5th Grade Social Studies Teacher Notes

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The Teacher Notes were developed to help teachers understand the depth and breadth of the standards. In some cases, information provided in this document goes beyond the scope of the standards and can be used for

background and enrichment information. Please remember that the goal of social studies is not to have students memorize laundry lists of facts, but rather to help them understand the world around them so they

can analyze issues, solve problems, think critically, and become informed citizens.

STANDARDS and

ELEMENTS

TEACHER NOTES

5th GRADE SOCIAL STUDIES HISTORICAL UNDERSTANDINGS

SS5H1 The student will explain the causes, major events, and consequences of the Civil War. The intent of this standard is for students to begin to grasp the big picture of the conflict that engulfed our nation in the mid-19th century. It is impossible to teach every detail of the war and every possible viewpoint on the war’s causes and results. However, teachers should ensure that students have mastered the specifics indicated in the elements. Teachers may choose to teach additional content, but should keep in mind the scope of the fifth grade curriculum when doing so.

a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry, and explain how each of these events was related to the Civil War.

EU – Beliefs and ideals

This element asks students to identify two particular items from antebellum U. S. history, and to relate these events to the Civil War. While it would be erroneous to label either of these as singular causes of the conflict, they certainly reflect the ongoing issues within the country that led to war. *Uncle Tom’s Cabin, written by Harriet Beecher Stowe, a member of a prominent New England abolitionist family, was published in installments from 1851-1852. Its impact was instant and divisive, as those who leaned toward abolition were galvanized to take action, while slaveholders and their supporters sought to discredit it. When published in its entirety, the book was a bestseller in the United States and abroad, giving the abolition movement a huge boost. For more information, including a synopsis of the plot, visit: http://www.harrietbeecherstowecenter.org/utc/. (Teachers should note that the novel reflects its time, both in content and language, and should preview and prepare carefully any sections they may choose to share with students.) *John Brown’s Raid: John Brown, an abolitionist, felt led by divine visions to travel east and liberate enslaved people through any means necessary. In 1859, Brown, along with his sons and supporters, planned to overtake weapons from the Federal arsenal at Harper’s Ferry, Virginia, use them to arm enslaved people in the vicinity, and hopefully foment a large-scale slave rebellion. Federal troops responded to the attack, and Brown and six supporters were hanged for treason. Brown’s valiant attempt rendered him a hero among many abolitionists, and also served as a warning that the slavery debate would almost certainly turn violent. (Teachers should note that Harper’s Ferry is now in West Virginia, as the state of Virginia divided in 1863.) For a detailed account of the raid itself, visit: http://www.nps.gov/hafe/historyculture/upload/John%20Brown's%20Raid.pdf.

SS5H1a Uncle Tom’s Cabin was published in 1852. What was the impact of this book on the American public? A. It marked the beginning of the Civil War. B. It reduced the threat of violence against slaves. C. It led Congress to pass the Jim Crow laws. D. It convinced many people that slavery was morally wrong. *

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b. Discuss how the issues of states’ rights and slavery increased tensions between the North and the South. EU – Beliefs and ideals

For this element, students need to have a broad overview of slavery and states’ rights as issues that led the nation into civil war. The focus should be on the intent of the element and not a list of names and dates related to the Civil War. Undoubtedly, the question of “what” caused the Civil War is one rife with debate. Many modern historians point to numerous primary sources from state secession conventions that specifically name slavery as the cause for which they wanted permanent separation from the Union. There were impassioned debates, in Congress and elsewhere, over the issue of states’ rights, dealing with topics ranging from slavery to tariffs. Although not specifically mentioned in this standard/element, an understanding of the Kansas-Nebraska Act and Missouri Compromise (to maintain balance in the number of slave and free states as people move west) might help to provide context. Overwhelmingly, though, slavery was at the heart of these discussions. Following the war, as the mythology of the Old South increased, the states’ rights argument began to assert itself into discussions of the war. By the time that hostilities broke out in 1861, few, if any, elected officials in the nation felt hopeful that the Union could be preserved without violence. For a basic overview: http://www.digitalhistory.uh.edu/era.cfm?eraid=7&smtid=1 (Note that it is very difficult to find any sort of reference to this issue that everyone would call “unbiased.” Instead, teachers will want to read critically and choose a variety of viewpoints to share with their students, as appropriate for the local classroom and community.)

SS5H1b What was a major cause of the Civil War? A. People in the North and in the South had different religions. B. People in the North and in the South disagreed over slavery. * C. People in the North wanted control of the country when they found out that gold had been discovered in the South. D. People in the South wanted control of the country when they found out that oil had been discovered in the North. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. EU – Conflict and Change

For this element, students must be able to identify the enumerated battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. Teachers should focus on the battles/campaigns specified in the element and not an extensive list of battles, dates and campaigns. (Note: Teachers should remember that “casualty” figures given for battles count both injuries and deaths.) *Fort Sumter: The first “official shots” of the Civil War were fired by Confederate forces on the U. S. Army’s installation at Fort Sumter, in Charleston, South Carolina. The commander of the fort was forced to surrender, as he did not have enough supplies to withstand a prolonged siege. (The fort is surrounded by Charleston Harbor.) The April 12-13, 1861, engagement proved definitively that the nation would not avoid war. For a basic overview, visit: http://www.nps.gov/hps/abpp/battles/sc001.htm. For more in-depth information, visit: http://www.tulane.edu/~sumter/. *Gettysburg: This battle, fought July 1-3, 1863, is widely considered the turning point of the Civil War, as it permanently halted Confederate advances northward. Despite early success, Robert E. Lee was forced to retreat with his army to Virginia. Approximately 51,000 people were injured or lost their lives over the course of the

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battle, and it decimated the surrounding area. For a much more extensive overview of the battle and its impact on America, visit: http://www.nps.gov/gett/historyculture/index.htm. *Atlanta Campaign: General William T. Sherman’s 1864 assault on Atlanta actually began several months earlier in north Georgia. As Sherman’s army gradually overcame its Confederate opposition – in part due to Sherman’s bold tactics, and in part due to superior numbers and supplies – it became evident to many Confederates that there was little hope in them regaining territory lost to the Union. At the campaign’s conclusion, Sherman had captured Atlanta, the Confederacy’s second city, and destroyed large portions of the Confederate rail network. For much more, visit: http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2713. *Sherman’s March to the Sea: Often termed “psychological warfare,” General Sherman’s late 1864 march from Atlanta to Savannah served as much to break the spirits of Confederates as it did to destroy Confederate supply lines and forces. Leaving Atlanta after President Lincoln’s re-election, Sherman split his army in half and headed through the state’s heartland, raiding homes and farms along the way. The decimated Confederate army put up pockets of resistance, but Sherman’s forces were largely untouched as they traveled toward the Atlantic. Savannah was surrendered to Sherman on December 22, 1864, and the general offered it as a Christmas gift to President Lincoln. For much more, visit: http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-641. *Appomattox Court House: (Please note that the name refers to a town, not a building.) On April 9, 1865, General Robert E. Lee surrendered to General Ulysses S. Grant at the McLean Home in Appomattox Court House, Virginia. The peaceful exchange of power came at the end of a long and bloody conflict, and indicated that the Confederacy’s secessionary existence had come to an end. Other armies soon followed suit, and the work of rebuilding the beleaguered nation began. For more on the surrender: http://www.nps.gov/apco/the-surrender.htm.

SS5H1c By 1864, the North was winning the Civil War. To help bring the war to an end, the North sent General William Sherman on his “March to the Sea.” The purpose of this was to A. move Union troops to the coast where they could be moved to other places. B. destroy property and make Southerners realize they could not win the war. * C. help people in the South who wanted to end the war by surrendering. D. allow European forces to join Union troops in the coastal areas of the South. Differences between the North and South finally led to war in 1861. What event started the Civil War? A. the announcement of the Dred Scott decision B. the bombardment and Northern surrender of Fort Sumter * C. the signing of the Emancipation Proclamation D. the invasion of the North by Confederate troops d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas

Teachers may teach additional historical figures as needed. However, students must be familiar with these listed figures and be able to describe their contributions to the Civil War. Teachers should not focus on a list of dates, numbers, etc. *Abraham Lincoln: America’s 16th President, Lincoln vowed at the time of his election in 1860 to preserve the Union at any cost. His desire to preserve the

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“Stonewall” Jackson. EU – Individuals, Groups, Institutions

Union led to four years of civil war, destruction of untold amounts of property, and the deaths of over 600,000 Americans. Lincoln struggled with the human toll of the war, but gave his generals permission to fight it as they saw fit. He issued the Emancipation Proclamation in 1863, freeing enslaved people in “states and territories in rebellion,” but not going so far as nationwide abolition – that would not occur until the 13th Amendment to the Constitution was ratified after the war. Shortly after the war’s end, and after his inauguration to a second term of office, Lincoln was assassinated, ending his plans for quickly and peacefully rehabilitation of the South. For a general overview of Lincoln’s life, visit: http://www.whitehouse.gov/about/presidents/abrahamlincoln. *Robert E. Lee: General Robert E. Lee was a son of one of America’s most prominent political families. A West Point graduate, he, like many, was conflicted about whether to keep his allegiance to the United States. In the end, he decided that his first loyalty lay with Virginia, and was named commander of the Army of Northern Virginia. He saw some battlefield success, particularly in the early days of the war, and became legendary for his conduct on and off the battlefield. After surrendering to U. S. General Ulysses S. Grant at Appomattox Court House, Virginia, in 1865, Lee became a college president. For a quick overview of his life, visit: http://xroads.virginia.edu/~ug97/monument/leebio.html. For more extensive information (from the Lee Family home at Stratford Hall): http://www.stratfordhall.org/meet-the-lee-family/general-robert-e-lee-1807-1870/ *Ulysses S. Grant: Like Lee, a West Point graduate, Grant led a much dimmer military career until the Civil War. He gained notoriety, particularly with President Lincoln, for his willingness to fight to the end of a given battle or engagement, and his ability to actively command his troops. As General-in-Chief of the Union forces (1864-65), he wore Lee’s troops down to the point of surrender in April of 1865. Grant was later elected 18th President of the United States (1869-1877), but his political career was not marked with the same success as his military one had been. For an overview of Grant’s public life, visit: http://www.whitehouse.gov/about/presidents/ulyssessgrant. For more detail, visit: http://millercenter.org/president/grant/essays/biography/1. *Jefferson Davis: The only president of the Confederacy, Jefferson Davis was yet another graduate of West Point. A hero of the Mexican War, Davis argued against any sort of compromise to maintain the Union both in Congress and as Secretary of War to President Franklin Pierce. He argued both for continued enslavement and for the reauthorization of the slave trade. When selected as the Confederacy’s president, he agreed to serve, but with trepidation. His performance as President is debatable, but many agree that his “prickly personality” led to some of the Confederacy’s defeats. For a brief overview, visit: http://www.tulane.edu/~latner/Davis.html. For much more, visit: http://encyclopediavirginia.org/Davis_Jefferson_1808-1889. *Thomas “Stonewall” Jackson: Jackson, not surprisingly, graduated from West Point, and served in the Mexican War. Serving under Lee, he led his troops successfully through some of the war’s difficult early battles. He earned his nickname in 1861, when someone on the battlefield noted that he was “standing like a stone wall.” Wounded by his own troops at Chancellorsville, Virginia, in 1863, he died shortly thereafter from his wounds. His staunch adherence to Christianity and legendary loyalty to what he perceived as a noble cause made his legacy monumental among Confederates. For a detailed look at his life, visit: http://encyclopediavirginia.org/Jackson_Thomas_J_Stonewall_1824-1863.

SS5H1d Use the information below to answer this question.

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*He was from Virginia. *He did not want the South to leave the Union. *He became a Southern general. *He surrendered to General Ulysses Grant to end the Civil War. This person was A. Stonewall Jackson. B. Robert E. Lee. * C. J.E.B. Stuart. D. Jefferson Davis. e. Describe the effects of war on the North and South. EU – Conflict and Change EU – Production, Distribution, Consumption

For this element, students need to be aware of the fact that the war’s impact was doubled – both sides were now working to rejoin as a single nation, and each side’s devastation was compounded by what had happened to the other side. This is true, certainly, in terms of injuries and loss of life, but also applies to property destruction and political upheaval. Students should have a sense of the magnitude of destruction and the difficulty of reconciling two opposing viewpoints within a single government. *The financial cost of the war had been tremendous, and the South’s decimated economy contributed very little to rebuilding efforts. *Fierce debates raged over what to do with former Confederate officials (try them for treason? Pardon them?), former Confederate soldiers, unrepentant Confederate sympathizers, and formerly enslaved persons who had no clear home and no source of support. *Infrastructure (roads, railroads, bridges, etc.) had been destroyed on both sides, but particularly in the South, and had to be rebuilt. *Many families were left without a source of support due to the large number of men killed and wounded in the fighting. Widows and orphans were a common charity for the next fifty years. *Many people from the North moved South to capitalize on economic opportunity: providing goods and services, working to rebuild cities and infrastructure, buying farms and plantations, etc. Others came South to help former slaves with education, job creation, and community building. *Re-integrating Southern states into the national government was a conflicted process, and took decades. For a simple state-by-state breakdown of the impact of the war, this interactive map is excellent: http://www.pbs.org/wgbh/amex/reconstruction/states/sf_states_pop_map.html.

SS5H1e What political problem faced the United States at the end of the Civil War? A. how to convince the Southern states to free their slaves B. how to stop the army from taking over the government C. how to bring the defeated states back into the Union * D. how to keep foreign countries out of North America

SS5H2 The student will analyze the effects of Reconstruction on American life. The intent of this standard is for students to delve fairly deeply into the specified aspects of Reconstruction. From 5H1, students should have a sense of the magnitude of the Civil

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War; therefore, it should not be surprising that the path to healing was long and challenging. As the elements below indicate, students are not responsible for memorizing different plans for reconstructing the South; nor are they responsible for memorizing specific individuals and events. Instead, students should focus on the content of the elements to glean an overall view of what Reconstruction really meant to people from all walks of life.

a. Describe the purpose of the 13th, 14th, and 15th Amendments. EU – Beliefs and ideals

This element asks students to describe the purpose of the 13th, 14th, and 15th Amendments to the Constitution, commonly known as the Civil War Amendments. As always, dates are given for teacher reference, and not as a requirement for student memorization. Focus on students synthesizing the amendments’ significance as a group as well as individually – particularly in the context of the time period in which they were ratified. *13th Amendment: Ratified December 6, 1865 (but proposed by Congress on January 31, 1865 – before the war had ended). This amendment abolished slavery in the United States, and completed the work of the Emancipation Proclamation, which had eliminated slavery in the states/territories in rebellion. For more, visit: http://www.ourdocuments.gov/doc.php?flash=true&doc=40. *14th Amendment: Ratified July 9, 1868. This amendment extended and guaranteed the privileges of citizenship to all people born in the United States, or naturalized. Further, it contains provisions for due process of law and is generally considered the cornerstone of civil rights legislation. For more, visit: http://www.loc.gov/rr/program/bib/ourdocs/14thamendment.html. *15th Amendment: Ratified February 3, 1870. This amendment guaranteed suffrage to African-American males. (Women, regardless of ethnicity or race, would not gain the right to vote for another 50 years with the 19th Amendment.) Seemingly the final step in the abolition movement, it took only a decade for many states and localities to disenfranchise African-Americans once again. For more, visit: http://ourdocuments.gov/doc.php?flash=true&doc=44. As a group, these amendments sought to establish formerly enslaved African-Americans as citizens, with all the legal rights and privileges afforded to other citizens. Unfortunately, there were many who still felt that formerly enslaved people (and, in fact, all African-Americans) did not deserve these privileges based upon the color of their skin. The end of Federal Reconstruction would mean that many African-Americans did not receive the rights promised them by these amendments, and it would take the Civil Rights Movement of the mid-20th century for these rights to be restored.

SS5H2a The 14th Amendment was approved by the states and became part of the United States Constitution in 1868. The purpose of this amendment was to define citizenship and to protect the rights gained by A. European immigrants. B. African Americans. * C. factory workers. D. naturalized citizens. b. Explain the work of the Freedmen’s Bureau.

For this element, students need to give a general overview of the work of the Freedmen’s Bureau. The focus should not be on any particular individuals or dates related to the Freedmen’s Bureau.

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EU – Individuals Groups and Institutions

The Freedmen’s Bureau was established in 1865 largely as a relief effort, as many formerly enslaved people found themselves with no homes, food, or means of support following the war’s end and emancipation. Through 1872, the Bureau provided basic needs (food, clothing, shelter, even land) to people; established schools and hospitals; worked to reunite families separated by the horrors of slavery and war; handled legal disputes; and ensured the compensation of people who had served in the armed forces during the war. Unfortunately, politicians were slow to respond to the needs of the newly emancipated citizens, and the Bureau struggled to complete its work. It also faced extensive opposition from many Southern Whites who did not want to see formerly enslaved people receive equal opportunity as citizens. For a general overview of the Bureau, visit: http://www.pbs.org/wnet/jimcrow/stories_events_freed.html. There are extensive records relating to the work of the Bureau. For more information, visit: http://www.archives.gov/research/african-americans/freedmens-bureau/.

SS5H2b The period after the Civil War was known as Reconstruction. To deal with the conditions after the war, the federal government created the Freedmen’s Bureau. What was its purpose? A. to help Union soldiers B. to help Confederate soldiers receive medical care C. to help former slaves * D. to help women obtain the right to vote in elections c. Explain how slavery was replaced by sharecropping and how African-Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs. EU – Conflict and Change

For this element, students need to understand that even though slavery was abolished in 1865 by the 13th Amendment, day-to-day life remained difficult for many formerly enslaved people. Further, students need to know that racism was still widespread throughout the country. In some places, Jim Crow laws and customs made it impossible for African-Americans to exercise the rights they had gained as citizens. When the Civil War ended, and all slaves were emancipated, most formerly enslaved people had no source of income. In addition, the war’s destruction led to many plantations and smaller farms being destroyed almost to the point of uselessness. Issues of land ownership also plagued the South. Once large farms began to be re-established, landowners needed labor to rebuild the Southern economy. With a large pool of unemployed laborers, a new system, known as sharecropping, was born. In this system, laborers were given land to farm. However, they had to return a large portion of the crops they grew to the landowner in exchange for “renting” the land. In addition, few sharecroppers had the funds to buy seed, equipment, etc., and ended up in tremendous amounts of debt to the landowner who provided these things. Further, the landowners often controlled the sharecroppers’ access to food, clothing, housing, and other necessities. In lieu of payment for these items, landowners often accepted credit. Unfortunately, the small amount of money earned by the sharecroppers was never enough to cover all these costs, and they ended up trapped in a cycle of unending debt. This system lasted well into the 20th century, as children born into this social structure very rarely escaped it. (Note: Teachers should be sure that students understand that not all sharecroppers were African-American.)

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In addition to the hardships of sharecropping, after Reconstruction, African Americans were subjected to Jim Crow laws. The laws enacted by local and state laws in the South, enforced segregation, limited employment opportunities, and created obstacles to voting such as poll taxes and literacy tests.

SS5H2c After the Civil War, many freed slaves became sharecroppers. Which of the following statements describes sharecropping? A. Sharecroppers had to give farm owners part of their crop for using the land. * B. Sharecroppers had to own the land they farmed. C. Sharecroppers had little money so they had to buy small plots of land. D. Sharecroppers had to share their crops with other sharecroppers.

SS5H3 The student will describe how life changed in America at the turn of the century. The intent of this standard is for students to have an awareness of the tremendous amount of change that America experienced at the turn of the 20th century. In addition to being able to describe and explain all the specifics listed in the elements, students also need to have a global sense of the speed with which these changes occurred, and how our lives today are still impacted by many of them.

a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail. EU – Movement/ Migration

For this element, students need to understand the purpose of cattle trails in general, and be able to identify the importance of the specified people and trails. Cattle trails were very important to the growth of the Western territories and states. Huge cattle farms in Texas began to feed large numbers of people in the East and eventually in the West. Railroads made this possible, as cattle could be shipped fairly quickly over long distances. Following the disruptions of the Civil War, rapid population growth in the West led to the re-emergence of old trails and the development of new ones. For a much more in-depth look at the importance of the cattle trails, visit: http://digital.library.okstate.edu/encyclopedia/entries/C/CA076.html. The Black Cowboys of Texas have gained historical notoriety for their unique existence in the legacy of the American West. Some had been born enslaved, and others were the descendants of formerly enslaved people. In the “anything is possible” world that was the country’s western frontier, these cowboys were able to distinguish themselves by their hard work and expertise, regardless of the color of their skin. However, following the end of the open range, Black Cowboys faced the same racial discrimination as other African-Americans. For more about the Black Cowboys of Texas, visit: http://www.tshaonline.org/handbook/online/articles/arb01 or http://www.pbs.org/wnet/ranchhouse/pop_blackcowboy.html, which addresses specific cowboys. Two specific cattle trails are enumerated in this standard. Note that the geography standard SS5G1b requires students to be able to locate the Chisholm Trail. The Great Western Cattle Trail {http://www.greatwesterncattletrail.com/index.html} existed both north and

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south of Dodge City, Kansas, and allowed ranchers to move large numbers of cattle to this railroad hub for transport further East. The Chisholm Trail {http://onthechisholmtrail.com/historians/} allowed cowboys to take cattle from the ranches of Texas to railroad hubs in Kansas. (Teachers may wish to know that the trail is named for Jesse Chisholm, of Cherokee ancestry, who blazed the trail in his wagon in 1866. He traveled through modern-day Oklahoma to his trading post near Wichita. Later, ranchers followed his trail with cattle.) There was little residential or commercial development along the Chisholm Trail, which allowed the cowboys to move cattle quickly. Over time, the incursion of the railroad into former rangelands made these trails less necessary, and they fell into disuse. However, during their heyday, these trails were essential parts of the development of the West, particularly in its agricultural use to feed the booming cities of the East.

SS5H3a The Chisholm Trail was important to cowboys. How did this trail impact the cowboys’ lives? A. It was the trail used by Indians as they were being forced to move farther west. B. It stretched from Texas to Kansas, allowing cattle to move from one area to another. * C. It was another name for the Underground Railroad, which helped runaway slaves escape from their masters. D. It was a trail connecting the east coast to the west coast, so cattle could move from one side of the country to the other. b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). EU – Technological Innovation

For this element, students should be able to describe the listed contribution for the individuals named, and also describe how that contribution changed life in turn of the 19th century America. As always, dates are given for teacher reference rather than student memorization. The Wright Brothers (Orville and Wilbur) went into business as bicycle salesmen in Ohio in the late 19th century. Like many scientifically minded people of their era, they were fascinated by the possibility of heavier than air machines that would allow humans to fly. In 1903, their glider survived a 12-second flight from the dunes at Kitty Hawk, North Carolina. Others were working simultaneously toward this achievement, and the Wright Brothers flight ignited a national passion for aviation. Within two decades, airplanes could fly distances previously impossible. For more about the Wright Brothers’ work with flight, visit: http://www.nps.gov/wrbr/index.htm. Born into enslavement, George Washington Carver was eventually adopted by the people who had enslaved him. Carver worked to pay for his college education in art. Always inclined to study the living world, in college, he discovered a passion for science. He became a passionate advocate for science’s ability to help people improve their lives. Carver was invited to teach at the Tuskegee Institute in 1896 by Booker T. Washington, its founder, and began to do groundbreaking work on agricultural improvement. He identified hundreds, if not thousands, of uses for peanuts and sweet potatoes, and introduced modern soil science to farmers throughout the South. At the end of his life, he was working with the federal government to develop wartime (WWII) uses for agricultural products. For basic information, visit: http://www.nps.gov/gwca/index.htm. For sample lesson plans and numerous images of artifacts and primary source documents, visit the excellent online component of the Field Museum’s traveling exhibit: http://archive.fieldmuseum.org/carver/.

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Although he preferred to be remembered for his work as a teacher of the deaf, history remembers Alexander Graham Bell for his invention of the telephone. While other sounds had been transmitted via wire following the invention of the telegraph, Bell was the first to create devices that could transmit and receive the sound of the human voice (1875). The following year, he created a device that could transmit actual words, and communication was forever changed. Bell’s device was immediately popular, and became so affordable over time that today nearly every American household contains at least one telephone. PBS has an extensive biography on Bell: http://www.pbs.org/wgbh/amex/telephone/peopleevents/mabell.html. Like Bell, Thomas Edison was a prolific inventor. He stated often that he wanted to create things that would improve the lives of ordinary people, and thus would be accessible to them. The electric light bulb (1879), perhaps his most enduring invention, certainly has become ubiquitous in American life. Edison’s tireless work to develop ideas into devices made him famous in his own time. He strove constantly not only to invent entirely new things, but also to improve other modern technology that was rapidly changing society. The Library of Congress’ online exhibit on Edison includes a thorough biography and links to images and documents, as well as video and sound recordings: http://memory.loc.gov/ammem/edhtml/edhome.html. This site is not intuitive to navigate, but the information within it is worth teachers’ time to explore.

c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal. EU – Conflict and Change EU – Technological Innovation

For this element, students should be able to explain how these two presidents expanded America’s role in the world. Students should be able to describe the impact of the Spanish-American War on America’s role in the world, and be able to explain why the Panama Canal aided in this expansion. Following the Civil War, the United States government spent much of its energy and money rebuilding internal infrastructure and attempting to overcome the strife that had led to war. Major European powers spent the second half of the 19th century colonizing Africa and Asia, creating a global competition for power and influence. At the same time, a technological explosion and westward expansion had led to a rapid increase in American business interests at home and abroad. American statesmen were divided as to whether or not America should join in this “scramble” for empire. Under President William McKinley, the issue came to a head as the U.S. military engaged with Spanish forces in the Philippines and Cuba. This brief 1898 war – the Spanish-American War – was fueled partly by American ambition for hegemony in the western hemisphere, partly by desire to demonstrate American military prowess, and partly by public opinion spurred by the newly-emergent power of the media. The short conflict led to the removal of Spain from Cuba, and increased American popular interest in obtaining colonies abroad. For basic information on the Spanish-American War, visit: http://www.loc.gov/rr/hispanic/1898/intro.html. For more about the trends of the time, including America’s imperial ambitions, visit: http://www.pbs.org/crucible/ Theodore Roosevelt emerged as a hero of this war, and succeeded McKinley as President when McKinley was assassinated in 1901. His policy choices including issuing Roosevelt’s Corollary, confirmed the longstanding tradition created by the Monroe Doctrine in 1805, of American intervention in hemispheric affairs. During Roosevelt’s tenure as President, construction finally began on the Panama Canal.

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The building of the Canal radically decreased shipping times between the east and west coast, and gave America a lasting interest (literal and figurative) in Central America. To learn about the history of the Panama Canal, visit: http://www.pbs.org/wgbh/americanexperience/features/general-article/tr-panama/ (focusing on Roosevelt’s involvement) and http://www.canalmuseum.com/.

d. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. EU – Movement/ Migration

For this element, students may be asked to identify general trends in immigration to America during the latter half of the 19th century and early 20th century. They may be asked to identify regions or lists of countries from which people emigrated for a given reason, or to identify general factors that caused the massive immigration of this time period. Most people emigrated for a combination of reasons (Push and Pull factors), and it is important for students to realize that no group came for a single reason. “Push factors” spurring immigration included issues of religious and political upheaval and persecution, often linked to economic instability. Similarly, people who left poverty-stricken farms in Europe were lured to America both for an abundance of (free) rich land for farming and the chance to become part of a society that allowed nearly anyone to succeed. These motives are often referred to as “Pull factors.” The reality of American life – particularly in crowded cities along the eastern seaboard – did not always meet these expectations, but immigrants continued to come. The first wave of European immigration consisted mostly of people from modern Great Britain, particularly Ireland, and Germany. Eventually, this stream slowed, and an increased number of immigrants from southern and eastern Europe arrived. While these immigrants massed on the east coast, Chinese immigrants traveled to California and the new western territories and states, drawn by economic opportunity stemming from the railroads and gold fields of the West. Many of these people would return home, but others stayed, creating Asian communities that still exist today. The last decades of the 19th century also saw increased immigration from Scandinavia. These settlers left the coast and went to farms and communities in the Midwest and Plains states. A brief overview can be found here, along with a helpful graph: http://web.missouri.edu/~brente/immigr.htm. For a chart regarding the countries of origin of immigrants to the US throughout the 20th Century, visit page 6 on the link below: https://www.census.gov/prod/99pubs/99statab/sec31.pdf

SS5H3d Which was a major cause of emigration from Europe to the United States after the Civil War? A. Many European countries were planning on stopping emigration in the future. B. There was less farming in Europe because of the growth of factories. C. Free land was promised to new settlers in the Southern states. D. The rapid growth of industry in the United States provided new jobs. * e. Describe the impact of westward expansion on Native Americans; include the Battle

For this element, students need to know information related to the encroachment of settlers on traditional Native American lands that led to the creation of reservations, and the relationship between expansion and the Battle of the Little Bighorn.

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of the Little Bighorn and the relocation of Native Americans to reservations. EU – Conflict and Change

Students should be aware of the fact that the land so prized by settlers in the West had, in most cases, been occupied by members of various Native American nations for centuries. The land was NOT empty, and the people who were living there were rarely treated fairly. As had happened to the eastern Native American nations in preceding decades, settlers were given free access to land, and Native Americans were squeezed into increasingly small spaces. Native Americans Nations who had been relocated West previously now found themselves squeezed once again. After decades of broken treaties and promises, the federal government began to “reserve” pockets of undesirable land for Native American groups. These reservations supposedly provided a given group with everything needed for life, but in reality were often far from the home land of the group, and thus destroyed customary ways of life. In addition, the isolation and lack of opportunity found on the reservations led to an economic deprivation that continues today. For a map of modern reservations, visit: http://www.nps.gov/nagpra/DOCUMENTS/ResMap.htm. After continuing conflict between settlers and Native American groups, the United States Army found itself in a pitched battle with the Sioux and Cheyenne in June of 1876. These groups had signed a treaty with the government guaranteeing them lands in South Dakota. Once gold was discovered in the area, however, the land was overrun with prospectors. Over time, tension increased, and the U. S. government ordered the military to intervene. Following a series of military maneuvers, General George Custer and everyone with him were surrounded and killed in a short battle on the 26th of June. This battle, called the Battle of the Little Bighorn after the creek next to which it was fought, marked the last large-scale battle between U. S. military forces and a coalesced group of Native Americans. For the record of one Lakota chief, visit: http://www.pbs.org/weta/thewest/resources/archives/six/bighorn.htm. For more on the battle itself, visit: http://www.nps.gov/libi/index.htm. Teachers should note that the history recorded about this battle and the military conflict surrounding it will naturally be skewed by the viewpoint of the person telling the story. Efforts should be made to present multiple points of view, and have students draw their own conclusions about how the battle impacted the lives of both Native Americans and European-American settlers in the area. If time and interest permit, teachers could also find modern interpretations of the battle and have students discuss how it lives on in common memory for different groups of people.

SS5H4 The student will describe U.S. involvement in World War I and post-World War I America. The intent of this standard is for students to understand the impact of World War I on American life, and how events developed that eventually led the United States to send troops to fight abroad. Further, students should understand that the war’s terrible toll in terms of destruction and loss of life led to a belief that such a conflict could not occur again. As a result, the decade following World War I was one of cultural rather than military accomplishment.

a. Explain how German attacks on U. S. shipping

This element specifically asks students to explain the impact of each of the enumerated events on the U. S. decision to enter World War I. Students may be asked to identify a group of U. S. contributions to the war, or to explain the impact

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during the war in Europe (1914-1917) ultimately led the U. S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U. S. ships, U. S. contributions to the war, and the impact of the Treaty of Versailles in 1919. EU – Conflict and Change

of these contributions, but they may not be asked to recall such details out of context. As always, dates are provided for teacher reference and not for student memorization. When the conflict now known as World War I began in 1914, the United States was not immediately and directly involved. (Students may ask about how the war began in Europe. Teachers may want to address briefly the assassination and how alliances formed and played a role in other countries’ involvement in the war. Be aware of keeping the focus on the standard and on time limitations due to pacing.) However, the United States’ official status as a non-combatant did not prevent German U-boats (submarines) from attacking all ships approaching Great Britain. At the time, American and Canadian ships were key suppliers for Great Britain, so shipping was constant and necessary. These attacks became a galvanizing force in public opinion in May of 1915. On the 7th of that month, a German U-boat sank the Lusitania, a passenger ship. Nearly 1200 people died, including over one hundred Americans. For one historian’s take on the sinking of the Lusitania, visit: http://www.pbs.org/greatwar/historian/hist_winter_12_lusitania.html. For a more straightforward account of the attack, visit: http://www.pbs.org/lostliners/lusitania.html. (Teachers will note that historians’ views differ as to whether or not the sinking was avoidable.) American opinion on entering the war remained divided. Many feared the loss of life and immense destruction that would accompany U. S. involvement. Others, seeing that the relentless trench warfare never seemed to give either side a clear victory, felt that an infusion of fresh American troops would give the Allies a needed boost. Over time, American officials, including President Woodrow Wilson, tired of Germany’s relentless attacks, ended his stance of neutrality. On April 2, 1917, Wilson requested a declaration of war from Congress: http://www.pbs.org/wgbh/amex/wilson/portrait/wp_war.html. (Note that this site contains many details that are beyond the scope of the standards but may be useful for building background knowledge.) The United States sent troops to fight in Europe. However, by the time most troops arrived at the end of 1917, it was apparent to many, including Wilson, that the war would be better solved with diplomacy than guns. Revolution in Russia had created a new system of communist government, and they withdrew from the fight against Germany. As Germany tried to press further into France, the additional American troops helped prevent real success for the Germans. The Allies were able to keep the Germans at bay, and the war-weary continent looked for an end to the fighting. Wilson created a plan for lasting world peace (known as the Fourteen Points) that involved intense diplomacy rather than a buildup of arms. In the end, the only part of Wilson’s Fourteen Points included in the Peace Treaty was the creation of a global peace keeping organization called the League of Nations (the precursor to the United Nations). The Armistice that went into effect on November 11, 1918, created a worldwide feeling of relief. The war, long and terrible in ways never before imagined, ended almost at an instant. Soldiers on both sides left their trenches and celebrated. The Peace Treaty signed at Versailles, France, in June of 1919, however, did not create the lasting peace that Wilson sought. Germany was forced to shoulder much of the blame for the war, give up territory it had gained, and pay huge reparations. The exact terms of how this should happen were unclear, and German resentment

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against the Treaty of Versailles grew and grew as the world slipped into the Great Depression the following decade. For specifics on the 1919 treaty, visit http://edsitement.neh.gov/lesson-plan/great-war-evaluating-treaty-versailles, which has a lesson plan for student use. Teachers may wish to use bits and pieces of these lessons, which are designed for high school students. Teachers should remind students that while we, today, can easily see how World War I (which contemporaries called The Great War) led directly to World War II, this was certainly not the case at the time. People then believed that such a conflict would never occur again, and it is difficult for us to comprehend that sense of relief. For an excellent resource on the war, visit the following site: http://www.pbs.org/greatwar/. It includes images, sound recordings, other primary sources, and historical commentary, as well as a simple yet thorough timeline of events leading up to the war, the actual conflict, and its aftermath.

b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh). EU – Conflict and Change EU – Individuals Groups and Institutions EU – Movement/ Migration EU – Technological Innovation EU – Beliefs and ideals

For this element, students should be able to describe life in the 1920s, with specific references to the movements, activities, inventions, and individuals enumerated in the element. Teachers may teach additional information about the time period, such as additional writers from the Harlem Renaissance, but be cognizant of the focus of the standard and time limitations due to pacing. Following the horrors of World War I, people around the world wanted to celebrate and enjoy life. The 1920s, in America experienced economic prosperity and a flowering of unique cultural creativity. The term Jazz Age is largely a synonym for the 1920s. Jazz was a new style of music at the time, uniquely American, and born from the ‘melting pot’ of cultures that had created the country. Louis Armstrong, the New Orleans born singer and cornet player, epitomized the style of music for decades. His songs brought jazz into the mainstream for people of all colors, ethnicities, and socio-economic status. For more on jazz, visit: http://teacher.scholastic.com/activities/bhistory/history_of_jazz.htm. For more on Louis Armstrong, including song recordings, visit: http://www.pbs.org/jazz/biography/artist_id_armstrong_louis.htm. It was also a time of upheaval for many. People moved from rural to urban areas, and from agrarian South to the industrial urban centers of the North. New political ideas arrived, and threatened the status quo. Social movements, such as women’s rights, brought upheaval to the lives of many Americans, and their impact continues today. The migration of African-Americans from the South to the North also created a cultural movement. Many writers, artists, and thinkers congregated in New York City’s Harlem neighborhood. The Harlem Renaissance is the modern name for the movement that celebrated African-American life through story, poetry, drama, song, visual arts, and more. {For archival resources related to the Harlem Renaissance, visit: http://www.loc.gov/rr/program/bib/harlem/harlem.html.} During the 1920s and 1930s, people associated with the movement also began to promote the ideas and beliefs now associated with modern Civil Rights. Langston Hughes is one of the writers whose work is now virtually synonymous with the Harlem Renaissance. Like many, he left his home in the South to go to New York City. His writing, notably his poetry, was influenced by the sounds of the Jazz Age. He wrote the story of African-Americans in many walks of life, and sought to define a unique African-American culture. For more, visit: http://www.americaslibrary.gov/aa/hughes/aa_hughes_subj.html

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The influence of new technology, notably the radio, made the game of baseball into a popular American pastime. Thought it had been played professionally in America since around 1870, the game became immensely popular in the 1920s. This was due to advances in the labor movement which offered workers more pay and more time off. It’s popularity in part was also due to players like Babe Ruth, who ignited the interest of fans, and inspired them to follow specific teams. Ruth also changed how the game was played, emphasizing powerful hitting. For more on Ruth’s life and legacy, visit: http://www.baberuth.com/biography/. For a timeline of the history of baseball in America, interspersed with other events in American history for context, visit: http://www.pbs.org/kenburns/baseball/timeline/. Teachers might be interested in this article, which gives baseball a much longer history than many recognize, and includes some interesting tidbits on the rise of the game’s popularity: http://www.npr.org/2011/03/16/134570236/the-secret-history-of-baseballs-earliest-days. When Henry Ford revolutionized American industry with mass production of automobiles on assembly lines, few recognized this innovation as being monumental. However, within a few years, the Ford Motor Car Company realized huge success, as Henry Ford created an automobile that the average American worker could afford. These cars, simply built, but functional and relatively reliable, took over American roads, and brought about many changes in American life. People could live farther from their places of employment, travel at will, and generally enjoy a lifestyle unthinkable two decades prior. The ill effects of such travel, such as pollution, did not become part of the American consciousness for many more years. A short biography of Ford is found here: http://www.pbs.org/wgbh/aso/databank/entries/btford.html, and an extensive explanation of how the automobile industry changed America can be found here: http://www.autolife.umd.umich.edu/. As Americans took to the roads, they also became fascinated by air travel. Following the Wright Brothers’ early success, more and more inventors began to test the limits of lighter than air machines. Eventually, these airplanes became popular with daredevils and the military alike. The potential of airplane travel for ordinary Americans would not be realized for several more decades, but eventually the ability to cross the country in a matter of hours would become more than a novelty. Charles Lindbergh took this fascination to new heights in 1937, when he crossed the Atlantic Ocean as a solo pilot. This flight catapulted him to personal fame, and gained many new fans for modern aviation. For an interesting timeline, visit: http://www.pbs.org/wgbh/amex/lindbergh/timeline/index.html.

SS5H4b With the introduction of Henry Ford’s Model T, automobiles became more common in the 1920s. The automobile has caused many changes in America. Which statement is true? A. Automobiles have forced more people to live in rural areas. B. More people have chosen to use other forms of transportation. C. Automobiles have allowed people to live farther from their jobs. * D. Most people have decided not to use automobiles. Harlem is a part of New York City. During the 1920s, it was the site of what was called the Harlem Renaissance. Which phrase best describes the Harlem Renaissance? A. a revival in African-American arts * B. a renewed interest in European art C. a movement from urban areas to the West D. a style of architecture found in New York

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SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. The intent of this standard is for students to understand the massive economic instability that affected the United States in the 1930s. While World War II lifted the nation to new economic heights, the memory of the Depression served as a motivating force for many Americans to follow for decades. A timeline of events during the Great Depression is available here: http://www.pbs.org/wgbh/americanexperience/features/timeline/rails-timeline/

a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. EU – Beliefs and ideals EU – Individuals Groups and Institutions EU – Movement/ Migration EU - Scarcity

For this element, students will identify and discuss the Stock Market Crash of 1929, and the roles of Hoover, Roosevelt, the Dust Bowl, and soup kitchens as part of the ensuing Great Depression. The Stock Market Crash of 1929 ended a decade of growth in the Stock Market. However, the market did not actually reach its lowest levels for another three to four years – well after the start of what we call the Great Depression. The period was marked by enormous unemployment and a lack of confidence in financial institutions. Many Americans found themselves unemployed and without the financial means to support themselves until they could find new jobs. For an excellent overview, in plain English, of the causes of the Crash, visit: http://www.pbs.org/fmc/timeline/estockmktcrash.htm. As American businesses and financial institutions struggled to recover from the decisions that had created the Depression, many agricultural communities in the southern Great Plains had turned into what was called the Dust Bowl. Poor farming practices combined with a severe drought turned large swathes of fertile land into useless dust, which blew across the area in great storms. Many farmers had mortgaged their homes and farms, and without a sellable crop were unable to repay their loans. These farmers, along with many other Americans, found themselves homeless and jobless. For more on the Dust Bowl, including video interviews with people who lived through it, visit: http://www.livinghistoryfarm.org/farminginthe30s/water_02.html. Herbert Hoover, as United States President, was blamed for his reluctance to involve the Federal government in helping struggling Americans. Many Americans saw the 1932 election of Franklin Roosevelt as a turning point that would bring renewed prosperity to the country. In reality, it would take the massive industrial buildup of wartime to completely resurrect the economy. Prior to the social programs of the New Deal, social organizations worked to support the rapidly increasing population of Americans who could not support themselves. Soup kitchens served hot meals to the unemployed and homeless. Without this assistance, many Americans would have had no means of obtaining food for their families. For information about Hoover’s Presidency visit http://www.history.com/topics/us-presidents/herbert-hoover

SS5H5a How did the 1929 stock market crash affect the United States economy in the 1930s? A. Unemployment reached its highest level in United States history. * B. Stock prices were higher than investors could afford. C. Congress voted to reject New Deal policies. D. Agriculture replaced manufacturing as the primary industry.

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The Great Depression that began in 1929 hit farmers especially hard. Farmers had not been doing well in the 1920s and several years of severe drought turned the land into a “dust bowl.” What was an immediate result of this? A. Many farmers decided to grow crops that did not use as much water. B. The government helped farmers by buying their land and equipment. C. Many farmers and their families lost their farms and moved west.* D. The government built large dams in the West for irrigation. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority. EU – Individuals Groups and Institutions

For this element, students should be able to analyze the impact of the New Deal on American society, and the New Deal’s impact, rather than details of New Deal programs. Teachers can access the innumerable resources found at the New Deal Network of the Franklin and Eleanor Roosevelt Institute for information about the impact of the Great Depression and New Deal on American society: http://newdeal.feri.org/. The New Deal was the collection of programs and legislation initiated by President Franklin Roosevelt to bring an end to the Great Depression. Beginning with Roosevelt’s inauguration in 1933, the programs revolved around what are now called the three R’s: relief (for those suffering from poverty); recovery (helping the nation get back on its feet economically); and reform (to prevent a similar economic situation in the future). The large number of agencies and programs created to combat the Depression are often referred to as an “alphabet soup,” as most were known by their acronyms. While not all Americans agreed that the federal government should take such an active role in the economy, or create these social programs, some of them survive today. The following programs listed in the standard were created during the New Deal: *Civilian Conservation Corps: Established in 1933 to employ young men, the CCC worked to preserve natural resources and areas, with the goal of conservation for future generations. For a variety of classroom resources related to the CCC, visit: http://www.pbs.org/wgbh/americanexperience/films/ccc/. *Works Progress Administration: Established in 1935, this largest of the New Deal programs affected the lives of millions of Americans. It provided jobs for unemployed people, and simultaneously allowed for the development of American infrastructure. The WPA also supported the work of artists, academics, and others in such activities as recording American history, creating public art, and sponsoring public musical performances. For more information on the WPA in Georgia, visit: http://www.libs.uga.edu/hargrett/selections/wpa/. *Tennessee Valley Authority: Established in 1933 to rejuvenate the Tennessee River Valley, the TVA supported farmers in investigating modern farming practices, and also created a network of dams and power plants that supplied electricity to a large region that had never seen it before. Still in existence today, the TVA continues to work to provide power to the region while managing its natural resources. For more from the TVA, visit: http://www.tva.gov/abouttva/history.htm.

SS5H5b President Franklin Roosevelt won the election of 1932. The country was in the Great Depression, and Roosevelt introduced the New Deal. Which was the most important goal of President Franklin Roosevelt’s New Deal programs? A. to strengthen the economy*

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B. to end racial discrimination C. to avoid going to war D. to improve public education c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens. EU – Individuals Groups and Institutions

Teachers should focus on these three individuals, their main achievements, and why they are remembered today. Duke Ellington is known as one of America’s most prolific composers. In over a half century of work, he created many recognizable pieces of music in a variety of genres, including blues, jazz, and swing. He traveled the country with his orchestra, and the explosion of radio in the 1930’s allowed his music to enter the homes of many Americans who would not have heard his music otherwise. For more information and numerous song samples, visit: http://www.pbs.org/jazz/biography/artist_id_ellington_duke.htm. Margaret Mitchell was a newspaper reporter and author in Atlanta. Her famous 1936 work, Gone With the Wind, sold a million copies in six months during the height of the Great Depression. Mitchell captured the imagination of the world in her the story of a Georgia plantation family before, during, and after the Civil War. For more information on Mitchell’s life, visit: http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2566. Jesse Owens took an early stand for civil rights at the 1936 Olympics in Berlin, Germany. Owens’ numerous athletic achievements at those games earned him four gold medals. This contradicted Hitler’s Nazi Party, which believed in the myth of racial superiority. Owens’ success as an African-American proved that these ideas were false, but he still faced the same discrimination as other African-Americans when he returned to the United States. For more on Owens’ life and achievements, visit: http://espn.go.com/sportscentury/features/00016393.html.

SS5H6 The student will explain the reasons for America’s involvement in World War II. The intent of this standard is for students to understand how America came to be involved in a second world war, and for them to explain how this involvement affected American lives. In addition, students will become familiar with some of the people and events central to the conflict, as well as the changes that WWII brought to the American homefront.

a. Describe Germany’s aggression in Europe and Japan’s aggression in Asia. EU – Conflict and Change

For this element, students will describe the actions of Germany and Japan that led America to join World War II. For general information on a timeline about the war from an American perspective, visit http://www.nationalww2museum.org/see-hear/world-war-ii-history/timeline.html?. Following Adolf Hitler’s rise to power in Germany, the country began to rebuild its military, which was decimated following the first World War. Despite the efforts of other European powers to prevent a second conflict, Germany continued to threaten its neighbors. After several “non-violent” takeovers of neighboring areas, Germany invaded Poland on September 1, 1939. France and Great Britain were thrust immediately into the conflict, but America remained neutral at this time.

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For more information on the diplomacy leading up to 1939, visit: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005070. Japan had its own imperial ambitions. After occupying the Chinese province of Manchuria in 1931, it launched a full-scale war against China in 1937. Japan occupied Vietnam in 1940, and officially joined Italy and Germany as an Axis Power that same year. For an in-depth look at Japan’s road to war, visit: http://www.bbc.co.uk/history/worldwars/wwtwo/japan_quest_empire_01.shtml. (Note that this site should be used for teacher reference only) The takeaway message for students here is that both countries’ leaders had enormous imperial ambitions. In order to demonstrate their strength as nations, they desired the total subjugation of their neighbors.

b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. EU – Beliefs and ideals EU – Conflict and Change

Students will describe the major events in the war, as listed below: *Pearl Harbor: When Japan attacked the United States Naval base at Pearl Harbor, Hawaii, on December 7, 1941, the country was immediately thrust into the growing world conflict. The surprise attack galvanized public opinion in favor of war, and Congress declared war against Japan (and thus the Axis powers of Germany, Italy, and the Soviet Union) the following day. Many websites are available with survivor remembrances and images – be sure to preview all such sites before sharing them with students. For more background and powerful images, visit: http://www.history.navy.mil/browse-by-topic/wars-conflicts-and-operations/world-war-ii/pearl-harbor-raid.html *Iwo Jima: (Teachers may note that this war had two main theaters, meaning areas or places in which important military events occurred. This war had a European and a Pacific Theater.) When U. S. Marines captured the Japanese island of Iwo Jima in March of 1945, it was at a great cost. Amidst some of the heaviest fighting in the Pacific Theatre of the war, American soldiers took an important strategic advantage away from the Japanese. Many websites are available with survivor remembrances and images – be sure to preview all such sites before sharing them with students. For more information, visit: http://www.nps.gov/media/photo/gallery.htm?id=B6F61492-1DD8-B71C-07996D03A2455964 Visit http://archive.defense.gov/home/features/iwo_jima/index.html for a great multimedia site about the battle. *D-Day: On June 6, 1944, a combined force of American and British soldiers assaulted the beaches of Normandy, France. France had been occupied by Germany, and this direct assault was seen as the only way that the Germans could be driven back into Germany and defeated. The battle was costly in terms of life and property due to the nature of the attack, but is generally considered to be the turning point of the war in Europe. Many websites are available with survivor remembrances and images – be sure to preview all such sites before sharing them with students. For more, visit http://www.dday.org/ and http://www.army.mil/d-day/. *V-E Day: May 8, 1945, is celebrated as V-E (Victory in Europe) Day. In 1945, Allied forces gained the full surrender of Germany, terminating most conflict in the European theatre of World War II. Fighting continued in the Pacific theatre, and troops in pursuit of retreating German forces began to see firsthand the horrors of the Holocaust. The New York Times front page announcing the end of the war in Europe can be found at:

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http://www.nytimes.com/learning/general/onthisday/big/0507.html. For background on the end of the war in Europe, visit: http://www.bbc.co.uk/history/worldwars/wwtwo/veday_germany_01.shtml. *V-J Day: August 14, 1945, is widely considered V-J (Victory over Japan) Day. Following the dropping of atomic bombs on the Japanese cities of Hiroshima and Nagasaki, Japan agreed to the Allies’ terms of surrender. For some, this came as a surprise, as many held the belief that Japan would hold out as long as possible. For firsthand accounts of the days leading up to and including the surrender, visit: http://www.loc.gov/vets/stories/vj-day.html. The actual surrender of Japan occurred on September 2. After almost exactly six years of formal hostilities, the war was over. Rebuilding efforts in both the Pacific and in Europe would continue for decades. *Holocaust: With a capital “H,” the word Holocaust refers to the “systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators.” United States Holocaust Memorial Museum: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143 Nazis, under the leadership of Adolf Hitler, enacted laws and policies that persecuted Jews and other minority and political groups deemed “undesirable.” Over time, these policies evolved into genocide – people were murdered for no reason other than their religion, ethnicity, political beliefs, or behaviors. Teachers should use caution when selecting websites and images to share with students, and should carefully check each site’s authenticity. Unfortunately, the Internet abounds with dangerously disrespectful, inaccurate, and completely erroneous information about the Holocaust. Some reliable and thorough sites include: *The USHMM: http://www.ushmm.org/education/foreducators/. *The Georgia Commission on the Holocaust: http://holocaust.georgia.gov. *Holocaust Survivors: http://www.holocaustsurvivors.org/. *The Holocaust Chronicle: http://www.holocaustchronicle.org/.

SS5H6b On December 7, 1941, Japanese forces attacked the United States naval base at Pearl Harbor, Hawaii. What was the effect of this attack? A. It caused riots and unrest in Japan. B. The surprise attack sank half the British navy. C. It prompted the United States to enter the war. * D. The damage crippled the United States economy. World War II ended in August, 1945, when Japan surrendered. What happened as a result of Japan’s surrender? A. Harry S. Truman was defeated in his reelection as president. B. American celebrated the surrender, which was called VJ Day. * C. Atomic bombs were outlawed for future use. D. Japanese-Americans started immigrating to Japan again. c. Discuss President Truman’s decision to drop the atomic bombs on

For this element, students need to be aware of the basic reasoning behind Truman’s decision to bomb Hiroshima and Nagasaki. Following the end of the war in Europe, many people expected a protracted war with Japan, including a likely land invasion of the country. If this invasion had occurred, casualties on both sides were likely to be enormous. What few people

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Hiroshima and Nagasaki. EU – Conflict and Change

knew was that the United States, with scientists from numerous countries (including Germans who fled the Nazis), was in the process of creating a weapon so powerful that it would force Japan’s surrender almost instantly. Historians debate whether Truman made the decision to drop the bombs, or whether Franklin Roosevelt had laid such groundwork toward their use that any other decision was impossible. This academic conversation is beyond the scope of most fifth grade classes, but students should be aware that the bomb had been in development since 1939-1940, and it was under Roosevelt’s watch that the Manhattan Project, which led to the development of the bomb, began. The dropping of the bombs is a contentious topic. On one hand is the view that Truman decided to use the bombs to prevent a land war in Japan, thereby sacrificing the lives of Japanese citizens in these two cities to save the lives of many more Allied troops. Others view the bombs as an attempt to demonstrate definitive U.S. dominance, and to warn the Soviet Union. Still others see the bombings as undeserved aggression against civilians. There are no easy answers in this conversation, and teachers will want to allow students to examine their own opinions. A basic overview of the actual bombings (Hiroshima on August 6, 1945 and Nagasaki on August 9, 1945) and the decision behind them, along with accompanying lesson plans, can be found here: http://www.trumanlibrary.org/teacher/abomb.htm. For teachers who are very interested in this topic, an archive of declassified documents exists: http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB162/index.htm. However, this will be far more information than many will have time to read. For a simplified list of pros and cons with an attempt at even-handed observations, visit: http://seattletimes.nwsource.com/special/trinity/supplement/procon.html. Note that all references will inherently have some bias, and that there is no single “right” answer, academically speaking, to whether or not Truman should have used atomic weapons.

SS5H6c Harry Truman became President of the United States after Franklin Roosevelt died. Truman had to make a decision on how to end the war with Japan. He chose to A. wait until Japanese political and military leaders asked to surrender. B. use atomic bombs to force the Japanese to surrender. * C. prepare for an invasion that would cost many American lives. D. form a blockade to prevent Japan from getting aid. d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. EU – Individuals Groups and Institutions

For this element, students must be familiar with these listed figures and be able to describe (at a basic level) their involvement in World War II. *Franklin Delano Roosevelt (President of the United States, 1932-45): After shepherding the nation through the Great Depression and creating the New Deal, FDR’s approval was high among many Americans. As war became inevitable, he hesitated, until the attack on Pearl Harbor thrust America into the conflict. Roosevelt, re-elected to his third and fourth terms during the war, became the face of American resolve. For more, including a day-by-day chronology of his entire Presidency, visit: http://www.fdrlibrary.marist.edu/. *Josef Stalin (Premier of the Soviet Union, c. 1929-53): Stalin’s successful rise to power in the Communist Party of the Soviet Union led to his leadership of the

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country by the late 1920s. After initially allying his country with Nazi Germany, Stalin joined the Allies following Germany’s betrayal and invasion of the Soviet Union in 1941. While stamping out all internal opposition, Stalin also made military decisions that led to the defeat of German forces. He used his ruthlessness to negotiate a powerful role for the Soviet Union in the postwar years, leading to the initiation of the Cold War between East and West. For a basic biography, visit: http://www.bbc.co.uk/history/historic_figures/stalin_joseph.shtml. For more in-depth information, visit: http://www.pbs.org/redfiles/bios/all_bio_joseph_stalin.htm. *Winston Churchill (Prime Minister of Great Britain, 1940-45): As one of the 20th century’s great statesmen, Churchill skillfully maneuvered public opinion and military strategy to lead Great Britain through the dark days of World War II. With the country under nearly relentless bombardment from the Nazis, Churchill worked hard to build his citizens’ spirits as well as defend them by force. His staunch opposition to Hitler and the Nazis, begun well before much of the world saw Hitler as a threat, led to respect for his views around the world. A slightly long but accessible biography is found here: http://www.time.com/time/magazine/article/0,9171,988157,00.html. *Hirohito (Emperor of Japan, 1926-89): Hirohito’s role in helping to start World War II has been debated in recent years. While certainly unable to stop the members of his government who were anxious to prove Japan’s superiority militarily, Hirohito himself was also willing to sacrifice lives to expand Japan’s empire. He repeatedly called for soldiers and civilians to sacrifice their lives in the interest of their country, and refused surrender even after repeated and catastrophic Allied victories. It took the horror of atomic warfare to force an end to the war. In the Japanese worldview of the time, emperors were “more than human,” and the Japanese people had never even heard his voice until he announced the nation’s surrender to the Allies in 1945. For more, visit: http://www.pbs.org/wgbh/amex/macarthur/peopleevents/pandeAMEX97.html or http://cidc.library.cornell.edu/dof/japan/japan.htm (more useful for students). *Harry S Truman (President of the United States, 1945-1953): After the sudden death of President Franklin Roosevelt, Harry Truman, Roosevelt’s Vice-President, became President. The war in Europe had nearly ended, but a bloody struggle with Japan seemed destined to continue. Largely following through with foreign policy set by Roosevelt, Truman ordered the use of atomic weapons against Japan. Shortly thereafter, Japan surrendered, seemingly justifying Truman’s decision. Truman also aided in the creation of the United Nations in June of 1945, believing that diplomacy was the route by which further war would be prevented. For more on Truman, including his Presidency following WWII, visit: http://www.whitehouse.gov/about/presidents/harrystruman. For documents, photographs, and general information about his role during the war, visit: http://www.trumanlibrary.org/ww2/index.html. *Benito Mussolini (Premier of Italy, 1922-43/45): As part of the larger socialist political movement that swept Europe in the first part of the 20th century, Mussolini’s early years in power were focused on social programs and internal issues. He became a dictator, with nearly all political power in Italy concentrated in his hands. Threatening his opponents, violently if necessary, also became a hallmark of Mussolini’s leadership. Italy participated in several smaller military engagements leading up to World War II, notably in Ethiopia and Spain’s Civil War. In 1940, Italy joined Germany in its war against the Allied powers, though Italy’s weakened military did not see much success in the larger context of the war.

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Mussolini was eventually deposed, and by the end of the war, led only those portions of Italy that had not been invaded by the Allies. He was assassinated in 1945. For more information on Mussolini himself, visit: http://www.bbc.co.uk/history/historic_figures/mussolini_benito.shtml. *Adolf Hitler (Chancellor of Germany, 1933-45): Embittered by the terms of the Treaty of Versailles that had ended World War I, and facing the economic turmoil of the Great Depression, Germany entered the 1930s with little optimism. In time, more and more people turned to the “national socialism” of Adolf Hitler’s Nazi Party. Once the party controlled the government, Hitler became Germany’s leader. From there, he concentrated all political power, and instigated laws and policies that severely restricted life for Jews and other minority groups. In time, his imperial ambitions led to war. This war temporarily propped up the German economy, but in time, the grinding pace of the conflict wore down morale and necessary supplies. The human cost of Hitler’s rule was enormous. In addition to huge numbers of military casualties, his anti-Jewish policies created genocide. Hitler committed suicide in May of 1945, shortly before Soviet troops captured Berlin, where he was hiding. The war in Europe ended a week later. For a basic biography and links to further reading, visit: http://www.bbc.co.uk/history/people/adolf_hitler.

SS5H6d There were a number of important leaders during World War II, such as Josef Stalin. Who was Josef Stalin? A. an Italian dictator during World War II B. a military adviser to Germany during World War II C. a British general during World War II D. a dictator of the Soviet Union during World War II * e. Describe the effects of rationing and the changing role of women and African-Americans; include “Rosie the Riveter” and the Tuskegee Airmen. EU – Conflict and Change EU – Individuals Groups and Institutions EU – Production, Distribution, Consumption

For this element, students must be able to define the term rationing, and explain how it is connected to American life during World War II. They must also describe the war’s impact on the lives of women and African-Americans, particularly in regard to the American workforce. Students must specifically discuss the enumerated examples of this impact. During times of resource shortage, a governmental policy called rationing is often put into place. During World War II, many supplies were either needed for the war effort, or were simply unavailable due to shipping or production difficulties. In order to remedy this shortage, guarantee that military goods could be produced, and ensure some sort of fairness, rationing was put into place. Each individual, family, or business, was allotted a certain amount of rationed goods. A card, coin, or stamp indicated how much the person or family could purchase. When the person or family had reached their allotment for the given time period, no more of that good could be purchased. Sometimes, even the rationed amount was not available, and people would have to wait even longer to buy what they wanted or needed. Rubber was rationed early in the war, as the Japanese cut off supplies. Food items like sugar, butter, and coffee were rationed to make sure that troops got the supplies they needed. Gasoline was in short supply throughout the conflict, and ration cards indicated how much gasoline a driver could buy, based on his/her needs and contribution to the war effort. An excellent site for use with students is: http://www.smithsonianeducation.org/idealabs/wwii/.

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As more and more American men found themselves serving overseas, and American industry increased production to build needed supplies for the war, it became apparent that new labor sources were necessary. Many women went to work in factory jobs, encouraged in part by a government campaign symbolized by Rosie the Riveter. The woman in this iconic image rolled up her sleeves and went to work, replacing men in industrial jobs essential to the war effort. Posters and advertisements encouraged women to become “Rosies,” and help support their families and country with war work. For the real story of Rosie the Riveter, and information about the role of women in WWII visit this history channel website: http://www.history.com/topics/world-war-ii/rosie-the-riveter African-Americans also found themselves working in the defense industry. Factory jobs continued to attract migrants from rural areas, and often allowed African-Americans a new level of professional success. In addition, the military itself began to find a higher level of respect for African-American soldiers. The first African-American pilots in American military history, the Tuskegee Airmen, began training in Tuskegee, Alabama, in 1940. From there, this group of pilots and support personnel, trained and served throughout World War II. They proved to be skilled pilots, and served bravely in numerous engagements. Although the military would not be fully integrated until 1948, the Tuskegee Airmen helped to set the stage for civil rights in the American armed forces. For more on the Tuskegee Airmen, visit: http://www.tuskegeeairmen.org Teachers will want to note that returning American servicemen reclaimed many industrial jobs following the war, and the surge in women in this particular workforce did not continue in the post-war years. Equally, some African-Americans found themselves displaced by returning White servicemen.

SS5H6e During World War II, many women in the United States assisted in the war effort. For most women, this was the first time that they found work in A. schools. B. hospitals. C. factories. * D. offices. f. Explain the U. S. role in the formation of the United Nations. EU – Beliefs and ideals

For this element, students need a very basic understanding of the role of the United Nations, and how the United States helped create it. After the failure of the League of Nations after World War I, the United Nations was successfully established to meet similar objectives. The United Nations (UN), so named by President Franklin Roosevelt, originated in the Allied nations of World War II. In 1945, fifty countries came together to sign an agreement calling for dialogue and diplomacy in issues of international conflict. The UN was to stand as “an international organization designed to end war and promote peace, justice and better living for all mankind.” The United States played a key role in the conferences creating the alliance that became the United Nations, and became one of the leading countries within the UN. For a thorough explanation of the history of the United Nations, visit: http://www.un.org/en/aboutun/history/index.shtml.

SS5H6e

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In 1945, representatives from 50 countries met to set up the United Nations. What was the original purpose of the United Nations? A. to promote peace and prevent war * B. to organize member nations as democracies C. to encourage trade between member nations D. to share military secrets among member nations

SS5H7 The student will discuss the origins and consequences of the Cold War. The intent of this standard is for students to understand how the outcome of World War II led to the Cold War, and for students to discuss the impact of this conflict on American life in the mid to late 20th century. Teachers will want to remember that fifth graders have no personal memory of these events or the “us versus them” mentality that dominated global affairs in general, and U.S./Soviet relations in particular. Finally, students should be aware of the specifically enumerated events of the Cold War, and be able to explain how they are related to the overall conflict.

a. Explain the origin and meaning of the term “Iron Curtain.” EU – Conflict and Change

For this element, students need to be able to define the term “Iron Curtain” as it relates specifically to the Cold War. They should be able to give a simple synopsis of the origin of the term. The term “Iron Curtain,” first and foremost, does NOT refer specifically to the Berlin Wall. This is a common misconception among students, and teachers should be aware of preventing this. In fact, “Iron Curtain” refers to the invisible line that “divided” Communist-influenced Eastern Europe from the more democratic nations of Western Europe. In time, it came to be a metaphor for the division between the United States (and its allies), and the Soviet Union (and its allies). For an explanation of the term, along with multiple maps showing the Iron Curtain’s “location,” visit: http://www.britannica.com/event/Iron-Curtain The term “Iron Curtain” originated in a graduation speech given by Winston Churchill at Westminster College in Missouri in 1946. He spoke of an “iron curtain” descending between eastern and western Europe that stood to destroy any sense of post-war camaraderie among these nations. In fact, Churchill was correct. The political and economic differences among these nations would grow over the following decades, and these differences would repeatedly put the world at risk of war. The partial text of the speech can be found here: http://www.fordham.edu/halsall/mod/churchill-iron.asp. Film footage of the relevant portion of the speech is available on YouTube. In essence, this Iron Curtain meant more than just a line on a map. People in the Soviet sphere of influence generally lacked the personal freedoms and economic opportunity enjoyed by those in the United States/Western European sphere of influence. Over time, these differences became increasingly pronounced, as countries “behind” the Iron Curtain undertook harsh measures to prevent dissent from growing.

b. Explain how the United States sought to stop the spread of communism through the Berlin

For this element, students should be able to give a very basic explanation of how the United States and the Soviet Union ended up on opposite sides of the Cold War. By understanding that the Soviet Union was given charge of certain territories/countries following World War II, students will be able to explain how the Soviets influenced the post-war governments and economies of these countries. From there, students will explain how the United States sought to overcome this

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Airlift, the Korean War, and the North Atlantic Treaty Organization. EU – Beliefs and ideals

influence through the events noted in the element. For a very brief overview, visit: http://www.nationalarchives.gov.uk/education/coldwar/G4/default.htm. Teachers will also want to make sure that students understand that the term ‘Cold War’ refers to the tension between the United States (and allies) and Soviet Union (and allies) that was largely diplomatic. Certain events made the war turn “hot,” where armed conflict was actually involved. Teachers will want to give students a basic overview of the ideas that divided the United States and Soviet Union (and the countries that fell in line with each of these). In the most basic sense, the Cold War was a contest between democracy and Communism. While Communism is essentially an economic philosophy opposed to capitalism, the Communist-controlled countries of the 20th century also participated in totalitarian dictatorships, where one individual held most governing power. Certainly, the Communist Party was the sole governing body of these countries, and citizens’ civil liberties and human rights were ignored, if not trampled upon. While explaining this at a fifth-grade level is challenging, students need to understand that people in the United States felt that their way of life was “under attack” from the Soviets and other Communists. At the end of World War II, the victorious Allies planned a “quadripartite” (four part) division of Germany and its capital, Berlin. The United States, France, Great Britain, and the Soviet Union each controlled one quarter of Germany’s territory. In addition, Berlin was divided into four sectors controlled by the same countries. Over time, the Soviet Union began to restrict movement into and out of its portion of the country. Berlin, itself, was located entirely within Soviet-controlled East Germany. A useful map to explain this to students can be found here: http://www.dw-world.de/image/0,,3399491_1,00.jpg. Another helpful image is found here: http://www.trumanlibrary.org/photos/berlin.jpg. In the summer of 1948, the Soviet Union began to prohibit movement throughout all of Berlin. This violated the post-war agreements, and pushed many people to the brink of starvation. Supplies, including basic foodstuffs, were in short supply in postwar Europe, and many people were relying on imported food for survival. When the Soviets cut off rail and road traffic into the entire city, President Truman initiated airplane flights to drop food and other needed supplies. This operation, called the Berlin Airlift, lasted well into 1949. The United States military, operating under stressful conditions with limited runway space, largely prevented mass starvation with its daily food runs. Numerous photographs and documents about the airlift can be found here: http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/index.php On the other side of the globe, Communists had also gained control of China. The Korean peninsula had long been subject to attacks, and the Communists in China were anxious to gain a foothold there. By 1950, the peninsula was divided, with a Communist-controlled government in the North, and a democratic government in the South. When North Korea invaded South Korea, many felt that the Cold War had turned “hot.” The United States intervened, with the intention of stopping Communist incursions into democratic societies starting the Korean War. However, the conflict was difficult to fight, and China and the Soviet Union backed North Korea monetarily and militarily. Neither side made any real tactical progress, and a truce ended the outright conflict in 1953. The Korean War left behind a difficult legacy for the United States, and set up a path of intervention in foreign conflicts that continues today. Students need to know that the war

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happened, that it was part of the larger Cold War, and that the Korean peninsula is still divided today. For much more about the war itself, visit: http://www.history.com/topics/korean-war (Teachers will also want to note that this was the first conflict in which the armed services were integrated. President Truman issued the order integrating America’s military in 1948.) Following World War II, the United States and its allies sought to establish a permanent means of supporting each other and ensuring mutual security. Founded in 1949, the North Atlantic Treaty Organization (NATO) serves this purpose. When one member country faces a threat, the others work together on a diplomatic solution, and then provide military support if it is deemed necessary. At the time, this threat was perceived to be the Soviet Union, but NATO continues to protect its members today, decades after the Soviet Union’s demise. During the Cold War, most conflict (whether ‘hot’ or ‘cold’) happened between the NATO countries as a unit, and the Soviet Union and its allies. For a basic explanation of NATO and its historical and modern function, visit: http://www.state.gov/p/eur/rt/nato/. Teachers may wish to visit: http://www.nato.int/cps/en/SID-23CB83D2-CE336DCF/natolive/what_is_nato.htm. The site contains an interactive presentation and a downloadable document with much useful background information for teacher use.

SS5H7b After World War II, the United States signed several treaties with foreign countries. These treaties called for the nations that signed them to protect each other, even if an enemy attacked only one of them. Which factor caused the United States to sign the treaties? A. the outbreak of many revolutions in South American and Latin America B. the growing threat of the Soviet Union and world communism * C. the failure of the United States troops to fight effectively in World War II D. the growing sense of trust between China and the Soviet Union In 1950, the United States became involved in the Korean War. Why did the United States become involved in this war? A. to prevent the collapse of the government of North Korea B. to stop the spread of communism to South Korea * C. to stop North Korean from taking over Hong Kong D. to prevent attacks against United States shipping c. Identify Joseph McCarthy and Nikita Khrushchev. EU – Individuals Groups and Institutions

For this element, students must identify the enumerated historical figures, and link them to the Cold War. Joseph McCarthy was a United States Senator from Wisconsin. In the early 1950s, he gained notoriety for claiming that the United States’ government had been infiltrated by Communists. From there, his work became a witch hunt. Many people’s lives were ruined based on inaccurate or untrue allegations from McCarthy and others who sought to identify Communists and their sympathizers. Few people identified posed any threat to American society. Further, most modern Americans feel that these individuals were within their First Amendment rights to join whatever political parties they chose, regardless of the contemporary political climate. McCarthy’s accusations were characteristic of the mood of the country during the Cold war, as many feared imminent Soviet attack, knowing that any war would likely involve nuclear weapons and extreme destruction. For more on McCarthy’s life, visit: http://www.apl.org/community/hist/mccarthy .

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Nikita Khrushchev served as Premier of the Soviet Union from 1953 to 1962. During that time, he often maintained an adversarial position against the United States and its allies. While he famously visited the United States in 1959, the first Soviet leader to do so (http://www.smithsonianmag.com/history-archaeology/Nikita-in-Hollywood.html), he also continued his predecessors’ policies of denying civil liberties and human rights within the Soviet Union, as well as using force to maintain control over the countries in Eastern Europe within the U. S. S. R.’s sphere of influence. He was also responsible for the placement of nuclear missiles in Cuba in 1962, leading to the Cuban Missile Crisis. Many consider this to be the moment at which the world came closest to nuclear war. For a more extensive look at Khrushchev, visit: http://www.pbs.org/redfiles/bios/all_bio_nikita_khrushchev.htm.

SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975. The intent of this standard is for students to understand some basic events during the Cold War, Civil Rights Movement, and turbulent 1960s-70s. Students should also begin to grasp the overall idea that this was a time of extreme change for most Americans, and that the world in 1975 looked radically different than it had in 1950.

a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War. EU – Conflict and Change EU – Beliefs and ideals

This element requires students to identify the Cuban Missile Crisis and Vietnam War, and then describe their significance in the world at the time. Students should also be able to relate these events to the events of the Cold War from SS5H7. *Cuban Missile Crisis As part of the ongoing escalation of tension between the United States and Soviet Union, both nations were stockpiling nuclear weapons. The world remembered the impact of these weapons in Japan at the close of World War II. Communication improved through technology like television, which brought news into people’s lives immediately. Each move toward “hot” war made the public extremely nervous. In October of 1962, Soviet Premier Nikita Khrushchev ordered the placement of nuclear missiles on the island of Cuba. Cuba had recently undergone a revolution, and the Communists controlled the country’s government. Obviously, this move was supposed to be secret, but U. S. spy planes spotted the construction of nuclear missile sites. President John F. Kennedy then ordered a naval blockade of the island, and issued an ultimatum to the Soviet Union – remove existing missiles from Cuba. While the initial discussions of the situation were secret, President Kennedy made a famous, televised address to the American public discussing what is now called the Cuban Missile Crisis on October 22, 1962. For many Americans, this was the height of Cold War “hysteria.” People built bomb shelters in their yards, and children regularly participated in bomb drills at schools. Fortunately, disaster was averted when the Soviet Union and United States came to an agreement wherein both countries would remove missiles from close-range positions to their adversary. For more, including numerous primary sources, visit: http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx. For a look into the diplomacy related to the Crisis, visit: http://www.loc.gov/exhibits/archives/colc.html and http://www.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/.

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Teachers will want to note that for many historians, this is considered the “moment” at which the world came closest to nuclear war. While both countries continued to antagonize each other and collect massive surpluses of nuclear arms, never again would actual war between them seem so close to inevitable. *Vietnam War Any discussion of the Vietnam War is incomplete without mentioning the fact that American opinion was divided about the conflict before the United States became officially involved, during the military conflict itself, after hostilities ended, and that opinion remains sharply divided today. Students should know that there was never a consensus about U. S. involvement in the war – politicians and members of the armed forces were as divided as the general public. Further, students should be aware of the idea that the United States slowly became increasingly involved in the conflict, and it became a “war of attrition, where both sides fought more or less to a stalemate before the United States withdrew its troops. Unlike prior wars, there was no single galvanizing event that kicked off the conflict, and no real “final battle.” The Vietnam War was a struggle for political control of Vietnam. While the conflict originally began during French colonial rule in the region, the United States became involved in the 1950s by providing economic and limited military aid. Following French withdrawal in 1954, Vietnam was divided, with communist forces in the North and a pro-Western regime in control in the South. Then, in the early 1960s, U. S. involvement began to increase; it lasted until the early 1970s. The Republic of South Vietnam, supported by the United States, battled communist North Vietnam and a military organization called the Vietcong. U. S. policymakers believed that if all of Vietnam came to be ruled by a communist government, communism would spread throughout Southeast Asia and perhaps beyond. The Vietcong continually frustrated U. S. forces with its ability to use the region’s thick jungles to conduct guerilla warfare. In 1968, the Vietcong and North Vietnamese army started the eight-month-long Tet Offensive. It was the Vietcong’s largest and most damaging campaign of the entire war. {Understanding that this major military action took place helps students understand why American opinion turned against the war.} Ultimately, the Tet Offensive failed to achieve its goal of driving the Americans out of Vietnam, but it did lead many people in the United States to question why President Lyndon Johnson had told them American was winning the war. This led some Americans who had been quiet until then to raise their voices in protest against the war. Many college campuses were home to groups formed to protest American involvement in Vietnam. The goals of these groups differed, but most favored ending the draft and removing all American troops from Vietnam. By the time all U. S. military action was concluded, over a million Vietnamese people had lost their lives. Almost 60,000 U. S. soldiers had been killed, many more wounded, and the communists in North Vietnam were eventually victorious. The country was unified under a communist government in 1975, and remains thus today. The war led to political upheaval in the United States, and a lingering feeling of discontent with the government officials who led Americans into the conflict.

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An extremely good (short!) synopsis of the war and its impact can be found here: http://www.digitalhistory.uh.edu/era.cfm?eraid=18&smtid=1. For a useful timeline of the war, and biographies of key players, visit: http://www.pbs.org/wgbh/amex/vietnam/series/index.html.

SS5H8a The Cold War was a time of tension between the United States and the Soviet Union. In 1962, the United States was involved in the Cuban Missile Crisis. What was the importance of this event? A. The United States wanted the Soviet Union to provide aid to Cuba. B. The United States attacked Cuba. C. The United States wanted the Soviet Union to remove missiles from Cuba. * D. The United States placed missiles in Cuba. Beginning in the 1950s, the United States became involved in Vietnam, which was divided into two countries. North Vietnam was communist and South Vietnam was non-communist. Why was there fighting in Vietnam? A. North Vietnam wanted to combine all of Vietnam under communism. * B. The Soviet Union wanted to make South Vietnam a colony. C. North Vietnam wanted to change its communist government. D. Communist China wanted to make South Vietnam a colony. The Vietnam War began in the 1950s, and did not end until 1975. What were the results of the war? A. The Soviet Union made South Vietnam a colony. B. All of Vietnam became communist. * C. The United States made South Vietnam a U. S. territory. D. All of Vietnam became non-communist. b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr. EU – Beliefs and ideals EU – Conflict and Change

Students need to be able to identify each person or event, and explain how it/he/she relates to the Civil Rights Movement. The Brown v. Board of Education decision by the Supreme Court brought together five important school integration cases from across the country. In this ruling, the Supreme Court overturned previous verdicts, which had held that separate accommodations for children of different races were legal, so long as they were equal. (This is often termed the doctrine of “separate but equal.”) In arguments made by such lawyers as Thurgood Marshall, the plaintiffs held that such a division was inherently unequal, and that children of color were not receiving the same educational opportunities as their white peers. This 1954 ruling set the stage for school desegregation, but it would take decades for some districts to comply. Further, many communities dealt with the issue of de facto segregation created by neighborhoods that have little racial diversity. This excellent website shows that the battle for school desegregation had its roots before the Civil War, and gives a thorough overview of the Brown cases: http://brownvboard.org/content/background-overview-summary. An exhibit website from the Smithsonian provides great photographic primary sources to help students understand the inequality in American schools: http://americanhistory.si.edu/brown/. Finally, the Topeka, KS, school at the heart of the ruling is now a National Historic Site: http://www.nps.gov/brvb/index.htm. In the year following the Brown ruling, civil rights strategists were working to take this historic decision further than schools. Another area in which accommodations were separate was that of public transportation. In many places, Jim Crow laws like these were in place that forbade people of color from sitting at the front of buses and streetcars. These laws also required people of color to give up any seat to

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EU – Individuals Groups and Institutions

prevent white passengers from having to stand. Rosa Parks was one of many activists who wanted to change these laws. On December 1, 1955, she took a courageous stand for equality by refusing to give up her seat on a Montgomery, Alabama bus to a white passenger. {A full biography of Mrs. Parks’ life is found here: http://www.rosaparks.org/} After Mrs. Parks’ arrest, members of local civil rights organizations and African-American churches called for a boycott of the city’s buses. They encouraged people to refuse to ride the buses, thereby depriving the city of needed income. Following some initial success, the Montgomery Bus Boycott was extended by its organizers, who called for an end to segregated seating and mistreatment of people of color on public transportation. The boycott continued well into 1956. People walked miles to work and school, and organized an extensive carpool system to circumvent African-American citizens’ need to use the buses. During this time, Dr. Martin Luther King, Jr., who was pastor at a Montgomery church, became one of the galvanizing forces behind the boycott. Spurred by Mrs. Parks’ stand, he and others began to fight laws that demanded segregation in court. Other groups were fighting similar legal battles across the country. For his work, Dr. King, other organizers, and their families were the target of violence. Once again, the new medium of television began to have a powerful effect, as people across the country learned instantly of the violence occurring in Alabama. In November of 1956, the Supreme Court issued a ruling that determined transportation segregation was unconstitutional. Dr. King and other leaders of the boycott officially called for an end to the boycott on December 20, over one year after Rosa Parks’ initial action. This, however, was far from the end of Dr. King’s work with civil rights, and is cited by many as one of the first major actions of the modern Civil Rights Movement. For extensive background on the Montgomery Bus Boycott, including prior efforts, desegregation and the many legal cases related to the Boycott, visit: http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/ enc_montgomery_bus_boycott_1955_1956/. Dr. Martin Luther King, Jr.’s philosophy of non-violent protest became a hallmark of the modern Civil Rights Movement. Learning from the ideas of such great thinkers as Gandhi, King led his followers in actions that were designed to bring about social change without causing violence. Further, Dr. King taught fellow protestors that even when violence was done to them, they should respond non-violently. This philosophy left a distinct impression on Americans who learned about the protests from the media, as they saw peaceful protestors attacked with water hoses, dogs, beatings, and even bombs. There are many websites dedicated to Dr. King. A good overview of his life is found here: http://www.thekingcenter.org/about-dr-king. For extensive resources, including primary sources and excellent scholarship on Dr. King’s work, visit: http://www.kinginstitute.info/. In 1963, after almost a decade of slow changes to segregation laws, African-American leaders called for a mass March on Washington. Approximately one quarter of a million people gathered at the foot of the Lincoln Memorial to call for change: improved social and economic opportunity for people of color, coupled with complete equality under the law. At this momentous occasion, Dr. King delivered a speech now entitled “I Have a Dream.” While some today argue this march was largely ceremonial in nature, the fact that it ended with civil rights leaders meeting with President John F. Kennedy is not inconsequential. For a brief

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introduction to the March on Washington with linked primary sources, visit: http://www.ourdocuments.gov/doc.php?flash=true&doc=96. The following year, 1964, saw a new President in the White House following Kennedy’s assassination. Lyndon B. Johnson bucked his own party and many fellow Southerners in signing the Civil Rights Act, which formally outlawed discrimination based on race by ensuring equal access to public accommodations. In addition, it included language calling for equal hiring regardless of race. In this way, the stated goals of the March on Washington were met legislatively, though prosecution for infraction varied widely. For more information and a copy of the legislation, visit: http://ourdocuments.gov/doc.php?flash=true&doc=97. In 1965, Congress passed and President Johnson signed the Voting Rights Act, which outlawed the measures designed to deny African-Americans their right to vote. These measures, including poll taxes and literacy tests, had been applied to all voters at points in the past, but were used throughout the South as a means to circumvent the 15th Amendment, passed following the Civil War, that guaranteed suffrage to people of color. For more information and a copy of the legislation, visit:

http://ourdocuments.gov/doc.php?flash=true&doc=100. In 1967, President Lyndon Johnson made history again by appointing Thurgood Marshall to the United States Supreme Court. Twenty-three years after successfully arguing for school desegregation in front of that body, he now joined its ranks. Marshall served on the court until 1991. For an extensive biography of Marshall’s service to our country, visit: http://chnm.gmu.edu/courses/122/hill/marshall.htm.

SS5H8b Monroe Elementary School, in Topeka, Kansas, played an important role in the landmark Supreme Court case, Brown vs. Board of Education. How did the Brown vs. Board of Education decision affect the Civil Rights Movement? A. It led to more limits on the rights of African-Americans. B. It led to the integration of public schools. * C. It led to the removal of African-Americans from public schools. D. It led to the continuation of segregated public schools. With which event is Rosa Parks associated? A. A protest against the Vietnam War B. A speech in favor of religious tolerance C. A demonstration in favor of women’s right to vote D. A boycott of the buses in Montgomery, Alabama* In Montgomery, Alabama, African Americans were required by law to sit in the back of city buses. From 1955 to 1956, African Americans organized a bus boycott, refusing to ride on city buses. Why was the Montgomery bus boycott important? A. It helped African American workers get higher pay. B. It helped begin the modern civil rights movement. * C. It forced southern bus lines to close. D. It led people to be more conscious of conserving energy. c. Describe the impact on American society of the assassinations of

For this element, students need to consider the impact of all three assassinations as a unit. The instructional focus should be on how these assassinations transformed history rather than on the details of each act.

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President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. EU – Individuals Groups and Institutions

President John F. Kennedy was assassinated on November 22, 1963, while visiting Dallas, Texas. While conspiracy theories abound, the official version of the story remains that Lee Harvey Oswald acted alone in planning and executing the assassination. Because Oswald was killed before he could be brought to trial, the truth will probably never be known. Teachers will want to help students recognize that the growing medium of television brought nearly instant coverage of the assassination and its aftermath into the living rooms of ordinary Americans. Further, home movie footage became critical in authorities’ efforts to determine what happened. For many Americans, this assassination marked the end of what was known as “Camelot,” a golden era in American history, as a young and vibrant president was cut down in his prime. Historians and political scientists debate Kennedy’s strengths and weaknesses as a president, but it is clear that he was beloved by many Americans, and his assassination seemed to them a premature end to a hopeful time. Teachers will want to be cautious in identifying web resources to use with students regarding this assassination. One reliable source is the JFK Library: http://www.jfklibrary.org/JFK/JFK-in-History/November-22-1963-Death-of-the-President.aspx. On April 4, 1968, Dr. Martin Luther King, Jr., stepped onto the balcony of his hotel room in Memphis, Tennessee. Shots rang out, and Dr. King fell, mortally wounded. His assassin was found to be a convicted felon, James Earl Ray, who was angry over the success of the Civil Rights Movement. King was in Tennessee for a march supporting equal pay for black sanitation workers. While the Civil Rights Act and Voting Rights Act had been major political victories for the Movement, King and other leaders realized that the gap between political and economic/social equality was large, and they were struggling to help close it. The reaction to Dr. King’s assassination was swift and challenging. Riots broke out across the country, and people were killed in the violence. President Johnson declared a national day of mourning, while King’s widow and others continued his work in Memphis. Teachers will want to be cautious in identifying web resources to use with students regarding this assassination. For more, visit: http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia/ enc_kings_assassination_4_april_1968/ and http://www.archives.gov/research/jfk/select-committee-report/part-2a.html. Also in 1968, President John F. Kennedy’s brother, Senator Robert F. Kennedy, was running a promising campaign for the Democratic Party’s nomination for President. Following his success in the California primary election, he was in Los Angeles on June 5, 1968, when Sirhan Sirhan assassinated him. Sirhan, a Jordanian citizen, cited anger over the Palestinian-Israeli conflict as his motivation for the assassination. However, Sirhan’s case has lingered in various courts for the past four decades, as his guilt and punishment continue to be somewhat controversial topics. Bobby Kennedy’s death came at a tumultuous time in American history, as citizens’ anger over the ongoing war in Vietnam was colliding with increased nationwide activity in the Civil Rights Movement. For many Americans, this second Kennedy death seemed to prove that the country was careening out of control. Teachers will want to be cautious in identifying web resources to use with students regarding this assassination. For more, visit: http://www.jfklibrary.org/JFK/The-Kennedy-Family/Robert-F-Kennedy.aspx and http://www.museum.tv/eotvsection.php?entrycode=kennedyrobe.

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All three of these assassinations saw a major political leader silenced, and caused Americans to be fearful. While assassins were identified and punished (both legally and not) in all three cases, it remains possible that outside forces influenced their actions. Teachers may or may not wish to discuss the details of the assassinations with their students, but they should be ready to handle questions of conspiracy theories, etc., as appropriate to the specific students within their classrooms. These theories certainly exist, but lack the credible facts necessary to label them as “truth.”

d. Discuss the significance of the technologies of television and space exploration. EU – Technological Innovation

For this element, students are expected to identify how both technologies changed the world, and American society in particular. They should discuss how each was significant within the specified time period, in particular. Television changed American life in innumerable ways. While the radio had already brought entertainment directly into people’s homes, television let them “see” what was happening around the world and in their own communities. Elections were forever changed as people watched candidates as they spoke; consumers became king as companies directed more and more money towards advertising; and ordinary citizens became observers of world-changing events. The Civil Rights Movement, the war in Vietnam, and other key events of the 1950s and 1960s were televised nearly as immediately as they happened. During the Cold War era, technology was at the heart of much competition between the United States and the Soviet Union. The ultimate goal of both countries was to put a man on the moon. Throughout the post-World War II years, much time, money, and energy went to developing the technology necessary to put people in space. The war itself had brought about many new innovations in rocket technology, which led to rockets capable of escaping Earth’s gravitational pull. From there, scientists worked to develop vehicles capable of sheltering living things from the harsh extremes of outer space. While the Soviets had early success in rocket technology and launching people past Earth’s atmosphere, the United States prevailed in being the first (and only) country to put a man on the moon. When Neil Armstrong and Buzz Aldrin landed on the surface of the moon on July 20, 1969, the United States declared its superiority in the “space race.” Also significant is the fact that NASA timed the lunar landing so that most Americans were able to watch it as it happened on their television sets. For more, visit: http://www.nasm.si.edu/collections/imagery/apollo/as11/a11.htm. For an excellent overview of how television and space exploration influenced each other, visit: http://www.museum.tv/eotvsection.php?entrycode=spaceprogram.

SS5H9 The student will trace important developments in America since 1975. The intent of this standard is for students to understand recent events in American history. While teachers will consider many of these events to be “current,” as years go by, they are out of students’ immediate understanding. Further, students tend to be aware of the idea of these events without context – the previous standards will help students see how historical events are connected, and how old conflicts can reignite.

a. Describe U. S. involvement in world events; include efforts to

For this element, students need to be able to identify and describe how the United States’ came to be involved in those events listed in the standard. Teachers will want to help students see the change in United States foreign policy over time. In reviewing previous standards, teachers will want to guide students to identify

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bring peace to the Middle East, the collapse of the Soviet Union, the Persian Gulf War, and the War on Terrorism in response to September 11, 2001. EU – Beliefs and ideals EU – Conflict and Change

events where the United States intervened in other countries, and where the United States did not intervene. Following the creation of the state of Israel in 1948, conflict has been ongoing in the Middle East. Countries not directly involved territorially became involved, siding either with people displaced from the new state of Israel, or Israel and its allies – including the United States. For fifth graders, it is essential that they understand that decades of conflict have occurred in the region, and that there is no easy solution to this conflict. The United States has played a role in diplomatic attempts to end the bloodshed in this region. At times, Presidents of the United States have invited leaders of Middle Eastern countries for conferences and conversations to try to find peaceful solutions. For instance, President Jimmy Carter negotiated peace between Egypt and Israel in the Camp David Accords in 1978 and President Clinton help a Camp David summit in 2000 with the Israeli and Palestinian Prime Ministers in an effort to end the Israeli-Palestinian conflict. The United States has cooperated with other international efforts, led by the UN and other groups, but has also supported various factions within the region who have sought violent, military solutions. Students do NOT need to learn specific peace conferences, treaties, etc., but should be made aware that efforts have existed and are ongoing, in an attempt to bring peace to the region for the sake of all its residents. For more on recent efforts, visit: http://www.state.gov/p/nea/rt/c27722.htm. Note that it is challenging to find a truly non-partisan, objective website addressing this issue. It may be useful for teachers to guide students in analyzing the points of view of different groups within the region, without forcing students to pick sides. A fairly balanced look at the history of Israel and resulting Middle East conflict is found here: http://www.bbc.co.uk/news/world-middle-east-14628835. After nearly a half-century of Cold War conflict, the nations under Soviet influence began to dismantle their Communist governments in the late 1980s. Reforms within the Soviet Union, which increased personal freedoms and economic opportunity, spread throughout the region. By 1991, it became clear that the Soviet Union itself was no longer stable. That year, Mikhail Gorbachev, leader of the country, had finalized a number of reforms. With increased ability to oppose the government and communicate, anti-Communist organizers seemed poised to change the very foundations of the country. A military coup by devoted Communists was attempted, but it failed, due largely to soldiers’ unwillingness to cooperate. The Soviet Union disintegrated, and the fifteen newly-separate countries became loosely aligned in a “Commonwealth of Independent States.” The decline and fall of the United States’ greatest adversary happened so quickly that many people almost could not believe it had happened. Students need to understand that internal changes made people within the Soviet Union work to change their government. Many countries under the Soviet Union’s control had already seen the fall of Communism in the preceding three years. For a good overview of the collapse of the U.S.S.R., visit: http://www.coldwar.org/articles/90s/fall_of_the_soviet_union.asp. 1991 was a momentous year for the world, as reforms in the Soviet Union coincided with a buildup of conflict in the Middle East. The previous August, Iraq had invaded neighboring Kuwait. Prior to this invasion, the United States had supported Iraq in a lingering war against Iran. However, the aggression against Kuwait, a tiny country with immense oil wealth, caused the United States to lead the charge in the United Nations against Iraq. When sanctions and other diplomatic

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efforts failed, a United Nations coalition of troops led by the United States started air attacks on the Iraqi capital (January 18, 1991). Following the introduction of ground forces in February, the coalition was able to liberate Kuwait. A ceasefire was declared on February 28th. Many students may be unaware of this war, or how it is different from the Gulf War recently concluded in Iraq. Help students see that the specific events included here created an atmosphere of tension and conflict that continued throughout the 1990s. By the time United States troops invaded Iraq in 2003, an escalation of conflict had occurred with only brief pauses since the Gulf War. As with most American military conflict since Vietnam, public and political opinion about U.S. involvement was and remains divided. Teachers should also take care to know the family backgrounds of their students, with particular attention to children of service members or refugees, who may face traumatic memories during the discussion of these topics. For more on the Gulf War, visit: http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB39/. The War on Terrorism began in the aftermath of the September 11, 2001, terrorist attacks in the United States. Once the terrorists involved in the attacks on the World Trade Center and Pentagon were identified as Al Qaeda operatives, the United States government decided to root out the group and its leaders, with military operations in foreign countries. Further, countries, such as Taliban-controlled Afghanistan, which had supported Al Qaeda, were also seen as targets of this war. United States troops first entered Afghanistan, and were successful in overthrowing the Taliban regime in that country. However, pockets of resistance remained, and the rough terrain and guerilla tactics of militants have continued to prevent the country from seeing peace. For more on U. S. involvement in Afghanistan as part of the War on Terrorism, visit: http://www.cfr.org/afghanistan/us-war-afghanistan/p20018. In 2003, the United States invaded Iraq, arguing that the Iraqi government under Saddam Hussein was supporting terrorists, and also violating the ceasefire that ended the Gulf War by creating weapons of mass destruction (nuclear weapons). While both of these reasons have seen limited proof following the invasion, Hussein’s reign as dictator ended, and a new government was elected. Conflict continues within the government and country, due to religious differences and internal strife that has existed for centuries. The final United States troops were removed from Iraq on December 15, 2011. An interesting timeline is available here: http://www.time.com/time/specials/packages/0,28757,1967340,00.html.

SS5H9a Why did the United States send troops into the Persian Gulf War in 1991? A. A close neighbor of the United States had been invaded. B. A country that supplied oil to the United States had been invaded. * C. The people in the American embassy were being held hostage by terrorists. D. The war between the Israelis and Palestinians seemed to be spreading. b. Explain the impact the development of the personal computer and the

For this element, students should be able to explain how personal computers and the Internet have changed American life. Personal computers became affordable for and accessible to average Americans in the 1980s. Prior to that point, computers’ size and expense had limited their use to

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Internet has had on American life. EU – Technological Innovation

specific scientific and technological purposes. As more and more Americans purchased computers, their use became necessary in increasing numbers of fields. Today computer knowledge is essential for nearly all professions. Computers made a number of tasks simpler and more efficient. From basic word processing to more involved tasks, computers have come to be part of most people’s everyday lives. For additional information on the rise of computers, visit: http://www.pbs.org/nerds/timeline/index.html. For an interesting in-depth illustrated timeline, visit: http://www.computerhistory.org/timeline/?category=cmptr. After the personal computer took the world by storm, engineers and scientists began to expand the possibilities of communication between computers. While some variety of communication via phone lines had existed for decades, the 1990s saw a sharp increase in development of this sort of technology. Within that decade, the Internet went from a small network of computer whizzes to a tool used by ordinary people around the world. In addition, the speed with which people could access information was changed forever. Teachers should remember that modern fifth graders have never known the world without the Internet, and simple activities like showing them a printed encyclopedia can help them understand the vast changes in information acquisition that have occurred since the late 1970s. An extensive technological history of the Internet can be found here: http://www.computerhistory.org/internet_history/. A student-friendly history, beginning with Department of Defense technology in the 1950s, is found here: http://transition.fcc.gov/cgb/kidszone/history_internet.html.

SS5H9b One of the most important new technologies is the use of personal computers. How have computers changed life in America? A. They have made it more difficult for people to communicate. B. They have made it easier for people to get information. * C. They have forced the government to limit the sale of computers. D. They have forced the telephone companies out of business.

STANDARDS and

ELEMENTS

TEACHER NOTES

5th GRADE SOCIAL STUDIES GEOGRAPHIC UNDERSTANDINGS

SS5G1 The student will locate important places in the United States. For this standard, teachers need to keep in mind that the operative verb is locate. Students should be able to identify these places on a basic political/physical map. As appropriate, teachers should incorporate this map work into related history content.

a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert.

This element specifically asks students to locate physical features on a map, identifying the feature on a map, or to name it. Teachers should provide additional information to students within their own classrooms, including short descriptions of the formation of these features as appropriate. Related facts given below are provided solely for teacher reference. *Grand Canyon: Carved by the Colorado River, Arizona’s Grand Canyon averages 4,000 feet in depth. The ground eroded by the river shows evidence of three eras of

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EU - Location EU – Movement/ Migration

geologic time, and the land around the canyon contains numerous different ecosystems. At least 12,000 years’ worth of human history have been recorded at archaeological sites in and near the canyon, and modern visitors to the area number in the millions annually. For more on this National Park, visit: http://www.nps.gov/grca/index.htm. *Salton Sea: Unlike the other listed features, the Salton Sea was created as a result of human mismanagement. The basin in which the sea exists was most likely formed millions of years ago, but has not remained consistently full. In modern times (1905), the sea was formed by the failure of dams and canals built to help supply California’s growing population with irrigation and drinking water, and now is one of the largest inland seas in the world. It is also one of the lowest, as it is located at 227 feet below sea level. People disagree as to what should become of it. Some would like to see it disappear, while others point to the numerous migratory species of animals now dependent upon its existence. For more, visit: http://www.parks.ca.gov/?page_id=639. *Great Salt Lake: Part of a larger lake that existed in prehistoric times, the modern Great Salt Lake in Utah is the largest saltwater lake in the Western Hemisphere. The lake has no natural outlet, and due to fluctuations in rainfall, also has constantly shifting shores. Its wetlands provide important habitats for migratory birds, but the lake itself has little life due to its high salinity. For more facts about the lake, visit: http://www.utah.com/stateparks/great_salt_lake_facts.htm. *Mojave Desert: Found in California, with small portions in Nevada and Utah, the Mojave Desert includes Death Valley, the lowest point in the United States. Temperatures swing between hot and cold extremes, and very little rain falls in the area. Despite this, a number of unique plant and animal species thrive in the Mojave. Humans have lived in the area for over 10,000 years, depending upon current climactic conditions, which have been drier and wetter at various points. For more, visit http://sciences.unlv.edu/desertsurvivors/Pages/mojave.htm or http://www.nps.gov/moja/index.htm. Teachers may teach additional physical features as they deem appropriate within their classrooms.

b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL. EU - Location EU – Movement/ Migration EU – Conflict and Change

This element asks students to locate specific man-made places on a map, identifying the place on a map, or to name it. Teachers may want to provide additional information to students within their own classrooms, including discussions of why the location of these cities was significant to American history in the period under study. As these cities come up in related history content, teachers should give students additional information about the significance of the cities to the history of the period. Chisholm Trail: (See also historical information from SS5H3a.) During the heyday of western cattle ranching, the Chisholm Trail provided a means by which ranchers could access railroad lines to get their cattle to market. The trail stretched from deep in Texas north to rail hubs at Abilene, Kansas, passing through numerous other cities and towns in Texas, Oklahoma, and Kansas on the way. For a simple map (excluding secondary and supply trails), visit: http://www.hennessey.lib.ok.us/map3.htm. Pittsburgh, Pennsylvania: The explosion in American manufacturing during the late 19th and early 20th century is directly linked to the development of usable, inexpensive steel. The Bessemer Process (read here for far more information than students can use:

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http://www.anselm.edu/homepage/dbanach/h-carnegie-steel.htm) made steel a mainstay in American industry, particularly in the Pittsburgh area, where numerous steel foundries sprang up. The steel industry grew here because of the region’s proximity to the type of coal needed for the manufacture of steel. Many of the wealthiest Americans had an interest in steel companies and production. However, by the late 20th century, the migration of steel production out of the country (due to cheaper labor costs), and decreased demand for the heavy industries reliant on steel, caused upheaval in the Pittsburgh area’s economy. For an interesting history of Pittsburgh’s economy as linked to its geography and history, visit: http://www.sjsu.edu/faculty/watkins/pitts.htm. Gettysburg, Pennsylvania: Site of the Civil War’s bloodiest battle (July 1-3, 1863), Gettysburg is also the site of President Abraham Lincoln’s famed Gettysburg Address. Lincoln delivered the address at the dedication of the battlefield’s cemetery. The battle was significant geographically, as it marked the South’s last major incursion into Union territory. Following the massive death and destruction of the 1863 battle, the South never again made a decisive attack on Northern soil. For this reason, as well as the massive casualty toll, Gettysburg is generally considered to be the turning point of the American Civil War. For more, visit: http://www.nps.gov/gett/index.htm. Kitty Hawk, North Carolina: Located on the Outer Banks of North Carolina, the tiny town of Kitty Hawk became famous following the Wright brothers’ successful heavier-than-air flight in 1903. Taking advantage of the swift winds on the dunes of Kitty Hawk’s beaches, the Wright brothers successfully kept their craft in the air for a matter of seconds. Those seconds changed the world, as airplanes went from fantastical ideas to practical inventions. For information about Kitty Hawk, and the Wright brothers’ flight, visit: http://www.nps.gov/wrbr/index.htm. Pearl Harbor, Hawaii: When Japan attacked the United States’ naval fleet in the Pacific waters of Pearl Harbor, the country was drawn into World War II. The port at Pearl Harbor was militarily and strategically significant, and the bold Japanese attack caused massive destruction and casualties. Today, Pearl Harbor contains the wreckage of several ships destroyed in the attack, and serves as a memorial to the lives lost that day and throughout the war in the Pacific. For more, visit: http://www.nps.gov/valr/index.htm, particularly http://www.nps.gov/valr/historyculture/places.htm and http://www.nps.gov/valr/historyculture/survivors-relive.htm. Montgomery, Alabama: As the site of Rosa Parks’ courageous stand to end discrimination in public accommodations, Montgomery is known today as an important location in the modern Civil Rights Movement. The capital of the state of Alabama, Montgomery was also home to Dr. Martin Luther King, Jr. as he began to spread his ideas about non-violent resistance to segregation. For more, visit: http://www.nps.gov/nr/travel/civilrights/al7.htm, http://www.nps.gov/nr/travel/civilrights/al8.htm

SS5G1b What took place in Kitty Hawk, North Carolina? A. The telephone was invented by Thomas Edison. B. Robert Fulton invented the steam engine. C. The cotton gin was invented by Eli Whitney. D. The Wright brothers flew their first plane. * Where did Rosa Parks challenge segregation by choosing to give up her seat on the bus? A. Chicago, Illinois

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B. Montgomery, Alabama * C. Pittsburgh, Pennsylvania D. Los Angeles, California

SS5G2 The student will explain the reasons for the spatial patterns of economic activities. For this standard, students should be able to explicitly link the indicated geography content to their historical understandings. As much as possible, students should be learning all of this information in an integrated manner, rather than having the historical, geographic, and economic content separated from each other. The Smithsonian has a fantastic online exhibition about American transportation in different eras. Teachers will want to review this content carefully and consider using relevant portions in their classrooms: http://americanhistory.si.edu/onthemove/exhibition/.

a. Explain how factors such as population, transportation, and resources influenced industrial location in the United States between the end of the Civil War and 1900. EU - Location

For this element, students need to be able to use information they have learned in other domains to link economics, history, and geography. Given a map, they should be able to explain potential reasons a selected location was appropriate for a specified industry. Following the Civil War, Northern industry continued to grow. The advent of improved transportation (including railroads) made it possible for supplies to be shipped to industrial locations, and for finished manufactured goods to be shipped throughout the country. In addition, the American population began to shift from being largely rural to largely urban. This provided the workforce necessary for modern industry. Students should also remember that water was an important means of transporting goods and people. Rivers, canals, and seaports were essential parts of commerce and employment in the 19th century, just as they are today. Prior to the advent of the automobile, most people had to live close to their place of employment, whether that was a subsistence farm, a huge factory, or something in between. Some train travel was possible, but was still expensive for most Americans. However, railroads did make it possible for people to move (permanently) from one place to another. This led to increasing numbers of Americans moving from crowded East Coast cities to the Western territories, which in turn created the need for more goods and services in these places. Numerous early transportation and communication maps can be found courtesy of the Library of Congress: http://memory.loc.gov/ammem/gmdhtml/trnshome.html.

b. Locate primary agricultural and industrial locations since the turn of the 20th century and explain how factors such as population,

This element asks students to locate agricultural and industrial locations, and explain how factors influenced them. Students should be able to discuss the movement of Southerners to the North, starting with rural Southerners moving to Southern cities, and then eventually to Northern areas with increased economic opportunity. As industry grew, people moved to those areas to supply the necessary workforce. As cars became more prevalent, people were able to travel longer distances to work, thus creating

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transportation, and resources have influenced these areas. EU - Location

modern suburbs. Public transportation was also important in larger areas, as people no longer had to rely on animals for transportation. Students should be able to discuss the fact that agriculture (throughout the country) has largely shifted from small, family farms (for subsistence or commerce) to larger, industrial farms focusing on small numbers of products. The Midwest region, with its rich soil and accessible waterways provides an ideal environment for both agriculture and industry. For more, visit this page at the Library of Congress, where numerous documentary sources for industrialization can be found: http://www.loc.gov/topics/content.php?subcat=9.

SS5G2b Certain regions of the United States are better suited for certain economic activities. Which BEST explains why the Midwestern region of the United States is well suited to farming? A. There are many mountains located in this region. B. The region has a dry climate throughout the entire year. C. There are many forested areas in this region. D. The region has good soil and an adequate water supply. *

STANDARDS and

ELEMENTS

TEACHER NOTES

5th GRADE SOCIAL STUDIES GOVERNMENT/CIVICS UNDERSTANDINGS

SS5CG1 The student will explain how a citizen’s rights are protected under the U. S. Constitution. When the United States Constitution was initially ratified on September 17, 1787, it established a basic system of government for a young country. From the outset, a large group of its creators called for better protection of individual rights. The first ten Constitutional amendments, now called the Bill of Rights, guarantee these rights. Over time, rights have been extended to additional groups of Americans, furthering the Constitution’s protection of American citizens.

a. Explain the responsibilities of a citizen. EU – Beliefs and ideals

For this element, students should be able to identify and explain what United States citizens are expected to do. United States citizens are expected to participate in the political process by staying informed about issues and candidates, and then voting for the candidate they deem to be the best choice for a given office. Since the bedrock of our government is representation of citizens’ views by elected officials, many feel that informed voting is a citizen’s most important responsibility. Another key responsibility is for citizens to follow the laws of all jurisdictions at all times. If citizens fail to do this, they can expect consequences to follow, as outlined in the Constitution and lesser laws. In addition, citizens are expected to serve their country when called upon to do so. This includes serving on juries, participating in military service if drafted (for men), paying taxes, and respecting the rights of others.

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The U.S. Citizenship and Immigration Services provides a Citizenship Toolkit that contains a variety of educational materials. It can be found here: www.uscis.gov/citizenshiptoolkit Click “Explore the Toolkit”

SS5CG1a Which of the following is a basic responsibility of citizens living in the United States? A. getting a driver’s license B. earning as much money as possible C. paying income taxes * D. running for political office Your parents want to support a person who is running for mayor. There are a number of ways that they can support a candidate. All of the following are appropriate actions EXCEPT A. passing out materials supporting their candidate. B. replacing the opponent’s sign with their candidate’s signs. * C. voting for their candidate in the election. D. giving money to their candidate’s campaign. b. Explain the freedoms granted and rights protected by the Bill of Rights. EU – Beliefs and ideals

For this element, students should be aware of the reason behind the creation of the Bill of Rights, and explain IN GENERAL freedoms granted and rights protected within those ten amendments. When the Constitution was ratified, a number of its framers and supporters remained wary of a document that did not specifically protect the rights and freedoms of citizens. In 1789, Congress proposed twelve amendments that would rectify this situation. While the first two of these amendments were not ratified, the remaining ten amendments were eventually ratified as part of the Constitution. For the actual text of each, visit: www.constitutioncenter.org (Under the “Learn” option, select “Historical Documents” under the Educational Resources section) These ten amendments are known as the Bill of Rights. Included within the Bill of Rights are protections for freedom of speech, the press, exercise of religion, assembly, and petitions against the government (First Amendment). In addition, issues faced by the colonies before the Revolution, such as the quartering of soldiers, possession of arms, and fair search and seizure, are addressed. Citizens are guaranteed due process of law, including a fair and speedy trial by jury. While additional amendments have been added to the Constitution, these ten “set the stage,” so to speak, for citizens’ rights in the United States. What the Bill of Rights did not do, that had to be done in later years, was extend rights within the democratic process to people other than landed white men. Women and minorities were still excluded from many rights, including suffrage. Further, slavery was allowed to continue at this time. The list below gives a brief explanation of each of the amendments within the Bill of Rights. This language is a summarized version of the original. First Amendment: Guarantees freedom of religion, speech, press, the right to assemble, and the right to petition the government. Second Amendment: Guarantees the right to possess firearms. Third Amendment: Declares that the government may not require people to house soldiers during peacetime. Fourth Amendment: Protects people from unreasonable searches and seizures. Fifth Amendment: Guarantees that no one may be deprived of life, liberty, or property without due process of law.

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Sixth Amendment: Guarantees the right to a trial by jury in criminal cases. Seventh Amendment: Guarantees the right to trial by jury in most civil cases. Eighth Amendment: Prohibits excessive bails, fines, and punishments. Ninth Amendment: Declares that rights not mentioned in the Constitution belong to the people. Tenth Amendment: Declares that powers not given to the national government belong to the states or to the people. A brief history of the Bill of Rights, a photograph of the original document, and a legible transcript of it, can all be found here: http://www.archives.gov/exhibits/charters/bill_of_rights.html. An extensive list of links about the creation and adoption of the Bill of Rights, as well as primary source documents for teacher reference, can be found here: http://www.loc.gov/rr/program/bib/ourdocs/billofrights.html.

SS5CG1b The Bill of Rights includes the first ten amendments to the Constitution. Which of these rights is included in this document? A. People will be tried without an attorney. B. People will not be allowed to bear arms. C. People have the right to a speedy trial. * D. People must choose the religion set forth by the government. c. Explain the concept of due process of law and describe how the U. S. Constitution protects a citizen’s rights by due process. EU – Beliefs and ideals

For this element, students should be able to explain (at a basic, fifth-grade level) the concept of due process of law. At its most basic level, the phrase “due process of law” means that someone accused of a crime has the right to a legal process that is fair and intentional. Further, it guarantees a set of steps meant to protect innocent people accused unfairly, and provides opportunities for those who are guilty to receive a fair and just punishment. The Constitution sets up a system of courts (the judicial branch of government), and the process by which people go through this system. Among the situations addressed within the Constitution are searches and seizures, which must be approved by a judge; trials, which must proceed quickly and in front of a jury in specified cases; and punishment, which must be fair and appropriate. For students, a general understanding of due process is all that is needed. For teachers who wish to learn more, this link from the Cornell University Law School provides an excellent Constitutional background, as well as specific examples of due process in action: http://www.law.cornell.edu/wex/due_process. At the end of this article are ten generally accepted criteria for what constitutes due process. While these ten steps are based on one person’s opinion, they reflect a general opinion of what constitutes due process in the United States. There is no need for students to memorize these, but the list may be useful for teachers in developing lessons.

SS5CG2 The student will explain the process by which amendments to the U. S. Constitution are made. For this standard, students need to be aware that the Constitution as it exists today incorporates 27 amendments that were not part of the document at its original

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ratification in 1787. Students should also be able to explain, generally speaking, the process by which amendments are added, and why the original framers of the Constitution deemed an amendment process necessary.

a. Explain the amendment process outlined in the Constitution. EU – Conflict and Change

For this element, students will need a basic understanding of the idea of an amendment as a necessary change to the original wording of the Constitution. From there, they will explain how amendments are added to the Constitution. Teachers may find it useful to look at a theoretical ratification of an amendment, or they may take a modern amendment and follow it through the ratification process. Because the framers of the Constitution knew that it would need to be changed, an amendment process was created within the document itself. An amendment can be proposed by 2/3 of the membership of either the House of Representatives or the Senate. Alternatively, it can be proposed by a convention called by 2/3 of all states, a process that has never been used. Once it is proposed, it must be ratified by the states. This can be done by ¾ of all state legislatures voting in favor of the amendment, or by ¾ of specially called state ratifying conventions voting for the amendment. Teachers will want to help students understand that there is a necessary lapse of time between an amendment’s proposal in Congress, and its ratification by the states. In fact, the 27th Amendment was first proposed before 1800, and was not ratified until 1992. The following chart from the U.S. Archives provides the date each amendment following the Bill of Rights was passed by Congress and the date it was ratified: http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html. For an official overview of the amendment process, including a more extensive explanation for teachers of how states ratify amendments, visit: http://www.archives.gov/federal-register/constitution/. An excellent graphic showing the process is found here: http://laits.utexas.edu/txp_media/html/cons/features/0405_03/slide1.html. Note that this graphic indicates the method that has been used to amend the Constitution, as well as the method that has not yet been used, despite its existence in the Constitution.

SS5CG2a In order for an amendment to become part of the U. S. Constitution, several steps need to be followed. At what point does an amendment become part of the Constitution? A. once the voters cast their votes B. once it is ratified by ¾ of the states * C. once the president presents the amendment D. once the amendment is presented to Congress and the Senate b. Describe the purpose for the amendment process. EU – Conflict and Change

This element asks students to briefly describe why the framers of the Constitution set forth a process by which it could be changed. When the Constitution was ratified in 1787, there were many issues about which the framers disagreed. In order to convince the new American states to ratify the document, amendments had to be promised. In essence, the Constitution was

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designed to be amended before it was ever approved. Article V of the Constitution sets forth the process by which this is done (see notes for previous element). Modern Constitutional scholars make a convincing argument that the difficulty of proposing and ratifying amendments is essential to protecting the integrity of the Constitution. See one such view here: http://law2.umkc.edu/faculty/projects/ftrials/conlaw/articlev.htm. However, without the ability to amend the Constitution, a new governing document would have to be created every time Congress, or a majority of states, wanted to make a change to the governance of our country. For students, it will be helpful to point out that without the amendment process, cumbersome though it may be, very few of them would have the chance to vote. Cornell University’s Law School has a thorough annotation of Article V that gives extensive explanation for each step of the amendment process, and modern case law that supports it. This could be interesting for teachers who want to understand exactly why the process works the way it does: http://www.law.cornell.edu/anncon/html/art5_user.html#art5_hd4.

SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative democracy. Under this standard, students need to be reminded that the United States has a representative, rather than direct, democracy, and that citizens are responsible for electing representatives to government. The elements below serve to show how voting (as a citizen’s responsibility) has changed in the United States, and how the Constitutional amendment process has been used to secure voting rights for increasing numbers of people.

a. Explain the purpose of the 12th and 17th amendments. EU – Conflict and Change EU – Beliefs and ideals

For this element, students need to be able to briefly explain the significance of each of the enumerated amendments in context. The 12th amendment was ratified in 1804, largely in response to the contentious election of 1800 (Thomas Jefferson beat President John Adams after multiple ballots, and the House of Representatives ended up deciding the election). The 12th amendment created the Electoral College, a means by which Presidents (and Vice-Presidents) of the United States are elected to office. Under the Electoral College, voters select “electors,” who are compelled to vote for a Presidential/Vice-Presidential pair. Seats in the Electoral College are awarded based on population, so populous states like California have far more electors than sparsely populated states like Wyoming. While the Electoral College makes ties and multiple presidential ballots nearly impossible, it also allows Presidents to win office despite having a minority of popular votes, as happened in the 2000 election. The 12th Amendment serves to correct problems identified in the first Presidential elections, though the Electoral College causes some debate in modern times. {Note: Teachers will want to ensure that their students are aware that “Electoral College” is a ceremonial sort of title, and that it in no way resembles what we know as college/university.} The original text of the document can be found here: http://www.archives.gov/historical-docs/todays-doc/index.html?dod-date=1209.

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The 17th amendment was ratified in 1913. It changed the original set up of the legislative branch by providing for the direct election of United States Senators by voting citizens. The original framers of the Constitution had created the Senate as the branch of Congress where each state would be represented equally – regardless of size – by two elected officials. These officials were chosen by state legislatures. By the late 1800s, some states faced extreme difficulty in selecting these Senators, as their state legislatures were mired in partisan issues and corruption. The 17th amendment removed the state legislatures from the equation, and sought to restore the Senate’s role as a representative of the people, not of political interests in power within a given state legislature. The amendment was part of a larger reform movement, which sought to secure rights for ordinary Americans. A history of the movement towards direct election of Senators, along with the original text of the 17th amendment, can be found here: http://www.ourdocuments.gov/doc.php?flash=true&doc=58.

SS5CG3a The 17th Amendment was one of the progressive reform amendments added to the Constitution in 1913. It gave the people in the states the right to vote for United States senators. Why was this important? A. It allowed the people to have more say in their government. * B. It was needed because senators held office for life. C. It meant that the people had less say in their government. D. It was needed to keep members of both the House and Senate the same. b. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments. EU – Beliefs and ideals

For this element, students need to be able to briefly explain the significance of each of the enumerated amendments in context. Each of these amendments was a watershed moment for the extension of democracy to a greater number of Americans. After decades of effort, the 15th and 19th Amendments guaranteed (African-American men and women) would receive the right to vote. The 15th amendment was passed in 1870, and granted African-American men the right to vote. This final “Civil War Amendment” was supposed to secure suffrage as the capstone of citizenship for men of color. (Only men were listed since no woman, regardless of skin color, was permitted to vote in Federal elections until the 19th amendment was passed.) Unfortunately, within a decade, municipalities and states began to set forth a series of laws that infringed upon this right. The Voting Rights Act of 1965 finally undid these laws to the point that voting was readily possible for most African-Americans – 95 years after the ratification of the 15th amendment. For a brief history of the amendment and its original text, visit: http://ourdocuments.gov/doc.php?flash=true&doc=44. The 19th amendment was ratified in 1920. It symbolized nearly a century’s worth of effort by courageous women, who held that they were not receiving the full privilege of citizenship, since they were not allowed to vote for the government under which they lived. Some states had given women the right to vote previously, but this amendment gave all women full voting privileges in all elections. For a longer history of the movement to give women equal suffrage and the original text of the amendment, visit: http://www.ourdocuments.gov/doc.php?doc=63. More documents, including several dating back to just after the Civil War, can be found here: http://www.archives.gov/education/lessons/woman-suffrage/. Until the ratification of the 23rd amendment in 1961, the residents of Washington, D. C., had no real representation in the federal government. The 23rd amendment awarded them representative seats in the electoral college, so they were finally

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permitted to vote for the President who governed from their city. Today, Washington, D. C., is still Senator-less, and has limited voting rights in Congress. For an interesting opinion on why this may be, visit: http://www.nytimes.com/2011/03/29/opinion/29masur.html. The text of the amendment can be found here: http://www.law.cornell.edu/constitution/amendmentxxiii. {Note: As pointed out in the Masur opinion piece, the framers of the Constitution wanted the residents of the district to be “above” politics, so it was put under the special control of Congress. However, due to the difficulties of Congress administering a municipality, a mayor and city council were soon created. This meant that Washington, D. C., had a local government, but lacked both state and federal governance.} The 24th amendment, ratified in 1964, eliminated the poll tax. This tax system, which had existed since Reconstruction, required voters to pay a tax in order to vote. While the system initially prevented poor people from voting, by the 1950s and 1960s, the poll tax had become an accepted tool by which people of color could be deprived of their right to vote. In order to remedy this situation, and fulfill the commitment of the 15th amendment, Congress finally passed, and states eventually ratified, this 24th amendment. A good timeline and history of the poll tax and its abolition can be found here: https://lcrm.lib.unc.edu/blog/index.php/tag/poll-tax/. A lengthy look at ways that African-Americans were disenfranchised is found here: http://www.umich.edu/~lawrace/disenfranchise1.htm. The poll tax section focuses on Georgia law. Note that this is far more information than students will need, but teachers may find it useful. By 1971, the United States was embroiled in a lingering war in Vietnam. Among many popular complaints about the war was that the young men drafted to fight in it were not even allowed to vote for the government sending them into battle. The 26th amendment, ratified that year, lowered the voting age for Americans from 21 to 18 – the same age at which young men could be drafted for military service. The original text of the amendment can be found here: http://www.archives.gov/historical-docs/todays-doc/index.html?dod-date=323.

SS5CG3b A class is studying the history of the struggle for women’s rights in the United States. In the early 1900s, there was a major push by women for the passage of the 19th Amendment. It was approved and added to the Constitution of the United States in 1920. What was the purpose of the 19th Amendment? A. It gave women the right to own property. B. It gave women the right to travel freely. C. It gave women the right to vote in elections. * D. It gave women the right to serve in the military. There have been a number of amendments added to the Constitution of the United States that deal with voting. The 15th Amendment was passed in 1870, following the Civil War. Which group gained the right to vote from the 15th Amendment? A. property owners B. women C. black men * D. immigrants

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In 1964, the 24th Amendment to the United States Constitution was added, outlawing poll taxes. How did poll taxes discriminate against African-Americans? A. They kept many African-Americans from voting. * B. They prevented African-Americans from attending certain schools. C. They kept many African-Americans from finding employment. D. They segregated African-Americans on buses and in restaurants. In the late 1800s, women could own land and had to pay taxes. When the 19th Amendment went into effect in 1920, they finally gained the right to do what? A. say what they believed B. vote in federal and state elections * C. ask the government to right a wrong D. gather with other people and work for political change

STANDARDS and

ELEMENTS

TEACHER NOTES

5th GRADE SOCIAL STUDIES ECONOMIC UNDERSTANDINGS

SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. For this standard, students should be able to explicitly link the indicated economics content to their historical understandings. As much as possible, students should be learning all of this information in an integrated manner, rather than having the historical, geographic, and economic content separated from each other. Teachers will want to teach the economics content so that students can apply it to multiple situations, and they may draw additional examples from other subjects discussed during the fourth grade year. {Note: Kid-friendly definitions for each of the economic terms can be found at http://www.kidseconposters.com/literature-connection/ along with suggested literature choices for teaching each of the concepts. This site is a project of the Indiana Council for Economic Education.}

a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration goods during WWII). EU – Beliefs and ideals EU - Location

For this element, students should be aware of the large cost (in both funds and materials) required by a war, particularly by a war of the scale of World War II. The United States’ government had to equip, clothe, feed, move, and support soldiers on two fronts (Europe and the Pacific), and had to do this very quickly. As a result, the limited resources within the United States were reallocated. Rather than citizens being able to buy whatever they could afford to buy, the government chose to ration certain items. Things like rubber, gasoline, and even basic foods, were rationed. For the government, rationing was the selected means of providing the armed forces with their needs. The opportunity cost of this choice was allowing everyone in the United States to buy everything they wanted and could afford. For students, this is tricky to understand – they would like to think that the items themselves were the opportunity cost, because to them, “cost” tends to be associated negatively

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with giving something up. Instead, remind them that the opportunity cost is the “next best choice,” and in this case, that was allowing free choices for American citizens. For the United States government, depriving citizens of their right to purchase was an acceptable opportunity cost so that the military could have what it needed. Students should be able to describe an opportunity cost in general, and should know that there is only one official “opportunity cost” in a decision-making situation. That cost is the single next-best alternative that is not selected.

b. Explain how price incentives affect people’s behavior and choices (such as decisions to participate in cattle trails because of increased beef prices). EU – Movement/ Migration EU – Scarcity

This element asks students to discuss the role of price incentives in decision-making. While modern day examples are fairly easy for fifth-graders to grasp (a less expensive product seems more attractive than the identical product at a higher price), students also need to think about how such incentives have affected economic decision-making throughout history. Find more information at the website linked in the box above. Increasing demand for beef and beef products along the East Coast and in the booming cities of the Midwest made large-scale cattle ranching profitable. Despite the cost of moving large numbers of cattle, ranchers and their employees still made a profit. Their incentive was the high price of beef in the areas to which the cattle were shipped. Had local prices been high enough, the ranchers would have lacked this incentive, as the effort required to move cattle to rail lines was substantial.

c. Describe how specialization improves standards of living (such as how specific economies in the north and south developed at the beginning of the 20th century). EU - Location

For this element, students should be aware of the basic benefit of specialization: once an economy starts to specialize, people are able to focus their productive energy on a smaller set of skills, allowing them to become better at those skills. This, in turn, means that the individuals coming to them for those goods/services that they are producing end up with a better product. Find more information at the website linked in the box above. At the beginning of the 20th century, industrialization had already deeply affected American life. Certain pockets of the country had numerous large cities, where people worked in factories or other large-scale businesses. Other pockets of the country still had many people in agrarian communities, farming mostly for self-sufficiency. As the years went on, the agrarian tradition remained in the South much longer than it did in the North. Thus, many people in Northern cities were working for a monetary wage, rather than just producing food for their families (with a bit left over for sale). Also, many farmers in the North had larger tracts of land that they actually owned, which allowed them the privilege of growing crops for sale. This meant that they were able to use money to purchase things they could not make or grow themselves (transportation, clothing, entertainment, etc.). Southern farmers, many of whom were sharecroppers or tenant farmers, had much less access to cash, and were less able to buy these things. People working successfully in businesses – large or small, their own or someone else’s – had to purchase all of their food, but were also able to pay for what they wanted. Again, this sort of economy was more common in urban areas, and more common in the North. During the first few decades of the 20th century, many people left the rural South for urban areas, often in the North, so that they might take advantage of this specialization to improve their lives.

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d. Explain how voluntary exchange helps both buyers and sellers (such as how specialization leads to the need to exchange to get wants and needs). EU – Production, Distribution, Consumption

For this element, students need to know that in a truly voluntary exchange, both parties benefit. The buyer and the seller (of the service or good) both gain something from the exchange. Find more information at the website linked in the box above. In a voluntary exchange, buyers receive a good or service they want, and the seller receives some sort of payment for that good or service. Once this exchange is replicated on a larger scale, you have an economy at work. Specialization becomes a part of this exchange when buyers obtain a good or service they cannot or will not make or provide for themselves. The seller has specialized in learning to provide a service or produce this good. Therefore, the buyer is obtaining a superior item, and can then specialize in producing a different good or service. For students, examples are key to understanding this. For example: Because many of us no longer have time or space to grow all of our own food, we buy it at a grocery store. The people working at the grocery store also do not grow the food, but instead specialize in finding and providing food to other people. The people producing the food take the money made from this exchange to purchase the goods and services they do not provide for themselves.

e. Describe how trade promotes economic activity (such as how the Panama Canal increases trade between countries). EU - Location EU – Technological Innovation EU – Production, Distribution, Consumption

As explained for element “d,” voluntary trade produces benefits for both parties. Thus, as long as both parties are acting in mutual self-interest, continued trade promotes additional economic activity. The Panama Canal made trade between countries easier, as ships no longer had to make the treacherous journey around the southernmost tip of South America. It increased the speed with which goods could travel, and made shipping goods more lucrative. While the Canal itself took almost 40 years to turn a profit, demand for passing through the Canal continues to increase, so much so that shipping companies now pay an additional fee to move through it more quickly: http://www.pbs.org/wgbh/americanexperience/features/then-and-now/panama/. For more about trade, visit the website linked in the box above.

f. Give examples of technological advancements and their impact on business productivity during the continuing development of the United States (such as the development of the personal computer and the Internet). EU – Technological Innovation

Students only need to know the specific technological advancements listed however, teachers may want to encourage students to think about other inventions and innovations that made individuals and businesses more productive. Modern commerce is unthinkable without computers. Computers allow businesses to communicate instantly within their own companies and with potential buyers and sellers. Further, the personal computer has made commerce between individuals and companies unrecognizable to the commercial world of just twenty years ago. People no longer even need to leave their homes to become part of the country’s economy – they can create income, buy goods and services they need, and even sell their excess all from their personal computers. The Internet has revolutionized economies around the world, and made economies without the infrastructure to support computers nearly unsustainable. For more on the influence of computers and the Internet on the modern world economy, see the following articles: “How the Internet Changed the World” at http://www.today.ucla.edu/portal/ut/how-40-years-of-the-internet-changed-111878.aspx,

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“How the World changed Forever,” at: http://www.guardian.co.uk/technology/2009/oct/23/internet-40-history-arpanet, or “How the Internet will change the World Even More,” at: http://www.sciencenews.org/view/generic/id/57611/title/ Comment__How_the_Internet_will_change_the_world_—__even_more_.

SS5E2 The student will describe the functions of four major sectors in the U. S. economy. For this standard, students should be able to identify and describe the sectors listed in the elements. They should also be able to discuss how they interact in the modern economy, using examples as appropriate. Teachers may find the Circular Flow model of economic activity useful. Follow the link below to access a video from the Federal Reserve Bank of St. Louis that explains the circular flow model. https://www.stlouisfed.org/education/economic-lowdown-video-series/episode-6-circular-flow

a. Describe the household function in providing resources and consuming goods and services. EU - Location EU – Production, Distribution, Consumption EU – Conflict and Change

For this element, students need to know multiple ways in which households affect the economy. They should describe how individuals within households own their labor (human resources), and sell that labor in order to create income for the household. Students should also know that it is possible that households might own other resources, such as land, that could be sold to create income. On the consumption side, households regularly consume goods and services. Each household determines what goods and services it wants or needs, based upon the resources (human and otherwise) that it already has. This exchange occurs continuously, as households sell labor and/or resources to create income, and then use this income to purchase goods and services.

b. Describe the private business function in producing goods and services. EU – Individuals Groups and Institutions

This element asks students to explain how businesses participate in the economy by producing (and selling) goods and services. Businesses produce goods and services that households do not or cannot produce for themselves. Because of specialization, virtually no household in the modern American economy is entirely self-sufficient. Businesses fill this void by providing goods and services so that individuals within households can specialize in specific skills to earn an income. Teachers can help students understand this by asking them to consider how their own household obtains the goods and services it needs. This can also help with element d for this standard, as they will see that some needs are met by businesses, some might be met by the government (ex: schools, roads, trash collection), and others are met by the household itself. Students will become aware of the degree to which their households are dependent upon private businesses.

c. Describe the bank function in providing checking accounts,

For this element, students should be able to describe how banks support households and businesses, as well as how banks do their own part to participate in the economy. Teachers may share additional roles of banks with students, but must include the three below:

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savings accounts, and loans. EU – Individuals Groups and Institutions

*Checking accounts: Households and businesses deposit money with banks, and then withdraw it as needed to pay for purchases. The bank can use the money it holds to make loans and provide other services to clients. Today, people use multiple tools, such as checks and debit/ATM cards, to withdraw money from their checking accounts. Checking accounts allow depositors to spend and transfer their money without keeping large amounts of cash on hand. Students should be able to explain how this is safer and easier than using large amounts of cash to make transactions that might occur in other locations. *Savings accounts: Households and businesses also use savings accounts to keep money with banks. Unlike most checking accounts, the money is meant to be left alone, rather than being withdrawn regularly. To reward customers for leaving their money in the bank, banks pay the customer a set amount of money called interest. Usually, the larger the amount in the savings account, the more money that is paid to the customer in interest. Students should be able to explain how putting extra money in a savings account benefits a household or business by earning interest, and benefits the bank by providing necessary funds for loans or other expenditures. *Loans: Sometimes, households and businesses need to make purchases that they do not have the money to make. Often, these are large purchases such as homes, vehicles, or necessary equipment. Banks provide loans for these purchases, where the household or business gets the money needed, and pays interest to the bank for the length of time the money is borrowed. An excellent explanation of each of these bank functions, along with a fun calculator for exploring how interest compounds, is found here: http://www.themint.org/kids/how-banks-work.html.

SS5E2c Banks provide services in many areas that deal with an individual’s money. What impact does a savings account have on an individual’s money? A. Interest is paid on money in a savings account. * B. Savings accounts stopped being offered after World War II. C. The government takes interest away each time a savings account is opened. D. Loans are given out only to those individuals who have a savings or checking account. d. Describe the government function in taxation and providing certain goods and services. EU – Individuals Groups and Institutions

When addressing this topic with students, teachers may wish to refer to the following information and lesson ideas: http://ecedweb.unomaha.edu/lessons/fecga.htm. Keep in mind that the role of government in the economy is a contentious subject, and students and their families may or may not agree with ways that the government is currently involved. In modern times, the government functions in the economy by collecting taxes from households and businesses. In exchange, the government provides certain services. Some of these include schools, basic infrastructure like bridges and roads, national security, and public services.

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SS5E3 The student will describe how consumers and businesses interact in the U. S. economy. For this standard, students should be able to explain how businesses supply the needs of American consumers, and how consumer purchasing supports businesses. EU - Location

a. Describe how competition, markets, and prices influence people’s behavior. EU – Production, Distribution, Consumption EU – Movement/ Migration EU – Conflict and Change

For this element, students need to not only be able to identify the listed terms but also link each term to people’s behavior. *Competition: In economics, individuals and businesses are engaged in competition. Both entities compete for resources. People compete against each other for jobs, which provide them with the income they need to buy additional goods and services. They then compete to buy those goods and services – some people have greater means, and are able to buy more or better goods and services than others. Businesses compete for the resources they need to provide goods and services to consumers. Some businesses are better able to procure these resources, and then some provide a better product or price to consumers. The competition between these businesses results in consumers having the power to determine a company’s success. If consumers find the goods or services produced by a business to be superior, in price or in quality, they will be more likely to buy that company’s good or service. A good working definition of competition for teacher reference can be found at The Economist’s website: http://www.economist.com/economics-a-to-z/c#node-21529807. *Markets: Students need to remember that the economic term market does not necessarily connote a physical place. Rather, the economic market is the physical and virtual exchange of goods and services. Once this exchange occurs, a market exists. Businesses are attempting to sell their goods and services to consumers, and consumers are trying to find exactly what they need. Consumers might be looking for a specific product, or they might be looking for a specific price. A good or service’s role in the market is also important, as consumers will not participate in the market if what they want or need cannot be found. *Price: The price that a consumer is willing to pay for a good or service often affects whether or not the consumer actually ends up purchasing that good or service. In markets, price affects both the buyer and the seller. If the price is too high, sellers will find no buyers, and buyers will not obtain what they want or need. If the price is too low, buyers will purchase the good or service, but the seller will not make a profit. Price relates to competition, because consumers will find similar products (or alternative products) at a lower price if necessary. Information about price and markets can be found here: http://www.kidseconposters.com/landing-page/posters/

SS5E3a Supply and demand affect goods and services in an economy. If people decide to buy more of a product, producers will MOST LIKELY decide to A. make more of that product. * B. change the name of the product. C. make less of the product. D. lower the cost of the product. b. Describe how people earn income by selling

This element asks students to describe the basic exchange that is employment: people “sell” their labor to businesses (or other entities) in return for monetary

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their labor to businesses. EU – Production, Distribution, Consumption EU – Movement/ Migration

compensation. This monetary income then allows the person selling his or her labor to obtain the goods and services needed or wanted. While the process seems simple enough to many students, teachers may wish to take this opportunity to explain some additional information to students, such as the relationship between education and income and ways in which students can make themselves more attractive to people who might wish to hire them in the future. This chart from the Bureau of Labor Statistics shows the relationship between education and unemployment: http://www.bls.gov/emp/ep_chart_001.htm.

c. Describe how entrepreneurs take risks to develop new goods and services to start a business. EU – Technological Innovation

For this element, students should understand that an entrepreneur is someone who starts a business, with the goal of making money. In order to do this, people must take some risks. These risks might include spending money they already have on supplies, equipment, or other items to start the business, or giving up a job that is currently earning an income. Further, students should understand that entrepreneurs must work long and hard before they start a business, by determining financial plans for the business, creating strategies for success, etc. One of the best ways teachers can help students learn about entrepreneurship is through a simulation. Some suggestions are listed below, but there are also many resources available to help students learn from entrepreneurs themselves. For simulations, consider the following: *”Hey, Get a Job!” simulation: http://www.econedlink.org/lessons/index.php?lid=469&type=educator *Henry Ford and the Model T (links fifth grade history and economics content): http://www.econedlink.org/lessons/index.php?lid=668&type=educator. Resource suggestions: *Basic entrepreneurship information: Click the link below, then select entrepreneurship: http://www.kidseconposters.com/landing-page/posters/ *Georgia Council for Economic Education: http://www.gcee.org *Junior Achievement: www.juniorachievement.org

SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important. For this standard, students need to know that a budget helps people determine in advance where they should allocate their financial resources. Budgets list expected expenses over the course of a set period of time, and allow the individuals using the budgets to plan how their income can be used to cover those expenses. In creating a sample budget, students should determine priorities in spending and saving (wants vs. needs), and they should also decide how to reserve some income for unforeseen expenses. For more on spending and saving, the following websites may prove useful: *http://pbskids.org/itsmylife/money/managing/article6.html. *http://www.themint.org/kids/determining-your-budget.html. *http://www.econedlink.org/interactives/economic-interactive-search.php?type=educator&cid=10&gid=2. EU – Production, Distribution, Consumption

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The 5th Grade Teacher Notes were written by Sarah Brown. Vetting team- Hillary Linton, JoAnn Wood, Kari Reeve, Mary Kienker, Michele Digiovine, Stephen Bell.