ࡱ>       bjbj΀ {-]` ` D////!(!:!!!)))@BBBBBB$fm()mmf!! {Nwwwmv!!@wm@wwGԄ!@ N/nJ$,ɖ<4CcpC ԄCԄX)j~ApwR ` )))ffv)))mmmmC)))))))))` i: History and Social Science Standards of Learning CURRICULUM FRAMEWORK 2008 United States History: 1865 to the Present Board of Education Commonwealth of Virginia Copyright 2008 by the Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120  HYPERLINK "http://www.doe.virginia.gov" http://www.doe.virginia.gov All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted. Superintendent of Public Instruction Billy K. Cannaday, Jr. Chief Deputy Superintendent of Public Instruction Patricia I. Wright Assistant Superintendent for Instruction Linda M. Wallinger Office of Elementary Instructional Services Mark R. Allan, Director Betsy S. Barton, History and Social Science Specialist Office of Middle and High School Instructional Services Felicia D. Dyke, Director Beverly M. Thurston, History and Social Science Coordinator Edited by the CTE Resource Center  HYPERLINK "http://CTEresource.org" http://CTEresource.org NOTICE The Virginia Department of Education does not unlawfully discriminate on the basis of race, color, sex, national origin, age, or disability in employment or in its educational programs or services. INTRODUCTION The History and Social Science Standards of Learning Curriculum Framework 2008, approved by the Board of Education on July 17, 2008, is a companion document to the 2008 History and Social Science Standards of Learning for Virginia Public Schools. The Curriculum Framework amplifies the Standards of Learning by defining the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their students. It assists teachers in their lesson planning by identifying the essential content understandings, knowledge, and intellectual skills that should be the focus of instruction for each standard. Hence, the framework delineates with greater specificity the content that all teachers should teach and all students should learn. The Curriculum Framework consists of at least one framework page for every Standard of Learning. Each of these pages is divided into four columns, as described below: Essential Understandings This column includes the fundamental background information necessary for answering the essential questions and acquiring the essential knowledge. Teachers should use these understandings as a basis for lesson planning. Essential Questions In this column are found questions that teachers may use to stimulate student thinking and classroom discussion. The questions are based on the standard and the essential understandings, but may use different vocabulary and may go beyond them. Essential Knowledge This column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understanding of the standard. This information is not meant to be exhaustive or a limitation on what is taught in the classroom. Rather, it is meant to be the principal knowledge defining the standard. Essential Skills This column enumerates the fundamental intellectual abilities that students should havewhat they should be able to doto be successful in accomplishing historical and geographical analysis and achieving responsible citizenship. The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may not and should not be verbatim reflections of the information presented in the Curriculum Framework.  STANDARD USII.1a, b, c, d, e, f, g, h, i The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present; b) make connections between the past and the present; c) sequence events in United States history from 1865 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. The various skills identified in this standard are cited, as applicable, in the Essential Skills columns of the charts throughout this curriculum framework, with the exception of skill e. Students should have opportunities to practice speaking and writing, but these skills will not be assessed on the Standards of Learning test. All other skills listed above will be assessed on the test, and teachers should incorporate them into instruction throughout the year. STANDARD USII.2a The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills During the nineteenth century, peoples perceptions and use of the Great Plains changed. Technological advances allowed people to live in more challenging environments. How did peoples perceptions and use of the Great Plains change after the Civil War? How did people adapt to life in challenging environments? Physical features and climate of the Great Plains Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms Because of new technologies, people saw the Great Plains not as a treeless wasteland but as a vast area to be settled. Inventions and adaptations Barbed wire Steel plows Dry farming Sod houses Beef cattle raising Wheat farming Windmills Railroads Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.2b The student will use maps, globes, photographs, pictures, or tables for b) explaining relationships among natural resources, transportation, and industrial development after 1865. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Advances in transportation linked resources, products, and markets. Manufacturing areas were clustered near centers of population. How did advances in transportation link resources, products, and markets? What are some examples of manufacturing areas that were located near centers of population? Transportation resources Moving natural resources (e.g., copper, lead) to eastern factories Moving iron ore deposits to sites of steel mills (e.g., Pittsburgh) Transporting finished products to national markets Examples of manufacturing areas Textile industry: New England Automobile industry: Detroit Steel industry: Pittsburgh Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.2c The student will use maps, globes, photographs, pictures, or tables for c) locating the 50 states and the cities most significant to the historical development of the United States. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills A state is an example of a political region. States may be grouped as part of different regions, depending upon the criteria used. Cities serve as centers of trade and have political, economic, and/or cultural significance. What is one way of grouping the 50 states? What are some examples of cities that historically have had political, economic, and/or cultural significance to the development of the United States? States grouped by region Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Southwest: Texas, Oklahoma, New Mexico, Arizona Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Pacific: Washington, Oregon, California Noncontiguous: Alaska, Hawaii Cities Northeast: New York, Boston, Pittsburgh, Philadelphia Southeast: Washington, D.C., Atlanta, New Orleans Midwest: Chicago, St. Louis, Detroit Southwest: San Antonio, Santa Fe Western (Rocky Mountains): Denver, Salt Lake City Pacific: San Francisco, Los Angeles, Seattle Noncontiguous: Juneau, Honolulu Make connections between the past and the present. (USII.1b) Analyze and interpret maps that include major physical features. (USII.1f) Use parallels of latitude and meridians of longitude to describe hemispheric location. (USII.1g)STANDARD USII.3a The student will demonstrate knowledge of the effects of Reconstruction on American life by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens. What are the basic provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States? Basic provisions of the Amendments The 13th Amendment bans slavery in the United States and all of its territories. The 14th Amendment grants citizenship to all persons born in the United States and guarantees them equal protection under the law. The 15th Amendment ensures all citizens the right to vote regardless of race, color, or previous condition of servitude. These three amendments guarantee equal protection under the law for all citizens. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.3b The student will demonstrate knowledge of the effects of Reconstruction on American life by b) describing the impact of Reconstruction policies on the South and North. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to give meaning to the freedom that former enslaved African Americans had achieved. What were the Reconstruction policies for the South? Reconstruction policies and problems Southern military leaders could not hold office. African Americans could hold public office. African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized the use of federal troops for its enforcement. Northern soldiers supervised the South. The Freedmens Bureau was established to aid former enslaved African Americans in the South. Southerners resented Northern carpetbaggers, who took advantage of the South during Reconstruction. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves. End of Reconstruction Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of 1876. Federal troops were removed from the South. Rights that African Americans had gained were lost through Jim Crow laws. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.3c The student will demonstrate knowledge of the effects of Reconstruction on American life by c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created lasting impacts. What were the lasting impacts of the actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass? Abraham Lincoln Reconstruction plan calling for reconciliation Preservation of the Union was more important than punishing the South Robert E. Lee Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when some wanted to continue to fight Became president of Washington College, which is now known as Washington and Lee University Frederick Douglass Fought for adoption of constitutional amendments that guaranteed voting rights Was a powerful voice for human rights and civil liberties for allSTANDARD USII.4a The student will demonstrate knowledge of how life changed after the Civil War by a) identifying the reasons for westward expansion, including its impact on American Indians. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills New opportunities and technological advances led to westward migration following the Civil War. Why did westward expansion occur after the Civil War? How did the lives of American Indians change with western expansion? Reasons for increase westward expansion Opportunities for land ownership Technological advances, including the Transcontinental Railroad Possibility of obtaining wealth, created by the discovery of gold and silver Desire for adventure Desire for a new beginning for former enslaved African Americans Impact on American Indians Opposition by American Indians to westward expansion (Battle of Little Bighorn, Sitting Bull, Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Perc) Reduced population through warfare and disease (Battle of Wounded Knee) Assimilation attempts and lifestyle changes (e.g., reduction of buffalo population) Reduced their homelands through treaties that were broken Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.4b The student will demonstrate knowledge of how life changed after the Civil War by b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Population changes, growth of cities, and new inventions produced interaction and often conflict between different cultural groups. Population changes, growth of cities, and new inventions produced problems in urban areas.  Why did immigration increase? Why did cities grow and develop? What challenges faced Americans as a result of these social and technological changes? Reasons for the increase in immigration Hope for better opportunities Desire for religious freedom Escape from oppressive governments Desire for adventure Reasons why cities grew and developed Specialized industries, including steel (Pittsburgh) and meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements. Efforts to solve immigration problems Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g., jobs, housing) Discrimination against immigrants Chinese Irish Challenges faced by cities Tenements and ghettos Political corruption (political machines) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.4c The student will demonstrate knowledge of how life changed after the Civil War by c) describing racial segregation, the rise of Jim Crow, and other constraints faced by African Americans and other groups in the post-Reconstruction South. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Discrimination against African Americans continued after Reconstruction. Jim Crow laws institutionalized a system of legal segregation. African Americans differed in their responses to discrimination and Jim Crow. What is racial segregation? How were African Americans discriminated against? How did African Americans respond to discrimination and Jim Crow? Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated American Indians were not considered citizens until 1924. Jim Crow laws Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government African American responses Booker T. Washington: Believed equality could be achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.4d The student will demonstrate knowledge of how life changed after the Civil War by d) explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Between the Civil War and World War I, the United States was transformed from an agricultural to an industrial nation. Inventions had both positive and negative effects on society. What inventions created great change and industrial growth in the United States? What created the rise in big business? What factors caused the growth of industry? How did industrialization and the rise in big business influence life on American farms? Inventions that contributed to great change and industrial growth Electric lighting and mechanical uses of electricity (Thomas Edison) Telephone service (Alexander Graham Bell) Reasons for the rise and prosperity of big business National markets created by transportation advances Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Cornelius Vanderbilt, shipping and railroads) Advertising Lower-cost production Factors that resulted in growth of industry Access to raw materials and energy Availability of work force due to immigration Inventions Financial resources Examples of big business Railroads Oil Steel Postwar changes in farm and city life Mechanization (e.g., the reaper) reduced farm labor needs and increased production. Industrial development in cities created increased labor needs. Industrialization provided new access to consumer goods (e.g., mail order). Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.4e The student will demonstrate knowledge of how life changed after the Civil War by e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, womens suffrage, and the temperance movement. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The effects of industrialization led to the rise of organized labor and important workplace reforms. How did the reforms of the Progressive Movement change the United States? How did workers respond to the negative effects of industrialization? Negative effects of industrialization Child labor Low wages, long hours Unsafe working conditions Rise of organized labor Formation of unions: Growth of American Federation of Labor Strikes: Aftermath of Homestead Strike Progressive Movement workplace reforms Improved safety conditions Reduced work hours Placed restrictions on child labor Womens suffrage Increased educational opportunities Attained voting rights Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United States of America. Susan B. Anthony and Elizabeth Cady Stanton worked for womens suffrage. Temperance movement Composed of groups opposed to the making and consuming of alcohol Supported the 18th Amendment to the Constitution of the United States, prohibiting the manufacture, sale, and transport of alcoholic beverages Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.5a The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World WarI by a) explaining the reasons for and results of the Spanish American War. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The United States emerged as a world power as a result of victory over Spain in the Spanish American War. Economic interests and public opinion often influence United States involvement in international affairs.  What were the reasons for the Spanish American War? What were the results of the Spanish American War? Reasons for the Spanish American War Protection of American business interests in Cuba American support of Cuban rebels to gain independence from Spain Rising tensions between Spain and the United States as a result of the sinking of the USS Maine in Havana Harbor Exaggerated news reports of events (yellow journalism) Results of the Spanish American War The United States emerged as a world power. Cuba gained independence from Spain. The United States gained possession of the Philippines, Guam, and Puerto Rico. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Sequence events in United States history. (USII.1c)STANDARD USII.5b The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World WarI by b) describing Theodore Roosevelts impact on the foreign policy of the United States. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries. What were Theodore Roosevelts foreign polices? What was Theodore Roosevelts impact on the foreign policy of the United States? The Roosevelt Corollary to the Monroe Doctrine asserted the United States right to interfere in the economic matters of other nations in the Americas claimed the United States right to exercise international police power advocated Big Stick Diplomacy (building the Panama Canal). Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States. (USII.1a) Make connections between the past and the present. (USII.1b)STANDARD USII.5c The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World WarI by c) explaining the reasons for the United States involvement in World WarI and its international leadership role at the conclusion of the war. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The United States involvement in World War I ended a long tradition of avoiding involvement in European conflicts and set the stage for the United States to emerge as a global superpower later in the twentieth century. There were disagreements about the extent to which the United States should participate in world affairs. What were the reasons for the United States becoming involved in World War I? Who were the Allies? Who were the Central Powers? In what ways did the United States provide international leadership at the conclusion of the war? Reasons for United States involvement in World War I Inability to remain neutral German submarine warfare: Sinking of the Lusitania United States economic and political ties to Great Britain The Zimmermann Telegram Major Allied Powers British Empire France Russia Serbia Belgium United States Central Powers German Empire Austro-Hungarian Empire Bulgaria Ottoman Empire United States leadership as the war ended At the end of World War I, President Woodrow Wilson prepared a peace plan known as the Fourteen Points that called for the formation of the League of Nations, a peacekeeping organization. The United States decided not to join the League of Nations because the United States Senate failed to ratify the Treaty of Versailles. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.6a The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Technology extended progress into all areas of American life, including neglected rural areas. How was social and economic life in the early twentieth century different from that in the late nineteenth century? What factors increased factory and labor productivity? Results of improved transportation brought about by affordable automobiles Greater mobility Creation of jobs Growth of transportation-related industries (road construction, oil, steel, automobile) Movement to suburban areas Invention of the airplane The Wright brothers Use of the assembly line Henry Ford, automobile Rise of mechanization Communication changes Increased availability of telephones Development of the radio and broadcast industry Development of the movies Ways electrification changed American life Labor-saving products (e.g., washing machines, electric stoves, water pumps) Electric lighting Entertainment (e.g., radio) Improved communications Make connections between the past and the present. (USII.1b) Interpret ideas and events. (USII.1d)STANDARD USII.6b The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by b) describing the social and economic changes that took place, including prohibition and the Great Migration north and west. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Reforms in the early twentieth century could not legislate how all people behaved. Economic conditions and violence led to the migration of people. What was prohibition, and how effective was it? Why did African Americans migrate to northern cities? What were the economic changes during the early twentieth century? Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers made and smuggled alcohol illegally and promoted organized crime. Repealed by the 21st Amendment. Great Migration north and west Jobs for African Americans in the South were scarce and low paying. African Americans faced discrimination and violence in the South. African Americans moved to cities in the North and Midwest in search of better employment opportunities. African Americans also faced discrimination and violence in the North and Midwest. Interpret ideas and events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.6c The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia OKeeffe, and the Harlem Renaissance. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The 1920s and 1930s were important decades for American art, literature, and music. The leaders of the Harlem Renaissance drew upon the heritage of African American culture to establish themselves as powerful forces for cultural change. Who were the leaders in art, literature, and music during the 1920s and 1930s? What were the contributions of these leaders? How did the Harlem Renaissance influence American life? Cultural climate of the 1920s and 1930s Art: Georgia OKeeffe, an artist known for urban scenes and, later, paintings of the Southwest Literature: F. Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920s; John Steinbeck, a novelist who portrayed the strength of poor migrant workers during the 1930s Music: Aaron Copland and George Gershwin, composers who wrote uniquely American music Harlem Renaissance African American artists, writers, and musicians based in Harlem revealed the freshness and variety of African American culture. Art: Jacob Lawrence, a painter who chronicled the experiences of the Great Migration through art Literature: Langston Hughes, a poet who combined the experiences of African and American cultural roots Music: Duke Ellington and Louis Armstrong, jazz musicians; Bessie Smith, a blues singer The popularity of these artists spread beyond Harlem to the rest of society. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.6d 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. Roosevelts New Deal. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills 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 Roosevelts New Deal used government programs to help the nation recover from the Depression. What were the causes of the Great Depression? How were the lives of Americans affected by the Great Depression? What were the major features of the New Deal? 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. 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 Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.7a The student will demonstrate knowledge of the major causes and effects of American involvement in World WarII by a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills 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. How did post-World War I Europe set the stage for World War II? How did the rise of fascism affect world events following World War I? How did American policy toward events in Europe and Asia change over time? 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 (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 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. Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.7b The student will demonstrate knowledge of the major causes and effects of American involvement in World WarII by b) locating and describing the major events and turning points of the war in Europe and the Pacific. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills 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. What were the major events and turning points of World War II? What was the Holocaust? 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 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 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 Sequence events in United States history. (USII.1c) Interpret events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.7c The student will demonstrate knowledge of the major causes and effects of American involvement in World WarII by c) describing the impact of the war on the home front. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills 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. How did Americans at home support the war effort? What effect did the war have on race relations in America? 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 prejudice, and many were forced into internment camps. Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.8a The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World WarII 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. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Learning from the mistakes of the past, the United States accepted its role as a world superpower, helping to rebuild Europe and Japan and taking the leading role in establishing the United Nations. How did the United States help rebuild postwar Europe and Japan? 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. Marshalls 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. 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. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d)STANDARD USII.8b The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World WarII and the present by b) describing the conversion from a wartime to a peacetime economy. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Following World War II, Americans prospered due to an expanding economy stimulated by Americas involvement in the war. What contributed to the prosperity of Americans following World War II? 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. Make connections between the past and the present. (USII.1b)STANDARD USII.8c The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World WarII and the present by c) identifying the role of Americas 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. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The United States and the Soviet Union emerged from World War II as world powers, triggering a rivalry over ideology and national security. Since World War II, the United States has been directly involved in various conflicts that reflected the divisions created by Cold War tensions and hostilities. 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. How and why did the Cold War begin? What have been the major conflicts and confrontations involving America in the post-World War II era? How did Cold War tensions cause divisiveness at home? How did communism collapse in Europe? How were the challenges after the Cold War different from earlier challenges? Terms to know 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 Unions domination over Eastern European countries American policy of containment (to stop the spread of communism) North Atlantic Treaty Organization (NATO) 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 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 Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f)STANDARD USII.8d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World WarII and the present by d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Changing patterns in American society since the end of World War II changed the way most Americans lived and worked. What factors led to changing patterns of society in the post-World War II era? What policies and programs expanded educational and employment opportunities for the military, women, and minorities? 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 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. Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Interpret slogans and documents. (USII.1h)STANDARD USII.8e The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World WarII and the present by e) describing how international trade and globalization have impacted American life. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Between the end of World War II and the present, the world has been marked by an increase in globalization and interdependence. How has globalization impacted American life? 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) Availability of a wide variety of foreign-made goods and services Outsourcing of jobs Identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. (USII.1i)STANDARD USII.9a The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by a) examining the Civil Rights Movement and the changing role of women. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills The Civil Rights Movement resulted in legislation that ensured constitutional rights to all citizens of the United States regardless of race. Women activists were inspired by the achievements of the Civil Rights Movement and took action to gain equality for women, particularly in the workplace. What were some effects of segregation on American society? How did the African American struggle for equality become a mass movement? How did the law support the struggle for equality for African Americans? How were women disadvantaged in the workplace? What actions were taken to improve conditions for women? Some effects of segregation Separate educational facilities and resources for white and African American students Separate public facilities (e.g., restrooms, drinking fountains, restaurants) Social isolation of races Civil Rights Movement Opposition to Plessy v. Ferguson: Separate but equal Brown v. Board of Education: Desegregation of schools Martin Luther King, Jr.: Passive resistance against segregated facilities; I have a dream speech Rosa Parks: Montgomery bus boycott Organized protests, Freedom Riders, sit-ins, marches Expansion of the National Association for the Advancement of Colored People (NAACP) Civil Rights Act of 1964 Voting Rights Act of 1965 Changing role of women Workplace disadvantages: Discrimination against women in hiring practices Lower wages for women than for men doing the same job Improved conditions: National Organization for Women (NOW) Federal legislation to force colleges to give women equal athletic opportunities The Equal Rights Amendment, despite its failure, and a focus on equal opportunity employment created a wider range of options and advancement for women in business and public service.STANDARD USII.9b The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by b) describing the development of new technologies in communication, entertainment, and business and their impact on American life. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills After the war, Americans turned their energies to the development of peacetime technologies. New technologies in communication, entertainment, and business have dramatically affected American life. Which industries benefited the most from the new technologies? What impact did new technologies have on American life? How have new technologies in communication, entertainment, and business affected American life? Industries benefiting from new technologies Airline industry (jet engine) Automobile industry and interstate highway system Entertainment and news media industries Exploration of space Computer industry Satellite systems, telecommunications (pagers, cell phones, television) Internet Impact of new technologies on American life Increased domestic and international travel for business and pleasure Greater access to news and other information Cheaper and more convenient means of communication Greater access to heating and air-conditioning improved the quality of life and encouraged population growth in certain areas of the country. Decreased regional variation resulting from nationwide access to the same entertainment and information provided by national television and radio programming, Internet services, and computer games Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. (USII.1i)STANDARD USII.9c The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills Representative citizens have influenced America scientifically, culturally, academically, and economically. How have representative citizens influenced America scientifically, culturally, academically, and economically? Science Charles Drew: Medicine (plasma) J. Robert Oppenheimer: Physics (Manhattan Project team) Culture Frank Lloyd Wright: Architecture Martha Graham: Dance Academics Henry Louis Gates: History Maya Angelou: Literature Economics Bill Gates: Computer technology (Microsoft) Ray Kroc: Franchising (McDonalds) STANDARD USII.9d The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by d) examining American foreign policy, immigration, the global environment, and other emerging issues. Essential UnderstandingsEssential QuestionsEssential KnowledgeEssential Skills American foreign policy, immigration policies, energy policies, and environmental policies affect people both in the United States and in other countries. How have American foreign policy, immigration policies, energy policies, and environmental policies affected people both in the United States and in other countries? Foreign policy Increase in terrorist activities Conflicts in the Middle East Changing relationships with nations Immigration Changing immigration patterns (e.g., Hispanic Americans, Asian Americans) More people want to immigrate to the United States than are allowed by law. Global environment Policies to protect the environment Global climate change Conservation of water and other natural resources Other issues Energy issues (dependence on foreign oil) World health issues (global pandemics) Identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. (USII.1i)     PAGE 1 History and Social Science Standards of Learning Curriculum Framework 2008: World History and Geography to 1500 a.d. (c.e.) 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