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Rebecca Johnston-Carter Semester Curriculum Map United States History 11th Grade

|Unit Theme, Time Frame|Academic Content Standard & CCSS Alignment |Essential Questions |Scaffolding, Vocabulary and Terminology |Possible Texts, Literary & |Sample Learning Activities |

|and Overview | | | |Informational Art, Music, Media & |& Assessments |

| | | | |Interdisciplinary Connections | |

|The Evolution of |California Content Standards |How did the Declaration of |Student Notebooks / Binders – students will keep |Textbook: McDougall Little, The Americans:|DBQ – Historical Context & |

|Democracy |11.1 – Students analyze the significant events |Independence establish the |their notes and any class handouts (such as visual |Reconstruction to the 21st Century |the Causes of the American |

| |in the founding of the nation and its attempts |foundation of American |aids) in a central place. Class time will be given at| |Revolution (Link) |

|6 Weeks |to realize the philosophy of government |Government? |the beginning of the year to review note taking |Multimedia – Videos from Crash Course | |

| |described in the declaration of independence. | |methods, tips and tricks. Students with special needs|(Link) and John D. Ruddy. (Link) Episodes|Viewing of the |

|The American |1. Describe the Enlightenment and the rise of |What role did compromise play |will be allowed the use of a computer or a designated|of the podcast Stuff You Missed In History|pseudo-documentary CSA: The|

|Revolution, foundation|democratic ideas as the context in which the |in the creation of the United |note taker. |Class such as “13 Reasons for the American|Confederate States of |

|of the United States, |nation was founded. |States? | |Revolution” (Link) and “Leading the |America (Link) followed by |

|the nation’s early |2. Analyze the ideological origins of the | |Personal Dictionaries – Students will be encouraged |Charge: The Massachusetts 54th” (Link) |a class discussion and |

|growth and the Civil |American Revolution, the Founding Fathers’ |What is the impact of state and|to keep a personal record of any words or phrases | |short essay responding to |

|War. |philosophy of divinely bestowed unalienable |federal government on our |which they don’t understand or wish to have a |Music – Historical songs such as Yankee |the film. |

| |natural rights, the debates on the drafting and|lives? |reminder of. Students with special needs will be |Doodle, the Star-Spangled Banner, Follow | |

| |ratification of the Constitution, and the | |allowed the use of a computer. |the Drinkin’ Gourd and The Battle Cry of | |

| |addition of the bill of rights. |Was the Civil War inevitable? | |Freedom. Excerpts from Hamilton. | |

| |3. Understand the history of the Constitution |How has it continued to shape |Visual Aids – The teacher will provide students with | | |

| |after 1787 with emphasis on federal versus |our nation? |graphic organizers, maps, diagrams and/or and charts |Texts– Historical fiction related to the | |

| |state authority and growing democratization. | |in order to help support their understanding of the |period, such as The Year of the Hangman, | |

| |4. Examine the effects of the Civil War and | |lesson. |My Brother Sam is Dead and The Red Badge | |

| |Reconstruction and of the industrial | | |of Courage. Primary sources such as | |

| |revolution, including demographic shifts and | |Primary Language Support – ESL students will be |letters, telegrams and photographs from | |

| |the emergence in the late nineteenth century of| |allowed to make use of dictionaries, Google Translate|the Civil War. (Link) | |

| |the United States as a world power. | |and similar tools. They will be encouraged to use | | |

| |Common Core Standards | |their primary language in notes and/or personal |Science – Differences in the development | |

| |RH 11-12.1 Cite textual evidence to support | |dictionaries. |of North & South due to environmental | |

| |analysis of sources, connecting insights gained| | |factors and geography. | |

| |from specific details to an understanding of | |All Student IEPs will be followed. | | |

| |the text as a whole. | | | | |

| |RH 11-12.2 Determine the central ideas of a | |Concepts & Vocabulary | | |

| |source; provide an accurate summary that makes | |Democracy/Democratic, Confederation, Enlightenment, | | |

| |clear the relationships among the key details | |Great Awakening, Ideology, Unalienable Rights, | | |

| |and ideas. | |Natural Rights, Compromise, Federalism, Federal Vs. | | |

| |RH 11-12.7 Integrate and evaluate multiple | |State Authority, Virginia & Kentucky Resolutions, | | |

| |sources of information presented in diverse | |Federalist/Anti-Federalist, Political Parties/2 Party| | |

| |formats and media in order to address a | |System, Civil War, 13th-15th Amendments, | | |

| |question or solve a problem | |Reconstruction, Sharecropping. | | |

| |WHST.11-12.1 Write arguments on | | | | |

| |discipline-specific content | | | | |

| |WHST 11-12.4 Produce clear and coherent writing| | | | |

| |in which the development, organization, and | | | | |

| |style are appropriate to task, purpose, and | | | | |

| |audience. | | | | |

| |WHST 11-12.10 Write routinely over extended | | | | |

| |time frames and shorter time frames for a range| | | | |

| |of discipline-specific tasks, purposes and | | | | |

| |audiences. | | | | |

|Conflict and Change |California Content Standards |Was rapid industrial |Student Notebooks / Binders – students will keep |Textbook: McDougall Little, The Americans:|DBQ – Big Business in the |

| |11.2 Students analyze the relationship among |development a blessing or a |their notes and any class handouts (such as visual |Reconstruction to the 21st Century |Gilded Age (Link) |

|4 Weeks |the rise of industrialization, large-scale |curse for the United States? |aids) in a central place. Students with special needs| | |

| |rural-to-urban migration, and massive | |will be allowed the use of a computer or a designated|Multimedia – Videos from Crash Course |Group Activity – Worker’s |

|The rise of |immigration from Southern and Eastern Europe. |What impact has immigration had|note taker. |(Link) What if the Industrial Revolution |Respond (Link) Students |

|industrialization, |1. Know the effects of industrialization on |on America? | |Never Happened? By AlternateHistoryHub. |will work in groups to |

|immigration and |living and working conditions, including the | |Personal Dictionaries – Students will be encouraged |(Link) Episodes of the podcast Stuff You |research the opinions of |

|the birth of the |portrayal of working conditions and food safety|Should businesses be regulated |to keep a personal record of any words or phrases |Missed In History Class such as |workers and owners / |

|progressive movement. |in Upton Sinclair's The Jungle. |by the government? |which they don’t understand or wish to have a |“Immigration History: Lower East Side |managers and present their |

| |4. Analyze the effect of urban political | |reminder of. Students with special needs will be |Tenement Museum” (Link) Virtual tour of |findings and conclusions to|

| |machines and responses to them by immigrants | |allowed the use of a computer. |Ellis Island (Link) Photography of Child |the class. |

| |and middle-class reformers. | | |Labor by Lewis Hine. (Link) Films of | |

| |5. Discuss corporate mergers that produced | |Visual Aids – The teacher will provide students with |American Factories in the 1900s. (Link) | |

| |trusts and cartels and the economic and | |graphic organizers, maps, diagrams and/or and charts | | |

| |political policies of industrial leaders. | |in order to help support their understanding of the |Texts - Excerpts from The Jungle by Upton | |

| |7. Analyze the similarities and differences | |lesson. |Sinclair, How The Other Half Lives by | |

| |between the ideologies of Social Darwinism and | | |Jacob Riis and Ten Days in A Mad House by | |

| |Social Gospel. | |Primary Language Support – ESL students will be |Nellie Bly. (Link) Historical fiction such| |

| |9. Understand the effect of political programs | |allowed to make use of dictionaries, Google Translate|as Ashes of Roses by Mary Jane Auch, | |

| |and activities of the Progressives. | |and similar tools. They will be encouraged to use |Letters from Rifka by Karen Hesse and | |

| |Common Core Standards | |their primary language in notes and/or personal |Uprising by Margaret Paterson Haddix. | |

| |RH 11-12.1 Cite textual evidence to support | |dictionaries. | | |

| |analysis of sources, connecting insights gained| | |Science – Key inventions and discoveries | |

| |from specific details to an understanding of | |All Student IEPs will be followed. |of the Industrial Revolution, realities | |

| |the text as a whole. | | |and falsehoods of Social Darwinism. | |

| |RH 11-12.2 Determine the central ideas of a | |Concepts & Vocabulary | | |

| |source; provide an accurate summary that makes | |Industrialization, Demographics, | | |

| |clear the relationships among the key details | |Democracy/Democratic, The Grange/Granger Laws, | | |

| |and ideas. | |Americanization Movement, Interstate Commerce | | |

| |RH 11-12.7 Integrate and evaluate multiple | |Commission, Robber Barons, Social Darwinism, Sherman | | |

| |sources of information presented in diverse | |Antitrust Act, The Jungle, Ellis Island/Angel Island,| | |

| |formats and media in order to address a | |Nativism, Chinese Exclusion Act, Gentlemen’s | | |

| |question or solve a problem | |Agreement, Corporation, Monopoly/Trust/Cartel, | | |

| |WHST.11-12.1 Write arguments on | |Urbanization, Tenements, Social Gospel, Settlement | | |

| |discipline-specific content | |Houses, Tuskegee Institute, Populists, Progressives, | | |

| |WHST 11-12.4 Produce clear and coherent writing| |Plessy V. Ferguson, Poll Tax, Jim Crow Laws. | | |

| |in which the development, organization, and | | | | |

| |style are appropriate to task, purpose, and | | | | |

| |audience. | | | | |

| |WHST 11-12.7 Conduct short as well as more | | | | |

| |sustained research projects to answer a | | | | |

| |question or solve a problem; narrow or broaden | | | | |

| |the inquiry when appropriate; synthesize | | | | |

| |multiple sources on the subject, demonstrating | | | | |

| |understanding of the subject under | | | | |

| |investigation. | | | | |

| |WHST 11-12.10 Write routinely over extended | | | | |

| |time frames and shorter time frames for a range| | | | |

| |of discipline-specific tasks, purposes and | | | | |

| |audiences. | | | | |

|Use and Abuse of Power|California Content Standards |Is intervention in the affairs |Student Notebooks / Binders – students will keep |Textbook: McDougall Little, The Americans:|DBQ – The Spanish American |

| |11.4 Students trace the rise of the United |of other countries ever |their notes and any class handouts (such as visual |Reconstruction to the 21st Century |War (Link) |

|3 Weeks |States to its role as a world power in the |justified? |aids) in a central place. Students with special needs| | |

| |twentieth century. | |will be allowed the use of a computer or a designated|Multimedia – Videos from Crash Course |Group Activity – Treaty of |

|The United States |1. List the purpose and the effects of the Open|Can the suppression of civil |note taker. |(Link) and The Great War (Link) Episodes |Versailles Simulation |

|starts to exert it’s |Door policy. |liberties be justified? | |of the podcast Stuff You Missed In History|(Link) Students will |

|power, both at home |2. Describe the Spanish-American War and U.S. | |Personal Dictionaries – Students will be encouraged |Class such as “Plessy v. Ferguson” (Link) |participate in a simulation|

|through Supreme Court |expansion in the South Pacific. |Should the United States have |to keep a personal record of any words or phrases |Footage such as British Pathé’s historic |where they will take on the|

|rulings and abroad |3. Discuss America's role in the Panama |entered World War I? |which they don’t understand or wish to have a |newsreels (Link) |part of different |

|through the |Revolution and the building of the Panama | |reminder of. Students with special needs will be | |participants in the Treaty |

|Spanish-American war |Canal. |Should the United States fight |allowed the use of a computer. |Texts – Historical fiction such as Hattie |of Versailles. |

|and World War I. |4. Explain Theodore Roosevelt's Big Stick |wars to make the world safe for| |Big Sky by Kirby Larson, The Song of the | |

| |diplomacy, William Taft's Dollar Diplomacy, and|democracy? |Visual Aids – The teacher will provide students with |Molimo by Jane Cutler and The Surrender | |

| |Woodrow Wilson's Moral Diplomacy, drawing on | |graphic organizers, maps, diagrams and/or and charts |Tree by Margarita Engle | |

| |relevant speeches. | |in order to help support their understanding of the | | |

| |5. Analyze the political, economic, and social | |lesson. |Science – Designing and building the | |

| |ramifications of World War I on the home front.| | |Panama Canal | |

| |6. Trace the declining role of Great Britain | |Primary Language Support – ESL students will be | | |

| |and the expanding role of the United States in | |allowed to make use of dictionaries, Google Translate|Math / Econ – Economic ramifications of | |

| |world affairs after World War I. | |and similar tools. They will be encouraged to use |World War I | |

| |Common Core Standards | |their primary language in notes and/or personal | | |

| |RH 11-12.1 Cite textual evidence to support | |dictionaries. | | |

| |analysis of sources, connecting insights gained| | | | |

| |from specific details to an understanding of | |All Student IEPs will be followed. | | |

| |the text as a whole. | | | | |

| |RH 11-12.2 Determine the central ideas of a | |Concepts & Vocabulary | | |

| |source; provide an accurate summary that makes | |Muckrackers, Scientific Management, | | |

| |clear the relationships among the key details | |Initiative/Referendum/Recall, 17th Amendment, Square | | |

| |and ideas. | |Deal, Pure Food & Drug Act, Clayton Antitrust Act, | | |

| |RH 11-12.7 Integrate and evaluate multiple | |Federal Trade Commission, Federal Reserve System, | | |

| |sources of information presented in diverse | |Expnsionism/Imperialism, Global Competition, | | |

| |formats and media in order to address a | |Annexation, Steward’s Icebox/Steward’s Folly, Yellow | | |

| |question or solve a problem | |Journalism, Platt Amendment, Open Door, Boxer | | |

| |WHST.11-12.1 Write arguments on | |Rebellion, Dollar Diplomacy, Roosevelt Corollary, | | |

| |discipline-specific content | |Propaganda, Espionage and Sedition Acts, Great | | |

| |WHST 11-12.4 Produce clear and coherent writing| |Migration, League of Nations, Treaty of Versailles. | | |

| |in which the development, organization, and | | | | |

| |style are appropriate to task, purpose, and | | | | |

| |audience. | | | | |

| |WHST 11-12.7 Conduct short as well as more | | | | |

| |sustained research projects to answer a | | | | |

| |question or solve a problem; narrow or broaden | | | | |

| |the inquiry when appropriate; synthesize | | | | |

| |multiple sources on the subject, demonstrating | | | | |

| |understanding of the subject under | | | | |

| |investigation. | | | | |

| |WHST 11-12.10 Write routinely over extended | | | | |

| |time frames and shorter time frames for a range| | | | |

| |of discipline-specific tasks, purposes and | | | | |

| |audiences. | | | | |

|Change For Better Or |California Content Standards |Were the developments of the |Student Notebooks / Binders – students will keep |Textbook: McDougall Little, The Americans:|DBQ – Why Did America |

|For Worse |11.5 Students analyze the major political, |1920s beneficial or detrimental|their notes and any class handouts (such as visual |Reconstruction to the 21st Century |Change Is Mind? (Link) |

| |social, economic, technological, and cultural |to society? |aids) in a central place. Students with special needs| | |

|4 Weeks |developments of the 1920s. | |will be allowed the use of a computer or a designated|Multimedia – History of Prohibition: Why |Creative Activity – The |

| |1. Discuss the policies of Presidents Warren |How did the role of women in |note taker. |It Failed by KnowledgeHub (Link) Excerpts |Harlem Renaissance - |

|The Roaring Twenties, |Harding, Calvin Coolidge, and Herbert Hoover. |American life change in the | |from Iron Jawed Angels (Link) Episodes of |After viewing examples of |

|Prohibition and the |2. Analyze the international and domestic |1920s? |Personal Dictionaries – Students will be encouraged |the podcast Stuff You Missed In History |Harlem Renaissance art, |

|road to the Great |events, interests, and philosophies that | |to keep a personal record of any words or phrases |Class such as “The Fantastic Fitzgeralds”|music and poetry (Link) |

|Depression. |prompted attacks on civil liberties, including |Should the United States limit |which they don’t understand or wish to have a |(Link) and “How Prohibition Works” (Link) |students will create an |

| |the Palmer Raids, Marcus Garvey's |immigration? |reminder of. Students with special needs will be |Suffrage Political Cartoons (Link) |original college or work |

| |"back-to-Africa" movement, the Ku Klux Klan, | |allowed the use of a computer. | |or art and a short essay |

| |and immigration quotas and the responses of |To what extent was Prohibition | |Music - Jazz music from the Harlem |which places the work in |

| |organizations such as the American Civil |a success? |Visual Aids – The teacher will provide students with |Renaissance. (Link) Comparison of Bad |historical context. The |

| |Liberties Union, the National Association for | |graphic organizers, maps, diagrams and/or and charts |Romance Parody: Woman’s Suffarage (Link) |art and essay will be |

| |the Advancement of Colored People, and the | |in order to help support their understanding of the |and School House Rock’s Suffering Till |presented to the class and|

| |Anti-Defamation League to those attacks. | |lesson. |Suffrage (Link) |then displayed around the |

| |3. Examine the passage of the Eighteenth | | | |school. |

| |Amendment to the Constitution and the Volstead | |Primary Language Support – ESL students will be |Texts – Historical fiction such as The | |

| |Act (Prohibition). | |allowed to make use of dictionaries, Google Translate|Great Gatsby by F. Scott Fitzgerald, | |

| |4. Analyze the passage of the Nineteenth | |and similar tools. They will be encouraged to use |Witness by Karen Hesse and Ringside 1925: | |

| |Amendment and the changing role of women in | |their primary language in notes and/or personal |Views from the Scopes Monkey Trial by Jen | |

| |society. | |dictionaries. |Bryant. Selected poems by Langston Hughes | |

| |5. Describe the Harlem Renaissance and new | | |such as Dream Deferred and Cross. How It | |

| |trends in literature, music, and art, with | |All Student IEPs will be followed. |Feels to Be Colored Me by Zora Neale | |

| |special attention to the work of writers. | | |Hurston. | |

| |6. Trace the growth and effects of radio and | |Concepts & Vocabulary | | |

| |movies and their role in the worldwide | |Isolationism, Anti-Defamation League, American Civil |Health - Investigation into the short and | |

| |diffusion of popular culture. | |Liberties Union, Marcus Garvey’s Aims, Communism, Red|long term effects of the alcohol | |

| |7. Discuss the rise of mass production | |Scare, Palmer Raids, Ku Klux Klan, Quota System, |consumption. | |

| |techniques, the growth of cities, the impact of| |Teapot Dome Scandal, Modern Advertising, | | |

| |new technologies and the resulting prosperity | |Credit/Installment Plan, Temperance, 18th Amendment, |Science - Scopes Monkey Trial, technology | |

| |and effect on the American landscape. | |Washington Naval Conference, Kellog-Briand Act, |of radio & movies. | |

| |Common Core Standards | |Prohibition/Volstead Act, Speakeasies, | | |

| |RH 11-12.1 Cite textual evidence to support | |Fundamentalism, Scopes Trial, Women’s Suffrage, 19th |Math/Econ – Math of the Stock Market | |

| |analysis of sources, connecting insights gained| |Amendment, Flapper, The Lost Generation, The Harlem | | |

| |from specific details to an understanding of | |Renaissance, Assembly Line, Mass Production. | | |

| |the text as a whole. | | | | |

| |RH 11-12.2 Determine the central ideas of a | | | | |

| |source; provide an accurate summary that makes | | | | |

| |clear the relationships among the key details | | | | |

| |and ideas. | | | | |

| |RH 11-12.7 Integrate and evaluate multiple | | | | |

| |sources of information presented in diverse | | | | |

| |formats and media in order to address a | | | | |

| |question or solve a problem | | | | |

| |WHST.11-12.1 Write arguments on | | | | |

| |discipline-specific content | | | | |

| |WHST 11-12.4 Produce clear and coherent writing| | | | |

| |in which the development, organization, and | | | | |

| |style are appropriate to task, purpose, and | | | | |

| |audience. | | | | |

| |WHST 11-12.10 Write routinely over extended | | | | |

| |time frames and shorter time frames for a range| | | | |

| |of discipline-specific tasks, purposes and | | | | |

| |audiences. | | | | |

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