Social Studies – U. S. Since 1877 Unit of Study: World War I second Grading Period – Unit 1 curriculum overview

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  The United States was still facing the challenges of the Great Depression when at the same time militarism and dictatorship was rising in Europe and Japan. As the 1930s was coming to a close, these dictatorships would cause the rise of the alliance system and eventually into another global conflict that would send the United States into war.
  

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  Lesson 1: Prelude to War (1931-1941)
  

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  How can solving one conflict cause another?
  

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  How were the causes of World War II similar and different from those of World War I?
  
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  How did the Treaty of Versailles and events after the treaty set the stage for the growth of dictatorships in Europe?
  

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  US.1A Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
  
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  US.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
  
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  US.1C Explain the significance of the following dates: 1941-1945.
  

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  US.6A Identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor.
  

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  US.14A Describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression.
  

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  US.19A Describe qualities of effective leadership.
  
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  US.19B Evaluate the contributions of significant political and social leaders in the United States such as Franklin Roosevelt.
  

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  US.24A [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information about the United States.
  

Including, but not limited to:

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  Identifying the characteristics of this era and how it is different from previously studied eras.
  
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  Identifying the reasons for World War II
  
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  Analyzing major events that occurred during World War II.
  
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  Describing how World War II affected the economics of the United States.
  
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  Explain how World War II changed the role of the national government in the United States.
  
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  Describe the characteristics of good leadership.
  
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  Evaluate the contributions of important political and social leaders during this era.
  
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  Describe the effects of World War II in art, literature, and music.
  
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  Identify examples of art, music and literature during this era that conveys universal themes.
  
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  Explain the effects of scientific discoveries and innovations during this era.
  

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  US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.
  
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  US.24G Support a point of view on a social studies issue or event.
  

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  US.25A Use social studies terminology correctly.
  
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  US.25B Use standard grammar, spelling, sentence structure, and punctuation.
  
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  US.25C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
  

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  US.25A Use social studies terminology correctly.
  
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  US.25B Use standard grammar, spelling, sentence structure, and punctuation.
  
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  US.25C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
  
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  US.25D Create written, oral, and visual presentations of social studies information.
  

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  US.26A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
  

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  US.26B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
  

Including, but not limited to:

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  Maps showing historical information within and outside of the United States.
  
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  Journal entries reflecting on social studies information and issues.
  
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  Looking at various primary and secondary resources.
  
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  Problem solving social, economic and political issues of this era.
  

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  ELPS C.2f The student is expected to listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.
  
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  ELPS C.3f The student is expected to ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.
  
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  ELPS C.4c The student is expected to develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.
  
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  ELPS C.5f The student is expected to write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.
  

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  listen to and derive meaning of new vocabulary dealing with the causes of World War II from a variety of visual such as propaganda posters and auditory resources.
  
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  ask and give information using vocabulary from the word wall to communicate the reasons for World War II.
  
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  develop sight vocabulary by using self-made posters, vocabulary from the word wall, and other environmental print regarding the issues surrounding the United States entering the war.
  
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  write using Junior-level sentence structure in increasingly accurate levels when writing about political changes that occurred during this era.
  

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  CCRS IA.1 The student is expected to use the tools and concepts of geography appropriately and accurately.
  
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  CCRS IA.4 The student is expected to evaluate the causes and effects of human migration patterns over time.
  
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  CCRS IA.5 The student is expected to analyze how various cultural regions have changed over time.
  
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  CCRS IIIA.3 The student is expected to analyze how and why diverse communities interact and become dependent on each other.
  
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  CCRS IVC.1 The student is expected to understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
  
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  CCRS VA.2 The student is expected to use conventions of standard written English.
  

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  CCRS IA.1 The student is expected to engage in scholarly inquiry and dialogue.
  
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  CCRS IB.1 The student is expected to consider arguments and conclusions of self and others.
  
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  CCRS IE.1 The student is expected to work independently.
  
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  CCRS IE.2 The student is expected to work collaboratively.
  
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  CCRS IF.4 The student is expected to understand and adhere to ethical codes of conduct.
  
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  CCRS IIA.1 The student is expected to use effective pre-reading strategies.
  
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  CCRS IIA.2 The student is expected to use a variety of strategies to understand the meanings of new words.
  
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  CCRS IIA.8 The student is expected to connect reading to historical and current events and personal interest.
  

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  use the tools and concepts of geography to analyze the movement of people and the effects of spatial diffusion during this era.
  
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  evaluate the causes and effects of migration patterns during this era.
  
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  analyze how the cultural regions found in Europe, North America and South America changed during this era.
  
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  understand and interpret presentations given by peers.
  
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  use the conventions of standard written English when composing during this unit.
  

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  discuss issues and events regarding this era with peers.
  
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  consider arguments for and against colonization as presented by others.
  
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  conduct assignments independently.
  
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  work collaboratively in groups providing input and help complete assignments on time.
  
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  understand and adhere to ethical codes of conduct.
  
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  use effective pre-reading strategies when analyzing primary and secondary sources.
  
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  use different strategies to understand the meanings of new words.
  
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  relate historical issues and events to modern issues and events.
  

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  Given information on World War II, the student will analyze the political, economic, and social issues surrounding the causes of the war with 90% accuracy.