve: USII. 6d; USII.7a, b, c; USII. 8a, b, c, d, e. Essential Understanding: See Previous Units

LEARNING PLAN

Essential Knowledge/Skill



Vocabulary

Technology/Resource

USII 6d; USII.7a-d; USII.8a-e

The American Nation: Civil War to the Present, pp. 744-901 Virginia Experience: USA II, pp 90-130 Nystrom Atlas of American History, pp 90-119

Flashcards: Review and analyze unit vocabulary by using flashcards, working in pairs to quiz each other with flashcards, having the teacher choose flashcards at random to quiz selected students. Foldables: Make foldables to review each unit. SOL Review Cards: Copy the relevant parts of the SOL review cards in multiples for the interactive notebook, or as a small brochure for students to study and review in pairs or as a whole class.

See all vocabulary lists from Units Ten through Twelve.

Review Materials and Games: SAC Vault


• Readminister Department Power Quizzes. • Third Nine Weeks Benchmark Assessment is given

during this week.


• Teacher made quizzes should be given throughout the review to monitor student progress.

• A teacher made review test may be given if time permits.