US History Consensus Map-2014-2015
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|Unit Topic or Domain: Colonial America |Date Range: 4x4: 1st Semester: 2 days: August 19-22, 2016 |
| |4x4: 2nd Semester: 2 day: January 17-Jan. 18, 2017 |
| |Yearlong: 5 days: August 19-27, 2016 |
|Standard(s): USHC-1.1 |College and Career Readiness Anchor Standard(s): |
|Summarize the distinct characteristics of each colonial region in the settlement and development of|CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|British North America, including religious, social, political, and economic |connecting insights gained from specific details to an understanding of the text as a whole. |
|differences. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Contemporary democratic ideals originated in England, were transplanted|Key Concepts: |The students may complete the Historical Scene Investigation lesson “Jamestown: |
|to North America by English settlers, and have evolved in the United |Diverse causes of immigration to the New World |What Caused the Failure of the Jamestown Colony of 1610?” and |
|States as a result of regional experiences. |Geographical distinctiveness of the three main regions of|“Virginia at the Crossroads: Bacon’s Rebellion.” |
| |the eastern seaboard |DOK Level: 4 |
| |Interdependent network of coastal trade and trade with | |
| |the British |Possible Reading Like a Historian Lessons |
| |Caribbean as well as trade across the Atlantic with |Puritans |
| |Africa and Europe |Passenger Lists |
| | |DOK Level: 4 |
| | | |
| | |Debate: Were the First Colonists in the Chesapeake Region Ignorant, Lazy, and |
| | |Unambitious?” |
| | |DOK Level: 4 |
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| |Key Skills: | |
| |Analyze and draw conclusions about the location of | |
| |places, the condition at places, and the connections | |
| |between places. | |
| |Key Practices: | |
| |Understand | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Key Vocabulary: | |
| |Tolerance | |
| |Dissenter | |
| |Hierarchical | |
| |House of Burgesses | |
| |Town meetings | |
| |Salutary neglect | |
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|Unit Topic or Domain: Foundations of American Government |Date Range: 4x4: 1st Semester: 2 days: August 23-24. 2016 |
| |4x4: 2nd Semester: 2 days: January 19-20, 2017 |
| |Yearlong: 9 days: August 26-September 8, 2016 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-1.2 Analyze the early development of representative government and political rights in the |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary |
|American colonies, including the influence of the British political system and the rule of law as written|sources, connecting insights gained from specific details to an understanding of the text as a whole. |
|in the Magna Carta and the English Bill of Rights, and the conflict between the colonial legislatures and|CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source;|
|the British Parliament over the right to tax that resulted in the American Revolutionary War. |provide an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which |
|USHC-1.3 Analyze the impact of the Declaration of Independence and the American Revolution on |explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|establishing the ideals of a democratic republic. |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, |
| |including analyzing how an author uses and refines the meaning of a key term over the course of a text |
| |(e.g., how Madison defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how |
| |key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or |
| |issue by assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse |
| |formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or|
| |solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or |
| |challenging them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into|
| |a coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, | |What tasks will students perform to learn the identified concepts/skills? |
|understand and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Contemporary democratic ideals originated in England, |Key Concepts: |The students may complete the Historical Scene Investigation “The Boston ‘Massacre’” and “The Battle of |
|were transplanted to North America by |Natural rights theory |Lexington and Concord.” |
|English settlers, and have evolved in the United |Extent of suffrage in the colonies |Historical Scene Investigation |
|States as a result of regional experiences. |Causes of colonial discontent with Parliament |DOK Level: 4 |
| |following the French and Indian War | |
| |Political purposes of the Declaration of |Possible Reading Like a Historian Lessons |
| |independence |Stamp Act |
| |Cause and impact of French support of the |The Declaration of Independence |
| |American Revolution |DOK Level: 4 |
| |Nature of new state constitutions | |
| |Long-term impact of the Declaration of |Mini Q |
| |Independence throughout the world |Loyalists |
| | |DOK Level: 4 |
| | | |
| | |The class may complete a Paideia Seminar on the principles and international importance of the Declaration of|
| | |Independence. |
| | |DOK Level: 4 |
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| |Key Skills: | |
| |Trace and describe continuity and change | |
| |across cultures. | |
| |Key Practices: | |
| |Analyze | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Key Vocabulary: | |
| |Magna Carta | |
| |English Bill of Rights | |
| |Rule of law | |
| |Admiralty courts | |
| |Sons/Liberty | |
| |Stamp Act Congress | |
| |Boston Massacre | |
| |Townshend Act | |
| |Tea Act | |
| |Boston Tea Party | |
| |Coercive Acts | |
| |Limited government | |
|Unit Topic or Domain: Origins of the US Constitution |Date Range: 4x4: 1st Semester: 2 days: August 25-Auguast 26, 2016 |
| |4x4: 2nd Semester: 2 days: January 23-24, 2017 |
| |Yearlong: 7 days: September 9-19, 2016 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-1.4 Analyze how dissatisfaction with the government under the Articles of Confederation were |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|addressed with the writing of the Constitution in 1787 including the debates and compromises |connecting insights gained from specific details to an understanding of the text as a whole. |
|reached at the Philadelphia Convention and the ratification of the Constitution. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
|USHC- 1.5 Explain how the fundamental principle of limited government is protected by the |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|Constitution and the Bill of Rights, including democracy, republicanism, federalism, separation of |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|powers, the system of checks and balances, and individual rights. |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, | |What tasks will students perform to learn the identified concepts/skills? |
|understand and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Contemporary democratic ideals originated in England, were |Key Concepts: |Possible Reading Like a Historian Lessons |
|transplanted to North America by English settlers, and have |Shift in power from the state governments to national government |DOK Level: 4 |
|evolved in the United States as a result of regional |Purpose and nature of compromises |Shay’s Rebellion |
|experiences. |Balance of democratic and republican ideals |Federalists vs. Anti-Federalists |
| |Purpose and legacy of the Federalist Papers | |
| |Limited government | |
| |Balance of democratic and republican ideals |Reading Option |
| |Separation of powers |Synopsis: This is a discussion on the ratification of the Constitution and the two |
| |Checks and balances |groups that emerged as a result of the debate and ratification process. This |
| | |article covers the “main players” during the time, and clearly states the view from |
| | |each side (Federalist and Anti-Federalist). |
| | |Federalists vs. Anti-federalists |
| | | |
| | |DBQ: |
| | |How Did the Constitution Guard Against Tyranny? |
| | |DOK Level: 4 |
| | | |
| | |Historical Scene Investigation |
| | |US Constitution: I Smelt a Rat |
| | |DOK Level: 4 |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies information in | |
| |order to make inferences and draw conclusions. | |
| |Create a thesis supported by research to convince an audience of | |
| |its validity. | |
| |Utilize contextual information to Assume shared responsibility for | |
| |collaborative work and value the contributions made by each team | |
| |member. | |
| |Key Practices: | |
| |Differentiate | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Key Vocabulary: | |
| |Land Ordinance | |
| |Northwest Ordinance | |
| |Confederation | |
| |Federalism | |
| |judiciary | |
|Unit Topic or Domain: Early Federalist Era |Date Range: 4x4: 1st Semester: 1 day: August 29, 2016 |
| |4x4: 2nd Semester: 1 day: January 25, 2017 |
| |Yearlong: 3 days: September 20-22, 2016 |
|Standard(s): USHC-1.6 |College and Career Readiness Anchor Standard(s): |
|Analyze the development of the two-party system during the presidency of George Washington, |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|including controversies over domestic and foreign policies, and the regional interests of the |connecting insights gained from specific details to an understanding of the text as a whole. |
|Democratic-Republicans and the Federalists. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, | |What tasks will students perform to learn the identified concepts/skills? |
|understand and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Contemporary democratic ideals originated in England, |Key Concepts: |Possible Reading Like a Historian Lessons |
|were transplanted to North America by English settlers, |Differences between factions and political parties |Hamilton vs. Jefferson |
|and have evolved in the United States as a result of |Ideological foundations of the first two-party system including loose vs. strict |DOK Level: 4 |
|regional experiences. |constructionism | |
| |Causes of deepening rift between Federalists and Democratic-Republicans | |
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| |Key Skills: | |
| |Explain how groups work to challenge traditional institutions and effect change | |
| |to promote the needs and interests of society. | |
| |Model informed participatory citizenship. | |
| |Key Practices: | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Remember | |
|Unit Topic or Domain: Origins of the National Judiciary |Date Range: 4x4: 1st Semester: 1 day: August 30, 2016 |
| |4x4: 2nd Semester: 1 day: January 26, 2017 |
| |Yearlong: 1 day: September 23, 2016 |
|Standard(s): USHC-1.7 |College and Career Readiness Anchor Standard(s): |
|Summarize the expansion of the power of the national government as a result of Supreme Court |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide |
|decisions under Chief Justice John Marshall, such as the establishment of judicial review in |an accurate summary that makes clear the relationships among the key details and ideas. |
|Marbury v. Madison and the impact of political party affiliation on the Court. |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, | |What tasks will students perform to learn the identified concepts/skills? |
|understand and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Contemporary democratic ideals originated in England, were |Key Concepts: |Compare Thomas Jefferson’s reactions to the Marbury case to those of leading|
|transplanted to North America by English settlers, and have |Lasting impact of presidential appointments to the federal court system |Federalists of the day. |
|evolved in the United States as a result of regional |Lasting impact of the Marshall Court |DOK Level: 3 |
|experiences. | | |
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| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies information to make | |
| |inferences and draw conclusions. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Landmark decision | |
| |Contract | |
| |Writ of mandamus | |
|Unit Topic or Domain: Manifest Destiny |Date Range: 4x4: 1st Semester: 3 days: August 31 –September 2, 2016 |
| |4x4: 2nd Semester: 3 days: January 27-31, 2017 |
| |Yearlong: 7 days: September 26-October 4, 2016 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-2.1 Summarize the impact of the westward movement on nationalism and democracy, including the|CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|expansion of the franchise, the displacement of Native Americans from the southeast and conflicts |connecting insights gained from specific details to an understanding of the text as a whole. |
|over states’ rights and federal power during the era of Jacksonian democracy as the result of major|CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|land acquisitions such as the Louisiana Purchase, the Oregon Treaty, and the Mexican Cession. |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|USHC-2.2 Explain how the Monroe Doctrine and the concept of Manifest Destiny affected the United |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|States’ relationships with foreign powers, including the role of the United States in the Texan |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|Revolution and the Mexican War. |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
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|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Political conflict is often the result of competing social values and |Key Concepts: |Possible Reading Like a Historian Lessons |
|economic interests. Different perspectives based on differing interests|Nationalism |Louisiana Purchase |
|and backgrounds led to political conflict in the antebellum United |Sectionalism |Indian Removal |
|States. |Expansion of democratic ideals and practices |Manifest Destiny |
| |Economic causes of support or opposition to tariffs |DOK Level: 4 |
| |Manifest Destiny | |
| |Differing perspectives of foreign nations on US expansion|DBQ: |
| |Legacies of the Monroe Doctrine and Manifest Destiny |Was the US Justified in Going to War Against Mexico? |
| |Immediate impact and legacy of the Mexican War |DOK Level: 4 |
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| |Key Skills: | |
| |Represent and interpret Earth’s physical and human | |
| |systems by using maps, mental maps, | |
| |geographic models, and other social studies resources to | |
| |make inferences and draw conclusions. | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions by | |
| |reading portions of the Monroe Doctrine. | |
| |Key Practices: | |
| |Understand | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Universal white male suffrage | |
| |Assimilation | |
| |Tariffs | |
| |Doctrine | |
| |Annexation | |
|Unit Topic or Domain: Sectionalism |Date Range: 4x4: 1st Semester: 3 days: September 6-8 , 2016 |
| |4x4: 2nd Semester: 3 days: February 1-3, 2017 |
| |Yearlong: 9 days: October 5-18, 2016 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-2.3 Compare the economic development in different regions (the South, the North, and the West) of |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary |
|the United States during the early nineteenth century, including ways that economic policy contributed to |sources, connecting insights gained from specific details to an understanding of the text as a whole. |
|political controversies. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; |
| |provide an accurate summary that makes clear the relationships among the key details and ideas. |
|USHC-2.4 Compare the social and cultural characteristics of the North, the South, and the West during the|CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which |
|antebellum period, including the lives of African Americans and social reform movements such as abolition |explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|and women’s rights |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, |
| |including analyzing how an author uses and refines the meaning of a key term over the course of a text |
| |(e.g., how Madison defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how |
| |key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or |
| |issue by assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse |
| |formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or |
| |solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or |
| |challenging them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into |
| |a coherent understanding of an idea or event, noting discrepancies among sources. |
| | |
| | |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Political conflict is often the result of competing social values and |Key Concepts: |Possible Reading Like a Historian Lesson |
|economic interests. Different perspectives based on differing interests|Geographical regions of the North, South, and West |Irish Immigration (May be revised and shortened.) |
|and backgrounds led to political conflict in the antebellum United |Economic impact on the development of social and |John Brown |
|States. |political differences between the North, South, and West|DOK Level: 4 |
| | | |
| |Colonial impact on antebellum society | |
| |Causes and nature of the growing abolitionist movement |Reading Activity: |
| |Extent of support and success of the abolitionist and |Synopsis: The article begins with the original California gold find in 1848, and |
| |women’s movements |chronicles the rapid and seemingly uncontrollable growth in a very short time period.|
| | |For example, the article mentions the population in San Francisco increased from 459 |
| | |people to over 20,000 people within a few months. Several problems arose as a result|
| | |of the influx of people and are documented here as well. |
| | |California Gold Rush |
| | | |
| | |Analyze the validity of David Walker’s assertions concerning the lives of African |
| | |Americans using excerpts from David Walker's The Appeal. |
| | |DOK Level: 3 |
| | | |
| | |Compare and contrast the Seneca Falls Declaration of Rights and Sentiments to the NOW|
| | |Statement of Purpose. Differentiate the goals of each statement and hypothesize the |
| | |reasons for their differences. |
| | |Seneca Falls Declaration of Sentiments |
| | |NOW Statement of Purpose |
| | |DOK Level: 3 |
| | | |
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| | | |
| |Key Skills: | |
| |Compare the ways that different economic systems answer | |
| |the fundamental questions of what goods and services | |
| |should be produced, how they should be produced, and who| |
| |will consume them. | |
| |Analyze how scarcity of productive resources affects | |
| |economic choices by creating a double T-chart comparing | |
| |the North, South and West. | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions by | |
| |reading excerpts from slave narratives in order to | |
| |understand the culture of slavery and the lives of | |
| |enslaved African Americans. | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions by | |
| |reading “The Declaration of Rights and Sentiments” from | |
| |the Seneca Falls Convention in order to understand the | |
| |movement for women’s suffrage. | |
| |Explain how groups work to challenge traditional | |
| |institutions and effect change to promote the needs and | |
| |interests of society by reading excerpts from | |
| |abolitionist literature to understand the methods of | |
| |abolitionists. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Protective tariff | |
| |American System | |
| |De facto segregation | |
|Unit Topic or Domain: Causes of the Civil War |Date Range: 4x4: 1st Semester: 2 days: September 9-12, 2016 |
| |4x4: 2nd Semester: 2 days: February 6-7, 2017 |
| |Yearlong: 7 days: October 19-27, 2016 |
|Standard(s): USHC-3.1 |College and Career Readiness Anchor Standard(s): |
|Evaluate the relative importance of political events and issues that divided the nation and led to civil |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary |
|war, including the compromises reached to maintain the balance of free and slave states, the abolitionist |sources, connecting insights gained from specific details to an understanding of the text as a whole. |
|movement, the Dred Scott case, conflicting views on states’ rights and federal authority, the emergence of|CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; |
|the Republican Party, and the formation of the Confederate States of America. |provide an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which |
| |explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, |
| |including analyzing how an author uses and refines the meaning of a key term over the course of a text |
| |(e.g., how Madison defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how |
| |key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or |
| |issue by assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse |
| |formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or |
| |solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or |
| |challenging them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into |
| |a coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and | |What tasks will students perform to learn the identified concepts/skills? |
|be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Democracy is based on the balance between majority rule and the |Key Concepts: |DBQ (in Binder) |
|protection of minority rights. |Balance of power between slave and free states in the US|What Caused the Civil War? |
| |Senate |DOK Level:4 |
| |Origins and nature of US land acquisitions between | |
| |1800-1850 |Article Analysis |
| |Ramifications of the growing debate over the spread of |Synopsis: The author of the article has written two books on Abraham Lincoln, and in |
| |slavery including the development of the Republican |this article he states that without a flawless performance at Cooper Union in New |
| |party |York, on February 27, 1860, there may not have been a “President Abraham Lincoln.” The|
| | |article gives some background information, and describes the content of Lincoln’s |
| | |speech. It also explains how this speech and one of Matthew Brady’s pictures helped |
| | |Lincoln’s campaign all the way through the November election. Evaluate the author’s |
| | |claims concerning the importance of this speech on Lincoln’s career. |
| | |Lincoln's Cooper Union Speech |
| | |DOK Level: 3 |
| | | |
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| | | |
| | | |
| |Key Skills: | |
| |Analyze the relative importance of multiple causes on | |
| |outcomes. | |
| |Create a thesis supported by research to convince an | |
| |audience of its validity. | |
| |Analyze and evaluate evidence, arguments, claims, and | |
| |beliefs. | |
| |Key Practices: | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Key Vocabulary: | |
| |Free soil | |
| |Gag rule | |
| |Popular sovereignty | |
| |Secession | |
|Unit Topic or Domain: The Civil War |Date Range: 4x4: 1st Semester: 3 days: September 13-15, 2016 |
| |4x4: 2nd Semester: 3 days: February 8-10, 2017 |
| |Yearlong: 6 days: October 28-November 4, 2016 |
| |College and Career Readiness Anchor Standard(s): |
|Standard(s): USHC-3.2 |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|Summarize the course of the Civil War and its impact on democracy, including the major turning |connecting insights gained from specific details to an understanding of the text as a whole. |
|points; the impact of the Emancipation Proclamation; the unequal treatment |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|afforded to African American military units; the geographic, economic, and political factors in the|an accurate summary that makes clear the relationships among the key details and ideas. |
|defeat of the Confederacy; and the ultimate defeat of the idea of secession. |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Democracy is based on the balance between majority rule and the |Key Concepts: |The students may complete the Historical Scene Investigation lesson on life in the |
|protection of minority rights. |Democratic challenges of secession |Civil War. |
| |Economic, political, and diplomatic influences on the |Growing Up Before They Had To: Children of the Civil War |
| |course of the Civil War |DOK Level: 4 |
| |Immediate impact and legacy of the Emancipation | |
| |Proclamation | |
| |Political legacy of the Civil War |Possible Reading Like a Historian lesson |
| | |Emancipation Proclamation |
| | |DOK Level: 4 |
| | | |
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| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Analyze and draw conclusions about the locations of | |
| |places, the conditions at places, and the connections | |
| |between places. | |
| |Key Practices: | |
| |Understand | |
| |Construct | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Blockade | |
| |Total war | |
| |Siege | |
| |States’ rights | |
|Unit Topic or Domain: Reconstruction |Date Range: 4x4: 1st Semester: 5 days: September 16-22, 2016 |
| |4x4: 2nd Semester: 5 days: February 13-17, 2017 |
| |Yearlong: 7 days: November 7-16, 2016 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-3.3 Analyze the effects of Reconstruction on the southern states and on the role of the |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|federal government, including the impact of the thirteenth, fourteenth, and fifteenth amendments on|connecting insights gained from specific details to an understanding of the text as a whole. |
|opportunities for African Americans. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
|USHC-3.4 Summarize the end of Reconstruction, including the role of anti–African American factions|CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|and competing national interests in undermining support for Reconstruction; the impact of the |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|on African American rights in the post-Reconstruction era. |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
|USHC-3.5 Evaluate the varied responses of African Americans to the restrictions imposed on them in|CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
|the post-Reconstruction period, including the leadership and strategies of Booker T. Washington, W.|sentences, paragraphs, and larger portions of the text contribute to the whole. |
|E. B. DuBois, and Ida B. Wells-Barnett. |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand | |What tasks will students perform to learn the identified concepts/skills? |
|and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Democracy is based on the balance between majority rule and the |Key Concepts: |Possible Reading Like a Historian Lessons |
|protection of minority rights. |Varying goals of Reconstruction |Radical Reconstruction |
| |Shifting balance of power between the national and state |Sharecropping |
| |governments |Booker T. Washington vs W.E.B. DuBois |
| |Expansion of democratic ideals and practices |DOK Level: 4 |
| |Extent of social and political changes | |
| |Successes and failures of Reconstruction |Debate: |
| |Political impact of the Solid South |Was Reconstruction a Splendid Failure? |
| |Waning political resolve by national government to enforce |DOK Level: 4 |
| |equality of freedmen | |
| |Nature and impact of sharecropping | |
| |Nature, goals, and extent of success of African American responses| |
| |to discrimination in the late 1800’s and the early 1900’s | |
| | | |
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| | | |
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| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Trace and describe continuity and change across cultures. | |
| |Assess the relationship among multiple causes and multiple | |
| |effects. | |
| |Utilize contextual information to support the analysis of primary | |
| |and secondary sources. | |
| |Analyze, , and synthesize social studies information to make | |
| |inferences and draw conclusions. | |
| |Analyze and evaluate evidence, arguments, claims, and beliefs. | |
| |Explain contemporary patterns of human behavior, culture, | |
| |political and economic systems. | |
| |Explain how groups work to challenge traditional institutions and | |
| |effect change to promote the needs and interests of society. | |
| |Key Practices: | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Key Vocabulary: | |
| |Black Codes | |
| |Carpetbagger | |
| |Scalawag | |
| |Lynching | |
| |Redeemers | |
| |Jim Crow laws | |
| |Poll tax | |
| |Literacy test | |
| |Vocational education | |
| |Atlanta Compromise | |
| |Talented Tenth | |
| |Accommodation | |
|Unit Topic or Domain: Impact of Industrialization |Date Range: 4x4: 1st Semester: 3 days: September 23-27, 2016 |
| |4x4: 2nd Semester: 3 days: February 21-23 , 2017 |
| |Yearlong: 9 days: November 17-December 2, 2016 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-4.1 Summarize the impact that government policy and the construction of the transcontinental |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary |
|railroads had on the development of the national market and on the culture of |sources, connecting insights gained from specific details to an understanding of the text as a whole. |
|Native American peoples. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; |
| |provide an accurate summary that makes clear the relationships among the key details and ideas. |
|USHC-4.2 Analyze the factors that influenced the economic growth of the United States and its emergence |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which |
|as an industrial power, including the abundance of natural resources; government support and protection in|explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|the form of railroad subsidies, tariffs, and labor policies; and the expansion of international markets. |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, |
| |including analyzing how an author uses and refines the meaning of a key term over the course of a text |
|USHC-4.3 Evaluate the role of capitalism and its impact on democracy, including the ascent of new |(e.g., how Madison defines faction in Federalist No. 10). |
|industries, the increasing availability of consumer goods and the rising standard of living, the role of |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how |
|entrepreneurs, the rise of business through monopoly and the influence of business ideologies. |key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or |
| |issue by assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse |
| |formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or |
| |solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or |
| |challenging them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into |
| |a coherent understanding of an idea or event, noting discrepancies among sources. |
| | |
| | |
| | |
| | |
| | |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be | |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Political democracy depends upon the active participation of individuals|Key Concepts: |Students may complete the PBS lesson on the Homestead Act and the Pacific Railway |
|working through political and economic-interest groups to protect their |Political, social, and economic ramifications of the |Act. The plan has students analyze two documents and then react to them as if they |
|welfare. |development of a national system of transportation |were railroad owners, Chinese immigrants, white settlers, or Native American. The |
| |Causes, nature, and ramifications of government |students may create brochures, write letters “home,” record diary entries, and |
| |policy on economic growth |compose speeches and mourning chants. |
| |Boom and bust cycles |DOK Level: 4 |
| |Impact of new technologies and new business practices | |
| |on the rise of large corporations |Students may complete the following Reading Like a Historian lesson. |
| |Impact of large corporations on the American standard |Pullman Strike |
| |of living |DOK Level: 4 |
| | | |
| | |DBQ (from Binder) |
| | |“Was Andrew Carnegie a Hero?” |
| | |DOK Level: 4 |
| | | |
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| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Represent and interpret Earth’s physical and human | |
| |systems by using maps, mental maps, | |
| |geographic models, and other social studies resources | |
| |to make inferences and draw conclusions. | |
| |Analyze the role of the government in promoting | |
| |entrepreneurial activity. | |
| |Utilize contextual information to support the analysis| |
| |of primary and secondary sources. | |
| |Evaluate the validity of multiple points of view or | |
| |biases by using evidence and sound reasoning. | |
| |Examine the relationship of the present to the past | |
| |and use knowledge of the past to make informed | |
| |decisions in the present and to extrapolate into the | |
| |future. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Key Vocabulary: | |
| |Assimilation | |
| |Cultural decline | |
| |Ghost Dance | |
| |Capitalism | |
| |Corporation | |
| |Capital | |
| |Merger | |
| |Monopoly | |
| |Vertical integration | |
| |Kickback | |
| |Rebate | |
| |Trust | |
| |Robber Baron | |
| |Social Darwinism | |
| |Laissez-faire | |
|Unit Topic or Domain: Labor Unions and the Populist Party |Date Range: 4x4: 1st Semester: 2 days: September 28-29, 2016 |
| |4x4: 2nd Semester: 2 days: February 24-27, 2017 |
| |Yearlong: 5 days: December 5-9, 2016 |
|Standard(s): USHC-4.4 |College and Career Readiness Anchor Standard(s): |
|Explain the impact of industrial growth and business cycles on farmers, workers, immigrants, labor |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|unions, and the Populist movement and the ways that these groups and the |connecting insights gained from specific details to an understanding of the text as a whole. |
|government responded to the economic problems caused by industry and business. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Political democracy depends upon the active participation of |Key Concepts: |Possible Reading Like a Historian Lessons |
|individuals working through political and economic-interest groups to |Supply and demand |Populism and the Election of 1896 |
|protect their welfare. |Extent of support for and success of the Populist party |DOK Level: 4 |
| |Causes of the rise of organized labor and the extent of | |
| |their success | |
| |Legacy of the election of 1896 | |
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| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Explain how groups work to challenge traditional | |
| |institutions and effect change to promote the needs and | |
| |interests of society. | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Examine the relationship of the present to the past and | |
| |use knowledge of the past to make | |
| |informed decisions in the present and to extrapolate into| |
| |the future. | |
| |Key Practices: | |
| |Understand | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Granger Laws | |
| |Interstate commerce | |
| |Arbitration | |
| |Scabs | |
| |Yellow dog contracts | |
| |“Bread and butter” labor issues | |
|Unit Topic or Domain: Urbanization |Date Range: 4x4: 1st Semester: 1 day: September 30, 2016 |
| |4x4: 2nd Semester: 1 day: February 28, 2017 |
| |Yearlong: 4 days: December 12-16, 2016 |
|Standard(s): USHC-4.5 |College and Career Readiness Anchor Standard(s): |
|Explain the causes and effects of urbanization in late nineteenth-century America, including the |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|movement from farm to city, the changing immigration patterns, the rise of ethnic neighborhoods, |connecting insights gained from specific details to an understanding of the text as a whole. |
|the role of political machines, and the migration of African Americans to the North, Midwest, and |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|West. |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, | |What tasks will students perform to learn the identified |
|understand and be able to do? | |concepts/skills? |
| | | |
| | |At which DOK level(s) are the learning tasks? |
|Political democracy depends upon the active participation |Key Concepts: |Possible Reading Like a Historian Lessons |
|of individuals working through political and |Shifting patterns of urbanization and immigration |Chinese Immigration and Exclusion |
|economic-interest groups to protect their welfare. | |Political Bosses |
| | |DOK Level: 4 |
| | | |
| | |Seminar: |
| | |The New Colossus by Emma Lazarus |
| | |DOK Level: 4 |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies information to make inferences and | |
| |draw conclusions. | |
| |Key Practices: | |
| |Differentiate | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Key Vocabulary: | |
| |Nativism | |
| |Political machine | |
|Unit Topic or Domain: The Progressive Movement |Date Range: 4x4: 1st Semester: 2 days: October 3-5, 2016 |
| |4x4: 2nd Semester: 2 days: March 1-3, 2017 |
| |Yearlong: 7 days: January 3-11, 2017 |
|Standard(s): USHC-4.6 |College and Career Readiness Anchor Standard(s): |
|Compare the accomplishments and limitations of the women’s suffrage movement and the Progressive |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|Movement in affecting social and political reforms in America, including the roles of the media and|connecting insights gained from specific details to an understanding of the text as a whole. |
|of reformers such as Carrie Chapman Catt, Alice Paul, Jane Addams, and Presidents Theodore |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|Roosevelt and Woodrow Wilson. |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand | |What tasks will students perform to learn the identified concepts/skills? |
|and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|Political democracy depends upon the active participation of |Key Concepts: |Possible Reading Like a Historian Lessons |
|individuals working through political and economic-interest groups|Impact of Gilded Age excesses on the call for progressive reforms |Chinese Immigration and Exclusion |
|to protect their welfare. |Role of the Supreme Court in both the expansion and limitation of |Political Bosses |
| |progressive reforms |DOK Level: 4 |
| |Similarities and differences of the women’s suffrage movement to the| |
| |more generalized Progressive Movement |DBQ: |
| | |Progressivism: Where Will You Put Your Million Dollars? |
| | |DOK Level: 4 |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Explain how groups work to challenge traditional institutions and | |
| |effect change to promote the needs and interests of society. | |
| |Analyze, interpret, and synthesize social studies information to | |
| |make inferences and draw conclusions. | |
| |Trace and describe continuity and change. | |
| |Key Practices: | |
| |Understand | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Muckraker | |
| |Trust-buster | |
|Unit Topic or Domain: American Expansion |Date Range: 4x4: 1st Semester: 3 days: October 6-11, 2016 |
| |4x4: 2nd Semester: 3 days: March 6-8, 2017 |
| |Yearlong: 6 days: January 17-24, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-5.1 Analyze the development of American expansionism, including the change from isolationism to |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary |
|intervention and the rationales for imperialism based on Social Darwinism, |sources, connecting insights gained from specific details to an understanding of the text as a whole. |
|expanding capitalism, and domestic tensions. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; |
| |provide an accurate summary that makes clear the relationships among the key details and ideas. |
|USHC-5.2 Explain the influence of the Spanish-American War on the emergence of the United States as a |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which |
|world power, including the role of yellow journalism in the American declaration of war against Spain, |explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|United States interests, and expansion in the South Pacific, and the debate between pro- and |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, |
|anti-imperialists over annexation of the Philippines. |including analyzing how an author uses and refines the meaning of a key term over the course of a text |
| |(e.g., how Madison defines faction in Federalist No. 10). |
|USHC-5.3 Summarize United States foreign policies in different regions of the world during the early |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how |
|twentieth century, including the purposes and effects of the Open Door policy with China, the United |key sentences, paragraphs, and larger portions of the text contribute to the whole. |
|States’ role in the Panama |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or |
|Revolution, Theodore Roosevelt’s “big stick diplomacy,” William Taft’s “dollar diplomacy,” and Woodrow |issue by assessing the authors’ claims, reasoning, and evidence. |
|Wilson’s “moral diplomacy” and changing worldwide perceptions of the United States. |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse |
| |formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or |
| |solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or |
| |challenging them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into |
| |a coherent understanding of an idea or event, noting discrepancies among sources. |
| | |
| | |
| | |
| | |
| | |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|The American belief in political democracy led the United States to |Key Concepts: |Possible Reading Like a Historian Lessons |
|support natural rights and political democracy for others, especially |Extent to which American expansionism of the late |Maine Explosion |
|when it benefited American interests. The willingness of the United |1800’s and early 1900’s was a departure from expansion|Spanish-American War |
|States to intervene politically and economically in other parts of the |of previous eras and the extent to which it was a |Philippine War Political Cartoons |
|world began its emergence as a world power. |continuation |Soldiers in the Philippines |
| |Extent to which imperialism yielded growing tensions |DOK Level: 4 |
| |between American ideals of democracy and expansionism | |
| |Ways in which differing executive approaches to |Complete the document analysis outline in the lesson plan at this site. |
| |international relations all led to increased US |The Birth of the American Empire as Seen Through Political Cartoons |
| |influence abroad |DOK Level: 3 |
| | | |
| | |DBQ |
| | |Should the United States Have Annexed the Philippines? |
| | |DOK Level: 4 |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusion. | |
| |Assess the relationships among multiple causes and | |
| |multiple effects and analyze, interpret, and | |
| |synthesize social studies information. | |
| |Represent and interpret Earth’s physical and human | |
| |systems by using maps to make inferences and draw | |
| |conclusions. | |
| |Create a thesis supported by research to convince an | |
| |audience of its validity. | |
| |Analyze and evaluate evidence, arguments, claims, and | |
| |beliefs. | |
| |Use contextual information to support the analysis of | |
| |primary and secondary sources. | |
| |Key Practices: | |
| |Differentiate | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Key Vocabulary: | |
| |Markets | |
| |Domestic tensions | |
| |Humanitarianism | |
| |Yellow journalism | |
| |Big Stick Diplomacy | |
| |Dollar Diplomacy | |
| |Moral Diplomacy | |
|Unit Topic or Domain: World War I |Date Range: 4x4: 1st Semester: 3 days: October 12-14, 2016 |
| |4x4: 2nd Semester: 3 days: March 9-13, 2017 |
| |Yearlong: 5 days: January 25-31, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
| |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|USHC-5.4 Analyze the causes and consequences of United States involvement in World War I, |connecting insights gained from specific details to an understanding of the text as a whole. |
|including the failure of neutrality and the reasons for the declaration of war, the role of |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|propaganda in creating a unified war effort, the limitation of individual liberties, and Woodrow |an accurate summary that makes clear the relationships among the key details and ideas. |
|Wilson’s leadership in the Treaty of Versailles and the creation of the League of Nations. |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|USHC-5.5 Analyze the US rejection of internationalism, including postwar disillusionment, the |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|Senate’s refusal to ratify the Versailles Treaty, the election of 1920, and the role of the United |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
|States in international affairs in the 1920s. |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|The American belief in political democracy led the United States to |Key Concepts: |Possible Reading Like a Historian Lessons |
|support natural rights and political democracy for others, especially |Impact of nationalism on war |US Entry into World War I |
|when it benefited American interests. The willingness of the United |America’s shifting position from neutrality to Allied |Sedition in World War I |
|States to intervene politically and economically in other parts of the |Power |The League of Nations |
|world began its emergence as a world power. |Prevalence of the reduction of civil liberties in war |DOK Level: 4 |
| |time | |
| |America’s return to military isolation while continuing |Suggested Activity: |
| |to expand its foreign economic markets |Listen to “Willie McBride” by Dropkick Murphy’s and determine the validity of its |
| | |message. |
| | |DOK Level: 3 |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Utilize contextual information to support the analysis of| |
| |primary and secondary sources. | |
| |Examine the relationship of the present to the past and | |
| |use knowledge of the past to make informed decisions in | |
| |the present and extrapolate into the future. | |
| |Key Practices: | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Key Vocabulary: | |
| |Militarism | |
| |Neutrality | |
| |Propaganda | |
| |Self-determination | |
| |Sedition | |
| |Collective Security | |
|Unit Topic or Domain: The Roaring Twenties |Date Range: 4x4: 1st Semester: 2 days: October 17-18, 2016 |
| |4x4: 2nd Semester: 2 days: March 14-15, 2017 |
| |Yearlong: 7 days: February 1-9, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
| |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|USHC-6.1 Explain the impact of the changes in the 1920s on the economy, society, and culture, |connecting insights gained from specific details to an understanding of the text as a whole. |
|including the expansion of mass production techniques, the invention of new home appliances, the |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|introduction of the installment plan, the role of transportation in changing urban life, the effect|an accurate summary that makes clear the relationships among the key details and ideas. |
|of radio and movies in creating a national mass culture, and the cultural changes exemplified by |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|the Harlem Renaissance. |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|USHC-6.2 Explain the causes and effects of the social change and conflict between traditional and |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
|modern culture that took place during the 1920s, including the role of women, the “Red Scare”, the |defines faction in Federalist No. 10). |
|resurgence of the Ku Klux Klan, immigration quotas, Prohibition, and the Scopes trial. |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand | |What tasks will students perform to learn the identified concepts/skills? |
|and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|The role of government in a democracy is to protect the rights and|Key Concepts: |Possible Reading Like a Historian Lesson |
|well-being of the people. Government’s role in regulating the |Positive and negative consequences of economic growth and cultural |Prohibition |
|economy and promoting economic growth, however, is controversial. |change |Palmer Raids |
| |Extent to which deep societal divisions often accompany eras of |Scope Trials |
| |significant economic change |DOK Level: 4 |
| | | |
| | |Suggested Activity: |
| | |Read Langston Hughes’ “I, Too, Sing America,” and a “Negro Speaks of Rivers.”|
| | |Interpret the meaning of the text and the extent to which these poems reflect|
| | |the greater movement of the Harlem Renaissance. |
| | |DOK Level: 3 |
| | | |
| | |Listen to “You Can’t Make a Monkey Out of Me” identifying the references of |
| | |the Scopes Trial. As a class, determine to what extent the song accurately |
| | |portrays the conflict surrounding this event. |
| | |DOK Level: 3 |
| | | |
| | | |
| | |DBQ |
| | |Prohibition: Why did America Change its Mind? |
| | |DOK Level: 4 |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies resources to make | |
| |inferences and draw conclusions. | |
| |Assess the relative importance of multiple causes on outcomes. | |
| |Determine the extent to which deep societal divisions often | |
| |accompany eras of significant economic change | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Remember | |
| |Key Vocabulary: | |
| |Assembly line | |
| |Installment plan | |
| |Xenophobia | |
| |Red Scare | |
| |Anglo-Saxon | |
| |Speakeasy | |
| |Conservative | |
| |Liberal | |
|Unit Topic or Domain: The Great Depression |Date Range: 4x4: 1st Semester: 4 days: October 19-24, 2016 |
| |4x4: 2nd Semester: 4 days: March 16-21, 2017 |
| |Yearlong: 8 days: February 10-22, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-6.3 Explain the causes and consequences of the Great Depression, including the disparities in|CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; |connecting insights gained from specific details to an understanding of the text as a whole. |
|limited governmental regulation; taxes, investment; and stock market speculation; policies of the |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|federal government and the Federal Reserve System; and the effects of the Depression on the people.|an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|USHC-6.4 Analyze President Franklin Roosevelt’s New Deal as a response to the economic crisis of |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|the Great Depression, including the effectiveness of New Deal programs in relieving suffering and |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|achieving economic recovery, in protecting the rights of women and minorities, and in making |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
|significant reforms to protect the economy such as Social Security and labor laws. |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|The role of government in a democracy is to protect the rights and |Key Concepts: |Possible Reading Like a Historian Lesson |
|well-being of the people. Government’s role in regulating the economy |Ideological conflict between support of big business and |The Dust Bowl |
|and promoting economic growth, however, is controversial. |protection of the interests of farmers and workers |Social Security |
| |Degree to which individual consumer decisions and |DOK Level: 4 |
| |government policies led to the Great Depression | |
| |Extent of human suffering in the Great Depression | |
| |Extent to which the shifting role of the federal | |
| |government in the economy led to criticism from both | |
| |conservatives and liberals | |
| |Extent to which the New Deal yielded relief, recovery, | |
| |and reform | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |resources to make inferences and draw conclusions. | |
| |Explain how the United States government provides public | |
| |services, redistributes income, regulates economic | |
| |activity, and promotes economic growth. | |
| |Analyze how a scarcity of productive resources affects | |
| |economic choices. | |
| |Assess the relative importance of multiple causes on | |
| |outcomes. | |
| |Examine the relationship of the present to the past and | |
| |use knowledge of the past to make | |
| |informed decisions in the present and to extrapolate into| |
| |the future. | |
| |Analyze the role of fiscal and regulatory policies in a | |
| |mixed economy. | |
| |Explain contemporary patterns of human behavior, culture,| |
| |and political and economic systems. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Key Vocabulary: | |
| |Loan default | |
| |Buying on margin | |
| |Deficit spending | |
| |Priming the pump | |
| |Subsidies | |
| |Court-packing plan | |
|Unit Topic or Domain: America’s Entry into World War II |Date Range: 4x4: 1st Semester: 1 day: October 25-, 2016 |
| |4x4: 2nd Semester: 1 day: March 22, 2017 |
| |Yearlong: 2 days: February 23-24, 2017 |
|Standard(s): USHC-7.1 |College and Career Readiness Anchor Standard(s): |
|Analyze the decision of the United States to enter World War II, including the nation’s movement |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|from a policy of isolationism to international involvement and the Japanese |connecting insights gained from specific details to an understanding of the text as a whole. |
|attack on Pearl Harbor. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand | |What tasks will students perform to learn the identified concepts/skills? |
|and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In defense of democracy, a government may need to confront |Key Concepts: |Complete the following activity concerning the Lend-Lease Act. Not only was |
|aggression and ask its citizens for sacrifice in wars and |Evolution of government policy from isolation to full involvement in |this a drastic departure from the policy of neutrality, it was also an |
|providing foreign aid that, in turn, affects the practice of |World War II |extensive expansion of the power of the president. Through these activities |
|democracy at home. | |students will develop an understanding of the controversy surrounding this |
| | |act at the time it was passed and they will be able to evaluate its short |
| | |and long-term ramifications. |
| | |Lend-Lease Act |
| | |DOK Level: 4 |
| | | |
| | |DBQ |
| | |Why did Japan Bomb Pearl Harbor? |
| | |DOK Level: 4 |
| |Key Skills: | |
| |Establish the chronological order in reconstructing a historical | |
| |narrative. | |
| |Analyze, interpret, and synthesize social studies information to make | |
| |inferences and draw conclusions. | |
| |Key Practices: | |
| |Differentiating | |
| |Organizing | |
| |Attributing | |
| |Remember | |
| |Understand | |
| |Apply | |
|Unit Topic or Domain: World War II |Date Range: 4x4: 1st Semester: 5 days: October 26-November 1, 2016 |
| |4x4: 2nd Semester: 5 days: March 23-29, 2017 |
| |Yearlong: 7 days: February 27-March 7, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
| |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|USHC-7.2 Evaluate the impact of war mobilization on the home front, including consumer sacrifices, |connecting insights gained from specific details to an understanding of the text as a whole. |
|the role of women and minorities in the workforce, and limits on individual rights that resulted in|CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|the internment of Japanese Americans. |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|USHC-7.3 Explain how controversies among the Big Three Allied leaders over war strategies led to |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|post-war conflict between the United States and the USSR, including delays in the opening of the |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|second front in Europe, the participation of the Soviet Union in the war in the |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
|Pacific, and the dropping of atomic bombs on Hiroshima and Nagasaki. |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
|USHC-7.4 Summarize the economic, humanitarian, and diplomatic effects of World War II, including |sentences, paragraphs, and larger portions of the text contribute to the whole. |
|the end of the Great Depression, the Holocaust, the war crimes trials, and the creation of Israel. |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
| | |
| | |
| | |
| | |
| | |
| | |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In defense of democracy, a government may need to confront aggression |Key Concepts: |Possible Reading Like a Historian Lesson |
|and ask its citizens for sacrifice in wars and providing foreign aid |Challenges of mobilizing the national economy for the war|Japanese Internment |
|that, in turn, affects the practice of democracy at home. |effort |The Atomic Bomb |
| |Prevalence of the reduction of civil liberties in war |DOK Level: 4 |
| |time | |
| |Manner in which mobilization for war can lead to booming |Explore the following website. Find on the site examples of modern genocide. In |
| |post-war economies |class, evaluate the world’s response to the Holocaust and the effectiveness of |
| |America’s response to the Holocaust before, during, and |preventing genocide since WWII. |
| |after WW II |United States Holocaust Museum |
| | |DOK Level: 4 |
| | | |
| | |Watch 3 Little Pigs Anti-Hitler Propaganda and have students list the symbolism they|
| | |see in the cartoon, followed by a whole group discussion regarding the extent to |
| | |which the symbolism and propaganda were an accurate reflection of the events in |
| | |WWII. |
| | |DOK Level: 3 |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Analyze how a scarcity of productive resources affects | |
| |economic decisions. | |
| |Examine the relationship of the present to the past and | |
| |use knowledge of the past to make informed decisions in | |
| |the present and extrapolate into the future. | |
| |Key Practices: | |
| |Evaluate | |
| |Check | |
| |Critique | |
| |Analyze | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Interpret | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Key Vocabulary: | |
| |Executive order | |
| |Mobilization | |
| |Internment | |
| |Genocide | |
| |War crimes | |
| |Communism | |
| |Island hopping | |
|Unit Topic or Domain: The Cold War |Date Range: 4x4: 1st Semester: 2 days: November 2-4, 2016 |
| |4x4: 2nd Semester: 2 days: March 30-31, 2017 |
| |Yearlong: 9 days: March 8-20, 2017 |
|Standard(s): USHC-7.5 Analyze the impact of the Cold War on national security and individual |College and Career Readiness Anchor Standard(s): |
|freedom, including the containment policy and the role of military alliances, the effects of the |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|“Red Scare” and McCarthyism, the conflicts in Korea and the Middle East, the Iron Curtain and the |connecting insights gained from specific details to an understanding of the text as a whole. |
|Berlin Wall, the Cuban missile crisis, and the nuclear arms race. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In defense of democracy, a government may need to confront aggression |Key Concepts: |Possible Reading Like a Historian Lessons |
|and ask its citizens for sacrifice in wars and providing foreign aid |Impact of WWII on significant changes in borders and on |The Cold War |
|that, in turn, affects the practice of democracy at home. |forms of government around the world |The Korean War |
| |Use of military, diplomatic, and economic persuasion to |The Cuban Missile Crisis |
| |promote democracy and capitalism |DOK Level: 4 |
| | | |
| | |DBQ: |
| | |NASA: Race to Space |
| | |DOK Level: 4 |
| | | |
| | |The Geography of the Cold War: What Was Containment? |
| | |DOK Level: 4 |
| | | |
| | | |
| | | |
| | | |
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| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Assume shared responsibility for collaborative work and | |
| |value the contributions made by each team member. | |
| |Communicate effectively in diverse environments by using | |
| |media and technology. | |
| |Analyze and evaluate evidence, arguments, claims, and | |
| |beliefs. | |
| |Evaluate the validity of multiple points of view or | |
| |biases by using evidence and sound reasoning. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Cold War | |
| |Containment | |
| |Iron Curtain | |
| |NATO | |
| |Arms race | |
| |Sputnik | |
| |Big Lie | |
|Unit Topic or Domain: Post-War America |Date Range: 4x4: 1st Semester: 1 day: November 7, 2016 |
| |4x4: 2nd Semester: 1 day: April 3, 2017 |
| |Yearlong: 4 days: March 21-24, 2017 |
| |(Spring Break March 30-April 6) |
|Standard(s): USHC-7.6 |College and Career Readiness Anchor Standard(s): |
|Analyze the causes and consequences of social and cultural changes in postwar America, including |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|educational programs, the consumer culture and expanding suburbanization, the advances in medical |connecting insights gained from specific details to an understanding of the text as a whole. |
|and agricultural technology that led to changes in the standard of living |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
|and demographic patterns, and the roles of women in American society. |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In defense of democracy, a government may need to confront aggression |Key Concepts: |Possible Reading Like a Historian Lesson |
|and ask its citizens for sacrifice in wars and providing foreign aid |Impact of broad-based prosperity and government policy on|Women in the 1950’s |
|that, in turn, affects the practice of democracy at home. |the expansion of democracy in post-WWII America |DOK Level: 4 |
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| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Key Practices: | |
| |Analyze | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Key Vocabulary: | |
| |Suburb | |
| |GI Bill | |
| |White collar jobs | |
| |Blue collar jobs | |
| |Pesticide | |
| |Demographics | |
|Unit Topic or Domain: Civil Rights |Date Range: 4x4: 1st Semester: 2 days: November 9-10, 2016 |
| |4x4: 2nd Semester: 2 days: April 4-5, 2017 |
| |Yearlong: 5 days: March 27-31, 2017 |
|Standard(s): USHC-8.1 |College and Career Readiness Anchor Standard(s): |
|Analyze the African American Civil Rights Movement, including initial |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights |
|strategies, landmark court cases and legislation, the roles of key civil |gained from specific details to an understanding of the text as a whole. |
|rights advocates and the |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary |
|media, and the influence of the Civil Rights Movement on other groups |that makes clear the relationships among the key details and ideas. |
|seeking equality. |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with |
| |textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author |
| |uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and |
| |larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ |
| |claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., |
| |visually, quantitatively, as well as in words) in order to address a question or solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other |
| |information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an |
| |idea or event, noting discrepancies among sources. |
| | |
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| | |
| | |
| | |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must | |What tasks will students perform to learn the identified concepts/skills? |
|know, understand and be able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In the recent past, political views in the United |Key Concepts: |Possible Reading Like a Historian Lessons |
|States have embraced both conservative and liberal|Degree to which the Civil Rights Movement was a fulfillment of the |Montgomery Bus Boycott |
|perspectives. |promises of liberty and equality that were outlined in the Declaration |Civil Rights Act of 1964 |
| |of Independence and the US Constitution |DOK Level: 4 |
| |Catalysts that led to the Civil Rights Movement following WWII | |
| |Varying nature of the goals, actions, and leadership among different | |
| |groups of African Americans | |
| |Impact of the Civil Rights Movement on other groups demanding equality | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Key Skills: | |
| |Analyze, interpret, and synthesize social studies information to make | |
| |inferences and draw conclusions. | |
| |Assume shared responsibility for collaborative work and value the | |
| |contributions made by | |
| |each team member. | |
| |Communicate effectively in diverse environments by using media and | |
| |technology. | |
| |Key Practices: | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Apply | |
| |Understand | |
| |Remember | |
| |Key Vocabulary: | |
| |Desegregation | |
| |Dixiecrats | |
| |Southern Strategy | |
| |NOW | |
|Unit Topic or Domain: Presidents Johnson and Nixon |Date Range: 4x4: 1st Semester: 3 days: November 11-15, 2017 |
| |4x4: 2nd Semester: 3 days: April 6-18, 2017 |
| |Yearlong: 5 days: April 3-7, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
|USHC-8.2 Compare the social and economic policies of presidents Lyndon Johnson and Richard Nixon, |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|including support for civil rights legislation, programs for the elderly and the poor, |connecting insights gained from specific details to an understanding of the text as a whole. |
|environmental protection, and the impact of these policies on politics. |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
|USHC-8.3 Explain the development of the war in Vietnam and its impact on American government and |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
|politics, including the Gulf of Tonkin Resolution and the policies of the Johnson administration, |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|protests and opposition to the war, the role of the media, the policies of the Nixon |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
|administration, and the growing credibility gap that culminated in the Watergate scandal. |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by |
| |assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In the recent past, political views in the United States have embraced |Key Concepts: |The students may complete the Historical Scene Investigation lesson |
|both conservative and liberal perspectives. |Extent to which the policies of presidents Lyndon Johnson|March to Frankfort: Who Will Go Down in History. |
| |and Richard Nixon both reflected and impacted political |DOK Level: 4 |
| |division in the United States | |
| |Ways the Vietnam War and the scandals of the Nixon | |
| |Administration profoundly altered the way Americans and |Possible Reading Like a Historian Lesson |
| |the world view the government of the United States |The Great Society |
| | |Gulf of Tonkin |
| | |Anti-Vietnam War Movement |
| | |DOK Level: 4 |
| | | |
| | |Compare and contrast History Rocks: Saigon” and “Saddest Day in History: 30 April, |
| | |1975. Determine the degree to which each accurately portrays the Vietnam era. |
| | |DOK Level: 3 |
| | | |
| | |Seminar: |
| | |Robert Kennedy's Speech on the Death of Martin L. King |
| | |DOK Level: 4 |
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| |Key Skills: | |
| |Explain how the United States government provides public | |
| |services, redistributes income, | |
| |regulates economic activity, and promotes economic | |
| |growth. | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Assume shared responsibility for collaborative work and | |
| |value the contributions made by each team member. | |
| |Analyze and evaluate evidence, arguments, claims and | |
| |beliefs. | |
| |Evaluate the validity of multiple points of view or | |
| |biases by using evidence and sound reasoning. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Great Society | |
| |War on Poverty | |
| |Southern Strategy | |
| |Coup | |
| |Gulf of Tonkin Resolution | |
| |POW | |
| |Pentagon Papers | |
| |Vietnam Syndrome | |
|Unit Topic or Domain: Liberal and Conservative |Date Range: 4x4: 1st Semester: 1 day: November 16, 2016 |
|Movements |4x4: 2nd Semester: 1 day: April 19, 2017 |
| |Yearlong: 5 days: April 18-24, 2017 |
|Standard(s): USHC-8.4 |College and Career Readiness Anchor Standard(s): |
|Analyze the causes and consequences of the resurgence of the conservative movement, including |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources,|
|social and cultural changes of the 1960s and 1970s, Supreme Court decisions on integration and |connecting insights gained from specific details to an understanding of the text as a whole. |
|abortion, the economic and social policies of the Reagan administration, and the role of the media.|CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide|
| |an accurate summary that makes clear the relationships among the key details and ideas. |
| |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation |
| |best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including |
| |analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison |
| |defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key |
| |sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats |
| |and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a |
| |problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging |
| |them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a |
| |coherent understanding of an idea or event, noting discrepancies among sources. |
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|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In the recent past, political views in the United States have embraced |Key Concepts: |Students may complete the lesson, |
|both conservative and liberal perspectives. |Extent to which ideological differences between |Ronald Reagan and Executive Power. |
| |conservatives and liberals exist concerning foreign and |DOK Level: 4 |
| |domestic policy and over the proper role of the | |
| |government in the lives Americans | |
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| |Key Skills: | |
| |Evaluate the validity of multiple points of view or | |
| |biases by using evidence and sound reasoning. | |
| |Analyze and evaluate evidence, arguments, claims, and | |
| |beliefs. | |
| |Examine the relationship of the present to the past and | |
| |use knowledge of the past to make | |
| |informed decisions in the present and to extrapolate into| |
| |the future. | |
| |Key Practices: | |
| |Differentiate | |
| |Organize | |
| |Attribute | |
| |Remember | |
| |Understand | |
| |Apply | |
| |Key Vocabulary: | |
| |Fiscal | |
| |Counterculture | |
| |Family values | |
| |Reaganomics | |
| |Supply-side economics | |
| |Deregulation | |
|Unit Topic or Domain: Modern America |Date Range: 4x4: 1st Semester: 3 days: November 17-22 , 2016 |
| |4x4: 2nd Semester: 3 days: April 20-25, 2017 |
| |Yearlong: 5 days: April 25- May 1, 2017 |
|Standard(s): |College and Career Readiness Anchor Standard(s): |
| |CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary |
|USHC-8.5 Summarize key political and economic issues of the last twenty-five years, including continuing |sources, connecting insights gained from specific details to an understanding of the text as a whole. |
|dependence on foreign oil; trade agreements and globalization; health and |CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; |
|education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, |provide an accurate summary that makes clear the relationships among the key details and ideas. |
|and deficits; immigration; presidential resignation and impeachment; and the elections of 2000 and 2008. |CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which |
| |explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
|USHC-8.6 Summarize America’s role in the changing world, including the dissolution of the Soviet Union, |CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, |
|the expansion of the European Union, the continuing crisis in the Middle East, and the rise of global |including analyzing how an author uses and refines the meaning of a key term over the course of a text |
|terrorism. |(e.g., how Madison defines faction in Federalist No. 10). |
| |CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how |
| |key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| |CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or |
| |issue by assessing the authors’ claims, reasoning, and evidence. |
| |CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse |
| |formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or |
| |solve a problem. |
| |CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or |
| |challenging them with other information. |
| |CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into |
| |a coherent understanding of an idea or event, noting discrepancies among sources. |
|Description of Standard |Content Specific Focus |Learning Tasks/Activities |
|What does the standard mean that a student must know, understand and be| |What tasks will students perform to learn the identified concepts/skills? |
|able to do? | | |
| | |At which DOK level(s) are the learning tasks? |
|In the recent past, political views in the United States have embraced |Key Concepts: |Students may complete the following lesson concerning the election of 2000. Through |
|both conservative and liberal perspectives. |Impact of globalization on the US role as economic |this lesson, students not only evaluate the Bush v. Gore decision, but also have the |
| |leader of the world and on economic conditions within |opportunity to assess the value of the Electoral College system of electing the |
| |the US |president of the Unites States. |
| |Extent to which ideological differences between |Bush v. Gore lesson |
| |conservatives and liberals exist concerning foreign and |DOK Level: 4 |
| |domestic policy and over the proper role of the | |
| |government in the lives of its citizens | |
| | |Create a newscast that commemorates the last twenty years in American history. Your |
| | |newscast must include but need not be limited to analyses of the dissolution of the |
| | |Soviet Union, the expansion of the European Union, the continuing crisis in the |
| | |Middle East, and the rise of global terrorism. |
| | |DOK Level: 4 |
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| |Key Skills: | |
| |Examine the relationship of the present to the past and | |
| |use knowledge of the past to make informed decisions in | |
| |the present and to extrapolate into the future. | |
| |Explain how the United States government provides | |
| |services, redistributes income, regulates economic | |
| |activity, and promotes economic growth. | |
| |Analyze, interpret, and synthesize social studies | |
| |information to make inferences and draw conclusions. | |
| |Key Practices: | |
| |Interpret | |
| |Exemplify | |
| |Classify | |
| |Summarize | |
| |Infer | |
| |Compare | |
| |Explain | |
| |Remember | |
| |Key Vocabulary: | |
| |Globalization | |
| |NAFTA | |
| |GATT | |
| |Outsourcing | |
| |Rust Belt | |
| |Sun Belt | |
| |Housing bubble | |
| |Bail-out | |
| |Perestroika | |
| |Glasnost | |
| |European Union | |
| |Common Currency | |
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