Unit One - Westward Expansion
Unit Two - Industrialization
Unit Three - Immigration
Unit Four - Growth of Cities
Unit Five - Reforms / Progressive Movement
Unit Six - The Spanish American War
Unit Seven - World War I
Unit Eight - 1920Õs
Unit Nine - The Depression and The New Deal
Unit Ten - World War II
Unit Eleven - Post World War II
Unit Twelve - New Technologies and Their Impact on American
Life
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Unit One Ð Westward Expansion
Native
American History SOL USII.3b
This lesson on Native American
History emphasizes Chief Joseph and Native American literature that requires
the reading of a primary source followed by discussion questions. Vocabulary is included with an audio
reading.
- How did Chief JosephÕs article change the average AmericanÕs
stereotype of Native Americans?
- What effect did the Indian Removal Act of 1830 have on Native
Americans?
The Rise of Barbed Wire & the Transformation of the American Frontier SOL USII.2a
A history of barbed wire helps
students understand how it transformed the American frontier. Students receive biographical
information on the inventors.
- How did the development of barbed wire lead to a transformation
of the western frontier?
- How did barbed wire bring about agricultural changes?
Sod Houses SOL
USII.2a
Students view photographs of sod
houses, as well as information on construction, and dangers faced by
pioneers. They can access stories
of three homestead families with related photographs.
- What was the advantage of building sod houses?
- How did pioneers prove that their environment could be used to
their advantage?
African
Americans in the West SOL USII.3a
This four-part lesson covers the
role of African Americans in westward expansion. Even though this site refers to the PBS videos on the west,
enough information is provided by various links to make the lessons
usable. It provides quizzes,
events and people of the west.
- What comparison can be made between the life of the African
American in the West and the Native Americans?
- Did the movement west by African Americans enhance
their opportunities in life?
Explain.
The Battle of the Little
Bighorn SOL USII.3b
The site covers the Battle of
Little Bighorn through a first hand account. There is a link to a biography of Custer giving details of
his life and its historical significance.
- How was Custer treated differently by the Sioux in the
aftermath of the battle?
- In what way was this battle the Sioux nationÕs ÒLast StandÓ
though they were victorious?
Westward Expansion- Farming and living on the Plains SOL US II.2a
One learns about the steel plow
with links to the Homestead Act, sod houses and farmers. Links to the Great Plains area and the
migration of the Exodusters are brief and easily read.
- How did the Great Plains farmers benefit from the invention of
the steel plow?
- What purpose was served by the passage of the Homestead Act of
1862?
Buffalo Soldiers & Indian
Wars SOL USII.3b
A history of the Buffalo Soldiers
and Indian Wars is broken into five parts. Each part is in chronological order giving background
information with links to battles, people, and events. Actual photographs provide links to
biographies of individual soldiers.
- After the Civil War, why did African Americans decide that the
military was an opportunity for them?
- Why were the African Americans given the name Buffalo
Soldiers by the Native Americans?
A Biography
of the America: The West 1862-1893 SOL USII.2a
Study the West through an
interactive map according to theme.
Students use a primary map and compare it to a secondary map to gain
information from key events in the West from 1862 to 1893.
- Which method used by the government to conquer the West would
one consider best and why?
- How can the use of maps help one to learn about the conquest of
the West?
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Unit Two Ð Industrialization
The Turn of the Century SOL USII.3d
This site provides students with access to prominent Americans at the turn of the century. Links provide information on individual Americans with activities that can be implemented in the classroom.
1.What influence did prominent Americans at the turn of the century have on changes in America?
2.How can one benefit from the study of early Americans and their accomplishments?
The
Guilded Age WebQuest SOL USII.3d
Teachers can access a unit about the Gilded Age in reference to industrialization in America. All tasks, instructions and methods of evaluation are provided with links for students to access research.
1.How did the Gilded Age reflect the change from an agrarian society to an industrial America?
2.How did the laissez-faire capitalism lead to the takeover of big businesses?
Experiencing the Assembly Line SOL USII.3d
This activity enables students to experience the concepts of an assembly line. The site is from History Alive curriculum, the Twentieth Century U.S. History Activity Sampler, and can be adapted for use without the History Alive materials.
1.What impact did the assembly line have on the workers in early industries?
2.Who benefited from mass production and why?
Andrew Carnegie- The Richest Man in the World SOL USII.3d
Students explore the life of Andrew Carnegie and the development of the Steel Industry through a PBS interactive site. Featured are a timeline, information about people and events, biographical information on Carnegie, and an overview of the lifestyle of industrial millionaires during this time period.
1.How did the industrial revolution make Carnegie one of the richest entrepreneurs of his time?
2.How did the Homestead Strike of 1892 hurt CarnegieÕs reputation?
Rise of Industrial America SOL USII.3d
The Rise of Industrial America, 1876-1900, covers topics relating to industries, immigration, and transportation. Students can access interactive activities with photographs from this era.
1.How did industrial growth transform American society?
2.What conditions led to a growth of cities during this industrial era?
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Unit Three ÐImmigration
Immigration SOL USII.3b
This site focuses on immigration in America in the 19th and early 20th centuries. Students research eleven different immigrant groups for problems encountered, and governmental issues and laws.
1.What conditions would immigrants have faced in coming to the United States?
2.What role did the U.S. government play in the assimilation of the immigrants to America?
Learning Adventures in Citizenship SOL USII.3b
Immigration from 1898 to 1914 is covered in an interactive site that allows students to investigate topics from the arrival of immigrants at Ellis Island to living and working conditions. Students explore the topics as well as perform hands on activities.
1.What impact did the wave of immigrants have on the working class already in America?
2.How could living in America affect each immigrantÕs cultural traditions?
Ellis Island SOL USII.3b
Video and audio clips from immigrants present their arriving to America through Ellis Island. A timeline from 1770 Ð 1965 gives information and images along with maps showing the areas of Ellis Island the immigrants had to face. Students can search for their own relatives who may have entered through this port.
1.Why was it necessary to create governmental control over immigration in the 19th and 20th century?
2.What problems could a newly arrived immigrant face on Ellis Island?
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Unit Four ÐGrowth of Cities
The Drama's of Haymarket SOL USII.3b
This historical review of Chicago covers the period between the Great Chicago Fire of 1871 and the Haymarket tragedy of 1886. Included are visuals, artifacts, documents and other primary documents as well as the printed text.
1.Why is the Haymarket trial considered a miscarriage of law in American History?
2.What conditions of the time period led to the Haymarket drama?
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Unit
Five Ð Reforms/Progressive Movement
Child Labor in America- Photos of Lewis Hine SOL USII.3e
Photographs taken by Lewis W. Hine show examples of child labor during the early years of the industrialization era. This site portrays the negative working conditions that children faced.
1.How were children of the new industrialized America exploited?
2.Why was there a need for child labor laws?
Sweatshops Exhibition SOL USII.3e
Explore the history of sweatshops from 1820 to modern times. Interactive pictures lead students to information on the history, working conditions and current practices of various industries, particularly the garment industry. In addition, there is a modern global production game.
1.Why were immigrants willing to endure the harsh working conditions found in American industries?
2.How did labor laws help to improve working conditions?
American WomenÕs Suffrage SOL USII.3e
Explore the culture and imagery of the American WomenÕs Suffrage Movement from the Seneca Falls Convention into the twentieth century. In addition, there is a timeline and a quiz on the movement.
1.Why was the demand for womenÕs right to vote so controversial?
2.How can one compare the suffrage movement to the abolitionist movement?
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Unit
Six Ð The Spanish-American War
The Spanish-American War in Motion Pictures SOL USII.4, 4a
This multi-visual site accesses the Spanish-American War through photographs, maps, and motion pictures created by Thomas Edison. Background information on all aspects of the war is included with motion pictures viewed using QuickTime format.
1.How did the use of motion pictures change the publicÕs perception of war?
2.What purpose was achieved in the creation of the slogan ÒRemember the MaineÓ?
Spanish-American War-Historical Museum of Southern Florida SOL USII.4
This site gives an overview of the Spanish America War with some maps and illustrations from the involvement of the Miami area to the creation of the Cuban Republic.
1.What effect did CubaÕs fight for independence have on Florida?
2.How did the United States become involved in CubaÕs fight?
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Unit
Seven Ð World War I
The War to End All Wars SOL USII.4b
This site covers World War I through major events, battles, photographs, audio presentations, primary documents, diaries/memoirs, propaganda posters, and timelines by day, month, and year.
1.Why were propaganda posters created and used in countries participating in WWI?
2.How did the alliance system among nations contribute to the outbreak of WWI?
The League of Nations Fight SOL USII.4b
Students gain formation about the League of Nations using a timeline and editorial cartoons taken from the Literary Digest in 1919.
1.Why was there a need for the formation of a League of Nations?
2.What difficulties did Woodrow Wilson experience while trying to obtain approval of the plan?
Lost Liners SOL USII.4b
The history of the Lusitania is presented from construction to its final voyage with a gallery of photographs for each segment. Use the drop down menu to highlight Luisitania.
1.What effect did the sinking of the Lusitania have on Americans?
2.Can justification be found for Germany attacking the ship? Explain why or why not.
Electronic Passport to the World Wars SOL USII.4b and USII.6 a-c
This site provides a concise overview of events before, during and after both world wars. Graphics, including photographs, maps, documents and illustrations are provided with the printed text. Material is read and understood easily with a multiple-choice quiz provided.
1.How did technological advances in the twentieth century change the face of war?
2.How can you compare Europe in 1914 to a powder keg?
Woodrow Wilson: Prophet of Peace SOL USII.4b
A preplanned lesson leads students through a study of Woodrow Wilson following WWI during the formation of the League of Nations and a return to isolationism. Maps, readings, cartoons, and illustrations provide questions for studentsÕ response followed by activities.
1.How did Woodrow Wilson and the Congress differ in their beliefs about the League of Nations?
2.Why did Woodrow Wilson feel it was necessary to do a cross-country speaking tour to reach the public?
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Unit
Eight Ð 1920s
Search the Web for U.S. History of the 1920s SOL USII.1b, 5c
Students participate in an Internet scavenger hunt to explore the 1920s through US postal stamps. They read background information on the radio, Louis Armstrong, stock market crash of 1929, etc. Questions are given with Internet sites to explore for answers.
1.Which constitutional amendment passed during this era had the most effect on society? Why?
2.How did the stock market crash of 1929 change American lives?
The Roaring 1920's Concert Extravaganza SOL USII.1b, 5c
Students hear recordings of the singers of the 1920s with two concerts provided. A minimum of information makes this site an interesting enrichment activity.
The Harlem Renaissance SOL USII.1b, 5c
A survey of the Harlem Renaissance covers fine artsÕ performers of the period and provides a timeline of events during the 1920s in relation to the African American community. Students can access the music, art and literature of the period.
1.What impact did the Harlem Renaissance have on our modern American culture?
2.How did the trials and tribulations of members of the African American community lead to the blossoming of the Renaissance?
Learning Adventures in Citizenship SOL USII.1b, 5c
An exploration of New York City from 1914 Ð 1931 encompasses events of the 1920s such as prohibition, Harlem Renaissance, the Jazz Age and the Crash of 1929. This is an interactive site that leads students through the topics and provides enhancement activities.
1.How was Harlem of the 1920s a study in contrasts from prosperity to poverty?
2.What brought about the end of prosperity in the 1920s that resulted in the Crash of 1929?
Twenty-two points, plus triple-word-score, plus fifty points for using all my letters. Game's over. I'm outta here.
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Unit
Nine Ð The Depression and the New Deal
The Great Depression and the Arts SOL USII.5d
Four lesson plans analyze life during the Depression and the Era of the New Deal. The history, interlocked with the literature and theatre of the time, provides a source for collaborative teaching with either an English or an advanced social studies class.
1.What was the governmentÕs role in helping America recover from the Depression?
2.How were Americans affected by the New Deal in their everyday life?
The New Deal Network SOL USII.5d
This site reviews the Depression of the 1930s and the New Deal programs with photographs, documents, interviews and letters that gives students first hand accounts of the era. Lesson plans and activities for the New Deal provide access to multiple topics.
1.What programs of the New Deal had the greatest impact on the lives of the working classes?
2.How were families affected by the Depression of the 1930s?
NOTE: This site would also be excellent for high school.
Franklin and Eleanor Roosevelt Institute SOL USII.5d
An in-depth look at the life and presidential era of Franklin and Eleanor Roosevelt gives students background information on primary source documents and photographs with links to the FDR Library and the New Deal Network.
1.How did the economic crisis already in place when FDR became president lead to the formation of the ÒNew DealÓ legislation?
2.How did the ÒNew DealÓ transform the federal government?
The Depression News- the 1930s SOL USII.5d
To gain perspective on everyday life in the Depression of 1930s, students view information on the rise of labor unions, public and private programs, housing, the arts and radio. There is a link to teacher and student activities.
1.What conditions led to the rise of labor unions?
2.Why was the Civilian Conservation Corps (CCC) formed?
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Unit
Ten Ð World War II
A More Perfect Union SOL USII.6a-
Students explore this interactive site to learn about the Japanese-American internment during WWII. Audio accounts as well as photographs and artifacts with background information are available.
1.How did the treatment of the Japanese-Americans go against the U.S. Constitution?
2.How did the U.S. government contribute to racism against the Japanese-Americans?
eHistory- The Second World War SOL USII.6 a-c
This site provides charts and photographs covering the entire scope of WWII. Topics range from the beginning battles to conferences, the warÕs end, and its aftermath.
1.How did the Treaty of Versailles at the end of WWI have an impact on conditions leading up to WWII?
2.What effect did the bombing of Pearl Harbor have on Americans?
Museum of World War II SOL USII.6a-c
Students take a virtual tour of WWII from both the Allies and the Axis powersÕ viewpoints. They are exposed to artifacts and photos along with information about the war.
1.How did occupied countries in Europe show resistance to the war?
2.How did Americans respond to the war effort?
A Teacher's Guide to the Holocaust of World War II SOL USII.6 a-c
Students explore the Holocaust with links to a timeline of events, people (including Anne Frank), and music and art of the period. Activities are provided for all grade levels with lesson plans, printable handouts and interactive quizzes for teachers.
1.What social climate existed in Germany that allowed the Nazi Party to become dominant?
2.Why did many details of the holocaust not become known until after the war?
Electronic Passport to the World Wars SOL USII.4b and USII.6 a-c
This overview of both world wars lists topics before, during and after each war. Along with the printed text are graphics that include photographs, maps, documents and illustrations. Materials that are easily read and understood include a multiple-choice quiz.
1.How did technological advances in the twentieth century change the face of war?
2.How can one compare Europe in 1914 to a powder keg?
Civilian Life in World War II SOL USII.6 a-c
A personal account of WWII told by Tom Fletcher (11 years old at beginning of war) covers civilian life starting with the declaration of war in 1939 to VE/VJ days in 1945. Students read his account, see photographs and posters of the events, and hear audio clips of sirens, planes and speeches. In addition, they are able link to other WWII sites.
1.How did life change for civilians at the beginning of the war?
2.How was the access to available news of the war different from access in todayÕs wars?
The Normandy Invasion SOL USII.6 a-c
Students view the Normandy invasion in photographs and paintings with accompanying text.
1.Why were photojournalists allowed to accompany the armed forces in the Normandy invasion?
2.What can students learn from viewing photographs of the invasion?
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Unit
Eleven Ð Post World War II
Understanding the History of the UNITED NATIONS SOL USII.7a-d, 8a
Students, through four different activities, use geography skills to explore facts about the United Nations. Links to the official UN site access background details on individual nations, charts, and activities.
1.Why was the formation of the United Nations essential following WWII?
2.How has the United Nations changed since its formation in 1945?
Korean War Word Search SOL USII. 7a-d, 8a
This site provides a source for word search puzzles where students can solve puzzles about battles, leaders, ships, and air war locations during the Korean War.
Rosa Parks- How I fought for Civil Rights SOL USII.7a-d, 8a
Students examine the life of Rosa Parks prior to her involvement in the Civil Rights Movement along with key events of that movement. Questions asked of Rosa Parks during an interview are included, and vocabulary terms are highlighted with definitions available.
1.Why was Rosa Parks considered the ÒMother of the Civil Rights MovementÓ?
2.What effect did Rosa ParkÕs actions have on the Civil Rights Movement?
The Cuban Missile Crisis SOL USII.7a-d, 8a
Students access first hand accounts of the Cuban Missile Crisis on a day-to-day basis with audio recordings from President Kennedy in the White House as he gathers information from his advisors. Declassified documents, reconnaissance photos and accounts written by U.S. and world leaders are accessible.
1.Why was the Cuban Missile Crisis considered the most dangerous event of the Cold War?
2.How had the Soviet Union deceived the United States?
The History of Jim Crow SOL USII.7a-d, 8a
This site explores segregation through the Jim Crow laws. Students view eyewitness accounts, essays, maps, drawings and photographs that allow them to make choices and then have feedback as to the historical accuracy of these choices. Activities and lesson plans are provided for teachers.
1.How did Booker T. Washington and W.E.B. DuBois differ in their approaches to Civil Rights involvement?
2.What was the impact of Jim Crow laws on the daily life of Americans from different races?
The History Place- The Vietnam War SOL USII.7a-d, 8a
This chronology includes quotes, background information, and analysis broken into four segments from the beginning of the Viet Nam conflict to the U.S. involvement, the jungle war and the final outcome. There is a short slide presentation that contains photographs.
1.Why did the U.S. feel a need to become involved with the conflict in Viet Nam?
2.For what purpose did Ho Chi Minh use words from the U.S. Declaration of Independence at the conclusion of WWII?
The Equal Rights Amendment SOL USII.7a-d, 8a
Students gain an overview of the Equal Rights Amendment from the beginning of the WomenÕs rights movement to current times. This site could be used in a study of governmental processes as well as a history of the WomenÕs Rights Movements.
1.Why do supporters of the ERA feel a need to continue to fight for passage?
2.How have womenÕs rights changed from the beginning of the struggle to present day?
Frontline- The Gulf War SOL USII.7a-d, 8a
Explore the Persian Gulf War through the eyes and words of those who played major roles in the decision-making. Hear stories from participants who were at the front lines and examine weapons and maps that were employed in the war.
1.How did modern technology change the concepts of war?
2.What were the major obstacles faced by the U.S. in the Persian Gulf War?
Vietnam Veterans Memorial Fund USII.7 a-d, 8a
Timelines on four topics cover the Viet Nam era from 1954 to 1975. Topics include policy makers, the home front, soldiers and Vietnam. Actual photographic images provide information from four different perspectives for each year.
1.How did the Viet Nam war divide America?
2.Why was 1968 considered one of the most tragic years in American History?
Cold War SOL USII.7 a-d, 8a
This interactive site includes a novel written by CNN viewers on the Cold War that students to change history with a follow up on what really happened. Students can play interactive games on the Cold War, view timelines and maps and read interviews with spies who were involved in espionage. A crossword and word search is also included.
1.How did the Cold War help launch the space age?
2.In what way does the Iron Curtain serve as a symbol for the Cold War?
Civil Rights in America 1945 to 1968 SOL USII.7 a-d, 8 a
Cover the Civil Rights in America from 1945 Ð 1968 through topics that include people, events, documents and quotes from prominent participants. This site gives students a solid understanding of the entire movement.
1.Which president do you feel had the greatest impact on the Civil Rights movement?
2.Why was it so difficult for African Americans to achieve equality under the law?
Presidents of the United States SOL USII. 7a-d, USII 8a
Students cover the events of Post World War II from the 1950s to present day through a study of the presidents from Harry S. Truman through George W. Bush. All sites link to biographical information as well as events associated with individual presidencies and historical documents of the era.
1.How did Harry S. Truman justify requesting aid for Greece and Turkey through his speech which became the Truman Doctrine?
2.Why could one say that the presidency of John F. Kennedy was the beginning of new hope for equal rights for Americans?
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Unit
Twelve Ð New Technologies and
Their
Impact On American Life
Greatest Engineering Achievements of the 20th Century SOL USII.8b
This site lists the top 20 engineering achievements of the 20th century. It gives access to information, history and a timeline of industries such as automotive, computer, Internet, etc.
1.How did the space program lead to advanced technologies that have had an impact on the general public?
2.Which engineering achievement had the greatest impact on the modern world today? Why?
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