CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
Lesson #1
Objective:
The learner will examine the results of the Civil War and
Reconstruction.
Materials:
Map: Reconstruction in the South; map activity sheet
Activity:
Study Reconstruction map and complete map activity questions.
Evaluation:
Check for accuracy.
Answers:
1. Tennessee
2. Arkansas, Louisiana, Alabama, Florida, South/North Carolina. All readmitted in
1868
3. Texas, Mississippi, Georgia, Virginia. Congress believed the reluctant states
would deny African Americans the right to vote unless the Constitution
guaranteed it.
4. Louisiana and Florida, 1877; South Carolina and Mississippi, 1876. Inference –
Stronger African American representation might keep the “radical” governments
in power longer. Three of four states had the highest percentages of African
American representation in state conventions.
5. Answers should include the passage of discriminatory laws, loss of civil rights,
etc.
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
Answer the questions. Refer to the map below.
1.
2.
3.
4.
5.
Acceptance of the Fourteenth Amendment, which gave African American
males the vote, was one of the first requirements Congress set up for
readmitting former Confederate states. Identify on the map the only state that
did so immediately.
Another group of southern states soon wrote new constitutions and set up new
governments, as Congress required. From the dates of readmission on the
map, which states were they? When were they admitted?
Four former Confederate states continued to resist the Reconstruction Act, and
in 1869 Congress required them to approve the Fifteenth Amendment for
readmission. What states held out the longest? Why do you suppose
Congress added this requirement?
In what states did the Reconstruction governments last the longest? What can
you infer about the strength of African American political power there? Do
the statistics on the map support your inference?
As southern state governments returned to conservative rule, what can you
infer about changes in the lives of African Americans in those states?
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
Lesson #2
Objective:
The learner will analyze social changes in America from 1900-1937
Materials:
Map: Black Migration, World War I through World War II; map
activity sheet
Activity:
Study map and complete map activity. May refer to content
review/summary for further help.
Evaluation:
Check for accuracy.
Answers:
1. A general migration from the rural South to industrial cities in the North.
2. East: Philadelphia, New York; Midwest: Chicago, Detroit, Cleveland.
San Francisco, Oakland, Los Angeles.
St. Louis, Louisville, Cincinnati, Baltimore, Washington.
The attraction was jobs, especially war industries, where labor shortages existed,
creating opportunities for a mass migration of poor southern tenant farmers.
3. Migration from rural areas of Alabama and Georgia to Detroit and Cleveland are
indicated.
4. Hopes for industrial wages higher than sharecropping income, as well as hopes
for less prejudice and segregation.
5. The map supports this generalization, particularly for migration from Louisiana,
Mississippi, Arkansas, Georgia, and Alabama.
6. African Americans from Texas and western Louisiana tended to move west rather
than north.
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
Answer the questions. Refer to the map on the next page.
1.
Looking at the map, what is your impression of the main routes of migration for
African-Americans from World War I through the 1940s?
2.
What cities in the East and Midwest were the primary goals of these migrations?
What cities in the West? What border cities also attracted African-Americans
from the South? Why would these cities attract southern African-Americans,
especially during wartime?
3.
What evidence do you find on the map to support the following generalization:
In the decades after World War I, African Americans migrated mainly from the
rural South to northern industrial cities.
4.
What generalization could you make about the hopes and motivations of African
Americans who moved from the South in the 1920s and 1930s?
5.
What evidence can you find on this map to support or dismiss the following
generalization? African-Americans who moved to cities in the Northeast came
from areas where African-American populations were most dense.
6.
What generalization could you make about African-American migration to the
Far West and Pacific coast cities?
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
Lesson # 3
Objective:
Student will review U.S. History Since 1865 in preparation for the
GHSGT
Materials:
Content summary review (starts on page 366).
Activity:
Review content summary. Highlight within the content summary
text the answers to the review questions. Complete review questions
1-3, and reading passage questions 4-6.
Evaluation:
Check for accuracy.
Answers:
1. D
2. C
3. B
4. A
5. C
6. D
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
U.S. History Since 1865
Content Review
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
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CCSD Parent Guide
Subject: Social Studies
Domain: U.S. History since 1865
Read the statements and questions. Choose the best answer.
1.
Which of the following is NOT a cause of the Spanish-American War?
a.
sinking of the battleship Maine
b.
yellow journalism
c.
Spanish control of Cuba
d.
the Panama Canal
2.
What was the purpose of the Dawes Act?
a.
To buy Indian lands for mining and oil exploration
b.
To provide health care and food for Native Americans
c.
To abolish Indian tribes and provide land for farming
d.
To expand Native American territories
3.
The “business of America is business” was a famous expression of the 1920s. What
economic policy does this statement illustrate?
a.
command economy
b.
traditional economy
c.
laissez-faire economy
d.
state-controlled economy
Read the following passage. Then answer the questions.
After World War II, the United States and the Soviet Union began disputing the fate of Europe.
Those areas controlled by the United States were allowed to have free elections and selfgovernment. In areas controlled by the Soviet Union, the people were forced to accept rule by
the Soviet Union. In addition, tension increased between the two nations because both
possessed large supplies of nuclear weapons.
4.
What historical period does this passage describe?
a.
Cold War
b.
détente
c.
World War II
d.
New Deal
5.
Based on this passage, which political belief did the United States support?
a.
neutrality
b.
communism
c.
democracy
d.
terrorism
6.
Which of the following conclusions is best supported by this passage?
a.
Europe was divided equally between the United States and the Soviet Union.
b.
The United States had more nuclear weapons than the Soviet Union.
c.
Disputes between the United States and the Soviet Union began in World War II.
d.
There were deep differences between the United States and the Soviet Union.
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