Huntsville City Schools
Instructional Guide 2015-2016
Course: Advanced Social Studies Grade: 6
1st Nine Weeks
Standard
6:1 Explain the impact of
industrialization,
urbanization,
communication, and
cultural changes on life
in the United States from
the late 19th century to
World War I.
1
“I Can” Statements
(unwrapped by school teams)
Resources &
Essential Terms
Pacing
Recommendation
/ Date(s) Taught
1. I can identify factors of
industrial growth.
2. I can describe how working
conditions changed for men,
women and children as industry
grew.
3. I can explain the causes and
effects of urbanization.
4. I can define “compulsory
education” and describe why it
was deemed necessary.
5. I can compare and contrast
Andrew Carnegie and Henry
Ford’s factory methods.
6. I can differentiate between
realism and escapism in the
literature of the early 1900s.
Pearson Ch. 18
2 Weeks
Terms: Carnegie,
Rockefeller, Monopoly,
Free Enterprise, Trust,
Urbanization,
tenement, Jane
Addams, Settlement
House, Steerage,
Assimilation,
Sweatshop, Yellow
Journalism, Realism,
Escapism, Rebates
(Aug. 4-14)
6:4 Identify natural &
economic developments
in the United States from
1900 to the 1930s.
1. I can identify contributions
of turn-of-the-century
inventors.
6:2 Describe reform
movements and
changing social
conditions during the
Progressive Era in the
United States.
1. I can identify workplace
reforms, including the 8-hour
workday and child labor laws.
2. I can describe the
experiences of new immigrants
in the United States.
3. I can identify political
reforms of Progressive
movement leaders.
4. I can identify social reforms
of the Progressive movement.
5. I can describe the early civil
rights movement and the
purpose of the NAACP.
6. I can identify the Progressive
movement provisions of the
16th, 17th, 18th, 19th, 21st
Amendments.
7. I can explain how the
political reforms during the
Progressive Era gave more
power to the voters.
8. I can explain how the
muckrakers impacted workplace
reforms.
2
Pearson Ch. 18 Sec.
1
Terms: Edison, Bell,
Ford, Wright Brothers,
Assembly Line
Pearson Chapter 19
Terms: primary, recall,
referendum, initiative,
Pendleton Act,
Sherman Antitrust Act,
graduated income tax,
muckrakers, Upton
Sinclair, Ida Tarbell,
Ida B. Wells, T.
Roosevelt, trustbuster,
W. Taft, W. Wilson,
conservation, Pure
Food & Drug Act, U.S.
Forest Service, Clayton
Antitrust Act, suffragist,
prohibition, Federal
Trade Commission,
Carrie Chapman Catt,
Carry Nation, WCTU,
Francis Willard, Booker
T. Washington, W.E.B.
DuBois, NAACP
This is included
in the two week
time period
mentioned
above.
2 Weeks
(Aug. 17-28)
6:3 Identify causes &
consequences of WWI
and reasons for the
United States’ entry into
the war.
3
9. I can describe the role
women played in the
temperance movement.
1. I can explain the causes of
WWI (alliances, militarism,
imperialism, & nationalism)
2. I can explain the role of
important persons associated
with WWI.
3. I can analyze technological
advances of the WWI era for the
impact on modern warfare.
4. I can identify the reasons for
the United States’ entry into the
war (including the sinking of the
Lusitania and the Zimmermann
telegram)
5. I can identify the impact of
WWI on civilian life in America.
6. I can debate the pros and
cons of the alliance system.
7. I can identify how the U.S.
built and mobilized its military.
8. I can describe the debate in
the U.S. over the proposed
treaties ending WWI.
9. I can explain the German
consequences & border shifts
that resulted from the Treaty of
Versailles.
Pearson Chapter 21
Terms: militarism,
imperialism,
nationalism, trench
warfare, propaganda,
Archduke Ferdinand,
alliance, Lusitania,
Zimmermann telegram,
mobilization, Herbert
Hoover, War Industries
Board, John Pershing,
communism,
reparations, Henry
Cabot Lodge, Fourteen
Points, Treaty of
Versailles, League of
Nations, Red Scare,
Selective Service Act,
Committee on Public
Information, Food
Administration
4 Weeks
(Aug. 31- Sept.
23)
4
Huntsville City Schools
Instructional Guide 2015-2016
Course: Advanced Social Studies Grade: 6
2nd Nine Weeks
Standard
6:4 Identify cultural and
economic developments
in the U.S. from 1900
through the 1930s.
5
“I Can” Statements
(unwrapped by school teams)
1. I can describe the impact of
various writers, musicians, and
artists on American culture
during the Harlem Renaissance
and the Jazz Age.
2. I can describe the changing
lives of women during the early
1900s.
3. I can identify notable people
of the early 1900s.
4. I can compare and contrast
the presidencies of Harding,
Coolidge and Hoover (increase
in consumer goods, involvement
in foreign affairs such as
sending troops to Nicaragua,
stock market crash).
Resources
(by school teams)
Pearson Chapter 22
Terms: W. Harding, C.
Coolidge, Hoover,
anarchist,
disarmament, Teapot
Dome, Sacco &
Vanzetti, bootlegger,
speakeasy, flapper,
John Scopes, The Jazz
Singer, Charles
Lindbergh, Harlem
Renaissance, Langston
Hughes, Jazz,
installment buying,
buying on margin, 18th
Amendment, 19th
Amendment, Red Scare
Pacing
Recommendation
/ Date(s) Taught
4 weeks
(Oct. 12-Nov.
6)
6:5 Explain the causes
and effects of the Great
Depression on the
people of the United
States.
6
5. I can explain the cultural and
political developments of the
U.S. during the early 1900s.
6. I can describe the
consequences of the Prohibition
Amendment.
7. I can explain the factors that
affected agriculture and industry
in the 1920s.
1. I can explain the contributing
factors that led to the Great
Depression.
2. I can describe the social
impact of the Great Depression.
3. I can identify patterns of
migration during the Great
Depression.
4. I can describe the
importance of the election of
FDR as President, including the
New Deal.
5. I can describe the arguments
for and against the New Deal.
6. I can identify the causes of
the severe drought of the 1930s
and its impact on American
farmers.
Pearson Chapter 23
4 Weeks
Terms: bankruptcy,
default, Bonus Army,
Hoovervilles, fireside
chats, pension, New
Deal, TVA, FDIC, CCC,
WPA, PWA, Eleanor
Roosevelt, Marian
Anderson, migrant
worker, dust bowl,
black blizzards, John
Steinbeck, deficit
spending, payroll tax,
Social Security Act
(Nov. 9-20)
(Nov. 30-Dec.
11)
Huntsville City Schools
Instructional Guide 2015-2016
Course: Advanced Social Studies Grade: 6
3rd Nine Weeks
Standard
6:6 Identify causes and
consequences of WWII
and reasons for the
United States’ entry into
the war.
7
“I Can” Statements
(unwrapped by school teams)
1. I can locate on a map Allied
countries and Axis Powers.
2. I can identify key figures of
WWII.
3. I can describe the
development of and the decision
to use the atomic bomb.
4. I can describe the human
costs associated with WWII
(including military and civilian
casualties.)
5. I can explain the
circumstances leading to the
surrender of the Axis Powers
ending WWII.
Resources
(by school teams)
Pearson Chapter 24
(sec. 1,2,4)
Terms: Joseph Stalin,
Benito Mussolini, Adolf
Hitler, Hideki Tojo,
Winston Churchill, FDR,
Harry S Truman,
Totalitarian,
Eisenhower, Axis
Powers, Allied Powers,
fascism, island hopping,
kamikaze, Manhattan
project, atomic bomb,
genocide, war crimes,
D-day, reparations
Pacing
Recommendati
on / Date(s)
Taught
3 Weeks
(Jan. 5- Jan.
27)
6:7 Identify changes on
the American home front
during World War II.
6:8 Describe how the
United States’ role in the
Cold War influenced
domestic and
international events.
8
6. I can discriminate between
the different forms of foreign
government leading up to
WWII.
7. I can explain the U.S.’s
decision to enter WWII.
8. I can argue how Germany’s
violation of the Treaty of
Versailles helped lead to WWII.
1. I can describe the rationing
system imposed by the U.S.
government.
2. I can discuss the retooling of
factories from consumer to
military production.
3. I can identify new roles of
women & African Americans in
the workforce.
4. I can describe the
experience of African Americans
and Japanese Americans in the
U.S. during WWII.
5. I can identify legislative
actions that prepared the U.S.
for the possibility of war.
1. I can describe the origin and
meaning of the Iron Curtain and
communism.
2. I can identify strategic
diplomatic initiatives that
intensified the Cold War,
Pearson Chapter 24
(Sec. 2,3)
Terms: rationing,
WACs, WAVES,
Tuskegee Airmen,
internment camps,
Atlantic charter, LendLease Act, Rosie the
Riveter
Pearson Chapter 25
Terms: iron curtain,
containment, Berlin
airlift/blockade, NATO,
Warsaw Pact, Vietnam
1 Week
(Jan. 28-Feb.
3)
3 Weeks
(Feb. 3-Feb.
29)
6:10 Analyze changing
economic priorities and
cycles of economic
expansion and
contraction for their
impact on society since
World War II.
6:12 Evaluate
significant political issues
and policies of
presidential
administrations since
World War II.
9
including the policies of Truman,
Eisenhower, and Kennedy.
3. I can identify how Cold War
tensions resulted in armed
conflict.
4. I can describe the impact of
the Cold War on technological
innovations.
5. I can recognize Alabama’s
role in the Cold War (rocket
production at Redstone,
helicopter training at Fort
Rucker).
1. I can identify policies and
programs that had an economic
impact on society since WWII
(ex. G.I. Bill of Rights, space
race)
1. I can identify domestic
policies that shaped the United
States since WWII.
2. I can recognize domestic
issues that shaped the U.S.
since WWII.
3. I can explain how the fear of
communism and Soviet
expansion affected the U.S.
Conflict, stalemate,
demilitarized zone,
Cuban Missile Crisis,
Sputnik, arms race,
Fidel Castro, Nikita
Khrushchev, Yalta
Agreement
Pearson Chapter 25
(Sec. 1,2,4)
Terms: G.I. Bill of
Rights, NASA, TaftHartley Act, Marshall
Plan, Truman Doctrine,
standard of living,
productivity
Pearson Chapter 25
(Sec. 2,3)
Terms: Interstate
Highway Act,
McCarthyism, baby
boom, inner city,
inflation, Joseph
McCarthy, censure,
See above time
allotted for
Chapter 25.
See above time
allotted for
Chapter 25.
Rosenberg, Alger Hiss,
Whittaker Chambers
10
Huntsville City Schools
Instructional Guide 2015-2016
Course: Advanced Social Studies Grade: 6
4th Nine Weeks
Standard
6:12 Evaluate
significant political issues
and policies of
presidential
administrations since
WWII.
11
“I Can” Statements
(unwrapped by school teams)
Resources
(by school teams)
Pacing
Recommendation
/ Date(s) Taught
1. I can identify domestic
policies that shaped the United
States since WWII (ex.
Desegregation of the military,
Great Society, affirmative
action, Americans with
Disabilities Act, AARP, welfare
reform, Patriot Act, No Child
Left Behind Act)
2. I can recognize domestic
issues that shaped the U.S.
since WWII (Watergate, political
assassinations, impeachment)
3. I can identify issues of
foreign affairs that shaped the
U.S. since WWII. (Vietnam,
Richard Nixon’s China initiative)
Pearson Chapter 26
(Sec. 2,4)
Chapter 27, 28
Chapter 29 (Sec. 1)
Chapter 27
2 Weeks
(Mar. 7-18)
Terms: Ch. 26: AARP,
Americans with
Disabilities Act, Great
Society, affirmative
action
Ch. 27: NCLB, domino
theory, Ho Chi Minh,
guerilla warfare,
napalm, Agent Orange,
hawks, doves,
conscientious objector,
Tet Offensive, Richard
Nixon, impeachment,
Chapter 26 Sec.
2,4
1 Week
(Apr. 11-15)
Chapter 28
2 Weeks
(Apr. 18-29)
Chapter 29 Sec.
1
3 days
May 2,3,4
4. I can describe how U.S.
involvement in Vietnam divided
Americans.
5. I can explain how conflict in
the Middle East impacted life in
the U.S. since WWII.
Vietnamization,
Vietnam Memorial,
Watergate, Gerald
Ford, SALT
Ch. 28: Mao Zedong,
Reaganomics,
recession, Bill Clinton’s
impeachment 2000
Presidential election
Ch. 29: Patriot Act,
1993 WTC bombing, 911 attack, Oklahoma
City bombing, War on
Terrorism
6:10 Analyze changing
economic priorities and
cycles of economic
expansion and
contraction for their
impact on society since
WWII.
1. I can define globalization,
outsourcing, insourcing, “boom
and bust,” and economic
bubbles.
2. I can identify policies and
programs that had an economic
impact on society since WWII.
Pearson Chapter 26
(sec. 2)
Chapter 29 (Sec. 2)
6:8 Describe how the
United States’ role in the
Cold War influenced
domestic and
international events.
1. I can assess the effects of
the end of the Cold War Era
(collapse of Soviet Union,
Ronald Reagan’s foreign
policies, Iran-Contra Affair)
12
Terms: outsourcing,
globalization,
insourcing, Medicare,
Medicaid, Head Start,
EPA
Pearson Chapter 28
(Sec. 2)
Terms: Star Wars
(SDI), Ronald Regan,
Gorbachev, Iran-Contra
See above time
frame for
Chapter 26 Sec.
2
Chapter 29 Sec.
2
2 Days
May 5,6
See timeline at
the beginning of
4th nine weeks
for Chapter 28
material.
6:9 Critique major
social and cultural
changes in the United
States since WWII.
13
2. I can identify events leading Affair, Berlin Wall
to the tearing down of the Berlin falling
Wall.
1. I can identify key persons
Pearson Chapter 26
and events of the modern Civil
(Sec. 1,3)
Rights Movement.
Terms: MLK, Rosa
Parks, Malcolm X, John
Lewis, Brown vs. Bd. Of
Education, Montgomery
Bus Boycott, Freedom
Rides, Selma-toMontgomery march,
political assassinations,
Thurgood Marshall,
Little Rock 9, civil
disobedience, sit-ins,
James Meredith, Civil
Rights Act of 1964
Chapter 26 Sec.
1,3
2 Weeks
(March 28- Apr.
8)
The following will not be included on the benchmark test. There is very little included in the textbook on
these topics. However, these can be covered through the use of multimedia projects.
6:9 Critique major social
and cultural changes in
the United States since
World War II.
1. I can recognize the impact
of music genres and artists in
the U.S.’s culture since WWII.
2. I can identify the impact of
media, including newspapers,
radio, TV, 24-hr sports & news,
internet & social networking, on
U.S. culture since WWII.
6:11 Identify
1. I can identify the following:
technological
1950s – fashion doll, audio
advancements on society cassette
in the United States since 1960s- action figure, artificial
World War II.
heart, internet, calculator
1970s- word processor, video
game, cellular phone
1980s- personal computer,
Doppler radar, digital cellular
phones
1990s- World Wide Web, DVD
2000s- digital music player,
social networking
Terms: Motown, rock &
roll, rap, folk & country
music, Elvis Presley,
the Beatles, Bob
Dylan, Aretha Franklin,
Hank Williams
Additional Resources:
www.onlinelearningexchange.com (All topics)
http://www.historywiz.org/primarysources/primarysources.html (All topics)
http://www.archives.gov/research/ (All topics)
http://www.blackpast.org/ (African American history)
http://eduplace.com/ss/hmss/primary.html (Link to primary sources on various U.S. topics)
http://www.loc.gov/ (Library of Congress – search all topics)
14
May 9 – End of
Year
http://politicalhumor.about.com/od/historicalcartoons/ (Political cartoons on various topics including Dr. Seuss
cartoons of WWII)
http://www.scholastic.com/teachers/ (All topics)
http://www.encyclopediaofalabama.org/ (Tuskegee Airmen, Redstone Arsenal, Fort Rucker)
www.history.com (All topics)
http://www.pbs.org/black-culture/explore/civil-rights-leaders/#.VYtXUPlViko (African American civil rights)
15