Curriculum Framework
Quarter 3
U.S. History & Geography
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these
goals, as further described in our strategic plan, Destination 2025.
By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
Purpose of the Framework
The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to ensure our students graduate
ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become efficient readers, writers, and
communicators. To achieve this, it is essential that literacy strategies be purposefully and appropriately planned and implemented.
There are three instructional shifts that teachers should remember when planning and teaching:
http://www.tncore.org/english_language_arts/standards_and_shifts/instructional_shifts.aspx
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Framework Layout
Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested Instructional Activities
& Resources and at the end you can find a sample of Literacy Lessons and Activities that serve models for additional literacy activities to be created.
Additionally, this framework includes the following:
1. The Common Core English Language Arts Standards for History/Social Studies can be found at: http://www.corestandards.org/ELA-Literacy/RH/introduction/
2. Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at: http://tn.gov/education/article/socialstudies-standards
3. “A Word About Vocabulary Instruction” provides tips and strategies for meaningful vocabulary instruction for Tier 2 and Tier 3 words.
Literacy in Social Studies http://www.tncore.org/literacy_in_social_studies.aspx
The Tennessee state standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and technical subjects. These
literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for each subject. Rather, the literacy standards provide
expectations for how students will read and write in those courses. By incorporating more reading of complex informational text, holding students accountable to that reading
through text-based discussion and giving students text-based argumentative and expository writing assignments, teachers will do the following:
 Support school-wide literacy efforts;
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Curriculum Framework
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Quarter 3
U.S. History & Geography
Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures of the relevant discipline; and
Reinforce students’ learning of subject-area content.
Using the Social Studies Curriculum Framework

The pacing guide’s suggested time frames for instruction are flexible and may vary from classroom to classroom.

The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)

The guiding questions are used to gain student interest in learning and should be written on the board for the class to reference.(column 2)

Key content and academic vocabulary are listed (column 2).

Lessons, activities and student tasks are in the third column which lists the textbook pages and/or links to valuable resources.

At the end of each map, the Literacy Activities/Lessons, should lead teachers to create additional activities on their own.

If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser
such as Google Chrome or Mozilla Firefox.
Reference Resources:
Please register for these free sites:
Read Works
http://www.readworks.org/
Newsela
https://newsela.com/
Britannica www.school.eb.com Username: Shelby Password: county
Gilder-Lehrman
https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program
Teacher Tube (Uses your SCS Log-in)
McGraw Hill: Connected.com
(for SCS teachers only – call 1(800) 437-3715 for Log-ins)
These sites can be used as you develop your lesson plans!
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Curriculum Framework
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U.S. History & Geography
WIDA
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with
appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set
of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled
for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
WIDA
https://www.wida.us/standards/ELP_standardlookup.aspx
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.
Example: Reading 9-12 Behavior
of individuals & groups
Entering:
Locate visually supported
information on social issues (e.g.,
from photographs, headlines, and
bylines in newspapers, magazines,
or on the Internet)
Example: Speaking 9-12 Social
issues & inequities
Entering:
Name major social issues or
inequities depicted in illustrations
(e.g., war)
Beginning:
Locate visually supported
information on social issues (e.g.,
in newspaper, magazine, or
website articles)
Developing:
Compare and contrast visually
supported information on social
issues or inequities from various
news sources
Expanding:
Interpret visually supported
information on social issues or
inequities from various news
sources
Bridging:
Evaluate authenticity of
information on social issues or
inequities from various news
sources
Beginning:
Characterize major social issues
or inequities depicted in
illustrations (e.g., slavery)
Developing:
Give examples or descriptions of
social issues or inequities depicted
in illustrations or political cartoons
Expanding:
Explain how major social issues
or inequities depicted in
illustrations or political cartoons
have changed our lives
Bridging:
Explain how major social issues
or inequities depicted in
illustrations or political cartoons
have changed our lives
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A Word About Vocabulary Instruction
Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep processing.
Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.
In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more time should be
spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies such as parts of speech,
semantic word webs, and other evidence-based vocabulary practice
Vocabulary Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary

Tier 1 Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely
require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.

Tier 2 High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present
challenges to students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.

Tier 3 Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the
various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.
Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple exposures and
practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as those found in the SCS curriculum
maps.
Links to Support Vocabulary Instruction & Development
http://www.sde.idaho.gov/site/social_studies/docs/core/Visual%20Evidence.pdf
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
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Curriculum Framework
Quarter 3
U.S. History & Geography
U.S. History & Geography
Pacing Guide
Time
1st Quarter
Weeks 1-3
The Rise of Industrial America (1877-1914)
Weeks 4-5
The Progressive Era (1890-1920)
Weeks 6-7
American Imperialism (1914-1920)
Weeks 8-9
World War I (1914-1920)
Time
2nd Quarter
Weeks 1-4
The 1920’s
Weeks 5-6
The Great Depression (1929-1932)
Weeks 7-8
Roosevelt and the New Deal (1922-1941)
Week 9
Assessment & Review
Time
3rd Quarter
Weeks 1-7
Between the Wars and WWII (1921-1947)
Weeks 8-9
Cold War (1945-1975)
Time
4th Quarter
Weeks 1-6
Weeks 7-9
Modern United States (1945-1979)
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Postwar America (1945-1968)
The New Frontier (1960-1968)
Civil Rights, Political, and Social Movements (1954- 1980)
Contemporary United States (1980- Today)
* Please note that these time frames are suggested/estimated times. Instructional timing may vary due to schedule complications, remediation efforts or other factors.
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Curriculum Framework
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TN State Social Studies Standards
Essential Questions and Vocabulary
U.S. History & Geography
Instructional Activities and Resources
Between the Wars and WWII 1921-1947
Weeks: 1-7
Textbook Reference: McGraw Hill: Tennessee United States History & Geography – Modern Times
TN State recommended Primary Documents and Supporting Readings:
Announcement of the Atomic Bomb (Lexile - 1280L)
Letter to President, Franklin Roosevelt (Lexile 1170L)
Albert Einstein
Quarantine Speech, Franklin Roosevelt Lexile – NR)
“Four Freedoms” speech (Lexile – 1360L)
Announcement of War with Japan,1941 (Lexile – 1260L)
US.54 Examine the impact of American actions in foreign
policy in the 1920’s, including the refusal to join the League of
Nations, the Washington Disarmament Conference and the
Kellogg-Briand Pact.
US.55 Gather relevant information from multiple sources to
explain the reasons for and consequences of American
actions in foreign policy during the 1930’s, including the
Hoover-Stimson Note, the Johnson Debt Default Act and the
Neutrality Acts of 1935, 1937, and 1939.
US.56 Analyze the reasons for and consequences of the rise
of fascism and totalitarianism in Europe during the 1930’s,
including the actions of Hitler, Mussolini and Stalin.
US.57 Examine President Roosevelt’s response to the rise of
totalitarianism, including the Quarantine Speech, the Four
Freedoms Speech, the Atlantic Charter and Lend-Lease.
US.54 Why do some people fail to respond to
injustice while others try to prevent injustice?
US.54 How has American policies during the
1920s influenced international relations today?
US.55 What were the reasons for and
consequences of American actions in foreign
policy during the 1930’s?
US.55 How did the Hoover-Stimson Note, the
Johnson Debt Default Act and the Neutrality Acts
of 1935, 1937, and 1939 impact American society?
US.56 What were some the causes and effects of
the rise of fascism and totalitarianism in Europe
during the 1930’s?
US.56 How did the actions of Hitler, Mussolini and
Stalin effect fascism?
Textbook Reference: Chapter 11- A World in Flames pp. 263-282
Lesson Review Questions: pages 270,275,281
Chapter 8 Assessments: Lesson Review Questions- page 282; Exploring
Essential Questions (Speculating); Analyzing Historical Documents
(Analyzing Visuals, Identifying Central Ideas, Making Inferences, Extended
Response Question (Informative/Explanatory)
Suggested Activities:
US.54 Compare and contrast the foreign policy decisions of the 1920s to
those of the 1930s. Use one of the following graphic organizer; t- chart, Venn
diagram or a table. Write a short summary to explain why there are
differences in US involvement.
Textbook Reference: Chapter 11- A World in Flames pp. 263-282
US.55 Gather relevant information from multiple sources to explain the
reasons for and consequences of American actions in foreign policy during
the 1930’s, including the Hoover-Stimson Note, the Johnson Debt Default Act
and the Neutrality Acts of 1935, 1937, and 1939. Create a visual presentation
or write a 5 point essay to share the information. Textbook Reference:
Chapter 11- A World in Flames pp. 263-282
US.57 How did President Roosevelt respond to the
rise of totalitarianism?
US.56 Read the textbook and research about the rise of Hitler, Stalin, and
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Curriculum Framework
TN State Social Studies Standards
Quarter 3
U.S. History & Geography
Essential Questions and Vocabulary
Instructional Activities and Resources
Mussolini during the 1930s and answer the following questions about each of
the dictator. Click on the following link to get to the PDFs versions of Rise of
European Dictators, Foreign Policies of the 1920s vs. the 1930s, and WWII
Military Units. Textbook pp. 263-282
US.57 What were the major themes in the
Quarantine Speech, the Four Freedoms Speech,
the Atlantic Charter and Lend-Lease?
Content Vocabulary (Tier 3):
Fascism, Appeasement, collective, nativism,
internationalism, strategic materials, Concentration
Camp, Extermination Camp
Academic Vocabulary (Tier 2): Exploit,
command, dominate, prohibit, virtually, assume,
revise, underestimate
For Vocabulary Strategies- see page 4)
Connection to Language Standards
Greek & Latin Roots and Affixes
ism- the act, state or theory of
Examples from the unit: internationalism, nativism,
fascism
Other examples: criticism, optimism, capitalism
Language Standards
L.11-12.6
Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the
college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
US.56 Write an argument to choose, “Which dictator do you believe to be the
most dangerous? Where did this dictator take control? When did this dictator
come to power?
What form of government did he implement?
What was one of the first actions once in power?”
Cite evidence from the textbook and research. Textbook Reference: Chapter
11- A World in Flames pp. 263-282
Literacy 11-12.RH.1
US.57 Choose two of President Roosevelt’s responses to the rise of
totalitarianism, either the Quarantine Speech, the Four Freedoms Speech,
the Atlantic Charter or Lend-Lease to compare in an essay or visual
presentation. (See links below)
Literacy 11-12.SL.5
www.american-historama.org/1929-1945-depression-ww2era/totalitarianism.htm
http://voicesofdemocracy.umd.edu/fdr-the-four-freedoms-speech-text/
http://www.alba-valb.org/resources/lessons/the-spanish-civil-war-u.s.-foreignpolicy-individual-conscience-between-the-world-wars/roosevelt2019s201cquarantine-speech201d
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Curriculum Framework
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TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
Instructional Activities and Resources
comprehension or expression.
L.11-12.4b
Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
For More on Morphemes:
http://www.cognatarium.com/cognatarium/
US.58 Explain the reasons for American entry into World War
II, including the attack on Pearl Harbor.
US.58 What kind of sacrifices does war require
and why?
US.58 What were the reasons for American entry
into World War II?
Textbook Reference: Chapter 12 –America and World War II pages 283314
Lesson Review Questions: pages 293,300,314
Chapter 12 Assessments: Lesson Review Questions- page 244; Exploring
Essential Questions (Categorizing); Analyzing Historical Documents
(Analyzing Visuals), Extended Response Question (Informative/Explanatory)
Suggested Activities:
US.58 Create a web or flow chart to explain the reasons for American entry
into World War II, including the attack on Pearl Harbor.
Textbook Reference: Chapter 12 –America and World War II pages 283314
US.59 Identify and locate on a map the Allied and Axis
countries and the major theatres of the war.
US.59 Where were the Allied and Axis countries
and the major theatres of the war located?
US.60 What were the most significant strategies
used by the United States during the Bataan Death
March, Midway, “island hopping,” Iwo Jima,
Okinawa, invasion of North Africa and Italy, D-Day
and the Battle of the Bulge? Why were they
significant?
US.59 Use a blank map of Europe to locate and label the Allied and Axis
countries by coloring the Allied countries blue, the Axis countries red, the
occupied countries orange, and the neutral countries green. Pinpoint the
major battles and theatres of war: D-Day, Battle of the Bulge, Battle for North
Africa and Italy, Bataan Death March, Midway Island, Iwo Jima, and
Okinawa.
Textbook Reference: Chapter 12 –America and World War II pages 283314
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TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
US.60 Explain United States and Allied wartime strategy and
major events of the war, including the Bataan Death March,
Midway, “island hopping,” Iwo Jima, Okinawa, invasion of
North Africa and Italy, D-Day and the Battle of the Bulge.
Instructional Activities and Resources
US.60 Using the links below as sources of information, In small groups
assign the topics to create a power point presentation to explain the United
States wartime strategies and major events of the war during the Bataan
Death March, Midway, “island hopping,” Iwo Jima, Okinawa, invasion of
North Africa and Italy, D-Day or the Battle of the Bulge. For Blank maps of
Europe, North America, and Asia see: http://www.eduplace.com/ss/maps/
http://www.history.com/topics/world-war-ii/bataan-death-march
http://www.nationalgeographic.com/midway/
http://america-at-war-wwii.weebly.com/island-hopping.html
http://www.history.com/topics/world-war-ii/battle-of-iwo-jima
http://www.history.com/topics/world-war-ii/battle-of-okinawa
http://www.sparknotes.com/history/european/ww2/section11.rhtml
http://www.u-s-history.com/pages/h1727.html
http://www.history.com/topics/world-war-ii/invasion-of-sicily
http://www.army.mil/d-day/
http://www.history.com/topics/world-war-ii/battle-of-the-bulge
US.61 Identify the roles and sacrifices of individual American
soldiers, as well as the unique contributions of special fighting
forces such as the Tuskegee Airmen, the 442nd Regimental
Combat team, the 101st Airborne and the Navajo Code
Talkers.
US. 62 Identify the roles played and significant actions of the
following individuals in World War II: · Franklin Roosevelt ·
Winston Churchill · Joseph Stalin · Harry Truman · Adolph
US.61 How did individual American soldiers play
key roles in World War II?
US.61 What were the unique contributions of
special fighting forces such as the Tuskegee
Airmen, the 442nd Regimental Combat team, the
101st Airborne and the Navajo Code Talkers
during the war?
US.61 Use a graphic organizer to define and explain the significance of each
of the following segregated units: Tuskegee Airmen, 442nd Regimental
Combat team, the 101st Airborne, and the Navajo Code Talkers. Textbook
pg. 287
US.62 Take Cornell style notes to use in class discussion about the impact of
each of the following world leaders: FDR, Churchill, Stalin, Truman, Hitler,
Mussolini, Tojo, Eisenhower, Marshall, and MacArthur. The names of each of
the individuals on the left side of their paper and use short hand to take notes
on each of the leaders. At the end of class have each student chose one of
the world leaders that was discussed and explain how they personally
affected WWII and world policy.
Textbook Reference: Chapter 12 –America and World War II pages 283-314
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Curriculum Framework
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TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
Hitler · Benito Mussolini · Hideki Tōjō · Dwight Eisenhower
· George C. Marshall · Douglas MacArthur
US.63 Describe the constitutional issues and impact of events
on the United States home front, including the internment of
Japanese Americans (Fred Korematsu v. United States of
America).
US.64 Examine and explain the entry of large numbers of
women into the workforce during World War II and its
subsequent impact on American society (such as at Avco in
Tennessee), as well as the service of women in the armed
forces, including Cornelia Fort.
US.65 Examine the impact of World War II on economic and
social conditions for African Americans, including the Fair
Employment Practices Committee, the service of African
Americans in the armed forces and the work force and the
eventual integration of the armed forces by President Truman.
US. 62 What were the significant actions of the
following individuals in World War II: · Franklin
Roosevelt, Winston Churchill, Joseph Stalin, Harry
Truman, Adolph Hitler, Benito Mussolini, Hideki
Tōjō, Dwight Eisenhower, George C. Marshall,
Douglas MacArthur?
US.63 What constitutional issues and events arose
on the United States home front during World War
II?
US.64 Why was there an entry of large numbers of
women into the workforce during World War II and
its subsequent impact on American society?
US.65 How did World War II effect economic and
social conditions for African Americans?
Instructional Activities and Resources
US.63 Investigate a series of primary source documents to address the
question: Why were Japanese-Americans interned during the Second World
War? Write an argument were the reasons justifiable or not justifiable.
http://www.history.com/topics/world-war-ii/japanese-american-relocation
US.64 Make a cause an effect chart with jobs held by women in the
workforce and armed services during World War II and effects each left on
American society.
http://www.history.com/topics/world-war-ii/japanese-american-relocation
US.65 Make a table titled World War II and African Americans rows labeled;
economic conditions, social conditions, Fair Employment Practices
Committee, armed forces, and the workforce. Fill in the chart from text
reading, teacher lecture, power point notes or research.
http://www.nationalww2museum.org/assets/pdfs/african-americans-inworld.pdf
US.66 Create a map displaying movement to cities and industrial centers and
the Bracero program during the war. Highlight key cities and industry
changes with notations on the map.
http://amhistory.si.edu/onthemove/themes/story_51_5.html
US.67 Create group presentations: list major developments in aviation,
weaponry, communication or medicine during the war; give examples of each
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TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
Instructional Activities and Resources
development, and relate it to an advance used today.
https://airandspace.si.edu/exhibitions/WWII-DC/
http://www.hjf.org/news/world-war-ii-and-military-medicine-advancements
US.66 Describe the war’s impact on the home front, including
rationing, bond drives, movement to cities and industrial
centers and the Bracero program.
http://www.expertreviews.co.uk/technology/7907/top-inventions-andtechnical-innovations-of-world-war-2
US.67 Describe the major developments in aviation,
weaponry, communication and medicine (penicillin) and the
war’s impact on the location of American industry and use of
resources
US.68 Explain the importance of the establishment and the
impact of the Fort Campbell base, Oak Ridge nuclear
facilities, TVA, Alcoa influences and Camp Forrest as a POW
center.
US.69 Write an opinion piece evaluating the Manhattan
Project, including the rationale for using the atomic bomb to
end the war. US.70 Examine the American reaction and
response to the Holocaust.
US.71 Explain major outcomes of the Yalta and Potsdam
Conferences.
US.72 Identify and explain the reasons for the founding of the
United Nations, including the role of Cordell Hull.
US.66 What led to rationing, bond drives,
movement to cities and industrial centers and the
Bracero program in the United States?
US.67 How did developments in aviation,
weaponry, communication, medicine and the war
impact the location of American industry and its
use of resources?
US.68 What is the importance of the Fort Campbell
base, Oak Ridge nuclear facilities, TVA, Alcoa
influences and Camp Forrest as a POW center?
US.69 What is your opinion on the Manhattan
Project, including the rationale for using the atomic
bomb to end the war?
US.68 Assign groups or partners to report on one of the following: Fort
Campbell base, Oak Ridge nuclear facilities, TVA, Alcoa, and Camp Forrest
to research and report out the importance of its establishment.
http://www.historynet.com/oak-ridge-the-town-the-atomic-bomb-built.htm
http://www.military.com/base-guide/fort-campbell
https://www.tva.com/About-TVA/Our-History
http://encyclopedia.densho.org/Camp_Forrest_%28detention_facility%29/
US.69 Read four different accounts of the atomic bombings of Hiroshima and
Nagasaki, and decide how we should remember the dropping of the atomic
bomb. Give a speech to persuade the audience to see your view.
http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-andnagasaki
US.70 What was the American reaction and
response to the Holocaust?
US.71 What were the outcomes of the Yalta and
Potsdam Conferences?
US.71 Write a speech or journal as if you were living in the time immediately
after the Yalta and Potsdam Conferences and explain major outcomes and
its impact on your life.
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Curriculum Framework
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TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
US.72 What led to the founding of the United
Nations?
US.72 What role did Cordell Hull play in the
founding of the United Nations?
Content Vocabulary (Tier 3):
Disenfranchised, cost-plus, Sunbelt, Victory
Garden, Zoot Suit, Victory Suit, rationing, convoy
system, periphery, Kamikaze, Napalm, amphtrac
Academic Vocabulary (Tier 2): draft, justify,
coordinate, target, intense, briefly, code, despite,
Nuclear
Instructional Activities and Resources
http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/yaltaandpotsdamr
ev1.shtml
US.72 Use a flow chart to describe what led to the founding of the United
Nations, including the role of Cordell Hull.
http://www.un.org/en/sections/history/history-united-nations/
https://history.state.gov/departmenthistory/people/hull-cordell
Cold War 1945-1960
Weeks 7-9
Text: McGraw Hill Discovering our past: U. S. History & Geography
TN State recommended Primary Documents and Supporting Readings:
Dwight Eisenhower’s Farewell Address (Lexile – 1180L)
Kennedy’s address at Rice University (Lexile – 990L)
Things They Carried, Tim O’Brien (Lexile -880L)
The Sources of Soviet Conduct, George Kennan (Lexile – 1490L)
Kennedy Inaugural Address , 1961 (Lexile – 1110L)
Farewell Address – Dwight Eisenhower (Lexile – 1300L)
US.73 Describe the competition between the two
“superpowers” of the United States and the Soviet Union in
the areas of arms development, economic dominance, and
ideology, including the role and location of NATO, SEATO and
the Warsaw Pact.
US.73 What made the United States and the
Soviet Union “superpowers”?
US.73 How did the Cold War shape postwar
international relationships?
Textbook Reference: Chapter 13 –The Cold War Begins pages 315- 340
Lesson Review Questions: pages 322,329,334,339
Chapter 13 Assessments: Lesson Review Questions- page 340; Exploring
Essential Questions (Synthesizing); Analyzing Historical Documents (Making
Connections), Extended Response Question (Argument)
US.74 What are some examples of containment
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Curriculum Framework
Quarter 3
TN State Social Studies Standards
Essential Questions and Vocabulary
US.74 Explain examples of containment policies, including the
Marshall Plan, the Berlin Airlift and the Truman Doctrine.
US.75 Draw evidence from informational text to analyze the
progression of American foreign policy from containment to
retaliation and brinkmanship to the domino theory to flexible
response.
US.76 Analyze the causes and effects of the Red Scare that
followed World War II, including Americans’ attitude toward
the rise of communism in China, McCarthyism, blacklisting,
Alger Hiss, J. Edgar Hoover, Estes Kefauver and the
Rosenbergs.
US.77 Describe the causes, course, and consequences of the
Korean War, including the 38th parallel, Inchon, the entry of
the Communist Chinese, the power struggle between
MacArthur and President Truman and the final disposition of
the Koreas.
US.78 Integrate multiple sources of information presented in
diverse formats of the fears of Americans about nuclear
holocaust and debates over the stockpiling and use of nuclear
weapons, including atomic testing, civil defense, bomb
shelters, mutually assured destruction, impact of Sputnik and
President Eisenhower’s warning about the military-industrial
complex.
US.79 Describe the relationship between Cuba and the United
States, including the Bay of Pigs Invasion and the Cuban
Missile Crisis
policies and their major components?
US.75 What led the progression of American
foreign policy from containment to retaliation and
brinkmanship to the domino theory to flexible
response?
US.76 How did the Cold War affect American
society?
US.76 What impact did the Red Scare have after
World War II?
US.77 What were the causes, course, and
consequences of the Korean War?
US.77 What led to the power struggle between
MacArthur and President Truman and the final
disposition of the Koreas?
US.78 What were the fears of Americans about
nuclear holocaust and debates over the stockpiling
and use of nuclear weapons?
US.78 What was the impact of Sputnik and
President Eisenhower’s warning about the militaryindustrial complex?
U.S. History & Geography
Instructional Activities and Resources
Suggested Activities:
US.73 Create a cause and effect chart about tensions between the United
States and the Soviet Union.
Textbook Reference: Chapter 13 –The Cold War Begins pages 315- 340
US.74 Write a newspaper editorial about the Truman Doctrine as a supporter
opponent to it. Textbook Pp. g316,324-325, 338
US.75 Research American foreign policy in regards to containment,
brinkmanship, and domino theory during the Cold War. Write a reflection
explaining the fair and unfair components of the policies.
https://history.state.gov/departmenthistory/shorthistory/containmentandcoldwar
http://www.investopedia.com/terms/b/brinkmanship.asp
http://www.history.com/topics/cold-war/domino-theory
US.76 Use a flow chart to follow the events that happened before and after
the Red Scare that followed World War II.
http://www.history.com/topics/cold-war/red-scare
US.79 What was the relationship between Cuba
and the United States before and during the Bay of
Pigs Invasion and the Cuban Missile Crisis?
US.76 Assign groups or partners to analyze Americans’ attitude toward one
Content Vocabulary (Tier 3):
of the following: the rise of communism in China, McCarthyism, blacklisting,
Charter, Satellite Nations, containment, Iron
Alger Hiss, J. Edgar Hoover, Estes Kefauver or the Rosenbergs. Write a
Curtains, Limited War, subversion, perjury,
summary and create a visual presentation to share with the class.
censure, Fallout, covert, Loyalty Review Program,
Massive Retaliation, Developing Nation, Military
http://cs.stanford.edu/people/eroberts/cs201/projects/communismIndustrial Complex
computing-china/china.html
Academic Vocabulary (Tier2):
Liberate, equipment, insecurity, Initially,
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13 of 18
Curriculum Framework
TN State Social Studies Standards
Quarter 3
U.S. History & Geography
Essential Questions and Vocabulary
manipulate, convince, imply, responses
Instructional Activities and Resources
http://www.history.com/topics/cold-war/joseph-mccarthy
http://www.newcriterion.com/articles.cfm/-ldquo-The-Blacklist---the-Cold-Warrdquo--revisited-3249
http://www.pbs.org/wgbh/nova/venona/dece_hiss.html
http://www.history.com/topics/j-edgar-hoover
http://biography.yourdictionary.com/carey-estes-kefauver
http://www.history.com/this-day-in-history/rosenbergs-executed
US.77 Write a letter to the UN to persuade them to take action in in the
events leading to the Korean War.
http://www.history.com/topics/korean-war
Textbook pp.327-329
US.77 Describe the causes, course, and consequences of the Korean War
using a flow chart or another type of graphic organizer. Include the 38th
parallel, Inchon, the entry of the Communist Chinese, the power struggle
between MacArthur and President Truman and the final disposition of the
Koreas.
Textbook pp.327-329
https://www.gilderlehrman.org/history-by-era/fifties/essays/anti-communism1950s
US.78 Make a timeline outlining key events and discoveries during the AntiCommunist investigation.
https://www.gilderlehrman.org/history-by-era/fifties/essays/anti-communism1950s
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Curriculum Framework
Quarter 3
TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
Instructional Activities and Resources
US.78 Read an excerpt from an outside resource, textbook, photograph, and
a newspaper article which present fears of Americans about nuclear
holocaust and debates over the stockpiling and use of nuclear weapons,
including atomic testing, civil defense, bomb shelters, mutually assured
destruction, impact of Sputnik and President Eisenhower’s warning about the
military-industrial complex. Then decide: Which are reliable primary and
secondary source? What type of bias made be included in the writings?
http://blogs.scientificamerican.com/guest-blog/the-rise-of-nuclear-fear-howwe-learned-to-fear-the-bomb/
US.78 In groups or partners, study various photographs and political
cartoons from the Cold War Era. Analyze and write about what is being
depicted to report out to the class.
http://www.loc.gov/exhibits/cartoonamerica/cartoon-political.html
US.79 Examine letters between President Kennedy and Soviet Chairman
Kruschev and a cable from Russian Ambassador Dobrynin to address the
question: Why did the Soviets pull their missiles out of Cuba? Write a
paragraph summary.
https://www2.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/moment.htm
http://www.u-s-history.com/pages/h1736.html
http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx
US.80 Describe the causes, course, and consequences of the
Vietnam War

Geneva Accords

Gulf of Tonkin Resolution

Tet Offensive

Roles played by Presidents Kennedy, Johnson, and
US.80 How does military conflict divide people
within cultures?
US.80 What were the major causes of the Vietnam
War?
Textbook Reference: Chapter 17 –The Vietnam War pages 397-414
Lesson Review Questions: pages 405,409,413
Chapter 17 Assessments: Lesson Review Questions- page 262; Exploring
Essential Questions (Exploring Issues); Analyzing Historical Documents
(Identifying/Interpreting), Extended Response Question
(Informative/Explanatory)
US.80 What was the course and timing of the
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Curriculum Framework
Quarter 3
TN State Social Studies Standards
Essential Questions and Vocabulary
Nixon

Vietnamization

Ho Chi Minh

Bombing of Cambodia

Henry Kissinger

Napalm and Agent Orange
Vietnam War?
US.80 What problems did the Vietnam War cause
at home?
US.80 What role did Presidents Kennedy,
Johnson, and Nixon play during the Vietnam War
Era?
US. 81 Present information, findings, and supporting evidence
evaluating the impact of the Vietnam War on the home front

Anti-War movement

Draft by lottery

Role of television and the media.
U.S. History & Geography
Instructional Activities and Resources
Suggested Activities:
US.80 Analyze and Compare a map of the Korean War with a map of the
Vietnam War. In both wars the US employed the same political strategy of
dividing the country into north and south with Communists in the north and
the US supporting the south. What information can we gain just from the
map? Why did it work in Korea and not in Vietnam?
US.80 What was Ho Chi Minh view regarding how
Vietnam should be controlled?
US.80 Summarize the events that led to the Vietnam War in a paragraph
format or using a flow chart.
http://thevietnamwar.info/why-did-the-vietnam-war-start/
US.80 What led to the bombing of Cambodia?
http://www.history.com/topics/vietnam-war/vietnam-war-history
US.81 What was Henry Kissinger’ and the average
American’ view on the Vietnam War?
US.81 What was the impact of the Anti-War
movement, draft by lottery and the role of
television and the media during the war?
Content Vocabulary (Tier 3): Napalm, Domino
Theory, Guerrilla, Agent Orange, Dove, Credibility
Gap, Hawk, Teach-in, linkage, Vietnam
Academic Vocabulary (Tier2):
strategic, traditional, media, disproportionate,
unresolved, generation
US.80 Use a triple Venn diagram to compare the roles played by Presidents
Kennedy, Johnson, and Nixon during the war
http://www.historylearningsite.co.uk/vietnam-war/lyndon-johnson-andvietnam/
http://www.historylearningsite.co.uk/vietnam-war/john-f-kennedy-andvietnam/
http://thevietnamwar.info/us-presidents-during-the-vietnam-war/
US.80 Analyze the two primary source quotes of Ho Chi Minh and General
Westmoreland on page 398. Note differences and similarities in each view of
Vietnam.
US.80 Produce a news report to highlight that explain Napalm and Agent
Orange and its usage.
http://vietnamawbb.weebly.com/napalm-agent-orange.html
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Curriculum Framework
Quarter 3
TN State Social Studies Standards
U.S. History & Geography
Essential Questions and Vocabulary
Instructional Activities and Resources
US. 81 Write and give a speech that explains the impact of the Vietnam War
on the home front. Anti-Vietnam War Movement
http://sheg.stanford.edu/anti-vietnam-war-movement
http://www.historylearningsite.co.uk/vietnam-war/lyndon-johnson-andvietnam/
http://www.historylearningsite.co.uk/vietnam-war/john-f-kennedy-andvietnam/
http://thevietnamwar.info/us-presidents-during-the-vietnam-war/
Literacy Lessons and Activities
Literacy WHST.11-12.9 Draw evidence from informational
texts to support analysis reflection, and research.
After reading and researching, Choose one of the world
leaders below and explain the effects of WWII and world
policy.
http://study.com/academy/lesson/how-world-war-ii-impactedamerican-european-society.html
Literacy 11-12.RH.8 Distinguish among facts,
reasoned judgment based on research findings,
and speculation in a text.
Students choose one of the conflicts listed below
to explain what made that situation so dangerous
and how that event affected the world: Cold War,
Korean War, Cuban Missile Crisis, or Vietnam
War.
http://www.history.com/topics/cold-war/cold-warhistory
http://examples.yourdictionary.com/cause-andeffect-examples.html
Literacy 11-12.RH.7 Integrate quantitative or technical
information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram,
model, graph, or table).
Use a media outlet such as a flowchart, diagram, model,
graph, or table to highlight the most significant events of WW
II and why?
http://www.history.com/topics/cold-war/cubanmissile-crisis
http://thevietnamwar.info/vietnam-war-impact/
WHST1. Write arguments focused on discipline-specific content. a. Introduce
claim(s) about a topic or issue, acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and evidence
logically. b. Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic or text,
using credible sources.
Choose one of the world leaders discussed in the unit and write an
argumentative essay explaining why that leader was the most influential
during WWII.
Write about the role of television and the media during the Vietnam War and
its role/impact on society today. Present an argument is the role positive or
negative.
http://www.trincoll.edu/classes/hist300/media.htm
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Curriculum Framework
Quarter 3
U.S. History & Geography
ADDITIONAL RESOURCES
Click on the following link to get to the PDFs versions of Rise of European Dictators, Foreign Policies of the 1920s vs. the 1930s, and WWII Military Units
https://www.dropbox.com/sh/i9v2gejskgrae1w/MYM6SeEja5
Blank maps of Europe, North America, and Asia http://www.eduplace.com/ss/maps/
Japanese Internment http://sheg.stanford.edu/japanese-internment
Atomic Bombs. http://sheg.stanford.edu/atomic-bomb
World War II in Photos http://www.theatlantic.com/infocus/pages/ww2/
Cold War, Truman and MacArthur http://sheg.stanford.edu/truman-macarthur
Basement Fallout Shelter https://www.dropbox.com/home/Era%206%20Curriculum
Cuban Missile Crisis This activity and resource has a link to a movie that will not play. You will be fine covering the information in a quick lecture, and then digging into the activity.
http://sheg.stanford.edu/cuban-missile-crisis
Gulf of Tonkin Resolution http://sheg.stanford.edu/gulf-tonkin-resolution
Anti-Vietnam War Movement http://sheg.stanford.edu/anti-vietnam-war-movement
Cold War Photos – Also, feel free to use the link from the national archives, which will bring you to several different document analysis worksheets.
http://www.coldwar.org/museum/photo_gallery.asp http://www.archives.gov/education/lessons/worksheets/
NATO Treaty and Map Activity https://www.dropbox.com/home/Era%206%20Curriculum
The Cold War Museum- (informational resource) Displays exhibits online for visual and audio learners. http://www.coldwar.org/
The Truman Doctrine and Marshall- (informational resource) Explains the difference between both documents and its impact on the Cold War. https://history.state.gov/departmenthistory/shorthistory/truman
Edward R. Murrow VS. McCarthyism – (informational resource) This website provides information of challenges against McCarthyism.
http://www.coldwar.org/articles/50s/Murrowvs.McCarthyism.asp
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