Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning

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Curriculum Framework Quarter 3 U. S. History High School

are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating.

Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TN Core

http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors.  Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

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What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQs/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that require students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

*If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Vocabulary Instruction

Effective vocabulary development occurs both incidentally and through explicit instruction.  Mastery requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes.  In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used across content areas. (Ex: expose, establish and verify.) Tier Two words are general academic words and appear in all sorts of texts: informational, technical, and literary texts. Explicit instruction of the Tier 2 academic words, typically occurs within the context of the text is required in order for students to know and use these words. Tier Two words often represent precise ways to say relatively simple things (Ex: “saunter” vs. “walk”).  (For more information consult the BUSD Grade Level Academic Vocabulary, http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are an integral part of content instruction. (Ex: lynching, abolitionist, slavery) Tier Three words are what the standards refer to as “domain-specific” words are specific to a particular field of study (Ex: legislature, Angora, slavery) and key to understanding a new concept within a text. These words are often explicitly defined by the text, repeatedly used, and heavily front-loaded by the teacher.

Teaching Vocabulary for Mastery… Vocabulary mastery means that students know and use the words accurately without hesitation. This requires explicit instruction:  practice, review, and deep processing. Instruction must be cumulative; teachers must integrate the terms into complex tasks and require them to be used when discussing/using text.  For an example of integrating explicit teaching of vocabulary strategies, watch this video of an 11th grade US History teacher using the close reading strategy for explicit use of academic vocabulary. 

Here is another resource to provide support for vocabulary instruction, http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger 1.  Create an interactive vocabulary wall and use the words in discussions with students.2.  Oral Discourse- develop a balance in student talk and teacher talk to promote meaningful language learning opportunities.  3.  Vocabulary Journals - Students can revisit and add to their entries as their understandings develop 4.  Concept Sort - identify the key vocabulary terms of an overarching concept or topic 5.  Provide a student-friendly definition of the word and students suggest synonyms or antonyms for the word. 7.  Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). 8.  Use the new words in context of the lesson. 

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WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: Reading 9-12 Behavior of individuals & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: Speaking 9-12 Social issues & inequitiesEntering:Name major social issues or inequities depicted in illustrations (e.g., war)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

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WIDA

https://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

U.S. History & Geography - Pacing Guide

Suggested Time

1st Quarter Suggested Time

2nd Quarter

Weeks 1-3 The Rise of Industrial America (1877-1914)

Big Ideas: From the farm to the factory

Weeks 1-4 The 1920’s (1920-1929)Big Ideas: The Roaring 20s: Prohibition and

Women’s suffrageWeeks 4-5 The Progressive Era (1890-1920)

Big Ideas: The Progressive Movement: The challenges of industrialization and

urbanization

Weeks 5-6 The Great Depression (1929-1932)Big Ideas: From the best of times to the worst of

times

Weeks 6-7 American Imperialism (1914-1920)Big Idea: America becomes a world

power

Weeks 7-8 Roosevelt and the New Deal (1922-1941)Big Ideas: America’s most beloved President, FDR

Weeks 8-9 World War I (1914-1920)Big Idea: The World at War: WWI

Week 9 EOC Prep & DBQ Practice Week

Suggested Time

3rd Quarter Suggested Time

4th Quarter

Weeks 1-3 Between the Wars and WWII (1921-1947)

Big Ideas: The Treaty of Versailles, the spark that ignited World War II.

Weeks 1-6 Modern United States (1945-1979)Big Idea: Entering the Modern world.

Weeks 4-6 ContinuedBetween the Wars and WWII (1921-

1947)Big Ideas: President Roosevelt

endorsement of the War.

Weeks 7-8 Postwar America (1945-1968)Big Ideas: Welcome to the global society

The New Frontier (1960-1968) Civil Rights, A time for Change. Political and Social Movements (1954-

1980) Contemporary United States (1980-Present

Day)Weeks 7-9 The Cold War (1945-1975)

Big Idea: Battle of the Super Powers: America vs. the Soviet Union

Week 9 United States Citizenship & Citizenship Exam

* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.

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Between the Wars and WWII 1921-1947Weeks: 1-3

Textbook/Anchor: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Supporting Readings:Excerpts from: Announcement of the Atomic Bomb (Lexile - 1280L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/Excerpts from: Letter to President, Franklin Roosevelt (Lexile 1170L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-ein39/Excerpts from: Quarantine Speech, Franklin Roosevelt Lexile – NR) http://millercenter.org/president/speeches/speech-3310Excerpts from: “Four Freedoms” speech (Lexile – 1360L) http://www.fdrlibrary.marist.edu/pdfs/fftext.pdfExcerpts from: Announcement of War with Japan,1941 (Lexile – 1260L) http://docs.fdrlibrary.marist.edu/tmirhdee.html

TN State Social Studies Standards

Big Ideas, Questions & Vocabulary

Suggested DBQs/TDQs, Activities and Resources

US.54 Examine the impact of American actions in foreign policy in the 1920’s, including the refusal to join the League of Nations, the Washington Disarmament Conference and the Kellogg-Briand Pact.

Students analyze the inter war years and America’s participation in World

War II.

US.54 What did the actions of America take in the foreign policies of the 1920s?

US.54 Students should be able to describe the American policies of the 1920s and infer how they have influenced international relations today?

{Note: Students will encounter these words in this unit/chapter. Encourage their use in the suggested activities.}Content Vocabulary (Tier 3):Fascism, Appeasement, collective, nativism, internationalism, strategic materials, Concentration Camp, Extermination CampAcademic Vocabulary (Tier 2): Exploit, command, dominate, prohibit, virtually, assume, revise, underestimate

US.54 After reading the article The League of Nations using the link http://school.eb.com/levels/high/article/55027 , and reading The U.S. Senate Rejects the Treaty on page 199 of the textbook, students will use evidence from the texts to answer questions about America’s actions in foreign policy in the 1920’s.League of Nations Text-dependent Questions

What words do the authors use to describe the actions the League called for?

What are the key structural similarities between the texts that contribute to the outcome for America?

US.54 After reading the article The Washington Disarmament Conference using the link http://school.eb.com/levels/high/article/76190, and reading The Washington Conference on page 211 of the textbook, students will use evidence from the texts to answer questions about America’s actions in foreign policy in the 1920’s.The Washington Disarmament Conference Text-dependent Questions

Consider how the authors of both text presented the information describing what happened at the conference?

How did the factors of the proposal solve the conflict?

US.54 After reading the article The Kellogg-Briand Pact using the link http://school.eb.com/levels/high/article/45017, and reading The Kellogg-Briand Pact on page 211 of the textbook, students will use evidence from the texts to answer questions about America’s actions in foreign policy in the 1920’s.

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(As students engage with the tasks and activities encourage the use of words and phrases that signal transitioning, sequencing and cause and effect relationships in their writing like: “nonetheless”, “therefore”, “as a result” and “despite” to deepen their understand and conversations.)

The Kellogg-Briand Pact Text-dependent Questions How did the authors of these informational pieces describe the

specifics of the pact and what countries agreed with the terms? What was the author point of view on America’s impact?

Chapter 8 Assessments: Lesson DBQs - pg. 282: Analyzing Historical Documents (Analyzing Visuals, Identifying Central Ideas, Making

Inferences, Extended Response Question (Informative/Explanatory)

Suggested DBQ/TDQ on page 282:DBQs/TDQs, may not only be in the form of an actual question, but rather in the form of

tasks or activities that require students to read, analyze, gather information, complete

scaffolding responses, assimilate or synthesize information from the listed resources, text or

documents.

Dr. Seuss and U.S. Isolationism WWIITopic for Discussion

Use the image to for the following questions/tasks:On May 22, 1941 Cartoonist Theodor Geisel (later known as Dr. Seuss) published this political cartoon criticizing U.S. isolationism in the face of the Nazi threat.

1. What did Geisel do to represent the countries that were impacted by the U.S.? (He labeled the trees with the names of the countries affected.)

2. Using the documents referenced above, and Geisel’s cartoon, write an analysis about Geisel’s message.

3. If a reader agreed with this message of the cartoon, which policies would the reader support?

Literacy RH.11-12.1,2,4,5: WHST.11-12.2

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TN State Social Studies Standards

Essential Questions & Vocabulary

Suggested DBQs/TDQs, Activities and Resources

US.55 Gather relevant information from multiple sources to explain the reasons for and consequences of American actions in foreign policy during the 1930’s, including the Hoover-Stimson Note, the Johnson Debt Default Act and the Neutrality Acts of 1935, 1937, and 1939.

US.55 What were the reasons for and consequences of American actions in foreign policy during the 1930’s?

US.55 How did the Hoover-Stimson Note, the Johnson Debt Default Act and the Neutrality Acts of 1935, 1937, and 1939 impact American society?

US.54-55 Gather relevant information from multiple sources to evaluate the reasons for and consequences of American actions in foreign policy during the 1930’s, including the Hoover-Stimson Note,http://www.u-s-history.com/pages/h1500.html , the Johnson Debt Default Act, http://en.citizendium.org/wiki/Johnson_Debt_Default_Act_of_1934 and the Neutrality Acts of 1935, 1937, and 1939, https://history.state.gov/milestones/1921-1936/neutrality-acts.Using the information in the links, write an analysis that compares and contrasts the foreign policy decisions of the 1920s to those of the 1930s. Use a graphic organizer or a table to organize your thoughts. Include explanations of US involvement.Literacy RH.11-12.1,3, 4,7; WHST.11-12.2.B,5

Create a visual presentation to accompany your essay. Textbook Reference: Chapter 11- A World in Flames pp. 263-282Literacy RH.11-12.1,2,3; WHST.11-12.2.A

US.56 Analyze the reasons for and consequences of the rise of fascism and totalitarianism in Europe during the 1930’s, including the actions of Hitler, Mussolini and Stalin.

US.56 What were some the causes and effects of the rise of fascism and totalitarianism in Europe during the 1930’s?

US.56 How did the actions of Hitler, Mussolini and Stalin effect fascism?Cite evidence to support the most dangerous dictators and how they took control.When did this dictator come to power?What form of government did he implement?What was one of the first actions once in power?

US.56 Student should gather research to increase their knowledge of facts about the rise of Hitler, Stalin, and Mussolini during the 1930s. Create a graphic organizer that clearly categorizes details for each. Then write an analysis that compares details in how these dictators defined themselves. What did each dictator believe? How did each persuade others? What about their actions were considered inhumane?pp. 267-269 and usehttp://packs.eb.com/resourcepacks#/4/All/All/hitlerhttp://packs.eb.com/resourcepacks/148770#/pinboardhttp://www.history.com/topics/joseph-stalinLiteracy RH.11-12.1,4US.56 Argument Paper: Analyze the reasons for and consequences of the rise of fascism and totalitarianism in Europe during the 1930’s, including the actions of Hitler, Mussolini and StalinCite evidence from the textbook and independent research. Textbook Reference: Chapter 11- A World in Flames pp. 263-282

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Literacy RH.11-12.1,2,4; WHST.11-12.1.A,9

US.57 Examine President Roosevelt’s response to the rise of totalitarianism, including the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter and Lend-Lease.

US.57 What led to the rise of totalitarianism?

US.57 Cite the major themes in the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter and Lend-Lease?

US.57 Write a narrative that develops President Roosevelt’s responses to the rise of totalitarianism, in the Quarantine Speech, the Four Freedoms Speech, the Atlantic Charter and Lend-Lease. Include details each of the policies. (Use links below)www.american-historama.org/1929-1945-depression-ww2-era/totalitarianism.htm

http://voicesofdemocracy.umd.edu/fdr-the-four-freedoms-speech-text/

http://www.alba-valb.org/resources/lessons/the-spanish-civil-war-u.s.-foreign-policy-individual-conscience-between-the-world-wars/roosevelt2019s-201cquarantine-speech201d

Quarantine Speech, Franklin Roosevelt Lexile – NR) http://millercenter.org/president/speeches/speech-3310

“Four Freedoms” speech (Lexile – 1360L) http://www.fdrlibrary.marist.edu/pdfs/fftext.pdfLiteracy RH.11-12.6; WHST.11-12.2

US.58 Explain the reasons for American entry into World War II, including the attack on Pearl Harbor.

US.58 What kind of sacrifices does war require and why?

US.58 What factors led to American entering World War II?

Textbook/Anchor: Chapter 12 – America and World War II pages 283-314Suggested DBQs: pp 293,300,314

Chapter 12 Assessments: Lesson DBQs – pg. 244 Exploring Essential and (Categorizing); Analyzing Historical Documents (Analyzing Visuals), Extended Response Question (Informative/Explanatory)

US.58 Create a flow chart to list the reasons America entered World War II, including the attack on Pearl Harbor.Textbook Reference: Chapter 12 –America and World War II pages 283-314

US.58 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 16, items 39-40

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Using the link below, sequence the events leading to the announcement of the war using effective technique, well-chosen details and well-structured event sequences. Literacy WHST.11-12.3Excerpts from: Announcement of War with Japan,1941 (Lexile – 1260L) http://docs.fdrlibrary.marist.edu/tmirhdee.html

US.59 Identify and locate on a map the Allied and Axis countries and the major theatres of the war.

US.59 Where were the Allied and Axis countries and the major theatres of the war located?

US.59 Use a blank map of Europe to locate and label the Allied and Axis countries by coloring the Allied countries blue, the Axis countries red, the occupied countries orange, and the neutral countries green. Pinpoint the major battles and theatres of war: D-Day, Battle of the Bulge, Battle for North Africa and Italy, Bataan Death March, Midway Island, Iwo Jima, and Okinawa.Textbook/Anchor: Chapter 12 –America and World War II pages 283-314 Literacy RH.11-12.7

US.60 Explain United States and Allied wartime strategy and major events of the war, including the Bataan Death March, Midway, “island hopping,” Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day and the Battle of the Bulge.

US.60 What were the most significant strategies used by the United States during the Bataan Death March, Midway, “island hopping,” Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day and the Battle of the Bulge? Why were they significant?

US.60 Using the links below as sources of information, in small groups assign the topics to create a power point presentation to explain the United States wartime strategies and major events of the war during the Bataan Death March, Midway, “island hopping,” Iwo Jima, Okinawa, invasion of North Africa and Italy, D-Day or the Battle of the Bulge. For Blank maps of Europe, North America, and Asia see:http://www.eduplace.com/ss/maps/http://www.history.com/topics/world-war-ii/bataan-death-marchhttp://www.nationalgeographic.com/midway/http://america-at-war-wwii.weebly.com/island-hopping.htmlhttp://www.history.com/topics/world-war-ii/battle-of-iwo-jimahttp://www.history.com/topics/world-war-ii/battle-of-okinawahttp://www.sparknotes.com/history/european/ww2/section11.rhtmlhttp://www.u-s-history.com/pages/h1727.htmlhttp://www.history.com/topics/world-war-ii/invasion-of-sicilyhttp://www.army.mil/d-day/http://www.history.com/topics/world-war-ii/battle-of-the-bulgeLiteracy RH.11-12.3,7,9

US.61 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of special fighting

US.61 How did individual American soldiers play key roles in World War II?

US.61 Use a graphic organizer to define and explain the significance of each of the following segregated units: Tuskegee Airmen, 442nd Regimental Combat team, the 101st Airborne, and the Navajo Code Talkers. Textbook pg. 287

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forces such as the Tuskegee Airmen, the 442nd Regimental Combat team, the 101st Airborne and the Navajo Code Talkers.

US.61 What were the unique contributions of special fighting forces such as the Tuskegee Airmen, the 442nd Regimental Combat team, the 101st Airborne and the Navajo Code Talkers during the war?

Literacy RH.11-12.1, RH.11-12.7

US. 62 Identify the roles played and significant actions of the following individuals in World War II: · Franklin Roosevelt · Winston Churchill · Joseph Stalin · Harry Truman · Adolph Hitler · Benito Mussolini · Hideki Tōjō · Dwight Eisenhower · George C. Marshall · Douglas MacArthur

US. 62 What were the significant actions of the following individuals in World War II: · Franklin Roosevelt, Winston Churchill, Joseph Stalin, Harry Truman, Adolph Hitler, Benito Mussolini, Hideki Tōjō, Dwight Eisenhower, George C. Marshall, Douglas MacArthur?

US.62 Take Cornell style notes to use in class discussion about the impact of each of the following world leaders: FDR, Churchill, Stalin, Truman, Hitler, Mussolini, Tōjō, Eisenhower, Marshall, and MacArthur. The names of each of the individuals on the left side of their paper and use short hand to take notes on each of the leaders. At the end of class have each student chose one of the world leaders that was discussed and explain how they personally affected WWII and world policy.Literacy RH.11-12.1,2Textbook Reference: Chapter 12 –America and World War II pages 283-314

Letter to President, Franklin Roosevelt (Lexile 1170L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-ein39/

ContinuedBetween the Wars and WWII (1921-1947)

Big Ideas: President Roosevelt endorsement of the War.Weeks 4-6

Textbook/Anchor: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Supporting Readings:Excerpts from: Announcement of the Atomic Bomb (Lexile - 1280L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/Excerpts from: Letter to President, Franklin Roosevelt (Lexile 1170L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-ein39/Excerpts from: Quarantine Speech, Franklin Roosevelt Lexile – NR) http://millercenter.org/president/speeches/speech-3310Excerpts from: “Four Freedoms” speech (Lexile – 1360L) http://www.fdrlibrary.marist.edu/pdfs/fftext.pdfExcerpts from: Announcement of War with Japan,1941 (Lexile – 1260L) http://docs.fdrlibrary.marist.edu/tmirhdee.html

TN State Social Studies Standards

Big Ideas, Questions & Vocabulary

Suggested DBQs/TDQs, Activities and Resources

US.63 Describe the constitutional issues and impact of events on the United States home front, Between the Wars and WWII (1921-

US.63 Investigate a series of primary source documents to address the question: Why were Japanese-Americans interned during the Second World War? Write an argument were the reasons justifiable or not

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including the internment of Japanese Americans (Fred Korematsu v. United States of America).

1947)Big Ideas: President Roosevelt

endorsement of the War.

US.63 What constitutional issues and events arose on the United States home front during World War II?

justifiable.Literacy RH.11-12.1,8,9http://www.history.com/topics/world-war-ii/japanese-american-relocation

US.64 Examine and explain the entry of large numbers of women into the workforce during World War II and its subsequent impact on American society (such as at Avco in Tennessee), as well as the service of women in the armed forces, including Cornelia Fort.

US.64 Why was there an entry of large numbers of women into the workforce during World War II and its subsequent impact on American society?

US.64 Make a cause an effect chart with jobs held by women in the workforce and armed services during World War II and effects each left on American society.http://www.history.com/topics/world-war-ii/japanese-american-relocationLiteracy RH.11-12.1,7,8

US.65 Examine the impact of World War II on economic and social conditions for African Americans, including the Fair Employment Practices Committee, the service of African Americans in the armed forces and the work force and the eventual integration of the armed forces by President Truman.

US.65 How did World War II effect economic and social conditions for African Americans?

US.65 Make a table titled World War II and African Americans rows labeled; economic conditions, social conditions, Fair Employment Practices Committee, armed forces, and the workforce. Fill in the chart from text reading, teacher lecture, power point notes or research.http://www.nationalww2museum.org/assets/pdfs/african-americans-in-world.pdfLiteracy RH.11-12.1,7,9

US.66 Describe the war’s impact on the home front, including rationing, bond drives, movement to cities and industrial centers and the Bracero program.

US.66 What led to rationing, bond drives, movement to cities and industrial centers and the Bracero program in the United States?

US.66 Create a map displaying movement to cities and industrial centers and the Bracero program during the war. Highlight key cities and industry changes with notations on the map.http://amhistory.si.edu/onthemove/themes/story_51_5.htmlLiteracy RH.11-12.1,3

US.67 Describe the major developments in aviation, weaponry, communication and medicine (penicillin) and the war’s impact on the location of American industry and use of resources

US.67 How did developments in aviation, weaponry, communication, medicine and the war impact the location of American industry and its use of resources?

US.67 Create group presentations: list major developments in aviation, weaponry, communication or medicine during the war; give examples of each development, and relate it to an advance used today.https://airandspace.si.edu/exhibitions/WWII-DC/

http://www.hjf.org/news/world-war-ii-and-military-medicine-advancements

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http://www.expertreviews.co.uk/technology/7907/top-inventions-and-technical-innovations-of-world-war-2Literacy RH.11-12.1,5,7

US.68 Explain the importance of the establishment and the impact of the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa influences and Camp Forrest as a POW center.

US.68 What is the importance of the Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa influences and Camp Forrest as a POW center?

US.68 Assign groups or partners to report on one of the following: Fort Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa, and Camp Forrest to research and report out the importance of its establishment.http://www.historynet.com/oak-ridge-the-town-the-atomic-bomb-built.htm

http://www.military.com/base-guide/fort-campbell

https://www.tva.com/About-TVA/Our-History

http://encyclopedia.densho.org/Camp_Forrest_%28detention_facility%29/Literacy RH.11-12.1,7

US.69 Write an opinion piece evaluating the Manhattan Project, including the rationale for using the atomic bomb to end the war.

US.69 What is your opinion on the Manhattan Project, including the rationale for using the atomic bomb to end the war?

US.69 Read four different accounts of the atomic bombings of Hiroshima and Nagasaki, and decide how we should remember the dropping of the atomic bomb. Give a speech to persuade the audience to see your view.http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasakiLiteracy RH.11-12.1,3,5,6

TN State recommended Primary Documents and Supporting Readings:Excerpts from: Announcement of the Atomic Bomb (Lexile - 1280L) http://www.pbs.org/wgbh/americanexperience/features/primary-resources/truman-hiroshima/

US.70 Examine the American reaction and response to the Holocaust.

US.70 What was the American reaction and response to the Holocaust?

US.70 Have students to define the word genocide and then research genocide throughout various time periods of history to gain a deeper understanding of what it symbolizes eradicating an entire population of people and hold a class discussion on the topic of genocide after completing the research period.

US.71 Explain major outcomes of the Yalta and Potsdam Conferences.

US.71 What were the outcomes of the Yalta and Potsdam Conferences?

US.71 Write a speech or journal as if you were living in the time immediately after the Yalta and Potsdam Conferences and explain major outcomes and its impact on your life.http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/yaltaandpotsdamrev1.shtml

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Literacy RH.11-12.1,6

US.71 EOC Practice Activity Have students to complete the McGraw-Hill Tennessee Edition: United States History and Geography Modern Times: End of Course Exam Practice Book page 17, items 41-42

US.72 Identify and explain the reasons for the founding of the United Nations, including the role of Cordell Hull.

US.72 What led to the founding of the United Nations?

US.72 What role did Cordell Hull play in the founding of the United Nations?Content Vocabulary (Tier 3):Fascism, Appeasement, collective, nativism, internationalism, strategic materials, Concentration Camp, Extermination CampAcademic Vocabulary (Tier 2): Exploit, command, dominate, prohibit, virtually, assume, revise, underestimateFor Vocabulary Strategies- see page 4)Connection to Language StandardsGreek & Latin Roots and Affixesism- the act, state or theory ofExamples from the unit: internationalism, nativism, fascismOther examples: criticism, optimism, capitalismLanguage StandardsL.11-12.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important

US.72 Use a flow chart to describe what led to the founding of the United Nations, including the role of Cordell Hull.http://www.un.org/en/sections/history/history-united-nations/

https://history.state.gov/departmenthistory/people/hull-cordellLiteracy RH.11-12.1,2

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to comprehension or expression.L.11-12.4bIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

For More on Morphemes:http://www.cognatarium.com/cognatarium/

The Cold War 1945-1960Weeks 7-9

Text: McGraw-Hill - United States History and Geography: Modern TimesTN State recommended Primary Documents and Supporting Readings:Dwight Eisenhower’s Farewell Address (Lexile – 1180L) https://www.ourdocuments.gov/doc.php?flash=true&doc=90Kennedy’s address at Rice University (Lexile – 990L) http://explore.rice.edu/explore/Kennedy_Address.aspThings They Carried, Tim O’Brien (Lexile -880L) http://www.sparknotes.com/lit/thingscarried/The Sources of Soviet Conduct, George Kennan (Lexile – 1490L) http://www.historyguide.org/europe/kennan.htmlKennedy Inaugural Address, 1961 (Lexile – 1110L) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations/Inaugural-Address.aspxTN State Social Studies Standards Big Ideas. Questions & Vocabulary Suggested DBQs/TDQs, Activities and Resources

US.73 Describe the competition between the two “superpowers” of the United States and the Soviet Union in the areas of arms development, economic dominance, and ideology, including the role and location of NATO, SEATO and the Warsaw Pact.

Battle of the Super Powers: America vs. the Soviet Union

US.73 What made the United States and the Soviet Union “superpowers”?US.73 How did the Cold War shape postwar international relationships?

As an introduction to the ColdWar use the lesson in this link:

http://chssp.ucdavis.edu/cwa2-us-abroad-print.pdf

Textbook Reference: Chapter 13 –The Cold War Begins pages 315- 340Lesson Review Questions: pages 322,329,334,339Chapter 13 Assessments: Lesson Review Questions- page 340; Exploring Essential Questions (Synthesizing); Analyzing Historical Documents (Making Connections), Extended Response Question (Argument)

Suggested Activities:US.73 To meet the depth of this standard the students should

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1. start by reading theTextbook Reference: Chapter 13 –The Cold War Begins pages 315- 340

2. Create a cause and effect chart about tensions between the United States and the Soviet Union.

3. Next students should read the TN State recommended Reading:

The Sources of Soviet Conduct, George Kennan (Lexile – 1490L) http://www.historyguide.org/europe/kennan.html

4. Add another column to their chart noting the points that Kennan suggest as significant in the two “superpowers” arms development and power.

5. Students should write a comparison essay citing significant points in both readings. Consider how the authors’ substantiate their claims. Literacy RH.11-12.1,2 and WHST.11-12.1.C,4,6,8

US.74 Explain examples of containment policies, including the Marshall Plan, the Berlin Airlift and the Truman Doctrine

US.74 What are some examples of containment policies and their major components?

US.74 Write a newspaper editorial that explains the Truman Doctrine. Cite examples of containment policies, including the Marshall Plan, the Berlin Airlift. Remember that the editorial must express a substantiated position.

Textbook Pp. g316, 324-325, 338

Literacy RH.11-12.1,2; WHST.11-12.1.CUS.75 Draw evidence from informational text to analyze the progression of American foreign policy from containment to retaliation and brinkmanship to the domino theory to flexible response.

US.75 What led the progression of American foreign policy from containment to retaliation and brinkmanship to the domino theory to flexible response?

US.75 Research American foreign policies in regards to containment, brinkmanship, and domino theory during the Cold War using these links. Draw evidence from these informational text to analyze the progression of American foreign policy from containment to retaliation and brinkmanship to the domino theory to flexible response. Write a reflection explaining the components of the policies.https://history.state.gov/departmenthistory/short-history/containmentandcoldwar

http://www.investopedia.com/terms/b/brinkmanship.asp

http://www.history.com/topics/cold-war/domino-theoryLiteracy RH.11-12.1,2,3; WHST.11-12.2.A

US.76 Analyze the causes and effects US.76 How did the Cold War affect US.76 Use a flow chart to follow the events that happened before and

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of the Red Scare that followed World War II, including Americans’ attitude toward the rise of communism in China, McCarthyism, blacklisting, Alger Hiss, J. Edgar Hoover, Estes Kefauver and the Rosenbergs.

American society?US.76 What impact did the Red Scare have after World War II?

after the Red Scare that followed World War II.http://www.history.com/topics/cold-war/red-scareLiteracy RH.11-12.1,2,3

US.76 Assign groups or partners d use the links below to analyze Americans’ attitude toward one of the following: the rise of communism in China, McCarthyism, blacklisting, Alger Hiss, J. Edgar Hoover, Estes Kefauver or the Rosenbergs. Write a summary and create a visual presentation to share with the class.http://cs.stanford.edu/people/eroberts/cs201/projects/communism-computing-china/china.htmlLiteracy RH.11-12.1,9

http://www.history.com/topics/cold-war/joseph-mccarthy

http://www.newcriterion.com/articles.cfm/-ldquo-The-Blacklist---the-Cold-War-rdquo--revisited-3249

http://www.pbs.org/wgbh/nova/venona/dece_hiss.html

http://www.history.com/topics/j-edgar-hoover

http://biography.yourdictionary.com/carey-estes-kefauver

http://www.history.com/this-day-in-history/rosenbergs-executedLiteracy RH.11-12.1,5,9

US.77 Describe the causes, course, and consequences of the Korean War, including the 38th parallel, Inchon, the entry of the Communist Chinese, the power struggle between MacArthur and President Truman and the final disposition of the Koreas.

US.77 What were the causes, course, and consequences of the Korean War?US.77 What led to the power struggle between MacArthur and President Truman and the final disposition of the Koreas?

US.77 Write a letter to the UN to persuade them to take action in in the events leading to the Korean War.http://www.history.com/topics/korean-warTextbook pp.327-329

US.77 Describe the causes, course, and consequences of the Korean War using a flow chart or another type of graphic organizer. Include the 38th parallel, Inchon, the entry of the Communist Chinese, the power struggle between MacArthur and President Truman and the final disposition of the Koreas.Literacy RH.11-12.1,5,9

US.78 Integrate multiple sources of information presented in diverse

US.78 What were the fears of Americans about nuclear holocaust

US.78 Have student read about the fears of American about nuclear weapons, the stockpiling and use of nuclear weapons, including

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formats of the fears of Americans about nuclear holocaust and debates over the stockpiling and use of nuclear weapons, including atomic testing, civil defense, bomb shelters, mutually assured destruction, impact of Sputnik and President Eisenhower’s warning about the military-industrial complex.

and debates over the stockpiling and use of nuclear weapons?US.78 What was the impact of Sputnik and President Eisenhower’s warning about the military-industrial complex?

atomic testing, civil defense, bomb shelters, mutually assured destruction, impact of Sputnik and President Eisenhower’s warning about the military-industrial complex.Text pp.335-339

Make a timeline outlining key events and discoveries during the Anti- Communist investigation.https://www.gilderlehrman.org/history-by-era/fifties/essays/anti-communism-1950s

US.78 Read an excerpt from an outside resource, textbook, photograph, and a newspaper article which present fears of Americans about nuclear holocaust and debates over the stockpiling and use of nuclear weapons, including atomic testing, civil defense, bomb shelters, mutually assured destruction, impact of Sputnik and President Eisenhower’s warning about the military-industrial complex. Then decide: Which are reliable primary and secondary source? What type of bias made be included in the writings?http://blogs.scientificamerican.com/guest-blog/the-rise-of-nuclear-fear-how-we-learned-to-fear-the-bomb/Literacy RH.11-12.1,3,5,9

US.78 In groups or partners, study various photographs and political cartoons from the Cold War Era. Analyze and write about what is being depicted to report out to the class.http://www.loc.gov/exhibits/cartoonamerica/cartoon-political.htmlLiteracy RH.11-12.1,5,9

TN State recommended Primary Documents and Supporting Readings:Dwight Eisenhower’s Farewell Address (Lexile – 1180L) https://www.ourdocuments.gov/doc.php?flash=true&doc=90

US.79 Describe the relationship between Cuba and the United States, including the Bay of Pigs Invasion and the Cuban Missile Crisis

US.79 What was the relationship between Cuba and the United States before and during the Bay of Pigs Invasion and the Cuban Missile Crisis?

US.79 Examine letters between President Kennedy and Soviet Chairman Kruschev and a cable from Russian Ambassador Dobrynin to address the question: Why did the Soviets pull their missiles out of Cuba? Write a paragraph summary.Literacy RH.11-12.1,2,9https://www2.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/moment.htm

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http://www.u-s-history.com/pages/h1736.html

http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx

TN State recommended Primary Documents and Supporting Readings:Kennedy Inaugural Address, 1961 (Lexile – 1110L) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations/Inaugural-Address.aspxKennedy’s address at Rice University (Lexile – 990L) http://explore.rice.edu/explore/Kennedy_Address.asp

US.80 Describe the causes, course, and consequences of the Vietnam War

Geneva Accords Gulf of Tonkin Resolution Tet Offensive Roles played by Presidents

Kennedy, Johnson, and Nixon Vietnamization Ho Chi Minh Bombing of Cambodia Henry Kissinger Napalm and Agent Orange

US.80 How does military conflict divide people within cultures?

US.80 What were the major causes of the Vietnam War?

US.80 What was the course and timing of the Vietnam War?

US.80 What problems did the Vietnam War cause at home?

US.80 What role did Presidents Kennedy, Johnson, and Nixon play during the Vietnam War Era?

US.80 What was Ho Chi Minh view regarding how Vietnam should be controlled?

US.80 What led to the bombing of Cambodia?Content Vocabulary (Tier 3):Charter, Satellite Nations, containment, Iron Curtains, Limited

Textbook Reference: Chapter 17 –The Vietnam War pages 397-414Lesson Review Questions: pages 405,409,413Chapter 17 Assessments: Lesson Review Questions- page 262; Exploring Essential Questions (Exploring Issues); Analyzing Historical Documents (Identifying/Interpreting), Extended Response Question (Informative/Explanatory)

Suggested Activities:US.80 Analyze and Compare a map of the Korean War with a map of the Vietnam War. In both wars the US employed the same political strategy of dividing the country into north and south with Communists in the north and the US supporting the south. What information can we gain just from the map? Why did it work in Korea and not in Vietnam?Literacy RH.11-12.1,5,7,9

US.80 Summarize the events that led to the Vietnam War in a paragraph format or using a flow chart.http://thevietnamwar.info/why-did-the-vietnam-war-start/http://www.history.com/topics/vietnam-war/vietnam-war-history

US.80 Use a triple Venn diagram to compare the roles played by Presidents Kennedy, Johnson, and Nixon during the warLiteracy RH.11-12.1,2http://www.historylearningsite.co.uk/vietnam-war/lyndon-johnson-and-

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War, subversion, perjury, censure, Fallout, covert, Loyalty Review Program, Massive Retaliation, Developing Nation, Military Industrial ComplexAcademic Vocabulary (Tier2):Liberate, equipment, insecurity, Initially, manipulate, convince, imply, responses,strategic, traditional, media, disproportionate,unresolved, generation

vietnam/http://www.historylearningsite.co.uk/vietnam-war/john-f-kennedy-and-vietnam/http://thevietnamwar.info/us-presidents-during-the-vietnam-war/

US.80 Analyze the two primary source quotes of Ho Chi Minh and General Westmoreland on page 398. Note differences and similarities in each view of Vietnam.Literacy RH.11-12.1,2,5,9; WHST.11-12.5

US.80 Produce a news report to highlight and explain in detail what Napalm and Agent Orange is, its usefulness and its effects.Literacy RH.11-12.1,7,9; WHST.11-12.2http://vietnamawbb.weebly.com/napalm-agent-orange.html

US. 81 Present information, findings, and supporting evidence evaluating the impact of the Vietnam War on the home front

Anti-War movement Draft by lottery Role of television and the

media.

US.81 What was Henry Kissinger’ and the average American’ view on the Vietnam War?

US.81 What was the impact of the Anti-War movement, draft by lottery and the role of television and the media during the war?

US. 81 Write and give a speech that explains the impact of the Vietnam War on the home front. Anti-Vietnam War Movement. Use the links below: http://sheg.stanford.edu/anti-vietnam-war-movementhttp://www.historylearningsite.co.uk/vietnam-war/lyndon-johnson-and-vietnam/

http://www.historylearningsite.co.uk/vietnam-war/john-f-kennedy-and-vietnam/

http://thevietnamwar.info/us-presidents-during-the-vietnam-war/TN State recommended readings:Things They Carried, Tim O’Brien (Lexile -880L) http://www.sparknotes.com/lit/thingscarried/Literacy WHST.11-12.1,2,3,4

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ADDITIONAL RESOURCESAdditional Lessons and resources: Achieve the Core http://achievethecore.org/searchThe Manhattan Project http://achievethecore.org/content/upload/Manhattan_Project_Text_Set_9MA.pdfClick on the following link to get to the PDFs versions of Rise of European Dictators, Foreign Policies of the 1920s vs. the 1930s, and WWII Military Units https://www.dropbox.com/sh/i9v2gejskgrae1w/MYM6SeEja5Blank maps of Europe, North America, and Asia http://www.eduplace.com/ss/maps/Japanese Internment http://sheg.stanford.edu/japanese-internmentAtomic Bombs. http://sheg.stanford.edu/atomic-bombWorld War II in Photos http://www.theatlantic.com/infocus/pages/ww2/Cold War, Truman and MacArthur http://sheg.stanford.edu/truman-macarthurBasement Fallout Shelter https://www.dropbox.com/home/Era%206%20Curriculum Cuban Missile Crisis This activity and resource has a link to a movie that will not play. You will be fine covering the information in a quick lecture, and then digging into the activity. http://sheg.stanford.edu/cuban-missile-crisisGulf of Tonkin Resolution http://sheg.stanford.edu/gulf-tonkin-resolutionAnti-Vietnam War Movement http://sheg.stanford.edu/anti-vietnam-war-movement Cold War Photos – Also, feel free to use the link from the national archives, which will bring you to several different document analysis worksheets. http://www.coldwar.org/museum/photo_gallery.asp http://www.archives.gov/education/lessons/worksheets/ NATO Treaty and Map Activity https://www.dropbox.com/home/Era%206%20CurriculumThe Cold War Museum- (informational resource) Displays exhibits online for visual and audio learners. http://www.coldwar.org/The Truman Doctrine and Marshall- (informational resource) Explains the difference between both documents and its impact on the Cold War. https://history.state.gov/departmenthistory/short-history/trumanEdward R. Murrow VS. McCarthyism – (informational resource) This website provides information of challenges against McCarthyism. http://www.coldwar.org/articles/50s/Murrowvs.McCarthyism.asp

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