August 2016
U.S. History II Review Notes for Parents and Students Grade 6 U. S. History II st 1 Nine Weeks, 2016-2017
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
United States History II: 1865-Present Content Review Notes: Standards of Learning in Detail Grade 6 United States History II: First Nine Weeks 2016-2017
This resource is intended to be a guide for parents and students to improve content knowledge and understanding. The information below is detailed information about the Standards of Learning taught during the 1st and 3rd grading periods and comes from the
United States History II: 1865-Present Standards of Learning Curriculum Framework issued by the Virginia Department of Education. The Curriculum Framework in its entirety can be found at the following website:
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks /2008/2008_final/framewks_ushist1865-present.pdf A section has also been developed to provide students with the opportunity to check their understanding of the content.
USII.2a-c The student will use maps, globes, photographs, pictures, and tables. USII.2a Explain how physical features and climate influenced the movement of people westward.
Great Plains Physical Feature and Climate Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.2a (continued) Explain how physical features and climate influenced the movement of people westward.
How did people’s perceptions and use of the Great Plains change after the Civil War? How did people adapt to life in challenging environments? Technological advances allowed people to live in more challenging environments. Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast (huge) area to be settled. Inventions and Adaptations
Barbed Wire
Beef Cattle Raising
Steel Plows
Wheat Farming
Dry Farming
Windmills
Sod Houses
Railroads
USII.2b Explain relationships among natural resources, transportation, and industrial development after 1865. Transportation of Resources Examples of Manufacturing Areas
How did advances in transportation link resources, products, and markets? Advances in transportation linked resources, products, and markets Moving natural resources to eastern factories (ex: copper and lead) Moving iron ore deposits to sites of steel mills (ex. Pittsburgh) Transporting finished products to national markets
What are some examples of manufacturing areas that were located near centers of population?
Manufacturing areas were clustered near centers of population. Textile industry: New England Automobile Industry: Detroit Steel industry: Pittsburgh
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Directions: Use standards USII.2a and USII.2b to answer the following activities 1-5. Activity 1: Draw/Describe the 4 physical features and climate of the Great Plains.
W
E
Erosion by Wind & Water
Low Rainfall
Activity 2: Describe or illustrate the Great Plains before and after the Civil War. Before the Civil War After the Civil War
________________________ advances allowed people to live in more challenging environments. Activity 3: Draw or describe the invention/daptation in their corresponding box for sections a-h.
Invention/Adaptation a.
Definition/Examples
_______ ________ with spikes to prevent cattle from escaping, to keep predators out and protect property.
b.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 c.
The keeping and raising of cattle for __________.
d.
e.
A farming method used in extremely _________ climates f.
g.
Profitable crop in the Great Plains that __________ well in dry weather h.
Connected the _________ to the _________ and was an easier way of __________________; also moved natural resources to Eastern ____________ (e.g. ____________ & ___________) and finished products to National Markets.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Activity 4: Complete the graphic organizers.
Moving ___________ deposits
to sites of
steel mills (ex. __________________)
Activity 5: Look at the following map below. Label the major industries, cities, states, regions, latitude & longitude, and describe what they all have in common.
Industry
Meat Packing
Steel
Region
Northeast
City, State Latitude, Longitude
Detroit, MI
,
Chicago, IL
W
All of these locations are ______________________________________________________________________ _____________________________________________________________________.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
6
August 2016 USII.2c Locate the 50 states and the cities most significant to the historical development of the United States.
What is one way of grouping the 50 states?
A state is an example of a political region. States may be grouped as part of different regions depending on the criteria used.
What are some examples of cities that historically have had political, economic, and/or cultural significance to the development of the United States? Northeast Region: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania Boston
Cities: Boston, New York City, Pittsburgh, Philadelphia
New York City Pittsburgh Philadelphia
Washington DC
Southeast Region: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas Cities: Atlanta, New Orleans, and Washington, DC
Chicago
Detroit
Atlanta
New Orleans
Midwest Region: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota Cities: Chicago, St. Louis, Detroit
St. Louis Santa Fe
Southwest Region: Texas, Oklahoma, New Mexico, Arizona
San Antonio
Cities: San Antonio, Santa Fe
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.2c (continued) Locate the 50 states and the cities most significant to the historical development of the United States. Rocky Mountains Region: Colorado, Utah, Nevada, Montana, Wyoming, Idaho Cities: Denver, Salt Lake City
Salt Lake City Denver
Seattle
Pacific Region: Washington, Oregon, California Cities: Seattle, San Francisco, Los Angeles San Francisco
Los Angeles
ALASKA
Juneau
Noncontiguous: Alaska, Hawaii Cities: Juneau, Honolulu
Honolulu
HAWAII
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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Directions: Label each of the following on the US map. States Important Cities Major Industries if relevant Color Regions & Create a Map Key
August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standards USII.2c to for numbers 1-6. 1) Name the Region 2) Label the states in the Region 3) Identify the Important Cities 1. Region
Important Cities 1. _________________________ 2. _________________________
2.
Region
Important Cities 1. _________________________ 2. _________________________ 3. _________________________
3. Region
Important Cities 1. ___________________________ 2. ___________________________ 3. ___________________________
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
4. Region _____________________ _ Important Cities 1. _____________________ 2. _____________________ 3. _____________________
5. Region ______________________ ____________ Important Cities 1. _______________________ 2. _______________________
6. Region __________________ ___
1. 2. 3. 4.
Important Cities: ____________________ ____________________ ____________________ ____________________
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standards USII.2c to answer questions 1-6.
N is a ______________ line and runs through _____________.
5. Chicago, IL is located at about ________ _________________________________.
2. New Orleans is located about __________ __________________________________.
6. You would be closest to the South Pole if you lived in__________________________.
3. The northernmost city shown on the map is: ___________________________________.
W is a ______________ line and runs through ______.
4. The easternmost city shown on the map is: __________________________________.
8. What Major Industry is located at , W?
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.3a-c The student will demonstrate knowledge of the effects of Reconstruction on American life.
USII.3a Analyze the impact of the 13th, 14th, and 15th amendments to the Constitution of the United States of America
What are the basic provisions of the 13th, 14th, 15th Amendments?
The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under law for all citizens.
These three amendments guarantee equal protection under the law for all citizens.
13th Amendment: Bans slavery in the United States and all of its territories
14th Amendment: Grants citizenship to all persons born in the United States and guarantees them equal protection under the law
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
15th Amendment: Ensures all citizens the right to vote regardless of race, color or previous condition of servitude
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August 2016
USII.3b Describe the impact of Reconstruction policies on the South and the North.
What were the Reconstruction policies for the South?
The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to give meaning to the freedom that the former enslaved African-Americans had achieved.
Reconstruction Policies and Problems Southern military leaders could not hold office. African-Americans could hold public office. African-Americans gained equal rights as a result of the Civil Rights Act of 1866, which authorized the use of federal troops for its enforcement. Northern soldiers supervised the South. Freedmen’s Bureau was established to aid former enslaved African-Americans in the South. Southerners resented northern “carpertbaggers,” who took advantage of the South during Reconstruction. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves.
End of Reconstruction Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of 1876. Federal troops were removed from the South.
Rights that African-Americans had gained were lost through “Jim Crow” laws.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.3c Describe the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
What were the lasting impacts of Abraham Lincoln, Robert E. Lee, and Frederick Douglass? The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created lasting impacts.
Reconstruction plan called for reconciliation Preservation of the Union was more important than punishing the South
Urged Southerners to reconcile with northerners at the end of the war and reunite as Americans when some wanted to continue to fight Became president of Washington College which is now known as Washington and Lee University
Fought for adoption of constitutional amendments that guaranteed voting rights Powerful voice for human rights and civil liberties for all
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standards USII.3abc to complete the following graphic organizers. Graphic Organizer #1: Complete the following graphic organizer by describing how the 13th, 14th, & 15th amendments guarantee equal protection under the law. Provide an example for each amendment. 13th Amendment
14th Amendment
15th Amendment
Grants
Example
Graphic Organizer #2: Complete the following graphic organizer about reconstruction.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic Organizer #3: Perception is everything. Write how each of the Reconstruction Policies and Problems would be perceived differently by White Southerners, African-American Southerners, and Northerners.
Policies
White Southerners
African American Southerners
Northerners
Southern military leaders could not hold office. African-Americans could hold public office. African-Americans gained equal rights as a result of the Civil
Rights Act of 1866,
which authorized the use of federal troops for its enforcement. Northern soldiers supervised the South.
Freedmen’s Bureau
was established to aid former enslaved African-Americans in the South. Southerners resented northern “carpertbaggers,” who took advantage of the South during Reconstruction. Southern states adopted Black Codes to limit the economic and physical freedom of former slaves.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Graphic Organizer #4: Describe the meanings of each of the following political cartoons as it pertains to the End of Reconstruction.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic Organizer #5: Complete the graphic organizer by describing to important facts about each historical person listed below. After completing the graphic organizer, answer the question that follows.
Of these three important people, who do you feel is the most important and why? (opinion-based)
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4a-e The student will demonstrate knowledge of how life changed after the Civil War.
USII.4a Identify the reasons for Westward Expansion, including its impact on American Indians.
Why did westward expansion occur?
New opportunities and technological advances led to westward migration following the Civil War.
Opportunities for land ownership
Technological advances, including the Transcontinental Railroad
Possibility of obtaining wealth created by the discovery of gold and silver
Desire for a new beginning for enslaved African Americans Desire for Adventure
How did the lives of American Indians change with westward expansion?
Sitting Bull
Opposition by American Indians to westward expansion (Battle of Little Big Horn, Sitting Bull, Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Perce’) Reduced population through warfare and disease (Battle of Wounded Knee) Assimilation attempts and lifestyle changes, e.g., reduction of buffalo populations Reduced their homeland through treaties that were broken
Geronimo
Chief Joseph
Nez Perce Tribe
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standard USII.4a to complete the graphic organizers. Graphic #1: List the 5 reasons for Westward Expansion.
N Opportunities for ___________ _____________
W
__________________advances,Eincluding the Transcontinental Railroad
E Possibility of obtaining ____________created by the discovery of ____________ & ______________
Desire for____________________
Desire for a new beginning for former enslaved ___________-_____________
S Graphic #2: Explain the significance of the Westward Expansion images below.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic Organizer #3: Complete the following information about the Native American conflicts during Westward Expansion. Use the map on the next page to help with each location.
Battle/ Conflict
Battle of Little Bighorn
Important Person/ People
Battle of Wounded Knee
Geronimo
ez Perce’ Location - A Northwest Region (Part of Pacific and West Rocky Mountain)
Tribe & Location
Rifle Accidentally went off during a disagreement with a hearing impaired Lakota Indian.
Cause
Effect
The Lakota Tribe in the Great Plains was Victorious – “Custer’s Last Stand”
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Reservation
Lakota Reservation
Apache Homelands
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4b Explain the reasons for the increase in immigration, growth of cities, and challenges arising from the expansion.
Why did immigration increase?
REASONS FOR INCREASE IN IMMIGRATION
Hope for better opportunities Escape from oppressive governments Adventure Religious freedom
Why did cities develop?
REASONS WHY CITIES GREW AND DEVELOPED
Specialized industries including steel (Pittsburgh), meat packing (Chicago) Immigration to America from other countries Movement of Americans from rural to urban areas for job opportunities CHALLENGES FACED BY CITIES Tenements and ghettos Political corruption (political machines)
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
What challenges faced Americans as a result of these social and technological changes? Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements.
EFFORTS TO SOLVE IMMIGRATION PROBLEMS
Settlement houses, such as Hull House founded by Jane Addams Political machines that gained power by attending to the needs of new immigrants (e.g. jobs, housing) DISCRIMINATION AGAINST IMMIGRANTS
Chinese Irish
Directions: Use standard USII.4b to complete the following graphic organizers. Graphic Organizer #1: Name four reasons immigration increased.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic Organizer #2: In your own words, complete the graphic organizer.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic Organizer #3: Use US.4b information to write a caption for each political cartoon or image.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic Organizer #3 (continued): Use US.4b information to write a caption for each political cartoon or image.
Graphic Organizer #4: Look at the following groups of immigrants who were discriminated against. Why do you think they were discriminated against?
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.4c Describe racial segregation, the rise of “Jim Crow,” and other constraints faced by African -Americans in the post-Reconstruction South.
Racial Segregation What is racial segregation? Racial Segregation Based on race Directed primarily at African-Americans, but other groups also were kept segregated American Indians were not considered citizens until 1924.
“Jim Crow” Laws
African-American Response
How were AfricanAmericans discriminated against?
How did AfricanAmericans respond to discrimination and “Jim Crow?”
Discrimination against AfricanAmericans continued after Reconstruction. “Jim Crow” laws institutionalized a system of legal segregation. “Jim Crow” Laws Passed to discriminate against African-Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, government
African-Americans differed in their responses to discrimination and “Jim Crow ” African-American Response Booker T. Washington: believed equality could be achieved through vocational education: accepted social separation W.E.B. Dubois: Believed in full political, civil, and social rights for African-Americans
Directions: Use standard USII.4c to complete the graphic organizers. Graphic organizer #1: Complete the “rectangles” of the graphic organizer by illustrating the sentence in the oval.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Graphic organizer #2: Complete the graphic organizer by filling in the blanks in each box.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 .USII.4d Explain the impact of new inventions, rise of big business, the growth of industry, and life on American farms.
What inventions created great change and industrial growth in the United States? Inventions had both positive and negative effects on society.
INVENTIONS THAT CONTRIBUTED TO GREAT CHANGE AND INDUSTRIAL GROWTH
Electric lighting and mechanical uses of electricity (Thomas Edison) Telephone service (Alexander Graham Bell)
What created the rise in big business? Between the Civil War and World War I, the United States was transformed from an agricultural to an industrial nation.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.4d (continued) Explain the impact of new inventions, rise of big business, the growth of industry, and life on American farms.
What factors caused growth of industry?
Access to raw materials and energy
Availability of work force due to immigration
Inventions
Railroads
Financial resources
Oil (J. D. Rockefeller)
Steel (Andrew Carnegie)
How did industrialization and the rise in big business influence life on American farms?
Postwar Changes in Farm and City Life Mechanization reduced farm labor and increased production. (Example: the reaper). Industrial development in cities created increased labor needs. Industrialization provided access to consumer goods (e.g. mail order) Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Directions: Use standard USII.4d to answer the following charts. Chart #1
Give four examples of how inventions could have had a positive and negative effect on U.S. society.
Give two examples of how inventions contributed to Great Change and Industrial Growth in the United States in the late 1800s to early 1900s..
Chart #2 Invention
Inventor
Contribution’s Affect on U.S.
Thomas Edison Telephone Service
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Chart #3: Specify reasons for the rise and prosperity of big business in the arrows. Show how it affected the U. S. in the spiked-circles.
Chart #4: Complete the graphic organizer with factors that led to the growth big business.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Charts #5 and #6: Complete the chart on examples of big business.
Image
Industry
Industry Leader
Impact on U.S.
Steel
Oil
Shipping & Railroads
The Reaper did the work of ____ men. _____ were now out of work heading to _________________ of ___________________. Transforming the US from an _________________ nation to an _________________ nation. Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.4e Describe the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.
How did the reforms of the Progressive Movement change the United States? The effects of industrialization led to the rise of organized labor and important workplace reforms.
Negative Effects of Industrialization
Rise of Organized Labor
What were the negative effects of industrialization?
How did workers respond to the negative effects of industrialization?
Child labor Low wages, long hours
Formation of unionsGrowth of American Federation of Labor
Unsafe working conditions
Strikes-Aftermath of Homestead Strike
Progressive Movement Workplace Reforms How did the reforms of the Progressive Movement change the United States? Improved safety conditions Reduced work hours Placed restrictions on child labor
Women’s Suffrage
Temperance Movement
What were the results of the Women’s Suffrage Movement?
What was the Temperance Movement?
Increased educational opportunities
Composed of groups opposed to the making and consumption of alcohol
Attained voting rights: Women gained the right to vote with passage of 19th amendment to the Unites States constitution
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
Susan B. Anthony and Elizabeth Cady Stanton worked for women’s suffrage
Supported 18th amendment prohibiting the manufacture, sale, and transport of alcoholic beverages
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August 2016 Directions: Use standard USII.4e to complete the activities below. Activity #1: Complete the graphic organizer. The effects of industrialization led to the __________ of _______________ labor and _____________________ workplace reforms.
a.
b.
List the Progressive Movement workplace reforms. a.
c. b. List the negative effects of industrialization. c.
Activity #2: Write a caption for each illustration below.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Activity #3: Use USII.4e to complete the crossword puzzle. Across 2. work that is done by children 4. when employees stop working to force an employer to meet demands 5. gave women the right to vote 7. an organization which helps workers gain higher wages and better working conditions 8. a reform movement to ban alcohol mostly led by women suffragists 9. prohibition law made it illegal to make transport or sell alcohol in the us s 10. people who fought for woman suffrage and women's right to vote behind the scenes woman who fought for women’s suffrage visible woman who fought for women’s suffrage 13. to change from worse to better
Down 1. a movement in which many men and women became a part of in order to bring about reform 3. an organization that pressed for higher wages shorter hours better working conditions and the right to bargain collectively with employers 6. a strike that took place in Homestead PA in which union workers agreed to accept lower wages to have their jobs back
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Activity #4: Use USII.4e to unscramble each of the clue words. Copy the letters in the numbered cells to other cells with the same number. A B C D E F G
The Rise of Organized Labor included: The formation of ____A____: Growth of the ____B___ ____C___: Aftermath of the ____D___ Strike
H I J K
Women’s suffrage involved:
L
*Increased ____E___ opportunities
M
*Attained ____F___ rights
N O P
Women ____G___ the right to vote with the passage of the ____H___ Amendment to the Constitution of the United States of America
Q
____I___ and ____J___ worked for women’s ____K___
R
The ____L___ Movement
S T U
*Composed of groups ____M___ to the making and ____N___ of ____O___. *Supported the ____P___ Amendment to the Constitution of the United States, which ____Q___ the ____R___, ____S___, and ____T___ of alcohol ____U___.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
A teacher-made U.S. History II 1stNine Weeks Midpoint Test MAY be administered at the end of the nine weeks. Tested US History II SOLs may include: USII.2abc, USII.3abc, and USII.4abcde.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.5a-c The student will demonstrate knowledge of the changing role of the Unites States from the late nineteenth century through World War I. USII.5a Explain the reasons for and results of the Spanish American War.
What were the reasons for the Spanish American War?
Economic interests and public opinion often influence United States involvement in international affairs. Protection of American business interests in Cuba American support of Cuban rebels to gain independence from Spain Rising tensions as a result of the sinking of the U. S. S. Maine in Havana Harbor Exaggerated news reports of events (Yellow Journalism)
What were the results of the Spanish American War?
The United States emerged as a world power as a result of victory over Spain in the Spanish American War. The United States emerged as a world power.
Cuba gained independence from Spain.
The United States gained possession of the Philippines, Guam, and Puerto Rico. Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use USII.5a to fill in the blanks. Then color the REASONS for the Spanish American War blue. Color the RESULTS of the Spanish American War red.
1. Yellow Journalism
4. US gained possession of the ________, Guam, and _____________
2. Cuba gained Independence from __________
3. Protection of American business interest in _________
Spanish American War
6. Sinking of the ____________ in Havana Harbor
5. American support of Cuban rebels to gain independence from Spain 7. US Emerged as a ______________
Directions: USII.5a to match the picture with the correct statement. _______8.
A. reason for US involvement in the Spanish American War
______ 9.
B. territory that the US gained after the Spanish American War
______ 10.
C. location of the sinking of the USS Maine
______ 11.
D. example of yellow journalism
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.5b Describe Theodore Roosevelt’s impact on the foreign policy of the United States
What were Theodore Roosevelt’s foreign policies? What were their impacts on the United States?
Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in the affairs of Latin American countries.
The Roosevelt Corollary to the Monroe Doctrine Asserted the United States’ right to interfere in economic matters of other nations in the Americas Claimed the United States’ right to exercise international police power Advocated Big Stick Diplomacy (building Panama Canal)
Directions: Use USII.5b to answer the questions in the graphic organizer. After what war was it written?
Who wrote it?
What did it state? (3 things)
What was its effect?
ROOSEVELT COROLLARY
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.5c Explain the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war.
What were the reasons for the United States becoming involved in World War I?
There were disagreements about the extent to which the United States should isolate itself from and participate in world affairs.
REASONS FOR U. S. INVOLVEMENT IN WORLD WAR I Inability to remain neutral
German submarine warfare: Sinking of the
Lusitania
US economic and political ties to Great Britain The Zimmerman Telegram
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 USII.5c Explain the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war.
Who were the Allies?
British Empire France Russia Serbia Belgium United States
Who were the Central Powers?
Germany Austria-Hungary Bulgaria Ottoman Empire
In what ways did the United States provide leadership at the conclusion of the war?
The United States involvement in World War I ended a long tradition of avoiding involvement in European conflicts and set the stage for the United States to emerge as a global superpower later in the 20th century. There were disagreements about the extent to which the United States should participate in world affairs.
US Leadership As The War Ended At the end of World War I, President Woodrow Wilson prepared a peace plan known as the Fourteen Points that called for the formation of the League of Nations, a peacekeeping organization. The United States decided not to join the League of Nations because the United States Senate failed to ratify the Treaty of Versailles. Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Directions: Use standard USII.5c to complete the following activities #1 and #2. Activity#1
1. Using the words provided below, complete the paragraph by placing the number and the word on the line.
There were _____________ about the _____________ to which the United States should ____________ from and ___________ in world ___________. Reasons for US involvement: ____________ to remain ___________; to ___________ the United States ____________ submarine ____________: Sinking of the ____________ United States ____________ and political ties to ____________ ____________ ____________ ____________ The United States’ ____________ in World War I ended a long ____________ of ____________ involvement in European ____________ and set the ____________ for the United States to ____________ as a _______________ later in the 20th ____________. 1.
AFFAIRS
2.
AVOIDING
3.
GREAT BRITAIN
4.
CENTURY
5.
CONFLICTS
6.
DISAGREEMENTS
7.
ECONOMIC
8.
EMERGE
9.
EXTENT
10.
GERMAN
11.
GLOBAL SUPERPOWER
12.
INABILITY
13.
INVOLVEMENT
14.
ISOLATE
15.
LUSITANIA
16.
NEUTRAL
17.
PARTICIPATE
18.
STAGE
19.
TELEGRAM
20.
TRADITION
21.
WARFARE
22.
ZIMMERMAN
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Activity#2: Find the words from activity #1 in the Word Search below. Once you have found all the words a hidden message will appear. Write the hidden message in the blanks provided. P
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Hidden Message
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Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Activity#3: Complete the chart using the Map. Color the Allies blue and the Central Powers red.
Allies of World War I
Central Powers of World War I
A1.
CP1.
A2.
CP2.
A3.
CP3.
A4.
CP4.
A5. A6. Activity#4: Complete the missing information.
United States Leadership as the War Ended a.
At the end of World War I, President ______________ ___________ prepared a ____________ plan known as the ________________ Points that called for the formation of the _________________ of ____________________, a ______________________ organization.
b.
The ________________ _____________ decided _________ to join the ____________________ of __________________ because the United States ______________ _____________ to ______________ the Treaty of _____________________.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.6a-d The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century. USII.6a Explain how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life.
How Was Social And Economic Life In The Early Twentieth Century Different From That Of The Late Nineteenth Century?
Technology extended programs into all areas of American life, including neglected rural areas.
Results of Improved Transportation Brought by Affordable Automobiles Greater mobility Creation of jobs Growth of transportation-related industries (road construction, oil, steel, automobile) Movement to suburban areas Invention of the Airplane The Wright Brothers
Use of the Assembly Line Henry Ford Rise of mechanization
Communication Changes Increased availability of telephones Development of the radio and broadcast industry Development of the movies Ways Electrification Changed American Life Labor-saving products (e.g. washing machines, electric stoves, water pumps) Electric lighting Entertainment (e.g. radio) Improved communications Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standard USII.6a to complete the graphic organizers.
Greater ______________ Growth of transportation-related industries. Ex. _______, steel, road construction. and ________________ Creation of __________
Movement to ___________ area.
Invention of the Airplane ____________________
Labor-Saving Products (e.g. _________ _________) Electric _________________
Communication Changes
__________________ (radio) Improved _____________
Increased availability of _______________. Development of the __________ and _______________ industry. Development of the ________________.
Use of the Assembly Line ________________, automobile Rise of ____________________
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.6b Describe the social changes that took place, including Prohibition, and the Great Migration north.
What was Prohibition and how effective was it?
Reforms in the early twentieth century could not legislate how people behaved.
PROHIBITION Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of Prohibition Speakeasies were created as places for people to drink alcoholic beverages.
Bootleggers smuggled illegal alcohol and promoted organized crime.
Repealed by the 21st Amendment
Why did African-Americans migrate to northern cities? Economic conditions and violence led to migration of people.
Jobs for African-Americans in the South were scarce and low paying. African-Americans faced discrimination and violence in the South. African-Americans moved to the North and Midwest cities in search of better employment opportunities. African-Americans also faced discrimination and violence in the North and Midwest. Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standard USII.6b to complete the sections below. Word Scramble and Matching. Use the definition to determine and match the scrambled words in the word bank.
Ieeeaapskss
ghietehent
Word Bank: ebotlgogre
tyiwenttsrf
inhoiibtorp
RESULTS OF PROHIBITION 1. __________________ people who made and smuggled alcohol illegally and promoted organized crime 2. ___________________ amendment that made it illegal to manufacture, transport, and sell alcoholic beverages 3. ___________________ created as places for people to drink alcoholic beverages 4. ___________________ was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. 5.____________________ repealed the 18th amendment Highlight or circle the correct answer.
GREAT MIGRATION 1. African American moved to cities in the (North, South) and (Midwest, Southwest) in search of better employment opportunities.
2. True or False: African American were accepted and treated with respect in the South.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
3. True or False: African Americans were accepted and treated with respect in the North.
4. Jobs in the South were (scarce, plentiful) and (low, high) paying.
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August 2016 USII.6c Examine art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O’Keeffe and the Harlem Renaissance.
CULTURAL CLIMATE OF HARLEM RENAISSANCE THE 1920s & THE 1930s Who were the leaders in art, literature, and music? The 1920s and 1930s were important for American art, literature, and music.
ART
Georgia O’Keeffe: artist known for urban scenes and, later, paintings of the Southwest
How did the Harlem Renaissance influence American life? The leaders of the Harlem Renaissance drew upon the heritage of black culture to establish themselves as powerful forces for cultural change. The popularity of these artists spread beyond Harlem to the rest of society. Jacob Lawrence: painter who chronicled the experiences of the Great Migration through art
LITERATURE F. Scott Fitzgerald: novelist who wrote Langston Hughes: poet who about the Jazz Age of the 1920’s combined the experiences of African and American cultural roots John Steinbeck: novelist who portrayed the strength of poor migrant workers during the 1930’s MUSIC
Aaron Copeland and George Gershwin: composers who wrote uniquely American music
Duke Ellington and Louis Armstrong: jazz musicians Bessie Smith: blues singer
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Directions: Use standard USII.6c to answer questions 1-6. 1. The 1920s and 1930s were important decades for American ___________, _________________, and __________________. 2. Harlem, NY is located in what region of the United States? _________________ 3. Complete the chart. 1920s and 1930s People
A _____________
B
C
D
F. Scott ______________
Cultural Contribution
Urban scenes and later paintings of the ________________
Novelist who wrote about the ________ Age of the 19_____s
______________
Novelist who portrayed the strength of _____________ migrant _____________ during the 19_____s
Aaron Copeland and ____________ ____________
Wrote _______________ American music
Harlem Renaissance People
_______________
_______________
______________ and ______________
Bessie Smith
Cultural Contribution
Painter who chronicled the ____________ ____________
Poet who combined the experiences of __________ and ___________ cultural _________
Jazz musicians
__________ singer
4. The leaders of the _______________ ____________________ drew upon the heritage of _____________ culture to establish themselves as __________________ forces for ________________ change. 5. The popularity of these _____________ spread beyond _____________________ to the rest of society. Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
6. Match each work/instrument to the correct person. _____John Steinbeck
a.
_____
b.
_____Jacob Lawrence
c.
_____
d.
_____Langston Hughes
e. Louis Armstrong
_____
f.
_____F. Scott Fitzgerald
g.
_____
h.
_____ George Gershwin
i.
_____ Duke Ellington
j.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
Georgia O’Keeffe
Aaron Copland
Bessie Smith
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August 2016
A teacher-made U.S. History II 1stNine Weeks Test MAY be administered at the end of the nine weeks. Tested US History II SOLs may include: USII.2c, USII.4e, USII.5abc, and USII.6abc. Previously tested SOLs may also be included from the 1st Midpoint Test. Previously tested U. S. History II SOLs include: USII.2abc, USII.3abc, and USII.4abcde.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
STAR (Students Teaching Activities Resources) Suffolk Public Schools STAR webpage contains resources that assist students in enhancing their comprehension of the Virginia Standards of Learning. Resources include but are not limited to activities, games, PowerPoints, WebQuests, websites that address Standards of Learning objectives in each content area in grades K12. http://www.spsk12.net/departments/STAR/socialscience/ss_us6.htm
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
The following pages contain vocabulary sorts that can be used to review relevant US History II terms for this grading period. Cut out the sort and practice matching the vocabulary word with the matching definition. Quizlet is a free online website that provides students extra opportunities to practice and review vocabulary words. Links to Suffolk Public Schools US History II Quizlet files are located on the Suffolk Public Schools STAR (Students Teaching Activities Resources) webpage. http://www.spsk12.net/departments/STAR/socialscience/ss_us6.htm Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.1a-h slogan
a phrase that promotes an idea, person, or organization; a motto
USII.1a-h excerpt
a part of a larger work of literature, music, or art
USII.1a-h physical feature
a characteristic of a place that occurs naturally such as a landform or body of water
USII.1a-h primary source
a document written or created by a person who was a witness
USII.1a-h secondary source
a document written or created by a person who used primary sources for research
USII.1a-h sequence
an order of one thing following after another
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.1a-h interpret
to offer an explanation of meaning
USII.1a-h evaluate
to look at something carefully to decide its value or meaning
USII.1a-h analyze
to study something by looking at the smaller, separate parts
USII.1a-h latitude
distance north or south of the equator, measured in degrees
USII.1a-h longitude
distance east or west of the Prime Meridian, measured in degrees
USII.1a-h hemisphere
Either the northern or southern half of the earth as divided by the Equator or the eastern or western half as divided by a meridian
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Grade 6 ▪ US History Vocabulary ▪ Geography
USII.2c region
an area or group of states
USII.2c Northeast region (states)
USII.2c Northeast region (cities)
USII.2c Southeast region (states)
Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania New York, New York Boston, Massachusetts Pittsburgh, Pennsylvania Philadelphia, Pennsylvania Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas
USII.2c Southeast region (cities)
Washington, D.C. Atlanta, Georgia New Orleans, Louisiana
USII.2c Midwest region (states)
Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.2c Midwest region (cities)
Chicago, Illinois St. Louis, Missouri Detroit, Michigan
USII.2c Southwest region (states)
Texas, Oklahoma, New Mexico, Arizona
USII.2c Southwest region (cities)
San Antonio, Texas Santa Fe, New Mexico
USII.2c Western/Rocky Mountains (states)
Colorado, Utah, Nevada, Montana, Wyoming, Idaho
USII.2c Western/Rocky Mountains (cities)
Denver, Colorado Salt Lake City, Utah
USII.2c Pacific region (states)
Washington, Oregon, California
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.2c Pacific region (cities)
San Francisco, California Los Angeles, California Seattle, Washington
USII.2c Noncontiguous region (states)
Alaska, Hawaii
USII.2c Noncontiguous region (cities)
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
Juneau, Alaska Honolulu, Hawaii
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.3a 13th Amendment (1865) USII.3a 14th Amendment (1868)
Banned slavery in the United States and any of its territories.
Grants citizenship to all persons born in the United States and guarantees them equal protection under the law.
USII.3a th
15 Amendment (1870)
USII.3a Civil Rights Act of 1866
USII.3b Carpetbagger
Ensures all citizens the right to vote regardless of race or color or previous conditions of servitude. Granted full citizenship to African American and gave the federal government the power to intervene in state affairs to protect their rights. Name given to Northern whites who moved South after the Civil War and took advantage of the South during Reconstruction.
USII.3b Reconstruction
The name given to the time period of reorganization and rebuilding of the South following the Civil War.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.3b Freedmen’s Bureau
USII.3b Black Codes
USII.3c Abraham Lincoln
USII.3c
A government agency formed after the Civil War to help African Americans make the transition from slavery to freedom. Laws passed in the South just after the Civil War aimed at controlling freedman and enabling plantation owners to exploit African American workers. 16th President Proposed Reconstruction which called for reconciliation. He believed preserving the Union was more important than punishing the South.
Robert E. Lee
Commander of the Confederate Army. Following the war, urged Southerners to reconcile and reunite as Americans. Later became the President of what is now known as Washington and Lee University.
Frederick Douglass
An African American who fought for adoption of constitutional amendments that guaranteed voting rights. He was a powerful voice in human rights and civil liberties for all.
USII.3c
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016 Grade 6 ▪ First and Third Nine Weeks ▪ US History Vocabulary ▪ Westward Expansion
USII.2a Great Plains
an area of the United States characterized by flatlands, grassy plains and a dry, windy climate
USII.2a eroded
washed away by wind or water
USII.2a invention
a device, method or process developed through study and experimentation
USII.2a adaptation
a change made to something so it is more useful
USII.2a climate
the weather in a particular area over a period of time
USII.2a barbed wire
a wire fencing with spikes to prevent cattle from escaping and to keep predators out
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.2a beef cattle raising
the keeping and bringing up of cattle for meat
USII.2a steel plow
a tool with a heavy blade used to break up soil
USII.2a dry farming
a farming method used in extremely dry climates
USII.2a sod house
houses made of sod, grass covered soil
USII.2a windmill
a wind-powered machine used to get water from deep in the earth
USII.2a technologies
products or tools used for a given purpose
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4a migration
the movement of people or animals
USII.4a Transcontinental Railroad
a system of trains and track that connected the east coast to the west coast by land
USII.4a expansion
the act or process of growing or becoming larger
USII.4a Battle of Little Big Horn USII.4a Sitting Bull
USII.4a Geronimo
the last major Native American victory
An important leader of the Lakota Sioux. Fought and defeated General Custer at the Battle of Little Big Horn. An Apache leader who evaded the army for many years. He gave up in 1886 and became the last Native American to surrender formally to the US government.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4a Nez Perce’
An American Indian tribe located in the Northwest part of the United States. They were led by Chief Joseph.
USII.4a Chief Joseph
Native American leader who led his tribe in their retreat to Canada; wished to avoid conflict with the U.S. (“I will fight no more forever”)
USII.4a Battle of Wounded Knee (1890) USII.4a Treaty
Marked the end of armed conflict between whites and Native Americans. A formal agreement between two parties. In this case, an agreement between the US government and American Indians.
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.2b resource
an available supply of something
product
an item made through human or mechanical effort or by a process
USII.2b
USII.2b market
the opportunity to buy and sell products and/or services
USII.2b textile
USII.2b iron ore
cloth or fabric; The textile industry was centered in New England
a material that contains iron and is used to make steel; The steel industry was centered in Pittsburgh
USII.4d agricultural
having to do with farming or the raising of animals
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4d industry
the production and sale of goods
USII.4d captain of industry
a person credited with building a particular industry
USII.4d mechanization
the act of replacing human workers with machines
USII.4d reaper
a farm machine that gathers crops from a field
USII.4d John D. Rockefeller
Captain of Industry of Oil; started the Standard Oil Company
USII.4d Andrew Carnegie
Captain of Industry of Steel; started the Carnegie Steel Company and owned the Homestead Works Steel Mill
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4d Henry Ford
Captain of Industry of Automobiles; started Ford Motor Company and introduced the assembly line The auto industry was centered in Detroit
USII.4d
Cornelius Vanderbilt
Captain of Industry of Shipping and Railroads.
USII.4d advertising
the act of attracting public attention to a product
USII.4b immigration
to enter and settle in a new country
USII.4b rural
having to do with farm life
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4b urban
having to do with city life
USII.4b industrialization
the rise of industry
USII.4b urbanization
the rise of cities
USII.4b settlement house
a place where immigrants could receive free services and assistance like health care, education, and child care
USII.4b political machine
a group that controls political activity often characterized by corruption
USII.4b reservations
a place where Native Americans were sent to be segregated from white Americans
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4b ghetto
a section of a city occupied by a minority group who live there usually because of social or economic pressure
USII.4b tenement
a crowded apartment building that barely meets the lowest standards of living
USII.4b specialized
to work in a particular area or to make a particular item Chicago specialized in meat packing
USII.4b mechanical
having to do with or being made by machines or tools
USII.4b corruption
to use a position of trust for dishonest gains
USII.4b Hull House
a settlement house in Chicago formed by Jane Addams
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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August 2016
USII.4b Jane Addams
a social reformer who helped the poor and founded Hull House
USII.4b Thomas Edison
an inventor who is credited for lighting and mechanical uses of electricity
USII.4b Alexander Graham Bell
an inventor who is credited for developing telephone service
Katrina S. Cary, Supervisor of History and Social Sciences Instruction Marian Looney-Gill, Hope Bradshaw, and Kate Green US History II Teachers Suffolk Public Schools
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USII.4e reform
To change from worse to better
USII.4e Progressive Movement
A movement in which many men and women became a part of in order to bring about reform.
USII.4e union
USII.4e American Federation of Labor (AFL)
An organization which helps workers gain higher wages and better working conditions.
An organization that pressed for higher wages, shorter hours, better working conditions, and the right to bargain collectively with employers.
USII.4e strike
When employees stop working to force an employer to meet demands.
USII.4e Homestead Strike
A strike that took place in Homestead, Pennsylvania in which union workers agreed to accept lower wages.
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USII.4e suffragist
People who fought for woman suffrage, women’s right to vote.
USII.4e 19th Amendment
Allowed women’s suffrage; gave women the right to vote.
USII.4e th
18 Amendment
Known as the Prohibition Law, and made it illegal to make, transport, or sell alcohol in the United States.
USII.4e Temperance Movement
A reform movement to ban alcohol.
USII.4e child labor
Work that is done by children
USII.4e Susan B. Anthony
Fought for women’s suffrage
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USII.4e Elizabeth Cady Stanton
Fought for women’s suffrage
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USII.5a international
involving several countries
USII.5a Yellow Journalism
exaggerated written news reports
USII.5a rebels
people who oppose the government in power
Cuba
A large island in the Caribbean, just south of Florida
USII.5a
USII.5a USS Maine
A United States Naval battleship that was shattered in an explosion in Havana Harbor, Cuba on February 15, 1898.
USII.5a Havana Harbor
A harbor located on the west coast of Cuba; where the USS Maine exploded.
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USII.5a Philippines
A group of islands acquired by the U.S. as a result of the Spanish American War.
USII.5a Guam
A very small island that was acquired by the U.S. as a result of the Spanish American War.
USII.5a Puerto Rico
A small island that was acquired by the U.S. as a result of the Spanish American War.
USII.5a tension
USII.5b Panama Canal
A state of mistrust, controlled hostility, or fear of hostility felt by countries.
A major engineering feat, this canal allowed the US to travel from the Atlantic Ocean to the Pacific without having to go around South America.
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USII.5b Monroe Doctrine
This policy stated that the US would not intervene with any existing European colonies in the Americas; however, it would not allow anymore colonization by any European power
USII.5b Roosevelt Corollary
The policy that the US had the right to intervene in the affairs of Latin American nations whenever those nations seemed unstable.
Theodore Roosevelt
The 26th President
Big Stick Diplomacy
Theodore Roosevelt’s policy of negotiating peacefully while carrying a big stick (or the use of military)
USII.5b
USII.5b
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USII.5c isolation
Separation from others
USII.5c
During WWI: Germany Austria-Hungary Bulgaria Ottoman Empire
Central Powers
USII.5c
During WWI: Great Britain Serbia France Belgium Russia USA –joined later
Allies
USII.5c League of Nations
A group formed to protect any nation that was attacked by another nation; the U.S. did not join even though President Wilson wrote the plan.
USII.5c Lusitania
USII.5c Woodrow Wilson
A British passenger ship sunk by German U-Boats.
28th President of the United States during WWI who outlined a peace plan known as the Fourteen Points which included the League of Nations.
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USII.5c Zimmerman Telegram
A telegram sent from Germany to Mexico encouraging Mexico to enter the war against the US in return for land lost during the Mexican War. (Texas, New Mexico, Arizona)
USII.5c Fourteen Points
A peace plan proposed by Woodrow Wilson at the end of World War I.
USII.5c
Ratify
To approve or agree to (to ratify a treaty)
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USII.6a technology
The study, development, and application of devices, machines, and techniques for manufacturing and productive processes.
USII.6a rural
Outside the city; country
USII.6a economic
Relating to economics, the economy of a country, or money in general.
USII.6a suburban
Relating to a district, especially a residential one, on the edge of a city or large town.
USII.6a assembly line
A factory system in which the product moves from worker to worker, each of whom performs one task.
USII.6a Wright Brothers
Two brothers, Orville and Wilbur, who were responsible for the first flight of an airplane.
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USII.6a Henry Ford
Developed the assembly line to make cars quicker and cheaper.
USII.6a electrification
To convert something so that it can operate on electric power
USII.6a broadcast
To transmit by radio or television
USII.6a labor-saving
Machines used to reduce the amount of physical labor used.
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USII.6b prohibition
The banning of the manufacture, sale, and transport of alcohol.
USII.6b speakeasies
Places created for people to drink alcoholic beverages during Prohibition
USII.6b bootleggers
People who smuggled illegal alcohol and promoted organized crime.
USII.6b Great Migration
When African Americans moved up North and the Midwest to find jobs and escape discrimination in the South.
USII.6b scarce
To have an insufficient supply of
USII.6b reform
To make improvements by correcting faults
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USII.6b 21st Amendment (1933)
Repealed the 18th Amendment (ended Prohibition)
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USII.6c Harlem Renaissance
Rebirth of activities in art and literature by African Americans.
USII.6c novelist
Someone who writes novels.
USII.6c chronicled
To make a narrative or fictional account in a series of events in chronological order by words or art.
USII.6c portray
To represent somebody or something in words
USII.6c composer
Someone who writes music.
USII.6c Jazz and Blues
Popular music that originated among African American people characterized by unique rhythms.
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USII.6c Georgia O’Keefe
An artist known for urban scenes and later paintings of the Southwest.
USII.6c F. Scott Fitzgerald
A novelist who wrote about the Jazz Age of the 1920’s.
USII.6c John Steinbeck
A novelist who portrayed the strength of poor migrant workers during the 1930’s.
USII.6c Aaron Copland
Composer who wrote unique American music.
USII.5c George Gershwin
Composer who wrote unique American music.
USII.6c Jacob Lawrence
An African American painter who chronicled the experiences of the Great Migration north through art.
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USII.6c Langston Hughes
An African American poet who combined the experiences of African and American cultural roots.
USII.6c Duke Ellington
An African American jazz composer.
USII.6c Louis Armstrong
An African American jazz composer
USII.5c Bessie Smith
An African American blues singer
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August 2016 Answer Key - Images and information may vary, but should show something similar to this answer key. USII.2ab - Page 4 USII.2b - Page 6 - continued
Before the Civil After the Civil War War Treeless Waste Vast area to be Land Settled Technological advances allowed people to live in more challenging environments. USII.2a - Pages 4-6
USII.2c (U.S. Map)- Page 9
USII.2b - Page 6
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August 2016 USII.2c - Page 10-11
USII.2c - Page 16
Region: Rocky Mountains (Western Region) Important Cities: 1. Denver 2. Salt Lake City 2. Region: Midwest Important Cities: 1. Chicago 2. St. Louis 3. Detroit 3. Region: Pacific Important Cities: 1. Seattle 2. San Francisco 3. Los Angeles 4. Region: Southeast Important Cities: 1. Atlanta 2. New Orleans 3. Washington, DC
USII.3b - Page 17 Answers Will Vary based on Opinion of Events/Policies
5. Region: Southwest Important Cities 1. San Antonio 2. Santa Fe 6. Region: Northeast Important Cities: 1. Boston 2. New York 3. Philadelphia 4. Pittsburgh
USII.2c - Page 12 1. 2. 3. 4. 5. 6. 7. 8.
Latitude; Denver, CO 3 , W Seattle, , W ew ork City, , N, 87 W New Orleans, LA Longitude; St. Louis, MO Detroit, MI
W
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August 2016 USII.3b/c - Page 18-19
USII.4a - Page 22
Abraham Lincoln: Reconstruction plan called for reconciliation Preservation of the Union was more important than punishing the South Robert E. Lee: Urged Southerners to reconcile with northerners at the end of the war and reunite as Americans when some wanted to continue to fight Became president of Washington College which is now known as Washington and Lee University
USII.4b - Page 24
Frederick Douglass: Fought for adoption of constitutional amendments that guaranteed voting rights Powerful voice for human rights and civil liberties for all Opinion Question responses will Vary based on Opinion of Importance.
USII.4a - Page 21 Reasons for Westward Expansion
Opportunities for land ownership Possibility of obtaining wealth created by the discovery of gold and silver Desire for Adventure Technological advances, including the Transcontinental Railroad Desire for a new beginning for enslaved African Americans
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August 2016 USII.4b - Page 25-27
USII.4b - Page 28
USII.4c - Page 29 Ilustrations will vary, but should be similar to these images.
Answers will vary, but should contain similar information.
USII.4c - Page 30 segregation, Jim Crow, constraints, Reconstruction Racial Segregation: race African Americans, segregated American Indians, citizens, 1924 “Jim Crow” Laws discrimination, Reconstruction Jim Crow, institutionalized, segregation discriminate discrimination, legal unequal, education, government African-American Response differed, discrimination, Jim Crow Booker, Washington, equality, vocational, accepted, separation W.E.B. Dubois, political, civil, social
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August 2016 USII.4d - Page 33
USII.4d - Page 34 Factors Resulting in the Growth of Big Business • Availability of work force due to immigration • Access to raw materials and energy • Inventions • Financial resources
USII.4d - Page 35 Industry
Industry Leader
Steel
Andrew Carnegie
Oil
John D. Rockefeller
Fuel
Cornelius Vanderbilt
Raw materials are cultivated, shipped to factories in the East and then final products are shipped to national markets.
Shipping & Railroads (transcontinental)
USII.4d - Page 34 Arrows
Spiked Circles
National Markets created by transportation advances Captains of Industry • Rockefeller - Oil • Carnegie - Steel • Ford Automobile • Vanderbilt Shipping & Railroads Advertising
Greater Access to goods from around the country
Lower Cost production
The lower it costs to produce something, the less the company can charge, the average citizen can buy the product and the company makes more money
Production of new goods to develop new inventions
No matter where you lived you could order anything you wanted and have it shipped to you
Impact on U.S. Strong metal to adapt and/or create new inventions
Industry and the rise in big business influence life on American farms. Mechanization reduced farm labor and increased production. (Example: the reaper). Industrial development in cities created increased labor needs. Industrialization provided access to consumer goods (e.g. mail order) The Reaper did the work of 10 men. 9 were now out of work heading to centers of populations. Transforming the US from an agricultural nation to an industrialized nation.
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August 2016 USII.4e - Page 38 List the negative effects of industrialization:
Child labor
Low wages, long hours Unsafe working conditions
List the Progressive Movement workplace reforms: Formation of unions-Growth of American Federation of Labor Strikes-Aftermath of Homestead Strike
USII.4e - Page 40 A. Union B. American Federation of Labor C. Strikes D. Homestead E. Education F. Voting G. Gained H. Nineteenth I. Susan B Anthony J. Elizabeth Cady Stanton K. Suffrage L. Temperance
M. N. O. P. Q. R. S. T. U.
Opposed Consumption Alcohol Eighteenth Prohibition Manufacture Sale Transport Beverages
Hidden Phrase US Progressive Movement
USII.5a - Page 41 Illustrating what alcohol does to someone A Suffragist protecting her child from alcohol and abuse from alcoholics. Violence during the Homestead strike.
omen’s Suffragists protesting to the President of the United States to give them equal rights and allow women to vote.
Child Labor issues in factories
USII.4e - Page 39 Across 2. Child labor 4. Strike 5. Nineteenth Amendment 7. Union 8. Temperance Movement 9. Eighteenth Amendment 10. Suffragist 11. Elizabeth Cady Stanton
1. Blue 2. Spain- Red 3. Cuba-Blue 4. Philippines, Puerto Rico- Red 5. Blue 6. USS Maine, Blue 7. World Power, Red 8. B 9. D 10. A 11. C USII.5b - Page 43 1. Spanish American War 2. Theodore Roosevelt 3. a. Asserted the US right to interfere in economics matters of other nations in the America. b. Claimed the US right to exercise international police power. c. Advocated Big Stick Policy 4. Building of the Panama Canal USII.5b - Page 46
12. Susan B Anthony 13. Reform Down 1. Suffragist Movement 3. American Federation of Labor 6. Homestead Strike
Disagreements(6), extent(9), participate (17), affairs (1) Reasons for US Involvment Inability(12), neutral(16), isolate(14) German(10), warfare(21), Lusitania(15) Economic(7), Great Britain (3) Zimmerman(22) Telegraph(19) Involvment (13), tradition(20), avoiding(2), conflict(5), stage(18), emerge(8), global superpower(11), century(4)
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August 2016 USII.5c - Page 47
USII.6a - Page 50
USII.6b - Page 52 Results of Prohibition: 1. bootlegger 2. eighteenth 3. speakeasies 4. prohibition 5. twenty-first Great Migration: 1. North, Midwest 2. false 3. false 4. scarce, low USII.5c - Page 48 Allies: British Empire, France, Russia, Serbia, Belgium, United States Central Powers: German Empire, Bulgaria, Ottoman Empire a. Woodrow Wilson, peace, Fourteen, League, Nations, peacekeeping b. United States, not, League, Nations, Senate, failed, ratify
USII.6c - Pages 54-55 1. Art, literature, music 2. Northeast Region 3. Chart a Georgia O’Keeffe, Southwest; Lawrence, Great Migration b. Fitzgerald, Jazz, 1920s, Langston Hughes, African, American, roots c. John Steinbeck, poor, workers, 1930s Duke Ellington, Louis Armstrong d. George Gershwin, uniquely (Bessie Smith) Blues
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August 2016 USII.6c (continued) - Pages 54-55 4. Harlem Renaissance, black, powerful, cultural 5. artists, Harlem 6. John Steinbeck, h
Georgia O’Keeffe, c
Bessie Smith, i
F. Scott Fitzgerald, b
Jacob Lawrence, d
Louis Armstrong, e
Aaron Copland, g
George Gershwin, f
Langston Hughes, j
Duke Ellington, a
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