Shelby County Schools



1Grade 11 US. History: Quarter 4 Curriculum Map Scope and SequenceUnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ4, Unit 1Late 1960s and 1970s2 weeks (1 week in Q3, 1 week in Q4)United States History and Geography: Modern Times, TN EditionStudents will analyze the societal transformation of the 1960s and 1970s, including Johnson’s Great Society, social activism and counterculture, and protests. Students will explain the Nixon’s appeal to the “Silent Majority” and his foreign policy successes, in addition to Watergate and scandals. Students will also describe the successes and failures of the Ford and Carter administrations, and examine the cultural influences of figures such as Alex Haley and Rachel Carson.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.US.96, US.97, US.98, US.99, US.100, US.101, US.102, US.103Q4, Unit 2The Early Civil Rights Movement2 weeks United States History and Geography: Modern Times, TN EditionStudents will examine the origins, goals, key events, and accomplishments in the Civil Rights movement in the United States, and important events and trends in the 1960s. Students will describe the results of court cases that helped pave the way for civil rights, and evaluate the effectiveness of the enforcement of each case. Students will also describe the role of key figures in the movement, including both civil rights activist and opponents. They will also describe the significant events and struggles required to secure civil rights for African-Americans. They will also examine key writings from figures such as Dr. King and Malcolm X, as well as key legislation that protected civil rights.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.US.90, US.91, US.92, US.93, US.94, Q4, Unit 31980s to the Present2 weeksUnited States History and Geography: Modern Times, TN EditionStudents will describe important events and trends since 1980. Students will analyze the important foreign policies of and events that took place during the administrations of Ronald Reagan, George H.W. Bush, Bill Clinton, George W. Bush, and Barack Obama. Students will also evaluate technological innovations and trends in population and demographics during the time period.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.US.104, US.105, US.106, US.107, US.108, US.109, US.110, US.111, US.112Q4, Unit 4Project-Based Assessment in Civics in compliance with T.C.A. 49-6-10284 weeksUnited States History and Geography: Modern Times, TN EditionStudents will complete a series of C3 Inquiry-Design Modules in conjunction with a Civics action project in compliance with state law regarding civics. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.Grade 11 US History: Quarter 4 Map Instructional FrameworkPlanning With the MapThe curriculum map outlines the content and pacing for each grade and subject. For grade 11, Social Studies teachers must carefully balance attention between frequently detailed content standards while supporting inquiry, collaboration and high-impact writing.To support this work, each unit contains a daily lesson framework and a sample daily lesson as guidance. However, please bear in mind that the map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. While the curriculum map allows for flexibility and encourages each teacher and teacher teams to make thoughtful adjustments, our expectations for student learning are non-negotiable. We must ensure all our children have access to rigorous content and effective teaching practices.Weekly GuidanceTo help promote “backward design” in planning, each map begins with recommended essential texts for each week, along with some critical text dependent questions and a set of weekly assessments in the form of standards-aligned writing prompts.In order to assist students with the organization of content, and to aid teachers in assessing this writing, these prompts often include explicit organizational language or recommendations for constructing paragraphs. In each case, care has been taken to ensure that students must produce the appropriate social studies content, while still producing grade appropriate written work.Because of this, these writing prompts will be content oriented, frequently relying on student knowledge for evidence and examples instead of discrete texts. However, practice with text dependent questions and text analysis should be part the daily routine of every class period. Moreover, while teachers are encouraged to supplement these writing tasks with level appropriate multiple choice and short answer assessments as necessary to demonstrate content knowledge as well, writing should be the largest part of any social studies assessment.Vocabulary InstructionStrategies for building vocabulary may be found in Social Studies Appendix A. The tools in Appendix A are cross-disciplinary protocols directly from the new Expeditionary Learning curriculum. Students and teachers both will be able to use these increasingly familiar strategies as a common instructional language for approaching new and difficult academic and content area vocabulary. Teachers are encouraged to become familiar with all of these strategies to understand which ones best meet their instructional needs:Contextual Redefinition….Appendix A Page 58Frayer Model……………..Appendix A Page 59List/Group/Label……...….Appendix A Page 60 Semantic Webbing…..…..Appendix A Page 61SVES (Elaboration)……...Appendix A Page 62Vocabulary Squares….….Appendix A Page 63Word Sorts…………….….Appendix A Page 58Daily Strategies The daily strategies provided in this map are taken from SCS Social Studies Curriculum Appendix B, the Facing History and Ourselves teaching strategy guide. These are high-yield classroom strategies to foster collaboration, careful reading and robust writing. Anchor topics are provided below as a starting point for the protocol, but the strategies can be used with any of the texts provided in the Anchor Text or supplemental texts. Teachers are encouraged to learn these protocols and use them with flexibility to plan strong, adaptable lessons. Separate protocols are called out specifically for use in analyzing texts through the course of the class. These include the following:3,2,1 ....................................................................p. 4Chunking..............................................................p. 47Document Analyis Templates ..............................p. 61Evaluating Arguments in a Resource Book ........ p. 63Evidence Logs .....................................................p. 66Read Aloud ..........................................................p. 130Reader’s Theater .................................................p. 132Save the Last Word for Me ..................................p. 136Text to Text, Text to Self, Text to World ...............p. 148Two Column Note Taking .....................................p. 157Word Wall .............................................................p. 165Grade 11 US History: Quarter 4 Unit 1 Week 1 (2nd Week of Unit 6 from Q3)The Late 1970sEssential Question(s)What were the causes and outcomes of the energy crisis of the 1970s? What Alex Haley’s influence on American Culture? What were the causes of the emergence of environmentalism? What were the significant events of the Carter Administration?Student OutcomesStudents will describe the reasons for the energy crisis of the 1970s.Students will describe the outcomes of the 1970s.Students will read excerpts of the writings of Alex Haley and explain his influence on American Culture.Students will explain the goals and causes of environmentalism.Students will analyze the creation of the EPA and Rachel Carson’s Silent Spring.Students will describe disasters such as Love Canal, Three Mile Island, and the Exxon Valdez.Students will explain the events of the Jimmy Carter presidency.TextsText Book: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 19, Lessons 3-5Required Texts Energy Crisis Newsela (SCS Q4 Resources)Autobiography of Malcolm X excerpt (SCS Q4 Resources)Silent Spring excerpt (SCS Q4 Resources)Love Canal excerpt (Textbook p. 454)Jimmy Carter’s “Crisis of Confidence” Speech (SCS Q4 Resources)Recommended Protocol(s): Chunking, Graffiti Boards, Evidence LogsSupplemental Texts: Iran Hostage Crisis Newsela (SCS Q4 Resources)Camp David Accords lesson (SCS Q4 Resources)History Channel Excerpt on Gerald Ford’s Presidency (Link)History Channel Excerpt on Jimmy Carter’s Presidency (Link)Suggested Classroom Strategies Iceberg Diagrams (Appendix B, Page 91)—Energy Crisis article (SCS Q4 Resources)Graffiti Board (Appendix B, Page 86)—Autobiography of Malcolm X (SCS Q4 Resources)SPAR Debate (Appendix B, Page 142)—Impact of Silent Spring (SCS Q4 Resources)Human Timeline (Appendix B, Page 89)—Important events in environmentalismDocument Analysis Template (Appendix B, Page 52)—Gerald Ford and Jimmy Carter Video Excerpts (Gerald Ford and Jimmy Carter)Living Images (Appendix B, Page 123)—Events of the Carter AdministrationSave the Last Word for Me (Appendix B, Page 136)—A Crisis in Confidence Speech (SCS Q4 Resources)Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Q4 Unit 1 Assessment provided in SCS Social Studies Assessments Folder on SharepointAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.100 Describe the causes and outcomes of the energy crisis of the 1970’s. (E, P)US.101 Investigate the life and works of Alex Haley and his influence on American Culture, including The Autobiography of Malcolm X and Roots: The Saga of An American Family. (C, TN)US.102 Explain the emergence of environmentalism, including the creation of the Environmental Protection Agency, Rachel Carson’s Silent Spring, and disasters such as Love Canal, Three Mile Island, and the Exxon Valdez. (G, C, P)US.103 Identify and explain significant events of the Carter administration, including the Camp David Accords, the Panama Canal Treaty, poor economy, SALT treaties, and the Iran Hostage Crisis. (G, H, P)Grade 11 US History: Quarter 4 Unit 2UnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ4, Unit 2The Early Civil Rights Movement2 weeks United States History and Geography: Modern Times, TN EditionStudents will examine the origins, goals, key events, and accomplishments in the Civil Rights movement in the United States, and important events and trends in the 1960s. Students will describe the results of court cases that helped pave the way for civil rights, and evaluate the effectiveness of the enforcement of each case. Students will also describe the role of key figures in the movement, including both civil rights activist and opponents. They will also describe the significant events and struggles required to secure civil rights for African-Americans. They will also examine key writings from figures such as Dr. King and Malcolm X, as well as key legislation that protected civil rights.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.US.90, US.91, US.92, US.93, US.94, SAMPLE DAILY FRAMEWORKDay 2Day 3Day 4Day 5TextsLetter from a Birmingham Jail and Letter from Clergymen to Dr. KingStandardsUS.93Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Identifications—Key Civil Rights Figures from US.90HookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Statement of StandardsDaily AgendaEssential Question – How did Dr. Martin Luther King, Jr.’s response to Alabama clergy and his philosophy for social justice help shape the Civil Rights movement?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Save the Last Word for Me—Letter from a Birmingham JailApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Barometer—Letter from Clergymen to Dr. KingClosureIndividual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine – I used to think, but now I thinkGrade 11 US History: Quarter 4 Unit 2 VocabularyTier 2 VocabularyFacility, register, enforcement, Tier 3 Vocabulary“separate but equal,” defacto segregation, filibuster, cloture, racism, black power, Grade 11 US History: Quarter 4 Unit 2 Week 1Civil RightsEssential Question(s)Who were the key figures of the civil rights movement? What impact did the key figures of the movement have on civil rights? What was the role of opponents of civil rights? What significant events contributed to the struggle to secure rights for African-Americans?Student OutcomesStudents can explain the roles of figures such as Dr. Martin Luther King, Jr., Malcolm X, Thurgood Marshall, Rosa Parks, Stokely Carmichael, President Kennedy, President Johnson, James Meredith, and Jim Lawson in the Civil Rights Movement.Students can explain how Strom Thurmond, George Wallace, Orval Faubus, Bull Connor, and the KKK fought against the Civil Rights movement.Students can describe the impact of events such as the Columbia Race Riots, Tent Cities, Highlander Folk School, the SCLC, SNCC, and CORE, Central High School and Clinton High School, Montgomery Bus Boycott, Birmingham bombings of 1963, Freedom Rides, March on Washington, Sit-ins, Diane Nash, and the assassination of Dr. King.TextsText Book: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 16Required Texts Civil Rights Photos from Stanford History (SCS Q3 Resources)Ballad of Birmingham (SCS Q3 Resources)Montgomery Bus Boycott Documents (SCS Q3 Resources)Little Rock Nine Documents (SCS Q3 Resources)Voices of Civil Rights (SCS Q3 Resources)Recommended Protocol(s): Chunking, Jigsaw, Gallery WalkSupplemental Texts: Civil Rights Photos from Stanford History (SCS Q3 Resources)Lester Lamon’s Civil Rights in Tennessee (SCS Q3 Resources)Civil Rights in Mississippi (SCS Q3 Resources)Suggested Classroom Strategies Gallery Walk (Appendix B, Page 81)—Voices of Civil Rights (SCS Q3 Resources), 1 station per voiceBiopoem (Appendix B, Page 31)—Martin Luther King, Jr. Malcolm X, Thurgood Marshall, Rosa Parks, Stokely Carmichael, President Kennedy, Robert Kennedy, President Johnson, James Meredith, Jim LawsonCharacter Charts (Appendix B, Page 43)—Strom Thurmond, George Wallace, Orval Falbus, Bull Connor, and the KKK Stanford History Education Group--Montgomery Bus Boycott Activity (SCS Q3 Resources) and Little Rock Nine (SCS Q3 Resources)Iceberg Diagram (Appendix B, Page 91)—Events that led to the Civil Rights movementDocument Analysis Template (Appendix B, Page 61)—Civil Rights Photos from Stanford History (SCS Q3 Resources)Jigsaw (Appendix B, Page 101)—Events from U.S. 92 (Columbia Race Riots, Tent Cities, Highlander Folk School, Birmingham Bombings, Freedom Rides, March on Washington, Sit-ins, marches, demonstrations, boycotts, Dianne Nash, Assassination of Martin Luther King, Jr.)Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Civil Rights DBQ (SCS Q3 Resources)As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.90 Examine the roles of civil rights advocates, including the following: (C, H, P, TN)Martin Luther King, Jr.Malcolm XThurgood Marshall Rosa ParksStokely Carmichael President John Kennedy Robert KennedyPresident Lyndon Johnson James MeredithJim LawsonUS.91 Examine the roles of civil rights opponents, including Strom Thurmond, George Wallace, Orval Faubus, Bull Connor, and the KKK. (C, H, P)US.92 Describe significant events in the struggle to secure civil rights for African Americans, including the following: (C, H, P, TN)Columbia Race RiotsTent Cities of Haywood and Fayette CountiesInfluence of the Highlander Folk School and civil rights advocacy groups, including the SCLC, SNCC, and COREIntegration of Central High School in Little Rock and Clinton High School in Clinton, TennesseeMontgomery Bus Boycott Birmingham bombings 1963Freedom Rides, including the opposition of Bull Connor and George Wallace March on WashingtonSit-ins, marches, demonstrations, boycotts, Nashville Sit-ins, Diane Nash Assassination of Martin Luther King, Jr.Grade 11 US History: Quarter 4 Unit 2 Week 2Civil RightsEssential Question(s)What significant events contributed to the struggle to secure rights for African-Americans? How did the writings and speeches of Dr. Martin Luther King, Jr. and Malcolm X contribute to the Civil Rights movement? What was the impact of the Civil Rights Act of 1964, the Civil Rights Act of 1968, the Voting Rights Act of 1965, and the 24th Amendment?Student OutcomesStudents can describe the impact of events such as the Columbia Race Riots, Tent Cities, Highlander Folk School, the SCLC, SNCC, and CORE, Central High School and Clinton High School, Montgomery Bus Boycott, Birmingham bombings of 1963, Freedom Rides, March on Washington, Sit-ins, Diane Nash, and the assassination of Dr. King.Students can evaluate the arguments in writing of Dr. King and Malcolm X.Students can analyze legislation from the Civil Rights Era and determine its impact on American society and the rights of African-Americans.TextsText Book: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 16Required Texts Voices of Civil Rights (SCS Q3 Resources)Letter from a Birmingham Jail (SCS Q3 Resources)“The Ballot or the Bullet” speech (SCS Q3 Resources)The 24th Amendment (SCS Q3 Resources)iCivics Diane Nash DBQ text set (SCS Q3 Resources)Recommended Protocol(s): Chunking, Annotating and Paraphrasing Texts, Save the Last Word for MeSupplemental Texts: Civil Rights in Mississippi (SCS Q3 Resources)Letter from Clergy to Dr. King (SCS Q3 Resources)Stanford History Civil Rights Act of 1964 Documents (SCS Q3 Resources)Suggested Classroom Strategies Jigsaw (Appendix B, Page 101)—Events from U.S. 92 (Columbia Race Riots, Tent Cities, Highlander Folk School, Birmingham Bombings, Freedom Rides, March on Washington, Sit-ins, marches, demonstrations, boycotts, Dianne Nash, Assassination of Martin Luther King, Jr.)Save the Last Word for Me (Appendix B, Page 136)—Letter from a Birmingham Jail (SCS Q3 Resources)Annotating and Paraphrasing Texts—“The Ballot or the Bullet” speech (SCS Q3 Resources)Document Analysis Template—The 24th Amendment (SCS Q3 Resources)Stanford History Lesson—The Civil Rights Act of 1964 (SCS Q3 Resources)Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this pare and contrast the ideas and philosophies of Martin Luther King, Jr. and Malcolm X.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.92 Describe significant events in the struggle to secure civil rights for African Americans, including the following: (C, H, P, TN)Columbia Race RiotsTent Cities of Haywood and Fayette CountiesInfluence of the Highlander Folk School and civil rights advocacy groups, including the SCLC, SNCC, and COREIntegration of Central High School in Little Rock and Clinton High School in Clinton, TennesseeMontgomery Bus Boycott Birmingham bombings 1963Freedom Rides, including the opposition of Bull Connor and George Wallace March on WashingtonSit-ins, marches, demonstrations, boycotts, Nashville Sit-ins, Diane Nash Assassination of Martin Luther King, Jr.US.93 Cite textual evidence, determine the central meaning, and evaluate the explanations offered for various events by examining excerpts from the following texts: Martin Luther King, Jr. (“Letter from a Birmingham Jail” and “I Have a Dream” speech) and Malcolm X (“The Ballot or the Bullet”). (C, P)US.94 Analyze the civil rights and voting rights legislation, including the Civil Rights Act of 1964, the Voting Rights Act of 1965, the Civil Rights Act of 1968, and the 24th Amendment. (C, E, H, P)Grade 11 US History: Quarter 4 Unit 3UnitLengthAnchor TextUnit FocusContent ConnectionsUnit Outcomes/Assessed StandardsQ4, Unit 31980s to the Present2 weeksUnited States History and Geography: Modern Times, TN EditionStudents will describe important events and trends since 1980. Students will analyze the important foreign policies of and events that took place during the administrations of Ronald Reagan, George H.W. Bush, Bill Clinton, George W. Bush, and Barack Obama. Students will also evaluate technological innovations and trends in population and demographics during the time period.This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening.US.104, US.105, US.106, US.107, US.108, US.109, US.110, US.111, US.112SAMPLE DAILY FRAMEWORKDay 2Day 3Day 4Day 5TextsSpeech at Brandenburg Gate (SCS Q4 Resources)StandardsUS.105Bell RingerExamples: Identifications, Vocabulary, Map Skills (Suggest no more than 5 minutes.) Analyzing Visual Images—Berlin Wall Map and InfographicHookDevelop student interest and connect learning to daily standards. This can include whiteboard protocol, daily agenda, teacher modeling of the standards.Statement of StandardsDaily AgendaEssential Question – What was the effect of the fall of Berlin Wall on Communism in Eastern Europe?InquiryTeacher guided inquiry into content-rich texts, images or other content including.Two-Minute Interview—Reagan’s successes and failuresApplicationTeacher facilitated small group or partner strategies to deepen student understanding and foster robust, collaborative discussion.Got One, Get One—What was Reagan’s influence on the fall of communism?ClosureIndividual students synthesize and/or summarize learning for the day.Harvard Visible Thinking Routine—Circle of Viewpoints—A Democrat or a Republican during the Reagan EraGrade 11 US History: Quarter 4 Unit 3 VocabularyTier 2 VocabularyIndicate, stability, confirmation, visible, via, orientation, repress, retain, modify, unprecedented, participant, illegal, allocate, resident, cited, awareness, resolve, obtain, interpretation, inspectors, eliminate, significantly, controversial, monitor, procedure, Tier 3 VocabularyLiberal, conservative, televangelist, supply-side economics, deficit, mutual assured destruction, yuppie, discount retailing, perestroika, glasnost, downsizing, capital gains tax, grassroots movement, perjury, ethnic cleansing, migration chains, refugee, amnesty, telecommute, euro, global warming, chad, terrorism, state-sponsored terrorism, anthrax, weapons of mass destruction, swing vote, earmark, Grade 11 US History: Quarter 4 Unit 3 Week 1The Reagan and Bush EraEssential Question(s)How did technological advances of significant innovators and entrepreneurs improve society? What was the impact of the key events and scandals of the Reagan administration? What were the significant events of the Bush administration? How did demographic distribution change since the 1980s? Why did people migrate from the Rust Belt to the Sun Belt? How are census data and population pyramids interpreted?Student OutcomesStudents can explain technological advances of the late 20th and early 21st Century.Students can analyze the events and achievements of the Reagan administration, including national pride, Reaganomics, War on Drugs, Challenger, Star Wars, Fall of Communism, and the response to Lebanon and Grenada.Students can describe events in the foreign policy of the Bush administration, such as Panama and the Gulf War.Students can interpret population pyramids.Students can explain the migration from the Rust Belt to the Sun Belt during the 1980s.TextsText Book: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 19, Lessons 3-5Required Texts Speech at Brandenburg Gate (SCS Q4 Resources)Population Pyramids (SCS Q4 Resources)History Channel Excerpt on Reagan Presidency (Link)History Channel Excerpt on Bush Presidency (Link)Gulf War Map (Textbook, Page 475)Recommended Protocol(s): Chunking, Jigsaw, Evidence LogsSupplemental Texts: Steve Jobs’ Commencement Speech (SCS Q4 Resources)Manuel Noriega (SCS Q4 Resources)Rust Belt to Sun Belt Migration Video (SCS Q4 Resources)Suggested Classroom Strategies Café Conversations (Appendix B, Page 39)—Major entrepreneurs and innovators (Steve Jobs, Bill Gates, Fred Smith, Ray Kroc, Jeff Bezos, Ted TurnerEvidence Log (Appendix B, Page 66)—History Channel Excerpt on Reagan Presidency (Link) collecting evidence to answer prompt, “What were the most significant successes of the Reagan administration, and to what extent were they canceled by scandals?”Chunking (Appendix B, Page 47)—Speech at Brandenburg Gate (SCS Q4 Resources)Evidence Log (Appendix B, Page 66)—History Channel Excerpt on Bush George H.W. Bush Presidency (Link) collecting evidence to answer prompt, “How did American foreign and domestic policy change during the Bush administration?Two-Minute Interview (Appendix B, Page 161)—Manuel Noriega (SCS Q4 Resources)Population Pyramid Activity—Understanding Population Pyramids (SCS Q4 Resources)Give One, Get One (Appendix B, Page 83)--Rust Belt to Sun Belt Migration Video---Reasons that people migrated from Rust Belt to Sun Belt since late 1970s.Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Q4 Unit 2 Assessment provided in SCS Social Studies Assessments Folder on SharepointAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.104 Evaluate technological and scientific advances, including the work of significant innovators and entrepreneurs, in the fields of medicine, transportation, communication, food services, and geographic information systems. (C, E, G)US.105 Analyze the significant events and achievements of the Reagan administration, including revitalization of national pride, Reaganomics, War on Drugs, response to the Challenger disaster, Strategic Defense Initiative, the fall of communism in the Soviet Union, the response to the Marine barracks bombing in Lebanon, and the invasion of Grenada . (C, E, H, P)US.106 Describe the significant events in the foreign policy of the George H.W. Bush administration, including the invasion of Panama and the Gulf War. (G, H, P)US.107 Using census data and population pyramids, identify and describe the demographic changes in the United States since 1980 and the increased movement of people from the Rust Belt to the Sun Belt. (C, E, G, H, P)Grade 11 US History: Quarter 4 Unit 3 Week 2The Clinton, Bush, and Obama erasEssential Question(s)What were the significant events and achievements of the Clinton Administration? How did US foreign policy adapt to peace keeping efforts during the 1990s? How did the election of 2000 change case law via Bush vs. Gore? What was the impact of the terrorist attacks of September 11th? How did the role of women and minorities evolve from 1980 to the present? Student OutcomesStudents can explain Welfare Reform, the Brady Bill and gun control, reduction of the federal debt, and NAFTA and free trade during the Clinton administration.Students can summarize the scandals and impeachment proceedings during the Clinton administration.Students can explain the controversy of the election of 2000, and the ruling in Bush vs. Gore.Student can describe the impact of September 11th, including the response of President Bush, wars in Afghanistan and Iraq, and continuing efforts to combat terrorism.Students can describe the role of minorities and women in American society, including Sandra Day O’Connor, Sally Ride, Geraldine Ferraro, Hillary Clinton, Condoleezza Rice, Nancy Pelosi, and President Obama.TextsText Book: McGraw Hill United States History and Geography: Modern Times, TN Edition, Chapter 21-22Required Texts President Clinton’s First Inaugural Address (SCS Q4 Resources)The World is Flat excerpt (SCS Q4 Resources)President Bush’s Address to the Nation, September 11, 2001 (SCS Q4 Resources)President Obama’s Acceptance Speech at the 2008 Democratic Convention (SCS Supplemental Packet)Recommended Protocol(s): Chunking, Close-Read, Save the Last WordSupplemental Texts: History Channel excerpt on George W. Bush Presidency (Link)Bosnia’s Lesson (SCS Q4 Resources)Newsela Ethnic Cleansing (SCS Q4 Resources)Excerpts from “Rain in a Dry Land (SCS Q4 Resources)Suggested Classroom Strategies Jigsaw (Appendix B, Page 101)—Foreign policy of intervention in Somalia, Bosnia-Herzegovina, Kosovo, and the Middle East with excerpts from Bosnia Lesson (SCS Q4 Resources), Newsela Ethnic Cleansing (SCS Q4 Resources), Rain in a Dry Land (SCS Q4 Resources), and the Chapter 21-22 in Anchor Text.Bill of Rights Institute—Bush vs. Gore Court Case Lesson Plan (SCS Q4 Resources)Close-Read (Appendix B, Page 50)—Bush’s Address to the Nation, September 11th, 2001Document Analysis Template (Appendix B, Page 61)—History Channel Excerpt about the Bush Presidency (Link)Save the Last Word for Me (Appendix B, Page 136)—President Obama’s Acceptance Speech at the Democratic National Convention (SCS Q4 Resources)Café Conversations (Appendix B, Page 39)—Sandra Day O’Connor, Sally Ride, Geraldine Ferraro, Hillary Clinton, Condoleeza Rice, Nancy Pelosi, Barack Obama on the subject of increasing roles of women and minorities in American society.Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Q4 Unit 2 Assessment provided in SCS Social Studies Assessments Folder on SharepointAs you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.StandardsUS.108 Summarize the significant events and achievements of the Clinton administration, including Welfare-to-Work, Brady Bill, reduction of the federal debt, NAFTA, and the scandals and subsequent impeachment proceedings. (C, E, H, P)US.109 Analyze the late 20th century foreign policy of intervention by the United States in Somalia, Bosnia-Herzegovina, Kosovo and particular attempts to keep peace in the Middle East. (G, P)US.110 Explain the reasons for and the outcome of the Supreme Court case Bush v. Gore. (H, P)US.111 Describe the impact of the September 11, 2001 terrorist attack on the World Trade Center and Pentagon, including the response of President George W. Bush, the wars in Afghanistan and Iraq, and continuing efforts to combat terrorism globally. (E, G, H, P)US.112 Describe the increasing role of women and minorities in American society, politics, and economy, including the achievements of Sandra Day O’Connor, Sally Ride, Geraldine Ferraro, Hillary Clinton, Condoleezza Rice, Nancy Pelosi, and the election of President Barack Obama. (C, H, P)Grade 11 US History: Quarter 4 Unit 4 Week 1C3 Civics Inquiry Unit—Module 1Compelling Inquiry QuestionDid the Constitution establish a just government?Supporting Question(s)Why did the Framers of the Constitution feel a new document was necessary? How did the Constitution structure the government? How did the Framers protect slavery in the Constitution? How democratic was the 1787 convention?Student OutcomesStudents will generate a list of concerns that prompted the writing of the Constitution.Students will create a graphic organizer that displays the branches of the federal government and their functions.Students will write a paragraph using evidence that explains how the framers protected slavery in the Constitution.Students will develop a claim supported by evidence that explains how democratic they consider the 1787 Constitution to be.TextsText Book: Required Texts Week 1 Inquiry Modules (Day 1 Sources A-C, Day 2 Sources A-B, Day 3 Sources A-C, Day 4 Sources A-C)Text Specific and Text Dependent QuestionsSee Module DocumentationSuggested Classroom Strategies See Module Documentation (SCS Q4 Resources) for Inquiry Module 1Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Did the Constitution establish a just government? Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.Grade 11 US History: Quarter 4 Unit 4 Week 2C3 Civics Inquiry Unit—Module 2Compelling Inquiry QuestionWhat drives you to the polls?Supporting Question(s)What are my political beliefs?What are the major stances of the political parties?What are the views of political candidates?Student OutcomesStudents will take a quiz on political beliefs and fill out a chart “From Beliefs to Voting” that explains the personal importance of those issues.Students will add selected issues to the stances of the major political parties’ platforms on the “From Beliefs to Voting” chart and develop a claim about which political party best represents your beliefs on two selected issues.Students will construct a plan for how to advocate for a chosen issue.TextsText Book: Required Texts Week 2 Inquiry Design Modules SourcesText Specific and Text Dependent QuestionsSee Week 2 Inquiry Design Modules Documents (SCS Q4 Resources)Suggested Classroom Strategies See Week 2 Inquiry Design Modules Documents (SCS Q4 Resources)Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.What drives you to the polls? Construct an argument (e.g., detailed outline, poster, and essay) that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.Grade 11 US History: Quarter 4 Unit 4 Week 3C3 Civics Inquiry Unit—Module 3Compelling Inquiry QuestionAm I going to vote?Supporting Question(s)How has the youth voter changed over time? What are the reasons some youth choose to vote?What are the reasons some youth choose not to voteStudent OutcomesTextsText Book: Required Texts Week 3 Inquiry Design Modules SourcesText Specific and Text Dependent QuestionsSee Week 3 Inquiry Design Modules Documents (SCS Q4 Resources)Suggested Classroom Strategies See Week 3 Inquiry Design Modules Documents (SCS Q4 Resources)Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question “Am I going to vote?” using specific claims and relevant evidence from historical sources while acknowledging competing perspectives.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response.Grade 11 US History: Quarter 4 Unit 4 Week 4C3 Civics Inquiry Unit—Module 4Compelling Inquiry QuestionCan Polls be Trusted?Supporting Question(s)What types of polls exists?Can the wording, tone, or location of use of the question influence an answer?Are polls valid?Student OutcomesStudents will create a T-chart showing polling types and example questions for each.Students will conduct a series of polls and compile data to look for patterns /bias.Students will develop a claim supported by evidence that answers if polls are valid.TextsText Book: Required Texts Week 4 Inquiry Design Modules SourcesText Specific and Text Dependent QuestionsSee Week 4 Inquiry Design Modules Documents (SCS Q4 Resources)Suggested Classroom Strategies See Week 4 Inquiry Design Modules Documents (SCS Q4 Resources)Assessment(s)Note: For this assessment students may use their own content knowledge to answer the prompt and will require access to the textbook and weekly texts to effectively cite evidence. Please ensure that students are provided with these documents to best complete this task.Can Polls be Trusted? Construct an argument (e.g., detailed outline, poster, essay) that discusses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.Participate in a classroom forum to discuss other methods of predicting election outcomes and what might one day replace polls.As you write, follow the directions below.Address all parts of the prompt.Include information and examples from your own knowledge of social studies.Use evidence from the sources to support your response. ................
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