Instructional Timeline – 11th Grade U
|Instructional Timeline – 11th Grade U.S. History – |
|Unit 8 – A Changing Society – 1968 - Present |
|Chapter 29 – Into a New Century 1992 - Present |
|Suggested Time Frame: ≈ block days |
|Description |The Technological Revolution, the Clinton Years, An Interdependent World, America Enters a New Century, The War on Terrorism |
|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |
| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |
|Essential Questions |How have advances in telecommunications and the rise of the internet affected the standard of living in the United States? Why was |
| |President Clinton able to win re-election in 1996? Has the new global economy helped or hurt the United States? Was the 2000 presidential |
| |election decided fairly? What factors have contributed to the rise of Middle Eastern terrorist groups? |
|Core Components |TEKS/SEs |Specifications/Examples |
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| |(2)(1) History. The student understands traditional |New Century 1990s- today (internationalism, terrorism) |
| |historical points of reference in U.S. history from 1877 | |
| |to the present. The student is expected to: | |
| |(A) identify the major characteristics that define an | |
| |historical era; | |
| |(B)(A) identify the major eras in U.S. history from 1877 | |
| |to the present and describe their defining |Refer frequently to the events placed in the timeline of U.S. History |
| |characteristics; | |
| |(C)(B) apply absolute and relative chronology through the | |
| |sequencing of significant individuals, events, and time | |
| |periods; and | |
| |(D)(C) explain the significance of the following dates | |
| |years as turning points: 2001 (terrorist attacks on World | |
| |Trade Center and the Pentagon) , and 2008 (election of |Terrorism |
| |first black president , Barack Obama ). |Sept 11 |
| |7)(6) History. The student understands the domestic and |Bio Terrorism |
| |international impact of significant national and | |
| |international decisions and conflicts from U.S. |Election of Barack Obama |
| |participation in World War II and the Cold War to the | |
| |present on the United States. The student is expected to: | |
| |(11)(10) History. The student understands the emerging | |
| |political, economic, and social issues of the United | |
| |States from the 1990s into the 21st century. The student |. |
| |is expected to: | |
| |(A) describe U.S. involvement in world affairs, including | |
| |the Persian Gulf War, the Balkans Crisis, 9/11, and the | |
| |global War on Terror; | |
| |(B) identify significant social and political advocacy | |
| |organizations , and leaders , and issues across the | |
| |political spectrum; | |
| |(C) evaluate efforts by global organizations to undermine | |
| |U.S. sovereignty through the use of treaties; | |
| |(D)(C) analyze the impact discuss the role of third -party| |
| |parties candidates such as Ross Perot and Ralph Nader on | |
| |presidential elections ; | |
| |(E)(D) discuss the historical significance of the 2008 | |
| |presidential election; and | |
| |(E) describe significant societal issues of this time | |
| |period. | |
| |(F) discuss the solvency of long-term entitlement programs| |
| |such as Social Security and Medicare | |
| |(19)(18)(15) Government. The student understands changes |Gun Control, NRA, Brady Bill |
| |over time in the role of government over time. The student| |
| |is expected to: | |
| |(B)(A) explain constitutional issues raised by the impact | |
| |of significant international events such as how the role | |
| |of the federal government policy changes during times of | |
| |significant events, including 9/11 on changes in the role | |
| |of the federal government; | |
| |(C)(B) describe evaluate the effects of political |US. Patriot Act and Response to Terrorism |
| |incidents scandals, including such as Bill Clinton’s | |
| |impeachment, on the views of U.S. citizens concerning the | |
| |role of the trust in the federal government and its |Clintons impeachment, Perjury, |
| |leaders; and | |
| |(D)(C) discuss predict the effects role of contemporary | |
| |government legislation on the roles of state and federal | |
| |governments in the private and public sectors such as the | |
| |USA PATRIOT Act of 2001, and the American Recovery and | |
| |Reinvestment Act of 2009; and |References to Watergate |
| |(E)(D) evaluate the pros and cons of U.S. understand that | |
| |the United States participates participation in |The American Recovery and Reinvestment Act designed to stimulate America’s |
| |international organizations and treaties. |economy. |
| |(22) Citizenship. The student understands the concept of | |
| |American exceptionalism. The student is expected to: | |
| |(A)(C) discuss Alexis de Tocqueville’s five values crucial| |
| |to America’s success as a constitutional republic: | |
| |liberty, egalitarianism, individualism, populism, and | |
| |laissez-faire. 12 High School Social Studies | |
| |(B)(A) describe how the American values identified by | |
| |Alexis de Tocqueville are different and unique from those | |
| |of other nations; and | |
| |(C)(B) describe U.S. citizens as people from numerous | |
| |places throughout the world who hold a common bond in | |
| |standing for certain self-evident truths.; and | |
| |(C) identify the contributions of Texans who have been |George W. Bush |
| |President of the United States. | |
| |(25)(23)(20) Culture. The student understands the | |
| |relationship between the arts and the times during which | |
| |they were created. The student is expected to: |Standard of Living |
| |(A) describe how the characteristics and issues of various| |
| |eras in U.S. history have been reflected in various genres| |
| |works of art, music, film, and literature such as | |
| |(B) describe both the positive and negative the impacts of| |
| |significant examples of cultural movements in art, music, | |
| |and literature such as | |
| |(C) identify examples of American art, music, and | |
| |literature that transcend American culture and convey | |
| |universal themes; | |
| |(C)(E) identify the impact of popular American culture on | |
| |the rest of the world. over time; and | |
| |(D) analyze the relationship between culture and the | |
| |economy and identify examples such as the impact of global| |
| |diffusion of American culture through the entertainment | |
| |industry via various media. on the U.S. economy; andHigh | |
| |School Social Studies 13 | |
| |(27)(25)(22) Science, technology, and society. The student| |
| |understands the impact of science, and technology , and | |
| |the free enterprisesystem on the economic development of | |
| |the United States. The student is expected to: | |
| |(A) explain the effects of scientific discoveries and | |
| |technological innovations such as computers on the | |
| |economic development of the United States; | |
| |(B) explain how specific needs result in scientific | |
| |discoveries and technological innovations such as those in| |
| |agriculture, the military, and medicine, including | |
| |vaccines resulted from specific needs; and | |
| |(C) understand analyze the impact of technological and | |
| |management innovations on the nature of work, and their | |
| |applications in the workplace and the response by business| |
| |on the American labor movement and businesses resulting | |
| |productivity enhancements for business and labor such as | |
| |assembly line manufacturing, time-study analysis, | |
| |robotics, computer management, and just-in-time inventory | |
| |management. | |
| |(28)(26)(23) Science, technology, and society. The student| |
| |understands the influence of scientific discoveries, and | |
| |technological innovations , and the free enterprisesystem | |
| |on daily life the standard of living in the United States.| |
| |The student is expected to: | |
| |(A) analyze how scientific discoveries, and technological | |
| |innovations , and the application of these by the free | |
| |enterprise system , including those in transportation and | |
| |communication, have changed improve the standard of living| |
| |in the United States; and14 High School Social Studies | |
| |(B) explain how technological innovations in areas such as| |
| |space technology and exploration have led to other | |
| |innovations that affect daily life and the standard of | |
| |living impact improve the quality of life. ; and | |
| |(C) understand how the free enterprisesystem drives | |
| |technological innovation and its application in the | |
| |marketplace such as cell phones, inexpensive personal | |
| |computers, and global positioning products. | |
| |Vocabulary |
| |Microprocessor – software – telecommute – Internet – DNA – Bill Gates – perjury – ethnic cleansing – Dayton Accords – Contract with America |
| |– trade deficit – euro – nuclear proliferation – global warming – NAFTA – chad – strategic defense – terrorism – state sponsored terrorism |
|Recommended Lessons |Recommended Lessons |
|Differentiation |Special Education – all differentiation per SPED modifications and requirements |
| | |
| |TAG - differentiation according to TAG mandates. To include, but not restricted to: |
| |independent study, alternative projects in lieu of test, alternate readings |
| | |
| |504 – All differentiation according to student needs as specified per 504 committee. |
| | |
| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include, but not restricted to: small group |
| |instruction, sentence stem activities, HIS, T-Chart-Pair and Defend |
|Instructional Resources|Books or Readings - |
| |Videos - America: The Story of US. |
| |Websites - |
|College and Career |I |
|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-B 3-B |
| |1-AD 2-ABCEF 3-ABC |
| |1-A 2-AB |
| |1-A 2-AB 3-C |
| |1-A 2-A |
| | |
| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |IV |
| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-AC 3-ABC 4-ABC |
| |1-ABC |
| |1-AB 2-AB |
| |V |
| |1AB 2-AB |
| |1-ABCDEF |
|Essential Questions |Unit VIII |
| |Chapters 27, 28, 29 |
| |The evidence in the Watergate case, based on testimony and on the White House tapes, concluded that Nixon: |
| |Was involved in the case but was not proven guilty of any crime |
| |Was guilty of some minor crimes but not enough to justify his removal from office |
| |Was guilty of a major crime: obstructing justice by covering up evidence of the crimes of others |
| |Was the one who originally ordered the break in |
| |One of the major contributing factors to the rising inflation of the Ford administration during the 1970’s was |
| |Dependence on foreign oil supplies |
| |A major cut in tax reties |
| |A sharp drop in interest rates |
| |A significant decrease in federal spending |
| |The Christian Right of the late 1970’s and 1980’s opposed all of the following ideas except |
| |The teaching of evolution |
| |The censorship of pornography |
| |The right to an abortion |
| |The growth of feminism |
| |“Reaganomics” or “supplyside” economics, operated from the assumption that the woes of the American economy were largely the result of: |
| |Foreign causes |
| |Corporate welfare |
| |Excessive taxation |
| |Inadequate government spending |
| |A 1991 attempted coup by Communists in the Soviet Union led to: |
| |The collapse of the coup |
| |The breakup of the Soviet Union |
| |The outlawing of the Communist Party |
| |The declaring of independence by some republics |
| |The Iran Contra scandal seriously damaged the Reagan administration’s reputation when it revealed that the United States: |
| |Sent funds to Iranian terrorists to finance their attacks on the Muslim government |
| |Sent funds to Iraq to support the country in its war with Iran |
| |Used the money from the sale of arms to Iran to aid the contras in Nicaragua |
| |Used government funds to purchase arms for the rebels in Iran |
| |US involvement in the Gulf war included all of the following except: |
| |Produced remarkably few allied and American casualties |
| |Was sanctioned by the US Congress and the UN |
| |Featured the largest use ever of highly sophisticated military technology |
| |Resulted in the withdrawal of Saddam Hussein’s troops from Kuwait |
| |The intervention and development of the personal computer has had all of the following effects except |
| |Revolutionizing bookkeeping |
| |Replacing typewriters across the nation |
| |Showing a quick presence in schools and homes |
| |Narrowing the economic gap between the poor and wealthy |
| |Effects of Multiculturism have included: |
| |The institutionalization of the European foundations of American culture |
| |Controversial challenges to traditional academic curricula |
| |A consensus between liberals and conservative on interpretations of American culture |
| |A decline in the cultural awareness of non-white Americans |
| |Islamic fundamentalism is rooted in all of the following except: |
| |An orthodox commitment to conservative Islamic doctrine |
| |A belief that Western cultural norms had invaded traditional societies |
| |Anger over Western support for despotic regimes in some Islamic nations |
| |A desire for a strong Zionist state |
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