6USII 1st&3rdNWReviewNotes

August 2015
U.S. History II Review

Notes for Parents and
Students
Grade 6
st
1 Nine Weeks, 2015-2016
Katrina S. Cary, Supervisor of History and Social Sciences Instruction 1

Marian Looney-Gill: Assistant Principal, Hope Bradshaw and Kate Green: US History II Teachers
Suffolk Public Schools
August 2015
United States History II: 1865-Present

Content Review Notes:
Standards of Learning in Detail
Grade 6 United States History II: First Nine Weeks
2015-2016
This resource is intended to be a guide for parents and students to improve content
knowledge and understanding. The information below is detailed information about the
Standards of Learning taught during the 1st and 3rd grading periods and comes from the
United States History II: 1865-Present Standards of Learning Curriculum Framework
issued by the Virginia Department of Education. The Curriculum Framework in its
entirety can be found at the following website:
http://www.doe.virginia.gov/testing/sol/frameworks/history_socialscience_framewks
/2008/2008_final/framewks_ushist1865-present.pdf
A section has also been developed to provide students with the opportunity to
check their understanding of the content.
USII.2a-c
The student will use maps, globes, photographs, pictures, and tables.
USII.2a
Explain how physical features and climate influenced the movement of people westward.
Great Plains Physical Feature

and Climate
 Flatlands that rise
gradually from east to
west
 Land eroded by wind and
water
 Low rainfall
 Frequent dust storms

August 2015
USII.2a (continued)
Explain how physical features and climate influenced the movement of people westward.
How did people’s perceptions and use of the Great Plains change after
the Civil War?
How did people adapt to life in challenging environments?
 Technological advances allowed people to live in more challenging environments.
 Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as
a vast (huge) area to be settled.
Inventions and Adaptations
Barbed Wire Steel Plows Dry Farming Sod Houses
Beef Cattle Raising Wheat Farming Windmills Railroads
USII.2b
Explain relationships among natural resources, transportation, and industrial development after
1877.
Transportation of Resources Examples of Manufacturing Areas
How did advances in What are some examples of
transportation link resources, manufacturing areas that were
products, and markets? located near centers of
 Advances in transportation linked population?
resources, products, and markets  Manufacturing areas were clustered
 Moving natural resources to eastern near centers of population.
factories (ex: copper and lead)
 Textile industry: New England
 Moving iron ore deposits to sites of
steel mills (ex. Pittsburgh)  Automobile Industry: Detroit
 Transporting finished products to
national markets  Steel industry: Pittsburgh

August 2015
Directions: Use standards USII.2a and USII.2b to answer the following activities 1-5.
Activity 1: Draw/Describe the 4 physical features and climate of the Great Plains.
W E
Erosion by Wind &

Low Rainfall
Water
Activity 2: Describe or illustrate the Great Plains before and after the Civil War.
Before the Civil War After the Civil War
________________________ advances allowed people to live in more challenging environments.
Activity 3: Draw or describe the invention/adaptation in their corresponding box for sections a-h.
Invention/Adaptation Definition/Examples
a.
_______ ________ with spikes to
prevent cattle from escaping, to keep
predators out and protect property.
b.

August 2015
c.
The keeping and raising of cattle for
__________.
d.
e.
A farming method used in extremely

_________ climates
f.
g.
Profitable crop in the Great Plains that

__________ well in dry weather
h. Connected the _________ to the

_________ and was an easier way of
__________________; also moved
natural resources to Eastern
____________ (e.g. ____________ &
___________) and finished products to
National Markets.
August 2015
Activity 4: Complete the graphic organizers.
Advances in
__________
Moving ___________ deposits to sites of steel mills (ex. __________________)
Activity 5: Look at the following map below. Label the major industries, cities, states, regions,
latitude & longitude, and describe what they all have in common.
Meat
Industry Steel
Packing
Region Northeast
City, Detroit, Chicago,

State MI IL
Latitude,
, W
Longitude
All of these locations are

______________________________________________________________________
_____________________________________________________________________.

August 2015
USII.2c
Locate the 50 states and the cities most significant to the historical development of the United
States.
What is one way of grouping the 50 states?

 A state is an example of a political region. States may be grouped as part of different
regions depending on the criteria used.
What are some examples of cities that historically have had political,
economic, and/or cultural significance to the development of the United
States?
Northeast Region: Maine, Vermont, New Hampshire,

Connecticut, Massachusetts, Rhode Island, New York,
New Jersey, Pennsylvania
Boston
Cities: Boston, New York City, Pittsburgh, Philadelphia
New York City
Pittsburgh
Philadelphia Washington DC
Southeast Region: Maryland, Delaware, West Virginia,

Virginia, Kentucky, Tennessee, North Carolina, South Atlanta
Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana,
Arkansas
Cities: Atlanta, New Orleans, and Washington, DC

New Orleans
Midwest Region: Ohio, Indiana, Illinois, Michigan, Wisconsin,

Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota,
North Dakota
Chicago Detroit
Cities: Chicago, St. Louis, Detroit
St. Louis
Santa Fe
Southwest Region: Texas, Oklahoma,

New Mexico, Arizona
San Antonio
Cities: San Antonio, Santa Fe

August 2015
USII.2c (continued)
Locate the 50 states and the cities most significant to the historical development of the United
States.
Rocky Mountains Region: Colorado, Utah,

Nevada, Montana, Wyoming, Idaho
Cities: Denver, Salt Lake City
Salt Lake City

Denver
Seattle
Pacific Region: Washington, Oregon, California
Cities: Seattle, San Francisco, Los Angeles

San Francisco
Los Angeles
ALASKA
Juneau
Noncontiguous: Alaska, Hawaii
Cities: Juneau, Honolulu
Honolulu
HAWAII

August 2015
 Major Industries if relevant

Directions: Label each of the
 Color Regions & Create a

following on the US map.
 Important Cities
Map Key
 States

August 2015
Directions: Use standards USII.2c to for numbers 1-6.
1) Name the Region
2) Label the states in the Region
3) Identify the Important Cities
1.
Region
Important Cities
1. _________________________
2. _________________________
2.
Region
Important Cities
1. _________________________
2. _________________________
3. _________________________
3.
Region
Important Cities
1. ___________________________
2. ___________________________
3. ___________________________

August 2015
4.
Region
_____________________
_
Important Cities
1. _____________________
2. _____________________
3. _____________________
5.
Region
______________________
____________
Important Cities
1. _______________________
2. _______________________
6.
Region
__________________
___
Important Cities:
1. ____________________
2. ____________________
3. ____________________
4. ____________________

August 2015
Directions: Use standards USII.2c to answer questions 1-6.
N is a ______________ line and runs 5. Chicago, IL is located at about ________

through _____________. _________________________________.
2. New Orleans is located about __________ 6. You would be closest to the South Pole if
__________________________________. you lived in__________________________.
3. The northernmost city shown on the map is: W is a ______________ line and runs
___________________________________. through ______.
4. The easternmost city shown on the map is: 8. What Major Industry is located at
__________________________________. , W?

August 2015
USII.3a-c
The student will demonstrate knowledge of the effects of Reconstruction on American
life.
USII.3a
Analyze the impact of the 13th, 14th, and 15th amendments to the Constitution of the
United States of America
What are the basic provisions of the 13th, 14th, 15th Amendments?
 The 13th, 14th, and 15th Amendments to the Constitution of the United States of America
address the issues of slavery and guarantee equal protection under law for all citizens.
These three amendments guarantee

equal protection under the law for all
citizens.
13th Amendment: 14th Amendment: 15th Amendment:

Bans slavery in the Grants citizenship to Ensures all citizens
United States and all of all persons born in the right to vote
its territories the United States and regardless of race,
guarantees them color or previous
equal protection condition of servitude
under the law

August 2015
USII.3b
Describe the impact of Reconstruction policies on the South and the North.
What were the Reconstruction policies for the South?

 The Reconstruction policies were harsh and created problems in the South.
 Reconstruction attempted to give meaning to the freedom that the former enslaved
African-Americans had achieved.
Reconstruction Policies and Problems

 Southern military leaders could not hold office.
 African-Americans could hold public office.
 African-Americans gained equal rights as a result of the Civil Rights Act of 1866, which
authorized the use of federal troops for its enforcement.
 Northern soldiers supervised the South.
 Freedmen’s Bureau was established to aid former enslaved African-Americans in the South.
 Southerners resented northern “carpetbaggers,” who took advantage of the South during
Reconstruction.
 Southern states adopted Black Codes to limit the economic and physical freedom of former
slaves.
End of Reconstruction
 Reconstruction ended in 1877 as a
result of a compromise over the
outcome of the election of 1876.
 Federal troops were removed from
the South.
 Rights that African-Americans had

gained were lost through “Jim
Crow” laws.

August 2015
USII.3c
Describe the legacy of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
What were the lasting impacts of Abraham Lincoln, Robert E. Lee, and
Frederick Douglass?
 The actions of Abraham Lincoln, Robert E. Lee, and Frederick Douglass created
lasting impacts.
 Reconstruction plan called for reconciliation
 Preservation of the Union was more important

than punishing the South
 Urged Southerners to reconcile with

northerners at the end of the war and reunite
as Americans when some wanted to continue
to fight
 Became president of Washington College

which is now known as Washington and Lee
University
 Fought for adoption of constitutional

amendments that guaranteed voting rights
 Powerful voice for human rights and civil

liberties for all

August 2015
Directions: Use standards USII.3abc to complete the following
graphic organizers.
Graphic Organizer #1: Complete the following graphic organizer by describing how the 13th, 14th,
& 15th amendments guarantee equal protection under the law. Provide an example for each
amendment.
13th Amendment 14th Amendment 15th Amendment
Grants
Example
Graphic Organizer #2: Complete the following graphic organizer about reconstruction.
Reconstruction Reconstruction
Policies were attempted to

August 2015
Graphic Organizer #3: Perception is everything. Write how each of the Reconstruction Policies
and Problems would be perceived differently by White Southerners, African-American Southerners,
and Northerners.
Policies White African American Northerners

Southerners Southerners
Southern military
leaders could not hold
office.
African-Americans
could hold public office.
African-Americans
gained equal rights as
a result of the Civil
Rights Act of 1866,
which authorized the
use of federal troops
for its enforcement.
Northern soldiers
supervised the South.
Freedmen’s Bureau
was established to aid
former enslaved
African-Americans in
the South.
Southerners resented
northern
“carpetbaggers,” who
took advantage of the
South during
Reconstruction.
Southern states
adopted Black Codes to
limit the economic and
physical freedom of
former slaves.

August 2015
Graphic Organizer #4: Describe the meanings of each of the following political cartoons as it
pertains to the End of Reconstruction.

August 2015
Graphic Organizer #5: Complete the graphic organizer by describing to important facts about
each historical person listed below. After completing the graphic organizer, answer the question
that follows.
Abraham Lincoln
•
•
Robert E. Lee
•
•
Frederick Douglass
•
•
Of these three important people, who do you feel is the most important and
why? (opinion-based)

August 2015
USII.4a-e
The student will demonstrate knowledge of how life changed after the Civil War.
USII.4a
Identify the reasons for Westward Expansion, including its impact on American Indians.
Why did westward expansion occur?

 New opportunities and technological advances led to westward migration following
the Civil War.
Opportunities for land Technological advances,

ownership including the
Transcontinental Railroad
Possibility of obtaining Desire for a new

wealth created by the beginning for enslaved
discovery of gold and African Americans
silver
Desire for Adventure
How did the lives of American Indians change with westward

expansion?
 Opposition by American Indians to westward

expansion (Battle of Little Big Horn, Sitting
Bull, Geronimo)
 Forced relocation from traditional lands to
reservations (Chief Joseph, Nez Perce’)
 Reduced population through warfare and
Sitting Bull disease (Battle of Wounded Knee) Chief Joseph
 Assimilation attempts and lifestyle changes, e.g.,
reduction of buffalo populations
 Reduced their homeland through treaties that
were broken
Geronimo Nez Perce Tribe

August 2015
Directions: Use standard USII.4a to complete the graphic organizers.
Graphic #1: List the 5 reasons for Westward Expansion.

N
Opportunities for ___________ _____________
W
__________________advances,Eincluding the
Transcontinental Railroad
E
Possibility of obtaining ____________created by the discovery of
____________ & ______________
Desire for____________________
Desire for a new beginning for former enslaved

___________-_____________
S
Graphic #2: Explain the significance of the Westward Expansion images below.

August 2015
Graphic Organizer #3: Complete the following information about the Native American conflicts
during Westward Expansion. Use the map on the next page to help with each location.
Battle/ Battle of Little Battle of

Conflict Bighorn Wounded Knee
Important
Person/ Geronimo
People
ez Perce’
Location - A -
Northwest
Tribe & Region (Part of
Location Pacific and
West Rocky
Mountain)
Rifle
Accidentally
went off during
Cause a disagreement
with a hearing
impaired Lakota
Indian.
The Lakota Tribe in

the Great Plains was
Effect Victorious –
“Custer’s Last
Stand”

August 2015
Reservation
Lakota
Reservation
Apache Homelands

August 2015
USII.4b
Explain the reasons for the increase in immigration, growth of cities, and challenges arising from the
expansion.
Why did immigration increase?
REASONS FOR INCREASE IN IMMIGRATION
 Hope for better opportunities

 Escape from oppressive governments
 Adventure
 Religious freedom
Why did cities develop?
REASONS WHY CITIES GREW AND DEVELOPED
 Specialized industries including steel (Pittsburgh), meat packing

(Chicago)
 Immigration to America from other countries
 Movement of Americans from rural to urban areas for job
opportunities
CHALLENGES FACED BY CITIES

 Tenements and ghettos
 Political corruption (political machines)

August 2015
What challenges faced Americans as a result of these social and

technological changes?
 Rapid industrialization and urbanization led to overcrowded immigrant
neighborhoods and tenements.
EFFORTS TO SOLVE IMMIGRATION PROBLEMS
 Settlement houses, such as Hull House founded by Jane Addams

 Political machines that gained power by attending to the needs of new
immigrants (e.g. jobs, housing)
DISCRIMINATION AGAINST IMMIGRANTS

 Chinese
 Irish
Directions: Use standard USII.4b to complete the following graphic organizers.
Graphic Organizer #1: Name four reasons immigration increased.

August 2015
Graphic Organizer #2: In your own works, complete the graphic organizer.
Developing Cities
Reasons Why Cities Challenges Faced by
Grew and Developed Cities
Political
corruption
(Political
Machines)
Specialized Movement of
industryies Immigration americans {Not an Actual
including steel from rural to Tenements Machine, but
(Pittsburgh),
to America urban areas and ghettos
from other People taking
meat packing for job advantage of
(Chicago) Countries opportunities others to get
votes in
exchange for
housing and
jobs}

August 2015
Graphic Organizer #3: Use US.4b information to write a caption for each political cartoon or
image.

August 2015
Graphic Organizer #3 (continued): Use US.4b information to write a caption for each political
cartoon or image.
Political Machines that gained power by attending to the needs of new immigrants
(e.g. jobs, housing)
Graphic Organizer #4: Look at the following groups of immigrants who were discriminated
against. Why do you think they were discriminated against?

August 2015
USII.4c
Describe racial segregation, the rise of “Jim Crow,” and other constraints faced by African -
Americans in the post-Reconstruction South
Racial Segregation “Jim Crow” Laws African-American
Response
What is racial How were African- How did African-
segregation? Americans discriminated Americans respond to
against? discrimination and
Racial Segregation “Jim Crow?”
 Based on race  Discrimination against African-
 Directed primarily at Americans continued after  African-Americans differed in
African-Americans, but Reconstruction. their responses to
other groups also were  “Jim Crow” laws discrimination and “Jim
kept segregated institutionalized a system of Crow ”
 American Indians were legal segregation.
not considered citizens African-American Response
until 1924. “Jim Crow” Laws  Booker T. Washington:
 Passed to discriminate against believed equality could be
African-Americans achieved through vocational
 Made discrimination practices education: accepted social
legal in many communities and separation
states  W.E.B. Dubois: Believed in
 Were characterized by unequal full political, civil, and social
opportunities in housing, work, rights for African-Americans
education, government
Directions: Use standard USII.4c to complete the graphic organizers.

Graphic organizer #1: Complete the “rectangles” of the graphic organizer by illustrating the
sentence in the oval.
In the post-Reconstruction
South, African–Americans
faced many issues including;
racial segregation, the rise
of “Jim Crow,” and other
constraints.

August 2015
Graphic organizer #2: Complete the graphic organizer by filling in the blanks in each box.
Racial Segregation "Jim Crow" Laws African-American

Repsonse
Based on _______ __________ African-Americans

against African- __________ their
Americans repsonses to
continued after __________ and
__________ "__________
__________."
Directed Primarily
at __________
"__________
__________, but
__________" laws
other groups were
__________ a
also ____________ __________ T
system of legal
__________. __________:
believed
__________
could be achieved
Passed to through
__________ __________ __________
__________ were against African education:
not considered Americans __________ social
__________ until __________.
______.
Made __________
practices __________
in many communities
and states __.__.__.
__________:
believed in full
__________,
__________, and
Were characterized by __________ rights
__________ for African-
opportunities in
housing, work,
Americans.
__________ ,
__________

August 2015
.USII.4d
Explain the impact of new inventions, rise of big business, the growth of industry, and life on
American farms.
What inventions created great change and industrial growth in the

United States?
 Inventions had both positive and negative effects on society.
INVENTIONS THAT CONTRIBUTED TO GREAT CHANGE AND

INDUSTRIAL GROWTH
 Electric lighting and mechanical uses of electricity (Thomas Edison)

 Telephone service (Alexander Graham Bell)
What created the rise in big business?

 Between the Civil War and World War I, the United States was transformed from an
agricultural to an industrial nation.
Reasons for the Rise and

Prosperity of Big Business
National
markets
Captains of Lower-Cost
created by Advertising
Industry Production
transportation
advances
Cornelius
John D. Andrew
Henry Ford: Vanderbilt:
Rockefeller: Carnegie:
automobile shipping and
oil steel
railroads

August 2015
USII.4d (continued)
Explain the impact of new inventions, rise of big business, the growth of industry, and life on
American farms.
What factors caused growth of industry?
Access to raw materials Availability of work force

and energy due to immigration
Inventions Financial resources
Railroads Oil (J. D. Rockefeller) Steel (Andrew Carnegie)
How did industrialization and the rise in big business influence life on
American farms?
Postwar Changes in Farm and City Life

 Mechanization reduced farm labor and increased production.
(Example: the reaper).
 Industrial development in cities created increased labor needs.
 Industrialization provided access to consumer goods (e.g. mail order)

August 2015
Directions: Use standard USII.4d to answer the following charts.
Chart #1
Give four examples of how inventions could have had a

positive and negative effect on U.S. society.
Give two examples of how inventions contributed to Great Change and

Industrial Growth in the United States in the late 1800s to early 1900s..
Chart #2
Invention Inventor Contribution’s Affect on U.S.
Thomas Edison
Telephone Service

August 2015
Chart #3: Specify reasons for the rise and prosperity of big business
in the arrows. Show how it affected the U. S. in the spiked-circles.
Chart #4: Complete the graphic organizer with factors that led to the growth
big business.
Factors Resulting in the

Growth of Big Business

August 2015
Charts #5 and #6: Complete the chart on examples of big business.
Image Industry Industry Leader Impact on U.S.
Steel
Oil
Shipping &
Railroads
___________
reduced
___________ labor
and ___________
production
(example:
the____________)
Industry and big

________________
influenced life on
American
_____________. ________________
________________ development in
provided access to ________________
_______________ created increased
goods (e.g. mail _______________
order) needs.
The Reaper did the work of ____ men. _____ were now out of work heading to
_________________ of ___________________. Transforming the US from an
_________________ nation to an _________________ nation.

August 2015
USII.4e
Describe the impact of the Progressive Movement on child labor, working conditions, the rise of
organized labor, women’s suffrage, and the temperance movement.
How did the reforms of the Progressive Movement change the United
States?
 The effects of industrialization led to the rise of organized labor and important
workplace reforms.
Negative Effects Rise of Organized Progressive Women’s Suffrage Temperance

of Labor Movement Movement
Industrialization Workplace
Reforms
What were the How did workers How did the What were the What was the
negative effects of respond to reforms of the results of the Temperance
industrialization? the negative effects Progressive Women’s Suffrage Movement?
of industrialization? Movement Movement?
Child labor change the
Formation of unions- United States? Increased educational Composed of
Low wages, long Growth of American opportunities groups opposed
hours Federation of Labor to the making
Improved safety Attained voting rights: and consumption
Unsafe working Strikes-Aftermath of conditions  Women gained of alcohol
conditions Homestead Strike the right to vote
Reduced work with passage of
hours 19th amendment Supported 18th
to the Unites amendment
Placed restrictions States constitution prohibiting the
on child labor manufacture,
 Susan B. Anthony sale, and
and Elizabeth transport of
Cady Stanton alcoholic
worked for beverages
women’s suffrage

August 2015
Directions: Use standard USII.4e to complete the activities below.
Activity #1: Complete the graphic organizer.
The effects of industrialization led to the __________ of _______________ labor and

_____________________ workplace reforms.
a.
List the Progressive Movement workplace reforms.

b.
a.
c.
b.
List the negative effects of industrialization.

c.
Activity #2: Write a caption for each illustration below.

August 2015
Activity #3: Use USII.4e to complete the crossword puzzle.
Across
2. work that is done by children
4. when employees stop working to force an employer to meet demands
5. gave women the right to vote
7. an organization which helps workers gain higher wages and better working conditions
8. a reform movement to ban alcohol mostly led by women suffragists
9. prohibition law made it illegal to make transport or sell alcohol in the US
s
10. people who fought for woman suffrage and women's right to vote
behind the scenes woman who fought for women’s suffrage
12. visible woman who fought for women’s suffrage
13. to change from worse to better
Down
1. a movement in which many men
and women became a part of in order
to bring about reform
3. an organization that pressed for
higher wages shorter hours better
working conditions and the right to
bargain collectively with employers
6. a strike that took place in
Homestead PA in which union workers
agreed to accept lower wages to have
their jobs back

August 2015
Activity #4: Use USII.4e to unscramble each of the clue words. Copy the letters in the
numbered cells to other cells with the same number.
C The Rise of Organized Labor

included:
D
The formation of ____A____: Growth of
E the ____B___
F ____C___: Aftermath of the ____D___
Strike
G
K Women’s suffrage involved:
L *Increased ____E___ opportunities
M *Attained ____F___ rights
N Women ____G___ the right to vote

with the passage of the ____H___
O Amendment to the Constitution of the
United States of America
P
____I___ and ____J___ worked for
Q women’s ____K___
R The ____L___ Movement
S *Composed of groups ____M___ to the

making and ____N___ of ____O___.
T
*Supported the ____P___ Amendment to
U the Constitution of the United States,
which ____Q___ the ____R___,
____S___, and ____T___ of alcohol
____U___.

August 2015
A teacher-made U.S. History II 1stNine Weeks Midpoint Test MAY be administered at

the end of the nine weeks.
Tested US History II SOLs may include: USII.2abc, USII.3abc, and USII.4abcde.

August 2015
USII.5a-c
The student will demonstrate knowledge of the changing role of the Unites States from
the late nineteenth century through World War I.
USII.5a
Explain the reasons for and results of the Spanish American War.
What were the reasons for the Spanish American War?

 Economic interests and public opinion often influence United States involvement in
international affairs.
Protection of American business

interests in Cuba
American support of Cuban rebels

to gain independence from Spain
Rising tensions as a result of the

sinking of the U. S. S. Maine in
Havana Harbor
Exaggerated news reports of

events (Yellow Journalism)
What were the results of the Spanish American War?

 The United States emerged as a world power as a result of victory over Spain in the
Spanish American War.
The United States emerged as a

world power.
Cuba gained independence from

Spain.
The United States gained

possession of the Philippines,
Guam, and Puerto Rico.
August 2015
Directions: Use USII.5a to fill in the blanks. Then color the REASONS for the Spanish
American War blue. Color the RESULTS of the Spanish American War red.
2. Cuba gained 3. Protection of

1. Yellow Independence American business
Journalism from __________ interest in
_________
4. US gained
possession of the
Spanish 5. American
support of Cuban
________, Guam, American rebels to gain
and _____________
War independence
from Spain
6. Sinking of the 7. US Emerged

____________ as a
in Havana Harbor ______________
Directions: USII.5a to match the picture with the correct statement.

_______8. A. reason for US involvement in the Spanish American War
______ 9. B. territory that the US gained after the Spanish American War
______ 10. C. location of the sinking of the USS Maine
______ 11. D. example of yellow journalism

August 2015
USII.5b
Describe Theodore Roosevelt’s impact on the foreign policy of the United States
What were Theodore Roosevelt’s foreign policies?
What were their impacts on the United States?

 Roosevelt expanded the Monroe Doctrine as a way to prevent European involvement in
the affairs of Latin American countries.
The Roosevelt Corollary to

the Monroe Doctrine
Asserted the United States’ right
to interfere in economic matters
of other nations in the Americas
Claimed the United States’ right

to exercise international police
power
Advocated Big Stick Diplomacy

(building Panama Canal)
Directions: Use USII.5b to answer the questions in the graphic organizer.
After what Who wrote it? What did it What was its
war was it state? (3 effect?
written? things)
ROOSEVELT
COROLLARY

August 2015
USII.5c
Explain the reasons for the United States’ Involvement in World War I and its leadership role at the
conclusion of the war.
What were the reasons for the United States becoming involved in
World War I?
 There were disagreements about the extent to which the United States should
isolate itself from and participate in world affairs.
REASONS FOR U. S. INVOLVEMENT

IN WORLD WAR I
 Inability to remain neutral
 German submarine warfare: Sinking of the

Lusitania
 US economic and political ties to Great
Britain
 The Zimmerman Telegram

August 2015
USII.5c
Explain the reasons for the United States’ Involvement in World War I and its leadership role at the
conclusion of the war.
Who were the Allies? Who were the Central

 British Empire Powers?
 France  Germany
 Russia  Austria-Hungary
 Serbia  Bulgaria
 Belgium  Ottoman Empire
 United States
In what ways did the United States provide leadership at the

conclusion of the war?
 The United States involvement in World War I ended a long tradition of avoiding
involvement in European conflicts and set the stage for the United States to emerge
as a global superpower later in the 20th century.
 There were disagreements about the extent to which the United States should
participate in world affairs.
US Leadership As The War Ended
 At the end of World War I,

President Woodrow Wilson
prepared a peace plan known as
the Fourteen Points that called for
the formation of the League of
Nations, a peacekeeping
organization.
 The United States decided not to

join the League of Nations because
the United States Senate failed to
ratify the Treaty of Versailles.

August 2015
Directions: Use standard USII.5c to complete the following activities #1 and #2.
Activity#1
1. Using the words provided below, complete the paragraph by placing
the number and the word on the line.
There were _____________ about the _____________ to which the United

States should ____________ from and ___________ in world ___________.
Reasons for US involvement:

 ____________ to remain ___________; to ___________ the United States
 ____________ submarine ____________: Sinking of the ____________
 United States ____________ and political ties to ____________
____________
 ____________ ____________
The United States’ ____________ in World War I ended a long ____________

of ____________ involvement in European ____________ and set the
____________ for the United States to ____________ as a _______________
later in the 20th ____________.
1. AFFAIRS 2. AVOIDING 3. GREAT BRITAIN

4. CENTURY 5. CONFLICTS 6. DISAGREEMENTS
7. ECONOMIC 8. EMERGE 9. EXTENT
10. GERMAN 11. GLOBAL SUPERPOWER 12. INABILITY
13. INVOLVEMENT 14. ISOLATE 15. LUSITANIA
16. NEUTRAL 17. PARTICIPATE 18. STAGE
19. TELEGRAM 20. TRADITION 21. WARFARE
22. ZIMMERMAN

August 2015
Activity#2: Find the words from activity #1 in the Word Search below. Once you have
found all the words a hidden message will appear. Write the hidden message in the
blanks provided.
P R T H E U N I T E D S T A T
A E E S E N T E R S W W N I B
R W S T N E M E E R G A S I D
T O T C I L F N O C M C C L E
I P G Q F E A N K R Y E I U G
C R A E L D U J E T Y N M S R
I E S V Q V B M I Z V T O I E
P P T J O E M L I O P U N T M
A U A V T I I L L S X R O A E
T S G A Z B D V J R O Y C N E
E L E D A F E I T R X L E I F
T A S N K M Y R N X Z W A A K
N B I R E Z A M O G E L Z T Q
E O W N I D M A R G E L E T E
T L T A I A L A R T U E N M F
X G D T R E F Y V N A M R E G
E L I X D F F F N I A T I R B
S O J J A B A D A Q V E M W H
N K G P N R S R O W G E S W X
K R K I K B E S E S H J Q L Q
Hidden Message
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

August 2015
Activity#3: Complete the chart using the Map. Color the Allies blue and the Central
Powers red.
Allies of World War I Central Powers of World War I

A1. CP1.
A2. CP2.
A3. CP3.
A4. CP4.
A5.
A6.
Activity#4: Complete the missing information.
United States Leadership as the War Ended
a. At the end of World War I, President ______________ ___________ prepared a

____________ plan known as the ________________ Points that called for the
formation of the _________________ of ____________________, a
______________________ organization.
b. The ________________ _____________ decided _________ to join the

____________________ of __________________ because the United States
______________ _____________ to ______________ the Treaty of
_____________________.

August 2015
USII.6a-c
The student will demonstrate knowledge of the social, economic, and technological
changes of the early twentieth century.
USII.6a
Explain how developments in factory and labor productivity, transportation (including the use of the
automobile), communication, and rural electrification changed American life.
How Was Social And Economic Life In The Early Twentieth

Century Different From That Of The Late Nineteenth Century?
 Technology extended programs into all areas of American life, including neglected
rural areas.
Results of Improved Transportation Brought by Affordable Automobiles
 Greater mobility
 Creation of jobs
 Growth of transportation-related industries
(road construction, oil, steel, automobile)
 Movement to suburban areas
Invention of the Airplane

 The Wright Brothers
Use of the Assembly Line

 Henry Ford
 Rise of mechanization
Communication Changes
 Increased availability of telephones
 Development of the radio
and broadcast industry
 Development of the movies
Ways Electrification Changed American Life

 Labor-saving products (e.g. washing machines, electric
stoves, water pumps)
 Electric lighting
 Entertainment (e.g. radio)
 Improved communications

August 2015
Directions: Use standard USII.6a to complete the graphic organizers.
Greater ______________
Growth of transportation-related industries.

Ex. _______, steel, road construction. and
________________
Invention of the Airplane
____________________
Creation of Movement
__________ to ___________
area.
Labor-Saving Products
(e.g. _________ _________)
Electric _________________
Communication Changes __________________ (radio)
Improved _____________
Increased availability of _______________.

Development of the __________ and
_______________ industry.
Development of the ________________.
Use of the Assembly Line

________________, automobile
Rise of ____________________

August 2015
USII.6b
Describe the social changes that took place, including Prohibition, and the Great Migration north.
What was Prohibition and how effective was it?

 Reforms in the early twentieth century could not legislate how people behaved.
PROHIBITION
Prohibition was imposed by a constitutional amendment that made it illegal to
manufacture, transport, and sell alcoholic beverages.
Results of Prohibition
 Speakeasies were created as places for people to drink
alcoholic beverages.
 Bootleggers smuggled illegal alcohol and promoted organized

crime.
 Repealed by the 21st Amendment
Why did African-Americans migrate to northern cities?

 Economic conditions and violence led to migration of people.
Jobs for African-Americans in the South were

scarce and low paying.
African-Americans faced discrimination and

violence in the South.
African-Americans moved to the North and

Midwest cities in search of better employment
opportunities.
African-Americans also faced discrimination and

violence in the North and Midwest.

August 2015
Directions: Use standard USII.6b to complete the sections

below.
Word Scramble and Matching. Use the definition to determine and

match the scrambled words in the word bank.
Word Bank:
Ieeeaapskss ghietehent ebotlgogre tyiwenttsrf inhoiibtorp
RESULTS OF PROHIBITION
1. __________________ people who made and smuggled alcohol illegally and promoted
organized crime
2. ___________________ amendment that made it illegal to manufacture, transport, and sell

alcoholic beverages
3. ___________________ created as places for people to drink alcoholic beverages
4. ___________________ was imposed by a constitutional amendment that made it illegal to

manufacture, transport, and sell alcoholic beverages.
5.____________________ repealed the 18th amendment
Color True statements Blue and False Statements Red.
GREAT MIGRATION
1. African American moved to cities in the 3. True or False: African Americans

(North, South) and (Midwest, were accepted and treated with respect
Southwest) is search of better in the North.
employment opportunities.
2. True or False: African American were 4. Jobs in the South were (scarce,
accepted and treated with respect in the plentiful) and (low, high) paying.
South.

August 2015
USII.6c
Examine art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke
Ellington, and Georgia O’Keeffe and the Harlem Renaissance.
CULTURAL CLIMATE OF HARLEM RENAISSANCE

THE 1920s & THE 1930s
Who were the leaders in How did the Harlem
art, literature, and music? Renaissance influence
American life?
 The 1920s and 1930s were
important for American art,
 The leaders of the Harlem
literature, and music.
Renaissance drew upon the
heritage of black culture to
establish themselves as powerful
forces for cultural change.
 The popularity of these artists
spread beyond Harlem to the rest
of society.
ART Georgia O’Keeffe: artist known for Jacob Lawrence: painter who
urban scenes and, later, paintings of chronicled the experiences of the Great
the Southwest Migration through art
LITERATURE F. Scott Fitzgerald: novelist who wrote Langston Hughes: poet who
about the Jazz Age of the 1920’s combined the experiences of African and
American cultural roots
John Steinbeck: novelist who
portrayed the strength of poor migrant
workers during the 1930’s
MUSIC Aaron Copeland and George Duke Ellington and

Gershwin: composers who wrote Louis Armstrong: jazz musicians
uniquely American music
Bessie Smith: blues singer

August 2015
Directions: Use standard USII.6c to answer questions 1-6.
1. The 1920s and 1930s were important decades for American

___________, _________________, and __________________.
2. Harlem, NY is located in what region of the United States? _________________
3. Complete the chart.
1920s and 1930s Cultural Harlem Cultural

People Contribution Renaissance Contribution
People
Painter who
A Urban scenes and
chronicled the
later paintings of the
_____________ _______________ ____________
________________
____________
Poet who combined

Novelist who wrote the experiences of
F. Scott about the ________ __________ and
B ______________ Age of the 19_____s _______________ ___________ cultural
_________
Novelist who
portrayed the
C strength of ______________
______________ _____________ and
Jazz musicians
migrant ______________
_____________
during the 19_____s
D Aaron Copeland and Wrote __________ singer

____________ _______________ Bessie Smith
____________ American music
4. The leaders of the _______________ ____________________ drew upon the heritage of

_____________ culture to establish themselves as __________________ forces for
________________ change.
5. The popularity of these _____________ spread beyond _____________________ to the rest of

society.

August 2015
6. Match each work/instrument to the correct person.
_____John Steinbeck a.
_____ b.
_____Jacob Lawrence c. Georgia O’Keeffe
_____ d.
_____Langston Hughes e. Louis Armstrong
_____ f.
_____F. Scott Fitzgerald g. Aaron Copland
_____ h.
_____ George Gershwin i. Bessie Smith
_____ Duke Ellington j.

August 2015
A teacher-made U.S. History II 1stNine Weeks Test MAY be administered at the end
of the nine weeks.
Tested US History II SOLs may include: USII.2c, USII.4e, USII.5abc, and USII.6abc.
Previously tested SOLs may also be included from the 1st Midpoint Test. Previously
tested U. S. History II SOLs include: USII.2abc, USII.3abc, and USII.4abcde.

August 2015
STAR (Students Teaching Activities Resources)
Suffolk Public Schools STAR webpage contains resources that

assist students in enhancing their comprehension of the Virginia
Standards of Learning. Resources include but are not limited to
activities, games, PowerPoint’s, Web Quests, websites that address
Standards of Learning objectives in each content area in grades K-
12.
http://www.spsk12.net/departments/STAR/socialscience/ss_us6.htm

August 2015
The following pages contain vocabulary sorts that can be

used to review relevant US History II terms for this grading
period. Cut out the sort and practice matching the
vocabulary word with the matching definition.
Quizlet is a free online website that provides students extra

opportunities to practice and review vocabulary words.
Links to Suffolk Public Schools US History II Quizlet files are
located on the Suffolk Public Schools STAR (Students
Teaching Activities Resources) webpage.
http://www.spsk12.net/departments/STAR/socialscience/ss_us6.htm

August 2015

August 2015
USII.1a-h
slogan a phrase that promotes an idea,

person, or organization; a motto
USII.1a-h
excerpt a part of a larger work of

literature, music, or art
USII.1a-h
a characteristic of a place that
physical feature
occurs naturally such as a
landform or body of water
USII.1a-h
primary source a document written or created by

a person who was a witness
USII.1a-h
a document written or created by
secondary source
a person who used primary
sources for research
USII.1a-h
sequence an order of one thing

following after another

August 2015

August 2015
USII.1a-h
to offer an explanation
interpret
of meaning
USII.1a-h
evaluate to look at something carefully to

decide its value or meaning
USII.1a-h
analyze to study something by looking at

the smaller, separate parts
USII.1a-h
latitude distance north or south of the

equator, measured in degrees
USII.1a-h
longitude distance east or west of the Prime

Meridian, measured in degrees
USII.1a-h
Either the northern or southern
hemisphere half of the earth as divided by the
Equator or the eastern or western
half as divided by a meridian

August 2015

Grade 6 ▪ US History Vocabulary ▪ Geography August 2015
USII.2c
region
an area or group of states
USII.2c
Maine, Vermont, New Hampshire,
Northeast region Connecticut, Massachusetts,
(states) Rhode Island, New York, New
Jersey, Pennsylvania
USII.2c
New York, New York
Boston, Massachusetts
Northeast region
Pittsburgh, Pennsylvania
(cities)
Philadelphia, Pennsylvania
USII.2c Maryland, Delaware, West

Virginia, Virginia, Kentucky,
Southeast region Tennessee, North Carolina, South
(states) Carolina, Georgia, Florida,
Alabama, Mississippi, Louisiana,
Arkansas
USII.2c
Washington, D.C.
Southeast region
Atlanta, Georgia
(cities)
New Orleans, Louisiana
USII.2c
Ohio, Indiana, Illinois, Michigan,
Midwest region Wisconsin, Minnesota, Iowa,
(states) Missouri, Kansas, Nebraska,
South Dakota, North Dakota

August 2015

August 2015
USII.2c
Chicago, Illinois
Midwest region St. Louis, Missouri
(cities) Detroit, Michigan
USII.2c
Southwest Texas, Oklahoma,

region (states) New Mexico, Arizona
USII.2c
Southwest region San Antonio, Texas

(cities) Santa Fe, New Mexico
USII.2c
Western/Rocky Colorado, Utah, Nevada,

Mountains (states) Montana, Wyoming, Idaho
USII.2c
Denver, Colorado
Western/Rocky
Salt Lake City, Utah
Mountains (cities)
USII.2c
Pacific region
Washington, Oregon, California
(states)

August 2015

August 2015
USII.2c
San Francisco, California
Pacific region
Los Angeles, California
(cities)
Seattle, Washington
USII.2c
Noncontiguous
Alaska, Hawaii
region (states)
USII.2c
Noncontiguous Juneau, Alaska

region (cities) Honolulu, Hawaii

August 2015

August 2015
USII.3a
Banned slavery in the United
13th Amendment
States and any of its territories.
(1865)
USII.3a
Grants citizenship to all persons
born in the United States and
14th Amendment
guarantees them equal protection
(1868) under the law.
USII.3a
Ensures all citizens the right to
th
15 Amendment vote regardless of race or color
(1870) or previous conditions of
servitude.
USII.3a
Granted full citizenship to
Civil Rights Act of 1866 African American and gave the
federal government the power
to intervene in state affairs to
protect their rights.
USII.3b
Name given to Northern whites
who moved South after the Civil
Carpetbagger
War and took advantage of the
South during Reconstruction.
USII.3b
The name given to the time
Reconstruction period of reorganization and
rebuilding of the South
following the Civil War.

August 2015

August 2015
USII.3b
A government agency formed
after the Civil War to help
Freedmen’s African Americans make the
Bureau transition from slavery to
freedom.
USII.3b Laws passed in the South just after

the Civil War aimed at controlling
Black Codes freedman and enabling plantation
owners to exploit African American
workers.
USII.3c 16th President
Proposed Reconstruction which
Abraham Lincoln called for reconciliation. He believed
preserving the Union was more
important than punishing the South.
USII.3c Commander of the Confederate Army.

Following the war, urged Southerners to
Robert E. Lee reconcile and reunite as Americans. Later
became the President of what is now
known as Washington and Lee University.
USII.3c An African American who fought for

adoption of constitutional
Frederick Douglass amendments that guaranteed voting
rights. He was a powerful voice in
human rights and civil liberties for
all.

August 2015

August 2015
Grade 6 ▪ First and Third Nine Weeks ▪ US History Vocabulary ▪ Westward Expansion
USII.2a
an area of the United States
Great Plains
characterized by flatlands, grassy
plains and a dry, windy climate
USII.2a
eroded washed away by wind or water
USII.2a
a device, method or process
invention
developed through study and
experimentation
USII.2a
adaptation a change made to something

so it is more useful
USII.2a
the weather in a particular area
climate
over a period of time
USII.2a
a wire fencing with spikes to
barbed wire
prevent cattle from escaping and
to keep predators out

August 2015

August 2015
USII.2a
beef cattle raising the keeping and bringing

up of cattle for meat
USII.2a
steel plow a tool with a heavy blade

used to break up soil
USII.2a
dry farming a farming method used in

extremely dry climates
USII.2a
sod house houses made of sod, grass

covered soil
USII.2a
windmill a wind-powered machine used to

get water from deep in the earth
USII.2a
technologies products or tools used for a given

purpose

August 2015

August 2015
USII.4a
migration the movement of people or

animals
USII.4a
a system of trains and track that
Transcontinental
connected the east coast to the
Railroad
west coast by land
USII.4a
expansion the act or process of growing or

becoming larger

August 2015

August 2015
USII.4a
the last major Native American
Battle of Little
victory
Big Horn
USII.4a
An important leader of the Lakota
Sitting Bull Sioux. Fought and defeated
General Custer at the Battle of
Little Big Horn.
USII.4a
An Apache leader who evaded the
army for many years. He gave up
Geronimo
in 1886 and became the last
Native American to surrender
formally to the US government.
USII.4a
Nez Perce’ An American Indian tribe located

in the Northwest part of the United
States. They were led by Chief
Joseph.
USII.4a
Native American leader who led
Chief Joseph his tribe in their retreat to Canada;
wished to avoid conflict with the
U.S. (“I will fight no more forever”)
USII.4a
Marked the end of armed conflict
Battle of Wounded between whites and Native
Knee (1890)
Americans.

August 2015

August 2015
USII.4a A formal agreement between two

parties. In this case, an
Treaty agreement between the US
government and American
Indians.

August 2015

August 2015
USII.2b
resource an available supply of something
USII.2b
an item made through human or
product
mechanical effort or by a process
USII.2b
market the opportunity to buy and sell

products and/or services
USII.2b
cloth or fabric;
textile The textile industry was
centered in New England
USII.2b
a material that contains iron
and is used to make steel;
iron ore
The steel industry was centered in
Pittsburgh
USII.4d
having to do with farming or the
agricultural raising of animals

August 2015

August 2015
USII.4d
industry
the production and sale of goods
USII.4d
captain of industry a person credited with building a

particular industry
USII.4d
mechanization the act of replacing human

workers with machines
USII.4d
reaper a farm machine that gathers crops

from a field
USII.4d
John D. Rockefeller Captain of Industry of Oil; started

the Standard Oil Company
USII.4d
Captain of Industry of Steel;
Andrew Carnegie started the Carnegie Steel
Company and owned the
Homestead Works Steel Mill

August 2015

August 2015
USII.4d Captain of Industry of
Automobiles; started Ford Motor
Henry Ford Company and introduced the
assembly line
The auto industry was
centered in Detroit
USII.4d
Cornelius Captain of Industry of Shipping

Vanderbilt and Railroads.
USII.4d
advertising the act of attracting public

attention to a product
USII.4b
immigration to enter and settle in a new

country
USII.4b
rural having to do with farm life

August 2015

August 2015
USII.4b
urban having to do with city life
USII.4b
industrialization the rise of industry
USII.4b
urbanization the rise of cities
USII.4b
a place where immigrants could
settlement house receive free services and
assistance like health care,
education, and child care
USII.4b
a group that controls political
political machine
activity often characterized by
corruption
USII.4b
a place where Native Americans
reservations
were sent to be segregated from
white Americans

August 2015

August 2015
USII.4b
a section of a city occupied by a
ghetto minority group who live there
usually because of social or
economic pressure
USII.4b
a crowded apartment building that
tenement
barely meets the lowest standards
of living
USII.4b
to work in a particular area or to
specialized
make a particular item
Chicago specialized in meat packing
USII.4b
mechanical having to do with or being made

by machines or tools
USII.4b
corruption to use a position of trust for

dishonest gains
USII.4b
Hull House a settlement house in Chicago

formed by Jane Addams

August 2015

August 2015
USII.4b
a social reformer who helped the
Jane Addams
poor and founded Hull House
USII.4b
an inventor who is credited for
Thomas Edison lighting and mechanical uses of
electricity
USII.4b
Alexander an inventor who is credited for

Graham Bell developing telephone service

August 2015

August 2015
USII.4e
reform
To change from worse to better
USII.4e
A movement in which many men
Progressive Movement
and women became a part of in
order to bring about reform.
USII.4e
An organization which helps
union
workers gain higher wages and
better working conditions.
USII.4e
An organization that pressed for
higher wages, shorter hours,
American Federation
better working conditions, and the
of Labor (AFL)
right to bargain collectively with
employers.
USII.4e
When employees stop working to
strike
force an employer to meet
demands.
USII.4e
A strike that took place in
Homestead Homestead, Pennsylvania in
Strike which union workers agreed to
accept lower wages.

August 2015

August 2015
USII.4e
suffragist People who fought for woman

suffrage, women’s right to vote.
USII.4e
19th Amendment Allowed women’s suffrage; gave

women the right to vote.
USII.4e
Known as the Prohibition Law,
th
18 Amendment and made it illegal to make,
transport, or sell alcohol in the
United States.
USII.4e
Temperance Movement A reform movement to ban

alcohol.
USII.4e
child labor
Work that is done by children
USII.4e
Susan B. Anthony
Fought for women’s suffrage

August 2015

August 2015
USII.4e
Elizabeth Cady Stanton Fought for women’s suffrage

August 2015

August 2015
USII.5a
international
involving several countries
USII.5a
Yellow Journalism
exaggerated written news reports
USII.5a
rebels people who oppose the

government in power
USII.5a
Cuba A large island in the Caribbean,

just south of Florida
USII.5a
A United States Naval battleship
USS Maine that was shattered in an explosion
in Havana Harbor, Cuba on
February 15, 1898.
USII.5a
A harbor located on the west
Havana Harbor
coast of Cuba; where the USS
Maine exploded.

August 2015

August 2015
USII.5a
A group of islands acquired by
Philippines
the U.S. as a result of the Spanish
American War.
USII.5a
A very small island that was
Guam
acquired by the U.S. as a result of
the Spanish American War.
USII.5a
A small island that was acquired
Puerto Rico
by the U.S. as a result of the
Spanish American War.
USII.5a
A state of mistrust, controlled
tension
hostility, or fear of hostility felt by
countries.
USII.5b
A major engineering feat, this
canal allowed the US to travel
Panama Canal
from the Atlantic Ocean to the
Pacific without having to go
around South America.

August 2015

August 2015
USII.5b This policy stated that the US
would not intervene with any
Monroe Doctrine existing European colonies in the
Americas; however, it would not
allow anymore colonization by
any European power
USII.5b
The policy that the US had the
Roosevelt Corollary right to intervene in the affairs of
Latin American nations whenever
those nations seemed unstable.
USII.5b
Theodore Roosevelt
The 26th President
USII.5b
Theodore Roosevelt’s policy of
Big Stick Diplomacy negotiating peacefully while
carrying a big stick (or the use of
military)

August 2015

August 2015
USII.5c
isolation
Separation from others
USII.5c
During WWI:
Germany
Central Powers
Austria-Hungary
Bulgaria
Ottoman Empire
USII.5c During WWI:
Great Britain
Allies Serbia
France
Belgium
Russia
USA –joined later
USII.5c
A group formed to protect any
nation that was attacked by
League of Nations
another nation; the U.S. did not
join even though President Wilson
wrote the plan.
USII.5c
Lusitania A British passenger ship sunk by

German U-Boats.
USII.5c
28th President of the United States
during WWI who outlined a peace
Woodrow Wilson
plan known as the Fourteen
Points which included the League
of Nations.

August 2015

August 2015
USII.5c A telegram sent from Germany to
Mexico encouraging Mexico to
Zimmerman Telegram enter the war against the US in
return for land lost during the
Mexican War. (Texas, New
Mexico, Arizona)
USII.5c
A peace plan proposed by
Fourteen Points
Woodrow Wilson at the end of
World War I.
USII.5c
To approve or agree to
Ratify (to ratify a treaty)

August 2015

August 2015
USII.6a
The study, development, and
technology application of devices, machines,
and techniques for manufacturing
and productive processes.
USII.6a
rural
Outside the city; country
USII.6a
Relating to economics, the
economic
economy of a country, or money
in general.
USII.6a
Relating to a district, especially a
suburban
residential one, on the edge of a
city or large town.
USII.6a
A factory system in which the
assembly line product moves from worker to
worker, each of whom performs
one task.
USII.6a
Two brothers, Orville and Wilbur,
Wright
who were responsible for the first
Brothers
flight of an airplane.

August 2015

August 2015
USII.6a
Henry Ford Developed the assembly line to

make cars quicker and cheaper.
USII.6a
electrification To convert something so that it

can operate on electric power
USII.6a
broadcast
To transmit by radio or television
USII.6a
labor-saving Machines used to reduce the

amount of physical labor used.

August 2015

August 2015
USII.6b
prohibition The banning of the manufacture,

sale, and transport of alcohol.
USII.6b
Places created for people to drink
speakeasies alcoholic beverages during
Prohibition
USII.6b
People who smuggled illegal
bootleggers
alcohol and promoted organized
crime.
USII.6b
When African Americans moved
Great Migration up North and the Midwest to find
jobs and escape discrimination in
the South.
USII.6b
scarce To have an insufficient supply of
USII.6b
reform To make improvements by

correcting faults

August 2015

August 2015
USII.6b
21st Amendment Repealed the 18th Amendment

(1933) (ended Prohibition)

August 2015

August 2015
USII.6c
Harlem Rebirth of activities in art and

Renaissance literature by African Americans.
USII.6c
novelist
Someone who writes novels.
USII.6c
To make a narrative or fictional
chronicled account in a series of events in
chronological order by words or
art.
USII.6c
portray To represent somebody or

something in words
USII.6c
composer
Someone who writes music.
USII.6c
Popular music that originated
Jazz and Blues among African American people
characterized by unique rhythms.

August 2015

August 2015
USII.6c
An artist known for urban scenes
Georgia O’Keefe
and later paintings of the
Southwest.
USII.6c
A novelist who wrote about the
F. Scott Fitzgerald
Jazz Age of the 1920’s.
USII.6c
A novelist who portrayed the
John Steinbeck strength of poor migrant workers
during the 1930’s.
USII.6c
Aaron Copland Composer who wrote unique

American music.
USII.5c
Composer who wrote unique
George Gershwin
American music.
USII.6c
An African American painter who
Jacob Lawrence
chronicled the experiences of the
Great Migration north through art.

August 2015

August 2015
USII.6c
An African American poet who
combined the experiences of
Langston Hughes
African and American cultural
roots.
USII.6c
An African American jazz
Duke Ellington
composer.
USII.6c
An African American jazz
Louis Armstrong
composer
USII.5c
Bessie Smith An African American blues singer

August 2015

August 2015
USII.6d
A period marked by a severe
reduction in business activity, rise
Great Depression
in unemployment, and falling
wages.
USII.6d
Federal Reserve Created to protect the banking

System system
USII.6d
tariff Special taxes on imported or

exported goods
USII.5d
Shares of ownership a company
stocks sells in their businesses which
often carry voting power.

August 2015

August 2015

August 2015
Answer Key - Images and information may vary, but should show something similar to this answer key.
USII.2ab - Page 4 USII.2b - Page 6 - continued
Before the Civil After the Civil USII.2c (U.S. Map)- Page 9
War War
Treeless Waste Vast area to be
Land Settled
Technological advances allowed people to live in
more challenging environments.
USII.2a - Pages 4-6
USII.2b - Page 6

August 2015
USII.2c - Page 10-11 USII.2c - Page 16
Region: Rocky Mountains (Western
Region)
Important Cities:
1. Denver
2. Salt Lake City
2. Region: Midwest
Important Cities:
1. Chicago
2. St. Louis
3. Detroit
3. Region: Pacific
Important Cities:
1. Seattle
2. San Francisco
3. Los Angeles USII.3b - Page 17
4. Region: Southeast Answers Will Vary based on Opinion of Events/Policies

Important Cities:
1. Atlanta
2. New Orleans
3. Washington, DC
5. Region: Southwest
Important Cities
1. San Antonio
2. Santa Fe
6. Region: Northeast
Important Cities:
1. Boston
2. New York
3. Philadelphia
4. Pittsburgh
USII.2c - Page 12
1. Latitude; Denver, CO
2. , W
3. Seattle, W - , W
4. ew ork City, - , W
5. N, 87 W
6. New Orleans, LA
7. Longitude; St. Louis, MO
8. Detroit, MI

August 2015
USII.3b/c - Page 18-19 USII.4a - Page 22
Abraham Lincoln:
 Reconstruction plan called for reconciliation
 Preservation of the Union was more important than
punishing the South
Robert E. Lee:
 Urged Southerners to reconcile with northerners at the
end of the war and reunite as Americans when some
wanted to continue to fight
 Became president of Washington College which is now
known as Washington and Lee University
USII.4b - Page 24
Frederick Douglass:
 Fought for adoption of constitutional amendments that
guaranteed voting rights
 Powerful voice for human rights and civil liberties for all
Opinion Question responses will Vary based on Opinion of

Importance.
USII.4a - Page 21
Reasons for Westward Expansion
 Opportunities for land ownership
 Possibility of obtaining wealth created by the discovery
of gold and silver
 Desire for Adventure
 Technological advances, including the Transcontinental
Railroad
 Desire for a new beginning for enslaved African
Americans

August 2015
USII.4b - Page 25-27 USII.4b - Page 28
USII.4c - Page 29
Ilustrations will vary, but should be similar to
these images.
Answers will vary, but should contain similar

information.
USII.4c - Page 30
segregation, Jim Crow, constraints, Reconstruction
Racial Segregation:
 race
 African Americans, segregated
 American Indians, citizens, 1924
“Jim Crow” Laws
 discrimination, Reconstruction
 Jim Crow, institutionalized, segregation
 discriminate
 discrimination, legal
 unequal, education, government
African-American Response
 differed, discrimination, Jim Crow
 Booker, Washington, equality, vocational,
accepted, separation
 W.E.B. Dubois, political, civil, social

August 2015
USII.4d - Page 33 USII.4d - Page 34
Factors Resulting in the Growth of Big Business
• Availability of work force due to immigration
• Access to raw materials and energy
• Inventions
• Financial resources
USII.4d - Page 35
Industry Industry Leader Impact on U.S.
Strong metal to
adapt and/or
Steel Andrew Carnegie
create new
inventions
John D.
Oil Fuel
Rockefeller
Raw materials are

cultivated, shipped
Shipping & to factories in the
Cornelius
Railroads East and then final
Vanderbilt
(transcontinental) products are
shipped to national
markets.
USII.4d - Page 34 Industry and the rise in big business

influence life on American farms.
Arrows Spiked Circles
National Markets Greater Access to goods  Mechanization reduced farm labor and increased
created by from around the country
transportation
production. (Example: the reaper).
advances  Industrial development in cities created
Captains of Industry Production of new goods increased labor needs.
• Rockefeller - Oil to develop new inventions
• Carnegie - Steel  Industrialization provided access to consumer
• Ford - goods (e.g. mail order)
Automobile
• Vanderbilt -
Shipping & The Reaper did the work of 10 men. 9 were now out of
Railroads work heading to centers of populations. Transforming
Advertising No matter where you lived
the US from an agricultural nation to an industrialized
you could order anything
you wanted and have it nation.
shipped to you
Lower Cost production The lower it costs to

produce something, the
less the company can
charge, the average
citizen can buy the
product and the company
makes more money
Midpoint Assessment
August 2015
USII.4e - Page 39 USII.4e - Page 39
List the negative effects of A. Union M. Opposed
industrialization: B. American Federation of N. Consumption
Labor O. Alcohol
 Child labor
C. Strikes P. Eighteenth
 Low wages, long hours D. Homestead Q. Prohibition
 Unsafe working conditions E. Education R. Manufacture
F. Voting S. Sale
List the Progressive Movement G. Gained T. Transport
H. Nineteenth U. Beverages
workplace reforms:
I. Susan B Anthony
 Formation of unions-Growth of J. Elizabeth Cady Stanton
American Federation of Labor Hidden Phrase
K. Suffrage
 Strikes-Aftermath of Homestead Strike L. Temperance
US Progressive Movement
USII.5a - Page 42
1. Blue
Illustrating what alcohol does to
2. Spain- Red
someone
3. Cuba-Blue
A Suffragist 4. Philippines, Puerto Rico- Red
protecting her child from alcohol 5. Blue
and abuse from alcoholics. 6. USS Maine, Blue
7. World Power, Red
Violence during
the Homestead strike. 8. B
9. D
10. A
11. C
Women’s
Suffragists USII.5b - Page 43
protesting to the 1. Spanish American War
President of the
United States to give them equal rights and allow
women to vote. 2. Theodore Roosevelt
3. a. Asserted the US right to interfere in

Child Labor issues in factories economics matters of other nations in the
America.
b. Claimed the US right to exercise
international police power.
c. Advocated Big Stick Policy
4. Building of the Panama Canal
USII.4e - Page 38 USII.5c - Page 46

Across 12. Susan B Anthony Disagreements(6), extent(9), participate (17), affairs (1)
2. Child labor 13. Reform
4. Strike Reasons for US Involvement
5. Nineteenth Amendment Down  Inability(12), neutral(16), isolate(14)
7. Union 1. Suffragist Movement
 German(10), warfare(21), Lusitania(15)
 Economic(7), Great Britain (3)
8. Temperance Movement 3. American Federation
 Zimmerman(22) Telegraph(19)
9. Eighteenth Amendment of Labor
10. Suffragist 6. Homestead Strike Involvement (13), tradition(20), avoiding(2), conflict(5),
11. Elizabeth Cady Stanton stage(18), emerge(8), global superpower(11), century(4)
August 2015
USII.5c - Page 47 USII.6a - Page 50
USII.6b - Page 52
Results of Prohibition:
1. bootlegger
2. eighteenth
3. speakeasies
4. prohibition
5. twenty-first
Great Migration:
1. North, Midwest
2. false
3. false
4. scarce, low
USII.5c - Page 48 USII.6c - Pages 54-55

Allies: British Empire, France, Russia, Serbia, 1. Art, literature, music
Belgium, United States 2. Northeast Region
3. Chart
Central Powers: German Empire, Bulgaria, a Georgia O’Keeffe, Southwest; Lawrence,
Ottoman Empire Great Migration
b. Fitzgerald, Jazz, 1920s, Langston Hughes,
a. Woodrow Wilson, peace, Fourteen, League, African, American, roots
Nations, peacekeeping c. John Steinbeck, poor, workers, 1930s
Duke Ellington, Louis Armstrong
b. United States, not, League, Nations, Senate, d. George Gershwin, uniquely
failed, ratify (Bessie Smith) Blues

August 2015
USII.6c (continued) - Pages 54-55
4. Harlem Renaissance, black, powerful, cultural
5. artists, Harlem
6. John Steinbeck, h
Bessie Smith, i
Jacob Lawrence, d
Aaron Copland, g
Langston Hughes, j
Georgia O’Keeffe, c
F. Scott Fitzgerald, b
Louis Armstrong, e
George Gershwin, f
Duke Ellington, a


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August 2015

U.S. History II Review

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 1

United States History II: 1865-Present

Great Plains Physical Feature

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 2

Inventions and Adaptations

Barbed Wire Steel Plows Dry Farming Sod Houses

Beef Cattle Raising Wheat Farming Windmills Railroads

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 3

Erosion by Wind &

________________________ advances allowed people to live in more challenging environments.

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 4

A farming method used in extremely

Profitable crop in the Great Plains that

h. Connected the _________ to the

Activity 4: Complete the graphic organizers.

Moving ___________ deposits to sites of steel mills (ex. __________________)

City, Detroit, Chicago,

All of these locations are

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 6

What is one way of grouping the 50 states?

Northeast Region: Maine, Vermont, New Hampshire,

Southeast Region: Maryland, Delaware, West Virginia,

Cities: Atlanta, New Orleans, and Washington, DC

Midwest Region: Ohio, Indiana, Illinois, Michigan, Wisconsin,

Southwest Region: Texas, Oklahoma,

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 7

Rocky Mountains Region: Colorado, Utah,

Cities: Denver, Salt Lake City

Salt Lake City

Pacific Region: Washington, Oregon, California

Cities: Seattle, San Francisco, Los Angeles

Cities: Juneau, Honolulu

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 8

 Major Industries if relevant

 Color Regions & Create a

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 9

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 10

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 11

N is a ______________ line and runs 5. Chicago, IL is located at about ________

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 12

These three amendments guarantee

13th Amendment: 14th Amendment: 15th Amendment:

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 13

What were the Reconstruction policies for the South?

Reconstruction Policies and Problems

 African-Americans could hold public office.

 Northern soldiers supervised the South.

 Rights that African-Americans had

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 14

 Reconstruction plan called for reconciliation

 Preservation of the Union was more important

 Urged Southerners to reconcile with

 Became president of Washington College

 Fought for adoption of constitutional

 Powerful voice for human rights and civil

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 15

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 16

Policies White African American Northerners

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 17

Katrina S. Cary, Supervisor of History and Social Sciences Instruction 18

Moving _ deposits to sites of steel mills (ex. ________)

N is a ______ line and runs 5. Chicago, IL is located at about

Opportunities for _ ___

Based on _ ____ African-Americans

The effects of industrialization led to the of _____ labor and