Grade+8

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || **Language Arts Standard(s)** || Under-standing || *Become knowledgeable about textbook structure and organization.
 * Teachers****:** (Steskal)
 * Textbook:** (American History: Reconstruction to the Present, McDougal Littell, 2008)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||= **(9)** ||~ (10) ||
 * **Page #s** || **Unit** || **Objective:**
 * xviii-xxv || Reading for


 * Learn key strategies for reading history text.


 * Become more knowledgeable about state social studies standards. || SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.5 Students will develop historical research skills. ||  || 1. purpose 2. strategies 3. standards 4. essential question 5. connect 6. assessment 7. democratic 8. citizenship 9. diversity 10 unity 11. impact 12. immigration 13. migration 14. economics 15. expansion 16. technology || Student textbook: Reading for Understanding


 * Four Steps to Being a Strategic Reader


 * Themes of American History


 * Exploring History Online


 * NE Social Studies Standards

[|teachinghistory.org]

[|Language Arts PowerPoints & Activities]

[|Social Studies PowerPoints, Lesson Plans, Games] || *Activity: Can you find it? (xviii)
 * Individual investigation of online resources
 * Group research and report on NE Social Studies Standards || *Teacher created assessment *Textbook and online resources scavenger hunt


 * Student created projects || LA 8.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.

LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.

LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text

LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.

LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital). || 1-S29 || Test- taking Stra- tegies and Practice || *Develop and practice skill needed to study history, such as analyzing primary and secondary sources, maps, political cartoons, charts, graphs, and timelines.
 * S


 * Develop and practice strategies to take standardized tests, such as answering multiple choice,constructed-response, extended-response, and document-based questions. || SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.5 Students will develop historical research skills ||  || 1. multiple choice 2. primary sources 3. secondary sources 4. political cartoons 5. charts 6. line and bar graphs 7. pie graphs 8. political maps 9. thematic maps 10. timelines 11. constructed response 12. extended response 13. document based questions 14. observe 15. analyze 16. reflect 17. question 18. infer 19. evaluate 20. trace 21. compare 22. contrast 23. formulate 24.predict 25. explain 26. support 27. summarize 28. describe || Student textbook: Guide to Test-taking Strategies and Practice

[|National Archives]

[|Finding, Using, Citing Primary Resources & Documents]

[|teachinghistory.org: Reading Primary Source Documents]

[|Best of History Websites: U.S./World History & Geography] || [|Online Strategies & Practice] || [|Online Diagnostic Test] || LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. || graphy Hand- book
 * A1-39 || Geo-

Atlas || *Examine the five themes of geography and explore how the aid geographic observation and analysis.


 * Explain how the geography of the United States has affected its development. || SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.

SS 8.3.2 Students will examine how regions form and change over time. . SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment

SS 8.3.4 Students will analyze and interpret patterns of culture around the world.

SS 8.3.5 Students will analyze how humans have adapted to different physical environments

SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions ||  || 1. location 2. region 3. place 4. movement 5. human environment interaction 6. physical map 7. political map 8. historical map 9. line 10 symbol 11. label 12. compass rose 13. scale 14. legend/key 15. longitude 16. latitude 17. GPS: global positioning system 18. GIS: geographic information system 19. hemisphere 20. projection 21. resources 22. biome/ climate 23. vegetation 24. physical processes 25. culture 26. population 27. spatial pattern/arrangement 28. cartography || *Geography Handbook
 * Rand McNally Atlas

[|USGS Earthshots]

[|National Geographic Map Machine]

[|Great Globe Gallery]

[|Geosystems]

[|Browse the World: Mr. Dowling]

[|Geography PowerPoints, Games, Lesson Plans]

[|Best of History Websites: U.S./World History & Geography] || Locate, use, cite:
 * textbook atlas
 * student atlas
 * online resources
 * classroom map/globe || *Geography Handbook Assessment pp. A18-A19


 * Student created projects || LA 8.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.

LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.

LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills. || Pro- logues || *Prologue1: Explain how Native Americans, Europeans, and Africans came together in N. America
 * 1-13 || Review:

Describe characteristics of the English colonies in N. America
 * Prologue 2:

Trace events that transformed colonies into independent states united under a new constitution
 * Prologue 3:

Describe how the United States established a government, expanded westward, and related to other countries between 1789-1860
 * Prologue 4 (pt.1)

Describe how the United States changed economically, politically, and socially between 1789-1860
 * Prologue 4 (pt. 2)


 * Prologue 5: Identify major events of the Civil War that eventually led to Union victory

Describe the short- and long-term effects of slavery, the Civil War, and Reconstruction || SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
 * Prologue 6:

SS 8.3.5 Students will analyze how humans have adapted to different physical environments.

SS 8.4.1 (WLD) Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (WLD) Students will analyze the impact of people, events, ideas, and symbols upon world history using multiple types of sources.

SS 8.4.3 (WLD) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (WLD) Students will identify causes of past and current events, issues, and problems.

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || Prologue 1 1. migrate 2. Olmec 3. Maya 4. Mesoamerica 5. Inca 6. Aztec 7. socities 8. culture 9. trans-Atlantic trade 10. slavery 11. labor

Prologue 2 1. colony 2. Proestant 3. tolerance 4. Quaker 5. export 6. cash crop 7. representative assembly 8. House of Burgesses 9. plantation 10. French & Indian War

Prologue 3. 1. frontier 2. taxes 3. rights 4. militia 5. patriot 6. revolution 7. liberty 8. confederation 9. three-fifths comprimise 10. Constitution 11. Bill of Rights

Prologues 4 (I & II) 1. republican 2. debt 3. cabinet 4. democracy 5. alliances 6. isolationism 7. War of 1812 8. Mexican War 9. Oregon Territory 10. Mexican cession 11. California Gold Rush 12. Trail of Tears 13. reservation 14. temperance 15. abolitionist 16. industry 17. commerce 18. Civil War 19. strikes 20. expansion 21. technology 22. Underground Railroad 23. Harper's Ferry 24. Kansas-Nebraska Act 25. secede

Prologue 5 1. Union 2. Confederate 3. First Battle of Bull Run 4. Anaconda Plan 5. Emancipation Proclamation 6. Ulysses S. Grant 7. Gettysburg 8. Robert E. Lee 9. Vicksburg 10. Sherman's March 11. reconstruction 12. federal 13. ratify 14. Amendment 15. Comprimise of 1877 16. carpetbagger 17. impeachment 18. debt 19. discrimination 20. segregation || * Prologues 1-6 (pp. 1-13)
 * Geography Handbook


 * Rand McNally Atlas

[|Library of Congress: Immigration...Native Americans]

[|National Archives: Docs Teach]

[|National Archives: Teachers]

[|Browse the World: Mr. Dowling]

[|Geography PowerPoints, Games, Lessons]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games]

[|Best of History Websites: U.S./World History & Geography] || *Reading analysis

/summaries
 * Notes


 * Student created posters/projects || *Student-created timeline || LA 8.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.

LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.

LA 8.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.

LA 8.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.

LA 8.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

LA 8.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple genres.

LA 8.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations.

LA 8.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.

LA 8.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.

LA 8.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital). || tution & Citizen- ship Hand- books || *Identify and explain ways in which our 220-year- old Constitution has remained a living document || *SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
 * 14-61 || Consti-

*SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.

SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.

SS 8.2.11 Students will explain how tax revenues are collected and distributed.

SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.

SS 8.2.13 Students will identify how international trade affects the domestic economy. ||  || 1. Constitution 2. Bill of Rights 3. Amendment 4. living document 5. Article 6. popular sovereignty 7. Republicanism 8. Federalism 9. separation of powers 10. checks and balances 11. limited govt. 12. individual rights 13. preamble 14. congress 15. House of Representatives 16. elections 17. qualifications 18. electors 20. federal office terms and requirements (p. 22) 21. judiciary 22. rights 23. responsibilities 24. citizen 25. citizenship 26. naturalization 27. civil rights || *Student textbook

[|National Archives: Docs Teach]

[|National Archives: Teachers]

[|Browse the World: Mr. Dowling]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games]

[|Best of History Websites: U.S./World History & Geography]

[|Foundation for Teaching Economics]

[|International Trade Lesson: Indiana University] || *Notes /summaries


 * Student created posters/projects


 * Taking Action Activity, p. 60


 * Foreign Currency/Exchange activity/video


 * International Trade Activity || *Constitution Assessment, pp. 52-53


 * Taking Action Activity, p. 60

2. analyze 3. reflect 4. question 5. infer 6. evaluate 7. trace 8. compare 9. contrast 10. formulate 11.predict 12. explain 13. support 14. summarize 15. describe || *[|Library of Congress Prints & Photographs Online]
 * How to be a Model Citizen Activities, p. 61 ||  ||
 * 62-63 || **__U1__ Intro.** || *Analyze primary sources for detail || SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. ||  || 1. observe


 * [|Library of Congress Primary Source Analysis Tool]


 * Student copies of //M//ulber//ry St.// photograph; magnifying glasses || *Photograph analysis


 * Group discussion || *Group presentation

*Individual analysis tools ||  ||
 * 64-69 || **__U1__ Ch1 S1** || ** *Explain how nation changed as a result of westward movement after the Civil War. **


 * Describe how the transcontinental railroad was built


 * Summarize how the railroads changed the nation || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **


 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. **

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || 1. trans-continental railroad 2. Great Plains 3. frontier 4. solar time 5. standard time || *Reading Study Guide, pp. 1-2


 * RSG/Additional Support, pp 9-10


 * Building Background Vocab, p. 34


 * Connect Geo. and Hist., pp. 41-42


 * Reteaching Act. - U7RB p. 51


 * [|Animated History: U.S. Population Density]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Browse the World: Mr. Dowling]

[|Geography PowerPoints, Games, Lessons]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Online Activity


 * Worksheets


 * Study Guides || *Reading Analysis

*Section Quiz, p. 51

*Reteaching Activity, p. 55

*Daily Test Transparency TT62 ||  ||
 * 70-77 || **__U1__ Ch1 S2** || ** *Explain how nation changed as a result of westward movement after the Civil War. **


 * Explain how the discovery of gold and silver in the West caused a population surge


 * Summarize the growth and decline of the long drives in the cattle industry


 * Compare the myths and realities of the West during this time

2. long drive 3. vigilante 4. buffalo soldier 5. Mexicano 6. Anglo 7. lode 8. boomtown 9. black codes || *RSG, pp. 3-4
 * Identify forces that increased population in western cities and in the Southwest ||  ||   || 1. vaquero
 * RSG/Additional Support, pp. 11-12
 * Skillbuilder Practice, p. 35
 * Interdisciplinary Projects, pp. 39-40
 * American Literature, pp. 48-50
 * [|Animated History: Cattle Drive Trails]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Online Activity


 * Worksheets


 * Study Guides || *Reading Analysis

*Section Quiz, p. 52

*Reteaching Activity, p. 56

*Daily Test Transparency: TT63 ||  ||
 * 78-83 || __**U1**__ **Ch1 S3** || ** *Explain how nation changed as a result of westward movement after the Civil War. **


 * Describe Native American life on the Great Plains


 * Identify ways Native Americans tried to resist efforts by the settlers to take their lands

2. Sitting Bull 3. George A. Custer 4. Battle of the Little Bighorn 5. Dawes Act 6. Wounded Knee Massacre 7. nomadic 8. reservation || *RSG, pp. 5-6
 * Summarize the forces that led to the end of traditional Native American life ||  ||   || 1. Sand Creek Massacre


 * RSG/Ad. Support, pp. 13-14


 * America's History Makers, pp. 37-38


 * Primary/Secondary Sources, pp. 44-45


 * Reader's Theater, pp. 275-282

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides


 * Historical Drama || *Reading Analysis

*Section Quiz, p.53

*Reteaching Activity, p. 57

*Daily Test Transparency: TT64 ||  ||
 * 86-93 || ** __U1__ Ch1 S4 ** || ***Explain how nation changed as a result of westward movement after the Civil War.**


 * Explain the government's land policies


 * Describe farm life on the Great Plains


 * Summarize how and why farmers organized to gain political power

2. Exodusters 3. sodbusters 4. Grange 5. Populist Party 6. gold standard 7. William Jennings Bryan 8. sod || *RSG, pp. 7-8
 * Describe the closing of the frontier and historical views on it ||  ||   || 1. Homestead Act

*RSG/Ad. Support, pp. 15-16

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">*Vocab. Practice, p. 33

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">*Economics in History, p. 36

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">*Connect to Today, p. 43

<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">*Primary/Secondary Sources, pp. 46-47

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section quiz, p. 54

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 58

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT65 ||  || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Chapter Summary; Name Game; Flipcard; <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;"> Geogame || *Chapter Review, pp. 96-97
 * || **__ U1 __ Ch1 End ** || ***Explain how the nation changed as a result of westward movement after the Civil War** ||  ||   || See Chapter 1, Sections 1-4 || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">[|ClassZone.com]


 * Online Review || *Chapter 1 Test, Forms A-C, pp. 59-70 ||  ||
 * 100-109 || __**U1**__ ** Ch2 S1 ** || ***Explain how the nation changed as a result of westward movement after the Civil War**


 * Describe new problems and opportunities developed as America became a political power.


 * Describe the growth created by the Industrial Revolution and changes in American life


 * Compare corporations with privately-owned businesses and describe how they changed the American business world


 * Summarize the results of economic growth || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups. **


 * SS 8.2.4 Students will identify how private ownership of property is a basic institution of a market economy. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **


 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. **

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || 1. Lewis Latimer 2. Thomas Edison 3. Alexander Graham Bell 4. John D. Rockefeller 5. robber baron 6. Andrew Carnegie 7. Guilded Age 8. patents 9. corporation 10. monopoly 11. trust 12. business cycle 13. shareholder 14. depression || *RSG, pp. 71-72


 * RSG/Ad. Support, pp. 81-82


 * Building Background Vocab., pp. 112


 * Economics in History, p. 114


 * America's History Makers, p. 115-116


 * Connect Geo. and History, pp. 119-120


 * [|Animated History: Industrial Growth, 1860-1900]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides


 * Online Activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 129

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 134

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT66 ||  ||
 * 110-117 || __**U1**__ **Ch2 S2** || *Describe new problems and opportunities developed as America became a political power.


 * Identify reasons why cities grew quickly and how urban life changed


 * Describe the new immigrants and their settlement patterns


 * Explain the process of assimilation and native reaction to the new immigrants

2. Angel Island 3. melting pot 4. assimilation 5. Chinese Exclusion Act 6. Jane Adams 7. Hull House 8. social gospel movement 9. Tammany Hall 10. urbanization 11. sweatshop 12. tenements 13. slum 14. political machine || *RSG, pp. 73-74
 * Summarize problems created by rapid urban growth and tell why political machines controlled certain areas ||  ||   || 1. Ellis Island
 * RSG/Ad. Support, pp. 83-84
 * Skillbuilder Practice, p. 113
 * Primary/Secondary Sources, pp. 122-125
 * American Literature, pp. 126-128
 * [|Animated History: Ellis Island]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides


 * Online Activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 130

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p.135

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT67 ||  ||
 * 120-125 || __**U1**__ **Ch2 S3** || *Describe new problems and opportunities developed as America became a political power.


 * Describe the history of racism in America, the increase in segregation and violence, and the development of Jim Crow laws

2. segregation 3. Ida B. Wells 4. Plessy v. Ferguson //5. Booker T. Washington// //6. W. E. B. Du Bois// //7. NAACP// //8. literacy// //9. lynch// || *RSG, pp. 75-76
 * Summarize the responses to racism of African Americans and contrast th approaches of Washington Du Bois ||  ||   || 1. Jim Crow


 * RSG/Ad. Support, pp. 85-86


 * Historic Supreme Court Decisions, pp. 273-274

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 131

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 136

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT68 ||  ||
 * 126-131 || __**U1**__ **Ch2 S4** || *Describe new problems and opportunities developed as America became a political power.


 * List reasons shy workers organized unions and identify issues in early labor unions

2. socialism 3. Haymarket Affair 4. Samuel Gompers 5. American Federation of Labor (AFL) 6. Homestead Strike 7. Pullman Strike 8. Eugene V. Debs 9. anarchist || *RSG, pp. 77-78
 * Describe the struggle between business and labor, including early setbacks, gains, and strikes ||  ||   || 1. Knights of Labor


 * RSG/Ad. Support, pp. 87-88

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 132

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 137 <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Daily Test Transparency: TT69 ||  ||
 * 132-136 || __**U1**__ **Ch 2 S5** || *Describe new problems and opportunities developed as America became a political power.


 * Identify causes and effects of expanded education and publishing during this historical period

2. Joseph Pulitzer 3. William Randolf Hearst 4. vaudeville 5. ragtime 6. leisure 7. consumer || *RSG, pp. 79-80
 * Describe the development of the consumer society and mass culture ||  ||   || 1. mass culture


 * RSG/Ad. Support, pp. 89-90


 * Vocab. Practice, p. 111


 * Interdisciplinary Projects, pp. 117-118


 * Connect to Today, p. 121

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guides


 * Project || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 133

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 138

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT70 ||  || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">[|ClassZone.com] || *Chapter Review, pp. 138-139
 * || **__ U1 __ Ch2 End ** || *Identify/explain new problems and opportunities developed as America became an industrial power ||  ||   || See Chapter 2, Sections 1-5 || Chapter Summary; Name Game; Crossword Puzzle; Flipcard


 * Online Review || Chapter Test, Forms A-C, pp. 139-150 ||  ||
 * 142-147 || ** __U1__ Ch3 S1 ** || *Identify the goals of the Progressive movement


 * Analyze Theodor Roosevelt's square deal


 * Explain Roosevelt's civil rights dilemma || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups. **


 * SS 8.2.5 Students will identify the basic economic systems in the global economy. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || 1. progressivism 2. muckraker 3. patronage 4. Sherman Antitrust Act 5. Theodore Roosevelt 6. direct primary 7. conservation 8. civil rights 9. trust || *RSG, pp. 151-152


 * RSG/Ad. Support, pp. 157-158


 * Building Background Vocab., p. 176


 * Interdisciplinary Projects, pp. 181-182


 * Connect to Today, p. 185


 * Primary/Secondary Sources, pp. 186-187


 * American Literature, pp. 189-192


 * [|Animated History: Woman Suffrage - 1919]

[|Progressive Era: Library of Congress]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide


 * Project


 * Online Activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 193

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 196

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT71 ||  ||
 * 148-151 || **__U1__ Ch 3 S2** || *Evaluate Taft's progressive policies

2. Sixteenth Amendment 3. Seventeenth Amendment 4. Bull Moose Party 5. Clayton Antitrust Act 6. Federal Reserve Act 7. revenue 8. socialism 9. William Jennings Bryan 10. segregation || *RSG, pp. 153-154
 * Summarize Wilson's record as a progressive president ||  ||   || 1. William Howard Taft


 * RSG/Ad. Support, pp. 159-160


 * Skillbuilder Practice, p. 177


 * Economics in History, p. 178


 * Primary/Secondary Sources, p. 188

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 194

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 197

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT72 ||  ||
 * 152-158 || **__U1__ CH3 S3** || *Identify new roles for women


 * Describe the contributions of women progressive leaders

2. prohibition 3. Eighteenth Amendment 4. Susan B. Anthony 5. Carrie Chapman Catt Ninteenth Amendment 6. settlement house 7. Jane Adams 8. suffrage || *RSG, pp. 155-156
 * Analyze the events that led to suffrage for women ||  ||   || 1. Carry A. Nation


 * RSG/Ad. Support, pp. 161-162


 * Vocab. Practice, p. 175


 * America's History Makers, pp. 179-180


 * Connect Geo. and History, pp. 183-184


 * Active Citizenship, pp. 271-272

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking
 * Group Discussion


 * Worksheets


 * Study Guide || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 195

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 198

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT73 ||  || [|ClassZone.com] || *Chapter review, pp. 160-161
 * || **__ U1 __ Ch 3 End ** || *Explain how Americans benefited from Progressive reforms ||  ||   || See Chapter 3, Sections 1-3 || *Chapter Summary; Name game; Crossword Puzzle; Flipcard


 * Online Review || *Chapter Test, Forms A-c, pp. 199-210 ||  ||
 * 164-167 || **__U1__ Ch4 S1** || *Identify the reasons why the U.S. became an imperial power


 * Explain ho the U.S. gained possession of Alaska and Hawaii || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.2.5 Students will identify the basic economic systems in the global economy. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. **

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || 1. Queen Liliuokalani 2. imperialism 3. William Seward 4. Pearl Harbor 5. manifest destiny 6. missionary || *RSG, pp. 211-212


 * RSG/Ad. Support, pp. 217-218


 * Building Background Vocab., p. 236


 * Economics in History, p. 238


 * America's History Makers, pp. 239-240


 * Primary/Secondary Sources, pp. 246-247


 * [|Animated History: The World, 1890]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide


 * Online Activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 253

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 256

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT74 ||  ||
 * 168-173 || __**U1**__ **Ch4 S2** || *Explain why the U.S. went to war with Spain over Cuba


 * Describe the battles for the Philippines and Cuba

2. U.S.S. Maine 3. Spanish - American War 4. George Dewey 5. Rough Riders 6. Platt Amendment 7. Anti-Imperialist League || *RSG, pp. 213-214
 * Analyze the different viewpoints on the new American empire ||  ||   || 1. yellow journalism


 * RSG/Ad. Support, pp. 219-220


 * Skillbuilder Practice, p. 237


 * Interdisciplinary Project, pp. 241-242


 * Connect to Today, p. 245


 * American Literature, pp. 250-252


 * Active Citizenship, pp. 271-272

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide
 * Project || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 254

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 257

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT75 ||  ||
 * 176-182 || **__U1__ Ch4 S3** || *Explain how the U.S. became a power in the Pacific

2. Open Door Policy 3. Boxer Rebellion 4. Panama Canal 5. Roosevelt Corollary 6. malaria 7. Monroe Doctrine || *RSG, pp. 215-216
 * Summarize U.S. interests in Latin America ||  ||   || 1. sphere of influence


 * RSG/Ad. Support, pp. 221-222


 * Vocab. Practice, p. 235


 * Connect Geo. and History, pp. 243-244


 * Primary/Secondary Sources, pp. 248-249


 * [|Animated History: Technology of the Panama Canal]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide


 * Online Activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 255

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 258

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT76 ||  || [|ClassZone.com] || *Chapter Review, pp. 184-185
 * || **__ U1 __ Ch4 End ** || *Explain how America's growing power affected its relationship with other nations ||  ||   || *See Ch. 4, Sections 1-3 || *Chapter Summary; Name Game; Crossword Puzzle; Flipcard

Review || *Chapter Test, Forms A-C, pp. 259-270 ||  ||
 * Online
 * 190-195 || **__U2__ Ch 5 S1** || *Analyze the causes of WWI


 * Explain how the U.S. became involved in the war || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || 1. Central Powers 2. Allies 3. nationalism 4. militarism 5. trench warfare 6. U-boat 7. Zimmerman telegram 8. Woodrow Wilson 9. communism || *RSG, pp1-2


 * RSG/Ad. Support, pp. 9-10


 * Building Background Vocab., p. 34


 * Economics in History, p. 36


 * Connect Geography and History, pp. 41-42


 * [|Animated History: Europe Divided]


 * [|Animated History: Trench Warfare]


 * Student Atlas; handout; overhead; outline map; colored pencils


 * Mural paper; ; markers; chapter topics

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide


 * Online Activity


 * Map work: Europe, 1914


 * Class project: class-sized WWI organizer || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 51

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 55

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT77 ||  ||
 * 198-203 || **__U2__ Ch5 S2** || *Describe the social changes brought about in America as the country raised an army and navy

2. Gen. John J. Pershing 3. war bonds 4. War Industries Board 5. Committee on Public Info. 6. Espionage Act 7. Sedition Act 8. propaganda || *RSG, pp. 3-4
 * Explain how the govt. rallied the country to support the war effort ||  ||   || 1. American Expeditionary Force


 * RSG/Ad. Support, pp. 11-12


 * Interdisciplinary Projects, pp. 39-40


 * Historic Supreme Court Decisions, pp. 133-134


 * Propaganda Posters (teacher resource)


 * [|Library of Congress Primary Source Analysis Tool]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group Discussion


 * Worksheets


 * Study Guide


 * Individual & class projects


 * Class-sized WWI organizer cont.


 * Propaganda Poster Analysis || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 52

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 56

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT78

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Group Presentation ||  ||
 * 204-209 || **__U2__ Ch5 S3** || *Explain how American efforts helped to win the war for the allies

2. Bellau Wood 3. Second Battle of the Marne 4. Alvin York 5. convoy 6. armistice 7. epidemic || *RSG, pp 4-5
 * Summarize how WWI came to an end and what its effects were ||  ||   || 1. Eddie Rickenbacker
 * RSG/Ad. Support, pp. 13-14
 * Skillbuilder Practice, p. 35
 * American Literature, pp. 46-50
 * [|Animated History: The Western Front 1918]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity


 * Class-sized WWI organizer cont. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 53

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 57

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT79 ||  ||
 * 210-215 || **__U2__ Ch5 S4** || *Compare/contrast the Treaty of Versailles and Woorow Wilson's plans for peace

2. League of Nations 3. Treaty of Versailles 4. reparations 5. Great Migration 6. Red Scare 7. Palmer Raids || *RSG. pp. 6-7
 * Analyze the social changes that occurred after the war ||  ||   || 1. Fourteen Points


 * RSG/Ad. Support, pp. 15-16


 * Vocab. Practice, p. 33


 * America's History Makers, pp. 37-38


 * Connect to Today, p. 43


 * Primary/Secondary Sources, pp. 44-45


 * Student Atlas; handout; overhead; outline map; colored pencils

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-Taking


 * Group discussion


 * Worksheets


 * Study guide


 * Class-sized WWI organizer cont.


 * Map work: Europe, 1919 || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 54

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 58

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT 80

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Group WWI organizer sort activity ||  || [|ClassZone.com] || *Chapter Review, pp.
 * || **__U2__ Ch5 End** || *Explain how WWI impacted America and transformed Europe ||  ||   || *See Chapter 5, Sections 1-4 || *Chapter Summary; Name Game: Crossword Puzzle; Geogame
 * Online Review || *Chapter Test, Forms A-C, pp. 59-70 ||  ||
 * 222-227 || **__U2__ Ch6 S1** || *Explain why Warren G. Harding appealed to many voters in 1920


 * Summarize how the economy grew and struggled in the 1920s


 * Describe the scandal that overshadowed Harding's presidency and how Calvin Coolidge minimized damage || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups. **


 * SS 8.2.5 Students will identify the basic economic systems in the global economy. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.2.11 Students will explain how tax revenues are collected and distributed. **


 * SS 8.2.13 Students will identify how international trade affects the domestic economy. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **

SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another.

SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.

SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives.

SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.

SS 8.4.5 Students will develop historical research skills. ||  || 1. Warren G. Harding 2. assembly line 3. installment buying 4.Teapot Dome Scandal 5. Calvin Coolidge 6. laissez-faire economics 7. credit 8. tariff || *RSG, pp. 71-72


 * RSG/Ad. Support, pp. 77-78


 * Building Background Vocab., p. 96


 * Skillbuilder Practice, p. 97


 * Economics is History, p. 98


 * Interdisciplinary Project, pp. 101-102


 * Connect Geography and History, pp. 103-104


 * [|Animated History: Personal Income in the U.S. 1927]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Projects


 * Online activity


 * "Life in the Trenches" station work || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 113

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 116

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT81 ||  || 2. popular culture 3. Prohibition 4. speakeasies 5. speakeasies 6. fundamentalism 7. evolution || *RSG, pp. 73-74
 * 228-231 || **__U2__ Ch6 S2** || *Describe daily life in the 1920s ||  ||   || 1. mass media


 * RSG/Ad. Support, pp. 79-80


 * Primary/Secondary Sources, pp. 106-107 || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 114

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 117

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT 82 ||  ||
 * 232-237 || **__U2__ Ch6 S3** || *Describe reactions to racial tensions that ocured in the 1920s

2. Harlem Renaissance 3. Langston Hughes 4. Lost Generation 5. expatriot 6. materialistic 7. Ku Klux Klan 8. NAACP || *RSG, pp. 75-76
 * Explain the significance of the Harlem Renaissance ||  ||   || 1. Marcus Garvey


 * RSG/Ad. Support, pp. 108-109


 * Vocab. Practice, p. 95


 * America's History Makers, pp. 99-100


 * Connect to Today, p. 105


 * Primary/Secondary Sources, pp. 108-109


 * American Literature, pp. 110-112


 * Reader's Theater, pp. 135-146

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide
 * Historical drama || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 115

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p.118

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT83 ||  || [|ClassZone.com] || *Chapter review, pp.240-241
 * || **__ U2 __ Ch 6 End ** || *Explain how American society changed during the 1920s ||  ||   || Chapter 6, Sections 1-3 || *Chapter Summary; Name Game; Crossword Puzzle; Flipcards
 * Online review || *Chapter Test, forms A-C, pp. 119-130 ||  ||
 * 246-251 || **__U3__ Ch7 S1** || *Explain why the prosperity of the 1920s was misleading


 * Identify events that led to the Great Depression


 * Describe President Herbert Hoover's policy for dealing with the Depression and America's response to those policies || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **

*SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.

*SS 8.2.2 Students will describe the relationship between supply and demand.

SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.

SS 8.2.5 Students will identify the basic economic systems in the global economy.

SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.

SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.

SS 8.2.13 Students will identify how international trade affects the domestic economy.


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **

2. Stock Market Crash of 1929 3. Great Depression 4. Bonus Army 5. speculation 6. public works 7. credit 8. economic depression || *RSG, pp. 1-2
 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. ** ||  || 1. Herbert Hoover


 * RSG/Ad. Support, pp. 7-8


 * Building Background Vocab., p. 26


 * Economics in History, p. 28

Sources, pp. 36-38
 * Primary/Secondary


 * American Literature, pp. 39-42


 * [|Animated History: Great Depression Unemployment 1934]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity

with "brokerage fees" through "trader/teacher"
 * Student created "checking account" and "stock purchases"


 * Track stock "purchases" throughout rest of year. Sell at end of year to figure out gross and net earnings. || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 43

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 46

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT84 ||  ||
 * 254-260 || **__U3__ Ch7 S2** || *Summarize the steps FDR took to boost public confidence and bring relief to those who suffered economic distress


 * Explain the purpose and scope of Roosevelt's Second New Deal

2. First New Deal 3. Twentieth Amendment 4. Hundred Days 5. fireside chats 6. Second New Deal 7. Social Security Act 8. deficit spending 9. socialism || *RSG, pp. 3-4
 * Identify reasons why the New Deal slowed down ||  ||   || 1. Franklin D. Roosevelt


 * RSG/Ad. Support, pp.9-10


 * Skillbuilder Practice, p. 27


 * America's History Makers, pp. 29-30


 * Connect to Today, p. 35

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 44

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 47

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT85 ||  ||
 * 262-269 || **__U3__ Ch7 S3** || *Describe the effects of the drought on the Great Plains and the effects of unemployment on millions of Americans


 * Explain how the Depression inspired artistic and cultural achievements


 * Summarize ways in which minorities were affected by the Depression

2. Elenor Roosevelt 3. Congress of Industrial Organization (CIO) 4. American Federation of Labor (AFL) 5. sit-down stirke 6. Liberal 7. Conservative || *RSG, pp. 5-6
 * Evaluate the impact of the New Deal on American society ||  ||   || 1. Dust Bowl


 * RSG/Ad. Support, pp. 11-12


 * Vocab. Practice, P. 25


 * Interdisciplinary Project, pp. 31-32


 * Historic Supreme Court Decisions, pp. 203-204


 * [|Animated History: Building the Boulder Dam]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 45

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 48

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT86 ||  || [|ClassZone.com] || *Chapter Review, pp. 272-273
 * || **__ U3 __ Ch7 End ** || *Describe the government's reaction to the crisis of the Great Depression ||  ||   || *Chapter 7, sections 1-3 || *Chapter Summary; Name Game; Crossword Puzzle; Geogame


 * Online Review || *Chapter Test, Forms A-C, pp. 49-60 ||  ||
 * 276-281 || **__U3__ Ch8 S1** || *Understand how dictators took power in several European countries


 * Identify the countries dictators invaded before the war began


 * Describe why and how WWII began || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.2.5 Students will identify the basic economic systems in the global economy. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.2.11 Students will explain how tax revenues are collected and distributed. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **

2. fascism 3. Adolf Hitler 4. Joseph Stalin 5. Axis 6. Neville Chamberlain 7. appeasement 8. blitzkrieg 9. Lend-Lease Act 10. Pearl Harbor 11. Hideki Tojo 12. infamy || *RSG, pp. 61-62
 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. ** ||  || 1. Benito Mussolini


 * RSG/Ad. Support, pp. 71-72


 * Building Background Vocab., p. 102


 * [|Animated History: Axis Powers' Aggression to 1941 & WWII in Europe 1939-1941]

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activities || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 119

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 124

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT87 ||  ||
 * 282-287 || **__U3__ Ch8 S2** || *Describe the social changes brought about by WWII

2. A. Phillip Randolf 3. braceros 4. Tuskegee Airmen 5. Rosie the Riveter 6. Japanese-American internment 7. Nisei 8. gross national product 9. rationing 10. war bonds || *RSG, pp. 63-64
 * Explain why Japanese Americans were sent to internment camps ||  ||   || 1. War Production Board


 * RSG/Ad. Support, pp. 73-74


 * America's History Makers, pp. 105-106


 * Interdisciplinary Project, pp. 107-108


 * Primary/Secondary Sources, pp. 112-115
 * American Literature, pp. 116-118

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide
 * Project || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 120

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 125

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT88 ||  ||
 * 288-295 || **__U3__ Ch8 S3** || *Analyze how the Allies advanced in Europe and North Africa


 * Summarize how Germany was put on the defensive on the Eastern and Western fronts

2. General Erwin Rommel 3. Gen. Dwight D. Eisenhower 4. Stalingrad 5. Battle of the Bulge 6. Yalta Conference 7. Holocaust 8. anti-Semitism || *RSG, pp. 65-66
 * Describe how the Allies achieved victory in Europe and the horrors they discovered ||  ||   || 1. D-Day


 * RSG/Ad. Support, pp. 75-76


 * Connect Geography & History, pp. 109-110


 * Reader's Theater, pp. 205-213

[|Library of Congress: Lesson Plans by Era]

[|Library of Congress: Lesson Plans by Topic]

[|Social Studies PowerPoints, Lessons, Games]

[|American History PowerPoints, Lessons, Games] [|Browse the World: Mr. Dowling]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Historical drama || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 121

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 126

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT89 ||  ||
 * 296-301 || **__U3__ Ch8 S4** || *Describe how Japan extended its empire at the beginning of the war


 * Explain how the Allies recaptured much of the territory the Japanese had invaded

2. island hopping 3. Guadalcanal 4. Manhattan Project 5. Hiroshima 6. Code Talkers 7. kamikaze || *RSG, pp. 67-68
 * Summarize how the U.S. developed atomic weapons and ended the war with them ||  ||   || 1. Battle of Midway


 * RSG/Ad. Support, pp. 77-78


 * Skillbuilder Practice, p. 103


 * [|Animated History: WWII in the Pacific 1941-1945]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 122

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 127

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT90 ||  ||
 * 302-307 || **__U3__ Ch8 S5** || *Describe the human and economic costs of the war and contrast the impact on the U.S. with that of other nations


 * Explain steps that were taken to create a more peaceful world after the war

2. Postdam Conference 3. Nuremberg trials 4. United Nations 5. G.I. Bill of Rights 6. communism || *RSG, pp. 69-70
 * Summarize the changes that occurred in America and the world after the war ended ||  ||   || 1. Marshall Plan


 * RSG/Ad. Support, pp. 79-80


 * Vocab. Practice, p. 101


 * Economics in History, p. 104


 * Connect to Today, p. 111


 * Copy of International Human Rights; CIA dossier on original member countries; teacher made voting sheets

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * United Nations Simulation || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 123

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 128

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT91 ||  || [|ClassZone.com] || *Chapter Review, pp. 310-311
 * || __ **U3** __ **Ch8 End** || Explain how WWII transformed America and the world ||  ||   || Ch. 8, Sections 1-5 || *Chapter Summary; Name Game; Crossword Puzzle; Geogame


 * Online Review || Chapter Test, Forms A-C, pp. 129-140 ||  ||
 * 314-319 || **__U3__ Ch9 S1** || *Summarize how the U.S. economy and political climate changed after WWII


 * Describe the origins and expansion of the Cold War


 * Explain how fear of communism affected people in the U.S. || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **

2. Fair Deal 3. Cold War 4. Truman Doctrine 5. NATO 6. containment 7. New Deal || *RSG, pp. 141-142
 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. ** ||  || 1. Harry S. Truman


 * RSG/Ad. Support, pp. 147-148


 * Building Background Vocab., p. 166


 * Skillbuilder Practice, p. 167


 * Economics in History, p. 168


 * America's History Makers, pp. 169-170


 * Connect Geo. and History, pp. 173-174


 * Connect to Today, p. 175


 * [|Animated History: Europe after WWII 1949]

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, 183

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 186

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT92 ||  ||
 * 320-325 || **__U3__ Ch9 S2** || *Identify events leading to the Korean War and the war's outcome


 * Explain the significance of McCarthyism

2. 38th parallel 3. Korean War 4. arms race 5. H-bomb 6. space race 7. brinksmanship || *RSG, pp. 143-144
 * Describe how the Cold War affected countries around the world ||  ||   || 1. Joseph McCarthy


 * RSG/Ad. Support, pp. 149-150

Sources, pp. 176-177
 * Primary/Secondary


 * American Literature, pp. 180-182

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 184

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 187

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT93 ||  ||
 * 328-333 || **__U3__ Ch9 S3** || *Describe the American dream achieved by many people in the 1950s


 * Identify groups of people who did not prosper in the 1950s

2. baby boom 3. suburbs 4. sunbelt 5. conform 6. consumer || *RSG, pp. 145-146
 * Summarize the cultural influences on children and teenagers in the 1950s ||  ||   || 1. rock 'n' roll


 * RSG/Ad. Support, pp. 151-152


 * Vocab. Practice, p. 165


 * Interdisciplinary Project, pp. 171-172


 * Primary/Secondary Sources, pp. 178-179


 * Active Citizenship, pp. 201-202

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 185

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching activity, p. 188

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Transparency: TT94 ||  || [|ClassZone.com] || *Chapter Review, pp. 336-337
 * || **__ U3 __ Ch9 End ** || *Describe how the Cold War snf domestic changes in the postwar years affected the nation ||  ||   || *Ch. 9, Sections 1-3 || *Chapter Summary; Name Game; Flipcard; Geogame


 * Online review || *Chapter Test, Forms A-C, pp. 189-200 ||  ||
 * 342-345 || **__U4__ Ch10 S1** || *Explain how governmental policies both helped and hurt African Americans after Reconstruction


 * Identify ways in which African Americans sought to improve their lives and fight for social justice || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **

2. civil rights 3. black codes 4. Plessy v. Ferguson 5. Jim Crow laws //6. National Association for the Advancement of Colored People (NAACP)// || *RSG
 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. ** ||  || 1. segregation


 * RSG/Ad. Support


 * Building Background Vocabulary

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 51

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 55

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT95 ||  ||
 * 346-353 || ** __U4__ Ch10 S2 ** || *Describe the efforts of civil rights workers to protest discrimination against African Americans after segregation policies expanded

2. Thugood Marshall 3. Brown v. Board of Education of Topeka// 4. Montgomery bus boycott 5. Martin Luther King Jr. 6. Southern Christian Leadership Conference (SCLC) 7. sit-in 8. Student Nonviolent Coordinating Committee (SNCC) 9. grassroots 10. activism || *RSG
 * Explain how opponents of racial equality reacted to civil rights demonstrations and how civil rights workers responded ||  ||   || 1. integrate


 * RSG/Ad. Support


 * America's History Makers, pp. 37-38


 * Primary and Secondary Sources, pp. 44-45


 * Connect to Today, p. 43


 * Historic Supreme Court Decisions, pp. 201-202

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 56

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT96

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 354-361 || **__U4__ Ch10 S3** || *Describe the tactics used by civil rights activists to increase public awareness of discrimination towards African Americans


 * Explain the importance of the Civil Rights Act of 1964 and the Voting Rights Act

2. Congress of Racial Equality (CORE) 3. March on Washington 4. Civil Rights Act of 1964 5. Freedom Summer 6. Voting Rights Act 7. Great Society 8. Malcom X 9. disenfranchised || *RSG
 * Identify conflicts in the civil rights movement in the late 1960s and the ramification of those conflicts ||  ||   || 1. Freedom Rides


 * RSG/Ad. Support


 * Economics in History, p. 36


 * Connect Geography and History, pp. 41-42


 * American Literature, pp. 48-50


 * Reader's Theater, pp. 203-207

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 53

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 57

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT97

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 364-370 || **__U4__ Ch10 S4** || *Summarize the efforts of Mexican Americans and Native Americans to seek equality in the U.S.

2. Cesar Chavez 3. National Congress of American Indians (NCAI) 4. Betty Friedan 5. National Organization for Women (NOW) 6. Equal Rights Amendment (ERA) 7. Latinos 8. abridged 9. assimilate || *RSG
 * Explain the ways in which women were still discriminated against after WWII ||  ||   || 1. Delores Huerta


 * RSG/Ad. Support


 * Vocabulary Practice, p. 33


 * Skillbuilder Practice, P. 35


 * Interdisciplinary Projects, pp. 39-40


 * Primary and Secondary Sources, pp. 46-47

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 54

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 58

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT98

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 378-383 || **__U4__ Ch11 S1** || *Describe the issues in Indochina which led to the Vietnamese revolt


 * Summarize the history of American support for the French in Indochina and U.S. involvement in the conflict


 * Describe the events that shaped U.S. policy in Vietnam and how fear of Communism drew the U.S. in to the war || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **

2. Ho Chi Minh 3. domino theory 4. Ngo Dinh Diem 5. Bay of Pigs invasion 6. Cuban missile crisis 7. Viet cong 8. Ho Chi Minh Trail 9. communism 10. guerrillas || *RSG
 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. ** ||  || 1. French Indochina


 * RSG/Ad. Support


 * Building Background Vocabulary, p. 104


 * Connect Geography and History, pp. 111-112


 * Primary and Secondary Sources, pp. 114-115

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 121

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 125

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT99

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 384-389 || **__U4__ Ch11 S2** || *Summarize the decision to begin bombing Vietnam and send direct combat troops there


 * Contrast the tactics and strengths of Viet Cong and U.S. troops

2. Gulf of Tonkin Resolution 3. escalation 4. William Westmoreland 5. Tet offensive 6. napalm 7. Agent Orange || *RSG
 * Describe the Tet offensice and its effects on American opinions ||  ||   || 1. guerrilla warfare


 * RSG/Ad. Support


 * America's History Makers, pp. 107-108


 * American Literature, pp. 117-120

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 122


 * Reteaching Activity, p. 126

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT100

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 390-395 || **__U4__ Ch11 S3** || *Describe groups that were opposed to the Vietnam War and their reasons


 * Identify two basic groups of Americans at the time and some of the reasons they opposed one another

2. doves 3. hawks 4. Richard Nixon 5. Vietnamization 6. Cambodia 7. commune || *RSG
 * Summarize how the Vietnam War affected American politics, elections, and governmental decisions ||  ||   || 1. counterculture


 * RSG/Ad. Support


 * Skillbuilder Practice, p. 105


 * Interdisciplinary Projects, pp. 109-110


 * Primary and Secondary Sources, p. 116

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 123

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 127

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT101

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  || 2. War Powers Act 3. ambush || *RSG
 * 396-399 || **__U4__ Ch11 S4** || *Identify causes and effects of America's participation in and withdrawal from Vietnam ||  ||   || 1. Twenty-sixth Amendment


 * RSG/Ad. Support


 * Vocabulary Practice, p. 103


 * Economics in History, p. 106


 * Connect to Today, p. 113

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 124

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 128

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT102

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 406-413 || **__U4__ Ch12 S1** || *Identify domestic problems that President Nixon faced


 * Describe ways that Nixon eased Cold War tensions


 * Summarize the events of the Watergate scandal and its effects on the country


 * Describe important events and challenges faced by presidents Ford and Carter || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy. **


 * SS 8.2.2 Students will describe the relationship between supply and demand. **


 * SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups. **


 * SS 8.2.5 Students will identify the basic economic systems in the global economy. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations. **


 * SS 8.2.13 Students will identify how international trade affects the domestic economy. **


 * SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface. **


 * SS 8.3.2 Students will examine how regions form and change over time. **


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.3.5 Students will analyze how humans have adapted to different physical environments. **

2. Watergate scandal 3. Organization of Petroleum Exporting Countries (OPEC) 4. Camp David Accords 5. inflation || *RSG
 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. ** ||  || 1. Richard M. Nixon


 * RSG/Ad. Support


 * Building Background Vocabulary, p. 166


 * America's History Makers, pp. 169-170


 * Connect Geography and History, pp. 173-174


 * Primary and Secondary Sources, pp. 176-177

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 181

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activiey, p. 184

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT103

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 416-423 || **__U4__ Ch12 S2** || *Identify the domestic goals of President Reagan


 * Describe the end of the Cold War and the events leading up to the Persian Gulf War

2. Persian Gulf War 3. North American Free Trade Agreement (NAFTA) 4. entitlements 5. Kosovo || *RSG
 * Summarize the conflicts between Congress and President Clinton and the U.S. role in the War in Kosovo ||  ||   || 1. Iran-Contra affair


 * RSG/Ad. Support


 * Skillbuilder Practice, p. 167


 * Economics in History, p. 168


 * American Literature, pp. 178-180


 * Active Citizenshiip, pp. 199-200

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 185

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> *Daily Test Practice Transparency, TT104

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  ||
 * 424-431 || **__U4__ Ch12 S3** || *Identify the issues in the 2000 election and the events that made it so controversial


 * Describe the events of Sept. 11, 2001, and the ways the U.S. responded

2. 9/11 hijackings 3. al-Qaeda 4. coalition 5. insurgent 6. baby boom || *RSG
 * Summarize the challenges facing the U.S. today and the strengths on which we can build a future ||  ||   || 1. George W. Bush


 * RSG/Ad. Support


 * Vocabulary Practice, P. 165


 * Interdisciplinary Projects, pp. 171-172


 * Connect to Today, p. 175

[|Best of History Websites: U.S./World History & Geography] || *Note-taking


 * Group discussion


 * Worksheets


 * Study guide


 * Online activity || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reading Analysis

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Section Quiz, p. 183

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Reteaching Activity, p. 186

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Daily Test Practice Transparency, TT105

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Review

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">*Ch. Test ||  || tution Day ||  || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **
 * || Consti-
 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **

2. Amendment 3. Founding Fathers || [|Constitution Day Resources]
 * SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. ** ||  || 1.Constitution

[|Constitution Day Facts/Activities] || Teacher-created activities || Student-created projects ||  || Day ||  || ** SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **
 * || MLK


 * SS 8.3.4 Students will analyze and interpret patterns of culture around the world. **


 * SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. **

2. nonviolence 3. segregation 4. discrimination 5. protest 6. boycott || [|Education World]
 * SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. ** ||  || 1. Civil Rights

[|NEA]

[|Library of Congress] || Teacher created activities || Student created projects ||  || Student Vote || *Learn about civics and the election process in a mock election || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **
 * || NE


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems. **


 * SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions. **


 * SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. **


 * SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple perspectives. **


 * SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems. **

2. election 3. popular vote 4. elector, electoral college, electoral vote 5. candidate 6. democrat 7. republican 8. liberal 9. conservative 10. president 11. vice-president 12. senator 13. representative 14. poll 15. registration 16. polling place || [|Nebraska Student Vote] || *Research current topics and candidate's positions for discussion and consideration
 * SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. ** ||  || 1. vote

Day || *Understand history of Veterans Day and create a program to honor local veterans and current service men and women || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **
 * Compare/contrast activity on candidates/issues || *Voting participation ||  ||
 * || Veterans


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. **


 * SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. **

2. veteran 3. sacrifice 4. tribute || [|U.S. Dept. of Veterans Affairs]
 * SS 8.4.5 Students will develop historical research skills ** ||  || 1. armistice

[|Time and Date]

[|History] || Teacher created activities || Student created projects ||  || ial Day || *Explain reason for and history of Memorial Day. || ** SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government. **
 * || Memor-


 * SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service. **


 * SS 8.4.1 (US) Students will analyze how major past and current US events are chronologically connected, and evaluate their impact(s) upon one another. **


 * SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources. **

2. rememberance 3. service 4. observance 5. Flanders Field || [|Memorial Day]
 * SS 8.4.5 Students will develop historical research skills. ** ||  || 1. memorial

[|history.com] || *Research various websites for background information


 * Group discussion/ comparison || *Student summary


 * Poppy poster for contest ||  ||