2013-2014 Curriculum Map Guide HS US History

SAUSD Common Core Aligned Curriculum Map: Social Studies U.S. History Grade 11 Semester 1

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These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is

building students’ content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides a pacing of weeks of instruction. Each unit also includes suggested pages in the textbook, primary and

secondary sources, and chapter overviews located within the textbook teacher kit. These supporting materials will be located

on the Social Science Curriculum Maps website for your convenience.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete end of unit

performance tasks to address the shifts required by CCSS.

Building knowledge through content-rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

Students write routinely, including a balance of on-demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-world task.


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Performance tasks may include narratives, but emphasize informative and argumentative writing.

Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text given the specific literacy standard or task.

Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

Curriculum strongly emphasize teaching students how to figure out words in context. Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at their reading level in order to build a strong vocabulary.


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How to Read this Document

The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses.

First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent units.

On the map, note the titles across the year: These show the progression of literacy skills. Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

Text: Bold “Central Text” indicates the core text(s) for the unit.

Grade: 11 Fall Semester Unit 1

Foundations of Early America

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence by reading complex text, speaking and listening dyads or collaborative groups about the main ideas in the complex text and then writing academic summaries of text they have read.

Key Standards: HSS Content Standards U.S. History: 11.1.2, 11.1.4, 11.3.1, 11.3.2 CCSS.ELA-Literacy: RH 11-12.1, RH 11-12.2, WHST 11-12.1, WHST 11-12.4, SL 11-12.1, SL 11-12.2. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12 Builds on Prior Knowledge: In the earlier grades, students learned about the founding of the nation to the end of Reconstruction. In Unit 1, they will review the ideas that influenced the democratic ideas of the American Revolution, and analyze the development of the expansion of American Democracy and the effect of the Civil War. Central Texts: The American’s: Reconstruction to the 21st Century - Declaration of Independence p. 54-57, Common Sense p. 52, Creating a New Government p. 68-71, The Living Constitution pgs. 82-103, Voting Rights p. 105,


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Gettysburg Address p. 177, War Changes the Nation p. 181-183, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

Unit 2 Industrialization

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe utilizing by reading complex text, speaking and listening in dyads or collaborative groups about the main ideas in the complex text and then writing academic summaries citing evidence from current day resources provided. Key Standards: HSS Content Standards U.S. History: 11.2.1, 11.2.4, 11.2.5, 11.2.7, 11.2.9

CCSS.ELA-Literacy: RH 11-12.1, RH 11-12.2, RH 11-12.3, RH 11-12.4, RH 11-12.5, RH 11-12.6, RH 11-12.7, WHST 11-12.1, WHST 11-12.2, WHST 11-12.4, WHST 11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12 Builds on Prior Knowledge: In Unit 1, students learned about the Foundations for American democracy and the effect of the Civil War. In Unit 2, they will analyze the cause and effects of industrialization on the American society, economy and government. Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 6The New Industrial Age pgs. 228-251, Ch. 7 Immigrants and Urbanization pgs. 252-273, Social Gospel pg. 266, Industry Changes the Environment pgs. 234-235, Ch. 9 The Progressive Era pgs. 304-339, The Muckrakers pgs. 326-327, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

Unit 3 U.S. Imperialism and World War I

11.4 Students will trace and analyze the rise of the United States to its role as a world power in the twentieth century, the impact it had on the colonized peoples and the differing points of views on imperialistic foreign policy, by reading complex text, speaking and listening in dyads or collaborative groups to discuss and analyze point of views and then writing an argumentative essay citing evidence from the text. Key Standards: HSS Content Standards U.S. History: 11.4.1, 11.4.2, 11.4.3, 11.4.4


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CCSS.ELA-Literacy: RH 11-12.1, RH 11-12.2, RH 11-12.3, RH 11-12.4, RH 11-12.5, RH 11-12.6, RH 11-12.7, WHST.11-12.1, WHST.11-12.2, WHST.11-12.4, WHST.11.12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3, SL.11-12.4. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12 Builds on Prior Knowledge: In Unit 2, students analyzed the cause and effect of industrialization on the American society, economy and government. In Unit 3, they will analyze how industrialization led to U.S. imperialism. They will also compare the differing the perspectives of U.S. Imperialism. Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 10 America Claims and Empire pgs. 340-369, Ch. 11 The First World War pgs. 370-407 Pg. 362 Political Cartoon, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

Unit 4

The Roaring Twenties

11.5 Students will analyze the major political, social, economic, technological, and cultural developments of the 1920s by reading complex text, speaking and listening in dyads or collaborative groups to discuss the cause and effect of new political, economic and technological developments on culture and society, and then creating either an overview poster or Newspaper representing the 1920’s. Key Standards: HSS Content Standards U.S. History: 11.5.1, 11.5.2, 11.5.5, 11.5.6, 11.5.7, 11.3.5 CCSS.ELA-Literacy: RH 11-12.1, RH 11-12.2, RH 11-12.3, RH 11-12.4, RH 11-12.5, RH 11-12.7, RH 11-12.9, WHST.11-12.6, WHST.11-12.7, WHST.11-12.8, WHST.11.12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12 Builds on Prior Knowledge: In Unit 3, students learned about the causes and effects of U.S. involvement in World War I. In Unit 4, students will understand the impact that war had on the U.S. society, politics, economy, technology and culture.

Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 12 Politics of the Roaring Twenties pgs. 410-431, Ch. 13 The Roaring Life of the 1920s pgs. 432-461, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

Unit 5 The Great Depression and the New Deal

11.6 Students will analyze the different explanations for the Great Depression and how the New Deal fundamentally


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changed the role of the federal government by reading complex text, speaking and listening in dyads or collaborative groups to discuss the cause and effect of the Great Depression and to what extent the New Deal was a success, and then write a argumentative report, citing evidence from sources provided.

Key Standards: HSS Content Standards U.S. History: 11.6.2, 11.6.3, 11.6.4 CCSS.ELA-Literacy: RH 11-12.1, RH 11-12.2, RH 11-12.3, RH 11-12.4, RH 11-12.5, RH 11-12.6, RH 11-12.7, RH 11-12.8, RH 11-12.9, WHST.11-12.1, WHST.11-12.4, WHST.11-12.5, WHST.11.12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12 Builds on Prior Knowledge: In Unit 4, students analyzed the relationship between government and the economy. In Unit 5, they will analyze how this relationship and the role of government changes based on the economic crisis. Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 14 The Great Depression Begins pgs. 462-485, Ch. 15 The New Deal pgs. 486-523, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below


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TIMELINE 4 Weeks 4 Weeks 3 Weeks 2 Weeks 4 Weeks 4 FIRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5

TITLE

Foundations of Early

America Literacy Proficiencies: Become a Close Reader and Writing to Learn

Industrialization Literacy Proficiencies: Reading Closely for Textual Details

U.S. Imperialism and World

War I Literacy Proficiencies: Considering Perspectives and Supporting Opinions

The Roaring Twenties

Literacy Proficiencies: Gathering Evidence and Speaking to Others

The Great Depression and the New Deal

Literacy Proficiencies: Considering Perspectives and Supporting Opinions

END OF UNIT PERFORMANCE TASK (Suggestions)

Speech - You are Thomas Jefferson and you are going to give a speech to the French government to justify why the 13 English colonies should break away from the British. Convince the French to support the American colonists with money and other resources. In your speech, cite evidence from the three documents as well as evidence from the textbook in this unit below to justify your arguments. 1. Declaration of

Independence pgs. 54-57 2. Common Sense pg. 52

Newspaper Article – Analyze the characteristics and influence of Muckraking writing in the early 1900’s using the prompt and sources below and then analyze and summarize a current day investigative journalism article. What influence did these muckrakers have on political and social reforms? Sources: How The Other Half Lives, by Jacob Riis p. 311 (pictures) The Jungle, by Upton Sinclair p. 327 and In Depth Resources

Argumentative essay - Choose one of the prompts and write an essay taking a position. Use evidence from primary resources and background information from the unit to support your position. Prompt #1. What impact did imperialism have on the colonized people, how did they react and was their suppression justified? Sources: Ch. 10, Sec 3 “Acquiring New Lands” Ch. 10, Sec 2, In Depth Resources – “In Favor of Imperialism” by Albert Beveridge Ch. 10, Sec 2, In Depth

Overview Poster or newspaper - Create a poster or a newspaper that shows the impact of one of the trends in the 1920’s on society and culture, using evidence from the primary resources and background information from the unit. Trends: political, economic or technological developments The poster should show the trend and the impact it had on society and culture of the 1920’s. Have the students create an overarching title for their Poster, or headlines

Argumentative Report - You are a staff member of the campaign of a presidential candidate who is gearing up to run for president against President Franklin D. Roosevelt. He/she has called you into his office to help him/her create a position on the New Deal. He must write a critique of FDR’s New Deal. Address the prompt: To what extent has the New Deal been successful at addressing the causes and effects of the Great Depression? To help answer this question, analyze the criticisms of the New Deal from the conservative and the liberal perspective.


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TIMELINE 4 Weeks 4 Weeks 3 Weeks 2 Weeks Weeks 4 FIRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5


3. Political Cartoon “The Plot to Land a Bishop”

“The History of the Standard Oil Company”, by Ida Tarbell p. 326 and In Depth Resources “The Shame of the Cities”, by Lincoln Steffens p. 327 Performance Task: You will write a muckraking article. You will read and summarize a modern muckraking newspaper article that includes who, what, when, where, why and how. 1-3 paragraphs. Use present tense. Cite specific examples from the primary sources. Must include a picture or political cartoon. Must have a Headline. Must have a lead (captures the reader’s attention). Must have a by line. Must have catchy opening paragraph. Must cite evidence from the assigned article.

Resources – “Jose Marti”

Mark Twain on Imperialism, New York Herald, 10/15/1900 McKinley speech on annexation of Philippines, 1998

Prompt #2 Was it justified to suppress Civil Liberties during World War I?

Sources: Schenk v. U.S. (1919) pgs. 396-397 Attacks on Civil Liberties pgs. 391-392 Other primary resources:

Mark Twain on U.S. Imperialism

Excerpt from Eugene Deb’s

Anti-War speech in Canton, OH, 6/16/1918

Excerpts from Eugene Deb’s

Statement to the Court 9/18/1918

Excerpt from Espionage Act, 1917

Excerpt from Sedition Act, 1918

for each article in their newspaper articles. Student groups will present their poster or newspaper to the whole class. Sources: Political -“American Struggles with Post War issues” Ch. 12, Sec 1 and “Science and Religion Clash” pgs. 438-439, “The Harding Presidency” Ch. 12, Sec 2 Economic and Technological “The Business of America” Ch. 12, Sec 3 Social “Changing Way of Life” Ch. 13, Sec 1 Social “The Twenties Woman” Ch. 13, Sec 2 Cultural “Youth in the Roaring Twenties” p. 444-445 Social and Cultural “Education and Popular Culture” P. 446-447

Which is more valid and why? Support your position with evidence you have collected from the unit. District wide created unit


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TIMELINE 4 Weeks 4 Weeks 3 Weeks 2 Weeks Weeks 4

FIRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5


Additional Teaching:

Define investigative journalism.

Compare muckrakers to investigative journalism.

Analyze muckraker’s articles of the early 1900’s.

Elements of a news article.

Summarize a news article

Articles on web: Gary Webb – Iran Contra Affair,

Published: Aug. 18, 1996 Mercury News Staff Writer

Glenn Greenwald – NSA Spying on Americans, Published: June 5, 2013 Guardian

BIG IDEAS AND ESSENTIAL QUESTION

BI: Democracy in the U.S. has evolved over time.

BI: Every individual and society has a different tolerance of the abuse of power.

BI: Governments will take actions inconsistent with its ideals in order to further national security and preserve national security.

Governments and societies have justified the suppression of civil liberties at certain times.

BI: In the 1920’s, Americans experienced a profound impact due to major political, social/cultural, economic and technological developments.

BI: Conflict leads to change.

EQ’s: How has democracy evolved over time?

EQ’s: At what point do people stand up against the abuse of power?

EQ’s: Is it ever justified to intervene in the affairs of other countries? It is ever justified to suppress civil liberties?

EQ’s: How do major political, social/cultural, economic and technological developments affect society?

EQs: In what ways does conflict lead to change?

http://www.guardian.co.uk/profile/glenn-greenwald


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TIMELINE 4 Weeks 4 Weeks 3 Weeks 2 Weeks Weeks 4


COMPLEX TEXTS

The American’s: Reconstruction to the 21st Century - Declaration of Independence pgs. 54-57, Common Sense pgs. 52, Creating a New Government pgs. 68-71, The Living Constitution pgs. 82-103, Voting Rights pgs. 105, Gettysburg Address pgs. 177, War Changes the Nation pgs. 181-183

The American’s: Reconstruction to the 21st Century - Ch. 6The New Industrial Age pgs. 228-251, Ch. 7 Immigrants and Urbanization pgs. 252-273, Social Gospel pg. 266, Industry Changes the Environment pgs. 234-235, Ch. 9 The Progressive Era pgs. 304-339, The Muckrakers pgs. 326-327, Political Cartoon of Boss Tweed pg. 362

The American’s: Reconstruction to the 21st Century - Ch. 10 America Claims an Empire pgs. 340-369, Ch. 11 The First World War pgs. 370-407, Schenk v. U.S. (1919) pgs. 396-397, Attacks on Civil Liberties pgs. 391-392

The American’s: Reconstruction to the 21st Century - Ch. 12 Politics of the Roaring Twenties pgs. 410-431, Ch. 13 The Roaring Life of the 1920s pgs. 432-461

The American’s: Reconstruction to the 21st Century - Ch. 14 The Great Depression Begins pgs. 462-485, Ch. 15 The New Deal pgs. 486-523,

ADDITIONAL/ COMPANION TEXTS

Ch. 2, Telescoping the Times Chapter Overview “Revolution and Early Republic” Other primary resources: Political Cartoon – “Plot to Land a Bishop”

Ch. 6, Telescoping the Times Chapter Overview “A New Industrial Age” Ch. 7, Telescoping the Times “Immigrants and Urbanization” Primary Resources found in textbook kit In Depth Resources: Ch. 6, Sec 3 “The History of The

Standard Oil Company” by Ida Tarbell

Ch. 6, Sec 3 Labor Poster Ch. 7, Sec 2, “How the Other Half Lives”

by Jacob Riis Ch. 7 Sec 2 “Twenty Years at Hull

House” by Jane Addams

Ch. 10, Telescoping the Times Chapter Overview “America Claims an Empire” Ch. 11, Telescoping the Times Chapter Overview “ The First World War” Primary Resources found in textbook kit In Depth Resources: Ch. 10, Sec 1 Newspaper Front Page Ch. 10, Sec 2 “In Favor of Imperialism”

by Albert Beveridge Ch. 10, Sec 2 “Jose Marti” Other primary resources: Mark Twain on U.S.

Imperialism Excerpt from Eugene Deb’s

Ch. 12, Telescoping the Times Chapter Overview “Politics of the Roaring 20’s” Ch. 13 Telescoping the Times Chapter Overview “The Roaring Life of the 1920’s” Primary Resources found in textbook kit In Depth Resources: Ch. 11 Sec 3, “Returning Soldiers” by

WEB Dubois Ch. 12, Sec 1 “The Big Money” “Report on Steel Strike of

1919” “Justice Denied in

Massachusetts” (Poem on Sacco & Vanzetti)

“Bartolomeo Vanzetti’s Speech to the Jury”

Ch. 14 Telescoping the Times Chapter Overview “The Great Depression Begins” Primary Resources found in textbook kit In Depth Resources: Ch. 14, Sec 1 “The Stock Market Crash” “A Wise Economist Asks a

Question” Political Cartoon Ch. 14, Sec 2 “Letter from a Dust Bowl

Survivor” Literature “In the

Beginning” Ch. 14, Sec 3 “Attack on the Bonus Army”


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TIMELINE 4 Weeks 4 Weeks 3 Weeks 2 Weeks 4 Weeks IRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5


Ch. 7 Sec 2 “Jane Addams” Ch. 9, Sec 1 “Child Labor in the Coal

Mines” Ch. 9, Sec 3 “The Jungle” by Upton

Sinclair

Other primary resources: Anti-War speech in Canton,

OH, 6/16/1918 Excerpts from Eugene Deb’s Statement to the Court

9/18/1918 Excerpt from Espionage Act,

1917 Excerpt from Sedition Act,

1918

Ch. 12, Sec 2 “Ernesto Galarza” Ch. 12, Sec 3 “Henry Ford” Car Advertisement Ch. 13, Sec 1 Political Cartoon

“Organized Crime” “The Scopes Trial” Ch. 13, Sec 3 “Interview with Charles

Lindbergh” “Georgia O’Keefe” Ch. 13, Sec 4 “When the Negro was in

Vogue” by Langston Hughes “Louis Armstrong”

Ch. 15, Sec 1 “ Father Coughlin’s Anti-

New Deal Speech” “Huey Long” Ch. 15 Sec 3 “The Memorial Day

Massacre” “Hard Times” by Cesar

Chavez “Mary Bethune”

Content Standards

California Content Standards for History Social Science

HSS 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence. HSS 11.1.1 Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

HSS 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

HSS 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

HSS 11.4.1 List the purpose and the effects of the Open Door policy. HSS 11.4.2 Describe the Spanish-American War and U.S. expansion in the South Pacific.

HSS 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.

HSS 11.5.1 Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.

HSS 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.


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TIMELINE 4 Weeks 4 Weeks 3 Weeks 2 Weeks 4 Weeks

IRST SEMESTER UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5

Content Standards


HSS 11.1.2 Analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights. HSS 11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.

HSS 11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle. HSS 11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class. (Negative reaction to immigration – nativism and Americanization Movement - from Southern and Eastern Europe leads to significant changes in immigration policy in the 1920’s). HSS 11.2.5 Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.

HSS 11.4.3 Discuss America's role in the Panama Revolution and the building of the Panama Canal. HSS 11.4.5 Analyze the political, economic, and social ramifications of World War I on the home front. (Reaction to WWI leads to quasi isolationist Foreign policy in the 1920’s).

HSS 11.5.2 Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-to-Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

HSS 11.5.5 and 11.5.6 Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston

Hughes). And trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.

HSS 11.6.2 Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis. HSS 11.6.3 Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.


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Content Standards


HSS 11.3.1 Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities). HSS 11.3.2 Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening.

HSS 11.2.7 Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody). HSS 11.2.4 and 9 Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers. And understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).

HSS 11.5.7 Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

11.3.5 Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state. (Scopes Monkey Trial)

HSS 11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).


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READING STANDARDS ACROSS UNITS

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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

CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

http://www.corestandards.org/ELA-Literacy/RH/11-12/1/











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READING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-Literacy.RH 11-12.1 CCSS.ELA-Literacy.RH 11-12.2

CCSS.ELA-Literacy.RH 11-12.1 CCSS.ELA-Literacy.RH 11-12.2 CCSS.ELA-Literacy.RH 11-12.3 CCSS.ELA-Literacy.RH 11-12.4 CCSS.ELA-Literacy.RH 11-12.5 CCSS.ELA-Literacy.RH 11-12.6 CCSS.ELA-Literacy.RH 11-12.7

CCSS.ELA-Literacy.RH 11-12.1 CCSS.ELA-Literacy.RH 11-12.2 CCSS.ELA-Literacy.RH 11-12.3 CCSS.ELA-Literacy.RH 11-12.4 CCSS.ELA-Literacy.RH 11-12.5 CCSS.ELA-Literacy.RH 11-12.6 CCSS.ELA-Literacy.RH 11-12.7

CCSS.ELA-Literacy.RH 11-12.1 CCSS.ELA-Literacy.RH 11-12.2 CCSS.ELA-Literacy.RH 11-12.4 CCSS.ELA-Literacy.RH 11-12.5 CCSS.ELA-Literacy.RH 11-12.7 CCSS.ELA-Literacy.RH 11-12.9

CCSS.ELA-Literacy.RH 11-12.1 CCSS.ELA-Literacy.RH 11-12.2 CCSS.ELA-Literacy.RH 11-12.4 CCSS.ELA-Literacy.RH 11-12.5 CCSS.ELA-Literacy.RH 11-12.6 CCSS.ELA-Literacy.RH 11-12.7 CCSS.ELA-Literacy.RH 11-12.8 CCSS.ELA-Literacy.RH 11-12.9

WRITING STANDARDS ACROSS UNITS

CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.

CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

http://www.corestandards.org/ELA-Literacy/WHST/11-12/1/










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WRITING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-Literacy.WHST.11-12.1 CCSS.ELA-Literacy.WHST.11-12.4

CCSS.ELA-Literacy.WHST.11-12.2 CCSS.ELA-Literacy.WHST.11-12.4 CCSS.ELA-Literacy.WHST.11-12.9

CCSS.ELA-Literacy.WHST.11-12.1 CCSS.ELA-Literacy.WHST.11-12.2 CCSS.ELA-Literacy.WHST.11-12.4 CCSS.ELA-Literacy.WHST.11.12.9



SPEAKING AND LISTENING STANDARDS ACROSS UNITS

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)

http://www.corestandards.org/ELA-Literacy/SL/11-12/1/






http://www.corestandards.org/ELA-Literacy/L/11-12


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SPEAKING AND LISTENING STANDARDS CENTRAL TO THIS UNIT

CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2

CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.3

CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.3 CCSS.ELA-Literacy.SL.11-12.4

CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.3 CCSS.ELA-Literacy.SL.11-12.4 CCSS.ELA-Literacy.SL.11-12.5

CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.3 CCSS.ELA-Literacy.SL.11-12.4 CCSS.ELA-Literacy.SL.11-12.5

ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive 5. Listening actively to spoken English in a range of social and academic context 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly through language 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.,) depending on modality, text type, purpose, audience, topic, and content area C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying own arguments and evaluating others’ arguments in writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas


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ELD STANDARDS CENTRAL TO THIS UNIT

Collaborative 1, 2, 3, 4 Interpretive 5, 6, 7, 8 Productive 10, 11, 12



Collaborative 1, 2, 3, 4 Interpretive 5, 6, 7, 8 Productive 9, 10, 11, 12


CROSS-CONTENT/ REAL WORLD CONNECTIONS

How has democracy evolved over time? What other things have evolved? In literature how do characters evolve? How do ideas evolve? How do math problems evolve? How has our understanding of science evolved?

At what point do people stand up against the abuse of power? How much pressure/oppression/abuse does it take for things to react and change? What has it taken for things to change in the characters in literature? What were key turning points in science and what did it take to get there?

Is it ever justified to intervene in the affairs of other countries? It is ever justified to suppress civil liberties? Is it sometimes necessary to apply pressure/oppression/abuse or to intervene? In literature? In Math? In Science?

How do major political, social/cultural, economic and technological developments affect society? How do changes affect another entity? How does the economic times affect the type of literature that is written in the time period? How do chemical reactions change other chemicals? How does a change in one symbol in a math problem affect the answer?

In what ways does conflict lead to change? In literature, what is the conflict addressed by the story and what is the outcome? In math, what is the problem and how is it solved? In science, when two physical objects collide what are the changes?


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These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is

building students’ content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides a pacing of weeks of instruction. Each unit also includes suggested pages in the textbook, primary and

secondary sources, and chapter overviews located within the textbook teacher kit. These supporting materials will be located

on the Social Science Curriculum Maps website for your convenience.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete end of unit

performance tasks to address the shifts required by CCSS.

Building knowledge through content-rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

Students write routinely, including a balance of on-demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-world task.


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Performance tasks may include narratives, but emphasize informative and argumentative writing.

Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text given the specific literacy standard or task.

Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

Curriculum strongly emphasize teaching students how to figure out words in context. Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at their reading level in order to build a strong vocabulary.


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How to Read this Document

The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses.

First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent units.

On the map, note the titles across the year: These show the progression of literacy skills. Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

Text: Bold “Central Text” indicates the core text(s) for the unit.

Grade: 11 Spring Semester Unit 6 World War II

11.7 Students will analyze America's participation in World War II by reading complex text, speaking and listening in dyads or collaborative groups to discuss the effects it had on the home front and then write a argumentative essay citing evidence from sources provided.

Key Standards: HSS Content Standards U.S. History: 11.7.1, 11.7.3, 11.7.5, 11.7.7 CCSS.ELA-Literacy RH.11-12.6, RH.11-12.7, RH.11-12.8, WHST.11-12.2, WHST.11-12.4, WHST.11-12.5, WHST.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3, SL.11-12.4. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12. Builds on Prior Knowledge: Unit 5, students studied the cause and effects of the Great Depression. In Unit 6, they will analyze the cause and effects of U.S. involvement in World War II. Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 17 The United States in World War II pgs. 560-599, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in


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Additional Companion Text below

Unit 7 Cold War

11.9 Students will analyze U.S. foreign policy since World War II by reading complex text, speaking and listening in dyads or collaborative groups to discuss the cause and effects and point of views of the Cold War and then write an argumentative essay citing evidence from sources provided.

Key Standards: HSS Content Standards U.S. History: 11.9.3, 11.9.4, 11.9.5, 11.9.6 CCSS.ELA-Literacy: RH.11-12.1, RH.11-12.2, RH.11-12.3, RH.11-12.4, RH.11-12.5, RH.11-12.6, RH.11-12.7, RH.11-12.8 , RH.11-12.9, WHST.11-12.1, WHST.11-12.4, WHST.11-12.5, WHST.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3 , SL.11-12.4, SL.11-12.5, SL.11-12.6. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12. Builds on Prior Knowledge: In Unit 6, students analyzed the cause and effects of U.S. involvement in World War II. In Unit 7, they will evaluate the role the U.S. played in the international stage. Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 18 Cold War Conflicts pgs. 600-631, Ch. 22 – Vietnam War pgs. 728-765, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

Unit 8 Post War Society and Economy

11.8 Students will analyze the development of federal civil rights and voting rights by reading complex text, speaking and listening in dyads or collaborative groups to discuss the cause and effects of the economic prosperity of the 1950s, and then conduct a short research project utilizing one primary source.

Key Standards: HSS Content Standards U.S. History: 11.8.1, 11.8.2, 11.8.7, 11.8.8 CCSS.ELA-Literacy: RH.11-12.1, RH.11-12.2, RH.11-12.3, RH.11-12.4, RH.11-12.5, RH.11-12.6, RH.11-12.7, RH.11-12.8, RH.11-12.9, CCSS.ELA-Literacy.WHST.11-12.1, WHST.11-12.4, WHST.11-12.5, WHST.11-12.6, WHST.11-


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12.7, WHST.11-12.8, WHST.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6. ELD Standards: ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 10, 11, 12. Builds on Prior Knowledge: In Unit 7, students studied U.S. foreign policy during the 1950’s. In Unit 8, they will analyze the domestic policy and economic prosperity of the U.S. and the impact it had on society and culture. Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 19 pgs. 632-665, New Frontier pgs. 679-683, Great Society 686-693, Ch. 24, Sec 4 Environmental Issues, Primary Resources located in “In Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

Unit 9

Civil Rights Movement

11.10 Students analyze the development of federal civil rights and voting rights by reading complex text, speaking and listening in dyads or collaborative groups to discuss the cause and effects of the Civil Rights Movements, and then conducting an economic prosperity of the 1950s, and then conduct a full length research report citing evidence from text provided and sources collected from research.

Key Standards: HSS Content Standards U.S. History: 11.10.2, 11.10.4, 11.10.5, 11.10.6, 11.3.2 CCSS.ELA-Literacy: CCSS.ELA-Literacy. RH.11-12.6, RH.11-12.7, RH.11-12.8, RH.11-12.9, RH.11-12.10, WHST.11-12.1, WHST.11-12.4, WHST.11-12.5, WHST.11-12.6, WHST.11-12.7, WHST.11-12.8, WHST.11-12.9, WHST.11-12.10, SL.11-12.1, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6. ELD Standards: Collaborative 1, 2, 3, 4, Interpretive 5, 6, 7, 8, Productive 9, 10, 11, 12. Builds on Prior Knowledge: In Unit 8, student analyzed the causes and effects of U.S. post war economic prosperity and who prospered. In Unit 9, they will understand how the divisions in society led to the Civil Rights Movement. The will also understand the effects of the Civil Rights movement.

Central Texts: The American’s: Reconstruction to the 21st Century - Ch. 19 pgs. 632-665, Ch. 21 – Civil Rights pgs. 698-727, Ch. 23 Era of Social Change pgs. 766-789, CounterCulture pgs. 781-785, Primary Resources located in “In

Depth Resources” (Textbook Supplemental Resources) listed in Additional Companion Text below

SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 11 Semester 2

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TIMELINE 3 Weeks 3 Weeks 2 Weeks 4 Weeks

SECOND SEMESTER UNIT 6 UNIT 7 UNIT 8 UNIT 9

TITLE

World War II

Literacy Proficiencies: Analyzing to inform and explain

Cold War

Literacy Proficiencies: Building Evidence Based Arguments

Post War Society

Literacy Proficiencies: Researching to Deepen Understandings

Civil Rights Movement

Literacy Proficiencies: Researching to Build Knowledge and Teaching Others

END OF UNIT PERFORMANCE TASK

DBQ –CCSS unit – How did the U.S. Federal Government and public opinion converge to influence Supreme Court rulings, primarily on the West Coast during WWII?

District wide created unit

Choose an international Cold War event or conflict. To what extent was U.S. intervention justified? Support your argument with documents and background information learned from the unit.

Truman Doctrine, Marshall Plan, Berlin Airlift 1947-49 NATO/Warsaw Pact pgs. 606-608 China Civil War, 1945-49 pgs. 609-611 Korean War, 1950-53 pgs. 611-615 Cuban Missile Crisis, 1960 pgs. 673-677 Cuban Missile Crisis Political Cartoon Ch. 20, Sec 1 In Depth Resources.

Vietnam War 1960-75, Ch. 22 Middle East Latin America – El Salvador, Nicaragua, Guatemala

Research article – look up one primary or secondary resource. Based on this one resource, analyze whether all or only some benefited from the economic prosperity of the 1950’s. Be ready to present your findings and justify your analysis.

Research paper – look up credible resources in the library and on the electronic media available to analyze to what extent was the Civil Rights Movement a success. Write a Research paper presenting your findings. Present your findings to the class using a visual aid with a prepared speech.

Title should

include the

content and core literacy

skill


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BIG IDEAS AND ESSENTIAL QUESTION

BI: At times, society will justify the limitation of civil liberties.

BI: At times, governments

will take actions and use force inconsistent with its

ideals in order to further

national security and preserve national security.

Governments and societies have justified suppression of

civil liberties at certain

times.

BI: Not everyone benefits from economic prosperity for various reasons.

BI: Conflict leads to change.

EQ’s: Is it ever justifiable to limit civil liberties?

EQ’s: Is it ever justified to use force to intervene in the

affairs of other countries?

It is ever justified to suppress civil liberties?

EQ’s: During times of economic prosperity, to what extent does everyone benefit?

EQ’s: In what ways does

conflict lead to change?

COMPLEX TEXTS

The American’s: Reconstruction to the 21st Century - Ch. 17 The United States in World War II pgs. 560-599

The American’s: Reconstruction to the 21st Century - Ch. 18 Cold War Conflicts pgs. 600-631, Ch. 22 Vietnam War pgs. 728-765

The American’s: Reconstruction to the 21st Century - Ch. 19 pgs. 632-665

The American’s: Reconstruction to the 21st Century - Ch. 19 pgs. 632-665, Ch. 21 – Civil Rights pgs. 698-727, Ch. 23 Era of Social Change pgs. 766-789, Counter Culture pgs. 781-785, New Frontier pgs. 679-683, Great Society 686-693, Ch. 24, Sec 4 Environmental Issues


Ch. 17 Telescoping the Times Chapter Overview “The U.S. in World War II” Primary Resources found in textbook kit In Depth

Ch. 18 Telescoping the Times Chapter Overview “Cold War Conflicts” 1945-1960 Ch. 22 Telescoping the Times Chapter Overview “The Vietnam Years”

Ch. 19 Telescoping the Times Chapter Overview “The Postwar Boom” 1946-1960 Primary Resources found in textbook kit In Depth

Ch. 21 Telescoping the Times Chapter Overview “Civil Rights” Ch. 23 Telescoping the Times Chapter Overview “An Era of Social Change”


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TIMELINE 3 Weeks 3 Weeks 2 Weeks 4 Weeks SECOND SEMESTER UNIT 6 UNIT 7 UNIT 8 UNIT 9


Resources: Ch. 17, Sec 1 Literature “Farewell to

Manzanar” “War Ration Stamps” Literature “Snow Falling on

Cedars” “Oveta Culp Hobby”

Primary Resources found in textbook kit In Depth Resources: Ch. 18, Sec 1 “Harry S. Truman’s Letter

to His Daughter” Ch. 18, Sec 2 “Douglass MacArthur’s

Farewell Address to Congress”

Ch. 18 Sec 3 “Margaret Chase Smith” Ch. 18 Sec 4 “Dwight D. Eisenhower’s

Statement on the U-2 Incident”

“The Nuclear Age” Ch. 20, Sec 1 Cuban Missile Crisis

Political Cartoon JFK’s Inaugural Speech Ch. 20, Sec 2 Literature “Paper Wings” “Alan Shepard” Ch. 22, Sec 2 “A Letter from a Soldier in

Vietnam” Ch. 22, Sec 4 “Lyndon B. Johnson on

Vietnam and Reelection”

Resources: Ch. 19, Sec 1 ‘Suburbs Housing

Development’ Political Cartoon

“Jackie Robinson” Ch. 19 Sec 2 “The Organization Man” Literature “The Man in the

Grey Flannel Suit” Ch. 19 Sec 3 “Milton Berle” Ch. 19 Sec 4 “The Other America” “The Volunteer Relocation

Program” Ch. 20 Sec 3 “Unsafe at Any Speed”

Primary Resources found in textbook kit In Depth Resources: Ch. 20, Sec 3 “Rachel Carson” Ch. 21, Sec 1 “Crisis in Little Rock” “Rosa Parks” Ch. 21, Sec 2 “Civil Rights Song” “I Have a Dream” “Political Poster” “A. Phillip Randolph” Ch. 22, Sec 2 “A Letter from a Vietnam

Soldier” “Robert McNamara” Ch. 22 Sec 3 “Protest Buttons” Ch. 22, Sec 4 “Lyndon B. Johnson on

Vietnam and Reelection” “John Lewis” Ch. 22, Sec 5 “In Country – a daughter

writes about father killed in Vietnam”

Ch. 23 Sec 1 “The Farm Worker

Movement” “United Farm Worker’s

Poster” Literature “Los Vendidos” “Cesar Chavez”


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Ch. 23 Sec 2 “Betty Friedan”

Ch. 24 Sec 4 “Love Canal – My Story”

School built over a Toxic Waste Dump

“Silent Spring” by Rachel Carson

Ch. 25 Sec 3 “Civil Rights in the 1980’s”

Content Standards

HSS 11.7 Students analyze America’s participation in World War II HSS 11.7.1 Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor. HSS 11.7.3 Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat Team, and the Navajo Code Talkers).

HSS 11.9 Students analyze U.S. foreign policy since World War II. HSS 11.9.3 Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:

The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting

The Truman Doctrine

The Berlin Blockade

The Korean War The Bay of Pigs invasion

and the Cuban Missile Crisis

HSS 11.8 Students analyze the economic boom and social transformation of post-World War II America. HSS 11.8.2 Trace the growth of service sector, white collar, and professional sector jobs in business and government. HSS 11.8.7 Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

HSS 11.10 Students analyze the development of federal civil rights and voting rights.

HSS 11.10.2 Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209. HSS 11.10.4 Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of


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Content Standards

HSS 11.7.5 Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens, the response of the administration to Hitler’s atrocities against Jews and other groups, the roles of women in military production; and the roles and growing political demands of African Americans.

Atomic testing in the American West, the "mutual assured destruction" doctrine, and disarmament policies

The Vietnam War

Latin American policy HSS 11.9.4 List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement). HSS 11.9.5 Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War. HSS 11.9.6 Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.

HSS 11.8.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech. HSS 11.10.5 Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities. HSS 11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.


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READING STANDARDS ACROSS UNITS

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

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

CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.












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CCSS.ELA-Literacy.RH.11-12.1 CCSS.ELA-Literacy.RH.11-12.2 CCSS.ELA-Literacy.RH.11-12.3 CCSS.ELA-Literacy.RH.11-12.4 CCSS.ELA-Literacy.RH.11-12.6 CCSS.ELA-Literacy.RH.11-12.7 CCSS.ELA-Literacy.RH.11-12.8

CCSS.ELA-Literacy.RH.11-12.1 CCSS.ELA-Literacy.RH.11-12.2 CCSS.ELA-Literacy.RH.11-12.3 CCSS.ELA-Literacy.RH.11-12.4 CCSS.ELA-Literacy.RH.11-12.5 CCSS.ELA-Literacy.RH.11-12.6 CCSS.ELA-Literacy.RH.11-12.7 CCSS.ELA-Literacy.RH.11-12.8

CCSS.ELA-Literacy.RH.11-12.1 CCSS.ELA-Literacy.RH.11-12.2 CCSS.ELA-Literacy.RH.11-12.3 CCSS.ELA-Literacy.RH.11-12.4 CCSS.ELA-Literacy.RH.11-12.5 CCSS.ELA-Literacy.RH.11-12.6 CCSS.ELA-Literacy.RH.11-12.7 CCSS.ELA-Literacy.RH.11-12.8 CCSS.ELA-Literacy.RH.11-12.9

CCSS.ELA-Literacy.RH.11-12.1 CCSS.ELA-Literacy.RH.11-12.2 CCSS.ELA-Literacy.RH.11-12.3 CCSS.ELA-Literacy.RH.11-12.4 CCSS.ELA-Literacy.RH.11-12.5 CCSS.ELA-Literacy.RH.11-12.6 CCSS.ELA-Literacy.RH.11-12.7 CCSS.ELA-Literacy.RH.11-12.8 CCSS.ELA-Literacy.RH.11-12.9 CCSS.ELA-Literacy.RH.11-12.10

WRITING STANDARDS ACROSS UNITS

CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content.

CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.WHST.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-Literacy.WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-Literacy.WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.

CCSS.ELA-Literacy.WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.











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CCSS.ELA-Literacy.WHST.11-12.2 CCSS.ELA-Literacy.WHST.11-12.4 CCSS.ELA-Literacy.WHST.11-12.5 CCSS.ELA-Literacy.WHST.11-12.9

CCSS.ELA-Literacy.WHST.11-12.1 CCSS.ELA-Literacy.WHST.11-12.4 CCSS.ELA-Literacy.WHST.11-12.5 CCSS.ELA-Literacy.WHST.11-12.9

CCSS.ELA-Literacy.WHST.11-12.1 CCSS.ELA-Literacy.WHST.11-12.4 CCSS.ELA-Literacy.WHST.11-12.5 CCSS.ELA-Literacy.WHST.11-12.6 CCSS.ELA-Literacy.WHST.11-12.7 CCSS.ELA-Literacy.WHST.11-12.8 CCSS.ELA-Literacy.WHST.11-12.9

CCSS.ELA-Literacy.WHST.11-12.1 CCSS.ELA-Literacy.WHST.11-12.4 CCSS.ELA-Literacy.WHST.11-12.5 CCSS.ELA-Literacy.WHST.11-12.6 CCSS.ELA-Literacy.WHST.11-12.7 CCSS.ELA-Literacy.WHST.11-12.8 CCSS.ELA-Literacy.WHST.11-12.9 CCSS.ELA-Literacy.WHST.11-12.10

SPEAKING AND LISTENING STANDARDS ACROSS UNITS

CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)







http://www.corestandards.org/ELA-Literacy/L/11-12


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CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.3 CCSS.ELA-Literacy.SL.11-12.4

CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.3 CCSS.ELA-Literacy.SL.11-12.4 CCSS.ELA-Literacy.SL.11-12.5 CCSS.ELA-Literacy.SL.11-12.6



ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive 5. Listening actively to spoken English in a range of social and academic context 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly through language 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.,) depending on modality, text type, purpose, audience, topic, and content area C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying own arguments and evaluating others’ arguments in writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas


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Collaborative 1, 2, 3, 4 Interpretive 5, 6, 7, 8 Productive 9, 10, 11, 12

CROSS-CONTENT/ REAL WORLD CONNECTIONS

Is it ever justified to limit civil liberties and freedom? Is it sometimes necessary to apply pressure/oppression/abuse or to intervene? In literature? In Math? In Science?

Is it ever justified to intervene in the affairs of other countries? It is ever justified to suppress civil liberties? Is it sometimes necessary to apply pressure/oppression/abuse or to intervene? In literature? In Math? In Science?

During times of economic prosperity, to what extent does everyone benefit? Is everything always equally distributed? Why or why not? What creates inequality? What causes an unequal distribution of something mathematical or in science?

In what ways does conflict lead to change? In literature, what is the conflict addressed by the story and what is the outcome? In math, what is the problem and how is it solved? In science, when two physical objects collide what are the changes?

2013-2014 Curriculum Map Guide HS US History

Documents

Transcript of 2013-2014 Curriculum Map Guide HS US History