dates guiding questions/vocabulary resources/notes 1 lesson 1 – antebellum period p. 14 chapter 1...

5th Grade Social Studies 2015-2016 Curriculum Map - PSSD

Dates Common Core Standards Guiding Questions/Vocabulary Resources/Notes

Aug. 10-

14

Prior to Civil War

5.1 Compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads. (C, G, P)

5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population. (C, E)

How would you explain the myth versus the reality of the Antebellum South prior to the Civil War? Vocabulary: antebellum economics cash crops slavery tariff immigration states’ rights sectionalism urban How might you compare the North with the South prior to the Civil War? What are some advantages/disadvantages to living in the North or the South?

Activities:

Create a tree map to classify differences between

North and South

Old Textbook:

Chapter 2 – A Nation Divides

Page 50 – Regional Disagreements

TCI Online:

Lesson 20 A Dividing Nation

Section 2 – Confronting the issue of slavery

Tennessee Through Time:

Chapter 1 Lesson 1 – Antebellum Period p. 14

Chapter 1 Lesson 1 – North & South p. 17

Websites:

Brain Pop:

-Civil War Causes

-Underground Railroad -Differences between North/South

Discovery Education Videos:

- The American Civil War: The Causes of War - Causes of the War

Powerpoints:


Guiding Questions/Vocabulary

Aug.17-

24

5.3 Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery, including: (C, P) • Sojourner Truth • Frederick Douglass • the Grimke sisters • William Lloyd Garrison 5.4 Draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century, including: (C, E, G, P) • Missouri Compromise • Uncle Tom’s Cabin • Compromise of 1850 • Brook’s attack on Sumner • Kansas-Nebraska Act • John Brown’s Raid • Dred Scott case

How might you defend your position on the stance of slavery? Vocabulary: abolitionist discrimination Underground Railroad What were the decisions or compromises that needed to be made to make the United States move together as one or that led to secession? Vocabulary: slave state free state Union popular sovereignty fugitive Writing Activity: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Activities:

Assign teams a writing from one of these leaders

or one of the events to analyze and share with the

class. Create a presentation in the form of a

powerpoint. What difference did these people and

events make? What effect did they have on

society?

Old Textbook:

Lesson 2 – Resisting Slavery

p. 59 – Dred Scott

p. 60 – Frederick Douglass

p. 62a – Uncle Tom’s Cabin

p. 63 – Sojourner Truth

TCI Online:


Section 3 & 4 – The Missouri Compromise

Section 5 & 6 – Compromise of 1850

Section 7 – The Dred Scott Decision


Grimke Sisters – p. 17

• Missouri Compromise – p. 20 • Uncle Tom’s Cabin – p. 22 • Brook’s attack on Sumner - p. 20-21 • Kansas-Nebraska Act – p. 23 • John Brown’s Raid – p. 27 • Dred Scott case – p. 26

Brain Pop: - Frederick Douglass -Underground Railroad -Slavery


- The American Civil War: The Causes of War - Causes of the W


Aug. 24-

28

The Civil War & Reconstruction (1860-1877) 5.5 Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. (H, P, TN) 5.6 Explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the Union to include: state convention vote of 1861, the Free and Independent State of Scott, Hurst Nation, East Tennessee mostly pro-Union and divided families. (H, P, TN) 5.9 Identify the Border States and the efforts of both sides to secure them to their cause. (G.H)

Based on what you know, how would you explain the campaign of 1860? What differences existed between East and West Tennessee that led to the eventual separation from the Union? Vocabulary: secession confederacy Civil War

border states

Activities:

Discover Kids – Civil War

-Assign teams candidates to analyze and read

about. They are to present their campaign and

stance to the class.

-Create a tree map on Tennessee’s division over

secession including each of the events listed

Old Textbook:

Chapter 2 A Nation Divides

Lesson 3 – The Nation Breaks Apart p. 64

The Election of 1860 – p. 66

Border States – p. 67

TCI Online:


Section 9 – Election of 1860


Campaign of 1860 – p. 28

Tennessee division and secession – Chapter 1

Lesson 2 - p. 32-33; 39-41

Border States – p. 38

Brain Pop: -Slavery

Videos:

Powerpoints:


Aug.

31-Sep.

4

5.7 Determine the meaning of the terms of this period with a visual representation, including: (G, C) • Union and Confederate States • Yankees and Rebels • Blue and Gray • Johnny Reb and Billy Yank 5.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South. (E, G, H, P)

What are different ways that the North and South identified themselves during the Civil War? What are some of the geographical, social, political, and economic advantages and disadvantages of the North and South prior to the Civil War?

Activities:

Create a square foldable to show terms and a visual

representation of each (Union and Confederate States, Yankees and Rebels, Blue and Gray, Johnny Reb and Billy Yank) Build a tree map of the North and the South listing the geographic, political, and economic strengths of each Using a map, color in the border states and write about their stance on the decision to remain neutral

Old Textbook:

Chapter 3 – The Civil War and Reconstruction

Lesson 1 – The War Begins page 77

TCI Online:

Lesson 21 The Civil War

Section 2: North versus South


Terms from 5.7 – p. 37

Strengths and weaknesses of North & South – p.

17 & 37

Brain Pop:


- The American Civil War: The War Years

Powerpoints:


Sep. 8-

11

5.10 Create a visual display to explain the Union’s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and Trans-Mississippi theaters of war. (G, H, P) 5.11 Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including: (G, H, TN) • Fort Sumter • First Battle of Bull Run • Fort Henry and Donelson • Shiloh • Antietam • Gettysburg • Vicksburg • Chickamauga • Franklin • Nashville • Appomattox Court House

How did the Union’s Anaconda Plan defeat the Confederacy? How was the geography of the war an advantage for the South? What factors impacted the major battles wins/losses impact the outcome of the war? Vocabulary: causalities draft emancipation camp home front

civilian telegraph Total War desert Writing Prompt: Why did Tennessee decide to go with the Confederate States? Cite evidence to support your work.

Activities:

Create a visual representation of the Union’s

Anaconda Plan (TCI Online: Lesson 21 Section 4)

Tennessee through Time student guide –p. 24-25

Assign teams a major battle to research and create

a presentation identifying the location and the

outcome of the battle

Create a foldable to represent each major battle of

the Civil War

Old Textbook:

• Fort Sumter – p. 68 • First Battle of Bull Run – p. 78 • Fort Henry and Donelson • Shiloh – p. 78 • Antietam - p. 78 • Gettysburg - p.88 • Vicksburg – p. 91 • Appomattox Court House –p. 91

TCI Online:

Lesson 21 The Civil War

Section 3: Bull Run

Section 4: Antietam

Section 5: Gettysburg

Section 6: Vicksburg


Anaconda Plan – Chapter 2 Lesson 1 – p. 48

All Battles Chart – p. 68-69

• Fort Sumter – p. 35 • Fort Henry and Donelson – p. 50-51 • Shiloh - p. 52 • Gettysburg – p. 62 • Chickamauga - p. 67 • Nashville – p. 51 • Appomattox Court House – p. 74


Brain Pop:


- War Strategy for the North ( A Soldier’s life) - Globe Trekker: American Civil War (great

re-enactment of the Civil War – life of a

soldier) Powerpoints:

Sep.

14-18

5.12 Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: (C, H, P) • Abraham Lincoln • Jefferson Davis • Ulysses S. Grant • Robert E. Lee • Frederick Douglas • Clara Barton 5.13 Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. (H) 5.14 Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. (H, C)

How did each of the people listed influence the results of the Civil War? What significance did the Gettysburg Address have on the Civil War? How would you explain war on the battlefield or home front during the Civil War?

Activities:

Create a foldable of each of the military leaders

during the Civil War

Write a summary of the Gettysburg Address

RAFT – Have students pretend they are on the

battlefield or on the home front during the Civil

War. They are to use concrete words, and sensory

details to describe the experience.

Old Textbook:

Gettysburg Address – p. 89

• Abraham Lincoln – All Lesson 3 – p. 66

• Jefferson Davis- p. 67

• Ulysses S. Grant – p. 78; 93

• Robert E. Lee – p. 82a - 83

• Frederick Douglass – p. 60

• Clara Barton – p. 82a

TCI Online: Lesson 21 The Civil War


• Abraham Lincoln- p. 26-31 • Jefferson Davis – p. 35 • Ulysses S. Grant – p. 55 • Robert E. Lee - p. 54 • Frederick Douglas – p. 58 • Clara Barton – p. 66

-Gettysburg Address – p. 62-63

Brain Pop: - Frederick Douglas


-Abraham Lincoln


- Just the Facts: Documents of Destiny (The

Gettysburg Address)

Powerpoints:

Sep. 21-

24

5.15 Explain the contributions of Tennesseans during the war, including: (H, TN) • Nathan Bedford Forrest • Sam Watkins • Andrew Johnson • Matthew Fontaine Maury • Sam Davis 5.16 Evaluate and debate the rationales for the Emancipation Proclamation. (C, P) 5.17 Explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864. (H, P, TN) 5.18 Describe the physical, social, political and economic consequences of the Civil War on the southern United States. (E,G)

How did each person listed contribute to the Civil War? What is the emancipation Proclamation? How was it a changing point for southern plantation owners? What reasons did Lincoln have for choosing Andrew Johnson as his running mate for the 1864 election? What physical, social, political, and economic impact did the Civil War have on the southern United States? Writing Prompt: Compare and contrast Abraham Lincoln and Jefferson Davis as wartime presidents. What challenges did they face and how did they overcome them? Who, in your opinion, was the better leader, and why? Cite evidence to support your opinion.

Activities:

Assign teams to become experts on the five

Tennesseans and their contributions to the war.

Create foldable to show significance of each person.

Divide class into two teams to debate the rationales

for the Emancipation Proclamation.

Andrew Johnson – what made him a good choice

for Lincoln? Create a profile of Johnson

Old Textbook:

Lesson 3:Reconstruction

Andrew Johnson –p. 98

Reconstruction Plans – p. 98

Lincoln & Johnson – p. 98

Emancipation Proclamation- p. 80

TCI Online

Lesson 22: The Reconstruction Era

Section 2: Presidential Reconstruction


Nathan Bedford Forrest – p. 71

Sam Watkins – p. 61

Brain Pop: -Reconstruction


- The Emancipation Proclamation

- The American Civil War: Reconstruction



Sep. 28-

Oct. 2

5.21 Compare the contrast the different Reconstruction plans of Lincoln, Johnson, and Congress. (H,P) 5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. (H) 5.20 Analyze the goals and accomplishments of the

13th

, 14th

, and 15th

Amendments, Freedmen’s Bureau, and Fisk University to help former slaves begin a new life. (C, H, P, TN) 5.22 Integrate information from several texts about the intent and failure of the impeachment of Andrew Johnson. (H, P, TN)

What are the different approaches taken to Reconstruction in America after the Civil War? Can you explain what must have happened the night Abraham Lincoln was assassinated? What were some of the motives behind the 13th, 14th, and 15th amendments? Do you think the impeachment of Andrew Johnson was good or bad? Vocabulary: reconstruction assassination Freedmen’s Bureau impeach sharecropping Jim Crow segregation

Activities:

Create a tree map to show the physical, social,

political, and economic consequences of the Civil

War on the South

Build a multi-flow map to show the effects of the

assassination of Abraham Lincoln

-Create multi flow maps to show effects each amendment made as well as Freedmen’s Bureau and Fisk University. Who did these amendments affect? -Create a tree map of Reconstruction plans of Lincoln, Johnson, and Congress -Read and discuss the intent and failure to impeach Andrew Johnson

Old Textbook:

-Lesson 4 – Reconstruction Ends –p.102

-Freedman’s Bureau –p.103

-Amendments 13, 14, 15- p. 99

-Impeach Johnson –p. 100

TCI Online


Section 1: Introduction (Abraham Lincoln’s

assassination)

Section 3: Congressional Reconstruction

Section 4: Southern Reconstruction


Consequences of Civil War – p. 76

Assassination of Lincoln – p. 82

Amendments –p. 84

Freedman’s Bureau- p. 78

Fisk University –p. 80

Brain Pop:



- Abraham Lincoln

13th, 14th, and 15th Amendments Establish

Civil Rights for All

-Civil War Amendments

Powerpoints:

Oct. 5-

9

5.23 Analyze why the Radical Republicans turned to military Reconstruction and the backlash resulting in the rise of the Ku Klux Klan, black codes, and vigilante justice. (H, P, TN) 5.24 Explain the impact of the Tennessee Constitutional Convention of 1870, including poll taxes, segregation, and funds for public education. (E, P, TN) 5.25 Explain the compromise that ended Reconstruction with the election of Rutherford B. Hayes. (P) 5.26 Describe the impact of yellow fever during the 1870s; why it was particularly deadly in West Tennessee and the election of African Americans to the General Assembly. (G, H, TN)

How did the Reconstruction result in the rise of the Ku Klux Klan, black codes and vigilante Justice? How did the Tennessee Constitutional Convention of 1870 impact poll taxes, segregation, and funds for public education? Why did the election of Rutherford B. Hayes end Reconstruction? What impact did yellow fever have on Memphis in the 1870’s? Writing Activity: Have students write a journal entry as if they were the children of a sharecropper. Remind them to include details about daily life and the advantages and disadvantages of sharecropping.

Old Textbook:

Black Codes – p. 99

Ku Klux Klan – p. 104

Rutherford B. Hayes – p. 104

Use the Tennessee Textbook supplement to teach

the Tennessee Constitutional Convention of 1870

TCI Online


Section 5: The End of Reconstruction (Rutherford

B. Hayes)


KuKluxKlan & black codes –p. 86, 92

Yellow Fever – p. 116

Brain Pop:


- The Ku Klux Klan is formed (video clip) - Yellow Fever Plagues in the U.S. (video

clip)

Powerpoints:


Oct.

12-14

Review/Catch up – Fall Break

Oct.

19-23

Industrial America and Westward Expansion 5.27 Explain the need for the South and Tennessee to move toward industry and mechanization after the Civil War and identify examples of the effort, including Coca Cola bottling in Chattanooga, mining on the Cumberland Plateau, coal and iron processing, the growth of urban areas, and the increase in railroads. (G, E, H, TN) 5.28 Map the sources of new immigration from Southern and Eastern Europe, China, and Japan, and interpret narratives and excerpts from informational text describing the role that Chinese and Irish laborers played in the development of the Transcontinental Railroad. (C, E, G, H)

Has rapid industrial development been a blessing or a curse for Americans? Should the government regulate business closely? How did the laborers on the Transcontinental Railroad impact the development of the West? Vocabulary: transcontinental sodbuster prejudice railhead time zone barbed wire drought homestead supply/demand exodusters habitat reservation assimilate extinct Writing Activity: Write a letter to Congress explaining why there is a need for a railroad that links the east United States to the west United States.

Activities:

Old Textbook:

TCI Online:

Lesson 23 – Tensions in the West

Section 3: New Interest in the West

Section 4: Railroad Builders


CocaCola –p. 102-103

Immigration – p. 104

Brain Pop: Immigration Railroad History


- Chinese American Laborers Build the Transcontinental Railroad

- The Transcontinental Railroad

Powerpoints:



Oct.

26-30

5.29 Summarize why the United States was viewed as the land of opportunity by immigrants versus a growing sense of protectionism and nativism by American citizens. (C, P) 5.30 Write an argumentative piece from the viewpoint of American Indians and the viewpoint of American settlers about their rights to the land west of the Mississippi River. 5.31 Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of American Indians. (G, H)

Have Native Americans been treated fairly by the United States government? What was the appeal of settlers and immigrants to the Great Plains?

Activities:

Old Textbook:

Native American Resistance – p. 129

Great Plains settlers:

- Homesteaders – p. 135

Unit 2: Lesson 1 – Railroads link the Nation

- Immigrants and the railroad –p. 149

- Immigrants – p. 161-165

TCI Online:


Section 6: Ranchers and Cowboys

Section 7: Homesteaders

Section 8: War on the Plains

Enrichment Essay – The Homestead Act

Lesson 25 – The Great Wave of Immigration

(Italian, Jewish, Chinese, Mexican)


Immigration/Land of opportunity – p. 106

Great Plains settlers – p. 108-109

Brain Pop:

Videos:

Powerpoints:



Nov. 2-

6

5.32 Describe the role of Buffalo Soldiers in settling the West, including Tennessee native George Jordan. (H, TN) 5.33 Write a short piece with concrete words, phrases, and sensory details of the life on the Great Plains from the viewpoint of a particular immigrant or migrant group. (C, G, H)

What role did the Buffalo Soldiers play in settling the west? How was life in the Great Plains during the late 1800’s?

Activities:

Write a short piece with concrete words, phrases, and sensory details of the life on the Great Plains from the viewpoint of a particular immigrant or migrant group

Old Textbook:

Great Plains settlers:

- Homesteaders – p. 135

- Cattle Ranchers – p. 136

TCI Online:


Section 5: Miners

Section 6: Ranchers and Cowboys

Section 7: Homesteaders


George Jordan – p. 107

Brain Pop:

-Westward Expansion

Videos:

Powerpoints:



Nov. 9-

13

5.35 Describe child labor and working conditions in factories. (C, E, H) 5.36 Analyze the role of Samuel Gompers and the American Federation of Labor in changing standards for working conditions. (E, H, P)

How did work affect the American child within a rapidly growing industrial society? What impact did Samuel Gompers and the American Federation of Labor have in changing standard working conditions? Vocabulary: corporation competition monopoly strike American Federation of Labor

Activities:

-Create a 4-square map of what, where, when, and

why of the AFL.

Old Textbook:

Unit 2: Lesson 4 – Growth of Cities

Labor Unions – p. 174

Child Labor – p. 220a

Samuel Gompers – p. 175a

TCI Online:

Lesson 24 – The Rise of Industry

Section 6 – Working Conditions

Section 7 – Labor Unions (Samuel Gompers)

Lesson 26 – The Progressive Era

Reading Further – Children at Work


AFL/Samuel Gompers – p. 112

Brain Pop:


- Samuel Gompers

- The Industrial Boom

Powerpoints:



Nov. 16-

20

5.37 Use a graphic organizer to provide information about important business leaders, inventors, and entrepreneurs and the impact they had on American society, including: (C, E, H)

• Thomas Edison • Alexander Graham Bell • Henry Ford • George Eastman • George Washington Carver • Henry Bessemer • Swift and Armour • Cornelius Vanderbilt

5.38 Use multiple media elements to create a presentation describing the 1897 Centennial Exposition, including its purpose, sights, exhibits, and impact on the state. (TN) 5.34 Engage in a collaborative discussion to explore the ideas and events of the Gilded Age and determine the significance, including: (C, E, H, P)

• political machines • major scandals • economic disparity • industrial capitalists

How did key business leaders, inventors, and entrepreneurs influence American society during the second Industrial era? What was the purpose and influence of the Centennial Exposition of 1897 in Tennessee? What is the Gilded Age and how was it significant?

Activities:

Create foldables or divided circle maps on the

important people

Old Textbook:

• Thomas Edison – p. 208 • Alexander Graham Bell – p 208 • Henry Ford - p. 210 TCI Online: Lesson 24 – The Rise of Industry Section 2: A Nation Transformed (Cornelius Vanderbilt, The Gilded Age) Section 3: Improved Technology (Thomas Edison, Alexander Bell, Henry Ford)


Thomas Edison – p. 179 Henry Ford – p. 139 1897 Centennial Exhibition – p. 120-121 Gilded Age – p. 110

Brain Pop:

-Thomas Edison

-Assembly Line


- Thomas Edison (several clips) - Alexander Graham Bell (several clips) - Henry Ford (several clips) - George Eastman – Kodak Roll Film

- George Washington Carver (several clips)

- Henry Bessemer – Bessemer Process (Steel)

- The Gilded Age

- Innovations of the Gilded Age


Nov. 23-

24

Review/Catch up -Thanksgiving

Nov.

30-Dec.

4

5.39 Analyze the causes, course, and consequences of the Spanish American War, including: (C, E, G, H, TN) • yellow journalism • USS Maine • Rough Riders • Imperialism

Vocabulary: urbanization yellow journalism rapid transit USS Maine slum Rough Riders sSettlement house tenement Hull House industrialization progressives labor laws Muckraker imperialism

Activities:

Old Textbook:

Spanish American War – p. 200

• yellow journalism – p. 199 • USS Maine - p. 200 • Rough Riders – p. 201 • Imperialism TCI Online: Lesson 27 – The United States Becomes a World Power Section 3: “A Splendid Little War” (Spanish American War & yellow journalism, USS Maine, Rough Riders, Imperialism) Reading Further – The Yellow Press Goes to War


-Spanish American War – p. 146

Brain Pop:

-Theodore Roosevelt


- -The Spanish American War

Powerpoints:



Dec. 7-

11

5.40 Analyze the major goals, struggles, and achievements of the Progressive Era, including attacking racial discrimination, child labor, big business, conservation, and alcohol use: (C, E, P)

• Anti-Trust laws

• 16th

, 17th

, 18th

and 19th

Amendments • immigration reform

5.41 Describe the effects of Jim Crow Laws on the nation and Tennessee and the efforts of Ida B. Wells and Randolph Miller to bring attention to the inequalities of segregation. (C, H, P, TN)

What effects did the Jim Crow Laws have on the nation and on Tennessee? How did Ida B. Wells and Randolph Miller draw attention to the inequalities of segregation?

Activities: Create a layer book with 16th -19th

amendments labeled.

Old Textbook:

16th& 17th Amendments – p. 218

18th Amendment – p. 272



Progressive Ear – Chapter 4 Lesson 2- p. 130-145

Jim Crow Laws – p. 99-100

Brain Pop:

Discovery Education Videos: - The Progressive Era - The 19th Amendment - Progressive Income Tax (16th amendment) - The 17th Amendment - Prohibition Begins (18th Amendment)

Powerpoints:



Dec.

14-17

World War I, The Roaring Twenties, and World War II 5.42 Summarize the reasons for American entry into World War I, including submarine attacks on the Lusitania and the Zimmerman Telegram. (H, P) 5.43 Locate and map the countries of the Central and Allied Powers during World War I. (G) 5.44 Explain the roles of significant people and groups in World War I, including Herbert Hoover, John J. Pershing, doughboys, Lawrence Tyson, and Alvin C. York. (H, TN)

What events led to the United States entry into World War I?

What are alliances and how can they impact world events? Vocabulary: nationalism rations militarism propaganda alliance armistice trench warfare isolationism

Activities:

Discover Kids Magazine WWI

Old Textbook:

Unit 3: Lesson 1 The War Begins

Zimmerman Telegram & Lusitania – p. 230-31

Map of Central & Allied Powers – p. 241

Herbert Hoover John J. Pershing – p. 241 Doughboys Lawrence Tyson Alvin C. York – p. 241; 243

TCI Online: Lesson 27 – The United States Becomes a World Power Section 6: A The Outbreak of WWI Section 7: A New Kind of Warfare (Lusitania) Section 8: To Make the World “Safe for Democracy” (Zimmerman Telegram)


Zimmerman Telegram/Lusitania – p. 152

Central & Allied Powers – p. 150

Pershing/doughboys – p. 155

Hoover – p. 154

Tyson – p. 156

York – p. 158

Brain Pop: - World War I


- Sinking of the Lusitania & the Zimmerman Telegram

- World War I Begins in Europe

- Map Showing Alliances

- -America in the 20th Century: World War I: The War in Europe



Jan.

5-8

5.45 Refer to details and examples in a text to explain the aims of world leaders in the Treaty of Versailles and why the United States rejected Wilson’s League of Nations. (C, E, G, H, P) 5.46 Evaluate the role of Tennessee as the “Perfect 36” and the work of Anne Dallas Dudley, Harry Burn, and Governor Roberts in the fight for women’s suffrage and Josephine Pearson’s opposition. (C, P, TN)

What was the purpose of the Treaty of Versailles and the League of Nations? Why did the United States reject the League of nations? Why did women ask for the right to vote? What were the arguments for and against allowing women to vote? How did certain people and events lead to the passing of the 19th Amendment? Vocabulary: suffrage civil rights equality tolerance prejudice opposition petition enfranchise

Activities:

Create posters with slogans that suffragettes could

have used in a march. Write a paragraph

explaining how your slogan will help them in

equal rights.

Old Textbook:

Unit 3: Lesson 3 After the War

Wilson’s League of Nations – p. 249

Treaty of Versailles – p. 250


TCI Online: Lesson 27 – The United States Becomes a World Power Section 10: The Struggle for Peace (Treaty of Versailles) Lesson 28 – The Rise of Industry Section 2: A Nation Transformed (Cornelius Vanderbilt, The Gilded Age) Section 3: Improved Technology (Thomas Edison, Alexander Bell, Henry Ford)


Perfect 36 – p. 163

Dudley –p. 163-167

Burn – p. 166-167

Roberts – p. 165

Brain Pop:

-Women’s Suffrage


- The Clouds of War

Powerpoints:



Jan.

11-15

5.47 Make connections with the growth of popular culture of the “Roaring Twenties” with the following: (C,E, TN) • W.C. Handy, Bessie Smith • automobiles, radios, and nickelodeons • Harlem Renaissance • WSM, Grand Ole Opry • Charles Lindbergh and the Spirit of St. Louis • mass production, “just in time” inventory, appliances 5.48 Determine the meaning and use of economic terms credit, interest, and debt and the role these played in the economy of the 1920s. (E)

How did American culture change in the 1920’s? What developments impacted this change? How did buying on credit and installment payments change the economy in the 1920’s? Vocabulary: economic boom credit interest Stock market nickelodeons broadcast mass production aviation Writing Activity: Imagine you were Charles Lindbergh and write a story based on the details of your historic flight.

Activities:

-Discover Kids Magazine Roaring 20’s

-Create a newspaper with all things that shaped

popular culture of the 1920’s. Include

advertisements and pictures for that era.

Old Textbook:

Unit 3: Lesson 1 Boom Brings Change

economic terms credit, interest, and debt and the role these played in the economy of the 1920s – p. 259-60

TCI Online:

Lesson 28 – The Roaring Twenties and the Great Depression Section 2: The Roaring Twenties


Chapter 5 Lesson 1 – p. 174 Handy – p. 177 Nickelodeons – p. 189 Radios – p. 181 Grand Ole Opry –p. 182-183 Economic terms – p. 196-199

Brain Pop:


- History in Focus: 1920-1929

- America in the 20th Century: The Roaring Twenties

Powerpoints:



Jan.

19-22

5.49 Analyze the events that caused the Great Depression and its impact on the nation and Tennessee, including mass unemployment, Hoovervilles, and soup kitchens. (C, E, H, TN) 5.50 Use specific textual evidence from primary and secondary source to summarize the success, failures, and challenges of President Roosevelt’s New Deal policies, including: (C, E, G, H, TN) • Social Security • Civilian Conservation Corps • Federal Deposit Insurance Corporation • Tennessee Valley Authority • Cumberland Homesteads • Great Smoky Mountains National Park 5.51 Compare and contrast a first hand and second hand account of the impact of the Dust Bowl of the 1930s. (E, G, C)

What events caused the Great Depression? How did the Great Depression impact the nation? Using primary and secondary sources, can you summarize the policies of President Roosevelt’s New Deal? Can you explain the Dust Bowl? How do different accounts of the same event aid in your understanding of the event? Vocabulary: economic bust hydroelectricity unemployment regulation debt charity Social Security minimum wage

Activities:

-Discover Kids Magazine Great Depression

-Write an essay that summarizes the causes and

effects of the Great Depression.

-Create a photo journal of the Great Depression

and write summaries with each picture.

Old Textbook:

Unit 4 Chapter 9: The Great Depression and

WWII

Lesson 1: The Good Times End p. 302

Lesson 2: The Great Depression p. 306

Hooverville – p. 309

TCI Online: Lesson 28 – The Roaring Twenties and the Great Depression Section 4: The Great Depression


Causes of Great Depression – Chapter 5 Lesson 3 p. 196-207 New Deal: • Civilian Conservation Corps – p. 212 • Tennessee Valley Authority –p. 214-215 • Cumberland Homesteads - p. 213 -Dust Bowl – p. 206-207

Brain Pop:

Great Depression

Great Depression Causes

New Deal

Franklin D. Roosevelt

Assembly Line


- America in the 20th Century: The Great Depression

Powerpoints:



Jan.

25-29

5.52 Using a graphic organizer to compare and contrast the rise of fascism, totalitarianism, and Nazism in Europe and Japan, the leaders and the goals of the Germany, Italy, and Japan. (P, H) 5.53 Compare and contrast different stories from media, and informational text regarding the bombing of Pearl Harbor and its impact on the United States, including the USS Arizona and USS Tennessee and America’s entry in the war. (H, TN)

What were the goals of the leaders of the Axis Powers during WWII? According to the texts, how did the bombing of Pearl Harbor impact the United States? Did it lead to America’s entry to WWII? Vocabulary: facism internment camp racism dictator mobilize aircraft carrier atomic bomb concentration camp

Activities:

-Create a organizer to summarize the leaders,

governments, and goals of each country.

Old Textbook:

Nazism – p. 329; 333

Fascism – p. 329

Japan – p. 330

Germany – p. 331

TCI Online: Lesson 29 – World War II Introduction: fascism, totalitarianism, Nazism Section 2: The United States Enters WWII


Chapter 6 Lesson 1 Fascism – p. 225 Nazi 0 p. 222 Pearl Harbor – p. 232-233

Brain Pop: Holocaust Adolph Hitler

Discovery Education Videos: - Adolph Hitler

- Totalitarianism article

- Japan Attacks Pearl Harbor

Powerpoints:



Feb.

1-5

5.55 Locate the Axis and Allied Powers and the major theaters of war on a map. (G) 5.56 With supporting facts and details provide reasons for rationing, victory gardens, the design of The Rosie the Riveter ideal (Avco jobs for Tennessee women) and the Women Airforce Service Pilots-Cornelia Fort. (C, E, H, TN) 5.57 Write an informative text about the Holocaust and its impact. (C, P, H)

Who were the Axis Powers and who were the Allies? How did these alliances impact the war? How did life change for Americans during WWII? Why did these changes occur? What was the Holocaust? How did it impact the world? Writing Activity: Write an informative essay about the Holocaust and its impact on the word.

Activities:

-Discover Kids Magazine WWII

-Create propaganda posters similar to the Rosie the

Riveter that include reason supported by facts and

details found in their research.

Old Textbook:

Axis & Allies – p. 343 p. 362

The Holocaust – p. 365

TCI Online: Lesson 29 – World War II Section 9: Women In WWII


Axis & Allied Powers – p. 225-227 Rationing – p. 239 Rosie the Riveter – p. 240-241 Cornelia Fort – p. 240 Holocaust – p. 228-229

Brain Pop: World War II Causes

World War II

Holocaust

Discovery Education Videos: - The Holocaust: In Memory of Millions

- World War II (axis & allied powers)

- “Rosie the Riveter” joins the War Effort

(clip)

Powerpoints:



Feb.

8-12

5.54 Evaluate the constitutionality of Japanese internment during the war. (C, E, P, H) 5.58 Clarify the reasons for the German surrender and reasons for the European division of Germany. (G, H) 5.59 Describe the role of the Manhattan Project and Oak Ridge, Tennessee in ending World War II and the decision to drop the atom bomb on Japan. (H, TN) 5.60 Explain the purpose of the formation of the United Nations and the role of Cordell Hull. (H, TN)

Was it Constitutional to place Japanese Americans in internment Camps after the Pearl Harbor attacks?

What events led to Germany’s surrender? What were the reasons for the European division of Germany? What role did the Manhattan Project, Oak Ridge, TN, and the atomic bomb have in ending WWII/ What was the purpose of the United Nations? What role did Cordell Hull play in the formation of the United Nations?

Activities:

Old Textbook:

Japanese Internment – p. 351

German Surrender – p. 375

Atom bomb on Japan – p. 376-376

United Nations – p. 407

TCI Online: Lesson 29 – World War II Section 2: The United States Enters WWII Section 10: Japanese Americans and the War


Japanese – p. 234

Surrender of Germany – p. 247

Oak Ridge – p. 248-249

Cordell Hull –p. 261-262

Brain Pop: Hiroshima and Nagasaki

Discovery Education Videos: - Japanese Internment Camps

Powerpoints:



Feb.

16-19

The Modern United States 5.61 Identify the reasons for the growth of suburbs, home ownership, mass media, Interstate Highway System, and a consumer society after the war. (C, E, G) 5.62 Examine the meaning and the main events of the “Cold War,” including the Space Race, Berlin Wall, arms race, Rosenbergs, and the Cuban Missile Crisis. (C, E, H, P) 5.63 Trace the Korean War, its outcome, and the use of United Nations peacekeeping troops. (E, H, P)

What caused the economic boom after World War II? How have particular events shaped the United States after World War II?

Activities:

Old Textbook:

Unit 5: Lesson 1 New Threats to Peace

Cold War –p. 408

Lesson 2: The Korean War Years p. 413

Lesson 3: Life in the 1950’s

A Growing Economy – p. 419

TCI Online: Lesson 30 – The Cold War Section 3: Forming Teams Section 4: The Cold War at Home Section 6: The Cold War Heats Up Section 7: The End of the Cold War


Growth of Suburbs – p. 268 Cold War – p. 264-267 Korean War – p. 266-267

Brain Pop: Cold War

Discovery Education Videos: Cold War

Cold War Conflict

Powerpoints:



Feb.

22-26

5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN) 5.65 Analyze the key events and struggles during the Civil Rights Movement, including: (C, E, H, P) • Brown v. Board of Education • Non-violent protest and the influence of the Highlander Folk School • Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennessee • Montgomery Bus Boycott and Rosa Parks • Tent Cities in Fayette and Haywood Counties • Nashville Sit-Ins and Diane Nash • Freedom Riders • Dr. Martin Luther King, Jr.

What role did Tennessee play in the development of American music in the fifties, sixties, and seventies? What events led to the Civil Rights Act of 1964? What was the goal of each event? Vocabulary: civil rights desegregation nonviolent protest sit-ins

Activities:

-Create a foldable that summarizes the events

Old Textbook:

Lesson 3: Life in the 1950’s • Brown v. Board of Education –p. 420 • Montgomery Bus Boycott and Rosa Parks – p. 421 • Dr. Martin Luther King, Jr. – p. 421; 448

TCI Online: Lesson 30– The Civil Rights Movement Section 2: Discrimination Against African Americans Section 3: The Supreme Court Ends School Segregation Section 4: Montgomery Bus Boycott Section 5: Nonviolent Protests


Music Industry – p. 272-277

• Brown v. Board of Education –p. 282 • Non-violent protest and the influence of the Highlander Folk School –p. 285 • Central High School-Little Rock, Arkansas and Clinton High School in Clinton, Tennessee - p. 284 • Montgomery Bus Boycott and Rosa Parks - p. 286 • Tent Cities in Fayette and Haywood Counties –p. 288 • Nashville Sit-Ins and Diane Nash –p. 294-299 • Freedom Riders – p. 299 • Dr. Martin Luther King, Jr. – p. 285-287

Brain Pop:

-Brown v. Board of Education

-Martin Luther King, Jr.

-Civil Rights

-Elvis Presley

Videos:


Feb.

29-

Mar. 4

5.66 Explain the effect President Kennedy’s assassination had on the country, including passage of the Civil Rights Act and Voting Rights Act, and continuing the space program. (H, P) 5.67 Integrate information from a variety of texts to explain the cause, controversy of, and outcome of the Vietnam War. (C, E, G, H, P)

What was the purpose of the Civil Rights Act?

Activities:

Old Textbook:

Chapter 13: Lesson 1: Opportunities and

Challenges p. 430 (Kennedy)

Kennedy Assassination – p. 437a

Civil Rights Act & Voting Rights Act – p. 449

Lesson 4: More Changes

Vietnem War – p. 458

TCI Online: Lesson 32 – Contemporary American Society Section 3: The 1960’s (Kennedy & Vietnam)


Kennedy assassination – p. 304-307

Vietnam War – p. 308-309

Brain Pop: - John F. Kennedy -Civil Rights

Discovery Education Videos: JFK Assassination

Vietnam War

Powerpoints:



Mar.

7-11

5.68 Determine the main ideas surrounding the presidency of Nixon, including the end of the Vietnam War, the trip to China, Watergate, and resignation. (E, H, P) 5. 69 Investigate the works of Alex Haley and his influence on American culture. (C, TN)

Activities:

Old Textbook:

Lesson 4: More Changes

The Nixon Years – p. 460

TCI Online: Lesson 32 – Contemporary American Society Section 4 The 1970’s (Watergate)


Nixon – p. 314-316

Alex Haley – p. 317

Brain Pop:

- Richard Nixon -Vietnam War

Discovery Education Videos: Watergate

The Legacy: Watergate’s Place in Hostory

Alex Haley’s Roots

Powerpoints:



Mar.

14-18

5.70 Analyze the significant events of Reagan’s presidency, including: (C, E, H, P) • return of national pride • economic recovery • decline of the Cold War • immigration policy change 5.71 Explain the events that lead to the Persian Gulf War and its outcome. (E, G, H, P)

Activities:

Old Textbook:

Chapter 14: Lesson 1: The Cold War Ends

Reagan – p. 471

Lesson 2: The Century Ends

The Persian Gulf War – p. 480

TCI Online: Lesson 32 – Contemporary American Society Section 5: The 1980’s (Reagan)


Reagan – p. 318-319

Persian Gulf War – p. 320

Brain Pop:

-Cold War

Discovery Education Videos: Reagan: An American Life

Persian Gulf War: Battles, strategies, and reactions

at home

Powerpoints:



Mar.

28-

Apr. 1

5.72 Summarize the significant contributions to American culture of entrepreneurs and innovators, including: (C, E, TN) • Ray Kroc • Sam Walton • Fred Smith • Bill Gates • Michael Dell • Steve Jobs

How has innovation impacted American culture?

Activities:

Research the contributions of one

entrepreneur/innovator and create a poster that

summarizes their findings.

Websites:

• Ray Kroc – Mc Donalds http://www.biography.com/people/ray-kroc-9369349 • Sam Walton - Wal Mart http://www.biography.com/people/sam-walton-9523270 • Fred Smith – FedEx http://www.referenceforbusiness.com/biography/S-Z/Smith-Fred-1944.html • Bill Gates – Microsoft http://www.biography.com/people/bill-gates-9307520 • Michael Dell – Dell http://www.biography.com/people/michael-dell-9542199 • Steve Jobs – Apple http://www.biography.com/people/steve-jobs-9354805

Brain Pop:

- Steve Jobs

Videos:

Powerpoints:

http://www.biography.com/people/ray-kroc-9369349

http://www.biography.com/people/ray-kroc-9369349

http://www.biography.com/people/sam-walton-9523270

http://www.biography.com/people/sam-walton-9523270

http://www.referenceforbusiness.com/biography/S-Z/Smith-Fred-1944.html

http://www.referenceforbusiness.com/biography/S-Z/Smith-Fred-1944.html

http://www.biography.com/people/bill-gates-9307520

http://www.biography.com/people/bill-gates-9307520

http://www.biography.com/people/michael-dell-9542199

http://www.biography.com/people/michael-dell-9542199

http://www.biography.com/people/steve-jobs-9354805

http://www.biography.com/people/steve-jobs-9354805



April

4-8

5.73 Analyze the increase in terrorism, the tragedy of September 11, 2001, and the role of the United States in Afghanistan and the war in Iraq. (C, G, H, P) 5.74 Identify the significance of the election of 2008, including the primary run of Hillary Clinton and election of Barack Obama. (C, H, P)

Activities:

Old Textbook:

TCI Online: Lesson 32 – Contemporary American Society Section 7: The 2000’s (September 11, Obama)


September 11 – p. 324-327

Election of 2008 – p. 329-330

Brain Pop:

-Barack Obama

-September 11th

Videos: -September 11 Terrorist Attack

-War on Terrorism

-The Story of Barack Obama

Powerpoints:

Next

weeks

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