Courses of Study : Social Studies (Grade 6)

Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 2
Learning Activities: 2
1 ) Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I.

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Explain the impact of industrialism, urbanization, communication, cultural changes on life in the US from the late 19th Century to World War I.
Teacher Vocabulary:
  • industrialization
  • urbanization
  • WWI
Knowledge:
Students know:
  • How industrialization, urbanization, communication, and cultural changes in the United States from the late nineteenth century to World War I have effected the lives of Americans.
Skills:
Students are able to:
  • Explain the impact of industrialism on life in the US from the late 19th Century to World War I.
  • Explain the impact of urbanization on life in the US from the late 19th Century to World War I.
  • Explain the impact of communication on life in the US from the late 19th Century to World War I.
  • Explain the impact of cultural changes on life in the US from the late 19th Century to World War I.
Understanding:
Students understand that:
  • Industrialization, urbanization, communications and cultural changes in the United States from the late nineteenth century to World War I have impacted the lives of Americans.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.1- Distinguish between the concepts of industrialization and urbanization; identify the importance of new resources and technological advancements on the United States, including petroleum and steel.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 5
Learning Activities: 2
Classroom Resources: 3
2 ) Describe reform movements and changing social conditions during the Progressive Era in the United States.

•  Relating countries of origin and experiences of new immigrants to life in the United States
Example: Ellis Island and Angel Island experiences

•  Identifying workplace reforms, including the eight-hour workday, child labor laws, and workers' compensation laws
•  Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system
•  Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)
•  Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)
•  Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe reform movements and changes in social conditions during the Progressive Era in the U.S.
  • Relate experiences of new immigrants.
  • Identify working conditions before and after workplace reforms.
  • Identify leaders associated with specific political and social reforms.
  • Recognize goals of the early Civil Rights Movement.
  • Explain key details of the Progressive Movement in specific amendments to the Constitution.
Teacher Vocabulary:
  • immigrants
  • reforms
  • movements
  • 16th, 17th, 18th, 19th, and 21st amendments origin
  • Progressive Movement
  • Populists
  • temperance
  • trustbuster
  • muckraker
  • repeal
  • Homestead Act
  • child labor
  • corporation
  • civil rights
  • Ellis Island
  • Angel Island
  • workman's compensation
  • Civil Rights Movement
  • NAACP
Knowledge:
Students will know:
  • Immigrant experiences at Ellis Island and Angel Island. Workplace reforms that took place during the Progressive Era (i.e., 8 hour work day, child labor laws, and workman compensation laws).
  • Key leaders of the Progressive Era that contributed to reforms in the United States (Theodore Roosevelt-National Parks System, Jane Adams-Hull House, Clara Barton-American Red Cross, Julia Tutwiler-Education/Prison Reform).
  • Social reforms of the Progressive Movement.
  • The early goals of the Civil Rights Movement and the purpose of the NAACP and other early civil rights organizations.
  • Provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the U.S. Constitution.
Skills:
Students are able to:
  • Identify impacts of historical events.
  • Describe historical movements by comparing and contrasting.
Understanding:
Students understand that:
  • There were causes and the effects, both immediate and lasting, of various reform movements pertaining to immigration, labor, political, social, and constitutional amendments during the Progressive Era in the United States.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.2- Identify the problems created by industrialization and urbanization of the late 1800s including poor working conditions and unhealthy living conditions; define the concept of reform and identify at least one major reform of the Progressive Movement including child labor laws, 8-hour workdays, and cleaner living conditions in cities; identify the expansion of conservation efforts by the national parks and national forests.
SS.AAS.6.2a - Identify goals of the early civil rights movement and th
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 11
Learning Activities: 5
Lesson Plans: 4
Classroom Resources: 2
3 ) Identify causes and consequences of World War I and reasons for the United States' entry into the war.

Examples: sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

•  Describing military and civilian roles in the United States during World War I
•  Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand
•  Analyzing technological advances of the World War I era for their impact on modern warfare
Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask

•  Locating on a map major countries involved in World War I and boundary changes after the war
•  Explaining the intensification of isolationism in the United States after World War I
Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

•  Recognizing the strategic placement of military bases in Alabama (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Identify how the sinking of the Lusitania, the Zimmerman Note, alliances, imperialism, militarism and nationalism led to U.S. entry into WWI.
  • Describe the various roles of military and civilians in WWI.
  • Explain Woodrow Wilson and Archduke Franz Ferdinand and their association to WWI.
  • Analyze machine guns, tanks, submarines, airplanes, poison gas, and gas masks and their contributions to advancing modern warfare during WWI.
  • Use map skills to locate key countries involved in WWI and boundary changes post WWI.
  • Explain reactions to the Treaty of Versailles, League of Nations and the Red Scare pertaining to the intensification of isolationism in the United States after WWI.
  • Recognize military bases of Alabama and their strategic placement.
Teacher Vocabulary:
  • WWI
  • Lusitania
  • Zimmerman Note
  • alliances
  • militarism
  • imperialism
  • nationalism
  • modern warfare
  • isolationism
  • Treaty of Versailles
  • League of Nations
  • Red Scare
Knowledge:
Students know:
  • The causes and consequences of U.S. involvement in WWI (sinking of the Lusitania, the Zimmerman Note, Alliance System, Militarism, Imperialism, and Nationalism).
  • The roles of military and civilians played in WWI.
    • Important people involved in WWI (Woodrow Wilson, Archduke Franz Ferdinand).
  • The impact of technological advances of WWI on modern warfare (machine guns, tanks, submarines, airplanes, poison gas, and gas masks).
  • How to locate countries involved in WWI on a map and boundary changes that occurred after WWI.
  • The factors contributing to isolationism in the United States after WWI (Treaty of Versailles debate, Red Scare, League of Nations).
  • Strategic locations of military bases in Alabama.
Skills:
Students are able to:
  • Locate places on a map.
  • Read and interpret primary source documents.
  • Cite evidence to support historical events.
Understanding:
Students understand that:
  • There were many reasons for United States entry and involvement in World War I and there were causes and consequences of this involvement.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.3- Identify strategic placement of military bases in Alabama, such as Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 26
Learning Activities: 5
Lesson Plans: 1
Classroom Resources: 20
4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.

•  Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age
Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

•  Identifying contributions of turn-of-the-century inventors
Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

•  Describing the emergence of the modern woman during the early 1900s
Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

•  Identifying notable persons of the early 1900s
Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

•  Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations
Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Identify cultural developments in the US from 1900 through the 1930s by describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age.
  • Identify contributions of turn-of-the century inventors.
  • Describe the emergence of the modern woman.
  • Identifying notable persons of the early 1900s.
  • Compare results of various administrative economic policies of Harding, Coolidge, and Hoover.
Teacher Vocabulary:
  • Harlem Renaissance
  • Jazz Age
  • suffragettes
  • suffragists
  • flappers
  • personal credit
  • stock market crash
  • Immigration Act of 1924
Knowledge:
Students know:
  • The cultural and economic developments of the early 1900s.
Skills:
Students are able to:
  • Characterize the impact of notable people and events that shape our world.
  • Compare multiple points of view to explain economic policies.
Understanding:
Students understand that:
  • Major cultural and economic changes took place in the US during the early 1900's.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.4- Identify at least one or more inventions and inventors of the late 1800s and early 1900s, including Thomas Edison (practical light bulb), Alexander Graham Bell (telephone), George Washington Carver (uses for the peanut), Wright Brothers (airplane), and Henry Ford (affordable car); illustrate the cultural changes of the early 1900s presented by at least one or more individuals including, F. Scott Fitzgerald, Zora Neale Hurston, Helen Keller, Babe Ruth, W. C. Handy, and Charles Lindbergh.
SS.A
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 8
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 4
5 ) Explain causes and effects of the Great Depression on the people of the United States.

Examples: economic failure, loss of farms, rising unemployment, building of Hoovervilles

•  Identifying patterns of migration during the Great Depression
•  Locating on a map the area of the United States known as the Dust Bowl
•  Describing the importance of the election of Franklin D. Roosevelt as President of the United States, including the New Deal alphabet agencies
•  Locating on a map the river systems utilized by the Tennessee Valley Authority (TVA) (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Explain the cause and effects of the Great Depression on the people of the United States.
  • Identify patterns of migration.
  • Locate on a map the area known as the Dust Bowl, as well as the river systems utilized by the Tennessee Valley Authority (TVA).
  • Describe the importance of the election of Franklin D. Roosevelt.
  • Compare and contrast the policies of Harding, Hoover, and Roosevelt.
Teacher Vocabulary:
  • depression
  • economic failure
  • Hoovervilles
  • migration
  • Dust Bowl
  • New Deal
  • Tennessee Valley Authority
  • river systems
Knowledge:
Students know:
  • What caused the Great Depression and the effect it had on the people of the United States.
Skills:
Students are able to:
  • Examine cause and effect to see relationships between people, places, ideas, and events.
  • Use map skills to locate places of historical significance.
Understanding:
Students understand that:
  • There were many causes and effects of the Great Depression on the people of the U.S.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.5- Define economic depression; identify the general factors of the Great Depression including stock market crash of 1929, Dust Bowl, Hoovervilles, and FDR.
SS.AAS.6.5a - Describe the purpose of the Tennessee Valley Authority (TVA) and its location.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 19
Learning Activities: 4
Classroom Resources: 15
6 ) Identify causes and consequences of World War II and reasons for the United States' entry into the war.

•  Locating on a map Allied countries and Axis Powers
•  Locating on a map key engagements of World War II, including Pearl Harbor; the battles of Normandy, Stalingrad, and Midway; and the Battle of the Bulge
•  Identifying key figures of World War II, including Franklin D. Roosevelt, Sir Winston Churchill, Harry S. Truman, Joseph Stalin, Adolf Hitler, Benito Mussolini, Michinomiya Hirohito, and Hideki Tōjō
•  Describing the development of and the decision to use the atomic bomb
•  Describing human costs associated with World War II
Examples: the Holocaust, civilian and military casualties

•  Explaining the importance of the surrender of the Axis Powers ending World War II
Unpacked Content
Strand: Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Identify the causes and consequences of WWII.
  • Identify the factors that led to U.S. entry into WWII.
  • Locate on a map Allied and Axis Powers and key engagements of WWII.
  • Identify significant persons involved in WWII.
  • Describe the creation of the atomic bomb and decision to drop the atomic bomb.
  • Describe the human cost of WWII.
  • Explain the Axis Powers' surrender and the importance of this in ending WWII.
Teacher Vocabulary:
  • consequences
  • Allies
  • Axis Powers
  • World War II
  • Pearl Harbor
  • Battle of Normandy
  • Battle of Stalingrad
  • Battle of Midway
  • Battle of the Bulge
  • Atomic Bomb
  • Holocaust
Knowledge:
Students know:
  • How to identify the causes and consequences of WWII and what led to U.S. involvement in WWII.
Skills:
Students are able to:
  • Recognize relationships among people and places by locating historical events on a map.
  • Cite evidence to support historical events using primary and secondary sources.
  • Describe how world events contribute to international conflict.
  • Examine the contributions of significant individuals and/or groups, and their role in WWII.
Understanding:
Students understand that:
  • There were many causes and consequences of WWII and the motivations for American involvement in this war.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.6- Identify the broad causes and participants of World War II; locate major World War II countries on a map and label Axis and Allied countries; identify at least one major individual involved in World War II including FDR, Adolf Hitler, Winston Churchill, and Joseph Stalin; identify at least one major event of World War II, including the attack on Pearl Harbor, the Holocaust, and the bombing Hiroshima.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 11
Learning Activities: 4
Classroom Resources: 7
7 ) Identify changes on the American home front during World War II.

Example: rationing

•  Recognizing the retooling of factories from consumer to military production
•  Identifying new roles of women and African Americans in the workforce
•  Describing increased demand on the Birmingham steel industry and Port of Mobile facilities (Alabama)
•  Describing the experience of African Americans and Japanese Americans in the United States during World War II, including the Tuskegee Airmen and occupants of internment camps (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe the types of rationing implemented and the reasons rationing was necessary.
  • Describe the shift in factory production from consumer to military during WWII.
  • Describe the changing role of women and ethnic minorities in the workplace.
  • Describe the industrial contributions of Alabama during WWII, including ports and facilities.
Teacher Vocabulary:
  • internment camp
  • rationing
  • Birmingham steel industry
  • Port of Mobile
  • Tuskegee Airmen
  • retooling
Knowledge:
Students know:
  • The types of rationing that occurred in the United States during WWII.
Skills:
Students are able to:
  • Cite evidence to support changes on the home front using primary and secondary sources.
  • Evaluate the contributions of significant individuals and/or groups in the US during WWII.
Understanding:
Students understand that:
  • Many changes occurred in the United States during WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.7- Recognize that war often requires sacrifices from the civilian population; identify minority and female contributions to World War II, including the Tuskegee Airmen, code talkers, and Rosie the Riveter; identify changes that happen when resources are transferred from civilian to military use in time of war.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
8 ) Describe how the United States' role in the Cold War influenced domestic and international events.

•  Describing the origin and meaning of the Iron Curtain and communism
•  Recognizing how the Cold War conflict manifested itself through sports
Examples: Olympic Games, international chess tournaments, Ping-Pong diplomacy

•  Identifying strategic diplomatic initiatives that intensified the Cold War, including the policies of Harry S. Truman, Dwight D. Eisenhower, and John F. Kennedy
Examples: trade embargoes, Marshall Plan, arms race, Berlin blockade and airlift, Berlin Wall, mutually assured destruction, North Atlantic Treaty Organization (NATO), Warsaw Pact, Cuban missile crisis, Bay of Pigs invasion

•  Identifying how Cold War tensions resulted in armed conflict
Examples: Korean Conflict, Vietnam War, proxy wars

•  Describing the impact of the Cold War on technological innovations
Examples: Sputnik; space race; weapons of mass destruction; accessibility of microwave ovens, calculators, and computers

•  Recognizing Alabama's role in the Cold War (Alabama)
Examples: rocket production at Redstone Arsenal, helicopter training at Fort Rucker (Alabama)

•  Assessing effects of the end of the Cold War Era
Examples: policies of Mikhail Gorbachev; collapse of the Soviet Union; Ronald W. Reagan's foreign policies, including the Strategic Defense Initiative (SDI or Star Wars)

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Compare and contrast democracy and communism.
  • Describe the origins and meaning of the Iron Curtain.
  • Recognize the emerging roles of the super powers in influencing cultural, economic, and military changes throughout the world.
  • Recognize Alabama's role in the Cold War.
  • Summarize how the Cold War influenced domestic and foreign policy.
Teacher Vocabulary:
  • Cold War
  • domestic
  • international
  • Iron Curtain
  • communism
  • democracy
  • embargo
  • blockade
  • diplomacy
  • strategic diplomatic initiative
  • proxy war
  • destruction
  • invasion
  • crisis
  • weapons of mass destruction
  • Strategic Defense Initiative
Knowledge:
Students know:
  • How the role the U.S. played in the Cold War influenced domestic and foreign policy.
Skills:
Students are able to:
  • Appraise the value of technological advances during the Cold War.
  • Cite specific textual evidence to analyze the influence of the super powers on cultural, technological, and political changes during the Cold War.
Understanding:
Students understand that:
  • The United States played an important role in the Cold War and this influenced U.S. domestic and foreign policy.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.8- Define the Cold War; identify how after World War II, the United States became a military superpower and a leader in world affairs along with the Soviet Union; identify at least one goal and at least one challenge of the United States during the Cold War.
SS.AAS.6.8a- Identifying Alabama's role in the Cold War.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 18
Learning Activities: 3
Lesson Plans: 2
Classroom Resources: 13
9 ) Critique major social and cultural changes in the United States since World War II.

•  Identifying key persons and events of the modern Civil Rights Movement
Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)

events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)

•  Describing the changing role of women in United States' society and how it affected the family unit
Examples: women in the workplace, latchkey children

•  Recognizing the impact of music genres and artists on United States' culture since World War II
Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music

artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)

•  Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Explain how the use of boycotts and demonstrations led by various ethnic groups has resulted in social change in the United States.
  • Describe the changing role of women in the workplace and the impact on the family unit.
  • Describe the cultural effect of music genres, artists and media on influencing social practices and policies following World War II.
Teacher Vocabulary:
  • Brown vs. Board of Education
  • Montgomery Bus Boycott
  • Freedom Rides
  • Selma-to-Montgomery Voting Rights March
  • Motown
  • AM/FM radio
  • protest songs
  • demonstrations
  • genre
  • political assassinations
  • latchkey children
  • Civil Rights Movement
Knowledge:
Students know:
  • The key figures involved in the Civil Rights Movement.
  • The major social and cultural changes that occurred in the United States post WWII.
Skills:
Students are able to:
  • Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
  • Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
  • Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events.
Understanding:
Students understand that:
  • There were important the social and cultural changes that occurred in the U.S. after WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.9- Define civil rights movement; identify key figures and events of the Civil Rights movement, including Martin Luther King Jr., Rosa Parks, Montgomery Bus Boycott, and the 16th Street Baptist Church bombing; identify culturally influential music from the post-World War II world including, Elvis Presley, the Beatles, Bob Dylan, and Jimi Hendrix.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
10 ) Analyze changing economic priorities and cycles of economic expansion and contraction for their impact on society since World War II.

Examples: shift from manufacturing to service economy, higher standard of living, globalization, outsourcing, insourcing, "boom and bust," economic bubbles

•  Identifying policies and programs that had an economic impact on society since World War II
Examples: Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), Medicare and Medicaid, Head Start programs, space exploration, Children's Health Insurance Program (CHIP), environmental protection issues (Alabama)

•  Analyzing consequences of immigration for their impact on national and Alabama economies since World War II (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Analyze economic cycles of expansion and contraction and how this impacted American society after WWII.
  • Describe the policies and programs that had an economic impact on society since World War II.
  • Analyze consequences of immigration for their impact on national and Alabama economies since World War II.
Teacher Vocabulary:
  • economic expansion
  • economic contraction
  • service economy
  • "boom and bust"
  • economic bubbles
  • GI Bill of Rights of 1944
  • Medicare
  • Medicaid
  • Head Start programs
  • Children's Health Insurance Program
  • manufacturing
  • standard of living
  • globalization
  • outsourcing
  • insourcing
  • environmental protection
  • immigration
Knowledge:
Students know:
  • The cycles of economic expansion and contraction and the impact these cycles had on American society after WWII.
Skills:
Students are able to:
  • Analyze and explain policies and programs that economically impacted society since World War II.
Understanding:
Students understand that:
  • There are cycles of economic expansion and contraction and this has had an impact on American society after WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.10- Define globalization in basic terms as working with other countries; recognize how government, globalization, and immigration impact society, including a shift from manufacturing to service economy and foreign manufacturers in America.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 1
Learning Activities: 1
11 ) Identify technological advancements on society in the United States since World War II.

Examples: 1950s—fashion doll, audio cassette

1960s—action figure, artificial heart, Internet, calculator

1970s—word processor, video game, cellular telephone

1980s—personal computer, Doppler radar, digital cellular telephone

1990s—World Wide Web, digital video diskette (DVD)

2000s—digital music player, social networking technology, personal Global Positioning System (GPS) device

Unpacked Content
Strand: Economics, History
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe how advances in technology since WWII have impacted American society.
Teacher Vocabulary:
  • fashion dolls
  • audio cassette
  • artificial heart
  • internet
  • calculator
  • World Wide Web
  • DVD
  • word processor
  • Doppler radar
  • fiber optics
  • trade agreements
  • digital
  • Global Positioning System
Knowledge:
Students know:
  • Progressive changes in technology have occurred in each decade since WWII in the United States.
Skills:
Students are able to:
  • Appraise the value of technological advances and their impact on society.
  • Cite evidence to explain the progression of technological advancements from the 1950's to present.
Understanding:
Students understand that:
  • There have been important technological advancements in society in the United States since WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.11- Define technology; identify technology that impacts our lives.
Social Studies (2010)
Grade(s): 6
United States Studies: The Industrial Revolution to the Present
All Resources: 5
Classroom Resources: 5
12 ) Evaluate significant political issues and policies of presidential administrations since World War II.

•  Identifying domestic policies that shaped the United States since World War II
Examples: desegregation of the military, Interstate Highway System, federal funding for education, Great Society, affirmative action, Americans with Disabilities Act, welfare reform, Patriot Act, No Child Left Behind Act

•  Recognizing domestic issues that shaped the United States since World War II
Examples: McCarthyism, Watergate scandal, political assassinations, health care, impeachment, Hurricane Katrina

•  Identifying issues of foreign affairs that shaped the United States since World War II
Examples: Vietnam Conflict, Richard Nixon's China initiative, Jimmy Carter's human rights initiative, emergence of China and India as economic powers

•  Explaining how conflict in the Middle East impacted life in the United States since World War II
Examples: oil embargoes; Iranian hostage situation; Camp David Accords; Persian Gulf Wars; 1993 World Trade Center bombing; terrorist attacks on September 11, 2001; War on Terrorism; homeland security

•  Recognizing the election of Barack Obama as the culmination of a movement in the United States to realize equal opportunity for all Americans
•  Identifying the 2008 presidential election as a watershed in the use of new technology and mass participation in the electoral process
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Evaluate the domestic and foreign policies of the US following WWII.
  • Explain the domestic issues that shaped the US following WWII.
  • Explain the causes of the intensifying conflict in the Middle East and the impact on life in the US.
  • Describe the importance of the election of Barack Obama in the movement to provide equal opportunities for all Americans.
  • Describe the technological advances used in the 2008 presidential election and its influence on voter participation.
Teacher Vocabulary:
  • Interstate Highway System
  • Great Society
  • affirmative action
  • Americans with Disabilities Act
  • Welfare Reform
  • Patriot Act
  • No Child Left Behind
  • McCarthyism
  • Watergate Scandal
  • impeachment
  • Hurricane Katrina
  • Vietnam Conflict
  • Iranian Hostage Crisis
  • Camp David Accords
  • Persian Gulf Wars
  • domestic and foreign policy
  • desegregation
  • human rights
  • embargo
  • terrorism
  • equal opportunity
Knowledge:
Students know:
  • The significant political issues and policies of American presidents since WWII.
Skills:
Students are able to:
  • Appraise the value of technological advances.
  • Cite evidence to support historical events.
  • Evaluate the foreign and domestic policies of the US after WWII.
Understanding:
Students understand that:
  • We can evaluate the politics and policies of American presidents since WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.12- List significant policy changes of the late 20th century and their causes including desegregation of the military, federal education funding, and No Child Left Behind Act.
SS.AAS.6.12a - Understanding the election of Barack Obama as the culmination of a movement in the United States to realize equal opportunity for all Americans and how the 2008 presidential election as a watershed in the use of new technology and mass participation in the electoral process.