2014-201511th grade U.S. and Virginia History Pacing Guide, SOL, Resources and Assessment Dates

Key Discussion Topics: Resources and Test Dates http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml

First Nine Weeks: SOL 2-6e

Early European exploration and colonization, European economic and political life, events and issues of the Revolutionary War – political ideas of John Lock, Thomas Paine and Thomas Jefferson, principles in the Declaration of Independence and ideas of American Democracy, political differences among the colonies concerning separation from Britain, Reasons for colonial victory in the Revolutionary War, Origins of the Constitution and Articles of Confederation, Major compromises made in order to ratify the Constitution and the roles of key people, Significance of the Virginia Declaration of Rights and Statute for Religious Freedom in framing the Bill of Rights, Arguments of Federalist and Anti-Federalists, Role of John Marshall’s precedent setting decision and the Supreme Court, Thomas Jefferson and the first opposition political party, Economic and political geographic factors that led to territorial expansion and impact on American Indians, James Madison and the war of 1812, American politics and “the age of the common man” (Jacksonian Era) Political issues that divided the nation – tariffs, slavery, and abolitionist movement, and the role of the states in the Union.

SkillsVUS.1 The student will demonstrate skills for historical and

Vocabulary/ Identification:

Pre-Columbian, Christopher Columbus, conquistador, Ferdinand Magellan, strait, circumnavigate, conquistador, tribute, pueblo, plantation, mercantilism, Columbian Exchange, Northwest Passage, Henry Hudson, Protestant Reformation, Prince Henry the Navigator, Samuel de Champlain, Robert de La Salle, John White, Virginia Company, John Smith, John Rolfe and more.

The Columbian Exchange (PBS)https://www.youtube.com/watch?v=KfzyU9zO0zg

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Age of Exploration Video:

http://videos.howstuffworks.com/hsw/5733-age-of-exploration-world-in-1400-video.htm

Information on European Explorers:

http://users.rcn.com/farrands/explorers.htm

Ways Europeans Changed Native Americans slideshow:

http://www.mce.k12tn.net/indians/blueprint/conflict.htm

Early Native Americans and US History Interactive Map:

http://www.learner.org/interactives/historymap/indians.html

Jamestown - Current archeological findings

www.HistoricJamestowne.org

geographical analysis and responsible citizenship, including the ability toa) identify, analyze, and interpret primary and

secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings, based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history;

e) communicate findings orally and in analytical essays or comprehensive papers;

f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;

g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time;

h) interpret the significance of excerpts from famous speeches and other documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.

Virtual Jamestown Website:

http://www.virtualjamestown.org/interactive.html

Colonial Williamsburg Virtual Map:

http://www.history.org/almanack/tourthetown/

National Park Service – Department of the Interior

www.nps.gov/colo

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration:

http://www.archives.gov/education/lessons/worksheets/

Have students write a five paragraph expository essay explaining to the reader the impact of European exploration on Native American cultures.

Have students create trading or playing cards for European explorers during this time period (i.e., explorer’s name, country of origin, date of exploration, trip, and significant contribution) and then have them create a class collage of explorers.

Have students compare and contrast the colonization of the two European powers (e.g. French v. English) using a Venn Diagram.

Have students plot the routes of various explorers on a world map.

Have students create a map of the world that illustrates the flow of items in the Columbian Exchange.

Have students research the various items that were exchanged through the Columbian Exchange. Then students draw a visual symbol for each item, and conduct a simulation of the exchange in class. Students on each side of the room will take turns physically exchanging the “items” from one group to another.

Vocabulary/ Identification:

Charter, joint-stock company, burgesses, dissent, persecute, Puritan, Separatist, Pilgrim, Mayflower Compact, John Winthrop, Great Migration toleration, Roger Williams, patroon, pacifist, indentured servant, Fundamental Orders of Connecticut, constitution, debtor, tenant farmer, mission, subsistence farming, triangular trade, cash crop, diversity, Tidewater, backcountry, overseer, mercantilism, export, import, smuggling, charter colony, proprietary colony, royal colony, Mason – Dixon Line, James Oglethorpe, apprentice, literacy, Iroquois Confederacy, militia, alliance, speculator

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Background to English Settlement and Colonization of America:

http://www.scribd.com/doc/4340239/-Background-to-English-Settlement-Colonization

Virtual Jamestown Website:

http://www.virtualjamestown.org/interactive.html

“Plymouth Plantation” Interactive Website:

http://www.plimoth.org/

Information and Primary Sources on America as a “Religious Refuge”

http://www.loc.gov/exhibits/religion/rel01.html

Clothing in the 18th Century Interactive Website:

http://www.history.org/history/teaching/dayinthelife/interact_dress.cfm

Colonial Williamsburg Virtual Map:

http://www.history.org/almanack/tourthetown/

Maps of French and Indian War:

http://www.masshist.org/maps/Blodget/2724_Blodget.htm

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration:

http://www.archives.gov/education/lessons/worksheets/

Have students create a tab booklet for the 13 colonies. Write how the regional differences contributed to the social, political, and economic differences of the United States.

Have students create travel ads for each colonial region (New England, Middle, Southern Colonies) to encourage settlers to choose to settle in that particular region. Highlight information about the resources and economic activities found in that particular region.

Have students create a special-purpose map of the 13 colonies with symbols to show major economic resources produced in the colonies. Include a map key explaining these symbols.

Have students research and then write an encyclopedia article about one of the 13 original colonies. The

article should include information on history, culture, economy, and geography of the colony.

Have students write a journal entry from the perspective of an African slave describing their experience on the journey across the Atlantic (Middle Passage).

Have students write a five paragraph essay to explain why most Native Americans sided with the French during the French and Indian War.

Have students prepare a TV news show with “live” coverage of the Battle of Quebec. Roles can include roving correspondents to interview generals and troops; news anchors to introduce and host the show; reporters interviewing civilians; and actors for commercials.

Have students research the roles of Native America, women, and slaves in colonial times and create a poster board or PowerPoint presentation to present to the class.

Vocabulary/ Identification:

revenue, writs of assistance, resolution, effigy, boycott, nonimportation, repeal, propaganda, committee of correspondence, militia, minutemen, Loyalist, Patriot, petition, preamble

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Treaty of Paris Background Information:

http://www.ohiohistorycentral.org/entry.php?rec=1857

PBS – “Liberty!” – American Revolution Website

http://www.pbs.org/ktca/liberty/index.html

Declaration of Independence Website:

http://www.archives.gov/exhibits/charters/declaration.html

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records administration:http://www.archives.gov/education/lessons/worksheets/

Have students create a timeline of events leading to the War for Independence.

Have students create a three-column chart listing British policies/acts, description and colonial reaction to each.

Have students create a propaganda poster in support or against the British policies.

Have students write a five-paragraph essay explaining how Benjamin Franklin represents the Enlightenment.

Have students rewrite the Preamble of the Declaration of Independence in their own words.

Have students design a statue, plaque, or monument to commemorate a significant person or event from this time period.

Have students debate the viewpoints of members of the First Continental Congress and members of the British Parliament.

Have students create an advertisement poster/flyer to recruit members for one of the Revolutionary protest groups such as the Sons of Liberty. Posters should include a catchy slogan, reasons to join, visuals, and other relevant information.

Vocabulary/ Identification: neutral, mercenary, recruit, desert, inflation, blockade, privateer, guerrilla warfare, ratify, ambush

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

George Washington Website – Primary Sources, Timeline, Multimedia, etc:

http://www.pbs.org/georgewashington/index.html

Library of Congress Primary Sources on the Revolutionary War:

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/south/south.html

Virtual tour of Paul Revere’s Ride:

http://www.paulreverehouse.org/ride/virtual.shtml

Timeline of the Revolution:

http://www.pbs.org/ktca/liberty/chronicle_timeline.html

PBS Website – Benjamin Franklin:

http://www.pbs.org/benfranklin/index.html

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of

the National Archives and Records Administration: http://www.archives.gov/education/lessons/worksheets/

Have students create a Revolutionary War timeline to include major milestones. Draw pictures to illustrate events.

Have students divide the class in to two groups of “Loyalist” and “Patriots.” Have students then debate the different points of view, giving at least 3 reasons supporting their pro-independence or anti-independence perspective. Students can then write a 5-paragraph persuasive essay convincing the reader of their point of view.

Have students work in cooperative groups, students can create a board game of Revolutionary War battles. Groups will create a game board, write rules for the game, create playing pieces, and design playing cards.

Have students work in cooperative groups and research an event from the American Revolution and create a news broadcast based on that event. One student should role-play the anchor and another, the on-the-scene reporter.

Have students design a plaque or statue to commemorate an important person from the Revolutionary War period.

Have students research and write an encyclopedia article for one of the Founding Fathers.

Have students simulate a press-conference to review the conclusion of the American Revolution. Volunteer students can take on the various roles (Jean Baptiste de Rochambeau, Anthony Wayne, Charles Cornwallis, George Washington, and General Clinton). Remaining students can play the roles of the reporters and ask questions about the end of the war.

Vocabulary/ Identification: constitution, bicameral, republic, petition, ordinance, depreciate, depression, manumission, proportional, compromise, Enlightenment, federalism, article, legislative branch, executive branch, Electoral College, judicial branch, checks and balances, ratify, Federalist, Antifederalist, amendment

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Comparing the Constitution and Articles of Confederation:

http://www.usconstitution.net/constconart.html

Articles of Confederation Primary Source:

http://avalon.law.yale.edu/18th_century/artconf.asp

Teaching the Constitutional Convention:

http://teachingamericanhistory.org/convention/

Virginia Plan Primary Source:

http://www.ourdocuments.gov/doc.php?flash=true&doc=7

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration:http://www.archives.gov/education/lessons/worksheets/

Have students conduct a mock Constitutional Convention, assigning students the role of a delegate to the convention. Students should research their role and prepare a biographical sketch of their person. Additionally, students will simulate the debates during the Constitutional Convention.

Have students prepare for and participate in a debate on the ratification of the United States Constitution.

Have students read an article from the Federalist Papers and analyze using the document analysis worksheets found at the above link.

Have students create a political cartoon reflecting Washington’s viewpoint of Shays’s Rebellion (Washington is quoted as wondering whether “mankind, when left to themselves, are unfit for their own government.”). Alternatively, students could create a political cartoon reflecting Jefferson’s viewpoint (“A little rebellion, now and then, is a good thing.”)

Have students create collages depicting Americans exercising the rights, duties, or responsibilities of US citizens.

Vocabulary/ Identification: precedent, cabinet, national debt, bond, speculator, unconstitutional, tariff, neutrality, impressments, partisan, implied powers, caucus, alien, sedition, nullify, states' rights

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Bill of Rights Primary Sources:

http://www.archives.gov/exhibits/charters/bill_of_rights.html

Bill of Rights Interactive Game:

http://constitutioncenter.org/BillofRightsGame/

George Washington Website – Primary Sources, Timeline, Multimedia, etc:

http://www.pbs.org/georgewashington/index.html

John Adams Biography:

http://www.whitehouse.gov/about/presidents/johnadams

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration:

http://www.archives.gov/education/lessons/worksheets/

Have students compare and contrast the presidencies of Washington and Adams using a Venn Diagram.

Have students create an illustration of one of the basic rights found in the Bill of Rights and then explain the symbolism in writing.

Have students collect current event news articles relating to one of the rights found in the Bill of Rights.

Have students write and perform a skit showing examples of how amendments in the Bill of Rights are applied in modern times.

Have students write a 5-paragraph expository essay explaining why the Bill of Rights was added to the Constitution.

Have students write a 5-paragraph expository essay explaining how George Washington shaped the American presidency.

Have students divide into two groups representing the Federalists and Democratic-Republicans. Students in each group should think of reasons why people should join their party, and then create a recruitment advertisement.

Vocabulary/ Identification: laissez-faire, customs duties, judicial review, Conestoga wagon, secede, tribute, neutral rights, impressment, embargo, War Hawks, nationalism, frigate, privateer, Dolley Madison, Andrew Jackson, Techumseh, Henry Clay, Battle of New Orleans

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Monticello Website with Jefferson Biography, Timeline, Multimedia, etc:

http://www.monticello.org/jefferson/index.html

Lewis and Clark Exhibit:

http://www.lewisandclarkexhibit.org/cd_index_flash.html

Discovering Lewis and Clark Interactive Website:

http://www.lewis-clark.org/

War of 1812 Website:

http://www.galafilm.com/1812/e/intro/index.html

Landmark Supreme Court Cases – Marbury v. Madison:

http://www.streetlaw.org/en/Case.1.aspx

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration: http://www.archives.gov/education/lessons/worksheets/

Have students draw a two-part timeline that identifies important people and events from the Jefferson Era.

Have students role-play or dramatize about the events and people related to the Louisiana Purchase and/or Lewis and Clark expedition.

Have students map the route of Lewis and Clark on a U.S. physical map, labeling physical features.

Have students write a journal entry from the perspective of Lewis or Clark describing their experiences on the expedition.

Have students write a five paragraph essay comparing and contrasting the economic benefits of the Louisiana Territory from the American, French, and Spanish perspectives.

Have students research the value of US imports and exports from 1800 to 1820, and then make a line graph depicting this information.

Have students work in small groups to organize a campaign to convince President Jefferson that paying tributes to Barbary pirates is a bad idea. Have each student choose a specific role in the project: writing letters, preparing and designing posters, and writing and delivering speeches.

Have students write and act out a skit showing the challenges people travelling west via Conestoga wagon would face.

Have students create a class mural showing various events from the War of 1812. Possibilities include the Battle of Lake Erie, the shelling of the Guerriere and the defeat of the Creek at the Battle of Horseshoe Bend.

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

Andrew Jackson http://www.americanpresidents.org/

PBS “African in America: Part IV Trail of Tears” http://www.pbs.org/wgbh/

Library of Congress Primary Documents in American History “Indian Removal Act” http://www.loc.gov/

Trials of Tears National Historic Trail http://www.nps.gov/

PBS’s “Freedom: A History of US” http://www.pbs.org/wnet/historyofus/index.html

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration: http://www.archives.gov/education/lessons/worksheets/

Have students pretend to be a reporter and write a short article about the Indian Removal Act (which point of view would you choose?).

Have students create a political cartoon depicting Andrew Jackson’s Presidency.

Have students use a Venn Diagram analyzing States’ rights and Federal rights.

Have students pretend Andrew Jackson supported the Supreme Court’s decision in Worcester v. Georgia, and write a short story on what the future of the Cherokee tribe would have been.

Have students write a letter to the President reacting to the government’s policies towards Native Americans, African Americans, or other minority groups in the voice of a member of one of those groups.

Have students compare and contrast the economic policies between President Jackson’s era with the policies of the current U.S. presidential administration.

Have students write a five paragraph essay that discusses the expansion of democracy in the United States under President’s Jackson. Be sure to include specific examples.

Have students write a brief (one to two pages) biography on Andrew Jackson, and explain how he came to be seen as “a man of the people.

Technology:

Animated Atlas: “Growth of a Nation” http://www.animatedatlas.com/movie2.html

PBS “Africans in America” http://www.pbs.org/wgbh/aia/home.html

“The Pre-Civil War South: The Old South – Images and Realities” Digital History

http://www.digitalhistory.uh.edu/

“Beyond Face Value: Depictions of Slavery in Confederate Currency” LSU Libraries/US Civil War Center

http://www.lib.lsu.edu/cwc/

National Park Service’s “The Life of Frederick Douglass” http://www.nps.gov/archive/

North American Slave Narratives http://docsouth.unc.edu/neh/texts.html

Suggested Activities:

Have students analyze primary sources by accessing the worksheets developed by the Education Staff of the National Archives and Records Administration: http://www.archives.gov/education/lessons/worksheets/

Have students pretend they are a reporter for a newspaper with a mission to travel to the South and write an editorial for Northern readers.

Have students create a Venn Diagram to compare and contrast working conditions of slaves and factory workers.

Have students pretend they are a British investor traveling through America to investigate possible investment opportunities, and write back to their associates what they have learned about Northern and Southern business practices.

Have students read slave spirituals (i.e. “Swing Low, Sweet Chariot”) and analyze the message and then write one of their own.

Have students read slave narratives and compare and contrast the life of a man, woman, child, and grandparent slave.

9 Week Test Dates: Oct

Key Discussion Topics: (SOL 7a-9a)

Second Nine Weeks: Causes of the Civil War and the role of slavery, Major events and key roles of Civil War leaders, Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address, Impact of the war and Reconstruction, Social impact of the war on African Americans, the common soldier and the home front with emphasis on Virginia, Post war contributions of key leader s of the Civil War, Territorial expansion, westward movement of the population, new immigration, growth of cities and the admission of new

Technology:

John Brown Trial Links

http://www.law.umkc.edu/faculty/proejcts/ftrials/Brown.html

For information about the trial of John Brown, this site provides a list of excellent links.

Abraham Lincoln and Slavery

http://odur.let.rug.nl/-usa/H/1990/ch5_p6.htm

This site discusses Lincoln’s views and actions concerning slavery , especially the Lincoln-Douglas Debates.

states to the Union, transformation of the American economy from agrarian to modern industrial power…, , Woman’s suffrage End of Reconstruction, discrimination and Jim Crow laws with responses of Booker T. Washington and W.E.B. Du Bois, Causes and impact of the Progressive Movements and excesses of the Gilded Age…, Changing politics of the U.S. toward Latin America and Asia, influence of U.S. in foreign Markets,

SkillsVUS.1 The student will demonstrate skills for historical and

geographical analysis and responsible citizenship, including the ability toa) identify, analyze, and interpret primary and

secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings, based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history;

e) communicate findings orally and in analytical essays or comprehensive papers;

f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;

g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time;

h) interpret the significance of excerpts from famous speeches and other documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people

Bleeding Kansas

http://www.kancoll.org/galbks.htm

Contemporary and later accounts of America’s rehearsal for the Civil War comprise this University of Kansas site.

The Compromise of 1850 and the Fugitive Slave Act

http://www.pbs.org/wgbh/aia/part4

From the series on Africans in America, an analysis of the Compromise of 1850 and of the effects of the Fugitive Slave Act on black Americans.

The 1850s: An Increasingly Divided Union

http://www.thoughtfultech.com/MMTS/50essay.html

A tutorial skills development site focusing on the events in the 1850s leading to the Civil War; from MMTS, the Multi-Media Thinking Skills project.

Words and Deeds in American History

http ://lcweb2.loc.gov/ammem/mcchtml/corhome.html

A Library of Congress site containing links to Frederick Douglass; the Compromise of 1850; speeches by John C. Calhoun, Daniel Webster, and Henry Clay; and other topics from the Civil War era.

The American Civil War Homepage

http://sunsite.utk.edu/civil-war/warweb.html

This site has a great collection of hypertext links to the most useful identified electronic files about the American Civil War.

Abraham Lincoln Association

http://www.alincolnassoc.com/

This site allows the search of digital versions of Lincoln’s papers.

U.S. Civil War Center

http://www.cwc.lsu.edu/

This is a site whose mission is to “locate, index, and/or make available all appropriate private and public data regarding the Civil War and to promote the study of the Civil War from the perspectives of all

and nations responded to positive and negative incentives.

professions, occupations, and academic disciplines.”

History of African-Americans in the Civil War

http://www.itd.nps.gov/cwss/history/aa_history.htm

This National Park Service site explores the history of the United States African- American Troops.

Civil War Women

http://scriptorium.lib.duke.edu/collections/civil-war-women.html

This site includes original documents, links, and biographical information about several women and their lives during the Civil War.

Assassination of President Abraham Lincoln

http://memory.loc.gov/ammem/alhtml/alrintr.html

Part of the American Memory series with introduction, timeline, and gallery.

Selected Civil War Photographs

http://memory.lco.gov/ammem/cwphtml/cwphome.html

The Library of Congress site with more than 1,000 photographs, many from Matthew Brady.

A Timeline of the Civil War

http://www.historyplace.com/civilwar/index.html

A complete timeline of the Civil War, well illustrated with photographs.

National Civil War Association

http://www.ncwa.org/info.html

One of many Civil War reenactment organizations in the United States.

Images of African-Americans from the Nineteenth Century

http://digital.nypl.org/schomburg/images_aa19/

The New York Public Library-Schomburg Center for Research and Black Culture site contains numerous visuals.

Freedmen and Southern Society Project (University of Maryland – College Park)

http://www.inform.umd.edu/ARHU/Depts/History/Freedman/home.html

This site contains a chronology and sample documents from several print collections or primary sources about emancipation and freedom in the 1860s.

History of the Suffrage Movement

http://www.rochester.edu/SBA

This site includes a chronology, important texts relating to women’s suffrage, and biographical information about Susan B. Anthony and Elizabeth Cady Stanton.

Suggested Activities:

Have students create a chart comparing sectionalism in the North, the South, and the West, which includes the following components: the tariff, the bank, internal improvements, immigration, and extension of slavery.

Have students re-trace the routes of the Underground Railroad on a map.

Have students create a journal from the perspective of a Union soldier or a Confederate soldier.

Have students analyze artifacts from that time period.

Have students write a short editorial, either supporting or opposing the Emancipation Proclamation.

Have students create and analyze multiple-effects chart depicting the political, economic, and social consequences of the Civil War.

Have students create a timeline illustrating major events, causes, the course, and the consequences of the Civil War.

Have students create and analyze a chart comparing and contrasting the President’s plan for Reconstruction (the 10% Plan) with the Congressional plan.

Have students create a newspaper headline from the perspective of the North and the South reflecting public opinion on the assassination of President Lincoln.

Have students imagine that they are an African American sharecropper, a carpetbagger, and a White Southern Democrat. Write a paragraph for each supporting their position on Reconstruction.

Have students create a newspaper that reflects events, people, and issues of the Civil War from the perspective of the Union and of the Confederacy.

Technology:

Indian Affairs: Laws and Treaties, compiled and edited by Charles J. Kappler (1904)

http://digital.library.okstate.edu/kappler

This digitized text at Oklahoma State University includes pre-removal treaties with the five civilized tribes and other tribes.

Native American Documents Project

http://www.csusm.edu/projects/nadp/nadp.htm

California State University at San Marcos has several digital documents relating to Native Americans on this site.

National Museum of the American Indian

http://www.si.edu/nmai

The Smithsonian Institution maintains this site, providing information about the museum. The museum is dedicated to everything about Native Americans.

On the Trail in Kansas

http://www.kancoll.org/galtrl.htm

This Kansas collection site holds several good primary sources with images concerning the Oregon Trail and America’s early movement westward.

“California as I Saw It”: First-Person Narratives of California’s Early Years, 1849-190

http://memory.loc.gov/ammem/cbhtml/cbhome.html

This site is part of the American Memory series illustrating the formative era of California’s history through eyewitness accounts. It covers the Gold Rush, the interactions of various groups, and settling of the region.

Home on the Range/Cowboy Heritage

http://history.cc.ukans.edu/heritage/old_west/cowboy.html

This site tells the history of the cattle trails and towns such as Dodge City, with useful texts, links, documents, and maps.

Suggested Activities:

Have students create a poster promoting life in the Great Plains (different territories by group).

Have students create a timeline of events, including: Congressional acts, new technologies, and land opportunities that contributed to the westward movement.

Have students participate in a simulation of the Oregon Trail. Divide the class into different family wagons. Provide each family with an amount of money to buy supplies and/or barter (weapons, wagon wheels, medicine, food, etc…) during trip for necessary items along the way. Teacher will intermittently (during class) announce random setbacks to individual families and the caravan as a whole (death of oxen, flood, Native American attack, sickness, shortage of food, etc…). Winners will reach Oregon!

Have students read Chief Joseph’s speech, “I Will Fight No More Forever.” Make an inference on how U.S. government policy affected Native Americans.

Have students write a letter as a settler moving west to a family member left behind on their journey and describe their living conditions after reaching their destination.

Have students formulate a list of national parks in the West and label them on a map of the United States.

Have students assume the roles of farmers or railroad owners. Have students write letters to newspapers detailing the farmer’s plight or the opposition to the government regulating railroads.

Have students organize a chart that identifies the elements of the Populist Party platform.

Have students organize a class debate on the issue of gold vs. silver.

Have students create political cartoons that depict and illustrate the influence of the Populist ideology on American political traditions and culture.

Technology:

History of the Suffrage Movement

http://www.rochester.edu/SBA

This site includes a chronology, important texts relating to woman suffrage, and biographical information about Susan B. Anthony and Elizabeth Cady Stanton.

Women and Social Movements in the United States, 1775-2000

http://womhist.binghamton.edu

This site offers essays and primary documents on women in social movements.

Theodore Roosevelt Association

http://www.theodoreroosevelt.org/

This site contains much biographical and research information about Theodore Roosevelt.

Woodrow Wilson

http://www.ipl.org/ref/POTUS/wwilson.html

This page contains basic factual data about Wilson’s election and presidency, speeches, and on-line biographies.

NAACP Online

http://www.naacp.org/

The National Association for the Advancement of Colored People official website explains its mission and includes a primary document explaining the start of the NAACP.

The Triangle-Shirtwaist Factory Fire, March 25, 1911

http://www.ilr.cornell.edu/trianglefire/

The Kheel Center for Labor-Management Documentation and Archives at Cornell University put together this excellent site composed of oral histories, cartoons, images, and essays.

Inside an American Factory: The Westinghouse Works, 1904

http://lcweb2.loc.gov/ammem/papr/west/westhome.html

Part of the American Memory Project at the Library of Congress, this site provides a glimpse inside a turn-of-the-century factory.

Suggested Activities:

Have students create a chart comparing the goals of the Populists with those of the Progressives.

Have students write an essay that describes aspects of American political structures that exemplify the progressive tradition.

Have students create a concept web that categorizes Progressive reforms into: economic, political, moral, and social factors. In a paragraph, explain which group was most successful.

Have students, in a small group setting, cite examples that illustrate how progressive reforms have affected the lives of Americans.

Have students, in a collaborative effort, propose a reform to benefit the local community.

Have students research a select reformer from the Progressive Movement and prepare a poster showing important historical facts and contributions to society.

Assessment

Key Discussion Topics: (9b-13b)

Third Nine Weeks U.S. involvements in WWI , Wilson’s Fourteen Points, Treaty of Versailles, impact of radio, movies, newspapers and magazines on popular culture…. Causes and consequences of the stock market crash of 1929, Causes of the Great Depression and its impact, FDR’s New Deal programs…, Causes and events that led to U.S. involvement on WWII…, Major WWII battles and Truman’s decision to use the atomic bomb, role of all-minority military units…,Examining the Geneva Convention and treatment of prisoners of war during WWII, Holocaust and its impact on Jews and other groups, U.S. mobilization …Contributions of women and minorities to the war effort, internment of Japanese Americans during the war, Role of media and communications, Outcomes of World War II, Origins of the Cold War,

SkillsVUS.1 The student will demonstrate skills for historical and

geographical analysis and responsible citizenship, including the ability toa) identify, analyze, and interpret primary and

secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings, based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various timelines of events, periods, and personalities in American history;

e) communicate findings orally and in analytical essays or comprehensive papers;

f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have

Technology:

The Spanish-American War in Motion Pictures

http://memory.loc.gov/ammem/sawhtml/sawhome.html

This Library of Congress Web presentation features 68 films of the Spanish-American War.

The World of 1898: The Spanish-American War

http://www.loc.gov/rr/hispanic/1898/

This Library of Congress site offers resources about the Spanish-American War and the people who participated in or commented about it.

The Philippine Revolution and Philippine-American War

http://www.philippineamericanwar.webs.com/

This site organizes primary documents, images, and essays focusing on the Philippines and American involvement.\

Anti-Imperialism in the United States (1898-1935)

http://www.vos.ucsb.edu/browse.asp?id=239An extensive site, collating a large number of primary documents about anti-imperialism in America.

The Age of Imperialism

http://www.smplanet.com/imperialism/toc.html

Focusing on the period around the turn of the century, this site contains information about American imperialism.

Images from the Philippine-United States War

http://historicaltextarchive.com/USA/twenty/filipino.html

The Philippine-American War is one of the least discussed military engagements in American history. This site includes several images from the war.

Suggested Activities:

Have students locate American territorial acquisitions between 1867 and 1917 using a large world map. Have students create a map showing American territorial acquisitions and commercial or military influence.

Have students identify and interpret political cartoons that exemplify the ideas represented by Social Darwinism and Roosevelt’s “Big Stick Policy” toward Latin America.

been addressed and reconciled;g) apply geographic skills and reference sources to

understand how relationships between humans and their environment have changed over time;

h) interpret the significance of excerpts from famous speeches and other documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.

Have students write an essay/DBQ discussing the advantages and disadvantages of American imperialism.

Have students research the building of the Panama Canal and list the problems encountered, as well as the advantages to the United States.Technology:

World War I Document Archive

http://www.lib.byu.edu/~rdh/wwi/

This archive contains sources abut World War I in general not just America’s involvement.

Suggested Activities:

Have students compare and contrast the map of Europe before and after World War I. Describe the changes in national boundaries after the Treaty of Versailles.

Have students list and discuss the causes for WWI.

Have students work in small groups to research new weapons used in WWI and compare and contrast this warfare with the past and present.

Have students read and discuss President Wilson’s fourteen Points of Light.

Have students discuss the League of Nation’s and list the reasons for its failure.

Have students write a paragraph explaining the motives for the U.S. Senate’s rejection of the Treaty of Versailles.

Have students decide what can be done to prevent future conflicts from escalating into war through small group or class discussion.

Have students write an essay or analyze /DBQ on WWI

Technology:

Automotive History at the Michigan Electronic Library

http://l3d.cs.colorado.edu/systems/agentsheets/New-Vista/automobile/history.html

This page has several links to sites about automotive history in America.

Harlem 1900–1940: An African American Communityhttp://www.literaryhistory.com/20thC/HarlemRen.htm

http://www2.si.umich.edu/chico/Harlem/

The New York Public Library’s Schomburg Center for Research in Black Culture hosts this site that includes a database, a timeline, and an exhibit.\

William P. Gottlieb Photographs of the Golden Age of Jazzhttp://memory.loc.gov/ammem/wghtml/wghome.html

http://www.loc.gov/teachers/classroommaterials/connections/jazz/file.html

The Music Division of the Library of Congress has numerous images, audio, and scanned articles from the 1920s.

The Scopes Trialhttp://xroads.virginia.edu/~UG97/inherit/1925home.html

This site gives a general description of the trial and the issues surrounding it.

American Temperance and Prohibitionhttp://prohibition.osu.edu/

http://www.encyclopedia.chicagohistory.org/pages/1238.html

This site looks at the temperance movement over time and contains many informative links.

National Arts and Crafts Archiveshttp://www.arts-crafts.com/

This site serves as a guide to materials on the Arts and Crafts movement, which lasted roughly from 1890 to 1929.

The Flapperhttp://www.ohiohistorycentral.org/entry.php?rec=590

This site contains many links to information about the popular culture of the 1920s with special reference to the flapper.

The Calvin Coolidge Experiencehttp://www.calvincoolidge.us/

This site is an unusual look at one of America’s less colorful presidents.

Suggested Activities:

Have students, orally or in writing, respond to President Coolidge’s statement that “the man who builds a factory builds a temple – the man who works there, worships there.”

Have students create a collage depicting the fashion, music, and sports trends of the 1920s.

Have students create a chart or collage comparing the fads and social trends of the 1920s with current fads and trends.

Have students research an artist from the Harlem Renaissance and share a ppt or featured work with the

class.

Have students create a skit or dramatization of life during the 1920’s, including the music, literature or fashions of the day.

Have students research advertisements for products of the 1920’s. Have students discuss the use of installment loans to purchase these products and compare and contrast with the use of credit today

Technology:

Voices from the Dust Bowl: The Charles L. Todd and Robert Sonkin Migrant Worker Collection, 1940–1941http://memory.loc.gov/ammem/afctshtml/tshome.html Farm Security Administration (FSA) studies of migrant work camps in central California in 1940 and 1941 are the bulk of this site. The collection includes audio recordings, photographs, manuscript materials, and publications.

New Deal Networkhttp://newdeal.feri.org/ This database includes photographs, political cartoons, and texts—including speeches, letters, and other historic documents—from the New Deal period.

Franklin Delano Roosevelthttp://www.fdrlibrary.marist.edu/ This site provides information about FDR, the only president to serve more than two terms.

Picture Archive: Photographs of the Great Depression, 1935–1942http://chnm.gmu.edu/newdeal/ndc/other.html Photographs reveal the real impact of the Great Depression on American life.

A New Deal for the Artshttp://www.archives.gov/exhibits/index.html Artwork, documents, and photographs recount the federal government’s efforts to fund artists in the 1930s in the National Archives site.

America from the Great Depression to World War II: Photographs from the FSA and OWI, ca. 1935–1945http://memory.loc.gov/ammem/fsowhome.html Images in the Farm Security Administration–Office of War Information Collection show Americans from all over the nation experiencing everything from despair to triumph in the 1930s and 1940s.

Suggested Activities:

Have students create four line graphs that identify trends in banking, business, unemployment, income and

spending from 1928 to 1933. Infer from this data the factors that led to the Great Depression.

Have students research the causes for the Great Depression and discuss in a well constructed essay.

Have students analyze and write a DBQ.

Have students create a Venn diagram listing the effects that the Great Depression had on farmers and city dwellers. Identify the differences and similarities. Which group do you think suffered less and why?

Have students research an Oral History from a person who lived during the Depression years. Have students compare and contrast the experience with a more recent economic downtown.

Have students list and explain the New Deal programs that they consider most important and explain their choices. Consider the following: type of assistance offered by each program, the scope of each program, and the impact of each program.

Have students predict, through small or large group activities, what the American government’s actions might be in handling a future economic crisis that is comparable to the Great DepressionTechnology:

A People at War

http://www.archives.gov/exhibit_hall/a_people_at_war.html

This National Archives exhibit takes a close look at the contributions millions of Americans made to the war effort.

Powers of Persuasion – Poster Art of World War II

http://www.archives.gov/exhibit _hall/powers_of_persuasion_home.html

These powerful posters at the National Archives were part of the battle for the hearts and minds of the American people.

America from the Great Depression to World War II: Photographs from the FSA and OWI, ca. 1935-1945

http://memory.loc.gov/ammem/fsowhome.html

These images in the Farm Security Administration – Office of War Information Collection show Americans from all over the nation experiencing everything from despair to triumph in the 1930s and 1940s.

A-Bomb WWW Museum

http://www.csi.ad.jp/ABOMB/

This site offers information about the impact of the first atomic bomb as well as the background and context

of weapons of total destruction.

The United States Holocaust Memorial Museum

http://www.ushmm.org

This is the official Web site of the Holocaust Museum in Washington D.C.

Tuskegee Airmen

http://www.wpafb.af.mil/museum/history/prewwii/ta.htm

The Air Force Museum at Wright-Patterson Air Force Base maintains this site about the African-American pilots of World War II.

World War II Resources: Primary Source Materials on the Web

http://www.ibiblio.org/pha/index.html

This site has a large number of searchable primary texts from all aspects of World War II.

Suggested Activities:

Have students propose ways to combat prejudice and intolerance in their school and community.

Have students create a web diagram depicting the main ambitions of the following dictators: Mussolini, Hitler, Franco, and Stalin.

Have students identify and list the facts which contributed to WWII and America’s involvement in it. Have students create a timeline showing key events leading to America’s entry into World War II.

Have students interpret Winston Churchill’s “Iron Curtain” speech and identify the occasion and audience.

Have students create a series of letters from the perspectives of an American soldier fighting abroad and someone (parent, spouse or child) back home.

Have students identify political, social, and economic human rights violated by the Nazis and cite examples under each category.

Have students debate Truman’s decision to drop the atomic bomb on Japan.

Have students create a two column chart listing the contributions and roles of African Americans, women, Native Americans, and Latinos during World War II.

Have students write journal entries from the perspective of a teenage Japanese American in a U.S. internment camp during World War II.

Have students identify and label the major battles in the European and Pacific theaters of action during

World War II.

Have students analyze and interpret various print and visual sources, e.g. political posters and propaganda.

Have students write an essay or DBQ.

Have students analyze artifacts.

9 Week Test Date: March Key Discussion Topics: (13b-15f)

Fourth Nine Weeks: Role of American’s military and veterans during the Cold War, Collapse of Communism and the role of Ronald Reagan and the impact of the “Regan Revolution”, Impact of U.S. since 1988 on Foreign policy, Importance of Brown vs. Board of Education and role of the Supreme Court, NAACP and Civil Rights, Civil Rights Act 1964 and Voting Rights Act of 1965, Contemporary issues and debate of immigration policy, Media Influence on contemporary American culture and technological advances that affected the workplace, health care and education, Assessing the role of government actions that impact the economy, and the role of the U.S. and international terrorism

SkillsVUS.1 The student will demonstrate skills for historical and

geographical analysis and responsible citizenship, including the ability toa) identify, analyze, and interpret primary and

secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals, newspapers, historical accounts, and art, to increase understanding of events and life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings, based on inquiry and interpretation;

d) develop perspectives of time and place, including the construction of maps and various timelines of

Harry S. Truman

http://www.ipl.org/ref/POTUS/hstruman.html

This page contains basic factual data about his election and presidency, speeches, and on-line biographies.

Harry S. Truman Library and Museum

http://www.trumanlibrary.org

This presidential library site has numerous photos and various important primary documents relating to Truman.

Cold War

http://cnn.com/SPECIALS/cold.war/

This is the companion site to the CNN Perspectives series on the Cold War. It contains information including interactive timelines and a quiz.

Korean War Project

http://www.koreanwar.org

This site has information about the Korean War and is a guide to resources on the struggle.

NATO at 50

http:www.cnn.com/SPECIALS/1999/nato/

This site from CNN has an excellent timeline and images telling the history of the North Atlantic Treaty Organization.

Senator Joe McCarthy – A Multimedia Celebration

events, periods, and personalities in American history;

e) communicate findings orally and in analytical essays or comprehensive papers;

f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed and reconciled;

g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time;

h) interpret the significance of excerpts from famous speeches and other documents;

i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.

http://webcorp.com/mccarthy/

This webcorp site includes audio and visual clips of McCarthy’s speeches.

Suggested Activities:

Have students research the Berlin airlift, emphasizing its organizational achievement and impact on the relationship of the German and American people. Based on their research, have students compose a news report or television broadcast to be delivered after the end of the airlift.

Have students work in small groups to compare and contrast the rebuilding of Europe with the rebuilding of Japan, as well as America’s role in each.

Have students research the purpose and founding of the United Nations. Have students create a poster/flow chart showing the structure of the United Nations; listing UN agencies and their functions today.

Have students identify the nations belonging to NATO and to the Warsaw Pact. Have students will label these on a map of Europe.

Have students create a two-column chart listing Soviet attempts to spread communism and the United States’ attempt at containing it.

Have students identify on a world map the “hot” spots of the Cold War in the Middle East, Europe, the Far East, and Latin America.

Have students create a political cartoon that reflects the Cold War tensions as exemplified by the arms race.

Have students view a science fiction film such as “Invasion of the Body Snatchers” to explain how the science fiction of the 1950s reflected the anxieties of the age. Have students brainstorm films that reflect current anxieties.

Vocabulary/Identification:

Modern Republicanism, McCarthyism, Rosenberg controversy, the Warren Court, Brown vs. Board of Education, Rosa Parks, Little Rock Nine, H-bomb, massive retaliation, brinkmanship, Eisenhower Doctrine, Warsaw Pact, Domino Theory, U-2 Incident, peaceful co-existence, Sputnik, NASA, baby boom, Levittown, abstract expressionism, the Beat Movement, rock ‘n’ roll, braceros

Technology:

Fifties Website Homepage

http://www.fiftiesweb.com/

This entertaining site provides samples of music and television from the 1950’s. It also includes a related

links page.

1950’s America

http://writing.upenn.edu/~afilreis/50s/home.html

This site by Professor Al Filreis of the University of Pennsylvania contains a large array of 1950s literature and images in an alphabetical index.

Levittown: Documents of an Ideal American Suburb

http://www.uic.edu/~pbhales/Levittown

The postwar boom in housing made suburban living the cultural norm in America and shaped a generation. The story of the classic suburb, Levittown, is told on this site in pictures and text.

Beyond the Playing Field: Jackie Robinson, Civil Rights Advocate

http://www.archives.gov/digital_classroom/lessons/jackie_robinson/jackie_robinson.html. This National Archives and Records Administration teaching materials site contains images, essays, and documents about Robinson and Civil Rights.

Negro Leagues Baseball On-Line Archive

http://www.negroleaguebaseball.com/

Essays about desegregation, baseball, and Jim Crow as well as images of teams and players comprise much of this site.

Dwight David Eisenhower

http://www.eisenhower.utexas.edu/

This site contains mainly photos of the presidents.

Suggested Activities:

Have students research the Supreme Court Case of Brown vs. Board of Education. Students will write a speech or essay either defending or attacking President Eisenhower’s decision to use federal troops in Arkansas.

Have students imagine they were on the bus with Rosa Parks in 1954. Students will write a journal entry from the perspective of an African-American or a white American describing the experience.

Have students analyze and interpret artwork by abstract impressionists (e.g. Jackson Pollock, Robert Rauschenberg) in paragraph form.

Have students write a restaurant review which a reporter may have written about the first McDonalds.

Have students create artwork, from a Native-American perspective, depicting the termination policy of 1953 on the distribution of tribal lands to individual members.

Have students research prominent Hollywood personalities accused of having communist affiliations during the McCarthy Era. Have students explain in a paragraph why these individuals were targets of the House of Representatives Un-American Activities Committee.

Have students formulate interview questions which a talk show host of the 1950’s would ask of a prominent personality of the times.

Have students create an advertisement of any new consumer product of the 1950’s. Students will identify the audience and the message that the advertisement is trying to convey.

Have students label and identify the new highway system created as a result of the 1956 Interstate Highway Act.

Vocabulary/Identification

Flexible Response, Berlin Wall, hot line, Peace Corps, Alliance for Progress, Warren Commission, migrant workers, Great Society, Medicare, Medicaid, reapportionment, Black Panthers, silent majority, blank check, Miranda rights, Limited Test Ban Treaty, Vietcong

Technology:

The Avalon Project: The Cuban Missile Crisis

http://www.yale.edu/lawweb/avalon/diplomacy/forrel/cuba/cubamenu.htm

This site includes a collection of on-line documents pertaining to the Cuban Missile Crisis and its aftermath.

John Fitzgerald Kennedy

http://www.ipl.org/ref/POTUS/jfkennedy.html

This site contains basic factual data about Kennedy’s election and presidency, speeches, and on-line biographies.

The Kennedy Assassination

http://mcadams.posc.mu.edu/home.htm

This well-organized site has images, essays, and photos on the assassination.

Lyndon B. Johnson

http://www.ipl.org/ref/POTUS/lbjohnson.html

This page contains basic factual data about his election and presidency, speeches, and on-line biographies.

Lyndon B. Johnson Library and Museum

http://www.lbjlib.utexas.edu/

This presidential library contains images and on-line exhibits.

National Aeronautics and Space Administration

http://www.hq.nasa.gov/office/pao/History/histsub.htm

NASA’s Office of Policy and Plans History Office maintains this site about NASA and its history.

Investigating the Vietnam War

http://www.spartacus.schoolnet.co.uk/vietintro.htm

This site from Spartacus Educational Publishing, U.K., has an excellent list of annotated links to the best Vietnam-related sites.

Vietnam War Bibliography

http://hubcap.clemson.edu/~eemoise/bibliography.html

This site has an extensive bibliography of print works about Vietnam and the Vietnam War.

Vietnam On-line

http://www.pbs.org/wgbh/pages/amex/vietnam/index.html

From PBS and the American Experience, this site contains a detailed, interactive timeline of the war, interpretive essays, and autobiographical reflections.

My Lai Courts – Martial (1970)

http://www.law.umkc.edu/faculty/projects/ftrials/mylai/mylai.htm

This site contains images, chronology, court and official documents maintained by Dr. Doug Linder at University of Missouri-Kansas City Law School.

JFK Assassination Web Page

http://ourworld.compuserve.com/homepages/MGriffith_2/jfk.htm

This is a personal but thorough page that is a guide to the best Internet resources for the assassination.

Martin Luther King, Jr. Papers Project

http://www.stanford.edu/group/King/

Stanford University site that has links and selected digital documents by and concerning Martin Luther King, Jr.

National Civil Rights Museum

http://www.mecca.org/~crights/nc2.html

This site allows a virtual tour of the museum with its interpretive exhibits.

Free Speech Movement: Student Protest-U.C. Berkeley, 1964-65

http://www.lib.berkely.edu/BANC/FSM/

The Bancroft Library at U.C. Berkeley houses this exhibit with oral histories, a chronology, and documents.

Voices of the Civil Rights Era

http://www.webcorp.com/civilrights/index.htm

Webcorp provides audio clips from prominent figures of the Civil Rights era including Martin Luther King, Jr., and Malcolm X.

Martin Luther King, Jr.

http://www.seattletimes.com/mlk/

From the Seattle Times, has several articles about Martin Luther King Jr. and the civil rights movement.

The Sixties Project

http://lists.village.virginia.edu/sixties/

From the University of Virginia, this site has extensive exhibits, documents, and personal narratives from the 1960s.

Civil Rights Oral History Bibliography

http://www-dept.usm.edu/~mcrohb/

From the University of Southern Mississippi, this site includes complete transcripts of the selected oral resources.

1969 Woodstock Festival and Concert

http://www.woodstock69.com/index/htm

This site provides pictures and lists of songs from the famous rock festival.

United States v. Cecil Price et al. (The Mississippi Burning” Trial),1967

http://www.law.umkc.edu/faculty/projects/ftrials/price&bowers/price&bowers.htm

This site contains images, chronology, and court and official documents.

Suggested Activities:

Have students create a Venn Diagram to show the major legislative programs of the New Frontier and the Great Society. The Venn Diagram should show legislation passed by JFK, legislation proposed by JFK, but passed by LBJ, and legislation proposed and passed by LBJ.

Have students find and read a copy of Robert Frost’s poem “The Gift,” read at JFK’s inauguration. Students will write a summary of the poem in their own words and write a commentary on why they think Frost chose this particular poem to read at Kennedy’s inauguration.

Have students use library sources and the Internet to research the work of Peace Corps volunteers. Have students write an ad for a specific job in a specific country giving a description of the work involved and listing qualifications needed by applicants.

Have students brainstorm and list non-violent tactics used to protest segregation during the 1960’s.

Have students create a flowchart showing the steps of the NAACP’s plan to end segregation in public schools.

Have students use library sources and the internet to research the Watts Riot. Have students create a newspaper headline and brief article describing the riot.

Have students research and illustrate Vietcong tunnels. Have students write a paragraph explaining the Vietcong’s adaptation to the superior firepower of the United States.

Have students create a tree diagram to cite examples of student organizations, issues, and demonstrations of the “New Left.”

Have students analyze and compare WWI or WWII pro-war posters with anti-war posters of the 1960’s. Students will describe the parody between the two eras in paragraph form.

Have students compare and contrast the women’s movement of the1920’s to that of the 1960’s: e.g. fashion, employment opportunities, birth control, etc.

Have students chart the effects of the 1960’s grape boycott by California migrant workers led by the United Farm Workers Union. Students will include economic damage and people most likely to support the

boycott.

Have students create a Venn diagram to show the broad similarities between the issues of Latinos and Native Americans during the

Technology:

May 4, 1970: Twenty-five Years of Remembrance

http://www.library.kent.edu/exhibits/4may95/index.html

This site commemorates the twenty-fifth anniversary of the shootings at Kent State University with a detailed chronology and other information.

Documents from the Women’s Liberation Movement

http://scriptorium.lib.duke.edu/wlm/

Primary documents on-line from the Special Collections Library at Duke University provide firsthand information about the women’s liberation movement.

Constitutional Issues: Watergate and the Constitution

http://www.nara.gov/education/teaching/watergate/watergat.html

From the National Archives’ teaching materials, this site has a good chronology of Watergate and a 1974 memorandum from the Watergate special Prosecution Force weighing the pros and cons of seeking an indictment against former President Richard Nixon.

CNN 1970s Interactive Timeline

http://cnn.com/SPECIALS/1999/century/episodes/08/

CNN has a series of interactive timelines with several interesting sites. This one covers the years from 1970 to 1979.

Watergate 25

http://www.washingtonpost.com/wp-srv/national/longterm/watergate/front.htm

This site features a chronology, images, searchable articles, and a good deal of background information about the burglary and its consequences.

Richard Milhous Nixon

http://www.ipl.org/ref/POTUS/rmnixon.html

This site contains basic factual data about Nixon’s election and presidency, speeches, and on-line

biographies.

Gerald Rudolph Ford

http://www.ipl.org/ref/POTUS/grford.html

This site contains basic factual data about Ford’s election and presidency, speeches, and on-line biographies.

James Earl Carter, Jr.

http://www.ipl.org/ref/POTUS/jecarter.html

This site contains basic factual data about Carter’s election and presidency, speeches, and on-line biographies.

Giant Leap

http://cnn.com/TECH/specials/apollo/

This CNN site commemorates the thirtieth anniversary of the 1969 moonwalk and tells the story of NASA and the ongoing space program.

The American Experience: Meltdown at Three Mile Island

http://www.pbs.org/wgbh/amex/three/

Companion to the PBS documentary, this site includes a chronology and description of the 1979 nuclear accident.

U.S. Environmental Protection Agency

http://www.epa.gov/history

This history of the EPA includes a timeline, topical information, publications, and a document collection.

Suggested Activities:

Have students create a timeline to track the Watergate scandal beginning with the burglary and ending with President Ford’s pardon of Nixon.

Have students research Roe V. Wade and describe its significance to the women’s movement, as well as the resulting political impact of the legalization of abortion.

Have students research the ERA and interview a woman who lived during that time period. After interviews have been completed, have students compare and contrast viewpoints.

Have students create a flow chart citing the Native American struggle for equality in the 1970s.

Have students use library sources or Internet to research various articles about the Supreme Court case of University of California vs. Bakke. Students will write a paragraph for each article explaining the writer’s point of view on the case.

Have students create a graphic web illustrating examples and America’s growing concern for the environment during the 1970’s.

Have students write a short list of actions they might take each day to help preserve and protect the environment. The teacher will place a master list in the class.

Have students research the environmental movement’s opposition to the construction of the Trans-Alaska pipeline. The students will compare this to the environmentalists’ opposition of offshore drilling.

Have students use the library and Internet resources to research the numbers of MIA (U.S. soldiers missing in action) and the reasons why the MIA issues remain alive for some Americans.

Have students create a multimedia presentation on the beginnings of the rock music industry. Students will include rock albums, FM rock radio, or rock concerts from the 1950’s, 1960’s, and 1970’s in their presentation.

Have students research television programming of the 1970’s and create a chart that analyzes the growing realism of American television and the inclusion of minorities during that era.

Have students research and report on the rise of the CIA. Have students list qualifications the CIA would stress in a job interview.

Have students list the new industries that emerged in Florida during the 1970’s that promoted migration.

Vocabulary/Identification:

SDI, Perestroika, Glasnost, AIDS, “evil empire”, Reaganomics, supply-side economics, “trickle down” economics, moral majority, Contras, reverse discrimination, entitlement programs, affirmative action, deregulation, Geraldine Ferraro, Jesse Jackson, Sandra Day O’Connor

Technology:

The 80’s Server

http://www.80s.com/

This site has a variety of sources of information about the 1980s, including an extensive reference database open to 80s servers members.

Ronald Wilson Reagan

http://www.ipl.org/ref/POTUS/rwreagan.html

This site contains basic factual data about Reagan’s election and presidency, speeches, and on-line biographies.

George Herbert Walker Bush

http://www.ipl.org/ref/POTUS/ghwbush.html

This site contains basic factual data about President Bush’s election and presidency, speeches, and on-line biographies.

In Their Own Words: NIH Online AIDS History Project

http://aidshistory.nih.gov

National Institutes of Health site documenting the early years of HIV/AIDS. Resources include oral histories of AIDS researchers, a timeline of key events in AIDS history from 1981-1988, document and image archives, and a links page.

Suggested Activities:

Have students use a cluster diagram to record the issues that conservatives strongly endorsed in the 1980’s.

Have students create a flow chart to define Reagonomics and "trickle-down" economics showing the short and long-term effects.

Have students write an outline titled “Social Concerns of the 1980s.” Include the five subheadings: health issues, abortion, drug abuse, education, and the urban crisis.

Have students conduct a debate on the contributions and controversies of Ronald Reagan’s presidency.

Have students locate and label Latin American and Caribbean countries that experienced a U.S. invasion or involvement between1981-1992.

Have students use library and Internet resources to research the background and details of the Iran Contra scandal. Students will identify key figures and specific constitutional conflicts between the presidents and Congress. Students will create a whole class chart based on student findings.

Have students create skits, poems or short stories depicting major social and/or political issues of the 1980’s.

Have students research the history of the AIDS virus in the United States and prepare a poster showing early myths with the facts.

Vocabulary/Identification:

Internet, information superhighway, Tiananmen Square, Sandinistas, Contras, START I, Operation Desert Storm, genetic engineering, cloning, ethnic cleansing, “Nation at Risk”, INF Treaty, General Agreement on Tariffs and Trade

Technology:

The Gulf War

http://www.pbs.org/pages/frontline/gulf/index.html

This Frontline and PBS site combines personal accounts with a chronology and general information about the war.

American Identities

http://xroads.virginia.edu/~YP/ethnic.html

This site suggests resources for studying America’s multiple ethnic identities.

Census 2000

http://www.census.gov/main/www/cen2000.html

U.S. Census Bureau gateway to 2000 census information and data.

William Jefferson Clinton

http://www.ipl.org/ref/POTUS/wjclinton.html

This site contains basic factual data about Clinton’s election and presidency, speeches, and on-line biographies.

Investigating the President: The Trial

http://www.cnn.com/ALLPOLITICS/resources/1998/lewinsky

From CNN, this site provides information and documents about the scandals surrounding President Clinton and his impeachment.

A Brief History of the Internet, Version 3.1

http://www.isoc.org/internet-history/

The Internet Society puts out this site that explores the development and impact of the Internet.

The Computer Museum History Center

http://computerhistory.org

This site for the Computer Museum History Center features on-line archives and exhibits tracing five decades of computer history.

Suggested Activities:

Have students research the collapse of the Berlin Wall and work in small groups to list and describe the impact it had on communism in Eastern Europe and the Cold War.

Have students list and discuss the key ideas in the “Contract with America” and evaluate whether or not the terms were fulfilled.

Have students research the events leading to America’s involvement with the Gulf War and compare and contrast it with the War on Terrorism.

Have students list and evaluate United Nations efforts to prevent Iraq from further aggression in the Middle East.

Have students research Gulf War syndrome and the United States response.

Have students create a multimedia presentation showing how the shootings at Columbine High School and the subsequent media coverage have affected public policy.

Have students research and discuss Clinton’s foreign policy efforts in Somalia and Bosnia; as well as his administration’s handling of terror attacks.

Vocabulary/Identification:

Bush Doctrine, terrorism, 9/11 attacks, Patriot Act, No Child Left Behind, Condoleeza Rice, Hillary Clinton, War on Terrorism, Al-Queda, Taliban, Patriot Act

Technology:

George Walker Bush

http://www.ipl.org/ref/POTUS/gwbush.html

This site contains basic factual data about Bush’s election and presidency, speeches, and on-line biographies.

September 11, 2001: Attack on America

http://www.yale.edu/lawweb/avalon/sept_11/sept_11.htm

The Avalon Project at Yale Law School sponsors this collection of documents relating to the September 11, 2001 terrorist attacks.

War in Iraq

http://www.cnn.com/SPECIALS/2003/Iraq

A CNN special report on the war, including interactive maps, headlines, video, and topical information.

Barack Obama

http://www.whitehouse.gov/

This is the official site of the White House, and includes information on President Obama and his initiatives.

White House Healthcare Reform

http://www.whitehouse.gov/healthreform

This is the official White House site on the topic of healthcare reform.

Suggested Activities:

Have students work in small groups to research the controversy surrounding the media’s announcement of the election results of 2000. Consider time zone differences to analyze the impact of premature announcement of results. Students will present findings in an oral report.

Have students work in small groups to create a photo essay documentary of the September 11, 2001 attacks. Students will write a caption for each photo and groups will present their display to the class.

Have students create a timeline from September 11, 2001 to the invasion of Iraq. Have students write a paragraph with their view of when to label the “end” of the war.

Have students write an editorial on whether or not the United States was justified in invading Iraq.

Have students research the Patriot Act and debate the issue of privacy vs. security in the United States.

Have students brainstorm economic, environmental, social and political issues faced by the Obama Administration. Have students discuss and evaluate the handling of these issues.

Vocabulary/Identification:

Globalization weapons of mass destruction, GATT, clean energy, environmentalism

Technology:

U.S. Department of Homeland Security

http://www.dhs.gov/files/counterterrorism.htm

This is the official website for the U.S. Department of Homeland Security. It includes terror alerts,

suspected threats, and other relevant information.

U.S. Department of Customs and Immigration Services

http://www.uscis.gov/portal/site/uscis

This is the official website for the U.S. Department of Customs and Immigration Services. It highlights immigration trends and current information on visas and other related issues.

Environmental Protection Agency

http://www.epa.gov

This is the official site for the U.S. Environmental Protection Agency. It includes information on environmental issues.

General Agreement on Tariffs and Trade

http://www.gatt.org/

This site has to do with the World Trade Organization and other topics related to tariffs and trade.

Suggested Activities:

Have student’s select one state and research the immigrant populations. Students will determine the origin of the immigrant groups within the state and use a map to label where they reside.

Have students create an outline to identify the impact of the computer and communication technology on society, home offices, and on entertainment.

Have students create a bulletin board display of local anti-poverty programs, including how many individuals are participating and which qualifications must be met to be part of the program.

Have students research the current status of healthcare legislation. In small groups, students will assemble their information in a news report. Each member of the group will focus on one issue.

Have students research the current status of proposed Social Security reforms and create a visual display to identify and explain reforms that are under consideration.

Have students (in small group or through class discussion) identify a solution to a current foreign policy problem.

Have students create a display, write a poem, or compose a song that reflects the history and culture of a historical period in American history.

Assessment:

Develop rubrics and share with students for each of the above mentioned projects in order to increase

opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension

9 Week Test Date: May (TBD) SOL Assessments Begin May

HW: (time permitting) – John Green’s Crash Course on the Columbian Exchange and other U.S. History Review Videos

https://www.youtube.com/watch?v=HQPA5oNpfM4

*Teacher reverses the right to monitor and adjust pacing guide based on needs and schedule adjustments.