Virginia and United States History Board of Education, 2001 2 STANDARD VUS.2 The student will...

Virginia and United States History

Commonwealth of VirginiaBoard of EducationRichmond, Virginia

2001

Curriculum Framework

Virginia Board of Education, 2001 1

STANDARD VUS.1a, b, c, d, e, f, g, h

The student will demonstrate skills for historical and geographical analysis, including the ability toa) identify, analyze, and interpret primary and secondary source documents, records, and data, including artifacts, diaries, letters, photographs, journals,

newspapers, historical accounts, and art to increase understanding of events and life in the United States;b) evaluate the authenticity, authority, and credibility of sources;c) formulate historical questions and defend findings based on inquiry and interpretation;d) develop perspectives of time and place, including the construction of maps and various time lines of events, periods, and personalities in American history;e) communicate findings orally and in analytical essays and/or comprehensive papers;f) develop skills in discussion, debate, and persuasive writing with respect to enduring issues and determine how divergent viewpoints have been addressed

and reconciled;g) apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time;h) interpret the significance of excerpts from famous speeches and other documents.

The skills identified in Standard VUS.1a-h are cited in the Essential Skills column of each chart for Virginia and United States History with the exception of “e”(communicate findings orally and in analytical essays and/or comprehensive papers) and “f” (develop skills in discussion, debate, and persuasive writing with respect toenduring issues and determine how divergent viewpoints have been addressed and reconciled). Students should practice these skills throughout the year. However, theskills in item “e” and “f” will not be assessed on the Standards of Learning test.


STANDARD VUS.2

The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians(First Americans).

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Early European exploration andcolonization resulted in theredistribution of the world's populationas millions of people from Europe andAfrica voluntarily and involuntarilymoved to the New World.

Exploration and colonization initiatedworldwide commercial expansion asagricultural products were exchangedbetween the Americas and Europe. Intime, colonization led to ideas ofrepresentative government and religioustoleration that over several centurieswould inspire similar transformations inother parts of the world.

Why did Europeans settle in the Englishcolonies?

How did their motivations influencetheir settlement patterns and colonystructures?

In what ways did the cultures ofEurope, Africa, and the Americasinteract?

What were the consequences of theinteractions of European, African, andAmerican cultures?

Characteristics of early explorationand settlements in the New World• New England was settled by

Puritans seeking freedom fromreligious persecution in Europe.They formed a “covenantcommunity” based on theprinciples of the MayflowerCompact and Puritan religiousbeliefs and were often intolerant ofthose not sharing their religion.They also sought economicopportunity and practiced a form ofdirect democracy through townmeetings.

• The Middle Atlantic region wassettled chiefly by English, Dutch,and German-speaking immigrantsseeking religious freedom andeconomic opportunity.

Identify, analyze, and interpretprimary and secondary sourcedocuments. (VUS.1a)

Formulate historical questions anddefend findings based on inquiry andinterpretation. (VUS.1c)

Develop perspectives of time andplace. (VUS.1d)


STANDARD VUS.2 (continued)



• Virginia and the other Southerncolonies were settled by peopleseeking economic opportunities.The early Virginia “cavaliers” wereEnglish nobility who received largeland grants in eastern Virginia fromthe King of England. Poor Englishimmigrants also came seekingbetter lives as small farmers orartisans and settled in theShenandoah Valley or westernVirginia, or as indentured servantswho agreed to work on tobaccoplantations for a period of time topay for passage to the New World.

• Jamestown, established in 1607 bythe Virginia Company of Londonas a business venture, was the firstpermanent English settlement inNorth America. The VirginiaHouse of Burgesses, established bythe 1640s, was the first electedassembly in the New World. Ithas operated continuously and istoday known as the GeneralAssembly of Virginia.





Interactions among Europeans,Africans and American Indians (FirstAmericans)• The explorations and settlements of

the English in the Americancolonies and Spanish in theCaribbean, Central America, andSouth America, often led to violentconflicts with the American Indians(First Americans). The Indians losttheir traditional territories and fellvictim to diseases carried fromEurope. By contrast, Frenchexploration of Canada did not leadto large-scale immigration fromFrance, and relations with nativepeoples were often morecooperative.

• The growth of an agriculturaleconomy based on largelandholdings in the Southerncolonies and in the Caribbean ledto the introduction of slavery in theNew World. The first Africanswere brought against their will toJamestown in 1619 to work ontobacco plantations.


STANDARD VUS.3

The student will describe how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and Africanlife in the Americas.


Economic institutions in the coloniesdeveloped in ways that were eithertypically European or were distinctivelyAmerican, as climate, soil conditions,and other natural resources shapedregional economic development.

The African slave trade and thedevelopment of a slave labor system inmany of the colonies resulted fromplantation economies and laborshortages.

How did the economic activity of thethree colonial regions reflect theirgeography and the European origins oftheir settlers?

Why was slavery introduced into thecolonies?

How did the institution of slaveryinfluence European and African life inthe colonies?

Economic characteristics of theColonial Period• The New England colonies

developed an economy based onshipbuilding, fishing, lumbering,small-scale subsistence farming,and eventually, manufacturing.The colonies prospered, reflectingthe Puritans’ strong belief in thevalues of hard work and thrift.

• The middle colonies of New York,New Jersey, Pennsylvania,Maryland, and Delaware developedeconomies based on shipbuilding,small-scale farming, and trading.Cities such as New York,Philadelphia, and Baltimore beganto grow as seaports andcommercial centers.

• Virginia and the other Southerncolonies developed economies inthe eastern coastal lowlands basedon large plantations that grew“cash crops” such as tobacco, rice,and indigo for export to Europe.Farther inland, however, in themountains and valleys of the

Identify, analyze, and interpretprimary and secondary sourcedocuments, records, and data.(VUS.1a)



Explain how relationships betweenhumans and their environment havechanged over time. (VUS.1g)





Appalachian foothills, the economywas based on small-scalesubsistence farming, hunting, andtrading.

• A strong belief in private owner-ship of property and free enterprisecharacterized colonial life.

Social characteristics of the colonies• New England’s colonial society

was based on religious standing.The Puritans grew increasinglyintolerant of dissenters whochallenged the Puritans’ belief inthe connection between religionand government. Rhode Island wasfounded by dissenters fleeingpersecution by Puritans inMassachusetts.

• The middle colonies were home tomultiple religious groups, includ-ing Quakers in Pennsylvania andCatholics in Maryland, who gener-ally believed in religious tolerance.These colonies had more flexiblesocial structures and began todevelop a middle class of skilledartisans, entrepreneurs (businessowners), and small farmers.





• Virginia and the Southern colonieshad a social structure based onfamily status and the ownership ofland. Large landowners in theeastern lowlands dominatedcolonial government and societyand maintained an allegiance to theChurch of England and closersocial ties to England than in theother colonies. In the mountainsand valleys further inland,however, society was characterizedby small subsistence farmers,hunters and traders of Scotch-Irishand English descent.

• The “Great Awakening” was areligious movement that sweptboth Europe and the coloniesduring the mid-1700s. It led to therapid growth of evangelicalreligions such as the Methodistsand Baptists and challenged theestablished religious andgovernmental order. It laid one ofthe social foundations for theAmerican Revolution.





The development of indenturedservitude and slavery• The growth of a plantation-based

agricultural economy in the hot,humid coastal lowlands of theSouthern colonies required cheaplabor on a large scale. Some of thelabor needs, especially in Virginia,were met by indentured servants,who were often poor persons fromEngland, Scotland, or Ireland whoagreed to work on plantations for aperiod of time in return for theirpassage from Europe or relief fromdebts.

• Most plantation labor needseventually came to be filled by theforcible importation of Africans.While some Africans worked asindentured servants, earned theirfreedom, and lived as free citizensduring the Colonial Era, over timelarger and larger numbers ofenslaved Africans were forciblybrought to the Southern colonies(the “Middle Passage”).





• The development of a slavery-based agricultural economy in theSouthern colonies would lead toeventual conflict between the Northand South and the American CivilWar.


STANDARD VUS.4a

The student will demonstrate knowledge of events and issues of the Revolutionary Period bya) analyzing how the political ideas of John Locke and those expressed in Common Sense helped shape the Declaration of Independence.


New political ideas about therelationship between people and theirgovernment helped to justify theDeclaration of Independence.

The revolutionary generationformulated the political philosophy andlaid the institutional foundations for thesystem of government under which welive.

The American Revolution was inspiredby ideas concerning natural rights andpolitical authority, and its successfulcompletion affected people andgovernments throughout the world formany generations.

How did the ideas of John Locke andThomas Paine influence Jefferson’swritings in the Declaration ofIndependence?

The ideas of John LockeThe period known as the “Enlighten-ment” in Europe during the 17th and18th centuries saw the development ofnew ideas about the rights of peopleand their relationship to their rulers.John Locke was an Enlightenmentphilosopher whose ideas, more than anyother’s, influenced the American beliefin self-government. Locke wrote that:• All people are free, equal, and have

“natural rights” of life, liberty, andproperty that rulers cannot takeaway.

• All original power resides in thepeople, and they consent to enterinto a “social contract” amongthemselves to form a governmentto protect their rights. In return, thepeople promise to obey the lawsand rules established by theirgovernment, establishing a systemof “ordered liberty.”

Identify, analyze, and interpretprimary and secondary sourcedocuments, records, and data toincrease understanding of events andlife in the United States. (VUS.1a)



Interpret the significance of excerptsfrom famous speeches and otherdocuments. (VUS.1h)


STANDARD VUS.4a (continued)



• Government’s powers are limitedto those the people have consentedto give to it. Whenever governmentbecomes a threat to the people’snatural rights, it breaks the socialcontract and the people have theright to alter or overthrow it.

• Locke’s ideas about thesovereignty and rights of thepeople were radical and challengedthe centuries-old practicethroughout the world of dictatorialrule by kings, emperors, and tribalchieftains.

Thomas Paine and Common SenseThomas Paine was an Englishimmigrant to America who produced apamphlet known as Common Sense thatchallenged the rule of the Americancolonies by the King of England.Common Sense was read and acclaimedby many American colonists during themid-1700s and contributed to a growingsentiment for independence fromEngland.





The Declaration of IndependenceThe eventual draft of the Declaration ofIndependence, authored by ThomasJefferson of Virginia, reflected the ideasof Locke and Paine:• “We hold these truths to be self-

evident, that all men are createdequal, that they are endowed bytheir Creator with certainunalienable rights, that amongthese are life, liberty, and thepursuit of happiness.”

• “That to secure these rights,governments are instituted amongmen, deriving their just powersfrom the consent of thegoverned…”

• “That whenever any form ofgovernment becomes destructive ofthese ends, it is the right of thepeople to alter or abolish it, and toinstitute new government…”

• Jefferson then went on to detailmany of the grievances against theking that Paine had earlierdescribed in Common Sense.


STANDARD VUS.4b

The student will demonstrate knowledge of events and issues of the Revolutionary Period byb) describing the political differences among the colonists concerning separation from Britain.


The ideas of the Enlightenment and theperceived unfairness of British policiesprovoked debate and resistance by theAmerican colonists.

What differences existed amongAmericans concerning separation fromGreat Britain?

Anglo-French rivalry leading toconflict with the colonies• The rivalry in North America

between England and France led tothe French and Indian War, inwhich the French were driven outof Canada and their territories westof the Appalachian Mountains.

• As a result of the war, Englandtook several actions that angeredthe American colonies and led tothe American Revolution. Theseincluded:– The Proclamation of 1763,

which prohibited settlementwest of the AppalachianMountains, a region that wascostly for the British toprotect.

– New taxes on legal documents(the “Stamp Act”), tea andsugar, to pay costs incurredduring the French and IndianWar and for British troops toprotect colonists.

Evaluate the authenticity, authority,and credibility of sources. (VUS.1b)




STANDARD VUS.4b (continued)



The beginning of the AmericanRevolutionResistance to British rule in thecolonies mounted, leading to war:• The Boston Tea Party was staged.• The First Continental Congress

was called, to which all of thecolonies except Georgia sentrepresentatives, the first time mostof the colonies had acted together.

• The Boston Massacre took placewhen British troops fired on anti-British demonstrators.

• War began when the “Minutemen”in Massachusetts fought a briefskirmish with British troops atLexington and Concord.

Differences among the ColonistsThe colonists were divided into threemain camps during the Revolution:





• Patriots– Believed in complete

independence from England– Inspired by the ideas of Locke

and Paine and the words ofVirginian Patrick Henry(“Give me liberty, or give medeath!”)

– Provided the troops for theAmerican Army, led byGeorge Washington, also ofVirginia

• Loyalists (Tories)– Remained loyal to Britain,

based on cultural andeconomic ties

– Believed that taxation of thecolonies was justified to payfor British troops to protectAmerican settlers from Indianattacks

• Neutrals– The many colonists who tried

to stay as uninvolved in thewar as possible


STANDARD VUS.4c

The student will demonstrate knowledge of events and issues of the Revolutionary Period byc) analyzing reasons for colonial victory in the Revolutionary War.


The American rebels won theirindependence because the Britishgovernment grew tired of the strugglesoon after the French agreed to help theAmericans.

What factors contributed to the victoryof the American rebels?

Factors leading to colonial victoryDiplomatic• Benjamin Franklin negotiated a

Treaty of Alliance with France.Military• George Washington, general of the

American army, avoided anysituation that threatened thedestruction of his army, and hisleadership kept the army togetherwhen defeat seemed inevitable.

• Americans benefited from thepresence of the French army andnavy at the Battle of Yorktown,which ended the war with anAmerican victory.



Apply geographic skills and referencesources to understand howrelationships between humans andtheir environment have changed overtime. (VUS.1g)


STANDARD VUS.5a

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how theprinciples of limited government, consent of the governed, and the social contract are embodied in it bya) explaining the origins of the Constitution, including the Articles of Confederation.


During the Constitutional Era, theAmericans made two attempts toestablish a workable government basedon republican principles.

How did America’s pre-Revolutionaryrelationship with England influence thestructure of the first nationalgovernment?

What weaknesses in the Articles ofConfederation led to the effort to draft anew constitution?

American political leaders, fearful of apowerful central government likeEngland’s, created the Articles ofConfederation, adopted at the end of thewar.

The Articles of Confederation• Provided for a weak national

government• Gave Congress no power to tax or

regulate commerce among thestates

• Provided for no common currency• Gave each state one vote regardless

of size• Provided for no executive or

judicial branch






STANDARD VUS.5b

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how theprinciples of limited government, consent of the governed, and the social contract are embodied in it byb) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington.


The Constitution of the United States ofAmerica established a government thatshared power between the nationalgovernment and state governments,protected the rights of states, andprovided a system for orderly changethrough amendments to the Constitutionitself.

How did the delegates to theConstitutional Convention balancecompeting interests?

Key issues and their resolution• Made federal law the supreme law

of the land, but otherwise gave thestates considerable leeway togovern themselves

• Balanced power between large andsmall states by creating a Senate(where each state gets twosenators) and a House ofRepresentatives (with membershipbased on population)

• Placated the Southern states bycounting the slaves as three-fifthsof the population whendetermining representation in theU.S. House of Representatives

• Avoided a too-powerful centralgovernment by establishing threeco-equal branches—legislative,executive, and judicial—withnumerous checks and balancesamong them

• Limited the powers of the federalgovernment to those identified inthe Constitution





The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how theprinciples of limited government, consent of the governed, and the social contract are embodied in it byb) identifying the major compromises necessary to produce the Constitution, and the roles of James Madison and George Washington.


Key leaders• George Washington, Chairman of

the Convention– Washington presided at the

Convention and, althoughseldom participating in thedebates, lent his enormousprestige to the proceedings.

• James Madison, “Father of theConstitution”– Madison, a Virginian and a

brilliant political philosopher,often led the debate and keptcopious notes of theproceedings—the best recordhistorians have of whattranspired at the ConstitutionalConvention.

– At the Convention, Madisonauthored the “Virginia Plan,”which proposed a federalgovernment of three separatebranches (legislative,executive, judicial) andbecame the foundation for thestructure of the newgovernment.

– He later authored much of theBill of Rights.


STANDARD VUS.5c

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how theprinciples of limited government, consent of the governed, and the social contract are embodied in it byc) describing the conflict over ratification, including the Bill of Rights and the arguments of the Federalists and Anti-Federalists.


Ratification of the Constitution did notend debate on governmental power orhow to create “a more perfect union.”Economic, regional, social, ideological,religious, and political tensionsspawned continuing debates over themeaning of the Constitution forgenerations—a debate that continuestoday.

The Constitution and the Bill of Rightsgave Americans a blueprint forsuccessful self-government that hasbecome a model for the rest of theworld.

What were the arguments for andagainst the ratification of theConstitution?

Federalist position (pro-ratification)• The Federalists favored a strong

national government that sharedsome power with the states. Theyargued that the checks and balancesin the Constitution prevented anyone of the three branches fromacquiring preponderant power.They believed that a strongnational government was necessaryto facilitate interstate commerceand to manage foreign trade,national defense, and foreignrelations.

• They argued that a republic couldsurvive in a territory as large as theUnited States because thenumerous political factions wouldcheck each other, therebypreventing any one faction fromgaining too much power. They alsoargued that a national Bill ofRights would be redundant,because the Constitution itselfprotected basic rights, and becausemost states already had bills ofrights that clearly defined basicrights that the governments couldnot abolish.

Analyze, and interpret primary andsecondary source documents.(VUS.1a)





STANDARD VUS.5c (continued)

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how theprinciples of limited government, consent of the governed, and the social contract are embodied in it byc) describing the conflict over ratification, including the Bill of Rights and the arguments of the Federalists and Anti-Federalists.


Anti-Federalist position (anti-ratification)• The Anti-Federalists believed a

strong national government wouldtend to usurp the powers of thestate governments, therebyconcentrating too much power atthe national level and too little atthe state and local levels. Theybelieved that notwithstanding theFederalists’ arguments, a nationalBill of Rights was necessary and,during the ratifying conventions inseveral states, forced theFederalists to pledge that a Bill ofRights would be the first order ofbusiness of the new governmentestablished by the Constitution.


STANDARD VUS.5d

The student will demonstrate knowledge of the issues involved in the creation and ratification of the Constitution of the United States of America and how theprinciples of limited government, consent of the governed, and the social contract are embodied in it byd) examining the significance of the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom in the framing of the Bill of Rights.


The major principles of the Bill ofRights of the Constitution were basedon earlier Virginia statutes.

How was the Bill of Rights influencedby the Virginia Declaration of Rightsand the Virginia Statute for ReligiousFreedom?

Virginia Declaration of Rights(George Mason)• Reiterated the notion that basic

human rights should not beviolated by governments

Virginia Statute for ReligiousFreedom (Thomas Jefferson)• Outlawed the established

church—that is, the practice ofgovernment support for onefavored church

Bill of Rights• James Madison, a Virginian,

consulted the Virginia Declarationof Rights and the Virginia Statutefor Religious Freedom whendrafting the amendments thateventually became the UnitedStates Bill of Rights.





STANDARD VUS.6a

The student will demonstrate knowledge of the major events during the first half of the nineteenth century bya) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians (First Americans).


Economic and strategic interests,supported by popular beliefs, led toterritorial expansion to the PacificOcean.

The new American republic prior to theCivil War experienced dramaticterritorial expansion, immigration,economic growth, and industrialization.Americans, stirred by their hunger forland and the ideology of “ManifestDestiny,” flocked to new frontiers.

Conflicts between American settlersand Indian (First American) nations inthe Southeast and the old Northwestresulted in the relocation of manyIndians (First Americans) toreservations.

What factors influenced Americanwestward movement?

Political developments in the EarlyNational Period• After George Washington’s

presidency ended in the late 1790s,the first political parties emerged:– The Federalists, led by John

Adams and AlexanderHamilton, believed in a strongnational government andindustrial economy and weresupported by bankers andbusiness interests in theNortheast.

– The Democratic Republicans,led by Thomas Jefferson,believed in a weak nationalgovernment and anagricultural economy. Theywere supported by farmers,artisans, and frontier settlers inthe South.

• The election of 1800, won byThomas Jefferson, was the firstAmerican presidential election inwhich power was peacefullytransferred from one party toanother.








• Key decisions by the SupremeCourt under Chief Justice JohnMarshall of Virginia establishedthe power of the federal courts todeclare laws unconstitutional(“judicial review”—Marbury v.Madison) and prohibited the statesfrom taxing agencies of the federalgovernment (“the power to tax isthe power to destroy”—McCullochv. Maryland).

Expansion resulting from theLouisiana Purchase and War of 1812• Jefferson as President in 1803

purchased the huge LouisianaTerritory from France, whichdoubled the size of the UnitedStates overnight. He authorized theLewis and Clark expedition toexplore the new territories that laywest of the Mississippi River.Sacajawea, an Indian (FirstAmerican) woman, served as theirguide and translator.





• The American victory over theBritish in the War of 1812produced an American claim to theOregon Territory, and increasedmigration of American settlers intoFlorida, which was later acquiredby treaty from Spain.

• The Monroe Doctrine (1823)stated:– The American continents

should not be considered forfuture colonization by anyEuropean powers.

– Nations in the WesternHemisphere were inherentlydifferent from those of Europe,republics by nature rather thanmonarchies.

– The United States wouldregard as a threat to its ownpeace and safety any attemptby European powers to imposetheir system on anyindependent state in theWestern Hemisphere.

– The United States would notinterfere in European affairs.





The westward movement andeconomic development• American settlers poured westward

from the coastal states into theMidwest, Southwest, and Texas,seeking economic opportunity inthe form of land to own and farm.

• The growth of railroads and canalshelped the growth of an industrialeconomy and supported thewestward movement of settlers.Eli Whitney’s invention of thecotton gin led to the spread of theslavery-based “cotton kingdom” inthe Deep South.

• American migration into Texas ledto an armed revolt against Mexicanrule and a famous battle at theAlamo, in which a band of Texansfought to the last man against avastly superior force. The Texans’eventual victory over Mexicanforces subsequently brought Texasinto the Union.





• The American victory in theMexican War during the 1840s ledto the acquisition of an enormousterritory that included the present-day states of California, Nevada,Utah, Arizona, and parts ofColorado and New Mexico.

Impact on the American Indians(First Americans)• The belief that it was America’s

“Manifest Destiny” to stretch fromAtlantic to Pacific providedpolitical support for territorialexpansion.

• During this period of westwardmigration, the American Indianswere repeatedly defeated in violentconflicts with settlers and soldiersand forcibly removed from theirancestral homelands. They wereeither forced to march far awayfrom their homes (the “Trail ofTears,” when several tribes wererelocated from Atlantic Coast statesto Oklahoma) or confined toreservations.





• The forcible removal of theAmerican Indians from their landswould continue throughout theremainder of the 19th century assettlers continued to move westfollowing the Civil War.


STANDARD VUS.6b

The student will demonstrate knowledge of the major events during the first half of the nineteenth century byb) describing the key features of the Jacksonian Era, with emphasis on federal banking policies.


The Age of Jackson ushered in a newdemocratic spirit in American politics.The election of Andrew Jackson cameat a time when the mass of Americanpeople, who had previously beencontent with rule by the “aristocracy,”participated in the electoral process.The distinction between “aristocrat”and common man was disappearing asnew states provided for universalmanhood suffrage, while the olderstates were lowering propertyrequirements for voting.

Jackson’s veto of legislation torecharter the bank of the United Statesmade the presidential veto part of thelegislative process, as Congress, fromthen on, was forced to consider apresidential veto when proposinglegislation.

How did political participation changein the early nineteenth century?

How did Jackson represent the views ofhis supporters?

Terms to know• Aristocracy: A government in

which power is given to thosebelieved to be best qualified

• Aristocrat: A member of anaristocracy

• Presidential veto: Power granted tothe President to prevent passage oflegislation

• “Spoils System”: A practice ofusing public offices to benefitmembers of the victorious party

• Panic of 1837: The economicsituation that resulted from recklessspeculation that led to bank failuresand dissatisfaction with the use ofstate banks as depositories forpublic funds

Expansion of democracy• The number of eligible voters

increased as previous propertyqualifications were eliminated.Prior to the election of 1828, themajority of the American peoplehad been satisfied to have“aristocrats” select their President.



Apply geographic skills and referencesources. (VUS.1g)



The student will demonstrate knowledge of the major events during the first half of the nineteenth century byb) describing the key features of the Jacksonian Era, with emphasis on federal banking policies.


By 1828, Americans began to seeAmericans as equals and weremore eager to participate in theelectoral process. Delegates fromstates chose candidates forPresident at nominatingconventions. Once elected,President Andrew Jacksonemployed the spoils system(rewarding supporters withgovernment jobs).

Bank of the United States• Distrusting the bank as an

undemocratic tool of the Easternelite, Jackson vetoed therechartering of the bank in 1832.Jackson’s bank veto became thecentral issue in the election of1832, as Henry Clay, the NationalRepublican candidate, supportedthe bank. Jackson’s re-electionbrought an end to the bank, asJackson withdrew governmentmoney and deposited it in statebanks. His actions caused a majoreconomic depression, resulting inthe Panic of 1837.


STANDARD VUS.6c

The student will demonstrate knowledge of the major events during the first half of the nineteenth century byc) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women’s suffrage movements, and the

role of the states in the Union.


The nation struggled to resolvesectional issues, producing a series ofcrises and compromises.

These crises took place over theadmission of new states into the Unionduring the decades before the CivilWar. The issue was always whether thenumber of “free states” and “slavestates” would be balanced, thusaffecting power in the Congress.

What issues divided America in the firsthalf of the nineteenth century?

Economic divisions• The Northern states developed an

industrial economy based onmanufacturing. They favored highprotective tariffs to protectNorthern manufacturers fromforeign competition.

• The Southern states developed anagricultural economy consisting ofa slavery-based system ofplantations in the lowlands alongthe Atlantic and in the Deep South,and small subsistence farmers inthe foothills and valleys of theAppalachian Mountains. The Southstrongly opposed high tariffs,which made the price of importedmanufactured goods much moreexpensive.

The growing division over slaveryand states’ rightsAs the United States expandedwestward, the conflict over slaverygrew more bitter and threatened to tearthe country apart.

Analyze, and interpret primary andsecondary source documents, records,and data. (VUS.1a)









• The abolitionist movement grew inthe North, led by William LloydGarrison, publisher of TheLiberator, an antislaverynewspaper, and many NewEngland religious leaders, who sawslavery as a violation of Christianprinciples.

• Harriet Beecher Stowe, wife of aNew England clergyman, wroteUncle Tom’s Cabin, a best-sellingnovel that inflamed Northernabolitionist sentiment. Southernerswere frightened by the growingstrength of Northern abolitionism.

• Slave revolts in Virginia, led byNat Turner and Gabriel Prosser, fedwhite Southern fears about slaverebellions and led to harsh laws inthe South against fugitive slaves.Southerners who favored abolitionwere intimidated into silence.

• The admission of new statescontinually led to conflicts overwhether the new states would allowslavery (“slave states”) or prohibitslavery (“free states”). Numerous






compromises were struck tomaintain the balance of power inCongress:– The Missouri Compromise

(1820) drew an east-west linethrough the LouisianaPurchase, with slaveryprohibited above the line andallowed below, except thatslavery was allowed inMissouri, north of the line.

– In the Compromise of 1850,California entered as a freestate, while the newSouthwestern territoriesacquired from Mexico woulddecide on their own.

– The Kansas-Nebraska Act of1854 repealed the MissouriCompromise line by givingpeople in Kansas andNebraska the choice whetherto allow slavery in their states(“popular sovereignty”). Thislaw produced bloody fightingin Kansas as pro- and anti-slavery forces battled eachother. It also led to the birth of






the Republican Party that sameyear to oppose the spread ofslavery.

• Southerners argued that individualstates could nullify laws passed bythe Congress. They also began toinsist that states had entered theUnion freely and could leave(“secede”) freely if they chose.

• Abraham Lincoln, who had joinedthe new Republican Party, andStephen Douglas, a NorthernDemocrat, conducted numerousdebates when running for the U.S.Senate in Illinois in 1858. Lincolnopposed the spread of slavery intonew states; Douglas stood for“popular sovereignty.”

• The Dred Scott decision by theSupreme Court overturned effortsto limit the spread of slavery andoutraged Northerners, as didenforcement of the Fugitive SlaveAct, which required slaves whoescaped to free states to be forciblyreturned to their owners in theSouth.






• Lincoln warned, “A house dividedagainst itself cannot stand.” Thenation could not continue half-free,half-slave. The issue must beresolved.

The women’s suffrage movementAt the same time the abolitionistmovement grew, another reformmovement took root, to give equalrights to women.• Seneca Falls Declaration• Roles of Elizabeth Cady Stanton

and Susan B. Anthony, whobecame involved in women’ssuffrage before the Civil War, butcontinued with the movement afterthe war


STANDARD VUS.7a

The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history bya) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and

Frederick Douglass.


The secession of southern statestriggered a long and costly war thatconcluded with Northern victory, arestoration of the Union, andemancipation of the slaves.

The Civil War put constitutionalgovernment to its most important test asthe debate over the power of the federalgovernment versus states’ rightsreached a climax. The survival of theUnited States as one nation was at risk,and the nation's ability to bring toreality the ideals of liberty, equality,and justice depended on the outcome ofthe war.

What were the major military andpolitical events of the Civil War?

Who were the key leaders of the CivilWar?

Why did Southern states secede? Did any state have a right to leave theUnion? Was Lincoln right to use military forceto keep the Union intact?

Major events• Election of Lincoln (1860),

followed by the secession ofseveral Southern states who fearedthat Lincoln would try to abolishslavery

• Ft. Sumter: Opening confrontationof the Civil War

• Emancipation Proclamation issuedafter Battle of Antietam

• Gettysburg: Turning point of theCivil War

• Appomattox: Site of Lee’ssurrender to Grant

Key leaders and their roles• Abraham Lincoln: President of the

United States during the Civil War,who insisted that the Union be heldtogether, by force if necessary

• Ulysses S. Grant: Union militarycommander, who won victoriesover the South after several Unioncommanders had failed





The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history bya) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, and

Frederick Douglass.


• Robert E. Lee: Confederate generalof the Army of Northern Virginia(Lee opposed secession, but did notbelieve the Union should be heldtogether by force), who urgedSoutherners to accept defeat andunite as Americans again, whensome Southerners wanted to fighton after Appomattox

• Frederick Douglass: Former slavewho became prominent blackabolitionist and who urged Lincolnto recruit former slaves to fight inthe Union army


STANDARD VUS.7b

The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history byb) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address.


Lincoln’s Gettysburg Address said thethe United States was one nation, not afederation of independent states. Thatwas what the Civil War was about forLincoln: to preserve the Union as anation of the people, by the people, andfor the people.

Lincoln believed the Civil War wasfought to fulfill the promise of theDeclaration of Independence and was a“Second American Revolution.” Hedescribed a different vision for theUnited States from the one that hadprevailed from the beginning of theRepublic to the Civil War.

How did the ideas expressed in theEmancipation Proclamation and theGettysburg Address support the North’swar aims?

What was Lincoln’s vision of theAmerican nation as professed in theGettysburg Address?

Emancipation Proclamation• Freed those slaves located in

“rebelling” states (secededSouthern states)

• Made the destruction of slavery aNorthern war aim

• Discouraged any interference offoreign governments

Gettysburg Address• Lincoln described the Civil War as

a struggle to preserve a nation thatwas dedicated to the propositionthat “all men are created equal” andthat was ruled by a government “ofthe people, by the people, and forthe people.”

• Lincoln believed America was“one nation,” not a collection ofsovereign states. Southernersbelieved that states had freelyjoined the union and could freelyleave.





STANDARD VUS.7c

The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history byc) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the

Constitution of the United States of America.


The war and Reconstruction resulted inSouthern resentment toward the Northand Southern African Americans andultimately led to the political,economic, and social control of theSouth by whites.

The economic and political gains offormer slaves were temporary.

What was the impact of the war andReconstruction?

Political effects• Lincoln’s view that the United

States was one nation indivisiblehad prevailed.

• Lincoln believed that sincesecession was illegal, Confederategovernments in the Southern stateswere illegitimate and the states hadnever really left the Union. Hebelieved that Reconstruction was amatter of quickly restoringlegitimate state governments thatwere loyal to the Union in theSouthern states.

• Lincoln also believed that once thewar was over, to reunify the nationthe federal government should notpunish the South but act “withmalice towards none, with charityfor all… to bind up the nation’swounds….”









• The assassination of Lincoln just afew days after Lee’s surrender atAppomattox enabled RadicalRepublicans to influence theprocess of Reconstruction in amanner much more punitivetowards the former Confederatestates. The states that seceded werenot allowed back into the Unionimmediately, but were put undermilitary occupation.

• Radical Republicans also believedin aggressively guaranteeing votingand other civil rights to AfricanAmericans. They clashedrepeatedly with Lincoln’ssuccessor as President, AndrewJohnson, over the issue of civilrights for freed slaves, eventuallyimpeaching him, but failing toremove him from office.

• The three “Civil WarAmendments” to the Constitutionwere added:– 13th Amendment: Slavery was

abolished permanently in theUnited States.






– 14th Amendment: States wereprohibited from denying equalrights under the law to anyAmerican.

– 15th Amendment: Votingrights were guaranteedregardless of “race, color, orprevious condition ofservitude” (former slaves).

• The Reconstruction period endedfollowing the extremely closepresidential election of 1876. Inreturn for support in the electoralcollege vote from SouthernDemocrats, the Republicans agreedto end the military occupation ofthe South. Known as theCompromise of 1877, this enabledformer Confederates whocontrolled the Democratic Party toregain power. It opened the door tothe “Jim Crow Era” and began along period in which AfricanAmericans in the South weredenied the full rights of Americancitizenship.






Economic and social impact• The Southern states were left

embittered and devastated by thewar. Farms, railroads, and factorieshad been destroyed throughout theSouth, and the cities of Richmondand Atlanta lay in ruins. The Southwould remain a backward,agriculture-based economy and thepoorest section of the nation formany decades afterward.

• The North and Midwest emergedwith strong and growing industrialeconomies, laying the foundationfor the sweeping industrializationof the nation (other than the South)in the next half-century and theemergence of the United States as aglobal economic power by thebeginning of the 20th century.

• The completion of theTranscontinental Railroad soonafter the war ended intensified thewestward movement of settlers intothe states between the MississippiRiver and the Pacific Ocean.


STANDARD VUS.8a

The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century bya) explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new

states to the Union.


In the late nineteenth and earlytwentieth centuries, economicopportunity, industrialization,technological change, and immigrationfueled American growth and expansion.

What factors influenced Americangrowth and expansion in the latenineteenth and early twentieth century?

Westward movement• Following the Civil War, the

westward movement of settlersintensified into the vast regionbetween the Mississippi River andthe Pacific Ocean.

• The years immediately before andafter the Civil War were the era ofthe American cowboy, marked bylong cattle drives for hundreds ofmiles over unfenced open land inthe West, the only way to get cattleto market.

• Many Americans had to rebuildtheir lives after the Civil War andmoved west to take advantage ofthe Homestead Act of 1862, whichgave free public land in the westernterritories to settlers who wouldlive on and farm the land.

• Southerners and AfricanAmericans, in particular, movedwest to seek new opportunitiesafter the Civil War.









• New technologies (for example,railroads and the mechanicalreaper), opened new lands in theWest for settlement and madefarming more prosperous. By theturn of the century, the Great Plainsand Rocky Mountain region of theAmerican West was no longer amostly unsettled frontier, but wasfast becoming a region of farms,ranches, and towns.

Immigrants flock to America.• Prior to 1871, most immigrants to

America came from northern andwestern Europe (Germany, GreatBritain, Ireland, Norway, andSweden). During the half-centuryfrom 1871 until 1921, mostimmigrants came from southernand eastern Europe (Italy, Greece,Poland, Russia, and present-dayHungary and Yugoslavia), as wellas Asia (China and Japan).

• Like earlier immigrants, theseimmigrants came to Americaseeking freedom and better livesfor their families.






• Immigrants made valuablecontributions to the dramaticindustrial growth of Americaduring this period. Chineseworkers helped to build theTranscontinental Railroad.Immigrants worked in textile andsteel mills in the Northeast, theclothing industry in New YorkCity, and Slavs, Italians, and Polesworked in the coal mines of theEast. They often worked for verylow pay and in dangerous workingconditions to help build thenation’s industrial strength.

• During this period, immigrantsfrom Europe entered Americathrough Ellis Island in New Yorkharbor. Their first view of Americawas often the Statue of Liberty,standing nearby, as their shipsarrived following the voyage acrossthe Atlantic.






• Immigrants began the process ofassimilation into what was termedthe American “melting pot.” Whileoften settling in ethnicneighborhoods in the growingcities, they and their childrenworked hard to learn English, adoptAmerican customs, and becomeAmerican citizens. The publicschools served an essential role inthe process of assimilatingimmigrants into American society.

• Despite the valuable contributionsimmigrants made to buildingAmerica during this period,immigrants often faced hardshipand hostility. There was fear andresentment that immigrants wouldtake jobs for lower pay thanAmerican workers, and there wasprejudice based on religious andcultural differences.






• Mounting resentment led Congressto limit immigration, through theChinese Exclusion Act of 1882 andImmigration Restriction Act of1921. These laws effectively cutoff most immigration to Americafor the next several decades;however, the immigrants of thisperiod and their descendantscontinued to contributeimmeasurably to American society.

Growth of Cities• As the nation’s industrial growth

continued, cities such as Chicago,Detroit, Cleveland, Pittsburgh, andNew York grew rapidly asmanufacturing and transportationcenters. Factories in the large citiesprovided jobs, but workers’families often lived in harshconditions crowded into tenementsand slums.






• The rapid growth of cities causedhousing shortages and the need fornew public services, such assewage and water systems andpublic transportation. New YorkCity began construction of theworld’s first subway system aroundthe turn of the 20th century, andmany cities built trolley or streetcarlines.

Admission of new states• As the population moved

westward, many new states in theGreat Plains and Rocky Mountainswere added to the Union. By theearly 20th century, all the statesthat make up the continental UnitedStates, from Atlantic to Pacific, hadbeen admitted.


STANDARD VUS.8b

The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century byb) describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that

improved life in the United States.


During the period from the Civil War toWorld War I, the United Statesunderwent an economic transformationthat involved a developing industrialeconomy, the expansion of bigbusiness, the growth of large-scaleagriculture, and the rise of nationallabor unions and industrial conflict.

What fueled the modern industrialeconomy?

Technological change spurred growthof industry primarily in northern cities.

Inventions/Innovations• Corporation (limited liability)• Bessemer steel process• Light bulb (Thomas Edison) and

electricity as a source of power andlight

• Telephone (Alexander GrahamBell)

• Airplane (Wright Brothers)• Assembly line manufacturing

(Henry Ford)

Industrial leaders• Andrew Carnegie (steel)• J.P. Morgan (finance)• John D. Rockefeller (oil)• Cornelius Vanderbilt (railroads)

Reasons for economic transformation• Government policies of laissez-

faire capitalism and specialconsiderations (e.g., land grants torailroad builders)

• The increasing labor supply (fromimmigration and migration fromfarms)

• America’s possession of a wealthof natural resources and navigablerivers




STANDARD VUS.8c

The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by c) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois.

Essential Understandings Essential Questions Essential Knowledge Essential Skills Discrimination and segregation against African Americans intensified and took new forms in the late nineteenth century and early twentieth century. African Americans disagreed about how to respond to the developments.

How did race relations in the South change after Reconstruction, and what was the African American response?

Discrimination and segregation against African Americans • Laws limited African American

freedoms. • After reconstruction, many

Southern state governments passed “Jim Crow” laws forcing separation of the races in public places.

• Intimidation and crimes were directed against African Americans (lynchings).

• African Americans looked to the courts to safeguard their rights.

• In Plessy v. Ferguson, the Supreme Court ruled that “separate but equal” did not violate the 14th Amendment, upholding the “Jim Crow” laws of the era.

• During the early 20th century, African Americans began the “Great Migration” to Northern cities in search of jobs and to escape poverty and discrimination in the South.

Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)



The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century byc) analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B.

Du Bois.


African American responses• Ida B. Wells led an anti-lynching

crusade and called on the federalgovernment to take action.

• Booker T. Washington believed theway to equality was throughvocational education and economicsuccess; he accepted socialseparation.

• W.E.B. Du Bois believed thateducation was meaningless withoutequality. He supported politicalequality for African Americans byhelping to form the NationalAssociation for the Advancementof Colored People (NAACP).


STANDARD VUS.8d

The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century byd) identifying the impact of the Progressive Movement, including child labor and antitrust laws, the use of labor unions, and the success of the women’s

suffrage movement.


Reconstruction through the earlytwentieth century was a time ofcontradictions for many Americans.Agricultural expansion wasaccomplished through wars against thePlains Indians (First Americans),leading to new federal Indian policies.Industrial development raised thestandard of living for millions ofAmericans, but also brought about therise of national labor unions and clashesbetween industry and labor. Socialproblems in rural and urban settingsgave rise to third-party movements andthe beginning of the ProgressiveMovement.

What were the goals of Progressives,and what were their accomplishments?

The Progressive Movement usedgovernment to reform problems createdby industrialization (TheodoreRoosevelt’s “Square Deal” andWoodrow Wilson’s “New Freedom”).

Working conditions for labor• Dangerous working conditions• Child labor• Long hours, low wages, no job

security, no benefits• Company towns• Employment of women

Goals of Progressive Movement• Government controlled by people• Guaranteed economic opportunities

through government regulation• Elimination of social injustices

Progressive accomplishmentsIn local governments• New forms to meet needs of

increasing urbanization(commission and council manager)

In state governments• Referendum• Initiative• Recall





STANDARD VUS.8d (continued)


suffrage movement.


In elections• Primary elections• Direct election of U.S. Senators

(17th Amendment)• Secret ballotIn child labor• Muckraking literature describing

abuses of child labor• Child labor lawsImpact of labor unions• Organizations

– Knights of Labor– American Federation of Labor

(Samuel Gompers)– American Railway Union

(Eugene V. Debs)– Industrial Ladies’ Garment

Workers Union• Strikes

– Haymarket Square– Homestead Strike– Pullman Strike

• Gains– Limited work hours– Regulated work conditions


STANDARD VUS.8d (continued)


suffrage movement.


Antitrust laws• Sherman Anti-Trust Act—Prevents

any business structure that“restrains trade” (monopolies)

• Clayton Anti-Trust Act—ExpandsSherman Anti-Trust Act; outlawsprice-fixing; exempts unions fromSherman Act

Women’s suffrage• Was a forerunner of modern protest

movement• Benefited from strong leadership

(e.g., Susan B. Anthony)• Encouraged women to enter the

labor force during World War I• Resulted in 19th Amendment to the

Constitution


STANDARD VUS.9a

The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 bya) explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.


Many 20th century American foreignpolicy issues have their origins inAmerica’s emergence as a world powerat the end of the 19th century.America’s intervention in World War Iensured her role as a world power forthe remainder of the century. Thegrowing role of the United States ininternational trade displayed theAmerican urge to build, innovate, andexplore new markets.

Why did the United States abandon itstraditional isolationist foreign policy?

How did the United States expand itsinfluence in the world?

Creation of international markets• Open Door Policy—Secretary of

State John Hay proposed a policythat would give all nations equaltrading rights in China.

• Dollar diplomacy—President Tafturged American banks andbusinesses to invest in LatinAmerica. He promised that theUnited States would step in ifunrest threatened their investments.

• Growth in international tradeoccurred from the late 1800s toWorld War I—the first era of a true“global economy.”

Latin America• Spanish American War

– Puerto Rico was annexed bythe United States.

– The United States asserted theright to intervene in Cubanaffairs.

• Panama Canal and the role ofTheodore Roosevelt– United States encouraged

Panama’s independence fromColombia.

– Parties negotiated a treaty tobuild the canal.



Apply reference sources to understandhow relationships between humansand their environment have changedover time. (VUS.1g)



The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 bya) explaining the changing policies of the United States toward Latin America and Asia and the growing influence of the United States in foreign markets.


Asia and the Pacific• Hawaii—U.S. efforts to depose

Hawaii’s monarchy; U.S.annexation of Hawaii

• Philippines—Annexed afterSpanish American War

• Open Door Policy—Urged allforeigners in China to obeyChinese law, observe faircompetition


STANDARD VUS.9b

The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 byb) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty

ratification and the League of Nations.


While American entry into World War Iensured Allied victory, the failure toconclude a lasting peace left a bitterlegacy.

Why did the U.S. become involved inWorld War I?

How did visions of the postwar worlddiffer?

U.S. involvement in World War I• The war began in Europe in 1914

when Germany and Austria-Hungary went to war with Britain,France, and Russia.

• For three years, America remainedneutral, and there was strongsentiment not to get involved in aEuropean war.

• The decision to enter the war wasthe result of continuing Germansubmarine warfare (freedom of theseas) and American ties to GreatBritain.

• Americans wanted to “make theworld safe for democracy.”(Wilson)

• America’s military resources ofsoldiers and war materials tippedthe balance of the war and led toGermany’s defeat.

Fourteen Points• Wilson’s plan to eliminate the

causes of war• Key ideas

– Self-determination– Freedom of the sea– League of Nations– Mandate system







The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 byb) evaluating United States involvement in World War I, including Wilson’s Fourteen Points, the Treaty of Versailles, and the national debate over treaty

ratification and the League of Nations.


Treaty of Versailles• The French and English insisted on

punishment of Germany.• A League of Nations was created.• National boundaries were redrawn,

creating many new nations.

League debate in United States• Objections to U.S. foreign policy

decisions made by an internationalorganization, not by U.S. leaders

• Senate’s failure to approve Treatyof Versailles


STANDARD VUS.9c

The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 byc) explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.


The New Deal altered permanently therole of American government in theeconomy. It also fostered changes inpeople’s attitudes toward government’sresponsibilities. Organized laboracquired new rights, as the New Dealset in place legislation that reshapedmodern American capitalism.

What were the causes of the GreatDepression?

How did the depression affect the livesof Americans?

How did the New Deal attempt toaddress the causes and effects of theGreat Depression?

Causes of the Great Depression• Overspeculation on stocks using

borrowed money that could not berepaid when the stock marketcrashed in 1929 and stock pricescollapsed

• Federal Reserve’s failure to preventwidespread collapse of the nation’sbanking system in the late 1920sand early 1930s, leading to severecontraction in the nation’s supplyof money in circulation

• High protective tariffs thatproduced retaliatory tariffs in othercountries, strangling world trade(Tariff Act of 1930, popularlycalled the Hawley-Smoot Act)

Impact• Unemployment and homelessness• Collapse of financial system (bank

closings)• Political unrest (growing militancy

of labor unions)• Farm foreclosures and migration






The student will demonstrate knowledge of the emerging role of the United States in world affairs and key domestic events after 1890 byc) explaining the causes of the Great Depression, its impact on the American people, and the ways the New Deal addressed it.


New Deal (Franklin Roosevelt)• This program changed the role of

the government to a more activeparticipant in solving problems.

• Roosevelt rallied a frightenednation in which one in fourworkers was unemployed. (“Wehave nothing to fear, but fearitself.”)

• Relief measures provided directpayment to people for immediatehelp (Works ProgressAdministration—WPA).

• Recovery programs were designedto bring nation out of depressionover time (Agricultural AdjustmentAdministration—AAA).

• Reform measures correctedunsound banking and investmentpractices (Federal DepositInsurance Corporation—FDIC).

• Social Security Act offeredsafeguards for workers.


STANDARD VUS.10a

The student will demonstrate knowledge of World War II by a) identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl

Harbor.

Essential Understandings Essential Questions Essential Knowledge Essential Skills The United States gradually abandoned neutrality as events in Europe and Asia pulled the nations toward war.

How did the United States respond to increasing totalitarian aggression in Europe and Asia? What caused America’s gradual abandonment of its policy of neutrality?

The war in Europe • World War II began with Hitler’s

invasion of Poland in 1939, followed shortly after by the Soviet Union’s invasion of Poland from the east and the Baltic countries.

• During the first two years of the war, the United States stayed officially neutral as Germany overran France, most of Europe, and pounded Britain from the air (the Battle of Britain). In mid-1941, Hitler turned on his former partner and invaded the Soviet Union.

• Despite strong isolationist sentiment at home, the United States increasingly helped Britain. It gave Britain war supplies and old naval warships in return for military bases in Bermuda and the Caribbean. Soon after, the Lend-Lease Act gave the President authority to sell or lend equipment to countries to defend themselves against the Axis powers. Franklin Roosevelt compared it to “lending a garden hose to a next-door neighbor whose house is on fire.”

Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Apply geographic skills and reference sources to understand how relationships between humans and their environment have changed over time. (VUS.1g)



The student will demonstrate knowledge of World War II bya) identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl

Harbor.


The war in Asia• During the 1930s a militaristic

Japan invaded and brutalizedManchuria and China as it soughtmilitary and economic dominationover Asia. The United Statesrefused to recognize Japaneseconquests in Asia and imposed anembargo on exports of oil and steelto Japan. Tensions rose but bothcountries negotiated to avoid war.

• While negotiating with the U.S.and without any warning, Japancarried out an air attack on theAmerican naval base at PearlHarbor, Hawaii, on December 7,1941. The attack destroyed muchof the American Pacific fleet andkilled several thousand Americans.Roosevelt called it “a date that willlive in infamy” as he askedCongress to declare war on Japan.

• After Pearl Harbor, Hitler honoreda pact with Japan and declared waron the United States. The debatesover isolationism in the UnitedStates were over. World War IIwas now a true world war and theUnited States was fully involved.


STANDARD VUS.10b

The student will demonstrate knowledge of World War II byb) describing the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing

(D-Day), and Truman’s decision to use the atomic bomb to force the surrender of Japan.


Wartime strategies reflect the politicaland military goals of alliances,resources on hand, and the geographicalextent of the conflict.

What was the overall strategy ofAmerica and its allies in World War II?

How did America’s strategy duringWorld War II reflect availableresources and the geographical scope ofthe conflict?

Why were some battles of World WarII considered turning points of the war?

Allied strategy• America and its allies (Britain and

the Soviet Union, after beinginvaded by Germany), followed a“Defeat Hitler First” strategy.Most American military resourceswere targeted for Europe.

• In the Pacific, American militarystrategy called for an “islandhopping” campaign, seizing islandscloser and closer to Japan andusing them as bases for air attackson Japan, and cutting off Japanesesupplies through submarinewarfare against Japanese shipping.

Axis strategy• Germany hoped to defeat the

Soviet Union quickly, gain controlof Soviet oil fields, and forceBritain out of the war through abombing campaign and submarinewarfare before America’s industrialand military strength could turn thetide.









• Following Pearl Harbor, Japaninvaded the Philippines andIndonesia and planned to invadeboth Australia and Hawaii. Itsleaders hoped that America wouldthen accept Japanese predominancein Southeast Asia and the Pacific,rather than conduct a bloody andcostly war to reverse Japanesegains.

Major battles and military turningpointsNorth Africa• El Alamein—German forces

threatening to seize Egypt and theSuez Canal were defeated by theBritish. This defeat preventedHitler from gaining access toMiddle Eastern oil supplies andpotentially attacking the SovietUnion from the south.






Europe• Stalingrad—Hundreds of

thousands of German soldiers werekilled or captured in a months-longsiege of the Russian city ofStalingrad. This defeat preventedGermany from seizing the Sovietoil fields and turned the tide againstGermany in the east.

• Normandy landings (D-Day)—American and Allied troops underEisenhower landed in German-occupied France on June 6, 1944.Despite intense German oppositionand heavy American casualties, thelandings succeeded and theliberation of western Europe fromHitler had begun.






Pacific• Midway—In the “Miracle of

Midway,” American naval forcesdefeated a much larger Japaneseforce as it prepared to seizeMidway Island. Coming only a fewmonths after Pearl Harbor, aJapanese victory at Midway wouldhave enabled Japan to invadeHawaii. The American victoryended the Japanese threat toHawaii and began a series ofAmerican victories in the “islandhopping” campaign that carried thewar closer and closer to Japan.

• Iwo Jima and Okinawa—TheAmerican invasions of the islandsof Iwo Jima and Okinawa broughtAmerican forces closer than ever toJapan, but both invasions costthousands of American lives andeven more Japanese lives, asJapanese soldiers fought fiercelyover every square inch of theislands and Japanese soldiers andcivilians committed suicide ratherthan surrender.






• Use of the atomic bomb—Facingthe prospect of horrendouscasualties among both Americansand Japanese if American forceshad to invade Japan itself,President Harry Truman orderedthe use of atomic bombs on theJapanese cities of Hiroshima andNagasaki to force the Japanese tosurrender. Tens of thousands ofpeople were killed in both cities.Shortly after the bombs were used,the Japanese leaders surrendered,avoiding the need for Americanforces to invade Japan.


STANDARD VUS.10c

The student will demonstrate knowledge of World War II byc) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.


World War II solidified the nation’srole as a global power and ushered insocial changes and established reformagendas that would preoccupy publicdiscourse in the United States for theremainder of the 20th century. Womenentered into previously male job rolesas African Americans and othersstruggled to obtain desegregation of thearmed forces and end discriminatoryhiring practices.

How did minority participation inWorld War II reflect social conditionsin the United States?

How did minorities contribute to Alliedvictory?

Minority participation• African Americans generally

served in segregated military unitsand were assigned to non-combatroles but demanded the right toserve in combat rather than supportroles.

All-Minority military units• Tuskegee Airmen (African

American) served in Europe withdistinction.

• Nisei regiments (Asian American)earned a high number ofdecorations.

Additional contributions ofminorities• Communication codes of the

Navajo were used (oral, not writtenlanguage; impossible for theJapanese to break).

• Mexican Americans also fought,but in units not segregated.

• Minority units suffered highcasualties and won numerous unitcitations and individual medals forbravery in action.




STANDARD VUS.10d

The student will demonstrate knowledge of World War II byd) describing the Geneva Convention and the treatment of prisoners of war during World War II.


The conduct of war often reflects socialand moral codes of a nation.

The treatment of prisoners of war oftenreflected the savage nature of conflictand the cultural norms of the nation.

What was the purpose of the GenevaConvention?

How did the treatment of prisonersdiffer?

The Geneva Convention attempted toensure the humane treatment ofprisoners of war by establishing rules tobe followed by all nations.

The treatment of prisoners in the PacificTheater often reflected the savagery ofthe fighting there.• In the Bataan Death March,

American POWs suffered brutaltreatment by Japanese aftersurrender of the Philippines.

• Japanese soldiers often committedsuicide rather than surrender.

• The treatment of prisoners inEurope more closely followed theideas of the Geneva Convention.




STANDARD VUS.10e

The student will demonstrate knowledge of World War II bye) analyzing the Holocaust (Hitler’s “final solution”), its impact on Jews and other groups, and postwar trials of war criminals.


Specific groups, often the object ofhatred and prejudice, face increased riskof discrimination during wartime.

What was the Holocaust and who wereits victims?

What was the short-term and long-termsignificance of the Holocaust?

Terms to know• Genocide: The systematic and

purposeful destruction of a racial,political, religious, or culturalgroup

• Final solution: Germany’s decisionto exterminate all Jews

Affected groups• Jews• Poles• Slavs• Gypsies• “Undesirables” (homosexuals,

mentally ill, political dissidents)

Significance• In the Nuremberg trials, Nazi

leaders and others were convictedof war crimes.

• The Nuremberg trials emphasizedindividual responsibility for actionsduring a war, regardless of ordersreceived.

• The trials led to increased demandfor a Jewish homeland.





STANDARD VUS.11a

The student will demonstrate knowledge of the effects of World War II on the home front bya) explaining how the United States mobilized its economic, human, and military resources.


Success in the war required the totalcommitment of the nation’s resources.On the home front, public educationand the mass media promotednationalism.

How did the United States organize anddistribute its resources to achievevictory during World War II?

Economic resourcesU.S. government and industry forged aclose working relationship to allocateresources effectively.• Rationing was used to maintain

supply of essential products to thewar effort.

• War bonds and income tax wereused for financing the war.

• Business retooled from peacetimeto wartime production (e.g., carmanufacturing to tankmanufacturing).

Human resources• More women and minorities

entered the labor force as menentered the armed forces.

• Citizens volunteered in support ofthe war effort.

Military resources• The draft/selective service was

used to provide personnel for themilitary.




STANDARD VUS.11b

The student will demonstrate knowledge of the effects of World War II on the home front byb) describing the contributions of women and minorities to the war effort.


Contributions to a war effort come fromall segments of a society. Womenentered into previously male job rolesas African Americans and othersstruggled to obtain desegregation of thearmed forces and end discriminatoryhiring practices.

How did women and minoritiescontribute to America’s efforts duringWorld War II?

Women during World War II• Women increasingly participated in

the workforce to replace menserving in the military (e.g., Rosiethe Riveter).

• They typically participated in non-combat military roles.

African Americans during WorldWar II• African Americans migrated to

cities in search of jobs in warplants.

• They campaigned for victory inwar and equality at home.




STANDARD VUS.11c

The student will demonstrate knowledge of the effects of World War II on the home front byc) explaining the internment of Japanese Americans during the war.


Prejudice, coupled with wartime fears,can affect civil liberties of minorities.

How were Americans of Japanesedescent treated after U.S. entry intoWorld War II, and why?

Reasons for internment• Strong anti-Japanese prejudice on

the West Coast• False belief that Japanese

Americans were aiding the enemy

Internment of Japanese Americans• Japanese Americans were re-

located to internment camps.• Internment affected Japanese

American populations along theWest Coast. The Supreme Courtupheld the government’s right toact against Japanese Americansliving on the West Coast of theUnited States. A public apologywas eventually issued by the U.S.government. Financial paymentwas made to survivors.




STANDARD VUS.11d

The student will demonstrate knowledge of the effects of World War II on the home front byd) describing the role of media and communications in the war effort.


During World War II, the media andentertainment industries saw their roleas supporting the war effort bypromoting nationalism.

How did media and communicationsassist the Allied efforts during WorldWar II?

Media/Communications assistance• The U.S. government maintained

strict censorship of reporting of thewar.

• Public morale and ad campaignskept Americans focused on the wareffort.

• The entertainment industryproduced movies, plays, and showsthat boosted morale and patrioticsupport for the war effort as well asportrayed the enemy instereotypical ways.

Evaluate the authenticity, authority,and credibility of sources. (VUS.1b)




STANDARD VUS.12a

The student will demonstrate knowledge of United States foreign policy since World War II bya) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan.


Wars have political, economic, andsocial consequences.

What were the political, economic, andsocial consequences of World War II?

Postwar outcomes• The end of World War II found

Soviet forces occupying most ofEastern and Central Europe and theeastern portion of Germany.

• Germany was partitioned into Eastand West Germany. West Germanybecame democratic and resumedself-government after a few yearsof American, British and Frenchoccupation. East Germanyremained under the domination ofthe Soviet Union and did not adoptdemocratic institutions.

• Following its defeat, Japan wasoccupied by American forces. Itsoon adopted a democratic form ofgovernment, resumed self-government, and became a strongally of the United States.

• Europe lay in ruins, and the UnitedStates launched the Marshall Planwhich provided massive financialaid to rebuild European economiesand prevent the spread ofcommunism.






The student will demonstrate knowledge of United States foreign policy since World War II bya) describing outcomes of World War II, including political boundary changes, the formation of the United Nations, and the Marshall Plan.


• The United Nations was formednear the end of World War II tocreate a body for the nations of theworld to try to prevent futureglobal wars.


STANDARD VUS.12b

The student will demonstrate knowledge of United States foreign policy since World War II byb) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism, the American role of wars in

Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe.


The Cold War set the framework forglobal politics for 45 years after the endof World War II. It also influencedAmerican domestic politics, theconduct of foreign affairs, and the roleof the government in the economy after1945.

The Cold War was essentially acompetition between two very differentways of organizing government,society, and the economy: theAmerican-led western nations’ belief indemocracy, individual freedom and amarket economy, and the Soviet beliefin a totalitarian state and socialism.

The U. S. government’s anti-Communist strategy of containment inAsia led to America’s involvement inthe Korean and Vietnamese Wars. TheVietnam War demonstrated the powerof American public opinion in reversingforeign policy. It tested the democraticsystem to its limits, left scars onAmerican society that have not yet beenerased, and made many Americansdeeply skeptical of future military oreven peacekeeping interventions.

How did the U.S. respond to the threatof communist expansion?

What are the origins of the Cold War?

What events characterize the earlyevents of the Cold War?

What was the impact of the Cold Waron Americans at home?

What was the impact of the VietnamWar on Americans at home?

Origins of the Cold War• The Cold War lasted from the end

of World War II until the collapseof the Soviet Union in 1989.

• The United States and the SovietUnion represented starkly differentfundamental values. The UnitedStates represented democraticpolitical institutions and agenerally free market economicsystem. The Soviet Union was atotalitarian government with acommunist (socialist) economicsystem.

• The Truman Doctrine of“containment of communism” wasa guiding principle of Americanforeign policy throughout the ColdWar, not to roll it back but to keepit from spreading and to resistcommunist aggression into othercountries.









• The North Atlantic TreatyOrganization (NATO) was formedas a defensive alliance among theUnited States and westernEuropean countries to prevent aSoviet invasion of Western Europe.Soviet allies in eastern Europeformed the Warsaw Pact and fornearly 50 years both sidesmaintained large military forcesfacing each other in Europe.

• The communist takeover in Chinashortly after World War IIincreased American fears ofcommunist domination of most ofthe world. Rather than strongallies, however, the communistnations of China and the SovietUnion eventually became rivals forterritory and diplomatic influence,a split which American foreignpolicy under President Nixon in the1970s exploited.






• After the Soviet Union matched theUnited States in nuclear weaponryin the 1950s, the threat of a nuclearwar that would destroy bothcountries was ever-presentthroughout the Cold War.America, under PresidentEisenhower, adopted a policy of“massive retaliation” to deter anynuclear strike by the Soviets.

The Korean War• American involvement in the

Korean War in the early 1950sreflected the American policy ofcontainment of communism.

• After communist North Koreainvaded South Korea, Americanmilitary forces led a counterattackthat drove deep into North Koreaitself. Communist Chinese forcescame into the war on the side ofNorth Korea and the warthreatened to widen, but eventuallyended in a stalemate with SouthKorea free of communistoccupation.






The Vietnam War• American involvement in Vietnam

also reflected the Cold War policyof containment of communism.

• Beginning in the 1950s andcontinuing into the early 1960s, thecommunist government of NorthVietnam attempted to installthrough force a communistgovernment in South Vietnam.The United States helped SouthVietnam resist.

• The American military buildup inVietnam began under PresidentJohn Kennedy. After Kennedy’sassassination in 1963, the buildupwas intensified under PresidentLyndon Johnson.

• The scale of combat in Vietnamgrew larger over the course of the1960s. American military forcesrepeatedly defeated the NorthVietnamese forces in the field, butcould not force an end to the waron favorable terms by fighting alimited war.






• The country became bitterlydivided. While there was supportfor the American military andconduct of the war among manyAmericans, others opposed the warand active opposition to the warmounted, especially on collegecampuses.

• After Johnson declined to seek re-election, President Nixon waselected on a pledge to bring the warto an honorable end. He instituted apolicy of “Vietnamization,”withdrawing American troops andreplacing them with SouthVietnamese forces whilemaintaining military aid to theSouth Vietnamese.

• Ultimately “Vietnamization” failedwhen South Vietnamese troopsproved unable to resist invasion bythe Soviet-supplied NorthVietnamese Army, and PresidentNixon was forced from office bythe Watergate scandal. In 1975,both North and South Vietnamwere merged under communistcontrol.






Cuba• Cuba was also a site of Cold War

confrontations.• Fidel Castro led a communist

revolution that took over Cuba inthe late 1950s. Many Cubans fledto Florida and later attempted toinvade Cuba and overthrow Castro.This “Bay of Pigs” invasion failed.

• In 1962, the Soviet Union stationedmissiles in Cuba, instigating theCuban Missile Crisis. PresidentKennedy ordered the Soviets toremove their missiles and forseveral days the world was on thebrink of nuclear war. Eventually,the Soviet leadership “blinked” andremoved their missiles.






Impact of the Cold War at home• The fear of communism and the

threat of nuclear war affectedAmerican life throughout the ColdWar.

• During the 1950s and 1960s,American schools regularly helddrills to train children what to do incase of a nuclear attack, andAmerican citizens were urged bythe government to build bombshelters in their own basements.

• The convictions of Alger Hiss, andJulius and Ethel Rosenberg forspying for the Soviet Union, andthe construction of nuclearweapons by the Soviets usingtechnical secrets obtained throughspying, increased domestic fears ofcommunism.

• Senator Joseph McCarthy playedon American fears of communismby recklessly accusing manyAmerican governmental officialsand citizens of being communistsbased on flimsy or no evidence.This led to the coining of the termMcCarthyism, or the making offalse accusations based on rumor orguilt by association.






• The Cold War made foreign policya major issue in every presidentialelection during the period.

• The heavy military expendituresthroughout the Cold War benefitedVirginia’s economyproportionately more than anyother state, especially in HamptonRoads, home to several large navaland air bases, and NorthernVirginia, home to the Pentagon andnumerous private companies thatcontract with the military.


STANDARD VUS.12c

The student will demonstrate knowledge of United States foreign policy since World War II byc) explaining the role of America’s military and veterans in defending freedom during the Cold War.


A strong military was the key toAmerica’s victory over the SovietUnion in the Cold War.

Millions of Americans served in themilitary during the Cold War. Theirservice was often at great personal andfamily sacrifice, yet they did their duty.

How did America’s military forcesdefend freedom during the Cold War?

American military forces during theCold War• In President John Kennedy’s

inaugural address, he pledged thatthe United States would “pay anyprice, bear any burden, meet anyhardship, support any friend,oppose any foe, in order to assurethe survival and the success ofliberty.” In the same address, healso said, “Ask not what yourcountry can do for you; ask whatyou can do for your country.”

• During the Cold War era, millionsof Americans served in themilitary, defending freedom inwars and conflicts that were notalways popular. Many were killedor wounded. As a result of theirservice, the United States andAmerican ideals of democracy andfreedom ultimately prevailed in theCold War struggle with Sovietcommunism.




The student will demonstrate knowledge of United States foreign policy since World War II byc) explaining the role of America’s military and veterans in defending freedom during the Cold War.


• President Kennedy, a World War IIveteran, was assassinated in 1963in Dallas, Texas, in an event thatshook the nation’s confidence andbegan a period of internal strife anddivisiveness, especially spurred bydivisions over U.S. involvement inVietnam.

• Unlike veterans of World War II,who returned to a grateful andsupportive nation, Vietnamveterans returned often to faceindifference or outright hostilityfrom some who opposed the war.

• It was not until several years afterthe end of the war that the woundsof the war began to heal inAmerica, and Vietnam veteranswere recognized and honored fortheir service and sacrifices.


STANDARD VUS.12d

The student will demonstrate knowledge of United States foreign policy since World War II byd) explaining the collapse of communism and the end of the Cold War, including the role of Ronald Reagan.


Both internal and external pressurescaused the collapse of the Soviet Union.

How did internal problems affect thecollapse of the Soviet Union?

What was President Ronald Reagan’srole in the collapse of the SovietUnion?

Internal problems of the SovietUnion• Increasing Soviet military expenses

to compete with the United States• Rising nationalism in Soviet

republics• Fast-paced reforms (market

economy)• Economic inefficiency• Gorbachev “glasnost” and

“perestroika” (openness andeconomic restructuring)

Role of President Reagan• Challenged moral legitimacy of the

Soviet Union; for example, speechat Berlin Wall (“Mr. Gorbachev,tear down this wall”)

• Increased U.S. military andeconomic pressure on the SovietUnion





STANDARD VUS.13a

The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s bya) identifying the importance of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver Hill, and how Virginia responded.


By interpreting its powers broadly, theSupreme Court can reshape Americansociety.

What was the significance of Brown v.Board of Education, and what roles didThurgood Marshall and Oliver Hill playin the demise of segregated schools?

How did Virginia respond to the Browndecision?

Brown v. Board of Education• Supreme Court decision that

segregated schools are unequal andmust desegregate

• Included Virginia case

Key people• Thurgood Marshall —NAACP

Legal Defense Team• Oliver Hill— NAACP Legal

Defense Team in Virginia

Virginia response• Massive Resistance—Closing

some schools• Establishment of private academies• White flight from urban school

systems




STANDARD VUS.13b

The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s by b) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights

Act of 1964, and the Voting Rights Act of 1965.

Essential Understandings Essential Questions Essential Knowledge Essential Skills African Americans, working through the court system and mass protest, reshaped public opinion and secured the passage of civil rights legislation.

How did the 1963 March on Washington influence public opinion about civil rights? How did the legislative process advance the cause of civil rights for African Americans? How did the NAACP advance civil rights for African Americans?

1963 March on Washington • Participants were inspired by the “I

have a dream” speech given by Martin Luther King, Jr.

• The march helped influence public opinion to support civil rights legislation.

• The march demonstrated the power of non-violent, mass protest.

Civil Rights Act of 1964 • The act prohibited discrimination

based on race, religion, national origin, and gender.

• It also desegregated public accommodations.

• President Lyndon B. Johnson played an important role in the passage of the act.

Voting Rights Act of 1965 • The act outlawed literacy tests. • Federal registrars were sent to the

South to register voters. • The act resulted in an increase in

African American voters. • President Lyndon B. Johnson

played an important role in the passage of the act.

Formulate historical questions and defend findings based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Interpret the significance of excerpts from famous speeches and other documents. (VUS.1h)



The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s byb) describing the importance of the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights

Act of 1964, and the Voting Rights Act of 1965.


National Association for theAdvancement of Colored People(NAACP)• The organization challenged

segregation in the courts.





STANDARD VUS.14a

The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States bya) analyzing the effects of increased participation of women in the labor force.


Gender worker diversity has altered theworkplace.

In what ways have women altered thetraditional world of work?

What issues concern working women?

Increased participation of women inthe labor force• An increasingly large percentage of

America’s labor force• Many working mothers• Women in nontraditional jobs

– Sandra Day O’Connor was thefirst woman to serve on theUnited States Supreme Court.

– Sally Ride was the first femaleastronaut in the United States.

• Role of courts in providingopportunities

Issues of working women• Need for affordable day care• Equitable pay• “Pink collar” ghetto (low prestige,

low paying jobs)• “Glass ceiling” (perception that

career advancement for women isnot equal to men)




STANDARD VUS.14b

The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States byb) analyzing how changing patterns of immigration affect the diversity of the United States population, the reasons new immigrants choose to come to this

country, and their contributions to contemporary America.


New immigrant groups have increasedAmerican diversity and redefinedAmerican identity.

What factors have drawn immigrants tothe United States?

What immigrant groups account for thebulk of immigration?

How have Asian and Hispanicimmigrants influenced Americansociety and culture?

New and increasing immigration to theUnited States has been taking placefrom many diverse countries, especiallyAsian and Latin American countries.

Reasons for immigration• Political freedom• Economic opportunity

Effects of immigration• Bilingual education/English as a

Second Language (ESL) courses• Effects on public policy (Cuban

Americans and policy toward Cuba)• Politics/voting

Contributions of immigrants• Popularity of ethnic food, music,

and the arts• Role in labor force





STANDARD VUS.14c

The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States byc) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and

education.


Dramatic advances in technology haveaffected life in America in manysignificant areas.

The American space program was atriumph of American technologicalprowess.

Technology can make communicationand information more accessible.

How has the accessibility to improvedtechnology and communicationsaffected American culture?

In the early 1960s, President JohnKennedy pledged increased support forthe American space program. The raceto the moon continued through the1960s. U.S. astronaut John Glenn wasthe first American to orbit the Earth. In1969, American astronaut NeilArmstrong was the first person to steponto the moon’s surface. Heproclaimed, “That’s one small step for aman, one giant leap for mankind.”

Over the past three decades improvedtechnology and media have broughtabout better access to communicationand information for rural areas,businesses, and individual consumers.As a result, many more Americans haveaccess to global information andviewpoints.

Examples of technological advances• Cable TV/24-hour news (CNN)• Personal computers• Cellular phones• World Wide Web





The student will demonstrate knowledge of economic, social, cultural, and political developments in the contemporary United States byc) explaining the media influence on contemporary American culture and how scientific and technological advances affect the workplace, health care, and

education.


Changes in work/school/health care• Telecommuting• Distance learning• Growth in white collar careers• Breakthroughs in medical research,

including the development of thevaccine for polio by Dr. Jonas Salk

Virginia and United States History Board of Education, 2001 2 STANDARD VUS.2 The student will...

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