US History Guide

United States
History
U.S. History
Table of Contents
Unit 1: The Industrial Nation (1865–1905)......................................................................1
Unit 2: Urban Migration and Migration West (1865–1930).........................................11
Unit 3: The Progressive Movement (1897–1920)..........................................................21
Unit 4: World War I and the Peace Settlement (1914–1920).......................................33
Unit 5: The Roaring Twenties (1919–1929)...................................................................46
Unit 6: The Great Depression and New Deal (1929–1939)...........................................57
Unit 7: World War II (1939–1945)..................................................................................71
Unit 8: The Cold War (1945–1990).................................................................................89
Unit 9: A Time of Upheaval (1954–Present)................................................................102
Unit 10: The United States and the World: Issues and Challenges
(1978–Present)................................................................................................................120
Louisiana Comprehensive Curriculum, Revised 2008
Course Introduction
The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The
curriculum has been revised based on teacher feedback, an external review by a team of content
experts from outside the state, and input from course writers. As in the first edition, the
Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as
defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units
with sample activities and classroom assessments to guide teaching and learning. The order of
the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP
assessments.
District Implementation Guidelines

Local districts are responsible for implementation and monitoring of the Louisiana
Comprehensive Curriculum and have been delegated the responsibility to decide if
 units are to be taught in the order presented
 substitutions of equivalent activities are allowed
 GLES can be adequately addressed using fewer activities than presented
 permitted changes are to be made at the district, school, or teacher level
Districts have been requested to inform teachers of decisions made.
Implementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the
Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to
one or more of the activities, to provide background information and follow-up, and to prepare
students for success in mastering the Grade-Level Expectations associated with the activities.
Lesson plans should address individual needs of students and should include processes for re-
teaching concepts or skills for students who need additional instruction. Appropriate
accommodations must be made for students with disabilities.
New Features
Content Area Literacy Strategies are an integral part of approximately one-third of the activities.
Strategy names are italicized. The link (view literacy strategy descriptions) opens a document
containing detailed descriptions and examples of the literacy strategies. This document can also
be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.
A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to
assist in the delivery of activities or to assess student learning. A separate Blackline Master
document is provided for each course.
The Access Guide to the Comprehensive Curriculum is an online database of

suggested strategies, accommodations, assistive technology, and assessment
options that may provide greater access to the curriculum activities. The Access
Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with
other grades to be added over time. Click on the Access Guide icon found on the first page of
each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx.
U.S. History
Unit 1: The Industrial Nation (1865–1905)
Time Frame: Approximately two weeks
Unit Description
This unit focuses on employing historical thinking skills to study the rise of
industrialization and the emergence of big business.
Student Understandings
Students will understand the causes of industrialization and the impact industrialization
had on business and American society. Students learn to use historical thinking skills by
constructing industrialization timelines, comparing industrialization of the late 1800s
with earlier periods, and interpreting or analyzing changing relationships between the
federal government and private industry.
Guiding Questions
1. Can students compare, analyze, and explain historical periods or conflicts in

terms of similar issues, actions, or trends in U.S. history?
2. Can students use and evaluate multiple primary or secondary source materials
to interpret historical facts, ideas, or issues?
3. Can students interpret or analyze historical data found in multiple sources to
explain historical trends?
4. Can students explain the impact of industrialization on the United States?
5. Can students explain the relationship between business and the government?
6. Can students describe the impact of technology on American society?
Unit 1 Grade-Level Expectations (GLEs)
GLE # GLE Text and Benchmarks

History: Historical Thinking Skills
1. Construct a timeline to explain and analyze historical periods in U.S. history
(H-1A-H1)
2. Compare historical periods or historical conflicts in terms of similar issues,
actions, or trends in U.S. history (H-1A-H1)
3. Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
U.S. HistoryUnit 1The Industrial Nation (1865–1905) 1


4. Analyze change or continuity in the United States over time based on
information in stimulus material (H-1A-H1)
8. Debate a historical point of view, with supporting evidence, on an issue or
event in U. S. history (H-1A-H2)
9. Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3)
10. Determine when primary and/or secondary sources would be most useful
when analyzing historical events (H-1A-H3)
14. Interpret a political cartoon depicting an historical event, issue, or
perspective (H-1A-H4)
15. Interpret or analyze historical data in a map, table, or graph to explain
historical factors or trends (H-1A-H4)
United States History
19. Examine the causes of industrialization and analyze its impact on
production, business structures, the work force, and society in the United
States (H-1B-H6)
20. Describe the emergence of big business and analyze how it changed
American society in the late nineteenth century (H-1B-H6)
21. Analyze the changing relationship between the federal government and
private industry (H-1B-H6)
53. Describe the impact of technology on American society (H-1B-H16)
Sample Activities
Activity 1: Using Primary Sources to Investigate the Past (GLEs: 9, 10, 15)
Materials List: maps, tables, or graphs on American industrialization after 1865; Key
Concepts Chart BLM; Primary Sources BLM; primary and secondary sources (books,
encyclopedias, Internet access—optional)
Throughout this unit have students maintain a vocabulary self-awareness chart (view
literacy strategy descriptions). Provide the students with a list of key concepts that relate
to this period of history. Have them complete a self-assessment of their knowledge of
these concepts using a chart. Ask the students to rate their understanding of a word using
a + for understanding, a √ for limited knowledge, or a - for lack of knowledge.
Throughout the unit students will refer to this chart to add information as they gain
knowledge of these key concepts. The goal is to replace all the check marks and minus
signs with a plus sign. (See the Key Concepts Chart BLM and sample below.)

Key concepts may be found in the Social Studies Teachers’ Guide to Statewide
Assessment on page 37. This guide may be found at the following website:
http://www.louisianaschools.net/lde/uploads/9850.pdf page 4-37.
Key Concepts Chart

Key Concept + √ - Explanation Extra Information
Cornelius Acquired a fortune in He consolidated railroads into
Vanderbilt railroads. one railroad system that ran
from New York City to Chicago.
After completing all the activities in this unit, have students refer back to their
vocabulary self-awareness chart to determine if their understandings of the key concepts
have changed.
Organize the class into five different groups. Have each group locate different primary
sources that were written during the industrialization of America.
The following sites are excellent sources for helping students analyze source documents
that would be useful in this activity:
The National Archives: http://www.archives.gov/
Written Document Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/written_document_analysis_work
sheet.pdf
Artifact Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet.pdf
Cartoon Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf
Map Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/map_analysis_worksheet.pdf
Motion Picture Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/motion_picture_analysis_workshe
et.pdf
Photo Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf
Poster Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/poster_analysis_worksheet.pdf
Sound Recording Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/sound_recording_analysis_works
heet.pdf
The Library of Congress:

http://memory.loc.gov/ammem/index.html
Our Documents:
www.ourdocuments.gov
Also have the groups read information from secondary sources such as encyclopedias and
textbooks. They will also use maps, tables, or graphs to study data related to
industrialization in America after 1865.
Optional: If time is short, teachers may provide the above resources.
The students will use the split-page notetaking strategy (view literacy strategy
descriptions) to identify why the document was written, what words or phrases were used
that would be considered uncommon today or would mean something different, and to
tell how they would explain the document to someone who was completely unfamiliar
with it.
Split-page notetaking is also a strategy that assists students in organizing their notes. This
strategy also helps to encourage active reading and summarizing. It provides a visual
study guide for students to use when they review the material in preparation for their test.
Split-page notetaking is a procedure in which students organize their page into two
columns. One column is used to record the questions and the other is used to record the
answers. As the students read the material, they record the answers or notes from their
findings beside each question (see Primary Sources BLM).
Gather the class back together. Solicit observations from each group and discuss their
findings with the class. Compare student findings. Some teacher guidance may be
needed.
Discuss with students why primary sources are important. Ask students:
 When is using primary sources the more appropriate means of researching a
historical topic?
 When would a secondary source be more appropriate?
Have students work individually, using the questions and answers, to write a short
summary of the “story” of the document. Ask them also to explain the process of
analyzing and interpreting historical data.

Activity 2: Causes of Industrialization and its Impact on the United States (GLEs: 4,
9, 19)
Materials List: Industrialization BLM, primary and secondary sources (books,

Have students use primary and secondary source documents (textbooks, encyclopedias,
and reliable Internet resources) to examine the causes of industrialization and to analyze
its impact on production, business structures, the work force, and society in the United
States in the late 19th century.
Use a process guide (view literacy strategy descriptions) to help students assimilate, think
critically about, and apply new knowledge concerning the causes of industrialization and
its impact on America (see Industrialization BLM).
Process guides are used to promote application in the areas of thinking and reasoning.
They can help to scaffold students’ comprehension within a wide range of different
formats. They are used to stimulate students’ thinking during or after reading, listening,
or involvement in any area of content instruction. These guides help students focus on
important information and ideas. The guides help to make reading or listening more
effective and engaging.
A process guide is a procedure in which students must read and think about the
information source. They are not simply skimming or scanning for answers to complete
the activity.
Ask students to work with a partner to fill in the guide. Then ask students to share their
findings. Engage the class in a discussion of the causes of industrialization and its impact
on American society.
Activity 3: The Robber Barons, Industrial Giants, or Go-Getters (GLEs: 2, 14, 19,
20)
Materials List: markers, colored pencils, colors, or computer graphics; Industrial Giants
BLM; primary and secondary sources (books, encyclopedias, Internet access—optional)
Have students use their textbooks to read about the industrial giants: Andrew Carnegie,
J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt. Using the split-page
notetaking strategy (view literacy strategy descriptions), have students describe the
impact that their businesses had on American society. Students will also explain why they
think some people referred to these industrial giants as “Robber Barons” and why some
called them “Go-Getters.” They should focus on the different perspectives of the lives of
these men that led to those perceptions (see Industrial Giants BLM).

Have students make cartoons that depict the industrial giants of the Industrial Age.
Encourage the use of markers, colored pencils, colors, computer graphics to create the
cartoons.
These websites provide excellent lessons on the use of political cartoons in the
classroom:
http://www.harpweek.com/
http://www.cagle.com/teacher/
Student cartoons should depict, but not be limited to, the industrial giants, the industry
that they controlled (e.g., Rockefeller-oil), and the impact of these industrialists on
American society in the late 19th century. Conduct a show-and-tell session in which the
students explain their cartoons. Students should be able to describe their chosen
industrialist’s rise to power and control of an industry. To conclude this activity, have the
students compare industrial giants of this period to the industrial giants in America today
(e.g., Bill Gates-Microsoft, Sam Walton-Wal-Mart, Steven Jobs-Apple Computer,
Richard Parsons-CEO Time Warner, Ken Chenault-CEO American Express, Anne
Mulcahy-CEO Xerox, Indra Nooyi-CEO Pepsico, and Oprah Winfrey-Harpo
Productions).
Activity 4: The Inventors (GLEs: 4, 15, 53)
Materials List: Inventions and Their Impact on American Society BLM
List the following inventions and inventors on the board:

 phonograph/Thomas A. Edison
 telegraph/Samuel F. B. Morse
 telephone/Alexander Graham Bell
 incandescent light bulb/Thomas A. Edison
Ask students the following questions:

 What impact did these inventions have on American society?
 In which ways did these inventions impact industrialization?
 Which invention do you think was the most important for the future?
 Why was this invention the most important?
 Who are some successful American inventors/innovators of our time?
Have students respond to the questions in an informal piece of writing, such as a journal
entry or informal essay, and follow up with a class discussion.
Have the students use a graphic organizer (view literacy strategy descriptions) to chart
the inventions of the late nineteenth century, explain their impact on society, and
enumerate the innovative changes in the invention (see Inventions and Their Impact on
American Society BLM).

Have students identify two or more other nineteenth century inventions and describe the
impact these inventions have had on American society. Ask them to enumerate the future
innovative changes made on each original invention.
Activity 5: Using Timelines (GLEs: 1, 2, 21)
Materials List: colors, markers, colored pencils, butcher paper or any type of paper roll;
primary and secondary sources (books, encyclopedias, Internet access—optional)
Have students use secondary source documents (books, encyclopedias, and reliable
Internet resources) to research information concerning the changing relationships
between the federal government and private industry. Students should use a Venn diagram
graphic organizer (view literacy strategy descriptions) to compare industrialization of the
late 1800s with earlier periods. Emphasis should be placed on the Interstate Commerce
Act (1887) and the Sherman Anti-Trust Act (1890). Students will write a brief statement
that explains the purpose of these two acts.
Have students construct a timeline that may be displayed on butcher paper around the
classroom. They will record the information above the date that it occurred. The dates of
key laws (such as the Sherman Anti-Trust Act), government agencies (such as the
Interstate Commerce Commission), and late 19th century industrialists/inventors (such as
Andrew Carnegie, Cornelius Vanderbilt, J.P. Morgan, Alexander Graham Bell, and
Thomas Edison) should be included on the timeline.
Teacher Note: The timeline should be used throughout the school year to reinforce the
concept of time and chronology of historical events.
Ask students to find a contemporary issue or event that is of particular interest to them
that is parallel to a historical one on their timeline. Have students explain the similarities
and differences between the two time periods. Examples of issues or events may include
such areas as the regulation of businesses, the food industry, and medicines before 1900
and today.
Activity 6: Relationship of Business and the U.S. Government (GLEs: 2, 3, 8, 19, 21)
Materials List: chart paper, Changing Relationship between the Federal Government and
Private Industry BLM
Have students record the following guiding statements for reference: Business was a
private endeavor in which the government had little involvement during the first century
of the nation. However, with the growth of large monopolistic business during the
Industrial Revolution, the relationship between government and business changed.

Internet resources) to research the government’s relationship to business during the late
nineteenth century and their relationship today.
Information may be found at this website:

www.oah.org/pubs/magazine/guilded/ghere.html
Provide students with an opinionnaire (view literacy strategy descriptions) that will
encourage students to take a position and defend it. Have students work in pairs to read
and discuss each statement. They will then write their reasons for their opinions. Have
them discuss how they think the government influenced private industry, how the
government was actually influenced by private industry, and whether or not they think
government involvement in private business is appropriate. Students should provide
specific reasons and examples for their position.
Using the opinionnaire for reference, have students create a chart of pros and cons for
government involvement in private business (see Changing Relationship between the
Federal Government and Private Industry BLM).
Opinionnaires are used to promote critical understanding of content area concepts by

activating and building on relevant prior knowledge. They are used to build interest and
motivation to learn more about the topic. Opinionnaires are used to force students to take
positions and to defend their position. The emphasis is not on the correctness of their
opinions but rather on the students’ point of view.
The procedure for using an opinionnaire is to create opinion-like statements about the
topic of study. Emphasis is on the students’ point of view. Students will work in groups of
two to read and discuss each statement. They will record the reasons for their opinions.
This promotes language production, activates prior knowledge, and leads to engaged
reading, listening, and discussion. Students are then asked to share their opinions for each
statement. Divide the class into two separate groups, the supporters and the non-
supporters. Ask the two groups to debate the statements and allow any students who have
changed their minds to move to the other group following the discussion.
Draw a graphic organizer (view literacy strategy descriptions) on chart paper or a

chalkboard comparing and contrasting information and ideas. Involve the students in a
discussion in which they compare and contrast the government’s relationship to business
in the late nineteenth century and their relationship today. Guide them in the completion
of this comparison by completing the graphic organizer.

Sample Assessments
General Guidelines
 Students should be monitored in all activities via teacher observation, report

writing, class discussion, and journal entries.
 All student-developed products should be evaluated as the unit progresses.
 Select assessments that are consistent with the types of products that result from
the student activities.
 Student investigations and projects should be evaluated with criteria assigned
specific point values. The criteria should be distributed to the students when
assignments are made and, when possible, students should assist in the
development of the scoring criteria.
 Use a variety of performance assessments to determine student comprehension
consistent with the type of products resulting from the selected student activities.
 Teacher-created, comprehensive unit exams assessing the GLEs should consist of
the following:
o a variety of formats for objective, convergent test items
o depth of knowledge at various stages of Bloom’s taxonomy
o LEAP-like constructed response items
o open-ended response items requiring supporting evidence
o test items aligned to the verbiage of the GLEs.
General Assessments
 Have students create a timeline of the industrial period from 1870 to 1900 in
which they list key events, acts, and people from this period of study.
 Have students participate in a class discussion that focuses on the causes of
industrialization and how it changed production, business structures, and the work
force in American society in the late nineteenth century.
 Have students analyze historical data in a map, table, or graph to explain
historical factors or trends that reflect the emergence of big business.
Activity-Specific Assessments
 Activity 3: Write the names of the robber barons on the board (Carnegie,
Vanderbilt, Rockefeller, and Morgan). Brainstorm with students facts and
information that they have learned about each of these industrial giants. Write
their responses under the individual names. Have students write a paragraph
concerning each of the robber barons using the information that was obtained
from the brainstorming session.

 Activity 3: Students will create a chart in which they identify the industrial giants,
the industries (trusts) that they controlled, and the impact that these industries had
on society (See Industrial Giants BLM).
 Activity 4: Have students prepare a newspaper article that might have been
written in the days following the inventions of Alexander Graham Bell’s
telephone and Thomas Edison’s incandescent light bulb. Students should use their
historical imaginations to describe these inventions, possible reactions from the
public, predictions of failure or success, and their impact on American society.
 Activity 5: Have students imagine that they are the owner of a small shipping
business during the late 1800s. Students are to write letters to their legislators in
which they explain why they support or oppose the Interstate Commerce Act (see
Sample Rubric for Grading Letters to Legislators BLM).

U.S. History
Unit 2: Urban Migration and Migration West (1865–1930)
Unit Description
This unit employs historical thinking skills in the study of migration to and within the
United States, the impact of government migration policy, and problems facing farmers
and laborers.
Students understand that there were different reasons for mass migration to and within the
United States, and that both were impacted by government policy. Students will be able
to explain the problems laborers and farmers faced as they experienced structural changes
emanating from industrialization and economic change in the late nineteenth century.
Chronology will be used to organize events and leading figures in labor unions. Students
will also use historical sources in analyzing migration from multiple perspectives.
Guiding Questions
1. Can students describe multiple perspectives on a historical issue or event in

U.S. history?
2. Can students determine when to use primary or secondary sources?
3. Can students explain mass migration to and within the United States?
4. Can students describe the impact of government migration policy?
5. Can students explain the cause and impact of urbanization in the late
nineteenth century?
6. Can students describe the problems that farmers and laborers faced?

5. Describe multiple perspectives on an historical issue or event in U.S. history
(H-1A-H2)
U.S. HistoryUnit 2Urban Migration and Migration West (1865–1930) 11


6. Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2)
8. Debate an historical point of view, with supporting evidence, on an issue or
event in U.S. history (H-1A-H2)
9. Evaluate and use multiple primary or secondary materials to interpret historical
facts, ideas, or issues (H-1A-H3)
10. Determine when primary and/or secondary sources would be most useful when
analyzing historical events (H-1A-H3)
14. Interpret a political cartoon depicting an historical event, issue, or perspective
(H-1A-H4)
18. Analyze causes and effects in historical and contemporary U.S. events, using a
variety of resources (H-1A-H6)
20. Describe the emergence of big business and analyze how it changed American
society in the late nineteenth century (H-1B-H6)
22. Describe the phases, geographic origins, and motivations behind mass
migration to and within the United States (H-1B-H7)
23. Explain the causes of the late nineteenth-century urbanization of the United
States, including immigration and migration from rural areas, and discuss its
impact in such areas as housing, political structures, and public health (H-1B-
H7)
24. Explain the impact of legislation, federal Indian and land policies,
technological developments, and economic policies on established social and
migratory groups in the settlement of the western United States (e.g., Dawes
Act, Chinese Exclusion Act) (H-1B-H7)
27. Describe problems facing farmers and laborers, the ways they sought to enact
change, and the responses of the government and business community (e.g.,
populism, sharecroppers, rise of labor unions) (H-1B-H9)
Sample Activities
Activity 1: Growth of Cities in the United States (GLEs: 9, 15, 18, 20, 22, 23)
Materials List: magic markers, crayons, or colored pencils; Key Concepts Chart BLM;
Increase in Productivity BLM; encyclopedias; Internet access (optional); primary and
secondary sources


Key Concept + √ - Explanation Example

Ellis Island From 1892 1924, Ellis Ellis Island is located in the
Island was the major New York harbor. Over 16
immigration station for the million people passed through
U.S. its facilities.
Statute of The statue which The Statue of Liberty is located
Liberty represented hope and on Liberty Island in the New
refuge for the immigrants York harbor. It faces out to sea
that entered through the to welcome passengers on
New York harbor. incoming ships.
Assessment pages 38 and 39. This guide may be found at the following website:
http://www.louisianaschools.net/lde/uploads/9850.pdf pages 4-38 and 4-39.
have changed.
Have students record the following guiding statement for reference: America moved from
an agrarian rural society to a more urban industrialized society between 1877 and 1905.
The mass migration of people from farms to cities fundamentally changed life in
American society.
Give students a list of North American cities that underwent expansion because of
industrialization between 1877 and 1905. Have students locate and label the cities on a
U.S. map.
Outline maps of the United States may be found at:
http://geography.about.com/library/blank/blxusa.htm
http://nationalatlas.gov/printable/reference.html
Divide the students into groups of two, and assign each group a different city. Students
will use primary and secondary source documents (textbooks, encyclopedias, and reliable
Internet resources) to research the different types of industry that contributed to the
growth of these cities. Have students identify those areas on their map using magic
markers, crayons, or colored pencils to represent the various industries and where they

were located. Have students include with their map a brief explanation of why certain
industries might have emerged in some parts of the country and not other parts of the
country. Have each group discuss their findings and maps with the class.
Using information from primary and secondary source readings, Internet sources, and
lectures, students will use the split-page notetaking strategy (view literacy strategy
descriptions) to explain how the increase in productivity affected urban and rural areas
and to answer the questions in the Increase in Productivity BLM. (See BLM.)
needed.
Activity 2: Urban and Rural (GLEs: 4, 8, 9, 27)
Materials List: Populism, Sharecropping, and Labor Unions Opinionnaire BLM;

encyclopedias; Internet access (optional); primary and secondary sources
Have students record the following guiding statement for reference: In 1900, oil fields
provided about 130 times more oil than they had in1860, ironworks ten times more iron,
and steel works almost sixty times more steel. Across the country, textile mills,
lumberyards, mines, and factories increased their output.
Using information obtained from primary and secondary source readings, the Internet,
and class lectures concerning populism, sharecropping, and labor unions, the students
will complete an opinionnaire (view literacy strategy descriptions) in which they agree
or disagree with a given statement. The students will give their reasons for their opinions.
(See the Populism, Sharecropping, and Labor Unions Opinionniare BLM.)
After the opinionnaires are complete, ask the students to share their opinions for each
statement and separate supporters from non-supporters. Ask the two groups to debate the
statements and allow for any students who change their minds to move to the other group.
Have students form teams of three or four. The teams will create questions concerning
what they learned about Populism, sharecropping, and labor unions during this period of
history. Students should include questions that address the problems that farmers and
laborers faced, the ways that they sought to enact change, and the responses of the
government and business community to these problems. Using the professor know-it-all
strategy (view literacy strategy descriptions), one team will come to the front of the room.
The other groups will ask them questions concerning Populism, sharecropping, and labor
unions. The standing team will huddle together and talk about the answers to the
questions. A spokesperson will answer the questions in complete statements. Teams will
rotate until all groups have had a chance to participate. The teacher may also question the
team.

needed.
Activity 3: Immigration and Migration (GLEs: 5, 15, 22, 23)
Materials List: map of ethnic neighborhoods in New York City circa 1900, Immigration
Graphic Organizer BLM, encyclopedia, Internet access (optional), primary and secondary
sources
Provide a map of ethnic neighborhoods that existed in New York City around 1900.
Locate information about the residents of those ethnic neighborhoods. Explain their
reasons for living where they lived. Ask students to explain the settlement patterns within
the ethnic neighborhoods.
Website for maps of ethnic neighborhoods that existed in New York City around 1900:
http://hdl.loc.gov/loc.gmd/g3804n.ct001463r
http://hdl.loc.gov/loc.gmd/g3804n.ct001463v
Using information obtained from primary and secondary source readings, the Internet,
and class lectures concerning immigration data for the United States between 1870 and
1920, have students generalize about changes in migrations to and within the United
States. Why do different language and ethnic groups increase as immigration from
eastern and southern Europe increases? Have the students sort the data by country of
origin (see Immigration BLM).
Websites for immigration data:

Immigration Data website (Scroll down to the second part of the document to find the
statistics for the chart.)
http://www.census.gov/population/www/documentation/twps0029/tab04.html
The statistics for the years 1820 to 1970 begin on page 105. This information contains
statistics on numbers of immigrants to the United States from all regions of the world.
http://www2.census.gov/prod2/statcomp/documents/CT1970p1-04.pdf
Have the students assume the roles of immigrants in 1880. Ask them to write letters to
their families in their homelands describing their new lives in an American city. The
letters should focus on both positive and negative conditions they faced (housing,
political structures, labor conditions, and public health). Would they encourage family
and friends to make the trip to America? Have them explain their reasons for encouraging
or discouraging others. This letter should be written in the context of a specific point in
time during which these waves of immigration occurred.

Activity 4: Immigration and the Melting Pot (GLEs: 14, 18, 22)
Materials List: “New Colossus” poem by Emma Lazarus, markers, colors, colored
pencils, encyclopedias, Internet access (optional)
Have students read Emma Lazarus’s poem, “New Colossus,” that was placed on a plaque
at the base of the Statue of Liberty. Ask students to explain, in a short essay, what these
words might have meant to a weary traveler arriving at the Ellis Island reception center.
Emma Lazarus’s poem, “New Colossus,” may be found on these websites:
http://www.libertystatepark.com/emma.htm
http://usinfo.state.gov/usa/infousa/facts/democrac/63.htm
Have students research the immigration reception centers at Ellis Island in New York
Harbor and Angel Island in San Francisco Bay. Students will compare and contrast
information such as the requirements for entering the United States, conditions in the
immigration reception centers, and treatment of the immigrants at each of the reception
centers. Students will also identify the different ethnic groups or geographic origins of
those that arrived at each of these immigration reception centers. Students will display
their findings using a Venn Diagram (view literacy strategy descriptions).
Information on the immigration reception center at Ellis Island may be found on these
websites:
http://teacher.scholastic.com/activities/immigration/tour/stop1.htm
http://library.thinkquest.org/20619/Eivirt.html
http://www.history.com/minisites/ellisisland/
http://www.emints.org/ethemes/resources/S00000689.shtml
Information on the immigration reception center at Angel Island may be found on these
websites:
http://www.angelisland.org/immigr02.html
http://www.aiisf.org/
findings with the class. Compare student findings. Hold a class discussion in which
students will identify the different manner in which the immigrants were treated and
processed at Ellis Island and Angel Island. Some teacher guidance may be needed.
Have students use markers, colors, or colored pencils to create political cartoons that
depict the United States as a melting pot of many different people of multiple cultures and
races. Students will show how the immigrants blended together to adopt new languages
and customs. Conclude with a show and tell session in which students explain their
cartoons.

Information on political cartoons may be found on these websites:

www.makebeliefscomix.com
http://politicalcartoons.com/
http://memory.loc.gov/learn/community/cc_pcartoon.php
Activity 5: Impact of Legislation (GLEs: 2, 5, 6, 8, 9, 10, 24)
Materials List: posters, markers, colored pencils, Dawes Indian Act Perspectives BLM,
primary source documents, encyclopedias, Internet access (optional), primary sources
Have students locate three different primary sources that relate to legislation that dealt
with the federal Indian and land policies. Also, have them find and use secondary sources
to obtain information about economic policies on established social and migratory groups
in the settlement of the western United States during this era. Emphasis should be placed
on the Dawes Act and the Chinese Exclusion Act. Ask students to take a position on these
issues.
Information on the Dawes Indian Act may be found on these websites:

http://www.archives.gov/education/lessons/fed-indian-policy / (primary source
documents)
http://www.ourdocuments.gov/doc.php?doc=50 (primary source documents)
Information on the Chinese Exclusion Act may be found on these websites:

http://www.ourdocuments.gov/doc.php?flash=true&doc=47 (primary source documents)
http://www.pbs.org/weta/thewest/resources/archives/seven/chinxact.htm (primary source
documents)
http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=419
Have students give a point of view on the Dawes Indian Act from two very different
perspectives using a graphic organizer (view literacy strategy descriptions). (See Dawes
Indian Act BLM.)
Divide the class into two different groups: those that support the Chinese Exclusion Act
and those that are opposed to the Chinese Exclusion Act. Have students work in groups of
two to create a poster in which they support or oppose the Chinese Exclusion Act of
1881. Students who support the restriction on immigration will explain why Chinese
immigration should be restricted. Those in favor of allowing Chinese immigrants to enter
the United States should give their reasons.
Discuss with the students the ways in which anti-immigration sentiments resulted in
political acts that restricted immigration into the United States.
Students will then compare and contrast the issue of immigration today. Using the
brainstorming strategy, (view literacy strategy descriptions) hold a class discussion
pertaining to the issue of immigration today in the United States. Separate the class into

supporters and non-supporters of restrictions on immigration. Ask the two groups to

debate immigration restrictions. Allow for any students who change their minds to move
to the other group.
Activity 6: Urbanization (GLEs: 5, 9, 23)
Materials List: photos of the late nineteenth century, encyclopedias, Internet access
(optional)
Have students examine photos that show the conditions of the cities during the late
nineteenth century.
The following website provides photos of the conditions of the cities during this time
period:
http://xroads.virginia.edu/~ma01/davis/photography/images/riisphotos/slideshow1.html
Have students use their sensory information and their imaginations to describe what they
would have heard, seen, smelled, tasted, and touched in the ghettos or in a tenement
house in one of the larger cities of the Northeast in the late 1800s.
Students will use the brainstorming strategy (view literacy strategy descriptions) to make
a chart in which they describe the sensory information that would be found in the ghetto
or tenement house. Discuss with students the causes of the late nineteenth century
urbanization of the United States and its impact in such areas as housing, political
structures, and public health.
Using the story chain strategy (view literacy strategy descriptions) put students in groups
of four. On a sheet of paper, ask the first student to write the opening sentence of a story
chain in which students imagine what life would be like in the ghetto or tenement house
in one of the larger cities of the Northeast in the late 1800s. The student then passes the
paper to the student sitting to the right, and that student writes the next sentence in the
story. The paper is passed again to the right of the next student who writes a third
sentence of the story. The paper is passed to the fourth student who must complete the
story.
needed.
Have students use a graphic organizer (e.g., a Venn diagram) (view literacy strategy
descriptions) to make comparisons between life on a farm and life in a city (what is
similar, different, and how the differences affected American families). Particular
attention should be given to the problems of the rapidly expanding cities: housing,
sanitation, fire hazards, crime, and adequate drinking water.

Sample Assessments
General Guidelines
 Students should be monitored on all activities via teacher observation, report

writing, class discussion, log data collection entries, and journal entries.
 Teachers should develop a scoring rubric collaboratively with other teachers or
students.
the following:
General Assessment
 Have students use technology such as PowerPoint® to summarize new knowledge

relating to the causes of the nineteenth century urbanization of the United States.
 Have students demonstrate map skills by constructing, analyzing, or creating
maps that represent immigration and migration relating to the nineteenth century
urbanization of the United States.
 Have students analyze data presented in graphs, charts, and diagrams.
 Have students create a graphic organizer that charts the growth of cities during the
late nineteenth century.
 Have students create a timeline in which they label important events of this time
period.
Teacher Note: The timeline should be used throughout the school year to
reinforce the concept of time and chronology of historical events.

 Activity 1: Students will write an informal essay in which they explain why most
new immigrants settled in the cities. Students will also describe the problems that
cities faced as the population increased. (See Activity 1, Specific Assessments,
Sample Rubric for Grading an Informal Essay BLM.)
 Activity 4: Students will write a newspaper article in which they describe a

reporter’s visit to Ellis Island or Angel Island during the 1890s as immigrants
flooded into the country. The reporter will interview an immigrant to find out
his/her geographic origin and motivations for immigrating to the United States.
 Activity 5: Students will write a speech or a persuasive essay in which they take a
stand in favor or against the Chinese Exclusion Act. Students will explain the
impact of this legislation in the settlement of the western United States. (See
Activity 1, Specific Assessments, Sample Rubric for Grading an Informal Essay
BLM.)
 Activity 5: Students will create a political cartoon in which they depict the
assimilation of the Native Americans under the Dawes Act. Students will explain
the impact of the federal Indian and land policies on the settlement of the western
United States.
 Activity 6: Students will respond to a photograph of a ghetto or a room in a

tenement house by writing a short essay in which they describe the living
conditions that are depicted. Students will explain the causes of the late nineteenth
century urbanization of the United States and its impact on housing and public
health.

U.S. History
Unit 3: The Progressive Movement (1897–1920)
Unit Description
This unit examines the growing involvement of government in making reforms and the
role of muckrakers in exposing social problems.
Students will explain how muckrakers exposed social problems that led to government
involvement in enacting reforms. Students use multiple primary and secondary materials
to interpret Progressive reform movements.
Guiding Questions
1. Can students explain the role of the media, political leaders, and intellectual
leaders in raising the awareness of social problems in America in the late
nineteenth and early twentieth centuries?
2. Can students explain the goals and accomplishments of the Progressive
Movement?
3. Can the students explain the changing relationship between labor and
industry?
4. Can students describe problems facing farmers, the ways that they sought to
enact change, and the response of the government and business community?

(H-1A-H1)
6. Analyze the point of view of an historical figure or group in U.S. history (H-
1A-H2)
7. Analyze or interpret a given historical event, idea, or issue in U.S. history
(H-1A-H2)
U.S. HistoryUnit 3The Progressive Movement (1897–1920) 21


11. Propose and defend alternative courses of action to address an historical or
contemporary issue, and evaluate their positive and negative implications
(H-1A-H4)
(H-1A-H4)
17. Conduct historical research using a variety of resources to answer historical
questions related to U.S. history and present that research in appropriate
format(s) (visual, electronic, written) (H-1A-H5)
21. Analyze the changing relationship between the federal government and private
industry (H-1B-H6)
25. Analyze the role of the media, political leaders, and intellectuals in raising
awareness of social problems among Americans in the United States (e.g.,
Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Addams) (H-1B-H8)
26. Evaluate the Progressive Movement in terms of its goals and resulting
accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food
and Drug Act, advances in land conservation) (H-1B-H8)
27. Describe problems facing farmers and laborers, the ways they sought to enact
change, and the responses of the government and business community (e.g.,
populism, sharecroppers, rise of labor unions) (H-1B-H9)
Sample Activities
Activity 1: Progressivism (GLEs: 9, 10, 17, 26)
Materials List: markers, colored pencils, colors, posters, computer graphics, Key
Concepts BLM, Progressive Reforms BLM, encyclopedias, Internet access (optional),
primary and secondary sources, selections from The Jungle by Upton Sinclair

signs with a plus sign. (See Key Concepts Chart BLM.)
Key Concepts Chart
Key + √ - Explanation Extra Information

Concepts
Jane Established a settlement Jane Addams’ Hull House is
Addams house in Chicago. Hull located in Chicago.
House offered education It was co-founded in 1889 by
and a safe haven for Jane Addams and Ellen Gates
immigrants in the tenement Starr.
neighborhoods.
Key concepts for this unit may be found in the Social Studies Teachers’ Guide to
Statewide Assessment, page 38, or at:
http://www.louisianaschools.net/lde/uploads/9850.pdf (page 4-38).
have changed.
Have students read selections from The Jungle by Upton Sinclair as a primary source to
describe progressive efforts to clean up meatpacking plants. Selections may be found at
the following websites:
http://www.online-literature.com/upton_sinclair/jungle/
http://sunsite.berkeley.edu/Literature/Sinclair/TheJungle/ .
Also, have the students read information about factories in this era using secondary
sources such as textbooks, encyclopedias, and reliable Internet sites. Information may be
found at the following websites:
http://memory.loc.gov/ammem/awlhtml/awlwork.html
http://www.loc.gov/loc/lcib/00089/america_work.html .
Organize the class into eight different groups. Have students use primary and secondary
sources (textbooks, encyclopedias, and reliable Internet resources) to find information on
areas that were affected by progressive reforms. The students will use the split-page
notetaking strategy (view literacy strategy descriptions) to identify the goals and resulting

accomplishments that were made by the Progressives in the following areas on the
Progressive Reforms BLM:
 abuse of alcohol
 antitrust action
 child labor
 eight-hour day/forty-hour week
 election reform
 meatpacking and foods
 political machines
 schools and education
Students will use one column to record the questions and the other will be used to record
the answers. As the students read the material, they record the answers or notes of their
findings beside each question. (See Progressive Reforms BLM and the sample below.)
Students can use their notes to study for their test. Students may cover one column and
use information in the other column and try to remember the covered information.
Progressive Reforms
Area of Reform: Topic: Progressive Reforms
Abuse of alcohol
What was the goal of the
Progressives in this area of
reform?
Students will present their findings to the class using PowerPoint® presentations,
posters, or various other visual presentations. After all of the presentations, use the
brainstorming strategy (view literacy strategy descriptions) to create a list of the
motivations which led to the various areas of reform. Have students write a brief journal
entry expressing which of the motivations they believe was the main driving force for the
area of reform and stating the reasons for their decision.
Activity 2: Progressive Reformers (GLE: 2, 14, 17, 25)
Materials List: markers, colored pencils, colors, computer graphics, posters, primary and
secondary sources (books, encyclopedias, Internet access—optional)
Students will use the SQPL strategy (Student Questions for Purposeful Learning) (view
literacy strategy descriptions). Generate a statement from the topic of the day. This
statement should be thought-provoking to encourage students to wonder and to challenge
them. For example, an SQPL statement about the Progressive reformers might be:
“During the late 19th century economic, political, and social changes created broad reform
movements in American society. The Progressive Movement, with its many economic,
political, and social changes, led women into public life as reformers and workers.”

Present the statement to the students. Then the students will pair up to generate two or
three questions they would like answered. Next the class will share questions that are
recorded on the board. Questions that are in more than one group will be highlighted. The
teacher should add questions to be sure all gaps are filled. The students are now ready to
find the answers to their questions. As content is covered, stop periodically so groups can
convene to determine if their questions have been answered.
Using information from primary and secondary source readings, Internet resources, and
lectures, students will work in groups of two to research and analyze the role that the
media, political leaders, and intellectuals had in raising the awareness of social problems
among Americans in the United States. Students should include important Progressive
leaders, reformers, and Muckrakers (e.g., Teddy Roosevelt, William Howard Taft,
Woodrow Wilson, Jane Addams, Carrie Chapman Catt, Thomas Nast, Upton Sinclair, Ida
Tarbell).
Students will present their finding to the class using PowerPoint® presentations, posters,
or various other visual presentations. Reports should focus on areas of reform associated
with the Progressive Movement.
Have students create political cartoons that analyze the role of the media, political
leaders, and intellectuals who raised awareness of the social problems in the United
States. Encourage the use of markers, colored pencils, colors, computer graphics, etc.
These websites provide excellent lessons on the use of political cartoons in the
classroom:
http://www.makebeliefscomix.com .
The cartoons will include:
 Muckrakers Upton Sinclair and Ida Tarbell

 Presidents Roosevelt, Taft, and Wilson
 Reformers Jane Addams and Carrie Chapman Catt
Have students view and discuss the cartoons that were created by Thomas Nast that
addressed the issues of the Progressive Era. Thomas Nast cartoons may be found at the
following websites:
http://chnm.gmu.edu/7tah/unitdocs/unit7/lesson2/politicalmachines.pdf
http://www2.truman.edu/parker/research/cartoons.html .
Conduct a show-and-tell session in which the students explain their cartoons. Students
should be able to describe their chosen reformer and identify their area of social reform.
To conclude this activity, have the students compare reformers of this period with
reformers in America today (e.g., Bill and Melinda Gates, Al Gore, advocates against
junk food being sold in schools, advocates for recycling and green zones).

Activity 3: Progressivism (GLE: 4, 9, 10, 18, 26)
Materials List: Progressive Movement Amendments BLM, Election of 1912 BLM,

Internet resources) to examine the Sixteenth, Seventeenth, Eighteenth, and Nineteenth
Amendments to the Constitution, and to discern how they relate to Progressive ideas and
reform.
Have students construct a graphic organizer (view literacy strategy descriptions) in

which they list the adoption dates and results of the addition of Amendments 16, 17, 18
and 19 to the United States Constitution that were a result of the Progressive Movement
(see Progressive Movement Amendments BLM and the sample below).
Amendment Year Adopted Result

Amendment 16 1913 Congress has the power to
levy and collect taxes on
incomes.
Discuss with the class the meaning of graft. Describe and explain to the students the
loyalty of ethnic groups to the political machines that evolved in some large cities. Have
them explain why it would be difficult to organize a reform movement in a city with a
political machine. Ask students to use the brainstorming strategy (view literacy strategy
descriptions) to identify real life situations in which it would be difficult to organize a
reform movement today. (e.g., How would it be possible to organize a reform movement
in their school?)
Have students use primary and secondary source documents (books, encyclopedias, and
reliable Internet resources) to examine the election of 1912.
Use a process guide strategy (view literacy strategy descriptions) to help students
assimilate, think critically about, and apply new knowledge concerning the election of
1912. (See Election of 1912 BLM and the sample below.)
The Election of 1912:
Presidential candidates:
Ask students to work with a partner to fill in the guide. Students are then asked to share
their findings. Engage the class in a discussion of the election of 1912.
Ask students to construct a graphic organizer (view literacy strategy descriptions) with
the term “Progressivism” in the center. Students will explain how the Progressives

stimulated change in America and hypothesize about how change might be needed today.
Students will write their answers in the graphic organizer.
Hold a class discussion in which students are asked to identify and discuss recent events
when public exposure led to changes or to a call for investigations (e.g., mad cow
disease, Enron’s Corporate Corruption Scandal, Martha Stewart’s Insider Trading
Scandal, the war in Iraq, campaign spending reform, failure of FEMA following
Hurricane Katrina, steroid use in sports, the U.S. Attorney firings, the 9-11 Commission
investigation and report).
Activity 4: Reform Measures (GLEs: 4, 7, 9, 26)
Materials List: Reform Measures BLM, primary and secondary sources (books,
reliable Internet resources) to examine the reform measures that were made during the
Progressive Movement such as the Australian ballot, direct primary, initiative,
referendum, and recall. Students will complete a graphic organizer (view literacy
strategy descriptions) in which they list information concerning reform measures that
were made during the Progressive Era. (See Reform Measures BLM and the sample
below.)
Reform Measure Explanation of Reform Area of Reform

Measure
Australian ballot Voters mark ballots in Voting reform
secret.
In a culminating class discussion, ask the students to use the brainstorming strategy (view
literacy strategy descriptions) to identify ways in which these reform measures have
affected the American political system.
Activity 5: Goals and Results of the Progressive Movement (GLEs: 4, 7, 9, 26)
Materials List: Progressive Movement Goals BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional)
reliable Internet resources) to research the four main goals of the Progressive Movement
(protect social welfare, promote moral improvement, create economic reform, and foster
efficiency). Students will complete a graphic organizer (view literacy strategy
descriptions) in which they will identify and evaluate areas of reform that were the result

of the goals of the Progressive Movement. (See Progressive Movement Goals BLM and
the sample below.)
Goal Changes Brought

Accomplishment of Goal about by Goal
Protect social welfare Pure Food and Drug Act Health inspectors in
food processing plants
Conduct a class discussion in which students express their opinions about the goals and
the results of the Progressive Movement.
Activity 6: Progressive Reform Measures (GLEs: 1, 9, 15, 26)
Materials List: Reform Measures BLM, primary and secondary sources (books,
Using primary and secondary source documents (books, encyclopedias, and reliable
Internet resources), have students work in groups of two to research one of the following
concepts: Pure Food and Drug Act, Meat Inspection Act, Federal Reserve Act, Clayton
Act, Federal Trade Commission, or Prohibition. Students will create a graphic organizer
(view literacy strategy descriptions) in which they identify important information
concerning each concept. (See Reform Measures BLM and the sample below.)
Directions: What did you learn about the following Key Concepts?
Meat Inspection Act
Created federal meat inspection programs that mandated strict cleanliness requirements
for meat packing plants.
In a culminating activity, hold a class discussion in which students evaluate the

Progressive Movement in terms of its goals and accomplishments.
Add student research on key individuals and events to a timeline of Progressive

Movement events. Discuss legislation and legal rulings associated with the events and
add them to the timeline

Activity 7: The Relationship between Industry and Labor (GLEs: 1, 9, 21, 27)
Materials List: Changing Relationship between Industry and Labor BLM, Labor Unions
BLM, primary and secondary sources (books, encyclopedias, Internet access—optional)
Internet resources), have students work in pairs to research key individuals and events
involved in industrialization and labor during this period (e.g., Samuel Gompers, Eugene
Debs, American Federation of Labor [AFL-CIO], Cornelius Vanderbilt, John D.
Rockefeller, J.P. Morgan, Andrew Carnegie, Upton Sinclair). Add other individuals and
events as necessary. Use student research on key individuals and events to construct a
timeline of industrialization/labor events. Discuss legislation and legal rulings associated
with the events and add these to the timeline.
Provide students with an opinionnaire (view literacy strategy descriptions) to use in

conjunction with a discussion of the labor movement in America. Have students work in
pairs to read and discuss each statement. They will then write their reasons for their
opinions. Have them discuss why they think it was necessary for labor to organize, what
is the purpose of a strike, why strikes were often associated with violence, and what is the
purpose of an injunction. Students should provide specific reasons and examples for their
position. (See Changing Relationship between Industry and Labor BLM and the sample
below.)
What Are Your Opinions about the Changing Relationship between Industry and Labor?
Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or

SD (strongly disagree). Then in the space provided, briefly explain the reasons for your
opinions.
1. It was necessary for labor to organize.
Your reasons:
Using the RAFT writing strategy (view literacy strategy descriptions), have students write
a brief rationale explaining why they think labor unions were necessary. Students will
assume the role of a newspaper reporter in the late 19th century. They will write a
newspaper article in which they explain why labor unions were necessary. Include the
accomplishments and gains that the unions made that are still felt in business today. (See
Labor Unions BLM and the sample below.)
Role Audience Format Topic

Regional Subscribers Newspaper Why labor unions
newspaper article were necessary.
reporter in the late
19th century

Student groups should orally present their newspaper articles to the class and then display
the RAFT letters on a thematic bulletin board.
Activity 8: Agrarian Movement (GLEs: 4, 6, 7, 11, 27)
Materials List: primary and secondary sources (books, encyclopedias, Internet access—
optional)
Create SPAWN prompts (view literacy strategy descriptions) as students prepare to learn
new information about the Agrarian Movement. Students should receive one prompt on
any given day as the topic of the Agrarian Movement is covered. Write SPAWN prompts
on the board for students to find as they enter the classroom, and to which they respond in
their learning logs (view literacy strategy descriptions) before the day’s lesson begins.
This kind of writing usually calls for students to anticipate what will be learned that day.
This log will enable them to record their thoughts and document what they have learned.
In their social studies learning log students should write their narrative concerning what
they learned about the Agrarian Movement, the Grangers, and the Populist Party.
Here are some prompts to use throughout this unit:
S- Special Powers
You have the power to change an event leading up to the Agrarian Movement.
Describe what it is you changed, why you changed it, and the consequences of the
change.
P – Problem Solving
You have learned how the farmers faced great hardships because the railroads
charged very high rates for shipping their crops to the markets. Farmers joined the
Patrons of Husbandry, a national farmers’ organization also known as the Grange.
Its members were known as Grangers. The Grangers asked the federal
government for help. What did the federal government do as a response to the
Grangers’ appeal for assistance?
A – Alternative Viewpoints
Imagine you were a farmer during 1878. Write a description of how the Grange
impacted the life of your family and you.
W – What if?
What might have happened if farm prices increased and the Grange remained
strong?
N – Next
Now that farm prices have fallen so low that the farmers are using corn for fuel
rather than sending it to market, what did the Populist Party do next?

The teacher should allow students to write their responses within a reasonable period of
time. In most cases prompts should be constructed in such a way that adequate responses
can be made within ten minutes. Students should copy the prompt in their learning logs
before writing responses and recording the date. SPAWN writing should be viewed as a
tool students can use to reflect on and increase their developing disciplinary knowledge
and critical thinking. Therefore this type of writing should not be graded, but given points
for completion.
Sample Assessments
General Guidelines

student activities.
the following:
General Assessments
 Have students use technology such as PowerPoint® to summarize new knowledge

relating to the role of the media, political leaders, and intellectuals in raising
awareness of social problems among Americans in the United States during the
Progressive movement.
 Have students analyze data presented in graphs, charts, and diagrams that explain
the goals and accomplishments of the Progressive Movement.
 Have students create graphic organizers that evaluate the Progressive Movement
in terms of its goals and resulting accomplishments.

 Have students create a timeline of the period from 1897-1920. Students will label
important events during the Progressive Movement.
Teacher Note: The timeline should be used throughout the school year to
reinforce the concept of time and chronology of historical events.
 Activity 1: Have students write a journal entry in which they describe a visit with
Upton Sinclair to a Midwestern meat packing plant. Students will explain the
impact that the Pure Food and Drug Act had on food processing plants.
 Activity 1: Have students respond to a photograph of children working in a

factory during the late 19th or early 20th century. Have students brainstorm
adjectives that describe the children and the working conditions in the factory.
Students will use these adjectives to write a paragraph in which they describe
what they see in the photograph. Students will analyze the role of the media in
raising awareness of the problems that existed in the area of child labor.
Child labor photos are available at:

http://www.historyplace.com/unitedstates/childlabor/
http://www.arlington.k12.va.us/schools/woodlawn/staff/brosiusc/webquests/childl
abor/t-lesson-template1.htm
http://histclo.com/essay/war/ir/ir-child.html
http://histclo.com/photo/photo/photog/pho-hine.html
http://www.loc.gov/exhibits/treasures/trm032.html
http://memory.loc.gov/learn/community/cc_labor.php
http://memory.loc.gov/pp/nclchtml/nclcabt.html
 Activity 2: Have students create a presentation in which they analyze the role of
the Muckrakers in raising awareness of the problems that were found in the
factories during the early twentieth century.
 Activity 2: Have students create a political cartoon in which they depict one
important Progressive leader, reformer, or Muckraker. The cartoon should address
the area of reform or social problem that the leader, reformer, or Muckraker raised
public awareness of or targeted.
 Activity 3: Have students create a newspaper article in which they explain one of
the amendments that was a result of the Progressive Movement (Amendments 16,
17, 18, or 19). Students will evaluate the selected amendment’s impact on
American society.

U.S. History
Unit 4: World War I and the Peace Settlement (1914–1920)
Time Frame: Approximately three weeks
Unit Description
This unit examines the U.S. policy of imperialism and the Spanish American War.
It focuses on the causes, events, and effects of World War I on the world.
Students will explain how the U. S. policy of imperialism overpowered isolationism and
increased U. S. involvement in world affairs. Students will use geographic tools to
explain U. S. territorial acquisitions during its emergence as an imperial power. Students
will identify the causes and describe events and issues during World War I and its
aftermath. Students will identify and describe changes in domestic and foreign policies
that were instituted as a result of World War I. Students will use primary documents to
analyze and evaluate a World War I issue.
Guiding Questions
1. Can students assess the credibility of a given historical document?

2. Can students use a world map to locate and explain the emergence of imperial
power?
3. Can students explain the U.S. policy of imperialism and how it increased U.S.
involvement in world affairs?
4. Can students explain the causes of World War I?
5. Can students identify and describe significant events and issues during World
War I?

(H-1A-H1)
7. Analyze or interpret a given historical event, idea, or issue in U.S. history (H-
1A-H2)
U.S. HistoryUnit 4World War I and the Peace Settlement (1914–1920) Page 33

12. Analyze and evaluate the credibility of a given historical document (e.g., in
terms of its source, unstated assumptions) (H-1A-H4)
13. Analyze source material to identify opinion or propaganda and persuasive
techniques (H-1A-H4)
(H-1A-H4)
28. Locate on a world map the territories acquired by the United States during its
emergence as an imperial power in the world and explain how these territories
were acquired (H-1B-H10)
29. Explain the U.S. policy of imperialism and how it increased U.S. involvement
in world affairs (H-1B-H10)
30. Identify causes of World War I (H-1B-H10)
31. Describe the events that led to U.S. involvement in World War I (H-1B-H10)
32. Identify and describe significant events and issues during World War I (H-1B-
H10)
33. Identify and explain the consequences of World War I in terms of changes in
U.S. foreign and domestic policies during the 1920s (e.g., Treaty of Versailles,
Wilson’s Fourteen Points, League of Nations) (H-1B-H11)
Sample Activities
Activity 1: Imperialism and American Foreign Policy (GLEs: 4, 7, 9, 29)
Materials List: Key Concepts Chart BLM, American Foreign Policy BLM, primary and
secondary sources (books, encyclopedias, Internet access—optional), overhead projector
(optional)
signs with a plus sign. (See Key Concepts Chart BLM and the sample below.)

Open Door All countries would Secretary of State John Hay
Policy have equal opportunity proposed the Open Door Policy in
to trade in China. 1899.
Assessment, or page 39: http://www.louisianaschools.net/lde/uploads/9850.pdf (page 4-
39)
Also see World History key concepts in category D, pp. 4-44 and 4-45, of the Social
Studies Teachers’ Guide to Statewide Assessment:
http://www.louisianaschools.net/lde/uploads/9850.pdf for more details)
have changed.
literacy strategy descriptions). Generate a statement from the topic of the day (e.g., The
United States became an imperialist power with territorial acquisitions from the Spanish-
American War). This statement should be thought-provoking to encourage students to
wonder and to challenge them. Students should be able to describe the U.S. policy of
imperialism and explain how it increased U.S. involvement in world affairs. After
presenting the statement to the students, pair them up to generate two or three questions
they would like answered. The class will then share questions which will be recorded on
the board. Questions that were in more than one group should be highlighted. Add
questions to be sure that all gaps are filled. The students are now ready to find the
answers to their questions. As content is covered, stop periodically so groups can
reconvene to determine if their questions have been answered.
Have students select one of the topics and work in groups of two using primary and
secondary source documents (textbooks, encyclopedias, and reliable Internet resources)
to research and analyze America’s foreign policy. The Open Door Policy, Dollar
Diplomacy, Roosevelt Corollary to the Monroe Doctrine, Big Stick Policy, neutrality, and
isolationism should be included.
Have the students construct a graphic organizer (view literacy strategy descriptions) in
which they list American foreign policy positions and the results of those positions (see
American Foreign Policy BLM and the sample below).
Foreign Policy America’s Position Result

Open Door Policy All nations should have The Open Door Policy
equal trading rights or remained in effect until after
privileges in China. World War II.
Have each pair of students share their findings with the entire class. The teacher should
record the feedback on the board or overhead projector and lead the class in a discussion
of the findings.
Activity 2: Imperialism and World Power (GLEs: 1, 7, 9, 15, 17, 28, 29)
Materials List: American Imperialism BLM, Spanish-American War BLM, posters,

Organize the class into nine different groups. Assign each group a country and have
students use primary and secondary sources (books, encyclopedias, and reliable Internet
resources) to find information on U.S. involvement in these countries during the late
nineteenth and early twentieth centuries(e.g., Mexico, the Dominican Republic, Panama,
Hawaii, Philippines, Puerto Rico, Cuba, Haiti, Nicaragua). The students will use the
split-page notetaking strategy (view literacy strategy descriptions) to discuss whether or
not America’s actions were appropriate in these cases. Students will also provide
evidence to support their findings (see the American Imperialism BLM and the sample
below).
Country: Panama Topic: U.S. Involvement
Explain the A great interest in and a need for a canal that would go across
reasoning behind Central America and would connect the Atlantic to the Pacific
America’s Ocean. America’s involvement in the Spanish-American War
involvement in this made Americans realize the need for a canal. This canal would
country. shorten the water route from the east coast cities to the west coast.
Students will use their split-page note page to study from their notes by covering
information in the right column, then using the prompt in the left column. Students will
try to recall the covered information on the right side. Students should also be given time
to quiz each other on the information on their split-page note pages.
posters, or various other visual presentations. After all the presentations, use the
brainstorming strategy (view literacy strategy descriptions) to create a list of the
motivations that led to American involvement in other countries. Have students write a
brief journal entry expressing their opinion of the U.S. policy of imperialism.
Have students label a world map that shows the territories acquired or impacted by the
United States during its emergence as an imperial power. Students should identify the
Philippine Islands, Guam, the Hawaiian Islands, Cuba, Panama, and Puerto Rico.
Outline world maps may be found on these websites:

http://www.eduplace.com/ss/maps/pdf/world_pacific.pdf
http://worldatlas.com/aatlas/worldpac.htm
http://www.nationalgeographic.com/xpeditions/atlas/index.html?
Parent=&Mode=d&SubMode=w
Have students create a timeline that shows the foreign intervention and/or expansion of
the United States. Students should identify the annexation of Hawaii, involvement in the
Spanish American War, construction of the Panama Canal, and acquisition of
protectorates and new territories (e.g., Cuba, Philippine Islands, Guam, Puerto Rico).
Hold a class discussion, in which the students discuss the way the United States set up
governments, defeated insurgent groups, controlled economies, and managed foreign
policy in its new territories/protectorates.
Create SPAWN prompts (view literacy strategy descriptions) as students learn new
information about imperialism. SPAWN is an acronym that stands for five categories of
writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and
Next). SPAWN prompts are used to help prepare students to learn new information about
a given topic or reflect on what has been learned. Using these categories, students can
create numerous thought-provoking and meaningful prompts related to the topic of
imperialism and world power. These prompts should require considered and critical
written responses by students.
Students should receive one prompt on any given day as the topic of imperialism is
covered. Write SPAWN prompts on the board for students to find as they enter the
classroom and to which they will respond in their learning logs (view literacy strategy
descriptions) before the day’s lesson begins. This kind of writing usually calls for
students to anticipate what will be learned that day. This log will enable them to record
their thoughts and document what they have learned. In their social studies learning logs,
students should write their narrative concerning what they learned about imperialism and
how it increased U.S. involvement in world affairs.
S- Special Powers
You have the power to change an event leading up to the Spanish-American War.
Describe what it is you changed, why you changed it, and the consequences of the
change.
We have been studying and researching many key events in history which led to the
United States becoming an imperialist power. What was the U.S. policy of imperialism?
Which event(s) or factors do you believe motivated the United States to acquire territorial
acquisitions in the Spanish-American War? How did this policy increase U.S.
involvement in world affairs?
Imagine that you were an American sailor on the USS Maine. Write a description of what
happened in the harbor of Havana, Cuba.
W – What if?
What might have happened if the Maine was not sunk on February 15, 1898?
N – Next
Now that “Remember the Maine” had become the outcry of the day, what did the United
States do next?
time. In most cases, prompts should be constructed in such a way that adequate responses
can be made within ten minutes. Students should be asked to copy the prompt in their
learning logs before writing responses and to record the date. SPAWN writing should be
viewed as a tool students can use to reflect on and increase their developing disciplinary
knowledge and critical thinking. Therefore, this type of writing should not be graded, but
given points for completion.
Have students share their reflections with the class and state reasons for their answers.
Using information from their textbooks and class lectures, have the students construct a
graphic organizer (view literacy strategy descriptions) that identifies and explains major
concepts of the Spanish-American War. (See the Spanish-American War BLM and the
sample below.)
Causes of the war  The desire of the U.S. to show other nations that
it was a world power.
 Yellow Journalism-The press spread accounts
of Spanish atrocities in Cuba. Some of these
accounts were true while others were greatly
exaggerated and even false.
 The sinking of the U.S.S. Maine in the harbor of
Havana, Cuba.
Solicit observations from the students and discuss their findings with the class. Compare
student findings. Some teacher guidance may be needed.
Activity 3: Imperialism and World Power (GLEs: 9, 13, 14, 29)
Materials List: American imperialism political cartoons, markers, colored pencils, colors,
computer graphics, primary and secondary sources (books, encyclopedias, Internet access
—optional)
Have students view and discuss cartoons that address American imperialism and have
them identify elements in the cartoon, explain their intent, and analyze the political
position of the cartoonist(s).
Political cartoons that address American imperialism may be found at the following
websites:
http://www.historyillustrated.com/cartoons/1898/index_life.html
http://us.history.wisc.edu/hist102/photos/html/1084.html
http://us.history.wisc.edu/hist102/photos/html/1085.html
http://www.engellclasses.net/images/expansioncartoons/expansioncartoons.html
The following websites provide excellent lessons on the use of political cartoons in the
classroom:
http://www.makebeliefscomix.com
Discuss with the class reasons for and against American imperialism. Then have students
construct their own political cartoons that represent a specific perspective on American
imperialism. Encourage the use of markers, colored pencils, colors, computer graphics,
etc.
Conduct a show-and-tell session in which the students display and explain their cartoons.
Students should be able to describe the imperialist elements in their cartoons.
Have students read a primary source article that is a representation of yellow journalism.
Students will write a paragraph in which they distinguish opinion or propaganda from
fact. Students should explain why they determined that the article was an opinion or
propaganda and not fact.
Examples of yellow journalism publications may be found on the following websites:

http://www.pbs.org/crucible/frames/_journalism.html
http://www.yellowjournalism.net/
Activity 4: Causes of World War I (GLEs: 15, 18, 30)
Materials List: Causes and Effects of World War I BLM, outline map of Europe in 1914,
colors, markers, primary and secondary sources (books, encyclopedias, Internet access-
optional), overhead projector (optional)
Have students read about the causes and effects of WWI in their textbooks, teacher
handouts, or online resources. As the students read, have them construct a graphic
organizer (view literacy strategy descriptions) in which they list the causes and effects of
WWI (see Causes and Effects of World War I BLM and the sample below). Causes
should include conflicting/entangling alliances, nationalism, militarism, arms race,
imperialism, and assassination.
Cause Effect
th
Conflicting/entangling alliances In the early 20 Century, two opposing
alliances formed in Europe. They were the
Triple Entente (Great Britain, France and
Russia) and the Triple Alliance (Germany,
Austria-Hungary, and Italy). The countries in
these alliances signed treaties in which they
committed to assist one another if any were
attacked.
See World History Key Concepts in the Social Studies Teachers’ Guide to Statewide
Assessment, p. 44, http://www.louisianaschools.net/lde/uploads/9850.pdf, page 4-44 for
more details.
Have students share their findings with the class. The teacher should record the feedback
on the board or overhead projector and lead the class in a discussion of the findings.
Have students color-code an outline map of Europe in 1914, creating a legend depicting
the Allied Powers, Central Powers and Neutral Countries. Ask them to examine possible
relationships between the alliances and the geographical locations of the alliance
members.
The following websites contain outline maps of Europe in 1914:

http://www.newcastle.gov.uk/core.nsf/a/hmd_activity12
http://bedfordstmartins.com/mapcentral/om/pdfs/Europe1914.pdf
http://www.pbs.org/greatwar/maps/maps_western.html .
Activity 5: U.S. Involvement in World War I (GLEs: 7, 9, 12, 13, 14, 31)
Materials List: U.S. Entry into World War I BLM; The Zimmermann Telegram BLM;
colors, markers, butcher paper or posters; primary and secondary sources (books,
reliable Internet resources) to analyze the events that resulted in U.S. involvement in
World War I by examining unrestricted submarine warfare, the sinking of the Lusitania,
the Zimmermann Telegram, etc.
critically about, and apply new knowledge concerning the events that brought America
into World War I (see U.S. Entry into World War I BLM and the sample below).
Describe the events that led to U.S. involvement in World War I:
Impact of unrestricted submarine warfare by Germany: German U-boats sank merchant

ships as well as passenger vessels that they believed might be carrying supplies to the
Allies. The British passenger liner Lusitania was attacked and sunk by the German U-
boats in 1915. More than 100 Americans died as a result of this attack.
Ask students to work with a partner to fill in the guide. The students are then asked to
share their findings. Engage the class in a discussion of the steps that caused U.S. entry
into World War I.
Have students locate or draw political cartoons and devise propaganda that Germany and
England produced, or might have produced, in order to influence American involvement
in World War I.
The following site contains information concerning propaganda:

http://rutlandhs.k12.vt.us/jpeterso/uboatcar.htm
http://www.ww1-propaganda-cards.com/
Conduct a show-and-tell session in which the students explain their cartoons. Students
should be able to describe the elements of propaganda that are found in their cartoons.
Hold a class discussion in which students analyze the different types of war propaganda
and describe propaganda that was/is used in more current wars/conflicts.
Have the students read the Zimmermann Telegram. Hold a class discussion in which
students evaluate the information they obtained from their readings.
The following sites contain information concerning the Zimmermann Telegram:

http://www.pittstate.edu/services/scied/Staff/Shoberg/History/wwi/zimmer.htm
http://www.firstworldwar.com/source/zimmermann.htm
Using the split-page notetaking (view literacy strategy descriptions) strategy, have
students analyze the impact of the Zimmermann Telegram (see The Zimmermann
Telegram BLM and the sample below).
Date: Topic: The Zimmermann Telegram
Is the source
reliable?
information in the right column. Then using the prompt in the left column, students will
to quiz each other on the information in their split-page note pages.
needed.
Activity 6: World War I on the Home front (GLEs: 1, 5, 7, 9, 13, 32)
Materials List: posters, colors, markers, chart paper; computer graphics, primary and
Based on information gathered through teacher lecture and/or student research, have
students create posters that depict activities that portray the home front during WWI. Ask
students to analyze source material to identify opinion or propaganda and persuasive
techniques. Such activities should include selective service, financing the war, patriotic
activities, repressive measures, and mobilization. Have students include a slogan or
caption that most effectively captures the message of their posters. Display and discuss
the posters. Students will explain what other students’ posters depict and address
evidence of propaganda and persuasive techniques.
The following site contains posters from World War I:

http://www.library.georgetown.edu/dept/speccoll/amposter.htm
Have students make a display of newspaper headings on the chart paper or posters that
might have been seen in United States papers before and during WWI. Headlines might
include such topics as submarine warfare, Zimmerman Note, U.S. entry into World War I,
Allied Powers/Big Four, Central Powers, Bolshevik Revolution/Lenin, Theodore “Teddy”
Roosevelt, Woodrow Wilson, “Black Jack” Pershing, the Western Front, trench warfare,
major battles in which the U. S. participated (i.e., Chateau-Thierry, Belleau Wood, St.
Mihiel, etc.), and Armistice. Display these headings in the classroom. Have the students
discuss the different headlines and explain the importance of them.
Have students construct a timeline that may be displayed on butcher paper around the
classroom. They will record the information about important events that occurred during
WWI above the date that it occurred. The dates of key battles should be included on the
timeline.
concept of time and chronology of historical events.
Have students read poems or listen to songs that were written about WWI. Discuss these
poems and/or songs and give the students the opportunity to explain what each says about
the war.
The following sites contain poems and songs from the WWI era:
http://www.arlingtoncemetery.net/flanders.htm
http://www.oldmagazinearticles.com/pdf/poster%20poem.pdf
http://nfo.net/usa/ww1.html
http://www.worldwar1.com/media.htm
http://www.firstworldwar.com/audio/index.htm
http://www.fordham.edu/halsall/mod/1914warpoets.html
Activity 7: The End of World War I and the Treaty of Versailles (GLEs: 7, 9, 15, 18,
33)
Materials List: 3x5 index cards, The End of World War I BLM, primary and secondary
sources (books, encyclopedias, Internet access—optional), outline maps of Europe in
1914 and after World War I
reliable Internet resources) to examine the end of WWI. Have students create vocabulary
cards (view literacy strategy descriptions) to develop and summarize knowledge of the
following WWI key concepts: Woodrow Wilson’s Fourteen Points, Treaty of Versailles,
and League of Nations. Distribute 3x5 inch index cards to each student for each key term
and ask them to follow directions in creating the cards. On the board write the key
concept in the middle of the card. Guide students to provide a definition, then write the
definition in the appropriate space. Ask students to list the purpose of the term, then write
this in the appropriate place. Then, have students list the success and failure of the term,
and write this in the appropriate place. Guide students to follow the same steps with the
other key concepts (see The End of World War I BLM).
Solicit observations from students and discuss their findings with the class. Compare
Have the students color code a second map showing European countries after the Treaty
of Versailles. Students will compare this map to the outline map of Europe in 1914 that is
found in Activity 4. How did the map of Europe change? Which countries gained territory
and which lost territory? How might the balance of power change in Europe as a result of
the war and the creation of new countries?
The following websites contain an outline map of Europe after WWI:

http://freepages.military.rootsweb.com/~worldwarone/WWI/TheGeographyOfTheGreat
War/
http://occawlonline.pearsoned.com/bookbind/pubbooks/brummettconcise/chapter98/medi
alib/thumbs/ch30_708.html
Sample Assessments
General Guidelines

writing, and class discussion. Use a variety of performance assessments to
determine student understanding of content.
student activities and develop a scoring rubric collaboratively with other teachers
or students.
student activities.
specific point values. The criteria should be distributed to students when
the following:
General Assessments
 Have students respond to a photograph or an image of an event centering

around images of WWI.
 Have students write an informal essay response predicting the changing role
of the United States in world affairs through WWI.
 Have students create a map that depicts Europe before and after WWI.
 Have students create a political cartoon that depicts or illustrates America’s
foreign policy, foreign intervention, and /or expansion during the time period
of 1890-1920.
 Have students write letters of perspective concerning a soldier’s experiences
during the Spanish-American War or during WWI.
 Have students create a timeline that includes the following Key Concepts that
are found in the Social Studies Teachers’ Guide to Statewide Assessment:
annexation of Hawaii, Spanish-American War, building of the Panama Canal,
the beginning of WWI, Zimmermann Note, U.S. entry into WWI, Bolshevik
Revolution, Armistice, and Treaty of Versailles.
Teacher Note: The timeline should be used throughout the school year to reinforce
the concept of time and chronology of historical events.
 Activity 1: Have students create a political cartoon in which they depict Teddy
Roosevelt and his Big Stick Policy.
 Activity 2: Have students use outline maps that depict U.S. imperialism from
1885-1910. Students will identify territories that were gained by the U.S.
during this time period.
 Activity 6: Have students write a paragraph in which they explain what they
found most interesting about the home front during World War I. Students
should use supporting details in their explanation.
 Activity 7: Have students create a chart in which they list information that they
have learned concerning the ending of World War I (see What I Learned about
the End of World War I BLM).
U.S. History
Unit 5: The Roaring Twenties (1920–1929)
Unit Description
This unit focuses on the cultural changes in American society and changes in U.S. foreign
and domestic policy following World War I.
Students understand that World War I prompted changes in U.S. foreign and domestic
policy. Students will identify the cultural changes that took place in American society
during the 1920s. Historical research skills are used to analyze threats to civil liberties.
Guiding Questions
1. Can students use a variety of resources to conduct historical research and

present the research in appropriate formats?
2. Can students explain how U.S. foreign and domestic policy was affected by
World War I?
3. Can students explain the cultural changes that occurred in the 1920s?
4. Can students explain why civil liberties were threatened in the aftermath of
World War I?

(H-1A-H1)
(H-1A-H2)
6. Analyze the point of view of an historical figure or group in U.S. history
(H-1A-H2)
U.S. HistoryUnit 5The Roaring Twenties 46


(H-1A-H2)
(H-1A-H4)
33. Identify and explain the consequences of World War I in terms of changes in
U.S. foreign and domestic policies during the 1920s (e.g., Treaty of Versailles,
Wilson’s Fourteen Points, League of Nations) (H-1B-H11)
34. Identify the characteristics of the 1920s and describe the cultural changes that
resulted (e.g., Harlem Renaissance, prohibition, women’s suffrage) (H-1B-
H11)
35. Analyze the international and domestic events, interests, and philosophies that
prompted threats to civil liberties in the aftermath of World War I (H-1B-H11)
Sample Activities
Activity 1: Post-World War I—Foreign and Domestic Policy (GLEs: 4, 5, 7, 33, 35)
Materials List: Key Concepts Chart BLM, Consequences of World War I BLM, primary
and secondary sources (books, encyclopedias, Internet access—optional), overhead
projector (optional)
Throughout this unit, have students maintain a vocabulary self-awareness chart (view
these concepts using the Key Concepts Chart BLM. Ask the students to rate their
understanding of a word using a + for understanding, a √ for limited knowledge, or a -
for lack of knowledge. Throughout the unit students will refer to this chart to add
information as they gain knowledge of these key concepts. The goal is to replace all the
check marks and minus signs with a plus sign. (See BLM and sample below.)
Assessment, pages 39-40, or http://www.louisianaschools.net/lde/uploads/9850.pdf
(pages 4-39 and 4-40).


Langston Harlem Renaissance poet His poetry reflected racial pride
Hughes and protest against
discrimination
have changed.
Prior to teaching the content on the consequences of World War I in terms of changes in
U.S. foreign and domestic policies during the 1920s, do an SQPL (view literacy strategy
descriptions) using the following statement: In terms of changes in U.S. foreign and
domestic policy, consequences of World War I led to disillusionment with involvement in
foreign affairs, debt default, and immigration quotas.
Have students work in pairs to come up with one good question about this statement.
Gather all the questions and list them on the board. If a key question, such as Why were
voters in America impressed with Warren G. Harding’s pledge to return the country to
“normalcy” or to the good old days? is not asked, the teacher should add it to the list.
Have students read about the consequences of World War I in books, teacher handouts, or
online resources. Pause periodically to determine which of the students’ questions
have been answered. Also, as the students read, have them construct a graphic
organizer (view literacy strategy descriptions) in which they list the
consequences of World War I in terms of U.S. foreign and domestic policy (see
Consequences of World War I BLM). Causes should include the Great Red
Scare, racism, prejudice, immigration quotas, Palmer Raids, Sacco and Vanzetti
trial, Scopes Trial, agricultural depression, installment buying, and protective
tariffs.
Activity 2: Post-World War I Era Cultural Changes (GLEs: 9, 17, 34)
Materials List: Harlem Renaissance Word Grid BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional), PowerPoint®, poster paper
Working in groups, have students use primary and secondary source documents (books,
encyclopedias, and reliable Internet resources) to research and report on the Harlem
Renaissance. Assign each group a different focus from the following: composers,
performers, poets, artists, and authors with special emphasis placed on Langston Hughes
and Countee Cullen. Have the groups use a variety of sources and present their research
in appropriate format(s) (e.g., visual, electronic, written).

Information may be found on this website:

http://www.si.umich.edu/CHICO/Harlem/index.html
After viewing the group presentations, have students work in pairs to complete a word
grid (view literacy strategy descriptions). This word grid will help students to visualize
the Harlem Renaissance artists, their area of expertise, and a work created by that artist.
Word grids help students learn important concepts related to key terminology by
delineating their basic characteristics in relation to similar terms. Having a deeper
knowledge of the meaning of key terms enables students to understand the application of
the vocabulary in its historical use. The most effective word grids are those the students
create themselves, but they should start with the Harlem Renaissance Word Grid BLM.
As students adjust to using word grids, the teacher should encourage them to create their
own word grids. Students should place a “yes” or “no” in each column for each
characteristic. See the Harlem Renaissance Word Grid BLM and the sample below. Allow
time for students to quiz each other over the information on the grids in preparation for
tests and other class activities.
Harlem Renaissance Word Grid
Directions: Place an X in the box that identifies the area of expertise and identify a work
created by this person.
Composer Poet Performer Artist Author

Langston
Hughes
Based on information gathered through teacher lecture and/or student research, have the
students create visuals that depict activities that portray the Jazz Age. The visuals should
include the following aspects of the Roaring ‘20s: clothing, dance, music, talkies,
speakeasies, Prohibition, or organized crime.
Students will present their visuals to the class using PowerPoint® presentations, posters,
or various other visual presentations. After all the presentations, use the brainstorming
strategy (view literacy strategy descriptions) to create a list of the cultural changes that
occurred in the 1920s. Have students write a brief journal entry expressing which of the
cultural changes they believe was the most significant and stating the reasons for their
decision.
Activity 3: Consumerism in the 1920s (GLEs: 4, 7, 9, 34)
Materials List: markers, colored pencils, or crayons; primary and secondary sources;
Internet access (optional)
Divide students into groups and have the students use primary and secondary source

documents (books, encyclopedias, and reliable Internet resources) to research information

for a presentation on the growth of consumerism and advertising in the 1920s. Encourage
the use of markers, colored pencils, crayons, computer graphics, etc.
Students are also encouraged to identify ways in which the values of the city and rural
values collided during this time period (prohibition, Darwin, immigration). As part of
their presentation, students are to construct a flyer that represents an advertisement for a
product in the 1920s. Each group should make an oral presentation of their findings and
conclude with a question and answer session.
Then, have the class use this information to create a wall mural entitled “Advertising in
the Roaring ‘20s.”
Activity 4: Threats to Civil Liberties (GLEs: 2, 3, 7, 14, 35)
Materials List: Consequences of World War I BLM; markers, colored pencils, or crayons;
political caricatures or cartoons; primary and secondary sources; Internet access
(optional)
Have the students review and discuss the Consequences of World War I BLM that they
used in Activity 1 of this unit. Provide the students with political caricatures or cartoons
of international and domestic events, interests, and philosophies that prompted threats to
civil liberties. Then, have them interpret the elements and meaning of the caricatures or
cartoons. Such caricatures or cartoons should include elements of the Great Red Scare
(1919-1920), the immigration quotas, racism, prejudice, and the Scopes Trial. Then, have
students construct their own caricatures or cartoons and include a description of why they
made the artistic choices that they did. Encourage the use of markers, colored pencils,
crayons, computer graphics, etc.
Information on the Scopes Trial, Sacco and Vanzetti Trial, and Red Scare may be found at
the following websites:
http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/redscare.html
http://www.historyillustrated.com/cartoons/reds/
http://newman.baruch.cuny.edu/DIGITAL/redscare/HTMLCODE/CHRON/RS060.HTM
http://www.trinity.wa.edu.au/plduffyrc/subjects/sose/history/uscart.htm
http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm
http://www.npr.org/templates/story/story.php?storyId=4723956
http://www.pbs.org/wgbh/evolution/library/08/2/l_082_01.html
http://www.pbs.org/wgbh/amex/monkeytrial/
http://www.pbs.org/wgbh/amex/monkeytrial/sfeature/sf_music.html#
classroom:

Conduct a show-and-tell session in which students explain their caricatures or cartoons.

Students should be able to describe the elements and meanings of cultural changes that
prompted threats to civil liberties in the aftermath of World War I. To conclude this
activity, have the students compare and contrast threats to civil liberties of this period
with threats to civil liberties in America today.
Activity 5: Women’s Suffrage (GLEs: 2, 6, 9, 34)
Materials List: Women’s Suffrage BLM, primary and secondary sources (books,
Internet resources), have students read about women’s rights, women lobbying for the
right to vote, and the Nineteenth Amendment.
Use the RAFT (view literacy strategy descriptions) writing strategy to have students write
a brief rationale explaining why they think women should/should not have been given the
right to vote. Students will assume the role of a newspaper reporter in 1920. They will
write a newspaper article in which they explain why women should or should not be
given the right to vote. (See the Women’s Suffrage BLM and the sample below.)
This form of writing allows students to demonstrate information learned by giving them
the freedom to project themselves into unique roles and look at the content from different
perspectives. By incorporating these unique roles and perspectives, RAFT writing helps
students to explain processes, describe a point of view, envision a potential job or
assignment, or solve a problem. This form of writing should be both creative and
informative.
Ask each group to compose the following RAFT:

R – Role: Women’s Rights Perspective
A – Audience: Newspaper subscribers in 1920
F – Form: Newspaper article
T – Topic: Support and defend the reasons why women should or should not be
given the right to vote.
Role Audience Format Topic Student

Response
Regional Subscribers Newspaper Why women
newspaper Article should/should
reporter in the not be given
1920 the right to
vote

Have students compare the debates on women’s suffrage and the debates on the Equal
Rights Amendment (ERA) in the 1970s and 1980s.
Activity 6: Sacco and Vanzetti (GLEs: 3, 4, 7, 9, 35)
Materials List: selections from the Sacco and Vanzetti trial, Sacco and Vanzetti
Discussion Guide BLM, primary and secondary sources (books, encyclopedias, Internet
access—optional), overhead projector (optional)
Have students use the reciprocal teaching strategy (view literacy strategy descriptions) to
read and learn about the Sacco and Vanzetti trial. The reciprocal teaching strategy
includes summarizing, questioning, clarifying, and predicting.
The teacher will begin by introducing the comprehension process of summarizing by

sharing several short selections that are found at the beginning of the text or other
primary or secondary sources on the Sacco and Vanzetti trial. Work together with the
class to write a summary statement. Write these summary statements on the board and
ask students to help analyze and revise the statements.
Ask students the following questions:
“What led the public to assume that Italian immigrants who held anarchist beliefs
were guilty, despite the lack of evidence they had committed the crime they were
accused of? Could an event such as that happen today?”
Students will work in groups of four to read a short selection on the Sacco and Vanzetti
trial using primary and secondary sources such as books, encyclopedias, and reliable
Internet sites. Students will generate a summary statement that will be written on the
board. The teacher will work with the class to select the most accurate statement.
Information concerning the Sacco and Vanzetti trial may be found on these websites:
http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/SaccoV.htm
http://www.writing.upenn.edu/~afilreis/88/sacvan.html
Students will follow this process for each of the comprehension processes: questioning,
clarifying, and predicting. The teacher will state a prediction about the section of the text
that the students are about to read and should write that prediction on the board.
After completion of the reading selection, ask the students to discuss how accurate the
prediction was and if it helped guide their thinking while they read. Then, for the next
short reading selection, ask students to make their own predictions. While students are

reading, ask questions to focus attention on important information and ideas concerning
the Sacco and Vanzetti trial. Show the students how to use the text to clarify confusing
ideas. Ask the students to follow the process with a new section of text.
After modeling the reciprocal teaching strategy, have students work in their groups of
four, with each student taking responsibility for one of the comprehension processes.
Select one member in each group to be the questioner, the clarifier, the summarizer, and
the evaluator.
The questioner will ask questions aloud to focus attention on important information and
ideas about the Sacco and Vanzetti trial. The clarifier will use the information from the
reading selections and questions asked by the questioner, to clarify confusing
information. The summarizer will identify important facts concerning the trial. The
evaluator will explain whether the initial prediction was accurate.
Students will complete the Sacco and Vanzetti Discussion Guide BLM as they read the
selections. (See the BLM.)
Have students create a graphic organizer (view literacy strategy descriptions) in which
they compare and contrast the First Red Scare that followed WWI and similar incidents
that have occurred in the U.S. following the September 11th attack of 2001 in the name of
homeland security.
Conduct a show-and-tell session in which the students explain their graphic organizers.
Activity 7: Technological Advancements (GLEs: 4, 7, 34)
Materials List: Technological Advancements BLM, primary and secondary sources

Internet resources), have students read about the technological advancements that came
about during this era. Have students create a graphic organizer (view literacy strategy
descriptions) in which they describe the ways in which these technological advancements
improved American life at the turn of the century (see Technological Advancements
BLM). Ask students to use the brainstorming strategy (view literacy strategy
descriptions) to identify other technological advancements that were created at the turn of
the century. Have students compare and contrast these technological advancements to
their equivalents today.
Using the story chain strategy (view literacy strategy descriptions), put students in groups
of four. On a sheet of paper, ask the first student to write the opening sentence of a story
chain in which students describe a technological advancement, the benefit that this

technological advancement made to society, and to describe the technological

advancement today. (Talkies helped to usher in a decade of enormous change in
American culture.) See the Technological Advancements BLM for a list of these
advancements. The student will then pass the paper to the student sitting to the right, and
that student will write the next sentence in the story. (Americans loved going to the
movies.) The paper will be passed again to the right of the next student who will write a
third sentence of the story. (They were accustomed to no sound and the spoken words
were printed on the bottom of the screen.) The paper is then passed to the fourth student
who must complete the story. (In 1927, The Jazz Singer was the first film to introduce
sound to the screen. Talkies helped to usher in a time of great change for America.)
story chains with the class. Compare student writings. Some teacher guidance may be
needed.
Activity 8: Presidents of the United States (GLEs: 1, 4, 9, 17, 34)
Materials List: Post-World War I Presidents BLM, chart paper, markers, primary and
secondary sources (books, encyclopedias, Internet access—optional), poster paper
(optional)
Organize the class into groups of two. Have students use primary and secondary sources
(books, encyclopedias, and reliable Internet resources) to find information on the
administrations of Warren G. Harding (political scandals), Calvin Coolidge, and Herbert
Hoover. The students will use the split-page notetaking strategy (view literacy strategy
descriptions) to summarize the major events and accomplishments of these presidents
(see the Post-World War I Presidents BLM and the sample below). Students can use these
notes to study for their test. Students may cover one column and use information in the
other column to try to remember the covered information.
President: Topic: Major Events and Accomplishments
Identify and
explain a major
event that
occurred
during the
administration
of this
president.
posters, or various other visual presentations. After all of the presentations, use the
brainstorming strategy (view literacy strategy descriptions) to create a list of the major
events and accomplishments of presidents Harding, Coolidge, and Hoover.

Have students create a timeline of events that occurred during the administrations of
Warren G. Harding, Calvin Coolidge, and Herbert Hoover. Students should discuss the
events that occurred and describe how they might have been affected by the president in
office. Display the timeline in the classroom.
Sample Assessments
General Guidelines

student activities.
the following:
o test items aligned to the verbiage of the GLEs
General Assessments
 Have students make a two-columned chart entitled “The Roaring 20s.” Students
should list what they already knew about the Roaring 20s in the left column. In
the right column, they will list what they learned after studying this unit.
 Have students write a position paper in which they analyze the significant changes
that evolved in the United States between World War I and the Great Depression.
 Have students use technology, such as PowerPoint®, to summarize new
knowledge concerning the technological advances at the turn of the century.

 Activity 5: Using the RAP method for completing a constructed response, have
students respond to the following question: How did the lives of American
women change when they were given the right to vote?
R—Restate the question in the form of a direct answer.
A—Add supporting details to justify the answer.
P—Provide a concluding sentence.
 Activity 7: Have students identify the technological advances that were made at
the turn of the century. Students will select one area of technological advancement
and explain why this advancement had the greatest impact on American life at this
time. Students will also discuss whether this advancement in technology made
daily life for a typical American better or worse.
 Activity 7: Have students analyze, compare and contrast photographs of Henry

Ford’s assembly line and that of an automobile assembly line today.
 Activity 8: Have students analyze and create a caricature of President Warren G.

Harding and the political scandals that were associated with his administration.

U.S. History
Unit 6: The Great Depression and New Deal (1929–1939)
Time Frame: Approximately three weeks
Unit Description
This unit focuses on the Great Depression and the impact of the New Deal on the
expanding role of government.
Students understand that the Great Depression resulted in an expanded role of

government reflected in New Deal legislation. Historical thinking skills will be used to
analyze or interpret the causes of the Great Depression and its impact on American
society.
Guiding Questions
1. Can students identify the causes and impact of the Great Depression on
American society?
2. Can students explain the reasons for government expansion during the Great
Depression?
3. Can students analyze the effects of the New Deal legislation?

U.S. HistoryUnit 6The Great Depression and New Deal (1929–1939) 57


(H-1A-H2)
1A-H2)
1A-H2)
8. Debate an historical point of view, with supporting evidence, on an issue or
contemporary issue, and evaluate their positive and negative implications (H-
1A-H4)
16. Construct a narrative summary of an historical speech or address (H-1A-H5)
36. Identify the causes of the Great Depression (e.g., overspeculation, Stock
Market Crash of 1929) and analyze its impact on American society (H-1B-
H12)
37. Explain the expanding role of government as a result of the Great Depression
and the New Deal and analyze the effects of the New Deal legislation (H-1B-
H12)
Sample Activities
Activity 1: Causes of the Great Depression (GLEs: 4, 7, 36)
Materials List: encyclopedias, Internet access (optional), primary and secondary sources,
Key Concepts Chart BLM, Causes of the Great Depression BLM
a “+” for understanding, a “√” for limited knowledge, or a “-” for lack of knowledge.
signs with a plus sign. (See the Key Concepts Chart BLM.)

Key Concepts + √ - Explanation Extra Information

overproduction After the end of After the war, European farm
WWI, farmers production returned to normal and
produced more Europe no longer needed America’s
than they were able crops. American farmers continued to
to sell. over plant. Supply exceeded demand
and farm prices fell.
have changed.
and reliable Internet resources) to examine the causes of the Great Depression.
critically about, and apply new knowledge concerning the causes of the Great Depression
and its impact on America society (see the Causes of the Great Depression BLM).
Causes of Great Depression:
Explain how overproduction by American farmers contributed to the economic crisis:
Ask students to work with a partner to fill in the guide as they read about the causes of
the Great Depression. Students are then asked to share their findings. Engage the class in
a discussion of the causes of the Great Depression and its impact on American society.
Activity 2: The Crash (GLEs: 5, 7, 18, 36)
Materials List: The Great Depression BLM, textbooks, encyclopedias, Internet access—
optional
Have students use their textbooks, encyclopedias, and reliable Internet resources to read
about the Stock Market Crash of 1929. Using the split-page notetaking strategy (view
literacy strategy descriptions), have students describe the financial events that led to the
Great Depression (see The Great Depression BLM).
Some other guiding questions for the students are:

 What prompted consumer confidence?
 How did new products encourage debt?
 Why is credit (debt) considered a form of money?
 When banks lend money for people to buy stock, what does that do to the supply
of money?

 What happens when there is too much money for the quantity of goods to be sold?
Date: Topic: The Great Depression
Causes of the
Great Depression:
Using The Great Depression BLM have the students write a summary of the Stock
Market Crash of 1929, explaining the role of market overspeculation, buying on the
margin and easy credit in the stock market. The summary should also examine the
possible roles of German reparations following World War I, high tariffs, consumer
confidence, under consumption, overproduction, unequal distribution of income, banking
practices, and installment buying. A follow-up discussion should emphasize the role of
the stock market crash as only a trigger of the Great Depression.
Students will use their split-page notes page to study from their notes by covering
to quiz each other on the information on their split-page notes pages.
Activity 3: Comparison of the Great Depression Policies of Hoover and Roosevelt

(GLEs: 3, 6, 7, 37)
Materials List: The Presidential Election of 1932 BLM, primary and secondary sources
(books, encyclopedias, Internet access—optional), overhead projector (optional)
reliable Internet resources) to examine the presidential election of 1932. Have the
students construct a graphic organizer (view literacy strategy descriptions) in which they
compare Herbert Hoover’s rugged individualism and Franklin D. Roosevelt’s self-help
philosophies espoused during the presidential campaign regarding their policies for
dealing with the Great Depression (see The Presidential Election of 1932 BLM).
The Election of 1932:
Presidential candidates:
Have students critique Hoover’s and Roosevelt’s policies as President for dealing with
the Great Depression, including:
 Hoover’s limited attempts at government intervention
 FDR’s New Deal, including the success or failure of pump priming and New Deal
programs, and the lasting effects of the New Deal

Have students share their findings with the entire class. The teacher should record the
feedback on the board or overhead projector and lead the class in a discussion of the
findings.
Activity 4: Farmers and the New Deal (GLEs: 7, 9, 36, 37)
Materials List: New Deal Agriculture Programs BLM, The Dust Bowl BLM, primary and
(optional)
reliable Internet resources) to read about the failure of the federal government to help
farmers in the midst of the great prosperity of the 1920s and the long-term agricultural
problems of the early 1930s (e.g., drought, farm foreclosures, and insects). As the
students read, have them construct a graphic organizer (view literacy strategy
descriptions) in which they identify and explain the New Deal programs that were set up
exclusively to help the farm industry and farmers. Such programs should include the
Resettlement Administration, REA, and the AAA (see the New Deal Agriculture Programs
BLM).
New Deal Agriculture Purpose

Program
Agricultural Adjustment Act Subsidies were provided to farmers to cut back on

production
findings.
Using the RAFT writing activity (view literacy strategy descriptions), have students write
a brief news article describing the Dust Bowl and the impact this event had on farmers in
the Great Plains. Students will assume the role of a newspaper reporter in the1930s (see
the Dust Bowl BLM and sample below).
The following website contains information on the Dust Bowl:

http://lcweb2.loc.gov/ammem/afctshtml/tshome.html

The Dust Bowl

Regional Subscribers Newspaper The Dust Bowl
newspaper article and its impact
reporter in the on farmers in
1930s the Great Plains
Activity 5: Depression Policies (GLEs: 3, 7, 8, 9, 17, 37)
Materials List: New Deal Programs BLM; New Deal Relief, Recovery, and Reform
Programs BLM; posters; markers or colored pencils; primary and secondary sources
(books, encyclopedias, Internet access—optional); WPA Slave Narrative Interview BLM;
overhead projector
sources (textbooks, encyclopedias, and reliable Internet resources) to find information on
FDR’s First 100 days and the Relief, Recovery, and Reform programs of the New Deal.
descriptions) to identify the goals and resulting accomplishments that were made by the
following New Deal programs (see the New Deal Programs BLM):
 First 100 Days
 Tennessee Valley Authority (TVA)
 Works Progress Administration(WPA)
 Civilian Conversation Corps (CCC)
 Agricultural Adjustment Act (AAA)
 Social Security Act (SSA)
 Federal Deposit Insurance Corporation (FDIC)
 Securities and Exchange Commission (SEC)
 Emergency Banking Act (EBA)
 Federal Emergency Relief Act (FERA)
 National Industrial Recovery Act (NIRA)
 Public Works Administration (PWA)
 Federal Housing Administration (FHA)
 Civil Works Administration (CWA)
 National Labor Relations Act (NLRA)

Information on the Great Depression and the New Deal may be found on the following
websites:
http://www.digitalhistory.uh.edu/modules/great_depression/links.cfm
http://newdeal.feri.org/
to quiz each other on the information on their split-page note pages. (See the sample
below.)
Area of Reform: Topic: New Deal Programs

First 100 days
What was the goal of the New
Deal in this area of reform?
posters, or various other visual presentations. After all of the presentations, use a graphic
organizer (view literacy strategy descriptions) to construct a chart in which they will list
the New Deal programs listed above, identify each as Relief, Recovery, or Reform
programs, and explain the purposes of and the area that each tried to improve. (See the
New Deal Relief, Recovery, and Reform Programs BLM and the sample below).
Year Act or Agency Relief, Purpose/Key Provision

Recovery, or
Reform
Program
1933 Civilian Conservation Relief Conservation projects that put
Corps (CCC) unemployed young men to
work
Works Project
Administration (WPA)
findings.
Have the students use Internet resources to find information about the WPA Slave
Narratives. Using the RAFT (view literacy strategy descriptions) writing activity, have
students write a brief news article describing their WPA interview with a former slave.
Students will assume the role of a newspaper reporter in the 1930s (see the WPA Slave
Narrative Interview BLM and the sample below).


Regional Subscribers Newspaper Life as a slave
newspaper article
reporter in the
1930s
WPA Slave Narrative information may be found on the following websites:

http://memory.loc.gov/ammem/snhtml/snhome.html
http://memory.loc.gov/ammem/snhtml/snintro00.html
http://newdeal.feri.org/asn/asn00.htm
http://www.pbs.org/wnet/slavery/resources/wpa.html
Divide the class into two different groups: one that supports FDR’s New Deal legislation
and the other that opposes New Deal legislation. In their discussions, students should
include and evaluate the impact of Huey Long and his Share Our Wealth program on
Roosevelt’s New Deal legislation. Within each group, have students work in groups of
two to create a poster to support or oppose the New Deal legislation. Students who do not
support the legislation will explain why the expanding role of government should be
restricted. Students supporting the New Deal legislation will explain and justify the
expansion of the role of government as a result of the Great Depression.
Students will then compare the issue of the role of government today. Using the
brainstorming strategy (view literacy strategy descriptions), hold a class discussion
pertaining to the issue of the role of the government today in the United States. Separate
the class into supporters and non-supporters of the expanding role of government today.
Ask the two groups to debate the pros and cons of this issue. Allow for any students who
change their minds to move to the other group.
Activity 6: Franklin and Eleanor Roosevelt (GLEs: 6, 9, 16, 37)
Materials List: sound bite from FDR’s fireside chats, Internet access (optional)
Have students read about the FDR’s fireside chats in their textbooks, teacher handouts, or
online resources. Have students listen to a brief segment of one of FDR’s fireside chats.
Hold a class discussion and use the brainstorming strategy (view literacy strategy
descriptions) to compare the way in which FDR used the radio (fireside chats) and the
way in which today’s presidents use television as a means of communicating with the
American people. Special attention should be placed on various aspects of FDR’s
personality. Students should compare his philosophy to that of past presidents,
particularly the Progressives and Republicans.

Students will write a short narrative summary of one of FDR’s fireside chats.
Information concerning FDR’s fireside chats may be found at the following websites:
http://www.americanrhetoric.com/speeches/fdrfirstfiresidechat.html
http://www.npr.org/templates/story/story.php?storyId=1763159
http://www.archive.org/details/fdrfiresidechat
http://www.archives.gov/education/lessons/fdr-fireside/
Have students read primary source documents that were written as letters to Eleanor
Roosevelt during the Great Depression to gain a better understanding of how the
American people responded to FDR and the New Deal program.
Letters to Eleanor Roosevelt may be found on the following websites:

http://newdeal.feri.org/eleanor/index.htm
Information on the Great Depression and the New Deal may be found on the following
websites:
http://www.digitalhistory.uh.edu/modules/great_depression/links.cfm
of four. On a sheet of paper, ask the first student in each group to write the opening
sentence of a story chain in which the students imagine what life would have been like
during the Great Depression. (Life was very hard during the Great Depression.) The
student then passes the paper to the student sitting to the right, and that student writes the
next sentence in the story. (My daddy lost his job at the paper mill.) The paper is passed
again to the right to the next student who writes a third sentence of the story. (My mama
and daddy depended on the garden and wild game to keep our family fed.) The paper is
passed to the fourth student who must complete the story. (We were better off than the
people that lived in the cities because we always had food on the table.)
story chains with the class. Compare student writings. Some teacher guidance may be
needed.
Activity 7: The New Deal (GLEs: 9, 37)
Materials List: New Deal Key Concepts BLM, 3 x 5 index cards, primary and secondary
sources (books, encyclopedias, Internet access—optional)
reliable Internet resources) to examine various aspects of the New Deal. Have students
create vocabulary cards (view literacy strategy descriptions) to develop and summarize
knowledge of the following New Deal key concepts/personalities: Eleanor Roosevelt,

Frances Perkins, Black Cabinet, Brain Trust, Good Neighbor Policy, Supreme Court
packing plan, Amendments 20 and 21). Distribute 3 x 5 inch index cards to each student
for each key term and ask them to follow directions in creating the cards. On the board,
write the key concept in the middle of the card. Guide students to provide a definition;
write the definition in the appropriate space. Ask students to list information they have
learned about the term, and write this in the appropriate place. Guide the students to
follow the same steps with the other key concepts (see the New Deal Key Concepts
BLM).
Definition Purpose
Key Term
Example Information
Activity 8: The Expanding Role of Government (GLEs: 4, 7, 11, 37)
Materials List: The Expanding Role of Government BLM, encyclopedias, Internet access
—optional
Hold a class discussion in which the students discuss the expanding role of government
as a result of the Great Depression and the New Deal.
information about the Great Depression. SPAWN is an acronym that stands for five
categories of writing options (Special Powers, Problem Solving, Alternative Viewpoints,
What If? and Next). SPAWN prompts are used to help prepare students to learn new
information about a given topic or reflect on what has been learned. Using these
categories, students can create numerous thought-provoking and meaningful prompts
related to the topic of the Great Depression. These prompts should require considered and
critical written responses by students.
Students should receive one prompt on any given day as the topic of the Great
Depression is covered. Write SPAWN prompts on the board for students to find as they
enter the classroom and to which they will respond in their learning logs (view literacy
strategy descriptions) before the day’s lesson begins. This kind of writing usually calls for
their thoughts and document what they have learned. In their social studies learning logs,
students should write their narratives concerning what they learned about the Great
Depression.

S- Special Powers
You have the power to change an event leading up to or occurring during the Great
Depression. Describe what it is you changed, why you changed it, and the consequences
of the change.
We have been studying and researching many key events in history during the Great
Depression.
 What were the three main goals of the New Deal? Which goal do you think was
the most important?
 Why did some Americans oppose the New Deal?
 Did the positive impacts of the New Deal outweigh the negative impacts?
 Did the New Deal end the Great Depression?
Imagine that you were an American living in a Hooverville during the Great Depression.
Write a description of what life was like during this time.
W – What if?
What might have happened if FDR had not been elected in 1932?
N – Next
After FDR was elected in 1932, what did he do next to help the nation?
learning logs before writing responses and to record the date. SPAWN writing should be
Using information from their textbooks and class lectures, have the students construct a
graphic organizer (view literacy strategy descriptions) that identifies, explains, and
assesses the expanding role of government as a result of the Great Depression and the
New Deal (see The Expanding Role of Government BLM).

New Deal Legislation Purpose/Outcome

Amendment 20
Conduct a class discussion about human deprivation during the Depression. Have the
class construct a public policy to overcome the impact of the Depression, addressing the
following questions:
 What should the government do to relieve suffering on such a large scale?
 What should be the role of business?
 What should be the role of the consumer?
 What should be the role of labor?
Record the students’ perspectives for use in subsequent activities.
Activity 9: The Effects of New Deal Legislation (GLEs: 2, 3, 4, 5, 7, 37)
Materials List: The Effects of the New Deal BLM, Internet access (optional)
Have students complete The Effects of the New Deal graphic organizer (view literacy
strategy descriptions) to analyze the New Deal, determining its short-term and long-term
effects on business, labor, older citizens, and farmers. (See this BLM.)
Have students form teams of three or four. The teams will create questions concerning
what they learned about the Great Depression and the New Deal during this period of
history. Students should include questions that address the causes of the Great Depression
and its impact on American society, the various aspects of the New Deal, and the
expanding role of the government as a result of the Great Depression and the New Deal.
Using the professor know-it-all strategy (view literacy strategy descriptions), one team
will come to the front of the room. The other groups will ask them questions concerning
the Great Depression and the New Deal. The standing team will huddle together and talk
about the answer to the questions. A spokesperson will answer the questions in complete
statements. Teams will rotate until all groups have had a chance to participate. The
teacher may also question the team.
needed.
Have students explain how New Deal legislation also provided for Social Security as a
form of security for the retired and elderly and also unemployment insurance. Then have
them examine the current status of Social Security and unemployment and make
recommendations through formal class debate on what changes, if any, should be made in
current legislation. Students should be prepared to discuss and defend their positions with

the most current information about the present status of Social Security and
unemployment available via online resources or other news sources.
After discussion of the lasting effects of the New Deal, ask students to apply what they
know to a current events discussion of welfare reform. Ask students:
 Why is welfare reform a politically hot topic?
 Why is Social Security, in particular, a hot topic politically?
 What welfare reforms do you suggest and why?
Sample Assessments
General Guidelines

students.
the following:
General Assessments
 Have students create a timeline of the period from 1929 to 1941. Students will
record such events as the Stock Market Crash, presidential elections, New Deal
Programs, and important world events.
 Have students write a short essay in which they discuss the lasting contributions
that the New Deal has made to American life.
 Have students participate in a class discussion to discuss and analyze the causes,
developments, and effects of the Great Depression and the New Deal.

 Have students use their historical imaginations to write a series of diary entries as
a person living in the Dust Bowl.
 Have students analyze and compare photos of scenes from the Great Depression
Era.
 Use technology such as PowerPoint® to summarize new knowledge gained from
the study of the Great Depression and the New Deal Era.
Activity- Specific Assessments
 Activity 2: Have the students use historical imagination to write diary entries
relating to the Great Depression. Entries could reflect feelings and events before
the stock market crash, immediately after the crash, and then several years
afterward. In these entries, they should identify the causes of the Great Depression
and analyze its impact on American society.
Have students explain how this situation led to deflated prices for American
goods during the worldwide depression.
 Activity 3: Have students draw political cartoons that might have been printed in
Democratic or Republican newspapers during the 1932 presidential election.
 Activity 5: Have students write a short essay in which they identify and explain
four changes that the New Deal made to American life.
 Activity 5: Have students work in groups of two to create posters to summarize a

New Deal Program. Posters should depict the purpose and the result of the New
Deal Program.

U.S. History
Unit 7: World War II (1939–1945)
Time Frame: Approximately four weeks
Unit Description
This unit focuses on conditions that led to World War II and U.S. involvement in the war.
Major events, issues, turning points of the war, and the war’s impact on the future course
of America are also examined.
Students understand the conditions that led to the outbreak of World War II and the events
that led to U.S. involvement. Students identify major events, issues, and turning points of
World War II by proposing and defending courses of action. Students examine political
cartoons and posters to analyze the effects on the home front. Students explain the lasting
effects of World War II on the United States.
Guiding Questions
1. Can students propose and defend alternative courses of action to address a

historic or contemporary issue, and evaluate their positive and negative
implications?
2. Can students interpret a political cartoon depicting a historical event, issue, or
perspective?
3. Can students explain the causes of and conditions that led to the outbreak of
World War II?
4. Can students explain how the United States became involved in World War II?
5. Can students explain the major events, key turning points, and key leaders of
World War II?
6. Can students explain the impact of World War II, including the Holocaust, on
Europe and the United States?
7. Can students evaluate and use multiple primary or secondary materials to
interpret historical facts, ideas, or issues related to World War II?
U.S. HistoryUnit 7World War II (1939-1945) 71


1. Construct a timeline to explain and analyze historical periods in U.S. history (H-
1A-H1)
6. Analyze the point of view of an historical figure or group in U.S. history (H-1A-
H2)
1A-H2)
contemporary issue, and evaluate their positive and negative implications (H-1A-
H4)
(H-1A-H4)
15. Interpret or analyze historical data in a map, table, or graph to explain historical
factors or trends (H-1A-H4)
38. Describe the conditions that led to the outbreak of World War II (H-1B-H13)
39. Describe the events that led the United States into World War II (H-1B-H13)
40. Describe the course of World War II, including major turning points and key
strategic decisions (H-1B-H13)
41. Describe the effects of World War II on the U.S. home front and Europe,
including the Holocaust (H-1B-H13)
42. Explain the consequences and impact of World War II (e.g., Cold War, United
Nations, Baby Boom) (H-1B-H13)

Sample Activities
Activity 1: Origins of World War II (GLEs: 1, 15, 38)
Materials List: Key Concepts Chart BLM, chart paper, primary and secondary sources
a “+” for understanding, a “√” for limited knowledge, or a “-” for lack of knowledge.
Key + √ - Explanation Extra Information

Concepts
isolationism U.S. foreign policy Isolationist groups were formed that
before WWII strongly opposed American aid or
intervention to the Allies. Charles
Lindbergh was a member of one of
these groups.
Assessment, on page 4-41 http://www.louisianaschools.net/lde/uploads/9850.pdf
have changed.
Have students read about the causes that led to the outbreak of World War II in their
textbooks, teacher handouts, or online resources. Have students construct a timeline that
traces major events that precipitated the outbreak of World War II (e.g., global
depression, rise of totalitarianism, international aggression/militarism, Munich
Conference, failure of appeasement, Non-Aggression Pact, Axis Agreement). For each
notation on the timeline, an annotation that provides a brief description of that event
should be included, as well as an explanation of each event’s importance in history. It is
recommended that students keep this timeline and add to it as information is accumulated
in order to gain a more complete perspective of the history of World War II. Repeat the
activity as the unit progresses to describe major events that led the United States into
World War II, the course of the war, major turning points and key strategic decisions as to
encompass the years between 1918 to 1945.

on chart paper and lead the class in a discussion of the findings.
Activity 2: The Rise of Totalitarianism (GLEs: 14, 17, 18, 38, 39)
Materials List: The Rise of Totalitarianism BLM, markers, colored pencils, colors,
computer graphics, library resources, primary and secondary sources (books,
Organize the class into groups of two and assign each group a country where
totalitarianism arose prior to the beginning of World War II. Students will use their
textbooks, teacher handouts, or online resources to research and analyze the political,
social, and economic conditions that led to the rise of totalitarianism in the Soviet Union,
Italy, Germany, Japan, and Spain. Students will report on the actions of Germany, Italy,
and Japan that led to their involvement in World War II as Axis Powers.
To present their findings, have students complete a RAFT (view literacy strategy
descriptions) writing activity. Six RAFT options will be assigned according to the
country that was researched. See The Rise of Totalitarianism BLM and the sample below.

Option 1 News Reporter United States Front Page Adolf Hitler
Newspaper Newspaper
Readers Article
Option 2 News Reporter United States Front Page Benito
Newspaper Newspaper Mussolini
Readers Article
After completing the writing assignments, have students share their information through a
Special News Report. Set up a table with a television news background with news
anchors from each of the six options. Have a representative from each group read their
article. Since this will be done with a live audience, leave time for audience questions.
Review with the class the rise of totalitarianism in the Soviet Union, Italy, Germany,
Japan, and Spain. Then, have students construct their own political cartoons in which
they depict dictators (Stalin, Mussolini, Hitler, Franco, Hirohito/Tojo). Encourage the use
of markers, colored pencils, colors, computer graphics, etc. Cartoons should depict the
ambitions and acts of aggression of these dictators.

classroom:
Political cartoons that address totalitarian dictators may be found at the following
websites:
http://orpheus.ucsd.edu/speccoll/dspolitic
http://www.loc.gov/rr/print/swann/herblock/dove.html
Conduct a show-and-tell session in which the students display and explain their cartoons.
Students should be able to describe the totalitarian elements that are found in their
cartoons.
Organize the class into groups of two. Using a variety of resources (textbooks, Internet,
library resources, encyclopedia, etc.), locate information concerning the ideologies of
fascism and Nazism and how these ideologies affected the societies of Italy and
Germany.
Possible topics to assign:

 glorification of the state
 xenophobia
 racism
 anti-Semitism
 pogroms
Ask students to explain the significance of various acts of aggression/expansionism (e.g.,

Ethiopia, China, Spanish Civil War, Anschluss, Czech crisis) by totalitarian powers.
Have the students present their research in an oral or PowerPoint® presentation. Allow
time for questions after each presentation.
Have students participate in a panel discussion with topics from their findings on fascism
and Nazism.
After the panel discussion have students summarize the discussion in a story chain (view
literacy strategy descriptions). Put students in groups of four. On a sheet of paper, ask the
first student in each group to write the opening sentence of a story chain describing the
beginnings of fascism and Nazism. The student then passes the paper to the student
sitting to the right, and that student writes the next sentence in the story. The paper is
passed again to the right to the next student who writes a third sentence of the story. The
paper is passed to the fourth student who must complete the story. Encourage students to
add to the story information that is relevant to the content information. Be sure to have
students include how these ideologies affected society. Include the various acts of

aggression/expansionism. Conclude the activity by having students read the final version
of the story chain to the class and correct any discrepancies. Some teacher guidance may
be needed.
Activity 3: Political Systems in Conflict (GLEs: 11, 15, 38, 39)
Materials List: Nations of World War II Political Systems Word Grid BLM, books,
encyclopedias, Internet access (optional), posters (optional), PowerPoint® (optional)
Have students use their reports on Germany, Italy, and Japan to compare the political
systems in these countries at the beginning of World War II with the political system in
the United States. Working in pairs, have students complete a word grid (view literacy
strategy descriptions) that compares communism, fascism, and socialism to democracy
and be able to articulate the differences that might contribute to conflict. Word grids help
students learn important concepts related to key terminology by delineating their basic
characteristics in relation to similar terms. Having a deeper knowledge of the meaning of
key terms enables students to understand the application of the vocabulary in its historical
use. The most effective word grids are those students create themselves, but they should
start with the Nations of World War II Political Systems Word Grid BLM. (See this
BLM.) As students adjust to using word grids, the teacher should encourage them to
create their own word grids. Students should place a “yes” or “no” in each column for
each characteristic as in the BLM sample below. Allow time for students to quiz each
other over the information on the grids in preparation for tests and other class activities.
Nations
Characteristics USSR Italy Germany USA Japan
Basic Political Totalitarian Fascism Fascism Representative Constitutional
System (Dictatorship) (Dictatorship) Democracy Monarchy
(Military Rule)
literacy strategy descriptions), generating a statement from the class topic of the day. This
statement should be thought-provoking to encourage students to wonder and to challenge.
Statements such as “The war could have been prevented with better decisions about
German aggression in Czechoslovakia (Munich Pact)” or “An improved and more
effective Treaty of Versailles, which ended World War I, should have prevented another
world war.”
Present the statement to the students. Students will then pair up to generate two or three
questions they would like answered. The class will then share questions that are recorded
on the board. Questions that were in more than one group should be highlighted. The
teacher should add questions to be sure all gaps are filled. The students should now be
ready to find the answers to their questions. As content is covered, stop periodically so
groups can convene to determine if their questions have been answered.

Using information from primary and secondary source readings, Internet resources, and
class lectures, students will work in groups of two to find information and analyze the
origins of World War II (e.g., Treaty of Versailles, global depression, rise of
totalitarianism, international aggression/militarism [arms race], Munich Conference,
failure of appeasement, Non-Aggression Pact, Rome-Berlin Axis Agreement).
Students will present their finding to the class using PowerPoint® presentations, posters,
or various other visual presentations.
 Engage the class in a discussion of the social, political, and economic origins of
World War II from an international or global perspective.
Activity 4: American Foreign Policy (GLEs: 9, 14, 38, 39)
Materials List: U.S. Foreign Policy Pre-WWII BLM, primary and secondary sources
(books, encyclopedia, Internet access—optional)
Have students use books, encyclopedias, and reliable Internet resources to analyze U.S.
foreign policy that led to its involvement in World War II (e.g., isolation, neutrality,
Neutrality Acts, lend/lease, cash/carry). Provide students with a graphic organizer (view
literacy strategy descriptions) that examines U.S. foreign policy leading up to World War
II (see the U.S. Foreign Policy Pre-WWII BLM and the sample below).
U.S. FOREIGN POLICY ACTION RESULTS

Isolation
Ask students to compare America’s foreign policy prior to 1939 (often considered to be
isolationist) to U.S. foreign policy after its entry into the war. Ask them to interpret a
political cartoon from the era depicting American foreign policy before and during the
war.
Information about American foreign policy before and during World War II may be found
on the following websites:
http://www.teachingamericanhistory.org/churchill/lessonplans/
http://www.propagandacritic.com/
http://www.claudepepperfoundation.org/news_cartoons.cfm
Engage the class in a discussion of the change in American foreign policy.

Activity 5: America Enters the War (GLEs: 2, 3, 9, 16, 39)
Materials List: America Enters the War BLM, Franklin Roosevelt’s “A Date Which Will
Live in Infamy” speech, primary and secondary sources (books, encyclopedia, Internet
access—optional)
Have students use primary and secondary sources (books, encyclopedias, class lectures,
and reliable Internet resources) to analyze the events that led the United States into World
War II. Students will use the split-page notetaking strategy (view literacy strategy
descriptions) to describe the events. (See the America Enters the War BLM and the
sample below).
Date: Topic: America’s Entry into World War II

Period:
Identify key events that led
Americans into World War II.
Gather the class back together. Solicit observations and discuss their findings with the
class. Compare student findings. Some teacher guidance may be needed.
Have the students listen to Franklin Roosevelt’s speech to Congress following the attack
on Pearl Harbor on December 7, 1941. FDR proclaimed that December 7, 1941 would
be “a date which will live in infamy.” If possible, view film that shows the Japanese
attack on Pearl Harbor. Ask students why this date would “live in infamy” and how it
brought about the mobilization of U.S. economic and manpower resources. Then have
them compare and contrast December 7, 1941 to a contemporary date also living in
infamy—September 11, 2001. This comparison and contrast should begin as a class
discussion and evolve into a narrative summary of Franklin Roosevelt’s historical speech.
Audio and video clips may be found at the following website:

http://www.presidency.ucsb.edu/mediaplay.php?id=16058&admin=32
Activity 6: Turning Points in World War II (GLEs: 15, 40)
Materials List: WWII maps of Europe, North Africa, and Asia in 1942; primary and
secondary sources (books, encyclopedia, Internet access—optional)
Have students use primary and secondary sources (books, encyclopedias, class lectures,
and reliable Internet resources) to analyze and interpret WWII maps of Europe, North

Africa, and Asia in 1942. Ask them to list the military operations that were the major
turning points in Europe and in the Pacific, and to identify key strategic decisions that led
to Allied victory in 1945. Also, have them prepare maps showing changes in country
boundaries and colonies as a result of the war and sites of major events and battles (Pearl
Harbor, Normandy). The map key should identify Axis and Allied Powers.
The following websites contain maps for this activity:

http://www.lib.utexas.edu/maps/historical/history_ww2.html
http://www.mapsofworld.com/world-maps/world-war-ii-map.html
http://www.johnaugustmusic.com/travel/271101.html
Post these maps around the room for future reference and discussion.
Activity 7: World War II Political/Military Leaders (GLEs: 6, 9, 15, 17, 40)
Materials List: The Role of World War II Military/Political Leaders BLM, World War II
Political/Military Leaders BLM, primary and secondary sources (books, encyclopedia,
Internet access—optional), PowerPoint® (optional), posters (optional)
Organize the class into fifteen different groups. Have students use primary and secondary
sources (textbooks, class lectures, encyclopedias, and reliable Internet resources) to find
information on the following important political and military leaders of World War II:
 Franklin D. Roosevelt
 Harry Truman
 Winston Churchill
 Joseph Stalin
 Adolf Hitler
 Benito Mussolini
 Emperor Hirohito
 Hideki Tojo
 George C. Marshall
 Dwight D. Eisenhower
 Douglas MacArthur
 George S. Patton
 Chester Nimitz
 Bernard L. Montgomery
 Charles de Gaulle
descriptions) to analyze the points of view of these important World War II military and
political leaders by identifying and explaining their roles during World War II. To
accomplish this, they will use The Role of World War II Military/Political Leaders BLM.
(See this BLM and the sample below.)

Name of the Military/ Topic: Role During World War II

Political Leader:
Franklin Roosevelt
Describe Franklin
Roosevelt’s point of view
concerning World War II.
posters, or various other visual presentations. After all the presentations, have the
students complete a graphic organizer (view literacy strategy descriptions) in which they
will identify political and military leaders and their countries during World War II. (See
the World War II Political/Military Leaders BLM and the sample below).
Leader Country Role

Franklin D. Roosevelt
Adolf Hitler
findings.
Activity 8: Allied Victories (GLEs: 1, 15, 17, 40)
Materials List: chart paper or newsprint, primary and secondary sources (books,
encyclopedia, Internet access—optional)
Before reading about and researching the important battles and events of World War II,
have students generate questions they have about World War II by responding to a SQPL
prompt (Student Questions for Purposeful Learning) (view literacy strategy descriptions).
Write the following SQPL prompt below on the board or on chart paper:
“World War II has been called ‘the good war’ because the Allies fought to destroy
ruthless and perilous dictatorships.”
Ask the students to work in pairs to think of one good question they have about World
War II based on the SQPL prompt. Ask the students to share their questions and to write
them on the board or chart paper. Any question asked more than once should be marked
with an asterisk to signify that it is an important question. The teacher should add
additional questions to the list if there are gaps. Keep the questions posted throughout the
study of World War II.

Tell students to listen carefully for the answers to their questions as World War II is
studied. Stop whenever information is presented that answers one of the student-
generated questions and ask students if they heard the answer to any of their questions.
Allow students to confer with a partner before responding. Continue the process until all
information about World War II has been presented. Go back and check which questions
may still need to be answered. Remind students they should ask questions before
learning something new, then listen and look for the answers to their questions.
Ask students to create a timeline of major battles and events of World War II. Such battles
and events should include the invasion of Poland, the Japanese attack on Pearl Harbor, D-
Day, the Allies entering Paris, Iwo Jima, VE Day, Hiroshima, Nagasaki, VJ Day (teachers
may add to the list). Have students draw conclusions about the order of the events on the
timeline.
Break students into news teams to create a radio news show. Include each of the
following dates/events that could have been presented and discussed by Allied radio
stations. These radio shows should be presented/performed, complete with sound effects
and visuals, for the class (the studio audience).
 September 1, 1939 —Invasion of Poland
 December 7, 1941—Japanese attack on Pearl Harbor
 June 6, 1944—D-Day (Normandy)
 August 25, 1944—Allied troops, led by Free French forces, enter Paris
 December 16-26, 1944—Battle of the Bulge
 February 23, 1945—Raising of the flag on Iwo Jima (use visual here)
 May 7, 1945—Germany surrenders unconditionally (May 8, 1945, VE Day)
 August 6, 1945—Atomic bomb dropped on Hiroshima (another bomb dropped
on Nagasaki on August 9, 1945)
 August 14, 1945—Japan surrenders (September 2, 1945, VJ Day)
Activity 9: Wartime Conferences (GLEs: 7, 9, 40)
Materials List: Allied Wartime Conferences BLM, primary and secondary sources
(books, encyclopedia, Internet access—optional), overhead projector (optional)
Have students use primary and secondary sources (textbooks, class lectures,
encyclopedias, and reliable Internet resources) to find information on the following
important Allied wartime conferences during World War II:
 Atlantic Charter
 Casablanca
 Yalta
 Potsdam
Ask students to create a graphic organizer (view literacy strategy descriptions) that lists
important Allied wartime conferences. The listings in a graphic organizer should include

the date, the title, the countries involved, the purpose, and the impact of each conference
(see the Allied Wartime Conferences BLM and sample below).
Date Conference Countries Purpose Impact of Conference

Involved
1941 Atlantic Great Britain Set goals for Later, it became known
Charter United States fighting World War as “A Declaration of the
II; nations joined United Nations,” when
together to fight 26 nations signed a
the Axis Powers similar agreement.
These nations united to
fight against the Axis
Powers.
Have students use their historical imagination to write a letter to a friend describing what
they might have seen and heard at the Allied wartime conferences of the Atlantic Charter,
or at Casablanca, Yalta, or Potsdam.
Have students share their letters with the entire class. The teacher should record
important information on the board or overhead projector and lead the class in a
discussion of the writings.
Activity 10: World War II and the Holocaust (GLEs: 1, 2, 3, 6, 9, 41)
Materials List: chart paper or newsprint; primary and secondary sources (books,
encyclopedia, Internet access—optional); The Final Solution BLM; books by Holocaust
survivors such as Night, Because of Romek, and I Have Lived a Thousand Years
Before reading about and researching the Holocaust, have students generate questions
they have about the Holocaust by responding to a SQPL prompt (Student Questions for
Purposeful Learning) (view literacy strategy descriptions). Write the following SQPL
prompt below on the board or on chart paper:
The Nazis used their ‘final solution’ to condemn to death Jews and other groups
that they deemed inferior to the Aryan race.
Ask the students to work in pairs and to think of one good question they have about the
Holocaust based on the SQPL prompt. Ask them to share their questions and to write
them on the board or chart paper. Any question asked more than once should be marked
with an asterisk to signify that it is an important question. The teacher should add other
questions to the list if there are gaps. Keep the questions posted throughout the study of
the Holocaust.
Tell students to listen carefully for the answers to their questions as the Holocaust is
studied. Stop whenever information is presented that answers one of the student-
generated questions and ask students if they heard the answer to any of their questions.

Allow students to confer with a partner before responding. Continue the process until all
information about the Holocaust has been presented. Go back and check which questions
may still need to be answered. Remind students they should ask questions before
learning something new, then listen and look for the answers to their questions.
Have students use primary and secondary sources (textbooks, class lectures,
encyclopedias, and reliable Internet resources) to find information about the Holocaust.
Have students examine Hitler’s “final solution,” xenophobia, racism, and anti-Semitism
(pogroms). Then, have them complete a timeline of events leading to the Holocaust.
Students should describe each event listed, and draw conclusions about the order of the
events on the timeline.
To present their findings, have the students complete a RAFT writing (view literacy
strategy descriptions) activity on the Holocaust or Final Solution. The three RAFT
options will include a newspaper article written in the perspective of a German reporter
who chose to tolerate/support this systemic brutality, from the perspective of a person
who worked in the “underground” to save/hide the oppressed, or from the perspective of
one of the people who was not of the Aryan race. See The Final Solution BLM and
sample below.

Option 1 News Reporter German Front Page The Final
Newspaper Newspaper Solution
Readers article
After completing the writing assignments, students will share their information through a
anchors representing each of the three options. Have a representative from each group
read their article. Since this will be done with a live audience, leave time for audience
questions.
Have students read excerpts from the writing of survivors of the concentration and
extermination camps. Such writings include Elie Wiesel’s Night, David Faber’s Because
of Romek, and Livia Britton-Jackson’s I Have Lived a Thousand Years.
If time permits, have students examine the work of Jewish artists, musicians, and writers
in the Theresienstadt concentration camp, who created moving artistic expressions of
their Holocaust experiences. Teachers and students can access the resources of the U.S.
Holocaust Memorial Museum online at www.ushmm.org .
After student examination of these and/or similar materials, discuss this question with the
class: Is it appropriate to take the life of another human being?
Have students focus on murder, genocide, criminal sentences of death, and killing during
warfare in general. Ask students to compare and contrast other historical periods or
historical conflicts in terms of similar issues and actions as they compare the Holocaust to

similar events in other parts of the world (e.g., the Turks’ purge of the Armenians in1916,
Stalin’s purges of opponents in the 1930s, the Serbs’ purge of the ethnic Albanians in the
1990s, or genocide in western Sudan’s Dafur in the 2000s). Help students generalize
about the motivations and emotions that drive such inhumane actions. Then have them, as
a group, complete a formal policy statement about the appropriateness of taking a human
life and what consequences they would recommend for those who take it inappropriately.
Activity 11: The Home Front (GLEs: 2, 3, 9, 10, 41)
Materials List: thirty 5 x 8 index cards, America on the Home Front Vocabulary Card
BLM, primary and secondary sources (books, encyclopedia, Internet access—optional)
To develop students’ knowledge of key vocabulary, have them create vocabulary cards
(view literacy strategy descriptions) for terms related to the effects of World War II on the
American home front. Such terms should include Selective Service, mobilization (e.g.,
Office of War Mobilization), financing the war, role of women (e.g., Rosie the Riveter),
censorship, Japanese internment (Nisei), rationing, black market, price controls,
patriotic activities (e.g., victory gardens, USO, newsreels such as the Why We Fight
series). Divide the class into groups of four (adjust groups for the number of students in
the class). Distribute five 5 x 8 index cards and the America on the Home Front
Vocabulary Card BLM to each group. (See this BLM.) Ask the students to follow the
teacher’s directions in creating a sample vocabulary card. On the board, place a targeted
word in the middle of the card, as in the example below. Ask the students to provide a
definition of the word and write it in the appropriate space. Have the students provide an
example associated with the word in the appropriate space. Invite the students to find out
the purpose associated with each term and write it in the appropriate space. The last
block of the vocabulary cards is reserved for the effect on the American home front with
which each term is associated. Explain to students how that block will be completed as
the unit progresses.
Definition Purpose
Key Term
Examples Effect on the

American Home Front
Once the sample card has been created, ask each group of students to make their own
cards for the terms relating to the effects of World War II on the American home front.
Each group will work on their assigned terms. Allow each group to review its words and
to hold each other accountable for accurate information on the cards. Once the group has
had time to review their words, have them exchange their vocabulary cards with another
group. Continue exchanging until all groups have manipulated all the vocabulary cards.

The vocabulary cards will then be displayed on a “Word Wall” in the classroom.
Students will be allowed to refer to the Word Wall throughout the unit for review.
Websites such as the following offer collections of information and ideas for simulations
and activities:
 http://library.thinkquest.org/15511/
 http://www.teacheroz.com/WWIIHomefront.htm
 http://www3.bfn.org/t/tvh.bfn.org/
 http://www.eyewitnesstohistory.com/w2frm.htm
 http://www.nationalww2museum.org<http://www.nationalww2museum.org
Using different resources (e.g., WWII veterans, local people who experienced life in
America during WWII, pictures, film clips, articles, anecdotes, songs) have students
portray life on the American home front during World War II. Special attention should be
focused on Louisiana’s unique contribution to the war effort (e.g., Higgins Boats in New
Orleans). Have students create a political advertisement or cartoon (propaganda) to either
support or oppose the effects of World War II on the lives of Americans on the home
front. Have students briefly explain their product, then display their work.
Websites that contain posters from WWII:
 http://images.library.uiuc.edu:8081/cdm4/results.php?
CISOOP1=any&CISOFIELD1=CISOSEARCHALL&CISOROOT=/tdc&CISOB
OX1=World&CISOSTART=11,201
 http://www.library.northwestern.edu/otcgi/digilib/llscgi60.exe?
QUERY=jpeg&REGION=M8561Z&db=2&SIZE=10&SORTBY=M260C
 http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_persuasion_h
ome.html
Have students debate whether or not the United States was right to create internment
camps for Japanese Americans (Nicei). Have them create a pro and con list about
Japanese internment and then explore the consequences of the decision to do so. Ask
students to compare and contrast present events or ideas concerning similar issues,
actions, or trends in U.S. history.
Activity 12: Course of WWII (GLEs: 7, 40)
Materials List: chart paper or newsprint, books, encyclopedia, Internet access—optional
Have students make a display of newspaper headings that might have been used in U.S.
papers before and during WWII on chart paper or newsprint. Headlines might include
such topics as the invasion of Poland, blitzkrieg, total war, scorched earth policy,
kamikaze, island hopping, atomic warfare, Axis/Allied Powers, resistance movements

(e.g., France), and significant battles of World War II (e.g., the Fall of Paris, Battle of
Britain, Pearl Harbor, Stalingrad, El Alamein, Invasion of Sicily, Coral Sea, Midway,
Guadalcanal, Okinawa, Normandy, Battle of the Bulge, Berlin, Hiroshima and Nagasaki).
Post these displays for class discussion.
Hold a class discussion in which students are asked to identify and discuss the course of
the war through the display of newspaper headings.
Activity 13: War Trials (GLEs: 2, 9, 42)
Materials List: World War II War Trials BLM, primary and secondary sources (books,
encyclopedia, Internet access—optional)
reliable Internet resources) to examine the Nuremburg Trials and the Japanese War Trials.
Use a process guide strategy (view literacy strategy descriptions) to help students
assimilate, think critically about, and apply new knowledge concerning the war trials.
(See the World War II War Trials BLM.)
The War Trials:
When were the trials held?
Ask students to work with a partner to fill in the guide, and then to share their findings.
Engage the class in a discussion of the war trials that were a result of World War II.
Students should be able to discuss how these trials held Axis leaders responsible for
actions in wartime. Then, have them find examples of similar trials after recent conflicts
(e.g., the trials of Slobodan Milosevic, Manuel Noriega, and Saddam Hussein) and
explain why these trials were held.
Activity 14: Aftermath of WWII (GLEs: 4, 42)
Materials List: chart paper or newsprint, books, encyclopedia, Internet access—optional
Have students use books, class lectures, encyclopedias, and reliable Internet resources to
find information about the aftermath of WWII (e.g., occupation of defeated powers,
formation of United Nations, G.I. Bill/Servicemen’s Readjustment Act, Cold War).
Students will create cause and effect graphic organizers (view literacy strategy
descriptions) that explain or analyze the consequences of World War II in terms of its
impact on the United States and the world. Post these displays around the classroom.

Engage the class in a discussion of the consequences of World War II and its impact on
the United States and as a total world war.
Sample Assessments
General Guidelines

 Teachers should use a variety of performance assessments to determine student
understanding of content.
 Teachers should select assessments that are consistent with the types of products
that result from the student activities.
students.
the following:
General Assessments
 Have students create posters or storyboards that present a visual history of the
course of WWII.
 Have students create their own questions about the origins of WWII and then have
the students answer these questions.
 Have students create journal entries, songs, posters, or slogans that relate to WWII
and the home front.
 Have students create radio broadcasts or announcements that pertain to important
battles or events that occurred during WWII.
 Have students create a timeline of key events from 1941 to 1945. Students should
label political events on the topside of the timeline and military events on the
underside.
the concept of time and the chronology of historical events.

 Activity 2: Have students explore their own understanding of the WWII dictators
(Stalin, Mussolini, Hitler, Franco, Hirohito/Tojo) by listing the dictators, their
countries, and information students learned about each.
 Activity 4: Have students write a constructive response that states three main
ideas about the change in U.S. foreign policy from the late 1930s to the early
1940s.
 Activity 8: Have students submit their timelines. Assess the timelines for the
accuracy of the information presented.
 Activity 10: Students will use their historical imagination to write a diary entry in
which they describe what they would have heard, seen, and smelled in one of the
death camps.
 Activity 14: Have students brainstorm facts that they learned about the aftermath
of WWII. Students will use these facts and terms to write a short essay.

U.S. History
Unit 8: The Cold War (1945–1990)
Time Frame: Approximately four weeks
Unit Description
This unit focuses on the reasons for the Cold War and its impact on the United States and
the world.
Students understand the causes of the Cold War and the conflicts and tensions that
resulted from the spread of Communism. Students describe how the Cold War affected
American society and domestic policy. Students use historical thinking skills to analyze
the point of view of a Cold War figure or group. Students analyze information on Cold
War issues that represent change and continuity in U.S. history. Students explain the
reasons for the end of the Cold War and its impact on the world.
Guiding Questions
1. Can students analyze change and continuity over time based on information
in stimulus material?
2. Can students analyze the point of view of a historical figure or group in U.S.
history?
3. Can students explain the consequences and impact of World War II?
4. Can students explain the spread of Communism after World War II and its
impact on U.S. foreign policy?
5. Can students explain the conflicts that resulted from Cold War tensions and
the effect the Cold War had on American society and domestic policies?
6. Can students explain the reasons for the end of the Cold War and the impact it
had on America and on the world?

1. Construct a timeline to explain and historical periods in U.S. history (H-1A-
H1)
U.S. HistoryUnit 8The Cold War (1945–1990) 89


1A-H2)
1A-H2)
13. Analyze source material to identify opinion or propaganda and persuasive
techniques (H-1A-H4)
(H-1A-H4)
42. Explain the consequences and impact of World War II (e.g., Cold War, United
Nations, Baby Boom) (H-1B-H13)
43. Analyze the spread of Communism after World War II and its impact on U.S.
foreign policy (H-1B-H14)
44. Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War,
Korean War) (H-1B-H14)
45. Describe the impact of the Cold War on American society and domestic policy
(e.g., McCarthyism, Space Race) (H-1B-H14)
46. Analyze the reasons for the end of the Cold War and its impact on the world
today (H-1B-H14)
Sample Activities
Activity 1: The Cold War and Communism (GLEs: 9, 18, 42, 44)
Materials List: Key Concepts Chart BLM, Types of Wars BLM, Cold War BLM, primary
and secondary sources (books, encyclopedias, Internet access—optional)

these concepts using a chart. Ask students to rate their understanding of a word using a +
for understanding, a √ for limited knowledge, or a - for lack of knowledge. Throughout
the unit students will refer to this chart to add information as they gain knowledge of
these key concepts. The goal is to replace all the check marks and minus signs with a plus
sign. (See the Key Concepts Chart BLM and sample below.)
Assessment on pages 42 and 43. This guide may be found at the following website:
http://www.louisianaschools.net/lde/uploads/9850.pdf

United The Allies formed this “The World Police”
Nations organization to promote Based in New York City. The
peace following World War U.N. protects human rights and
II. promotes respect for
international law.
After completing all of the activities in this unit, have students refer back to their
have changed.
Have students use primary and secondary sources (textbooks, encyclopedias, and reliable
Internet resources) to find information on the Cold War.
Information on “cold wars,” “warm wars,” and “hot wars” may be found on the following
websites:
 http://www.historylearningsite.co.uk/what%20was%20the%20cold%20war.htm
 http://ns.goobergunch.net/wiki/index.php/Warm_War
Students will use the split-page notetaking strategy (view literacy strategy descriptions)
to examine the differences between a cold war, warm war, and hot war. (See Types of
Wars BLM and the sample below.)
Students will use one column to record the questions and the other to record the answers.
As students read the material they will record the answers or notes about their findings
beside each question.
Time: 1945-1990 Topic: Types of Wars
What is a cold war?
Give an example of a cold

war.
Hold a class discussion in which students are asked to identify and discuss the differences
between the three different types of wars.

critically about, and apply new knowledge concerning the Cold War (see the Cold War
BLM).
What is a cold war?
Contrast a cold war to a hot war.
their findings. Engage the class in a discussion of the conflicts that resulted from Cold
War tensions. Have students explain how the Cold War was a consequence of World War
II. Ask students to use the brainstorming strategy (view literacy strategy descriptions) to
list the reasons for the beginning of the Cold War. Have them investigate other
consequences of World War II (e.g., United Nations, Baby Boom).
Activity 2: Free World and Communist Divisions (GLEs: 3, 15, 42, 43)
Materials List: outline maps of Europe and the world from 1945-1990, secondary sources
Have students construct maps of Europe and the world, illustrating the division of the
world into the free world and communist world camps from 1945–1990. Ask students to
indicate on their maps the spread of communism during that period. Their map keys
should indicate the nations that were members of U.S.-supported NATO, SEATO, and
ANZUS alliances that encircled the USSR and China. Map keys should also indicate
which nations were part of the Soviet-backed Warsaw Pact, behind the Iron Curtain, and
members of the Soviet bloc.
Outline maps showing the free world and communist holdings may be found on the
following websites:
http://www.cnn.com/SPECIALS/cold.war/
http://users.erols.com/mwhite28/coldwar1.htm
http://users.erols.com/mwhite28/coldwar3.htm
http://www.cnn.com/SPECIALS/cold.war/kbank/maps/
Have students locate maps of Europe and the world today. Ask them to label the countries
that are no longer part of the Soviet bloc. Map keys should indicate the changes that have
occurred since 1990.

Hold a class discussion in which students explain and analyze the changes that have
occurred on their maps.
Activity 3: U.S. Foreign Policy (GLEs: 2, 7, 17, 43, 44)
Materials List: American Foreign Policy BLM, Cold War Key Concepts Vocabulary
Cards BLM, secondary sources (books, encyclopedias, Internet access—optional), 3x5
index cards
Organize the class into groups of two and assign each group a U.S. foreign policy.
Students will use their textbooks, teacher handouts, or online resources to research and
analyze the spread of communism after World War II in terms of its impact on U.S.
foreign policy (Marshall Plan, Truman Doctrine, Eisenhower Doctrine, United Nations,
Gulf of Tonkin Resolution, and War Powers Act). Students will report on the U.S.
response to the spread of communism.
To present their findings, have the students complete a RAFT writing activity (view
literacy strategy descriptions). RAFT writing options will be assigned according to the
foreign policy assigned. See the American Foreign Policy BLM and sample below.

Option 1 News Reporter United States Front Page Marshall Plan
Newspaper Newspaper
Readers Article
After completing the writing assignments, have students share their information through a
anchors from each of the six options on the American Foreign Policy BLM. Have a
representative from each group read their article. Since this will be done with a live
audience, leave time for audience questions.
reliable Internet resources) to analyze various conflicts that resulted from cold war
tensions. Have students create vocabulary cards (view literacy strategy descriptions) to
develop and summarize knowledge of the following Cold War key concepts: domino
theory, containment policy, Berlin Crisis (Berlin airlift, Berlin Wall), Korean Conflict,
Cuban crises (Bay of Pigs, Cuban Missile Crisis), Vietnam War, and Middle East
conflicts. Distribute 3x5 inch index cards to each student for each key term and ask them
to follow directions in creating the cards. On the board write the key concept in the
middle of the card. Guide students to provide a definition and have them write it in the
appropriate space. Ask students to list information that they have learned about the term,
and write this in the appropriate place. Guide students to do the same steps with the other
key concepts (see the Cold War Key Concepts BLM). Invite observations from students
and discuss their findings with the class. Compare student findings. Some teacher
guidance may be needed.

Definition Purpose
Key Concept Term
Example Information
Activity 4: World Leaders (GLEs: 4, 6, 14)
Materials List: secondary sources (books, encyclopedias, Internet access—optional)
Internet resources) to find information about important world leaders. Have students
work in pairs and assign one of the following world leaders to each group:
 Joseph Stalin
 Harry S Truman
 Nikita Khrushchev
 Leonid Brezhnev
 Dwight D. Eisenhower
 John F. Kennedy
 Lyndon Johnson
 Richard Nixon
 Gerald Ford
 James (Jimmy) Carter
 Ronald Reagan
 George H.W. Bush
Students are to research their assigned leader and describe the major events and
accomplishments of his leadership. After completing a brief biographical analysis of this
figure, the pairs should craft a political cartoon that best represents their political figure
and their opinion of that figure. Have them present these cartoons, along with the brief
biographies, for their classmates to interpret.

To conclude this lesson, have students participate in the Professor Know-It-All activity
(view literacy strategy descriptions). Arrange students in groups of three to review
information on the world leaders. Instruct the groups that they will be called on randomly
to provide expert answers to questions from their peers about this content. Each group
should generate three-to-five questions about the content they might anticipate being
asked and that they can ask other experts. The teacher will invite one group to the front.
They will face the class and invite questions from the other groups. The groups should
have been encouraged to ask both factual and higher level questions that could challenge
the experts. The know-it-alls are encouraged to collaborate and agree before answering.
Groups should change places after five minutes of questioning and answering.
Activity 5: The USSR and the United States in Africa, Asia, and the Middle East
(GLEs: 2, 9, 15, 44)
Materials List: The USSR and the U.S. in Asia Discussion Guide BLM, primary and
— optional
Have students create a pictorial map showing Post-World War II conflicts: Chinese
Revolution (Sun Yat-sen, Mao Zedong, Chiang Kai-shek), Korean Conflict (The
Forgotten War), Cambodia, Laos, North and South Vietnam, Angola, Belgian Congo,
South Africa, and Algeria.
read and learn about conflicts that resulted from Cold War tensions in Asia. Ask the
students to analyze the conflicts that resulted from these Cold War tensions.
Students are asked to use the brainstorming strategy (view literacy strategy descriptions)
to make a list of questions before reading.
Students will work in groups of four to read a short selection on one of the Cold War
conflicts using primary and secondary sources such as books, encyclopedias, or reliable
Students will use the following process for comprehension: questioning, clarifying, and
predicting. Students will complete the USSR and the U.S. in Asia Discussion Guide (see
this BLM and the sample below) as they read the selections.
Conflict
Title of Reading Selection:
Prediction:

Have students share their findings with the class. Compare historical conflicts in terms of
similar issues, actions, or trends. The teacher should record the feedback and lead the
class in a discussion of the findings.
Activity 6: The U.S. in Latin America (GLEs: 1, 4, 7, 15, 43)
Materials List: chart paper, markers, outline map of Cuba, secondary source documents
(books, encyclopedias, and reliable Internet resources)
Internet resources) to find information about Cuba. Have students create a timeline
concerning Cuba that outlines Cold War events.
Cold War timelines may be found on the following websites:
http://www.cnn.com/SPECIALS/cold.war/timeline/frameset.html
http://library.thinkquest.org/10826/timeline.htm
http://faculty.washington.edu/qtaylor/a_us_history/cold_war_timeline.htm
Events may include:

 Fidel Castro overthrowing Fulgencio Batista
 Communist takeover
 Bay of Pigs
 Cuban Missile Crisis
Highlight events on a map of Cuba.
Outline maps of Cuba may be found on the following website:

http://geography.about.com/library/blank/blxcuba.htm
Have students explain why the USSR and the United States engaged in a confrontation
over the placement of missiles in Cuba. Have students consider the United States’ current
relationship with Cuba—does it represent continuity or change?
Activity 7: The Cold War in America (GLEs: 4, 7, 9, 13, 17, 45)
Materials List: Propaganda Techniques BLM, chart paper, primary and secondary sources
(books, encyclopedias, Internet access—optional), photos of Cold War events in America
Have students use their textbooks, encyclopedias, and reliable Internet resources to read
about Joseph McCarthy (McCarthyism) and the Red Scare. Have the students complete a
graphic organizer in which they identify the causes and effects of McCarthyism.
Using the brainstorming strategy (view literacy strategy descriptions), hold a class
discussion that addresses the Anti-Communist fear that gripped the country and the
events that were a result of this fear.

Have the students write a summary of the Red Scare explaining this period in history. The
summary should also examine the various groups that were targeted.
Have students locate photos or textual clues that identify specific Cold War issues that
permeated American culture (e.g., the impact of the atomic bomb and nuclear weapons,
the Space Race, military expenditures, McCarthyism, the Red Scare). Using a variety of
websites or books, have students examine the effects of the Cold War on American
society and domestic policy. Have the students gather and identify pictures, then match
the pictures to the specific Cold War issue. Have the class create a pictorial chart for each
Cold War effect on American society and domestic policy.
Have students share their findings with the class. Compare photos in terms of similar
issues, actions, or trends. The teacher should record the feedback and lead the class in a
discussion of the findings.
Have students locate political propaganda posters used in both the Soviet Union and
Russia.
Information on Soviet political propaganda posters may be found on the following

websites:
http://eng.davno.ru/posters/
http://www.hoover.org/hila/collections/5441301.html
http://www.internationalposter.com/country-primers/soviet-posters.aspx
http://www.englishrussia.com/?p=316
http://www.pbs.org/redfiles/prop/deep/prop_deep_biblio.htm
Students will analyze this source material to identify opinion or propaganda and the
persuasive techniques used.
Using the brainstorming strategy (view literacy strategy descriptions), hold a class
discussion pertaining to the issue of Soviet political propaganda. Ask the students to
identify the types of propaganda that are displayed in the posters.
Working in pairs, have students complete a word grid (view literacy strategy
descriptions) clarifying the different types of propaganda. Word grids help students learn
important concepts related to key terminology by delineating their basic characteristics in
relation to similar terms. Having a deeper knowledge of the meaning of key terms
enables students to understand the application of the vocabulary in its historical use. The
most effective word grids are those students create themselves, but they should start with
the Propaganda Techniques Word Grid BLM. As students adjust to using word grids, the
teacher should encourage them to create their own word grids. Students should place a
“yes” or “no” in each column for each characteristic. Allow time for students to quiz
each other over the information on the grids in preparation for tests and other class
activities. See the Propaganda Techniques BLM and sample below.

Basic Bandwagon Testimonial/ Plain Card Transfer/ Glittering Name

Characteristics Endorsement Folks Stacking Association Generalities Calling
Poster #1
Poster #2
Activity 8: The End of the Cold War (GLEs: 7, 9, 17, 46)
Materials List: The End of the Cold War BLM, primary and secondary sources (books,
Have students read about the internal problems that caused the collapse of the Soviet
Union in their textbooks, teacher handouts, or online resources. As the students read,
have them use the split-page notetaking strategy (view literacy strategy descriptions) to
identify and explain these internal problems. Such problems should include the
deteriorating infrastructure, unequal distribution of wealth, censorship of spoken and
written word, demoralization of the military, need for restructuring of the economy, etc.
Using The End of the Cold War BLM, have students write a summary of the internal
problems that caused the collapse of the Soviet Union. (See this BLM and the sample
below.) The summary should analyze the reasons for the end of the Cold War and
examine its impact on the world today from an American perspective. Have the students
present their summaries. Include a discussion of whether the U.S. “won” the Cold War or
the U.S.S.R. “lost” it.
Date: Topic: The End of the Cold War
Reasons for the collapse of the

Soviet Union and the end of the
Cold War:
Have students create posters that present a visual history of the fall of communism and
disarmament. Students will present their posters to the class. The posters will be
displayed around the classroom or in the hallway, if feasible.

Activity 9: The Peace Corps (GLEs: 7, 9, 17, 45)
Materials List: J.F.K.’s Foreign Aid Policies BLM; posters, markers, or colored pencils;
Have students read about the Kennedy administration’s Cold War foreign aid policies in
their textbooks, teacher handouts, or online resources. One such foreign aid policy
involved the creation of the Peace Corps.
Have the students visit the following Peace Corps website to find information on this
organization:
http://www.peacecorps.gov
As the students read, have them complete a graphic organizer (view literacy strategy
descriptions) in which they identify and explain the foreign aid policies of the Kennedy
administration. (See J.F.K.’s Foreign Aid Policies BLM and the sample below.)
Kennedy’s Foreign Aid Policies:
Peace Corps:
If possible, invite a former Peace Corps worker to speak to the class about his/her
experiences in that organization.
Have students create a recruitment poster for John F. Kennedy’s Peace Corps. Have
students share their work in class as the basis for a discussion of the Kennedy Cold War
foreign policy.
Sample Assessments
General Guidelines

students.


the following:
General Assessments
 Have students create a chart that lists the presidents and the major issues and
achievements that occurred during their administrations (Harry S. Truman,
Dwight D. Eisenhower, John F. Kennedy, Lyndon Johnson, Richard Nixon,
Gerald Ford, Jimmy Carter, and Ronald Reagan).
 Have students analyze information from primary source documents from the Cold
War Period (Bay of Pigs, Cuban Missile Crisis, Berlin Airlift, Berlin Wall, Korean
Conflict, or Vietnam War). Students will write a short descriptive paragraph in
which they report their findings.
 Have students choose four people that they feel made an impact during the Cold
War Period. Students will identify the four people and give reasons why these
people were chosen.
 Have students create a timeline of key events from 1945 to 1990. Students should
label political events on the topside of the timeline and military events on the
under side. Students will use the timeline to write news headlines for the Cold
War Period.
the concept of time and chronology of historical events.
 Activity 3: Have students make a chart in which they create newspaper headlines
concerning major Cold War events and list the date that each event occurred. Such
headlines should include the Berlin Airlift, Berlin Wall, Marshall Plan, Truman
Doctrine, Eisenhower Doctrine, domino theory, containment policy, and nuclear
development. See the Cold War Events BLM.
 Activity 4: Have the students create a timeline of world leaders and important
events that happened during their time in office.
 Activity 6: Have students use chart paper and markers to create a graffiti wall.
Students will draw symbols or write messages that depict what they learned about
the events that occurred between the USSR and the U.S. during the Cold War.

 Activity 7: Have students create cartoons that depict what they learned about
McCarthyism and the Red Scare.

U.S. History
Unit 9: A Time of Upheaval (1954–Present)
Time Frame: Approximately 5 weeks
Unit Description
This unit focuses on the effects of cultural and political changes on life in the United
States.
Students understand that cultural and political conflict and change emanated from the
Civil Rights Movement and crises in the American political system. Students identify key
figures and construct a narrative summary of a major civil rights speech. Students
develop and defend a position on challenges to the American political system. Students
use a timeline to explain continuity and change in American civil rights over time.
Guiding Questions
1. Can students construct a narrative summary of a historical speech or address?

2. Can students explain the impact of post-World War II domestic policies on life
in the United States?
3. Can students identify the primary leaders of the Civil Rights Movement and
describe major issues and accomplishments?
4. Can students identify and describe social changes during the 1960s?
5. Can students analyze the conflicts that resulted from Cold War tensions?
6. Can students describe the effects of Watergate on the United States and its
political system?
7. Can students evaluate various means of achieving equality in political rights?
8. Can students identify and describe the social and cultural changes from the
1960s to the present?
9. Can students analyze contemporary issues in American society and suggest
alternative solutions?

(H-1A-H1)
U.S. HistoryUnit 9A Time of Upheaval (1954–Present) 102


(H-1A-H2)
1A-H2)
1A-H2)
contemporary issue, and evaluate their positive and negative implications (H-
1A-H4)
44. Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War,
Korean War) (H-1B-H14)
47. Explain the impact of post-World War II domestic policies on life in the United
States (e.g., the Great Society) (H-1B-H15)
48. Identify the primary leaders of the Civil Rights Movement and describe major
issues and accomplishments (H-1B-H15)
49. Describe the effects of Watergate on the United States and its political system
(H-1B-H15)
50. Identify and describe the social and cultural changes from the 1960s to the
present (e.g., Women’s Movement) (H-1B-H15)
51. Evaluate various means of achieving equality of political rights (e.g., civil
disobedience vs. violent protest) (H-1B-H15)
54. Analyze contemporary issues in American society and suggest alternative
solutions (H-1B-H17)
Sample Activities
Activity 1: Civil Rights in Context (GLEs: 1, 3, 4, 6, 48, 50)
Materials List: Key Concepts Chart BLM, Disenfranchisement BLM, copies of the Civil
Rights Act of 1964, copies of the Voting Rights Act of 1965, chart paper, markers,

Assessment on pages 42 and 43. This guide may be found at the following website:
http://www.louisianaschools.net/lde/uploads/9850.pdf
have changed.
Have students create a timeline of important civil rights events that occurred from the
1870s to the present and post it in the room for reference. The timeline should provide a
basis for a discussion in which students analyze and explain each historical period
through the specific events. This should provide a context for the culture in which the
Civil Rights Movement occurred and help explain the results of the movement.
Important civil rights events, personalities, and legislation should include:
 Jim Crow laws

 Plessy v. Ferguson
 Booker T. Washingon
 W.E.B. DuBois
 George Washington Carver
 Martin Luther King, Jr.
 Rosa Parks
 Malcolm X
 Jessie Jackson
 National Association for the Advancement of Colored People (NAACP)
 Black Panthers
 Southern Christian Leadership Conference (SCLC)
 Nonviolent protests/civil disobedience
 Brown v. Board of Education of Topeka (1954)

 Civil Rights Act of 1964

 Voting Rights Act of 1965
As the students study and learn information about these people, events, and legislation
have them add information to the timeline.
concept of time and the chronology of historical events.
sources (textbooks, encyclopedias, and reliable Internet resources) to find information
about the various ways the southern states disenfranchised or did away with the voting
rights of African Americans. The students will use the split-page notetaking strategy
(view literacy strategy descriptions) to identify the ways in which African Americans lost
their right to vote. Students will use the Disenfranchisement BLM to analyze the
following methods used to disenfranchise African Americans following the end of
Reconstruction:
 grandfather clause
 literacy tests
 poll taxes
 white primaries
As students read the material, they will record the answers or notes on their findings
beside each question. (See the Disenfranchisement BLM and the sample below.) Students
can use their notes to study for a future test. Students may cover one column and use
information in the other column try to remember the covered information.
Disenfranchisement
Area of Abuse: Topic: Civil Rights Violated

Grandfather Clause
Explain the Grandfather
Clause?
A similar investigation should be made by students of literacy tests, poll taxes, and white
primaries.
Distribute copies of the Civil Rights Act of 1964 and the Voting Rights Acts of 1965, and
have the class discuss how this legislation was effective in correcting the injustice of the
disenfranchisement of African Americans.
Websites that contain information about the reversal of disenfranchisement of African

American voters may be found at the following addresses:

Civil Rights Act of 1964:

http://www.ourdocuments.gov/doc.php?flash=true&doc=97
http://usinfo.state.gov/usa/infousa/laws/majorlaw/civilr19.htm
Voting Rights Act of 1965:

http://www.ourdocuments.gov/doc.php?flash=true&doc=100
http://www.usdoj.gov/crt/voting/intro/intro_b.htm
Activity 2: Civil Rights (GLEs: 2, 3, 6, 8, 50, 51)
Materials List: Civil Rights BLM, overhead projector (optional)
Prior to teaching the content on civil rights, do an SQPL (view literacy strategy
descriptions) using the following questions:
 What are the civil rights of all Americans?

 How do civil rights relate to the Bill of Rights?
 How would the loss of one or more of these rights change American lives?
Have students read about the violation of civil rights in the United States. As the students
read, have them complete a graphic organizer (view literacy strategy descriptions) in
which they identify and explain the political, social, and economic consequences of
various types of discrimination toward African Americans, Native Americans, women,
the impaired, the elderly, or foreigners. (See the Civil Rights BLM and the sample
below.)
Groups Experiencing Civil Past Present Discrimination/

Rights Discrimination/Violations Violations
Discrimination/Violations
African Americans
Native Americans
Give students a list of ideas or events from which to select (e.g., access to public
education, right to vote, due process, etc.) and compare and contrast, using the graphic
organizer to organize their thinking.
Ask the students to evaluate and explain various means of achieving equality of political
rights (e.g., civil disobedience versus violent protest). Students should debate when, if
ever, it is appropriate to use violent protest and why.

Activity 3: U. S. Supreme Court Decisions on Racial Segregation (GLEs: 3, 4, 7, 8,

48, 51)
Materials List: Court Decisions BLM, primary and secondary sources (books,
reliable Internet resources) to analyze federal court decisions that led to segregation in the
United States, with particular emphasis on the U. S. Supreme Court ruling in Plessy v.
Ferguson (1896). The students will also locate information on the Supreme Court ruling
in Brown v. Board of Education of Topeka, Kansas (1954), which struck a major blow to
segregation.
critically about, and apply new knowledge concerning the court decisions that led to
segregation and the court decision that reversed it (see the Court Decisions BLM and the
sample below).
Plessy v. Ferguson (1896)
Describe the events that led to Homer Plessy’s arrest in New Orleans.
their findings.
Using their textbooks, have students read information about resistance to school
integration. Readings should include the crisis that occurred in Little Rock, Arkansas, in
September 1959, and the intervention by the federal government in the situation.
Have the class debate the conflict that could result from the states’ rights perspective (that
schools and education are under the control of states) versus the federal civil rights view
(that everyone should have equal access to education).
Activity 4: The Civil Rights Movement (GLEs: 4, 5, 6, 16, 48, 50, 51)
Materials List: Civil Rights Leaders BLM; “I Have a Dream” speech; posters or chart
paper; markers or colored pencils; primary and secondary sources (books, encyclopedias,
Internet access—optional)
Have students groups use primary and secondary source documents (books, encyclopedias,
and reliable Internet resources) to research and report on the accomplishments of primary
leaders in the Civil Rights Movement such as Martin Luther King, Jr., Malcolm X, Rosa
Parks, and Jessie Jackson. Assign each group a different civil rights leader. Have the
groups use a variety of sources and present their research in appropriate format(s) (e.g.,

visual, electronic, written).
Ask the students to complete a word grid (view literacy strategy descriptions) after
viewing the group presentations. Students should place a “yes” or “no” in each column
for each characteristic and give an example/outcome as in the BLM sample below. Allow
time for students to quiz each other over the information on the grids in preparation for
tests and other class activities. See the Civil Rights Leaders BLM and the sample below.
Civil Disobedience Violent Protest and Outcome of Protest

and Example of Example of Protest
Protest
Martin
Luther King,
Jr.
Based on information gathered through teacher lecture and/or student research, have the
students create visuals depicting activities that portray a visual history of the Brown v.
Board of Education of Topeka decision, the Montgomery Bus Boycott, or the Black
Power Movement.
Have students construct a narrative summary of the I Have a Dream speech delivered by
Dr. Martin Luther King, Jr., in Washington, D.C., in 1963. Ask them to explain how his
speech (and other similar speeches) helped to shape racial policies implemented by the
federal government, as well as race relations throughout the country.
Martin Luther King, Jr.’s I Have a Dream speech may be found on the following
websites:
http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
http://www.usconstitution.net/dream.html
Activity 5: Civil Rights, Civil Disobedience? (GLEs: 2, 4, 5, 16, 18, 51)
Materials List: Non-Violent Protests BLM, Civil Rights and the Presidents BLM, primary
and secondary sources (books, encyclopedias, Internet access—optional)
Internet resources), students will read about the non-violent protest that occurred during
the Civil Rights Movement. Students will analyze the causes and effects of these
historical U.S. events. The lunch counter sit-ins, Freedom Riders, picketing of businesses
that practiced racial discrimination in employment, and the 1963 March on Washington
are examples of non-violent protests.
Using the RAFT writing (view literacy strategy descriptions) activity, have students write
a brief rationale explaining what they learned about non-violent protests. Students will
assume the role of a newspaper reporter during the Civil Rights Movement. They will

write a newspaper article in which they write a narrative account as a witness to a non-
violent protest. (See the Non-Violent Protests BLM and the sample below.)

Response
Regional Subscribers Newspaper Lunch counter
newspaper article sit-ins
reporter during
the Civil Rights
Movement
Organize the class into groups of two. Have students use primary and secondary sources
(books, encyclopedias, and reliable Internet resources) to find information on the roles of
Presidents Dwight Eisenhower, John Kennedy, Lyndon Johnson, and Richard Nixon as
they impacted the Civil Rights Movement. The students will use the split-page
notetaking strategy (view literacy strategy descriptions) to summarize the major events
and accomplishments of these presidents (see the Civil Rights and the Presidents BLM
and the sample below).
President: Topic: Major Events and Accomplishments
Identify and explain a major

civil rights event that occurred
during the administration of
this president.
posters, or various other visual presentations. Students can use their notes to study for a
future test. Students may cover one column and use information in the other column to
try to remember the covered information.
After all the presentations, use the brainstorming strategy (view literacy strategy
descriptions) to create a list of the major civil rights events and accomplishments of
presidents Eisenhower, Kennedy, Johnson, and Nixon.

Activity 6: Assassinations during the Civil Rights Era (GLEs: 11, 18, 48)
optional)
To help students learn about and comprehend text, have them do a DR-TA activity (view
literacy strategy descriptions). Using the text or other reading sources from the Internet
on the assassinations during the Civil Rights Era (e.g., John and Robert Kennedy,
Malcolm X, and Martin Luther King, Jr.), take students through the following steps:
1. Introduce background knowledge. Begin the lesson with a discussion about the
assassinations that occurred in the United States during the Civil Rights Era in the
1960’s.
2. Make predictions. Ask students to think about the Civil Rights Movement, the
assassinations that occurred during this era, and predict what they might discover
as they read the selection. Lead the students to think about how race relations
might have changed if these men would have survived assassination attempts.
Record their ideas on the board. Have students write their predictions in their
learning log (view literacy strategy descriptions).
3. Read a section of text, stopping at predetermined places to check and revise
predictions. Ask students to reread their predictions. Let them know they should
change their predictions, if necessary, and cite new evidence for doing so. Repeat
this cycle several times as students read through the text on the assassinations that
occurred during the Civil Rights Era. Key questions to consider are:
 What have you learned so far from your reading?
 What do you expect to read next?
4. Once the reading has been completed, use student predictions as a discussion tool.
Ask students to reflect on their original predictions and track their changes as they
read. Students should write statements pertaining to the assassinations that
occurred during the Civil Rights Era in their learning logs. Ask students to
evaluate the positive and negative implications of their predictions.
Website Resources:
John F. Kennedy:
http://www.jfklibrary.org/
http://www.archives.gov/research/jfk/
Robert Kennedy:
http://teachingamericanhistorymd.net/000001/000000/000090/html/t90.html
http://www.robertfkennedylinks.com/assassination.html
Malcolm X:
http://www.criticalreading.com/malcolm.htm
http://www.columbia.edu/cu/ccbh/mxp/assassination.html

Martin Luther King:

http://www.thekingcenter.org/
http://news.bbc.co.uk/onthisday/hi/dates/stories/april/4/newsid_2453000/2453987.stm
of four. On a sheet of paper, ask the first student in each group to write the opening
sentence of a story chain in which the students begin the story imagining what life would
be like in the United States if these civil rights leaders had not been assassinated. The
student then passes the paper to the student sitting to the right, and that student writes the
next sentence in the story. The paper is passed again to the right to the next student who
writes a third sentence of the story. The paper is passed to the fourth student who must
complete the story. Encourage students to add information to the story that is relevant to
the content information. Conclude the activity by having students read the final version of
the story chain to the class and correct any discrepancies. Some teacher guidance may be
needed.
Activity 7: The Women’s Movement (GLEs: 3, 4, 6, 48, 50)
Materials List: Women’s Rights BLM, primary and secondary sources (books,
encyclopedias, Internet access—optional), overhead projector (optional)
Before reading about and researching the Nineteenth Amendment, which gave women the
right to vote, have students generate questions they have about the Nineteenth
Amendment by responding to a SQPL prompt (Student Questions for Purposeful
Learning) (view literacy strategy descriptions). Write the SQPL prompt below on the
board or on chart paper:
The goal of the women’s liberation movement was to gain full equality
for American women. The Civil Rights Act of 1964 banned job
discrimination on the basis of sex as well as race. This act aided the
feminist movement.
Ask the students to work in pairs and to think of one good question they have about the
feminist movement based on the SQPL prompt. Ask the students to share their questions
and to write them on the board or chart paper. Any question asked more than once should
be marked with an asterisk to signify that it is an important question. The teacher should
add additional questions to the list, if there are gaps. Keep the questions posted
throughout the study of the feminist movement. Students should be able to describe the
challenges that women face as well as the accomplishments made by women since the
1960s.
The students are now ready to find the answers to their questions. As content is covered,
stop periodically so groups can reconvene to determine if their questions have been
answered.

Tell students to listen carefully for the answers to their questions as the feminist
movement is studied. Stop whenever information is presented that answers one of the
student-generated questions and ask students if they heard the answer to any of their
questions. Allow students to confer with a partner before responding. Continue the
process until all information about the feminist movement has been presented. Go back
and check which questions may still need to be answered. Remind students they should
ask questions before learning something new, then listen and look for the answers to their
questions.
Have students select one of the topics and work in groups of two, using primary and
secondary source documents (textbooks, encyclopedias, and reliable Internet resources)
to research and analyze the history of the feminist movement in the United States. Have
students identify areas where women are still not completely equal to men in U.S. society
(e.g., employment, salaries, benefits, court system, etc.).
For additional information on the women’s movement, see Women’s History in America,
presented by the Women’s International Center:
http://www.wic.org/misc/history.htm
Have students construct a graphic organizer (view literacy strategy descriptions) in

which they explain what the short-term and long-term results of the Nineteenth
Amendment and the Civil Rights Act of 1964 were for women. See the Women’s Rights
BLM and the sample below.
Amendment/Act Short-Term Result Long-Term Result

Nineteenth Amendment
Civil Rights Act of 1964
Have pairs of students share their findings with the entire class. The teacher should
record the feedback on the board or overhead projector and lead the class in a discussion
of the findings.
Students should then list changes in the status of women in American society from the
1960s to the present. Have the students respond to the following questions:
 Why is it taking so long for women to achieve equal status with men?
 How does religion impact the role of women in America and in the world?
Activity 8: The Great Society (GLEs: 7, 9, 16, 47)
Materials List: Lyndon Johnson’s Great Society speech of 1964, Great Society BLM,
Ask students to read and construct a narrative summary of Lyndon Johnson’s Great

Society speech (1964). This speech can be found at:

http://coursesa.matrix.msu.edu/~hst306/documents/great.html
Have the students use primary and secondary source readings, the Internet, and class
lectures to examine Lyndon Johnson’s Great Society program. Use the process guide
strategy (view literacy strategy descriptions) to help students assimilate, think critically
about, and apply new knowledge concerning the Great Society and the impact of post-
World War II domestic policies and programs. Such policies and programs should include
Vista, Job Corps, Upward Bound, Head Start, Education, Housing, the War on drugs, and
the War on Poverty.
Ask students to work with a partner to fill in the guide. See the Great Society BLM and
the sample below.
Domestic policies and programs arising from the Great Society:
Program or policy:
Purpose of the program:
Students are then asked to share their findings. Engage the class in a discussion on the
Great Society, including policies on education, housing, employment, health care
(Medicare), antipoverty programs, environment, etc.
Activity 9: Watergate (GLEs: 1, 2, 3, 7, 11, 49, 54)
Materials List: All the President’s Men film (optional), chart paper, markers, primary and
Have the students read an account of the Watergate scandal or watch the film All the
President’s Men. They should be able to explain why President Nixon was about to be
impeached and discuss whether they think he would have been convicted if he had not
resigned.
information about Watergate. SPAWN is an acronym that stands for five categories of
writing options (Special Powers, Problem Solving, Alternative Viewpoints, What If? and
Next). SPAWN prompts are used to help prepare students to learn new information about
a given topic or reflect on what has been learned. Using these categories, students can
create numerous thought-provoking and meaningful prompts related to the topic of the
Watergate Scandal. These prompts should require considered and critical written
responses by students.

Students should receive one prompt on any given day as the topic of the Watergate
scandal is covered. Write SPAWN prompts on the board for students to find as they enter
the classroom, to which they will respond in their learning logs (view literacy strategy
descriptions) before the day’s lesson begins. This kind of writing usually calls for
their thoughts and document what they have learned. In their social studies learning log
students should write their narrative concerning what they learned about the Watergate
Scandal.
S- Special Powers
You have the power to change an event leading up to the Watergate scandal. Describe
what it is that you changed, why you changed it, and the consequences of the change.
We have been studying and researching many key events in history which led to the
Watergate scandal. Describe the beginning of the Watergate scandal. Which event(s) or
factors do you believe motivated the Watergate break-in and cover-up? What methods
were used to cover-up the scandal? How did this cover-up end in the resignation of
President Richard Nixon?
Imagine that you were a “plumber” involved in the Watergate break-in. Write a
description of what happened in the office of the headquarters of the Democratic National
Committee.
W – What if?
What might have happened if the intruders had not been arrested in June of 1972?
N – Next
Once the United States Supreme Court ruled that Nixon had to surrender the requested
tapes of conversations in the White House, and the House of Representatives Judiciary
Committee had recommended that the House vote to impeach the president, what did
President Nixon do next?
learning logs before writing responses, and to record the date. SPAWN writing should be

Have students construct a timeline to explain and analyze the events of the Watergate
scandal. Hold a class discussion on the dates and events listed on the timeline.
Have students explain how Watergate was a test of constitutional law and comment on
the strength of the American constitutional system.
Have students construct a guideline of their expectations for the office of president or
draft a job description for a prospective ideal president. Use this as a tool to have the
students compare Watergate with the impeachment of President Clinton in 1998 and
acquittal in 1999. How are the cases similar and different? Should President Clinton have
been convicted?
Activity 10: The Vietnam Conflict (GLEs: 1, 2, 3, 4, 7, 44)
Materials List: War Powers Act of 1973 BLM, chart paper, markers, primary and
Have students construct a timeline for U.S. involvement in Vietnam. Ask students to
explain and analyze the events of U.S. involvement in Vietnam. Hold a class discussion
on the dates and events listed on the timeline.
read and learn about U.S. involvement in Vietnam. The reciprocal teaching strategy
includes summarizing, questioning, clarifying, and predicting.
The teacher will begin by introducing the comprehension process of summarizing by

sharing several short selections that are found at the beginning of the text or another
primary or secondary source about the U.S. involvement in Vietnam. Work together with
the class to write a summary statement. Write these summary statements on the board and
ask the students to help analyze and revise the statements.
Ask the students the following questions: Why has U.S. involvement in Vietnam been
called a conflict and a war? Which term is most fitting? Why?
Students will work in groups of four to read a short selection on U.S. involvement in
Vietnam from primary and secondary sources such as books, encyclopedias, or reliable
Students will follow this process for each of the comprehension processes: questioning,
clarifying, and predicting. The teacher will state a prediction about the section of the text
that the students are about to read and should write that prediction on the board.
After completion of the reading selection, ask students to discuss how accurate the
prediction was and if it helped guide their thinking while they read. Then, for the next
short reading selection, ask students to make their own predictions. While students are

reading, ask questions to focus attention on important information and ideas concerning
U.S. involvement in Vietnam. Show students how to use the text to clarify confusing
ideas. Ask students to follow the process with a new section of text.
After modeling the reciprocal teaching strategy, have students work in their groups of
four, with each student taking responsibility for one of the comprehension processes.
Select one member in each group to be the questioner, the clarifier, the summarizer, or the
evaluator.
The questioner will ask questions aloud to focus attention on important information and
ideas about U.S. involvement in Vietnam. The clarifier will use the information from the
reading selections and questions asked by the questioner to clarify confusing information.
The summarizer will identify important facts concerning U.S. involvement in Vietman.
The evaluator will explain whether the initial prediction was accurate.
Students should use the brainstorming strategy (view literacy strategy descriptions) to
create a list of opinions about these questions.
Have students use primary and secondary sources (books, encyclopedias, and reliable
Internet resources) to find information that compares American sentiment about Vietnam
at the beginning of the war and at the time of U.S. withdrawal. Have students create a
graphic organizer (view literacy strategy descriptions) that compares WWII and Vietnam
and explains the similarities and differences. Students should explain the similarities and
differences in respect to entrance and exit from both wars, as well as major goals and
strategies in each war. A third column may be added to compare America’s involvement
in Iraq.
Using the RAFT writing (view literacy strategy descriptions) activity, have students write
a newspaper article in which they explain why the president's war making powers should
or should not be curbed or limited. (See the War Powers Act of 1973 BLM and the
sample below.)

Response
Regional Subscribers Newspaper Why
newspaper article should/should
reporter in the not the
1973 president’s
war-making
powers be
curbed or
limited?

Have student groups prepare a formal presentation that they could give to Congress on
what citizens should remember about the nation’s experience in Vietnam and how
officials should use this knowledge in military decision-making today. Students should be
encouraged to compare this military history to current military operations and to make
connections using reliable and balanced sources for their data.
Have students analyze the impact of Vietnam on American willingness to engage in

foreign wars in the future because of fears of another Vietnam. Students will then explain
whether these fears are justified and describe the impact that they have had on U.S.
foreign policy since Vietnam.
Activity 11: Social and Cultural Changes in Post-World War II America (GLEs: 4,
7, 50)
Materials List: Social and Cultural Changes Since World War II BLM, 3x5 index cards,
reliable Internet resources) to examine the social and cultural changes that took place in
post-World War II America. Have students create vocabulary cards (view literacy
strategy descriptions) to develop and summarize knowledge of the following key
concepts: Great Society, war on poverty, baby boom, education and housing,
immigration/migration, war on drugs, minority issues, and women’s issues. Distribute
3x5 inch index cards to each student for each key term and ask them to follow directions
in creating the cards. On the board, write the key concept in the middle of the card. Guide
students in providing a definition, then have them write the definition in the appropriate
space. Ask students to list the purpose of the term, then write this in the appropriate place.
Next, have students list the success(es) and failure(s) of the term, and write this in the
appropriate place. Guide the students to follow the same steps with the other key
concepts (see the Social and Cultural Changes Since World War II BLM and the sample
below).
Purpose Success(es)
Key Concept
Failure(s) Other Information

student findings. Some teacher guidance may be needed. Students should use these
vocabulary cards to study for their tests.
Sample Assessments
General Guidelines

the student activities.
the following:
General Assessment
 Have students participate in a class discussion on the impact of post-World War II

domestic policies on life in the U.S.
 Have students write an essay that describes the social and cultural changes from
the 1960s to the present.
 Have students contribute to a group presentation that analyzes contemporary
issues in American society and suggest alternative solutions.
 Have students create a chart that evaluates the various means that have been used
to achieve equality in political rights.

 Activity 4: Have students create a visual aid, such as a PowerPoint® presentation,

that identifies the primary leaders of the Civil Rights Movement and describes
major issues and accomplishments.
 Activity 6: Students will respond to a photograph of one of the civil rights leaders
who was assassinated during the 1960s. Students will explain what they learned
about the events that led up to the assassination of this leader and the events that
followed the assassination.
 Activity 7: Have students create a cartoon in which they illustrate what they have
learned about the Women’s Movement.
 Activity 9: Have students make a list of insights that they have gained concerning
the effects of Watergate on the U.S. and its political system.
 Activity 10: Have students write letters to the editor expressing the viewpoint of
a Vietnam War protestor, a Vietnam War activist, or a soldier serving in Vietnam.

U.S. History
Unit 10: The United States and the World: Issues and Challenges
(1978–Present)
Time Frame: Approximately five weeks
Unit Description
This unit focuses on historical issues and challenges and their impact on the United States
and the world today.
Students understand the relationship of the United States to nations in the world in a post-
Cold War era. Students identify the reason for necessary shifts in government policy in a
global economy. Students identify and describe ways in which the United States Supreme
Court’s decisions impact political and social institutions. Students explain how domestic
issues and reform movements affect national security and the general welfare. Students
describe the effects of mass media and technology on American society. Students analyze
emerging current issues and suggest alternative solutions.
Guiding Questions
1. Can students evaluate the effects of the mass media on American society?
2. Can students describe the impact of technology on American society?
3. Can students analyze contemporary issues in American society and suggest
alternative solutions?
4. Can students identify recent Supreme Court decisions and describe how they
impact political and social institutions?
5. Can students describe the relationship of the United States and nations of the
world in the post-Cold War era?
6. Can students identify recent trends in the U.S. economy and explain shifts in
government policy designed to address them?
7. Can students identify and explain domestic issues and reform movements?
8. Can students evaluate and use multiple primary or secondary materials to
interpret historical facts, ideas, or issues?
U.S. HistoryUnit 10The United States and the World: Issues and Challenges 120

(H-1A-H1)
(H-1A-H2)
(H-1A-H2)
52. Evaluate the effects of the mass media on American society (H-1B-H16)
53. Describe the impact of technology on American society (H-1B-H16)
54. Analyze contemporary issues in American society and suggest alternative
solutions (H-1B-H17)
55. Identify recent U.S. Supreme Court decisions and describe how they impact
political and social institutions (e.g., presidential election of 2000) (H-1B-H17)
56. Describe the relationship of the United States and nations of the world in the
post-Cold War era (e.g., Middle East conflicts, U.S. peace keeping) (H-1B-
H18)
57. Identify recent trends in the U.S. economy and explain shifts in government
policy designed to address them (e.g., NAFTA, global economy) (H-1B-H18)
58. Identify and explain domestic issues and reform movements (e.g., terrorism,
energy, environment, war on drugs, education) (H-1B-H18)
Sample Activities
Activity 1: Contemporary Issues–Decade Project (GLEs: 1, 2, 3, 4, 5, 9, 15, 18, 58)
Materials List: Key Concept Chart BLM; Decades BLM; primary and secondary sources
(books, encyclopedias, Internet access—optional); chart paper, and markers; overhead
projector (optional); Inspiration© (optional)
these concepts using the chart. Ask the students to rate their understanding of a word
using a + for understanding, a √ for limited knowledge, or a - for lack of knowledge.
Assessment on page 43. This guide may be found at the following website:
http://www.louisianaschools.net/lde/uploads/9850.pdf, page 4-43
have changed.
Organize the class into different groups. Assign each student group a decade (1970s to
2000s). Have students use primary and secondary source documents (textbooks,
encyclopedias, and reliable Internet resources) to examine and gather information about
the events that occurred during their decades. Students should use a variety of resources
and cover the following topics:
 Seventies: Richard Nixon, 26th Amendment, Nixon’s China visit, détente,
SALT, Peace with Honor, immigration, Kent State, Roe v. Wade, ERA, Skylab,
Watergate, Gerald Ford, fall of South Vietnam, arms race, drugs, Bicentennial,
Jimmy Carter, oil crisis, Ayatollah Khomeini, Camp David Accords, Iranian
hostage crisis, moon exploration, Three Mile Island, Mt. St. Helens, Panama
Canal Treaty
 Eighties: Ronald Reagan, Reaganomics, budget deficit, Sandra Day
O’Connor, Star Wars defense system, Mikhail Gorbachev, the fall of the
Berlin Wall, trade deficit, arms race, Oliver North and Iran-Contra Scandal,
end of the Cold War, Moral Majority, drugs, violent crime, illegal
immigration, PCs, rap music, Challenger disaster
 Nineties: George H. W. Bush, Million Man March, health care crisis, AIDS,
drugs, violent crime, Persian Gulf War, Bosnia, Bill Clinton, “don’t ask, don’t
tell,” domestic terrorism, NAFTA, Whitewater scandal, Ross Perot, Americans
with Disabilities Act, Brady Bill, North American Free Trade Agreement,
Clinton impeachment, return of the Panama Canal and the Canal Zone to
Panama
 The New Millennium: Y2K, Al Gore, Jr., George W. Bush, September 11,
2001, Taliban, al-Qaeda, War in Afghanistan, War in Iraq (Persian Gulf War of
2003), “axis of evil,” North Korea, Enron scandal, homeland security, SARS,
No Child Left Behind Act, domestic terrorism, World Wide Web, health care
crisis, AIDS, drug scandal in sports, violent crime, illegal immigration, trade
deficit, campaign finance reform, hurricanes Katrina and Rita, global warming
debate
Students will present their reports using a variety of appropriate format(s). The teacher
should document student responses on some type of graphic organizer on the board,
overhead transparency, or computer generated program such as Inspiration©.
As the students listen to the reports, have them complete a graphic organizer (view
literacy strategy descriptions) in which they explain what they learned about the different
decades. See the Decades BLM and the sample below.
What I learned about the Seventies
Topic: New facts and information about the 1970s

SALT
Teacher Note: Similar BLMs should be created for the decades of the Eighties, Nineties,
and New Millennium.
After all the groups have presented their information, each group will create a timeline of
the major events in their decade. Hold an open discussion on these major events and the
new information that was obtained when studying the decades.
Using a publishing program, word processor or card stock, have students create bumper
stickers to represent each of the decades studied in this activity (e.g., “That’s one small
step for man, one giant leap for mankind.”) Students may work individually, in pairs, or
small groups. Students should display their bumper stickers and have the rest of the class
guess the decade from the information that is written on the bumper sticker.
Activity 2: Change in the United States (GLEs: 4, 7, 8, 9, 15, 17, 18, 54)
Materials List: Population Data BLM, Immigration Patterns BLM, primary and
(optional), Inspiration© (optional), 3x5 note cards
and reliable Internet resources) to examine and review population data for the United
States since the 1970s.
Population data websites:

http://www.census.gov/
Have students work in teams to complete a process guide (view literacy strategy
descriptions) that includes the following questions (see the Population Data BLM):
 How do the changes in population during the last four decades impact the
Social Security program?
 Why does a dependent population (baby boomers) that is larger than the
working population represent a threat to the economy of the nation?
 Should we increase the age for people to retire with full Social Security
benefits? Explain your answer.
 Is zero population growth a good idea? Explain your answer.
 Is a decline in population a good thing? Explain your answer.
After completing the process guide have students share their findings. Engage the class in
a discussion of their findings concerning the population data and the problems that the
United States will encounter in the coming years. The teacher should document student
responses on some type of graphic organizer on the board, overhead transparency, or
computer generated program such as Inspiration©.
Organize the class into different groups. Assign each student group a decade (1950s to
2000s). Using primary and secondary source documents (textbooks, encyclopedias, and
reliable Internet resources) have the students locate information concerning the
immigration patterns into the United States for the period from 1950 to the present.
Population websites:
http://www.census.gov/population/www/socdemo/migrate/past-migrate.html
http://memory.loc.gov/learn/features/immig/introduction3.html
http://www.migrationinformation.org/Profiles/display.cfm?ID=283
Have the students complete a graphic organizer (view literacy strategy descriptions) in
which they chart immigration patterns for this time period. Have them identify the
sources of immigration (legal and illegal) by decade and explain how these immigrant
groups affected cultural change in the United States. See the Immigration Patterns BLM
and the sample below.
Sources of Immigration Cultural Changes in the United States

1950s:
Students will present their findings. The teacher should document student responses on
some type of graphic organizer on the board, overhead transparency, or computer
generated program such as Inspiration©.
Hold a class debate on a series of immigration issues, such as:

 Should English remain the official language of America?
 Is cultural diversity a threat or an asset to American society?
 Why is the United States popular with migrants from countries in the Western
Hemisphere?
Have each student list four ways the United States has changed since 1950, writing each
on a separate 3x5 note cards. The changes may be social, political, technological, or
economic. Gather the note cards and tape them to the board. Have the class discuss the
change and place them in order of importance. Then, have them write position papers
suggesting alternative solutions to problems raised by these changes.
Activity 3: Presidential Administrations—Carter, Reagan, Bush, Clinton, Bush

(GLEs: 2, 7, 8, 15, 17, 57, 58)
Materials List: Presidential Administrations BLM, primary and secondary sources

(books, encyclopedias, Internet access—optional), chart paper, markers, overhead
projector (optional), Inspiration© (optional)
Organize the class into different groups. Assign each student group a different president
to research. Have students use primary and secondary source documents (textbooks,
encyclopedias, and reliable Internet resources) to examine the achievements made during
each presidential administration from 1977 to the present time, comparing
successes/failures in foreign affairs (e.g., Middle East conflicts, end of the Cold War,
Panama Canal Treaty), domestic policy (e.g., energy, the environment, war on drugs,
terrorism, immigration/migration, minority issues), economic policy (e.g., NAFTA,
global economy), and education (e.g., No Child Left Behind Act of 2001). Students will
use the split-page notetaking strategy (view literacy strategy descriptions), as they
research the terms of their president. See the Presidential Administrations BLM and the
sample below.
Term: Topic: President

Identify the achievements
that were made during the
administration of President
_________.
As the students read the material, they will record the answers or notes on their findings
beside each question. Students can use their notes to study for their test. Students may
cover one column and try to remember information in the other.
Have students share their findings with the class in appropriate format(s) (visual,
electronic, written). The teacher should document student responses on some type of
graphic organizer on the board, overhead transparency, or computer generated program
such as Inspiration©.
Use these findings as springboards to discuss policies that might be considered

conservative as opposed to liberal, giving reasons for their classifications. Have students
place the presidents along a spectrum, running left to right, between liberal and
conservative. Have students write brief rationales for their placement of each president on
this spectrum. Then, have the students role play a debate between the presidents on one of
the topics covered.
Activity 4: The Court System (GLEs: 7, 9, 55)
optional), chart paper, markers
Organize the class into different groups. Assign each student group a Supreme Court
case. Include the following cases: Brown v. Board of Education of Topeka, Gideon v.
Wainwright, Roe v. Wade, Miranda v. Arizona, Tinker v. Des Moines Public Schools, and
George W. Bush v. Palm Beach County Canvassing Board, et al.
and reliable Internet resources) to examine the decision in their assigned Supreme Court
case. Use a process guide (view literacy strategy descriptions) to help students assimilate,
think critically about, and apply new knowledge concerning their assigned Supreme
Court case (see the Supreme Court Decisions BLM and the sample below). Have students
fill in the guide as they study the case. Students will describe the facts of the case, the
decision, and how the decision influenced American society by impacting political and
social institutions.
Supreme Court Decisions
Supreme Court case:
Describe the facts of the case:
Students are then asked to share their findings. Engage the class in a discussion of their
assigned Supreme Court cases.
Tell students that they will be called on randomly to come to the front of the room to be
“esteemed professors” (variation of the professor know-it-all strategy) (view literacy
strategy descriptions) and present the information on their assigned court cases. Each
group should prepare several questions to ask the class to assess the other students’
knowledge of the information presented. The esteemed professors should also be
prepared to answer the questions they generated, along with questions from the class that
they will be called upon to answer. Each group will become the experts on the topics
they research. The teacher will be the facilitator in this activity and monitor all
presentations and class discussions for accuracy.
Ask the students to stand shoulder-to-shoulder during the presentation and invite
questions from the other groups after their presentation. The group should huddle as a
team to discuss possible answers to the class questions, then return to their positions and
give the answers in complete sentences. Each member of the group can state part of the
sentence until it is complete, or take turns answering the different questions. After they
have addressed the class questions, they may ask their prepared questions and elicit
answers from the class. Once this process is completed, the teacher should call on
another team and let them present. The entire process should be repeated until all groups
have had a chance to present. The teacher should ask any necessary questions of each
group to ensure that all necessary material is covered. The esteemed professors should be
held accountable for correct information.
Have students use a graphic organizer to chart the federal court system, displaying
appropriate levels and jurisdictions. Ask students to explain how the subject matter of a
case or the parties to a case determine original jurisdiction.
Activity 5: The Mass Media (GLEs: 7, 18, 52)
optional)
reliable Internet resources) to examine the Kennedy-Nixon Presidential Debates of 1960.
Websites for the Kennedy-Nixon Presidential Debates:

http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-JFK-Nixon.htm
http://www.museum.tv/archives/etv/K/htmlK/kennedy-nixon/kennedy-nixon.htm
To help comprehend the text students will complete a DR-TA activity (view literacy
strategy descriptions).
Using the text or other reading source from the Internet that addresses the effects of the
mass media on American society in the Kennedy-Nixon Debates, take students through
the following steps:
1. Introduce background knowledge. Begin the lesson with a discussion about

how mass media has affected and influenced American society. Lead the
students in thinking about how the media influences society today. Record
their ideas on the board.
2. Make predictions. Ask students to list current ways in which the media is
influencing American society today and predict what they might discover as
they read the selection. Have students write their predictions in their learning
log (view literacy strategy descriptions).
3. Read a section of text, stopping at predetermined places to check and revise
predictions. Ask students to reread their predictions. Let them know they
should change their predictions, if necessary, and cite new evidence for doing
so. Repeat this cycle several times as students read through the text on the
effects of the mass media on American society. Key questions to consider are:
What have you learned so far from your reading? What do you expect to read
next?
4. Once the reading has been completed, use student predictions as a discussion
tool. Ask students to reflect on their original predictions and track their
changes as they read. Students should write statements pertaining to the
effects of the mass media on American society in their learning logs.
Hold a class discussion in which students discuss the role of the media and identify ways
in which it has made an impact on politics, culture, foreign events, etc.
Using the RAFT writing strategy (view literacy strategy descriptions), have students draft
an open letter to the American media personnel. Students will assume the role of a
concerned citizen. They will write a letter to the editor that addresses the rights and
responsibilities of the media and the public. Include examples of media abuse. (See the
Letter to the Editor BLM and the sample below.)

Concerned Media personnel Letter to the Rights and
American citizen and subscribers editor responsibilities
of the media
Students should orally present their Letters to the Editor to the class and then display the
RAFT letters on a thematic bulletin board.
Activity 6: Domestic Issues and Reform Movements (GLEs: 4, 7, 9, 18, 58)
optional)
Organize the class into different groups. Have students use primary and secondary source
documents (books, encyclopedias, and reliable Internet resources) to find information and
then report on one of the following:
 due process and police power

 right to privacy (e.g., in the case of abortion)
 right to bear arms
 security of home/person/personal property
 homeland security
 racial profiling
 protection from excessive punishment
 terrorism
 energy
 environment
 war on drugs
 education
 health care
Have students create a brochure concerning their area of research. These brochures should
do the following:
 identify the domestic issue or reform movement
 explain the issue or movement
 describe America’s present position on the issue or movement
 highlight interesting facts concerning the issue or movement
 explain when this issue presented itself historically
 explain how it relates to contemporary issues, rights, and responsibilities
Student groups will explain their brochures to the class and then display their brochures
around the classroom.
Activity 7: Contemporary Issues (GLEs: 2, 3, 7, 9, 56)
Materials List: Hot Spots BLM, primary and secondary sources (newspapers, news
magazines, Internet access—optional), 3x5 index cards
Have students read newspapers, news magazines, or reliable Internet resources to find
information about current hot spots in the world where conflicts exist today. Students will
describe the relationship of the United States and other nations of the world in these
current areas of conflict and tension.
Have students create vocabulary cards (view literacy strategy descriptions) to develop
and summarize knowledge of these current hot spots in the world. Distribute 3x5 inch
index cards to each student for each key term and ask them to follow directions in
creating the cards. Draw a card on the board, writing the area of focused conflict in the
middle of the card. Guide students in providing a definition and then write the definition
in the appropriate space. Ask students to list pertinent information about the area of
conflict and to write this in the appropriate place. Next, have students list the responses of
the United States and the world to this conflict or tension, and write this in the
appropriate place. Finally, ask students to decide if the response was a success or a
failure. Guide students in following the same steps with the other areas of conflict and
tension (see the Hot Spots BLM and the sample below).
Definition Success/Failure
Area of Conflict
Response of the U.S. Other Information

and the world
student findings. Some teacher guidance may be needed. Students should use these
vocabulary cards to study for their tests.
Activity 8: Technology (GLEs: 1, 3, 4, 9, 15, 53)
optional), chart paper, markers, newspapers, magazines
Have students assemble a collage using pictures and headlines from newspapers and
magazines to illustrate the impact of technology on American society. Students will present
these collages to the class. The collages will be displayed around the classroom.
As a class, create a timeline that shows the creation of technological inventions since the
early 1900s. Hold a class discussion in which the students compare and contrast the
technological invention in its earliest form to the technology as it appears today.
Then, have students work in pairs to choose one technological invention and examine
how this invention has impacted American society. Have them present their findings to
the class. As closure, they should be able to explain the importance of their area of
technology and describe how this technology has impacted American society. Have
students make predictions about the changes and improvements that will be made to their
area of technology within the next fifty years.
Sample Assessments
General Guidelines

writing, and class discussion. Use a variety of performance assessments to
determine student understanding of content.
the following:
General Assessments
 Display a variety of unlabeled photos from the 1970s to the present from
magazines, the Internet, and newspapers. Have students place the photos in
chronological order by decades. Students will then explain to the class how they
reached their conclusions. Clues could include the people in the photos, the event
depicted, or the style of clothing.
 Have students make predictions and discuss the results of trends in the U.S.
economy since the 1970s and the government’s policies that are/were designed to
address them.
 Have students create a timeline of key events from 1970 to the present. Students
should label political events on the topside of the timeline and military events on
the underside.
 Have students make a two-column chart. In the first column, students will record
what they knew previously about the material covered in this unit. In the second
column, students will list what they have learned after studying this unit.
 Activity 4: Each “esteemed professor” (view literacy strategy descriptions) group

can be assessed on the accuracy of information presented to the class.
 Activity 5: Have students create a cause-and-effect chart that depicts the effects of
the mass media on American society.
 Activity 6: The brochures can be assessed for creativity and for the accurate
depiction of issues addressed. Assessment criteria should be established prior to
the assignment and distributed to the students if grades will be given.
 Activity 8: Have students state three main ideas about the impact of technology
on American society.

US History Guide

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

US History Guide

Загружено:

Авторское право:

Доступные форматы

United States

Unit 1: The Industrial Nation (1865–1905)......................................................................1

Unit 2: Urban Migration and Migration West (1865–1930).........................................11

Unit 3: The Progressive Movement (1897–1920)..........................................................21

Unit 4: World War I and the Peace Settlement (1914–1920).......................................33

Unit 5: The Roaring Twenties (1919–1929)...................................................................46

Unit 6: The Great Depression and New Deal (1929–1939)...........................................57

Unit 7: World War II (1939–1945)..................................................................................71

Unit 8: The Cold War (1945–1990).................................................................................89

Unit 9: A Time of Upheaval (1954–Present)................................................................102

District Implementation Guidelines

Implementation of Activities in the Classroom

The Access Guide to the Comprehensive Curriculum is an online database of

Time Frame: Approximately two weeks

1. Can students compare, analyze, and explain historical periods or conflicts in

Unit 1 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 1

GLE # GLE Text and Benchmarks

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 2

Key Concepts Chart

The National Archives: http://www.archives.gov/

Written Document Analysis Worksheet:

Artifact Analysis Worksheet:

Cartoon Analysis Worksheet:

Map Analysis Worksheet:

Motion Picture Analysis Worksheet:

Photo Analysis Worksheet:

Poster Analysis Worksheet:

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 3

The Library of Congress:

Optional: If time is short, teachers may provide the above resources.

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 4

Materials List: Industrialization BLM, primary and secondary sources (books,

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 5

Activity 4: The Inventors (GLEs: 4, 15, 53)

Materials List: Inventions and Their Impact on American Society BLM

List the following inventions and inventors on the board:

Ask students the following questions:

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 6

Activity 5: Using Timelines (GLEs: 1, 2, 21)

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 7

Information may be found at this website:

Opinionnaires are used to promote critical understanding of content area concepts by

Draw a graphic organizer (view literacy strategy descriptions) on chart paper or a

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 8

 Students should be monitored in all activities via teacher observation, report

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 9

U.S. HistoryUnit 1The Industrial Nation (1865–1905) 10

Time Frame: Approximately two weeks

1. Can students describe multiple perspectives on a historical issue or event in

Unit 2 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks

U.S. HistoryUnit 2Urban Migration and Migration West (1865–1930) 11

GLE # GLE Text and Benchmarks

U.S. HistoryUnit 2Urban Migration and Migration West (1865–1930) 12

a + for understanding, a √ for limited knowledge, or a - for lack of knowledge.

Key Concept + √ - Explanation Example

U.S. HistoryUnit 2Urban Migration and Migration West (1865–1930) 13

Activity 2: Urban and Rural (GLEs: 4, 8, 9, 27)

Materials List: Populism, Sharecropping, and Labor Unions Opinionnaire BLM;

U.S. HistoryUnit 2Urban Migration and Migration West (1865–1930) 14

Activity 3: Immigration and Migration (GLEs: 5, 15, 22, 23)