Social Studies – U.S. History Since 1877
Unit of Study: World War II
CURRICULUM OVERVIEW
Third Grading Period – Unit 1
Big Idea
Unit Rationale
Enduring Understandings
 The United States was still facing the challenges of the Great Depression
when at the same time militarism and dictatorship was rising in Europe and
Japan. As the 1930s was coming to a close, these dictatorships would cause
the rise once again of the alliance system and eventually into another global
conflict that would send the United States into war.
Students need to fully understand the events leading to World War II, the political, economic
and social changes that were brought on from the war and how the war affected the U.S.’s
position as a world superpower so they can better understand the reasons for the Cold War
as well as reasons for many modern issues and conflicts.
Overarching Questions
 How were the causes of World War II similar and different from those of World
War I?
 How did the Treaty of Versailles and events after the treaty set the stage for
the growth of dictatorships in Europe?
 Was the United States justified for entering in World War II?
 How would the European Theater compare to the war in the Pacific?
 Was Truman justified in the use of the atomic bomb?
 How would the ending of World War II set the stage for conflicts between the
Soviet Union and the United States?
□
□
□
Lessons for this Unit
Lesson 1: Prelude to War (1931-1941)
Lesson 2: The European Theater, the Home Front and the Holocaust
Lesson 3: The War in the Pacific, the Home Front and the Atomic Bomb
TEKS
TEKS Specificity - Intended Outcome
TEKS US.1 History. The student understands traditional historical points of reference in U.S. history
from 1877 to the present.
 US.1A Identify the major eras in U.S. history from 1877 to the present and describe their defining
characteristics.
 US.1B Apply absolute and relative chronology through the sequencing of significant individuals,
events, and time periods.
 US.1C Explain the significance of the following dates: 1941-1945.
CTEKS US.6 History. The student understands the impact of significant national and international
odecisions and conflicts from World War II and the Cold War to the present on the United States.
n  US.6A Identify reasons for U.S. involvement in World War II, including the growth of
and the attack on Pearl Harbor.
c  dictatorships
US.6B Analyze major issues and events of World War II such as fighting the war on multiple
e
fronts, internment of Japanese-Americans, the Holocaust, battle of Midway, the invasion of
p
Normandy, and the development of and Truman’s decision to use the atomic bomb.
t  US.6C Explain the roles played by significant military leaders during World War II, including
Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton.
s
TEKS US.14 Economics. The student understands the economic effects of World War II, the Cold
War, and increased worldwide competition on contemporary society.
 US.14A Describe the economic effects of World War II on the home front, including rationing,
female employment, and the end of the Great Depression.
TEKS US.15 Government
 US.15B Explain the impact of significant international events such as World War II on changes in
the role of the federal government.
I CAN statements highlighted in yellow should be displayed for
students.
I can understand, analyze and evaluate the political, economic and
social issues of this era in American History. (US.1A, US.1B, US.1C,
US.6A, US.6B, US.6C, US.14A, US.15B, US.19A, US.19B, US.20A,
US.20C, US.22A)
Including, but not limited to:
 Identifying the characteristics of this era and how it is different
from previously studied eras.
 Explaining the significance of the years 1941-1945.
 Identifying the reasons for World War II
 Analyzing major events that occurred during World War II.
 Explaining the influence of major military leaders during World War
II.
 Describing how World War II affected the economics of the United
States.
 Explain how World War II changed the role of the national
government in the United States.
 Describe the characteristics of good leadership.
 Evaluate the contributions of important political and social leaders
during this era.
 Describe the effects of World War II in art, literature, and music.
 Identify examples of art, music and literature during this era that
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 1 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS US.19 Citizenship. The student understands the importance of effective leadership in a
democratic society.
 19A Describe qualities of effective leadership.
 19B Evaluate the contributions of significant political and social leaders in the United States
such as Franklin Roosevelt.
TEKS US.20 Culture. The student understands the relationship between the arts and the times
during which they were created.
 20A Describe how the characteristics and issues of various eras in U.S. history have been
reflected in works of art, music, and literature.
 20C Identify examples of American art, music, and literature that transcend American culture
and convey universal themes.
TEKS US.22 Science, technology and society. The student understands the impact of science and
technology on the economic development of the United States.
 22A Explain the effects of scientific discoveries and technological innovations such as
petroleum-based products and medical vaccinations.
TEKS US.24 Social Studies Skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology.
 US.24A [Locate and] use primary and secondary sources [such as computer software,
databases, media and news services, biographies, interviews, and artifacts] to acquire
information about the United States.
 US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions], and drawing inferences and conclusions.
 US.24G Support a point of view on a social studies issue or event.
S  US.24H Use appropriate mathematical skills to interpret social studies information such as maps
k
and graphs.
i TEKS US.25 Social Studies Skills. The student communicates in written, oral, and visual forms.
l  US.25A Use social studies terminology correctly.
l  US.25B Use standard grammar, spelling, sentence structure, and punctuation.
Transfer information from one medium to another, including written to visual and
s  US.25C
statistical to written or visual, using computer software as appropriate.
 US.25D Create written, oral, and visual presentations of social studies information.
TEKS US.26 Social Studies Skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings.
 US.26A Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution,
and evaluate the effectiveness of the solution.
 US.26B Use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
conveys universal themes.
 Explain the effects of scientific discoveries and innovations during
this era.
I CAN statements highlighted in yellow should be displayed for
students.
I can use my social studies skills to find and interpret primary and
secondary sources to better understand historical information. I can also
find the main idea, summarize, draw inferences and conclusions. Finally,
I can communicate in written, oral, and visual forms. (US.24A, US.24B,
US.24C, US.24D, US.25A, US.25B, US.25C, US.25D, US 26A, US 26B)
Including, but not limited to:

Maps showing historical information within and outside of the
United States.

Journal entries reflecting on social studies information and
issues.

Looking at various primary and secondary resources.

Problem solving social, economic and political issues of this
era.
Evidence of Learning
□ Given information on World War II, the student will analyze the political, economic, and social issues surrounding the causes of the war with 90% accuracy.
□ Given information on World War II, the student will analyze political, economic, and social impact of World War II on the United States with 90% accuracy.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 2 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Lesson 1: Prelude to War (1931-1941)



Essential Questions
How were the causes of World War II similar and different from those of World War I?
How did the Treaty of Versailles and events after the treaty set the stage for the
growth of dictatorships in Europe?
Was the United States justified for entering in World War II?
Essential Pre-requisite Skills
 Using cause and effect to demonstrate historical events. (Grade 1 – Grade 10)
 Understanding political, social, and economic issues surrounding a historical event.
(Grade 1 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Hook
 Conduct the Experiential Exercise from Chapter 34 of the History Alive kit.
Guided Practice
 Demonstrate how to use different map skills to provide information on Europe and Asia at
the beginning of World War II.
 See lesson plan for details.
 Demonstrate how to create a webbing diagram to demonstrate the characteristics of the
 Create a webbing diagram on the four “isms” to include their characteristics.
 With a partner, compare and contrast the different “isms” and analyze how they
 With a partner, use a blank outline map of both Europe and Asia to label the
different countries before the beginning of World War II.
 With a partner, write three predictions based on historical precedence on how
nations such as Germany and Japan would want to expand their borders.
concepts of nationalism, totalitarianism, fascism, and Nazism.
apply to Europe and Asia during this time period.
 Model how to create a graphic organizer that compares and contrasts the governments of
 Create a graphical compare and contrast chart dealing with the governments of
Spain, Italy, Germany, Japan and the Soviet Union.
Italy, German, Japan and the Soviet Union.
 Include on the chart the leaders of each of the nations and their economic
models.
 Guide students on how to best demonstrate the steps taken towards starting World War II
 Create a causal chain graphic organizer demonstrating the steps taken to start
World War II in the European theater.
 With a partner, outline the alliance system during this period of time and
compare it to the alliance system of World War I.
 Discuss the events that took place between 1937-1940 as Germany expanded its borders
and invaded other nations. Demonstrate how to create an action-reaction graphic
organizer.
 Complete the History Alive Origins of World War II lesson.
 Demonstrate how to create a chart that analyzes the steps taken by the Roosevelt
administration to prepare for war before the attack on Pearl Harbor.
 Discuss the attack on Pearl Harbor and model how to create a newspaper article
describing the causes and effects of the Japanese attack on Pearl Harbor.
Independent Practice
 Conduct the Mini Q Lesson: Why Did the Japanese Bomb Pearl Harbor?
Extension
 Conduct the N.Y. Times lesson, I Witness to History
SAISD © 2008-09 – Third Grading Period (Unit 3)
 Create an action-reaction chart to demonstrate actions taken by the Axis
Powers and how the Allied powers reacted during the years 1937-1940
 See Lesson Plan for Details
 With a partner, discuss steps taken by the United States to support various
nations in Europe during these years.
 In a small group, create a newspaper article using primary sources to describe
the causes and effect of the Japanese attack on Pearl Harbor.
 See lesson plan for details.
 See lesson plan for details.
U.S. History Since 1877
Page 3 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:

totalitarian

fascism

Adolf Hitler

Nazism

Francisco Franco

Benito Mussolini

Neutrality Acts

appeasement

Joseph Stalin

Winston Churchill

Axis powers

Hideki Tojo

Lend-Lease Acts

Allies

Atlantic Charter

Pearl Harbor
Textbook
 McDougal-Littell - The Americans: Chapter 16
 TCI – History Alive! Pursuing American Ideals – Chapter 34
Primary Resources
 Various Speeches of Winston Churchill and F.D. Roosevelt
 Lend-Lease Act
 Atlantic Charter
 Roosevelt’s Declaration of War
Online Resources
 SAISD Social Studies Resource
 http://www.nytimes.com/learning/teachers/lessons/19981207monday.html?searchpv=le
arning_lessons%3e.
 TEA SSC
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need further
support?
 create flash cards of the key terms, concepts, and
people related to the Spanish-American War.
 complete a cause-and-effect graphic organizer that
explains the causes of World War II.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
The type of government of Germany during the years of
Adolph Hitler is known as
A.
B.
C.
D.
Communism
Nazism
Democracy
Monarchy
What do you do for students who master the learning
quickly?
 Conduct research using various sources from the
National Archives including video and audio clips to
create a multimedia presentation on the causes of
World War II.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 4 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 2: The European Theater, the Home Front and the Holocaust


Essential Questions
How would the European Theater compare to the war in the Pacific?
What changes occurred in the United States economically and socially during
World War II?
CURRICULUM GUIDE
Essential Pre-requisite Skills
 Understanding conflict and compromise (Grade 1 – Grade 10)
 Analyzing the effects of World War II on Europe including the Holocaust. (Grades 5, 6
and 10)
 Analyzing maps and how political boundaries are changed. (Grades 4-10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Hook
 Conduct the Preview portion of Lesson 35 from History Alive!
Guided Practice
 Demonstrate how to interpret political cartoons by using samples from The
Political Cartoons of Dr. Seuss
 Discuss the role of point of view and bias has on political cartoons.
 Discuss the concept of propaganda and how it applies to the examples that the
students are looking at.
 Demonstrate how to determine steps that Americans took during the war to
support the war effort.
 See lesson plan for details.
 With a partner, write an analysis of the political cartoons of D. Seuss during this era.



Include descriptions of the cartoons and how they demonstrate cultural bias and
appeal to a sense of patriotism
At home, find examples in different types of printed material that can be considered
propaganda. Bring these examples to class and discuss in small groups your
examples and why you think they are propaganda.
Create an organizational chart to demonstrate the steps taken on the “home front” to
prepare and support the war effort.
With a partner, write a detailed analysis on whether or not the restrictions placed on
the public were unfair or fair.
Using a blank outline map of Europe, label the major countries during this era, major
geographical features, and major areas of conflict.
With a partner, create a visual graphic organizer to demonstrate how the Allies used
the “divide and conquer” strategy to weaken the Axis Powers in Europe.
 Demonstrate how to determine historical information by using maps.

 Discuss the steps taken by the Allies to divide and conquer the Axis powers and

demonstrate how to visually represent this information by using a graphic
organizer.
 Discuss the different aspects of the Holocaust including the ghettoes,
concentration camps and The Final Solution.
 In a small group, discuss the different aspects of the Holocaust as outlined in
classroom discussion.
 Create an informational poster about the Holocaust to include information about the
Holocaust and the effects of the Holocaust.
 Demonstrate how to evaluate the effects of the war in Europe.
 Create an effect chart for World War II.
 With a partner, discuss the effects of World War II and together create an informative
pamphlet analyzing the overall effects of World War II on Europe, Asia and the
Americas.
Independent Practice
 Conduct the History Alive lesson The Impact of World War II on Americans
Extension
 Contact local outreach programs that offer speakers that survived the Holocaust
or have an expertise in the Holocaust.
SAISD © 2008-09 – Third Grading Period (Unit 3)
 See lesson plan for details.
 Attend a session dealing with Holocaust.
 Write reflections on the session including how the session affected you personally.
U.S. History Since 1877
Page 5 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 home front
 rationing
 Office of Price Administration
 War Production Board
 George C. Marshall
 Dwight D. Eisenhower
 George Patton
 Omar Bradley
 Normandy Invasion
 Battle of the Bulge
 V-E Day
 Harry Truman
 The Final Solution
 ghetto
 concentration camp
 genocide
 Holocaust
Textbook
 McDougal-Littell - The Americans: Chapter 16, Section 3 & Chapter 17, Sections 1-3
 TCI – History Alive! Pursuing American Ideals – Chapter 35
Primary Resources
Online Resources
 SAISD Social Studies Resource
 TEA SSC
 The Political Cartoons of Dr. Seuss
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support?

Create visual world wall cards and use the in
conjunction with the diamond strategy.

Choose a strategy from the PBS website The
Great War.
http://www.pbs.org/greatwar/resources/lesson1.ht
ml
One of the effects of World War II was
A.
B.
C.
D.
The formation of the League of Nations.
Europe became divided between western
nations and eastern nations.
Germany was allowed to keep its borders intact.
Japan still occupied Korea and parts of China.
What do you do for students who master the learning
quickly?

Conduct research on modern examples of “ethnic
cleansing.” Create a presentation discussing how
the Holocaust is not the only example of mass
genocide and present solutions on how the modern
global society can guard against such occurrences,
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 6 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 3: World War II: War in the Pacific, The Home Front and the Bomb CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How did the Allies achieve victory in the Pacific Theater?
 What were the main differences between the ending of World War I and World
War II
 Was Truman justified in the dropping of two atomic weapons on Japan?
 Understanding conflict and compromise. (Grade 1 – Grade 10)
 Identifying and analyzing the role of technology on warfare. (Grade 4 – Grade 10)
 World War II (Grades 5, 6, and 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Hook
 Conduct the Preview portion of the History Alive lesson Fighting World War II
Guided Practice
 Discuss changes that occurred socially and economically in the United States.
 Conduct the History Alive lesson Writing Haiku About Interment.
 Demonstrate how to use a map to track historical events and place them in chronological
order.
 Demonstrate how to create a chart in order to keep track of historical information.
 See lesson plan for details.
 Create a chart demonstrate the economic and social changes in the United
States during this period of time.
 See lesson plan for details
 Using a blank outline map of the Pacific Theater, label the major nations,
major geographical features, and major military conflict areas.
 Create an organizational chart demonstrating the different battles that would
eventually lead to the end of conflict in the Pacific Theater.
 With a partner, compare and contrast the European Theater to the European
Theater.
 Discuss the Manhattan Project and the atomic bomb.
 Model how to create a pro and con chart.
 Discuss the usage of atomic weapons on Japan and whether or not the United States was
bomb.
 Include predictions on the possible consequences of the use of atomic
weapons during this era.
justified in the usage of atomic weapons to end the war.
 After discussion on the using of atomic weapons on Japan to end World War
 Guide students in creating a graphic organizer to demonstrate the main points of the Yalta
Conference.
 Describe the events that took place in both Europe and in Japan after the ending of
hostilities in both areas. Demonstrate how to compare and contrast the ending of World
War I to the Ending of World War II.
Independent Practice
 Conduct the History Alive lesson The Aftermath of World War II.
II, discuss with a partner whether or not the United States was justified to
use these weapons.
 Create an informative brochure on how the Yalta Conference will affect both
Europe and Asia. Include the long-term effects of the conference as well.
 Using blank outline maps, redraw the borders of Europe and Asia after
World War II.
 Create a graphic organizer comparing and contrasting the ending of World
War I to the ending of World War II.
 See lesson plan for details.
Extension
 Conduct the History Alive Activity Assessing the Decision to Build and Use the Atomic
Bomb.
SAISD © 2008-09 – Third Grading Period (Unit 3)
 Create a pro and con chart dealing with the topic of creating the atomic
U.S. History Since 1877
 See lesson plan for details.
Page 7 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:

Battle of Midway

Douglas MacArthur

Kamikaze

Manhattan Project

atomic bomb

Hiroshima and Nagasaki

scientific discoveries

medical vaccinations

internment of Japanese-Americans

Yalta Conference
Textbooks
 McDougal-Littell - The Americans: Chapter 17
 TCI – History Alive! Pursuing American Ideals – Chapters 36-37
Primary Resources
Online Resources
 SAISD Social Studies Resource
 TEA SSC
Media Resources
 PowerMedia Plus
 The Atom Strikes (30 Minutes)
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support?
 Come up with kinesthetic movements to
demonstrate the main concepts for this lesson.
What do you do for students who master the learning
quickly?
 Conduct research on the United Nations and how
the Security Council operates.
 In groups of five, conduct a simulation of the
Security Council dealing with a topic such as
providing financial aid to a struggling democracy in
Europe.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 8 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – U.S. History Since 1877
Unit of Study: The Cold War & Prosperity of the 1950s
CURRICULUM OVERVIEW
Third Grading Period – Unit 2
Big Idea
Enduring Understandings
 At the end of World War II, the United States had once again established itself as an international
power. With the defeat of the Axis powers; political, social and economic differences between the
USSR and the United States, would lead to competition for world dominance known as the Cold
War.
Overarching Questions
 What How did the United States and the Soviet Union become Cold War adversaries?
 Were the methods used by the United States to contain communism justified?
 How did anxieties raised by the Cold War affect life in the United States?
 Why are the 1950s remembered as an age of affluence?
TEKS
TEKS US.1 History. The student understands traditional historical points of reference in U.S.
history from 1877 to the present.
 US.1A Identify the major eras in U.S. history from 1877 to the present and describe their
defining characteristics.
 US.1B Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods.
C
 US.1C Explain the significance of the following date: 1957.
o
TEKS US.6 History. The student understands the impact of significant national and international
n
decisions and conflicts from World War II and the Cold War to the present on the United States.
c
 US.6D Describe U.S. responses to Soviet aggression after World War II, including the Truman
e
Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, [and the Berlin airlift].
p
 US.6E Analyze the conflict in Korea and describe its domestic and international effects.
t
s  US.6F Describe the impact of the GI Bill, [the election of 1948,] McCarthyism, and Sputnik I.
 US.6H Identify the origins of major domestic and foreign policy issues currently facing the
United States.
TEKS US.10 Geography. The student understands the effects of migration and immigration on
American society.
 US.10A Analyze the effects of changing demographic patterns resulting from migration within
the United States.
TEKS US.14 Economics. The student understands the economic effects of World War II, the
Cold War, and increased worldwide competition on contemporary society.
 US.14B Identify the causes and effects of prosperity in the 1950s.
 US.14C Describe the impact of the Cold War on the business cycle and defense spending.
 US.14D Identify actions of the government and the private sector to expand economic
opportunities to all citizens.
TEKS US.19 Citizenship. The student understands the importance of effective leadership in a
democratic society.
 US.19A Describe qualities of effective leadership.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Unit Rationale
It is important for students to comprehend the political, economic and
social ramifications of the Cold War in order to better understand modern
conflicts and issues. It is also important to have the background
knowledge of what domestic life was like following World War II in order to
make connections with societal trends today.
Lessons for this Unit
□
□
Lesson 1: The Cold War: 1945-1960
Lesson 2: The Prosperity of the 1950s
TEKS Specificity - Intended Outcome
I CAN statements highlighted in yellow should be displayed for
students.
I can understand, analyze and evaluate the political, economic and social
issues of this era in American History. (US.1A, US.1B, US.1C, US.6D,
US.6E, US.6F, US.6H, US.10A, US.14B, US.14.C, US.14D, US.19A,
US.20A, US.20C, US.20D, US.20E, US.22A)
Including, but not limited to:

Identifying the characteristics of this era and how it is different
from previously studied eras.

Discuss the conflicts between the Soviet Union and the United
States that occurred during this era.

Analyze the political and economic impact of the different
conflicts between the United States and the Soviet Union.

Analyze the effects of the Cold War on the United States.

Describe the causes and effects of prosperity of the United
States during the 1950s and evaluate its effects on different
aspects of American Society.

Identify and analyze the changes in American culture during this
era including changes in music, art, literature and architecture.

Analyze the effects of changes in technology and the impact of
scientific discoveries during this era.
Page 9 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
TEKS US.20 Culture. The student understands the relationship between the arts and the times
during which they were created.
 US.20A Describe how the characteristics and issues of various eras in U.S. history have been
reflected in works of art, music, and literature such as the paintings of Georgia O’Keefe and
rock and roll.
 US.20C Identify examples of American art, music, and literature that transcend American
culture and convey universal themes.
 US.20D Analyze the relationship between culture and the economy and identify examples such
as the impact of the entertainment industry on the U.S. economy.
 US.20E Identify the impact of popular American culture on the world.
TEKS US.22 Science, technology and society. The student understands the impact of science
and technology on the economic development of the United States.
 US.22B Explain how scientific discoveries and technological innovations such as those in
agriculture, the military, and medicine resulted from needs.
 US.22C Analyze the impact of technological innovations on the nature of work, the American
labor movement, and businesses.
TEKS US.23 Science, technology and society. The student understands the influence of
scientific discoveries and technological innovations on daily life in the United States.
 US.23A Analyze how scientific discoveries and technological innovations, including those in
transportation and communication, have changed the standard of living in the United States.
US.24 Social Studies Skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology.
 US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions], and drawing inferences and conclusions.
 US.24C Explain and apply different methods that historians use to interpret the past, including
the use of primary and secondary sources, points of view, frames of reference, and historical
context.
S US.25 Social Studies Skills. The student communicates in written, oral, and visual forms.
k
 US.25A Use social studies terminology correctly.
i
 US.25B Use standard grammar, spelling, sentence structure, and punctuation.
l
 US.25C Transfer information from one medium to another, including written to visual and
l
statistical to written or visual, using computer software as appropriate.
s
 US.25D Create has written, oral, and visual presentations of social studies information.
US.26 Social Studies Skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings.
 US.26A Use a problem-solving process to identify a problem, gather information, list and
consider options, consider advantages and disadvantages, choose and implement a solution,
and evaluate the effectiveness of the solution.
 US.26B Use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
I can use my social studies skills to find and interpret primary and
secondary sources to better understand historical information. I can also
find the main idea, summarize, draw inferences and conclusions. Finally, I
can communicate in written, oral, and visual forms. (US.24A, US.24B,
US.24C, US.24D, US.25A, US.25B, US.25C, US.25D, US 26A, US 26B)
Including, but not limited to:

Maps showing the changing boundaries within the United States.

Journal entries reflecting on social studies information and
issues.

Looking at various primary and secondary resources.

Problem solving social, economic and political issues of this era.
Evidence of Learning
□ Given information on the Cold War era to 1960, the student will analyze the political, economic and social effects of the Cold War on the United States with 90% accuracy.
□ Given information on the prosperity of the 1950s, the student will evaluate the effects of economic prosperity on different aspects of American society with 90% accuracy.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 10 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Essential Questions
Lesson 1: The Cold War To 1960
CURRICULUM GUIDE
Essential Pre-requisite Skills
 What economic opportunities became available at the end of World War II?
 How did the United States and the Soviet Union become Cold War adversaries?
 How would tensions between the USSR and the USA lead to political, economic
and social changes?
 Were the methods used by the United States to contain communism justified?




Understanding political and economic changes in societies. (Grade 4 – Grade 10)
Analyzing causes and effects of major historical events and issues (Grade 3 – Grade
10)
Analyzing the causes and effects of the Cold War. (Grades 5, 6 and 10)
Understanding the concept of world-wide political influence. (Grades 9 – 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Hook
 Conduct the Preview strategy from the History Alive lesson Origins of the Cold
War.
Guided Practice
 Model how to use maps to interpret geographical information especially with the
concepts of military alliances and buffer zones.
 Demonstrate how to create a T-Chart to compare and contrast the goals and aims
of the United States and the Soviet Union.
 Model how to interpret primary sources such as speeches using Sir Winston
Churchill’s Iron Curtain speech and political cartoons such as this example.
 Show students how to create a chart and/or foldable to demonstrate the political
economic and/or social effects of the following events under President Truman
and President Eisenhower:
o The Truman Doctrine
o The Marshall Plan
o The Berlin Airlift
o NATO
o China becoming a Communist nation
o The Korean War
o Expansion of the Nuclear Weapons program
o Brinkmanship (Assured Mutual Destruction)
o Warsaw Pact
o The Space Race
o The U-2 Incident
o Establishment of the CIA
 Conduct the remainder of the Origins of the Cold War Lesson.
 Conduct the Experiential Exercise from the History Alive lesson Fighting the Cold
War at Home
 Model how to interpret primary sources such as the historical video example Duck
and Cover
SAISD © 2008-09 – Third Grading Period (Unit 3)
 See lesson plan for details
 Using a blank outline map of Europe, label the major nations during this era and
major geographical features.
 Label the different nations as being either part of the western powers (NATO) or the
eastern nations (Warsaw Pact)
 Write three sentences predicting possible conflicts that may occur because of these
different alliances.
 Create a T-Chart comparing and contrasting the goals and aims of the United States
and the Soviet Union.
 With a partner, use the political cartoon analysis process to analyze the Iron Curtain
political cartoon.
 Create a chart demonstrating the political, economic and social effects of events that
took place during the Truman and Eisenhower eras.
 With a partner, create an original foldable demonstrating the political, economic and
social effects of events that took place during the Truman and Eisenhower eras.
 See lesson plan for details.
 See lesson plan for details.
 With a partner, use the video analysis process to analyze the video Duck and Cover.
 Write five statements regarding the video on whether or not the video was realistic or
helpful to the public during this time period.
U.S. History Since 1877
Page 11 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Demonstrate how to determine the domestic effects of the following:
o House of Un-American Activities Committee
o Alger Hiss Case
o The Rosenbergs
o McCarthyism
Independent Practice
 Conduct the History Alive lesson The Cold War Expands
Vocabulary:
 United Nations
 Cold War
 H-bomb
 containment
 Marshall Plan
 Iron Curtain
 satellite nation
 Truman Doctrine
 North Atlantic Treaty Organization
 Warsaw Pact
 Berlin Airlift
 Korean War
 McCarthyism
 Blacklist
 Eisenhower Doctrine
 Sputnik I
 Central Intelligence Agency (CIA)
 Create an effect chart demonstrating the political and social effects of:
o House of Un-American Activities Committee
o Alger Hiss Case
o The Rosenbergs
o McCarthyism
 See lesson plan for details.
Resources
Textbook:
 Mcdougal Littell – The Americans: Chapter 18
 TCI – Persuing American Ideals — Chapters 38 – 40
District Resources
Print Resources
 U.S. Almanac
Internet Resources
 SAISD – Social Studies
 Social Studies Center
 Cold War Museum
 About the Cold War
 US History since 1945
 Documents Related to the Cold War
Media Resources
 PowerMedia Plus
 Duck and Cover Video
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 12 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support?

Make an illustrated foldable that explains the
key events and individuals related to the Cold
War from 1945 to 1960.
What do you do for students who master the learning
quickly?

Write a policy review that explains the U.S.
policy of containment by examining the key
events, policies, and individuals related to the
Cold War from 1945 to 1960.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 13 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Lesson 2: Prosperity of the 1950s
Essential Questions



Essential Pre-requisite Skills


Why are the 1950s remembered as an age of affluence?
Why did some Americans rebel against conformity in the 1950s?
Why did poverty persist in the United States in an age of Affluence?

Understanding social changes in societies. (Grade 4 – Grade 10)
Analyzing causes and effects of major historical events and issues
(Grade 3 – Grade 10)
Understanding changes in cultures. (Grades 5 – 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Hook
 Conduct the Preview from the History Alive lesson Peace, Prosperity, and Progress.
Guided Practice
 Demonstrate how to determine the social, political, and economic issues of post World War II
America. (Sections 1-2)

See lesson plan for details

 Conduct the History Alive lesson Two Americas.
Independent Practice
 Model how to determine the main ideas of the topic Prosperity of the 1950s.



Create a table demonstrating the political, economic and social issues
of post World War II America.
With a partner, create five summative statements analyzing the main
characteristics of America at the beginning of the 1950s.
See lesson plan for details
With a partner, create a chart demonstrating the aspects of popular
culture in the 1950s.
With a partner, create another chart demonstrating the popular culture
of today.
Compare the two charts together and write an essay comparing and
contrasting the two eras and determine which one is the better of the
two and reasons why.
See lesson plan for details
Create an informative brochure demonstrating the economic and social
differences in American society during this period of time.
See lesson plan for details.
With a partner, create a 1950s stylized movie poster that demonstrates
the concepts of life during this period of time.
Write an analysis of American society during this period of time.
Extension
 Conduct the Digging Deeper lesson Creating 1950s Television Show Episodes.

See lesson plan for details.


Conduct the History Alive lesson Peace, Prosperity, and Progress.
Model how to define and give characteristics of “popular culture.” (Section 3)







Conduct the History Alive lesson Rebelling Against Conformity.
Guide students in understanding what is meant by “The Other America.” (Section 4)
Vocabulary:
 GI Bill of Rights
 Fair Deal
 baby boom
 suburb
 consumerism
SAISD © 2008-09 – Third Grading Period (Unit 3)


Resources
Textbook:
 Mcdougal Littell – The Americans: Chapter 19
 TCI – Persuing American Ideals — Chapters 41-43
U.S. History Since 1877
Page 14 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.







urban renewal
mass media
rock ‘n’ roll
scientific discoveries
polio vaccine
technological innovations
jazz
Print Resources
 U.S. Almanac
Internet Resources
 SAISD – Social Studies
Media Resources
PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support?
 Use various visual discovery strategies from the 11th
Grade CD to demonstrate the cultural changes
found in the United States during this era.
 Create a foldable the uses both visual and textual
representations of the social, economic, and political
changes that occurred during this era.
What do you do for students who master the learning
quickly?
 Conduct research on how the advent of the
television influenced Americans during this era.
Create an original presentation demonstrating how
television programs during different time periods
reflect the society of that time.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 15 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – U.S. History Since 1877
Unit of Study: Era of Political and Social Change (1954-1975)
CURRICULUM OVERVIEW
Third Grading Period – Unit 3
Big Idea
Unit Rationale
Enduring Understandings
 The
Overarching Questions
 Was
Lessons for this Unit
□
□
Lesson 1: The New Frontier & The Great Society
Lesson 2: The Civil Rights Movement
TEKS Specificity - Intended Outcome
I CAN statements highlighted in yellow should be displayed for
students.
I can identify historical points of reference and identify different eras
in U.S. History. I can also analyze the political, economic, and social
changes of this era brought on by the Cold War during the 1960s.
TEKS
CTEKS US.1-History The student understands traditional historical points of reference in U.S. history
o from 1877 to the present.
n  US.1A Identify the major eras in U.S. history from 1877 to the present and describe their defining
c
characteristics.
e  US.1B Apply absolute and relative chronology through the sequencing of significant individuals,
p
events, and time periods.
t TEKS US.6-History The student understands the impact of significant national and international
Including, but not limited to:
s decisions and conflicts from World War II and the Cold War to the present on the United States.

 US.6E Analyze the conflict in Vietnam and describe its domestic and international effects.
 US.6H Identify the origins of major domestic and foreign policy issues currently facing the United
States.
 7A Trace historical development of civil rights movement in the 18th, 19th, and 20th centuries,
C
including the 13th, 14th, and 15th amendments.
o  7B Identify significant leaders of the civil rights movement, including Martin Luther King, Jr.
n  7C Evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the
c
United States.
e

7D Identify changes in the United States that have resulted from the civil rights movement such
p
as increased participation of minorities in the political process.
t

17A Analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown
s
vs. Board of Education.
21A Explain actions taken by different racial, ethnic, and religious groups to expand economic
opportunities and political rights in American society.
21C Analyze how the contributions of people of various racial, ethnic, and religious groups have
helped to shape the national identity.
TEKS US.15-Government. The student understands changes in the role of government over time.
 TEKS US.15A Evaluate the impact of New Deal legislation on the historical roles of state and
federal governments.
TEKS US.16-Government. The student understands the changing relationships among the three
branches of the federal government.
 TEKS US.16A Evaluate the impact of events, including the Gulf of Tonkin Resolution and the War
Powers Act, on the relationship between the legislative and executive branches of government.
TEKS US.19-Citizenship. The student understands the importance of effective leadership in a
SAISD
© 2008-09
– Third Grading Period (Unit 3)
U.S. History Since 1877
Page 16 of 21
democratic
society.

TEKS
US.19A
Describe
qualities
of
effective
leadership.
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
TEKS US.19C
the contributions
of Texans
who have
been President
of the
United
assessments
at eachIdentify
grade level.
All End of Course
(EOC) eligible
knowledge
and skills are
identified
asStates.
Power Standards.
TEKS US.24 Social Studies Skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology.
 US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations
[and predictions], and drawing inferences and conclusions.
 US.24C Explain and apply different methods that historians use to interpret the past, including the
use of primary and secondary sources, points of view, frames of reference, and historical context.
S TEKS US.25 Social Studies Skills. The student communicates in written, oral, and visual forms.
k  US.25A Use social studies terminology correctly.
i
 US.25B Use standard grammar, spelling, sentence structure, and punctuation.
l
l  US.25C Transfer information from one medium to another, including written to visual and statistical to
written or visual, using computer software as appropriate.
s
 US.25D Create has written, oral, and visual presentations of social studies information.
TEKS US.26 Social Studies Skills. The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings.
 US.26A Use a problem-solving process to identify a problem, gather information, list and consider options,
consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of
the solution.
 US.26B Use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
Evidence of Learning
□
I can use critical thinking skills to organize and use information from
different sources in order to communicate in written, oral and visual
forms. I can also use problem-solving skills to look at historical
events. (US.24B, US24C, US.25A, US.25B, US.25C, US.25D,
US.26A, US.26B)
Including,
but not limited to:

Journal entries reflecting on social studies information and
issues.

Looking at various primary and secondary resources.

Problem solving social, economic and political issues of this
era.
Given information
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 17 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 1
The New Frontier & The Great Society
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 Was John F. Kennedy a great president?
 Understanding political, economic and social changes in a society. (Grade 5 –
Grade 10)
 What is the proper role of government in shaping American society?
 Analyzing the effects cultural change in a society. (Grades 5-10)
 What were the political, economic and social issues during the New Frontier and
the Great Society eras?
The Teaching Plan
Instructional Model & Teacher Directions
So students can…
The teacher will…
Use History Alive, resources from the Internet and the Social Studies website, and the
textbook to conduct the following lesson.
Hook
 See lesson plan for details
 Conduct the preview lesson for The Age of Camelot.
Guided Practice
 Create a list of social and economic issues that were of importance before
 Discuss with students the political and economic issues that preceded the election of
the election of 1960.
1960.
 Watch the Kennedy-Nixon debate and determine which of the two candidates
 Demonstrate how to use data to determine the outcomes of the presidential election of
made the better impression on the American public.
1960.
 Discuss with a partner how much influence did television have on how people
voted in 1960 and how much influence it has now.
 Using information, determine by how many votes did Kennedy win the
election by and analyze how the election was a reflection on the American
public.
 Demonstrate how to analyze the importance of the following events:
 Create a foldable demonstrating the topics presented and how each of the
events might determine whether or not Kennedy was a strong president.

Bay of Pigs

Cuban Missile Crisis

Berlin Wall

Limited Ban Treaty
 Model how to determine and analyze the importance of the following programs and
 Describe each of the programs discussed.
events:
 With a partner, choose one of the topics and create a detailed booklet of the

Economic stimulus
program to include an analysis on how the program influenced American
society.

Peace Corps

Alliance for Progress

Race to the Moon and NASA
 See Lesson Plan for Details
 Complete the Age of Camelot lesson
 See Lesson Plan for Details
 Conduct the preview lesson for The Great Society
 Demonstrate how to create an organizational chart.
 Create a chart outlining the programs that were created under the Johnson
administration and how these programs addressed problems with:

Poverty

Cities

Education

Discrimination

Environment

Consumer Protection
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 18 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Discuss the importance of the Warren Court on American society.
 Create a graphic organizer that details Supreme Court actions that affected
American society.
 Write an analysis on how society was impacted by the many actions taken by
the three branches of government.
 See Lesson Plan for Details
Independent Practice
 Complete the lesson The Great Society
Extension
 Conduct the TCI Digging Deeper Lesson The Cuban Missile Crisis
Vocabulary:

Berlin Wall

John F. Kennedy

Fidel Castro

Cuban Missile Crisis

Lyndon B. Johnson

War Powers Act

New Frontier

Peace Corps

Assassination

Warren Court

reapportionment

Great Society

Medicare

Medicaid

space program
 See lesson plan for details
Resources
Textbook:
 Mcdougal Littell – The Americans: Chapter 20
 TCI – History Alive!: Chapters 48-49
 TCI – Digging Deeper Activity 19
District Resources
Print Resources
 US Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support?

Gather information on the New Frontier and
Great Society of the 1960s to create a PERSIA
chart.
What do you do for students who master the learning
quickly?

Create a debate on which who was a better
President, John Kennedy or Lyndon Johnson.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 19 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 2
Essential Questions


CURRICULUM GUIDE
The Civil Rights Movement
Essential Pre-requisite Skills
How did segregation affect American life in the postwar period?
Who did civil rights advocates advance the ideals of liberty, equality and opportunity for
African Americans?



Evaluating the civil rights movement in the United States. (Grades 5 - 10)
Understanding the freedoms protected by the Bill of Rights (Grades 5-10)
Analyzing the effects of social change. (Grade 6 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, resources from the Internet and the Social Studies website, and the
textbook to conduct the following lesson.
Hook

Conduct the preview exercise of Segregation in the Post-World War II Period
Guided Practice

Discuss the following social issues and events during this time period and guide students
to analyze the impact on American society for each of the issues and/or events.
o Segregation
o Plessy v. Ferguson
o Morgan v. Virginia
o Sweatt v. Painter
o Brown v. Board of Education of Topeka
o Little Rock Nine
o Montgomery Bus Boycott
o Sit-Ins
o Voting Rights Act of 1965
o Civil Rights Act of 1968

Discuss the following people and model how to analyze the influence of each on
American society during this time period and today.
o Rosa Parks
o Dr. Rev. Martin Luther King Jr.
o Freedom Riders
o James Meredith
o Malcolm X
o Stokely Charmichael
Independent Practice

Conduct the rest of the TCI Lesson: The Civil Rights Revolution: “Like a Mighty Stream”
Extension

Conduct the Digging Deeper lesson: Martin Luther King Jr. and Malcolm X Talk It Out
Vocabulary:
 segregation
 integration
 Brown v. Board of Education of Topeka
 sit-in
 Rosa Parks
SAISD © 2008-09 – Third Grading Period (Unit 3)
So students can…

See the lesson plan for details.


Create a chart outlining each of the issues and events mentioned.
With a partner, create a foldable that has each of the events/issues and
provides a quick analysis on why each of them was a large influence on
American society.



For each of the people mentioned, write a summary on the actions each
person took and that person brought change to American society.
Create a book highlighting the contributions of each of the people mentioned.
Include an analysis on how people can make a difference in American society.

See the lesson plan for details.
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See the lesson plan for details.
Resources
Textbook:
 Mcdougal Littell – The Americans: Chapter 21
 TCI – History Alive!: Chapters 44-47
 TCI – Digging Deeper, Activity 17
U.S. History Since 1877
Page 20 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
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Martin Luther King, Jr.
Boycott
Malcolm X
freedom riders
Medgar Evers
Civil Rights Act of 1964
Voting Rights Act of 1965
de facto segregation
de jure segregation
Black Power
Stokely Carmichael
affirmative action
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Media Resources
 PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need further
support?
 Make a collage of images that summarizes the civil
rights movement in U.S. history.
 Make an illustrated timeline of the key events in the
civil rights movement.
 Create a foldable that explains the impact of the 13th,
14th, and 15th amendments, Brown v. Board of
Education, the Civil Rights Act of 1964, and the
Voting Rights Act of 1965 on the civil rights movement
in U.S. history.
What do you do for students who master the learning
quickly?

Prepare and deliver a multimedia presentation
that highlights the history of the civil rights
movement in the United States.
SAISD © 2008-09 – Third Grading Period (Unit 3)
U.S. History Since 1877
Page 21 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.