Social Studies Curriculum Map - Volusia County …myvolusiaschools.org/social-studies/Documents/Curriculum Maps...Social Studies Curriculum Map ... on the maps but something important

Grade 5 2011-2012 United States and Florida History CURRICULUM MAP

Revised July 2010 Volusia County Schools

Social Studies

Curriculum Map Volusia County Schools

United States and Florida History

Gifted



UNDERSTANDING THE CURRICULUM MAPS

If you look at the document entitled, “Social Studies Curriculum Mapping – Teaching With a Purpose in Mind,” you will see a chart that shows the basic framework for our curriculum maps. Everything begins with the purpose, the Organizing Principle. The OP is like a thesis statement in an essay. It provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the concepts, essential questions, skills and vocabulary that you teach should come back to the Organizing Principle in some way. By the end of the unit of instruction, a student should be able to look the Organizing Principle and prove it to you (or perhaps in some instances, disprove it). The words Essential Questions are used in the maps because these are items essential to the coverage area, the things students should absolutely know. The same holds true for the concepts and terms. You will also find examples of teaching resources and assessment. These are only examples of some of the items you can use to teach the unit. The activities listed are examples of activities that should go on in classrooms regularly and they correspond to the types of reading, writing, and thinking that will prepare students for FCAT and other assessments. One thing to keep in mind is how important Social Studies knowledge is to overall literacy development. In order for students to become successful in academic courses and in reading comprehension at the secondary level, they need to have knowledge of “words and the world.” Once students learn to decode effectively, the main factor in comprehending text is the ability to tap into broad academic knowledge in subjects such as Social Studies (civics, geography, history, economics) and Science. It is imperative to teach Social Studies daily and in a systematic manner (read the article on the Social Studies web site called The Missing Link in Reading Comprehension). The maps are designed to help teachers determine areas of coverage and to avoid trying to teaching 34 chapters in a textbook. Instead the maps are designed around the Organizing Principles and teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of the resources. The mapping teams have done a great job on the maps but something important to know is the curriculum maps are not static documents, they are dynamic and open to revision. If you have questions or suggestions about specific teaching units please use the reflection pages to note ideas.

Jason Caros Social Studies Curriculum Specialist



Social Studies Curriculum Mapping

-TEACHING WITH A PURPOSE IN MIND-

Organizing Principle(Thesis)

PedagogyContent / Skills /

Attitudes

Assessment

Teaching Resources

Next Generation Sunshine State Standards



ORGANIZING PRINCIPLES – 5TH GRADE U.S. AND FL HISTORY

1: During the 1800’s the West became a magnet for people seeking adventure, religious freedoms, and economic opportunities. (Chpts 16 & 17)

2: The idea of reform-the drive to improve society and the lives of Americans by addressing social issues-grew between 1820 and 1850. (Chapter 18)

3: The Civil War was caused by historic economic, social, political, sectional differences that were further emotionalized by the issue of slavery.

(Chapters 19 & 20)

4: From 1861-1865, the Union and the Confederacy fought a brutal war pitting brother against brother. (Chapter 21) COW CALVALRY

5: After the Civil War, reconstruction effectively determined the nature of the Union, the economic direction of the United States, and political control of the

country. (Chapter 22)

6: During the late 19th Century, Native Americans’ ways of life were adversely affected as the Western United States settled. (Chapter 23) DEPARTING FOR

DESTINY and RETURN TO BIG CYPRESS

7: During the time period known as the “Gilded Age” (1870’s until early 1900’s) a booming industry fueled by immigration led to the growth of cities and

friction between workers and factory owners. (Chapter 24 & 25) WHERE PEACEFUL WATERS FLOW

8: The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making government more responsive to the

will of the people and enacting social welfare legislation. (Chapter 26)

9: From the 1890’s to 1918, the United States became increasingly active and aggressive in world affairs. (Chapter 27)

10: The stark contrast from the Roaring twenties to the Great Depression led to the expectation of government intervention to maintain the economic stability of

the nation through the “New Deal.” (Chapter 28) A DEADLY BOND, ORANGE FRITTERS AND A STORY, and SEMINOLE STEER

11: The world’s triumph over fascism during WWII led to America’s emergence as a super power. (Chapter 29) U-123

12: The Cold War led the U.S. to pursue ambivalent policy of confrontation, negotiation, and preventative maintenance between 1945-1970. (Chapter 30)

13: Between 1954-1973, a campaign for equal rights for all Americans gained momentum with civil disobedience and other forms of protest. (Chapter 31)

14: Since the 1950’s, the U.S. has faced triumph and tragedy, political transformation, clashes in a changing culture, changes in foreign and domestic affairs,

economic policy, and technological innovations. (Chapter 32)



ORGANIZING PRINCIPLE 1: During the 1800’s the West became a magnet for people seeking adventure, religious freedoms and economic opportunities.

ESTIMATED # OF WEEKS: 4

PACING: August - September

Concepts

Benchmark(s)

Essential Questions

Skills

People, Places, Events

Westward Expansion Mission Rancho Frontier

Expedition Hardship Legacy

Homestead Pioneer

Prospecting Heritage Tradition

Adaptation Irrigation

Community property Cultures

Revolution Anglo

Mexicano Wagon train

Adobe Spanish architecture

Patio Veranda

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.4.2.5 SS.A.6.2.3 SS.A.6.2.7 SS.B.1.2.1 SS.B.1.2.2 SS.B.1.2.3 SS.B.1.2.4 SS.B.1.2.5 SS.B.2.2.1 SS.B.2.2.2 SS.B.2.2.3 SS.B.2.2.4

1. What were the reasons some Americans moved West during the 1800s? (explorers, Californios, mountain men, missionaries, pioneer women, Mormons, forty-niners, and Chinese) 2. What hardships were faced by western explorers and settlers? 3. Why did pioneers want to travel and move across the Appalachian Mountains? 4. What was the purpose of ‘missions’ in California? 5. How did Mexican rule change life in California? 6. What type of transportation did settlers use to move west? 7. How did settlers’ westward movement affect relations between settlers and Native Americans? 8. What legacies were left by the explorers, Californios, mountain men, missionaries, pioneer women, Mormons, forty-niners, and Chinese?

Write a journal entry from the perspective of a person who moved westward. Use an organizational tool to enumerate the causes and effects of Westward Movement. In small groups, create a symbol, statute or tribute to one of the major groups of Western settlers. Create a video that depicts daily life in the Southwest as it pertains to Mexicano contributions. Create a building that demonstrates Spanish style architecture typical of the period.

Meriwether Louis William Clark

Sacagawea Nez Perce Indians

Shoshone Fiesta

Oregon Trail Manuel Lisa

Marcus and Narcissa Whitman Henry and Eliza Spalding

Hugh Glass Jim Beckwourth

Crows Pawnee

Sierra-Nevada Brigham Young

Joseph Smith Salt Lake City James Marshall

Tex-Mex Conestoga wagon

Church of Jesus Christ of the Latter-Day Saints

Sluice Sutter’s Mill China Town

Queues San Francisco

Corrido Flandango La Bamba

Jota Jarabe tapatio (Mexican Hat

Dance) Cinco de Mayo

SS.D.1.2.1 SS.D.1.2.2 SS.D.2.2.1 SS.D.2.2.4

1. What are the nine important contributions from the Mexicanos to the culture of the southwest? 2. What did Anglo settlers in the southwest use and adapt from the Mexicano contributions? How do these contributions continue into the present day?



ACTIVITIES (Teaching Resources) ASSESSMENT

Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -Colonial Pensacola 1781-1821 -Farm Life in the Early 1800s History Alive Teaching Resources: (Chapter 16 and 17) -Graphic Organizer Placard 16 and 17 -Transparencies 16A - 16I, and 17 -Student Handout 16 -Placards 17A-17I -Map Transparencies 16 -Student Handout 16 -masking tape -CD Track 7, “Sweet Betsy from Pike” -Interactive Student Notebook 1, Preview 16 and 17 -Interactive Student Notebook 1, Reading Notes for Chapter 16 and 17 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm John James Audubon

History Alive -Interactive Student Notebook 1, Processing 16 and 17 - Assessment 16 and 17 History Alive: Project Ideas: -Movie Story Board: You have been asked to make a film about a group described in Chapter 16. You need to create a storyboard for the film. -make a list of characters (at least 3 historical) and decide who you would like to play the different roles. -describe the setting, plot, action, climax, conclusion -Plan a Fiesta: Include the type of entertainment, music, dancing, food, and decorations. Describe and illustrate each area of your celebration.



ORGANIZING PRINCIPLE 2: The idea of reform (the drive to improve society and the lives of Americans by addressing social issues) grew between 1820-1850.


PACING: September - October

Concepts

Benchmark(s)

Essential Questions

Skills


Reform Era

Great Awakening Plight

Abolition Abolitionist Movement

Debate Equality Suffrage

Temperance Women’s Rights

Slavery Anti-slavery

Asylum Prejudice

Discrimination

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.4.2.5 SS.B.2.2.2 SS.B.2.2.3

1. How did religious and philosophical ideas inspire reform movements? 2. What were the important reform movements of the mid-19th century? 3. What was the role of women in the reform movements? 4. Why did educational reformers believe that all citizens should go to school?

Write an article for The Liberator or The North Star. Create a protest sign for a Women’s Suffrage picket line. Develop a chant to match the message. Read the Declaration of Sentiments and contrast it with the Declaration of Independence. Write a short Negro spiritual that might have been sung by a slave. Write and present the speech given by Elizabeth Blackwell upon her graduation from medical school. Compose a letter to the editor of the local newspaper regarding the conditions of the local asylum.

Dorothea Dix Sojourner Truth

Henry David Thoreau Wagon train Horace Mann Public school

Puritans Prudence Crandall Antioch College

Frederick Douglass The Liberator

William Lloyd Garrison The North Star

Quakers Angelina Grimke

Lucretia Mott Elizabeth Cady Stanton

Lucy Stone Elizabeth Blackwell

Seneca Falls, New York Declaration of Sentiments

Susan B. Anthony Charlotte Woodward

SS.C.2.2.1 SS.C.2.2.2 SS.C.2.2.3 SS.D.1.2.1 SS.D.2.2.4

1. How did some Americans work to eliminate slavery? 2. Why did many Americans fear the end of slavery? 3. What actions did slaves take to resist slavery? 1. How are the anti-slavery and Women’s Rights Movement related? 2. What progress did women make toward equality during the 1800’s?




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map History Alive Teaching Resources: (Chapter 18) -Graphic Organizer Placard 18 -Transparencies 18 -Student Handout 18 -Student Information 18 -CD Track 8, “Let Us All Speak Our Minds” -Interactive Student Notebook 1, Preview 18 -Interactive Student Notebook 1, Reading Notes for Chapter 18 -Interactive Student Notebook 1, Activity Notes for Chapter 18 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm African-Americans Settle in Fort Mose Fernandina and Amelia Island Thomas Alva Edison Henry Morrison Flagler Dr. John Gorrie Harriet Beecher Stowe www.nationalgeographic.com/expeditions/atlas www.geographyolympics.com www.geographyzone.com www.popclock.net www.nationalatlas.gov Travel Channel Discovery Channel

History Alive -Interactive Student Notebook 1, Processing 18 - Assessment 18 History Alive: Project Ideas -Put students into cooperative groups and have each group crate a poster size graphic organizer that illustrates, in color, one of the reform movements: Temperance, education, abolition, women’s rights, care for the mentally ill and handicapped



ORGANIZING PRINCIPLE 3: The Civil War was caused by historic economic, social, political and sectional differences that were further emotionalized by the issue of slavery.


PACING: October

Concepts

Benchmark(s)

Essential Questions

Skills


Racism Discrimination

Segregation Prejudice

Slave breaking Resistance/defiance

Rebellion Bondage

Forced labor Slave holder Quilting bee Oppression

Legend Folktale

Fugitive slave Slave auction

Republican Party Lincoln-Douglas debate

Secession Civil War

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.4.2.6 SS.A.6.2.3 SS.A.6.2.4 SS.A.6.2.5

1. How was a slave’s daily life different from that of his/her owner in terms of living conditions, religious life and community experiences? 2. How did economic and social forces contribute to the survival and growth of slavery in the United States for nearly 250 years?

Role play the Lincoln-Douglas debate. Create a timeline of events leading to the Civil War. Create maps or other visuals delineating the states considered slave states/free states as well as those added by the various compromises. Use a Venn diagram or other organizational tool to depict the strengths and weaknesses of the North and the South. Create a story quilt depicting the life of a slave or slave family.

W.E.B. DuBois Harriet Powers

Frederick Douglass NCCP (National Council of

Colored People) Quilting bee

Edward Covey Nat Turner

Congo Square Brier Rabbit

Shulo the Hare Uncle Tom’s Cabin

Harriet Beecher Stowe Abraham Lincoln

Stephen A. Douglas John Brown Roger Taney

Dred Scott decision Lawrence, Kansas Election of 1860

Fort Sumter Fugitive

Fugitive Slave Act Kansas-Nebraska Act

Civil War Charles Sumner Preston Brooks

Andrew P. Butler Charleston, South Carolina

Harper’s Ferry Harriet Tubman

SS.B.1.2.2 SS.B.1.2.4 SS.B.1.2.5 SS.B.2.2.1 SS.B.2.2.2 SS.B.2.2.3 SS.C.1.2.4 SS.C.2.2.2 SS.C.2.2.3 SS.D.1.2.2 SS.D.1.2.4 SS.D.2.2.1

1. How do you explain the following pre-war quote by President Lincoln? “Well, boys, your troubles are over. Mine have just begun.” 2. How did the main areas of disagreement increase the tensions between the North and South prior to the Civil War? 3. How was the debate over slavery related to the admission of new states? 4. What formal compromises were made in an attempt to address growing tensions? 5. Why did the Fugitive Slave Act in Kansas-Nebraska Act make the division between North and South worse? 6. Why was the Republican Party formed? 7. How did the Dred Scott decision, the Lincoln-Douglas debates and John Brown’s raid affect Americans in the North and South? 8. How did the election of 1860 lead to the break-up of the nation? 9. Why did secession lead to the Civil War? 10. Why was Fort Sumter chosen as a target by the Southerners? 11. What role did Florida play during the Civil War? 12. Why was support for slavery stronger in middle Florida than in east or west Florida?




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -African American Suffrage in Florida History Alive Teaching Resources: (Chapters 19 and 20) -Graphic Organizer Placard 19 and 20 -Transparencies 19, 20A-20E -Student Handout 19A and 19B -Student Information 18 -Placards 19A-19H -Map Transparency 19, 20a-20c -CD Track 9, “Moses” -CD Tracks 10-21 -Interactive Student Notebook 1, Preview 19 and 20 -Interactive Student Notebook 1, Reading Notes for Chapter 19 and 20 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm www.nationalgeographic.com/expeditions/atlas www.popclock.net Travel Channel Discovery Channel

History Alive - Assessment 19 and 20 History Alive: Project Ideas -Put students into cooperative groups and have each group crate a poster size graphic organizer that illustrates, in color, one of the reform movements: Temperance, education, abolition, women’s rights, care for the mentally ill and handicapped -Design a class quilt and assemble it in the same way as a quilting bee was held during these times. Each square should represent the individual who creates it.



ORGANIZING PRINCIPLE 4: From 1861 until 1865, the Union and the Confederacy fought a brutal war pitting brother against brother.


PACING: October - November

Concepts

Benchmark(s)

Essential Questions

Skills


Union Confederacy

Blockade Border states

Constitutional Rights Underground railroad

Habeas Corpus

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.4.2.6 SS.A.6.2.3 SS.A.6.2.5 SS.B.1.2.1 SS.B.2.2.2 SS.B.2.2.3 SS.C.1.2.4 SS.C.2.2.1 SS.C.2.2.3 SS.C.2.2.4 SS.D.1.2.1 SS.D.1.2.2 SS.D.1.2.4 SS.D.2.2.1

1. What were the war strategies of the Union and Confederacy, and was the Confederacy successful at the beginning of the war? 2. What were the key battles and major turning points of the war? What were the two key battles in Florida? 3. Why did the war that many believed would be short-lived last 4 years? 4. How did physical geography (land and water) affect the outcome of the Civil War? 5. What problems did the soldiers face during the war other than the battles themselves? What problems did civilians face? 6. What expanded powers were given to President Lincoln during the war? How did citizens respond to this? 7. What role did Ulysses S. Grant and Robert E. Lee play during the war?

Write an Emancipation Proclamation for freedom from chores and an early bedtime. (or other student issues) Create and analyze a pictograph, bar graph and/or line graph with keys depicting death tolls for both the North and South during the Civil War. Compare the principles in the Gettysburg Address to those in the Declaration of Independence and Preamble to the Constitution. Analyze the lyrics of the song, Drinking Gourd. Role play the surrender at Appomattox Courthouse.

Merrimac Monitor

Ulysses S. Grant Robert E. Lee

Appomattox Courthouse Union

Confederacy Abraham Lincoln Jefferson Davis

Battle of Bull Run Battle of Richmond Battle of Antietam

Battle of Gettysburg Battle of Vicksburg

Battle of Olustee Battle of Natural Bridge

Emancipation Proclamation Gettysburg Address

General Winfield Scott Rose Greenhow

Clara Barton George McClellan Atlanta, Georgia

General George Meade General George Pickett

Admiral Farragut Colonel Robert Gould Shaw Massachusetts 54 Regiment

1. How did women and African Americans participate in the war effort? 2. How did the Union blockade affect the Confederacy? 3. What was the significance of the surrender at Appomattox Courthouse? 4. Why did Lincoln issue the Emancipation Proclamation? 5. What constitutional rights were affirmed as a result of the Civil War? 6. How were the faces of the North and South changed after the war was over?




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Pink and Say by Patricia Palacco Follow the Drinking Gourd Legendary Florida: Cow Calvalry Florida Heritage Education Program: -The Maple Leaf: A Civil War History Alive Teaching Resources: (Chapter 21) -Graphic Organizer Placard 21 -Student Handout 21A and 21B -Student Information 21A-21F -Placards 21A-21D -Map Transparency 21 -CD Track 22, “The Bonnie Blue Flag” -CD Track 23, “Tenting Tonight” -CD Track 24, “Civil War Siege Sounds” -CD Track 25, “Slavery Chain Done Broke at Last” -envelopes, letter size -masking tape, 8 rolls -scratch paper, cut into 24 strips, 4” x 11” -Interactive Student Notebook 1, Preview 19 and 20 -Interactive Student Notebook 1, Reading Notes for Chapter 19 and 20 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Florida’s Role in the Civil War: “Supplier of the Confederacy” Florida’s Famous Lighthouses www.nationalgeographic.com/expeditions/atlas

History Alive -Interactive Student Notebook 1, Processing 21 - Assessment 21 History Alive: Project Ideas: -Essay: First defend, and then criticize, the idea that government should be given more power in wartime than peacetime. -Role Play: Write a two page conversation between a Southerner and a Northerner who meet on a train in the mid-1800s. Have them talk about the differences between their lives. Present to the class. -Political Cartoon: Draw a political cartoon that illustrates Lincoln’s statement “A house divided against itself cannot stand”. -Debate: Give the Pros and Cons on the institution of slavery from both the North’s and South’s viewpoints.



ORGANIZING PRINCIPLE 5: After the Civil War, Reconstruction effectively determined the nature of the union, the economic direction of the United States and political control of the country.


PACING: December

Concepts

Benchmark(s)

Essential Questions


Reconstruction Assassination Impeachment

Freedmen’s Bureau Black Codes

Jim Crow Laws Cash crop Amnesty Radical

Override Corruption Integration Segregation

Reconciliation Civil Rights

Lynching

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.4.2.6 SS.A.5.2.1 SS.A.6.2.3 SS.A.6.2.4 SS.A.6.2.5 SS.B.1.2.1 SS.B.2.2.2 SS.B.2.2.3 SS.C.1.2.4 SS.C.2.2.3 SS.C.2.2.4 SS.D.1.2.1 SS.D.1.2.2 SS.D.1.2.5

1. What was John Wilkes Booth’s motivation for assassinating President Lincoln and how did the assassination affect southern reconstruction? 2. How did plans for reconstruction differ between the North and the South? 3. What was the purpose of the Freedmen’s Bureau? 4. What were the three main purposes of the Black Codes? 5. How did the 13th Amendment differ from the Emancipation Proclamation? 6. What groups participated in Reconstruction in the south? 7. How did the Republican Party dominate Southern politics during Reconstruction? 8. What changes happened in the South during the later years of Reconstruction? 9. How the Democratic Party begin to regain control of Southern politics at the end of Reconstruction? 10. How did the lives of African Americans improve after Reconstruction? 11. Why were towns like Eatonville, Florida, important for African Americans? 12. How did Florida’s government change during Reconstruction? 13. What were Jim Crow laws, and how did they work to limit the rights of African Americans?

Write a eulogy for President Abraham Lincoln’s funeral. Compare and contrast the amendments of the U.S. Constitution to those of the Florida Constitution. Analyze political cartoons relating to Reconstruction. Evaluate the success of Reconstruction.

Ford’s Theater John Wilkes Booth

Carpetbaggers Scalawags

Share croppers Freedmen’s Bureau

Booker T. Washington Andrew Johnson 13th Amendment 14th Amendment 15th Amendment

Forty Acres and a Mule Ku Klux Klan

Grandfather Clause Literacy Tests

Poll Tax Plessy vs. Ferguson Rutherford B. Hayes Compromise of 1877

Thomas Nast Josiah Thomas Walls



ACTIVITIES (Teaching Resources) ASSESSMENT Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map History Alive Teaching Resources: (Chapter 22) -Graphic Organizer Placard 22 -Transparency 22 -masking tape -Interactive Student Notebook 1, Preview 22 -Interactive Student Notebook 1, Reading Notes for Chapter 22 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Reconstruction www.nationalgeographic.com/expeditions/atlas www.popclock.net Travel Channel Discovery Channel History Channel

History Alive -Interactive Student Notebook 1, Processing 22 -Assessment 22 History Alive: Project Ideas -Design a poster illustrating the Fifteenth Amendment



ORGANIZING PRINCIPLE 6: During the late 19th century, Native American ways of life were adversely affected as the United States settled.


PACING: January

Concepts

Benchmark(s)

Essential Questions

Skills


Reservation Homestead Act

Pacific Railroad Act Homesteaders

Transcontinental railroad Great Plains Boom towns Ghost towns

Mining Ranching

The Long Drive Stockyard Gold Rush Sod houses

Dugouts

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.6.2.1 SS.A.6.2.3 SS.A.6.2.4 SS.A.6.2.5 SS.B.1.2.2 SS.B.1.2.4 SS.B.2.2.1 SS.B.2.2.2 SS.B.2.2.3 SS.B.2.2.4

1. Which groups moved west following the Civil War? Why did they go and what were their roles in developing the West? 2. How did Native Americans respond to encroachment by settlers? 3. What clash between Native Americans and settlers resulted from the settlement of the frontier? 4. What groups played an essential role in the building of the first Transcontinental Railroad? How did this construction affect the West? 5. Why was the Homestead Act extremely attractive to prospective settlers? 6. What were the challenges faced by homesteaders of the Great Plains? 7. What was the significance of the following quote? “I am tired; my heart is sick and sad. From where the sun now stands, I will fight no more forever.”

Map the route of the Transcontinental Railroad including the geographic features. Create a Native American painting depicting the importance of the buffalo. Create a timeline for a day in the typical life of a homesteader. Develop a blueprint for your farm as a homesteader or rancher. Write a chief’s response to relocation to a reservation for his tribe.

Nez Perce Chief Joseph Great Plains

Coleville Reservations Golden Spike

Promontory Point Grenville Dodge

Union Pacific/Central Pacific Vigilantes Black Hills

Dakota Territory Dodge City

Sioux George Custer

Sitting Bull Mennonites

Little Big Horn Boot Hill

Oklahoma Territory Decrease of Buffalo

SS.D.1.2.1 SS.D.1.2.2 SS.D.2.2.1

1. Which group was drawn to the West by the promise of great wealth? How were boom towns and ghost towns related to their settlement? How did mining change the West? 2. How did ranchers’ and cowboys’ business ventures contribute to the extermination of the buffalo? 3. How was life on the reservation different for the Native Americans?



ACTIVITIES (Teaching Resources) ASSESSMENT Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Legendary Florida: -Departing for Destiny -Return to Big Cypress Florida Heritage Education Program: -Home and Hearth: Black Communities in 19th Century Florida Death of the Iron Horse History Alive Teaching Resources: (Chapter 23) -Graphic Organizer Placard 23 -Transparencies 23A-23E -CD Track 26, “The Heart of the Appaloosa” -Student Handouts 23A-23F -Map Transparency 23 -Interactive Student Notebook 2, Preview 23 -Interactive Student Notebook 2, Reading Notes for Chapter 23 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm www.nationalgeographic.com/expeditions/atlas Discovery Channel History Channel Travel Channel

History Alive -Interactive Student Notebook 2, Processing 23 -Assessment 23 History Alive: Project Ideas -Create a music video that depicts the U.S. government’s displacement of the Nez Perce.



ORGANIZING PRINCIPLE 7: During the time period known as the “Gilded Age” (1870’s-until early 1900’s) a booming industry fueled by immigration led to the growth of cities and friction between workers and factory owners.


PACING: January - February

Concepts

Benchmark(s)

Essential Questions

Skills


Invention

Entrepreneur Corporation Competition Monopoly

Labor Union Strike

Philanthropy Persecution

Ethnic Group Ethnocentrism

Slum Assembly Line

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.2 SS.A.6.2.1 SS.A.6.2.3 SS.A.6.2.5 SS.B.1.2.2 SS.B.1.2.4 SS.B.1.2.5 SS.B.2.2.1 SS.B.2.2.2 SS.B.2.2.3 SS.B.2.2.4 SS.C.2.2.1 SS.D.2.2.1 SS.D.2.2.2 SS.D.2.2.3

1. What were some inventions from the late 1800s and how did they impact American life? 2. Who was Andrew Carnegie and why was he able to sell his products at a lower price than his competitors? 3. How did men like John D. Rockefeller become successful in business? 4. What advantages did large corporations have over smaller businesses during the Gilded Age? 5. How did advances in technology change the way products were made? 6. Why did many workers seek to join labor unions during the Gilded Age?

Create a time line of inventions (include the inventors’ names) from 1856-1900 Write a persuasive speech about why people should purchase an invention (you choose the invention) How long would it take an immigrant from Hong Kong to travel to San Francisco by steamship if the ship were traveling at 14 miles per hour (distance=6893)? Paraphrase Emma Lazarus’ poem that appears at the base of the Statue of Liberty – was the message of the poem part of the original intent of the creators of the Statue? Use a graph to determine what % of people lived in cities in 1880 and 1910 (also note the increase)

Elijah McCoy E. Remington

Alexander Graham Bell Thomas Edison

Henry Ford Lewis Latimer

Granville Woods Andrew Carnegie

John D. Rockefeller Standard Oil Company

Mass Production Sweatshop

Ellis Island Angel Island

Tenement Chinese Exclusion Act

Statue of Liberty Emma Lazarus

Chicago Pittsburgh

The Great Lakes Stockyard

New York City Boroughs

Skyscraper Streetcar/Subway

7. Why did immigrants come to America in the late 1800s and early 1900s? 8. Describe the experience of an immigrant coming to America through Ellis Island and Angel Island. 9. How did the arrival of immigrants change American Society? 10. In which areas did most immigrants settle? Why? 11. What opportunities and difficulties did immigrants find in the United States? 12. What two factors helped cities like Chicago grow in the late 1800s and early 1900s? 13. How did electricity change cities?




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -One Room Schoolhouses of Florida Legendary Florida Program: -Where Peaceful Waters Flow History Alive Teaching Resources: (Chapters 24 and 25 ) -Graphic Organizer Placard 24 and 25 -CD Track 27 , “Factory Sounds” -Transparency 25 -Student Handout 25 -Map Transparencies 24 and 25 -Student Information 24A-24D -Interactive Student Notebook 2, Preview 25 -Interactive Student Notebook 2, Reading Notes for Chapters 24 and 25 -masking tape, plain white paper, crayons, pencils, scrap paper WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Florida’s Economy Booms Growth of Florida’s Railroads Orange Song Florida Has Added to My Life John Ringling www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel

History Alive -Interactive Student Notebook 2, Processing 24

- Assessment History Alive Project: -Research Ellis Island and the immigration implications and history of this national park; create a presentation in any format to report to the class



ORGANIZING PRINCIPLE 8: The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making government more responsive to the will of the people and enacting social welfare legislation.


PACING: February

Concepts

Benchmark(s)

Essential Questions

Skills


Invention Progressive

Reform Spoils System Progressivism

Socialism Suffrage

Prohibition Expose

National Parks

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.2 SS.A.6.2.3 SS.B.1.2.2 SS.B.1.2.4 SS.B.2.2.4 SS.C.1.2.2 SS.C.2.2.2 SS.C.2.2.3 SS.D.1.2.1 SS.D.1.2.3 SS.D.1.2.4 SS.D.2.2.1 SS.D.2.2.2

1. What problems did cities face during the late 19th and early 20th centuries and how did people try to solve them? 2. What specific problems did overcrowding cause? 3. How did settlement houses help the poor in the cities? 4. How did education become more widely available? 5. How did corrupt political bosses get voters for their parties? 6. How did cities, states, and Congress answer the call for reform of the government? 7. What were the goals and achievements of the Progressive reform movements? 8. How did President Roosevelt promote conservation? 9. How did women and African Americans work to gain equal rights during the early 1900s?

Graph Skills: Compare how many more people lived in urban areas to rural areas between the years 1860 and 1900. Compare and contrast classrooms of the early 1900s with classrooms of today. Interpret political cartoons on the Progressive Movement and Immigration. Write a muckraking article about one of the issues that needed to be reformed during the last 1800s and early 1900s.

Jane Addams Ellen Gates Starr Settlement House

Hull House Muckraker

Upton Sinclair Pure Food and Drug Act

Meat Inspection Act Triangle Shirtwaist Fire

John Muir Carrie Chapman Catt 16th-19th Amendments

NAACP W.E.B. Dubois

Booker T. Washington Tuskegee Institute Brooklyn Bridge

Morrill Act Joseph Pulitzer

William Randolph Hearst Mark Twain Boss Tweed

Sherman Antitrust Act Rutherford B. Hayes

James Garfield Eugene V. Debs

Robert La Follette 17th Amendment 19th Amendment

Theodore Roosevelt Square Deal

William Howard Taft Trusts

Conservation

10. What was prohibition? 11. What were the 18th and 19th amendments? 12. How did journalism help shape the reform movement? 13. How did the role of American women change during the Progressive Era? 14. How did President Theodore Roosevelt take on big business? 15. Why did the progressives form their own political party?




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map History Alive Teaching Resources: (Chapters 26) -Graphic Organizer Placard 26 -CD Track 28 , “The Future of America” -Transparency 26 -Student Handouts 26A-26C -Interactive Student Notebook 2, Preview 26 -Interactive Student Notebook 2, Reading Notes for Chapters 26 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Spanish-American War for Cuba’s Independence Florida Caverns State Park The Cedar Keys www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel


-Assessment History Alive Project: -Panel Debate between Andrew Carnegie, John D. Rockefeller, Theodore Roosevelt, Robert La Follette, Mary Harris “Mother Jones”, John Muir, W.E.B. DuBois, Upton Sinclair, and Alice Paul



ORGANIZING PRINCIPLE 9: From the 1890’s to 1918, the United States became increasingly active and aggressive in world affairs.


PACING: March

Concepts

Benchmark(s)

Essential Questions

Skills


Imperialism

Expansionism Isolationism

Territory Alliance

Trench Warfare Yellow Journalism

Armistice Anarchy

Home Front Civilian

Nationalism Dollar Diplomacy

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.3 SS.A.6.2.3 SS.A.6.2.4 SS.A.6.2.5 SS.B.1.2.1 SS.B.1.2.4 SS.B.1.2.5 SS.B.2.2.4

1. What were the arguments for and against American imperialism? 2. What were the causes and effects of the Spanish-American War? 3. How did the United States gain the Panama Canal? 4. Describe Florida’s role(s) during the Spanish-American War and World War I. 5. What were the causes of World War I? 6. What led to American involvement in the war? What steps did the United States take to organize and prepare for World War I? 7. Who were the Allies and the Central Powers? 8. What new weapons were used in the war? How was trench warfare different from previous types of warfare? 9. What role did American troops play in the fighting? 10. How did the United States help the Allies win the war? 11. What groups of people served in the military during World War I? 12. Why did it become easier for women and African Americans to get factory jobs during World War I? 13. How did the war affect the American people? 14. What principles did Woodrow Wilson propose as the basis for world peace? 15. What terms were included in the Treaty of Versailles and why did the U.S. Senate refuse to ratify it?

* Make a foldable chart listing all the territories the U.S. gained and how they were acquired. * Color code a blank map of Europe showing the Allied and the Central Powers. * Determine the closest lines of longitude and latitude for Alaska and Hawaii. * By creating two teams, analyze why some Americans wanted to support the Allies and why come wanted to remain neutral. * Look up how big Alaska is and calculate how much per acre the United States paid for it (the total price was $7.2 million).

Alaska Seward’s Folly

Hawaii Queen Liliuokalani

Spanish-American War Cuba

Puerto Rico Caribbean Sea

Guam The Maine

Philippine Islands President Theodore Roosevelt

Rough Riders Buffalo Soldiers

Isthmus Panama Canal Gulf of Mexico

Allies Central Powers Wright Brothers

U-Boat Lusitania

Zimmerman Telegram President Woodrow Wilson

Veteran’s Day Treaty of Versailles League of Nations



ACTIVITIES (Teaching Resources) ASSESSMENT Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map History Alive Teaching Resources: (Chapters 27) -Graphic Organizer Placard 27 -Transparencies 27A-27J -Student Handout 27 -Interactive Student Notebook 2, Preview 227 -Interactive Student Notebook 2, Reading Notes for Chapters 26 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel


-Assessment History Alive Project: Create a Display of one of the following topics: -Hawaiian Islands -Panama Canal -Spanish American War -World War I



ORGANIZING PRINCIPLE 10: The stark contrast from the Roaring Twenties to the Great Depression led to the expectation of government intervention to maintain the economic stability.


PACING: March - April

Concepts

Benchmark(s)

Essential Questions

Skills


Capitalism Recession Depression

Stock exchange Social welfare Stock Market

Investor Unemployment

Credit Consumer goods

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.4 SS.A.5.2.5 SS.A.5.2.6 SS.A.6.2.1 SS.A.6.2.3 SS.B.1.2.5

1. How did the growth of the automobile industry affect the economy during the 1920’s? 2. How was buying on credit positive and negative? 3. What did President Coolidge mean when he said, “the chief business of the American people is business?” 4. Why is the 1920’s called the “Roaring Twenties?” 5. In what ways did the lives of women change during the 1920’s? 6. Why did cities increase in population in the 1920’s?

Compare the impact radio had in the 1920’s with the impact of Internet has today. Look up the United States’ population in 1933. If the unemployment rate was 25% figure out how many working Americans were out of a job at the time during the Great Depression. Write a letter to either President Roosevelt or Eleanor Roosevelt from the perspective of a 5th grader living during the Great Depression Cause/effect foldable- Create a foldable to record the causes and effects of the Great Depression and New Deal. Analyzing News Media- analyze a newspaper article to identify facts and the author’s own opinion.

Flappers Ma Rainey, Bessie Smith

Harlem Renaissance Langston Hughes Louis Armstrong Duke Ellington

Jazz Charles Lindbergh

Amelia Earhart Stock Market Crash of 1929

Great Depression Dust Bowl

Woody Gutherie President Franklin D. Roosevelt

The New Deal Social Security Dorothea Lange

SS.C.2.2.3 SS.D.1.2.1 SS.D.1.2.2 SS.D.1.2.3 SS.D.1.2.4 SS.D.1.2.5 SS.D.2.2.1. SS.D.2.2.2

7. What factors contributed to the fear of foreigners in the 1920’s? 8. How did labor and racial unrest affect the nation? 9. How did lifestyles in America change in the 1920’s? 10. What caused the stock market to crash? 11. How did the Great Depression plunge many Americans into poverty and misery?

SS.D.2.2.3 SS.D.2.2.4

12. What New Deal programs were created during Roosevelt’s first 100 days? 13. What radical polecat movements gained influence during the Depression? 14. Why did some people criticize Roosevelt and the New Deal? 15. Describe how Floridians met the challenges of economic depression and great population growth? 16. What actual effects did the New Deal have on Great Depression?




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -What Buildings Tell Us Legendary Florida: -A Deadly Bond -Orange Fritters and A Story -Seminole Steer History Alive Teaching Resources: (Chapters 28) -Graphic Organizer Placard 28 -CD Tracks 29, “Charleston Party”, and 30, “Brother Can You Spare a Dime? -Transparencies 28A-28D -Student Handouts 28A and 28B -Interactive Student Notebook 2, Preview 28 -Interactive Student Notebook 2, Reading Notes for Chapters 28 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Florida’s Historic Attractions Cattle and Cowboys in Florida Historic Bok Sanctuary James Weldon Johnson Plant A Tree How Much Does It Cost to Winter in Florida in 1924 Marjorie Kinnan Rawlings www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel


-Assessment History Alive Project: -Research the Stock Market Fall of 1929 and create a display, report, poster, or photo essay to describe its impact on American economy.



ORGANIZING PRINCIPLE 11: The world’s triumph over fascism during WWII led to America’s emergence as a super power.


PACING: April

Concepts

Benchmark(s)

Essential Questions

Skills


Fascism

Appeasement Dictator

War Bonds Internment Camp

Atomic Bomb Holocaust

Concentration Camp Neutrality

Anti-Semitism Island Hopping

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.6 SS.A.5.2.7 SS.A.5.2.8 SS.A.6.2.3 SS.A.6.2.4 SS.B.1.2.1 SS.B.1.2.5 SS.C.1.2.4 SS.C.2.2.1 SS.D.1.2.1 SS.D.1.2.2 SS.D.1.2.4

1. Why did dictators come to power around the world in the 1930’s? 2. What actions led to the outbreak of World War II? 3. Which Europeans nations fell to Germany in 1939 and 1940? 4. How did the United States respond to the war in Europe, particularly after the attack on Pearl Harbor? 5. How did Americans help with the war effort at home? 6. How did the war affect Americans at home? 7. What role did women, African Americans and other minorities play in helping the American cause during World War II? 8. What were the three major areas of the world in which World War II was fought? 9. Describe the importance of D-Day? 10. How did Island Hopping and the use of the Atomic Bombs effect the war against Japan? 11. What were the causes and effects of the Holocaust? 12. Describe the impact the World War II had on Florida.

Locate the Axis Powers and the Allies on a map. Compare and contrast the causes and effects of World Wars I and II. Compare/Contrast: create a Venn Diagram of Japan and Germany. Author’s Viewpoint: It’s 1940, write a short persuasive speech to convince others whether the U.S. should intervene in WWII or remain neutral. Write a letter from home from a soldier’s point of view on V-E or V-J explaining your thoughts and feelings.

Adolf Hitler NAZI’s

Benito Mussolini Hideki Tojo Axis Powers

Allies Winston Churchill

Joseph Stalin Pearl Harbor

D-Day Normandy

Dwight D. Eisenhower George Patton Atomic Bomb

Franklin D. Roosevelt Neville Chamberlain

Poland Blitzkrieg

Maginot Line Lend-Lease Act

Women’s Army Corps Erwin Rommel

Leningrad Battle of the Bulge Harry S. Truman

V-E Day V-J Day

Douglas MacArthur Kamikazees

Manhattan Project Hiroshima/Nagasaki




Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -World War II Comes To Florida Legendary Florida: -U-123 History Alive Teaching Resources: (Chapters 29) -Graphic Organizer Placard 29 -CD Tracks 31, “One Hundred Million Questions” -Transparencies 29 -Student Handouts 29A, 29B, and 29C -Map Transparencies 29 A and 29 B -Interactive Student Notebook 2, Preview 29 -Interactive Student Notebook 2, Geography Challenge -Interactive Student Notebook 2, Reading Notes for Chapters 29 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Florida During WWII www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel


-Assessment History Alive Project: -Create a Commemorative Stamp set that details the military and social impacts of WWII -Map the major military operations and battles of WWII -Create a performance to illustrate a radio broadcast of the times that illustrated how WWII affected various groups in American Society



ORGANIZING PRINCIPLE 12: The Cold War led the U.S. to pursue an ambivalent policy of confrontation, negotiation, and preventative maintenance between 1945-1970.


PACING: May

Concepts

Benchmark(s)

Essential Questions

Skills


Cold War

Arms Race Containment

Domino Theory McCarthyism

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.7 SS.A.5.2.8 SS.A.6.2.2 SS.B.1.2.3 SS.B.1.2.4 SS.B.1.2.5 SS.B.2.2.1 SS.B.2.2.2 SS.C.1.2.4 SS.C.2.2.1 SS.C.2.2.2 SS.C.2.2.5 SS.D.2.2.1 SS.D.2.2.2

1. How did the United States attempt to stop the spread of communism? 2. How did postwar foreign policy change as a result of the cold war? 3. What events led to the Korean War? 4. How did America’s war aims change during the course of the Korean War? 5. What effect did Cold War fears have on domestic politics? 6. How did McCarthyism affect the country?

Write a message on the “Berlin Wall” to a friend or relative who lives on the other side. Research the members of NATO and locate them on an outline map. Create a T-Chart on the causes and effects of the Cold War. Combine and contrast information that shaped the rivalry during the Cold War by making a foldable organizer or diagram.

United Nations Iron Curtain

NATO Warsaw Pact

CIA Demilitarized Zone Douglas MacArthur

Subversion Joseph McCarthy

Sputnik NASA

Arms Race Space Race Peace Corps Berlin Wall Bay of Pigs

Cuban Missile Crisis Vietnam War

7. What foreign policy challenges did the Eisenhower administration face? 8. What course did President Kennedy plan to follow in foreign policy? 9. What were the cause(s) and effect(s) of the Cuban Missile Crisis? 10. What effect did Fidel Castro’s takeover of Cuba have on Cuban migration to Florida? 11. What were the causes and effects of the Vietnam War?



ACTIVITIES (Teaching Resources) ASSESSMENT Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map History Alive Teaching Resources: (Chapters 29) -Graphic Organizer Placard 30 -Student Information 30 -Map Transparencies 30 -Interactive Student Notebook 2, Reading Notes for Chapters 30 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Ernest Hemingway Winslow Homer www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel


-Assessment History Alive Project: -Create a Venn Diagram to compare and contrast the conflicts in Vietnam, Korea, and Cuba



ORGANIZING PRINCIPLE 13: Between 1954-1973, a campaign for equal rights for all Americans gained momentum with civil disobedience and other forms of protest.


PACING: May-June

Concepts

Benchmark(s)

Essential Questions

Skills


Civil Rights Segregation

Civil Disobedience Equality Poverty

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.7 SS.A.5.2.8

1. What 1950s Supreme Court decision helped African Americans in their struggle for equal rights? 2. How did Martin Luther King, Jr. emerge as a leader of the Civil Rights Movement?

Write an opinion paper: What if Jackie Robinson had failed to make it into the Major League? Predict Consequences: What do you think would have happened in the Civil Rights Movement if MLK Jr. had not been assassinated?

Brown v. Board of Education Integration

Little Rock, Arkansas Rosa Parks

Montgomery Bus Boycott Dr. Martin Luther King, Jr.

New Frontier Lee Harvey Oswald Warren Commission

Civil Rights Act of 1964 Freedom Riders James Meredith George Wallace Medgar Evers

March on Washington Selma, Alabama

Voting Rights Act of 1965 Malcolm X

Black Panther Party

SS.A.6.2.3 SS.A.6.2.4 SS.A.6.2.5 SS.C.1.2.1 SS.C.1.2.2

3. What were John F. Kennedy’s domestic plans for the U.S.? 4. How did the nation respond to Kennedy’s assassination? 5. What new programs were created as part of President Johnson’s “Great Society?”

SS.C.1.2.4 SS.C.1.2.5 SS.C.2.2.1 SS.C.2.2.2 SS.C.2.2.3 SS.C.2.2.4

6. What actions did African Americans take in the early 1960’s to secure their rights? 7. How did radical voices emerge in the Civil Rights Movement? 8. Why did riots erupt in some cities during the Civil Rights era?

SS.C.2.2.5 SS.D.1.2.1 SS.D.1.2.2 SS.D.1.2.4

9. What steps did women take to claim their civil rights during the 1960s and 1970s?



ACTIVITIES (Teaching Resources) ASSESSMENT Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -A Day in the Life….Segregation in the 1950s History Alive Teaching Resources: (Chapters 31) -Graphic Organizer Placard 31 -Transparencies 31A-31F -Student Handouts 31A-31C -Interactive Student Notebook 2, Preview 31 -Interactive Student Notebook 2, Reading Notes for Chapters 31 WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Civil Rights Movement in Florida Zora Neale Hurston www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel

Discovery Channel


-Assessment History Alive Project: -Design protest posters to illustrate the Civil Rights Movement during this time period -Research the life of Martin Luther Kings, Jr., Malcolm X, Thurgood Marshall, or Rosa Parks and create a living biographical presentation or scrapbook of their life



ORGANIZING PRINCIPLE 14: Since the 1950’s, the U.S. has faced triumph and tragedy, political transformation, clashes in a changing culture, changes in foreign and domestic affairs, economic policy, and technological innovations.


PACING: June

Concepts

Benchmark(s)

Essential Questions

Skills


Impeachment Technology Baby Boom

Counterculture Feminism

Environmentalism Supply-Side Economics

SS.A.1.2.1 SS.A.1.2.2 SS.A.1.2.3 SS.A.5.2.7 SS.A.5.2.8 SS.A.6.2.3 SS.A.6.2.4 SS.A.6.2.5 SS.B.1.2.1 SS.B.2.2.4 SS.C.1.2.2 SS.C.1.2.3 SS.C.1.2.5 SS.C.2.2.1 SS.C.2.2.2 SS.C.2.2.5 SS.D.1.2.3 SS.D.1.2.4 SS.D.1.2.5

1. Explain why some consider the 1950s to have been a time of growth and prosperity for the United States while the 1960s and 1970s were more turbulent? 2. Identify what actions the United States took regarding the Middle East and Latin America. 3. Describe how Nixon struggled with domestic problems. 4. Understand how the Watergate Scandal affected politics. 5. Explain how President Carter emphasized human rights in foreign policy. 6. How was the 1980s associated with a return to optimism? 7. Describe Reaganomics. 8. Why is the 1990s referred to as the “information age?” 9. What were the key events and accomplishments of the following presidents: George H. W. Bush, Bill Clinton, George W. Bush. 10. What were the causes and effects of the attacks on September 11th?

Work as a team to study and report on one of the recent decades in modern American history. Focus on military, technological, entertainment, political, and cultural events and changes. Create a timeline of major events from 1950 to the present.

Rock-n-Roll Interstate Highway Act

Hippies Embargo

Watergate Scandal Affirmative action

Deficit Apartheid Grassroots Incumbent

Neil Armstrong Apollo Mission Space Shuttle

Gulf War Internet



ACTIVITIES (Teaching Resources) ASSESSMENT Houghton-Mifflin Teaching Resources: -Passport to FCAT Success Book -2-sided Desk Map Florida Heritage Education Program: -Oral Histories and the 1960s History Alive Teaching Resources: (Chapters 32) -Graphic Organizer Placard 32 -Student Handouts 32 -Interactive Student Notebook 2, Preview 32 -Interactive Student Notebook 2, Reading Notes for Chapters 32 -shoe box, oatmeal box, or coffee can WEBSITES: http://fcit.usf.edu/florida/lessons/lessons.htm Florida’s Land Boom Cape Canaveral: Launchpad to the Stars www.nationalgeographic.com/expeditions/atlas www.popclock.net History Channel Discovery Channel


-Assessment History Alive Project: -Interview an adult from the 1950s through the 1990s to find out what influenced them and write a reaction paper on it.