High School
U.S. History
UEQ 4:
How were the world and the United States impacted during and after
World War II? (Number of sessions: 19)
SS.912.A.1.1 (view) (Number of sessions: 19)
Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted,
when interpreting events in history.
SS.912.A.1.2 (view) (Number of sessions: 19)
Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and
authenticity to understand a historical period.
SS.912.A.1.3 (view) (Number of sessions: 19)
Utilize timelines to identify the time sequence of historical data.
SS.912.A.1.4 (view) (Number of sessions: 19)
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the
significance of time periods and events from the past.
SS.912.A.1.5 (view) (Number of sessions: 19)
Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.
SS.912.A.1.6 (view) (Number of sessions: 19)
Use case studies to explore social, political, legal, and economic relationships in history.
SS.912.A.6.1 (view) (Number of sessions: 5)
Examine causes, course, and consequences of World War II on the United States and the world.
SS.912.A.6.1 (view) (Number of sessions: 5)
Examine causes, course, and consequences of World War II on the United States and the world.
SS.912.A.6.9 (view) (Number of sessions: 5)
Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.
SS.912.A.6.10 (view) (Number of sessions: 4)
Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan,
NATO, Warsaw Pact).
SS.912.A.6.2 (view) (Number of sessions: 5)
Describe the United States response in the early years of World War II (Neutrality Acts, Cash and Carry, Lend
Lease Act).
SS.912.A.6.4 (view) (Number of sessions: 5)
Examine efforts to expand or contract rights for various populations during World War II.
SS.912.A.6.10 (view) (Number of sessions: 5)
Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan,
NATO, Warsaw Pact).
SS.912.A.7.1 (view) (Number of sessions: 4)
Identify causes for Post-World War II prosperity and its effects on American society.
SS.912.A.6.3 (view) (Number of sessions: 5)
Analyze the impact of the Holocaust during World War II on Jews as well as other groups.
SS.912.A.6.5 (view) (Number of sessions: 5)
Explain the impact of World War II on domestic government policy.
SS.912.A.6.11 (view) (Number of sessions: 5)
Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world.
SS.912.A.7.2 (view) (Number of sessions: 4)
Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.
SS.912.A.1.7 (view) (Number of sessions: 19)
Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and
publications.
SS.912.A.6.6 (view) (Number of sessions: 5)
Analyze the use of atomic weapons during World War II and the aftermath of the bombings.
SS.912.A.6.12 (view) (Number of sessions: 5)
Examine causes, course, and consequences of the Korean War.
SS.912.A.7.3 (view) (Number of sessions: 4)
Examine the changing status of women in the United States from post-World War II to present.
SS.912.A.6.7 (view) (Number of sessions: 5)
Describe the attempts to promote international justice through the Nuremberg Trials.
SS.912.A.6.13 (view) (Number of sessions: 5)
Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon
administrations.
SS.912.A.7.8 (view) (Number of sessions: 4)
Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the
accused, and reproductive rights.
SS.912.A.6.9 (view) (Number of sessions: 5)
Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.
SS.912.H.1.1 (view) (Number of sessions: 5)
Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according
to the periods in which they were created.
SS.912.G.1.3 (view) (Number of sessions: 4)
Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.
SS.912.A.6.15 (view) (Number of sessions: 19)
Examine key events and peoples in Florida history as they relate to United States history.
HE.912.C.2.4 (view) (Number of sessions: 19)
Evaluate how public health policies and government regulations can influence health promotion and disease
prevention.
SS.912.G.4.3 (view) (Number of sessions: 5)
Use geographic terms and tools to analyze the effects of migration both on the place of origin and destination,
including border areas.
SS.912.H.1.5 (view) (Number of sessions: 5)
Examine artistic response to social issues and new ideas in various cultures.
SS.912.G.2.1 (view) (Number of sessions: 4)
Identify the physical characteristics and the human characteristics that define and differentiate regions.
SS.912.G.1.2 (view) (Number of sessions: 19)
Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as
organizational schema to describe any given place.
SS.912.H.3.1 (view) (Number of sessions: 5)
Analyze the effects of transportation, trade, communication, science, and technology on the preservation and
diffusion of culture.
SS.912.H.1.3 (view) (Number of sessions: 4)
Relate works in the arts to various cultures.
SS.912.H.3.1 (view) (Number of sessions: 4)
Analyze the effects of transportation, trade, communication, science, and technology on the preservation and
diffusion of culture.
LAFS.1112.SL.1.1 (view) (Number of sessions: 19)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines, and establish individual roles as needed. Propel conversations
by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on
all sides of an issue; resolve contradictions when possible; and determine what additional information or research
is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.2 (view) (Number of sessions: 19)
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
LAFS.1112.SL.1.3 (view) (Number of sessions: 19)
Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.
LAFS.1112.SL.2.4 (view) (Number of sessions: 19)
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.RH.1.1 (view) (Number of sessions: 19)
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained
from specific details to an understanding of the text as a whole.
LAFS.1112.RH.1.2 (view) (Number of sessions: 19)
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that
makes clear the relationships among the key details and ideas.
LAFS.1112.RH.1.3 (view) (Number of sessions: 19)
Evaluate various explanations for actions or events and determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters uncertain.
LAFS.1112.RH.2.4 (view) (Number of sessions: 19)
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses
and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No.
10).
LAFS.1112.RH.2.5 (view) (Number of sessions: 19)
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
LAFS.1112.RH.2.6 (view) (Number of sessions: 19)
Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims,
reasoning, and evidence.
LAFS.1112.RH.4.10 (view) (Number of sessions: 19)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity
band independently and proficiently.
LAFS.1112.RH.3.7 (view) (Number of sessions: 19)
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a question or solve a problem.
LAFS.1112.RH.3.8 (view) (Number of sessions: 19)
Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information.
LAFS.1112.RH.3.9 (view) (Number of sessions: 19)
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea
or event, noting discrepancies among sources.
LAFS.1112.WHST.1.1 (view) (Number of sessions: 19)
Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims
fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s
knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to
link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a
concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2 (view) (Number of sessions: 19)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
or technical processes. Introduce a topic and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by
selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience s knowledge of the topic. Use varied transitions and
sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts. Use precise language, domain-specific vocabulary and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds
to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section
that follows from and supports the information or explanation provided (e.g., articulating implications or the
significance of the topic).
LAFS.1112.WHST.2.4 (view) (Number of sessions: 19)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.1112.WHST.2.5 (view) (Number of sessions: 19)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.6 (view) (Number of sessions: 19)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.3.7 (view) (Number of sessions: 19)
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.8 (view) (Number of sessions: 19)
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.9 (view) (Number of sessions: 19)
Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.4.10 (view) (Number of sessions: 19)
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Know (Number of sessions: 19)
Understand the causes, course, and consequences of World War II at home and abroad. Understand how the US
reshaped its role in the post-war world.
Do (Number of sessions: 10)
Idenitfy and/or evaluate the social, political, and economic causes of World War II. Identify and/or evaluate the
causes and consequences of World War II both domestically and internationally. Evaluate the significance of
specific wartime events and actions both on the home front and on the progress of the war. Analyze the role played
by individuals in the war effort, including the involvement of women and minority groups in home front and
overseas activities. Identify and/or evaluate the role of technology in World War II and the political, economic, and
social implications of the use of technology. Evaluate the long-term influencess of the war on both domestic and
international affairs.
Do (Number of sessions: 9)
Identify and/or evaluate the social, political, and economic causes of the early years of the Cold War (1945-1950).
Recognize the significance of events or actions of the early years of the Cold War (1945-1950) that influenced
government policy and social interactions. Idenitfy and/or evaluate the long-term social, political, and economic
implications of events and actions that occurred during the early years of the Cold War (1945-1950). Recognize the
varying points of view related to the early years of the Cold War (1945-1950) and examine how those points of
view shaped public poliices and social interactions. Evaluate the impact of the early years of the Cold War (19451950) on the lives of individuals in the United States. Evaluate how events of hte early years of the Cold War
(1945-1950) influenced United States involvement in international conflicts. **Address early Cold War issues from
the perspective of the United States rather than from the perspective of other countries or global leaders.
Do (Florida History) (Number of sessions: 19)
Explain the impact of key events and peoples in Florida history during this time period.
LEQ 1: How did the rise of dictators contribute to the outbreak of World War II? (Number of sessions:
5)
LEQ 2: How did the United States use its resources to win World War II? (Number of sessions: 5)
LEQ 3: What international tensions resulted in the Cold War? (Number of sessions: 5)
LEQ 4: What economic, social, and political changes occurred in the postwar United States? (Number of
sessions: 4)
LEQ 5: What important events and people affected Florida during this time period? (Number of
sessions: 19)
Vocabulary (Number of sessions: 10)
Atlantic Charter, Coral Sea, Final Solution, Hiroshima, Nagasaki, Holocaust, home front, Japanese-American
internment, Lend-Lease Act, loyalty review boards, loyalty review program, Mary McLeod Bethune, Midway,
national security, Normandy, Nuremberg Trials, Pearl Harbor, Potsdam, Salerno, Tehran Conference, United
Nations, V-E Day, V-J Day, Yalta Conference
Vocabulary (Number of sessions: 9)
Berlin blockade, Cold War, Dumbarton Oaks Conference, iron curtain, Marshall Plan, North Atlantic Treaty
Organization (NATO), Nuremberg Trials, Potsdam, Truman Doctrine
Reading Like a Historian: Atomic Bomb (view) (Number of sessions: 10)
In this lesson, students analyze primary source documents in an effort to answer the central historical question:
How should we remember the dropping of the atomic bomb? First, students are told that they will choose an
appropriate photo to accompany a U.N. website commemorating the dropping of the bomb. Students are then
introduced to 2 narratives about WWII: "Hiroshima as Victimization" (the Japanese point of view) vs. "Hiroshima as
Triumph" (the American point of view). The class is then divided into 2 halves, each of which looks at a variety of
source documents-anecdotes, letters, and data-through its side's point of view only. Students then form groups of
4 to choose which image should be used in the "website." Each group shares its image and explains why they
chose it. In a final discussion, the class talks about whether the bomb should have been dropped and whether they
can second-guess a decision like Truman's.
The Two Big Powers and Their Cold War: 1945-1990 CE (view) (Number of sessions: 9)
This web resource provides a full teaching unit in PDF format designed to help students understand shifts in world
politics post-World War II through the Cold War. Through an examination of primary and secondary source
documents, students will evaluate the opposing political, economic, and cultural ideologies of two emerging world
superpowers in the post-World War II era: the United States and the Soviet Union. The unit's summative
assessment asks students to present evidence supporting a description of these competing ideologies' impact on
the Third World.
Close Reading Exemplar: Unbroken and Farewell to Manzanar (view) (Number of
sessions: 10)
As students will have previous exposure to the historical themes and factual information about the attacks on Pearl
Harbor, the United States involvement in WWII, and the internment of Japanese in camps throughout the western
United States, this lesson exemplar will allow students to participate in critical discussion of two stories that
illuminate important, yet divergent, experiences of war and conflict. This lesson exemplar will push students to
think critically about the experience of wartime as felt by both soldiers and civilians as they navigated specific trials
that were a part of their direct or peripheral involvement in WWII.
Sputnik: The Little Metal Ball That Fueled the Cold War (view) (Number of sessions: 9)
This informational text resource is intended to support reading in the Social Studies content area. It is most
appropriate for 11th-12th grade students enrolled in a U.S. History class. In this article, the author, a professor of
aeronautics, reflects on the Soviet launch of the Sputnik satellite and how it inspired both Cold War paranoia and a
national commitment to scientific education. Sputnik, he concludes, was a true historical turning point. See
Attachments section for a Microsoft Word file with text dependent questions to accompany this passage.
Student Centered Comprehension Strategies: Night by Elie Wiesel (view) (Number of
sessions: 10)
Students will use teaching strategies as they read and discuss Holocaust survivor Elie Wiesel's memoir Night.
Everyone in the classroom takes a turn assuming the "teacher" role in a reciprocal teaching activity, as the class
works with four comprehension strategies: predicting, question generating, summarizing, and clarifying.
Reading Like a Historian: Cold War (view) (Number of sessions: 9)
In this lesson, students analyze primary source documents in an effort to answer the central historical question:
Who was primarily responsible for the Cold War: the United States or the Soviet Union? The teacher begins with a
timeline and brief PowerPoint to set up early Cold War chronology. Students then receive 2 documents-Churchill's
"Iron Curtain" speech and the "Truman Doctrine" speech-answer guiding questions and formulating an initial
(probably pro-American) hypothesis. They then corroborate this with another 2 documents-a telegram by Soviet
ambassador Novikov and a critical speech by Henry Wallace-and formulate another (perhaps more sympathetic to
the Soviet position) hypothesis. Students share answers and discuss as a class: which hypothesis is more
believable? What further evidence would you like to see?
Putting a Face to the Numbers (view) (Number of sessions: 10)
In this lesson, students read a New York Times article about two very different survivors of genocide - one
Holocaust survivor and another who survived the genocide in Rwanda - who speak together about their harrowing
experiences. Then, small groups of students use first-hand accounts and other primary sources to research
different instances of historical genocide. After conducting research, each group creates a chapter in a "History of
Genocide" textbook.
Number the Stars: A Lesson about Setting (view) (Number of sessions: 10)
This close reading lesson will take students on a journey through a brief historical fiction account of the Holocaust,
Number the Stars by Lois Lowry. In the targeted passage the students will determine if and how the setting
changes. The students will have opportunities to respond to and discuss several thought-provoking, open-ended
questions about the setting. The students will also be given the opportunity to reflect and discuss ideas about the
events of the historical account.
Florida Holocaust Museum: High School Teaching Trunk (view) (Number of sessions: 10)
The Florida Holocaust Museum invites educators to use our dynamic trunk curriculum to teach the lessons of the
Holocaust. These large teaching trunks are designed to accommodate the needs of one class or a team of teachers.
The High School Teaching Trunk focuses on the theme of individual experiences during the Holocaust. Through
studying non-fiction such as diaries, memoirs, and biographies supported by secondary sources, students examine
the impact of historical events on individuals.
Understanding the Decision to Drop the Bomb on Hiroshima and Nagasaki (view)
(Number of sessions: 10)
This informational text resource is intended to support reading in the Social Studies content area. It is most
appropriate for 11th-12th grade students enrolled in a U.S. History class. In this essay, the author explains the
reasons - supposed and actual - for the dropping of the first atomic bombs on Japan in 1945. He suggests that the
entry of the USSR into the Pacific War is an especially overlooked factor. See Attachments section for a Microsoft
Word file with text dependent questions to accompany this passage.
FDR War Message Close Reading (Number of sessions: 5)
Close Reading- FDR War Message.doc
Topic 4:
Review and Grade Period Exam (Number of sessions: 3)
SS.912.A.1.1 (view) (Number of sessions: 3)
Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted,
when interpreting events in history.
SS.912.A.1.2 (view) (Number of sessions: 3)
Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and
authenticity to understand a historical period.
SS.912.A.1.3 (view) (Number of sessions: 3)
Utilize timelines to identify the time sequence of historical data.
SS.912.A.1.4 (view) (Number of sessions: 3)
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the
significance of time periods and events from the past.
SS.912.A.1.5 (view) (Number of sessions: 3)
Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.
SS.912.A.1.6 (view) (Number of sessions: 3)
Use case studies to explore social, political, legal, and economic relationships in history.
SS.912.A.1.7 (view) (Number of sessions: 3)
Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and
publications.