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worldview.
Indigenous people vigilantly tried to keep the integrity of
their nations and people while the invasion of their territory
by European imperialist nations escalated. There are
inspiring examples of efforts at coexistence, reconciliation,
and resistance that illustrate both the best and the worst of
the Native American and European worlds in this time.
Examples: Discuss the transforming effects of the Pequot
War, Powhatan Wars, and the Pueblo Revolt on Euro-Indian
relations in the American colonies.
Demonstrate knowledge of native efforts to unify in defense
against European land encroachment, i.e. Pontiacs
Confederacy.
Warfare and conflict among Indigenous peoples existed
before and after the arrival of Europeans. However,
Europeans came equipped with tremendous arsenals,
immunities and other resources that helped decimate theIndigenous people.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while
pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipates
the audiences knowledge level, concerns, values, and possible
biases.
11-12.WHST.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.
11-12.WHST.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.
11-12.WHST.9. Draw evidence from informational texts to
support analysis, reflection, and research.
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event, noting discrepancies among sources and topic in several
primary and secondary sources.
11-12.WHST.1Write arguments focused on discipline-specific
content.
a. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically
sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while
pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipates the
audiences knowledge level, concerns, values, and possible biases.
11-12.WHST.6. Use technology, including the Internet, to
produce, publish, and update individual or shared writing productsin response to ongoing feedback, including new arguments or
information.
11-12.WHST.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.
11-12.WHST.9. Draw evidence from informational texts to
support analysis, reflection, and research.
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people enslaved for economic motives and then viewed as inferior
because of their low status? Was race then used to justify their
enslavement?
Example: Investigate court cases and statutes of Jamestown to answer
the question of which came first.
The forced migration of Africans as chattel slaves combined with the
nature and dynamics of an economically prosperous slave/mastersociety trapped millions of Africans for generations to a dehumanizing
and brutal racism which perpetuated a cycle of poverty and social and
political disenfranchisement that still resonates in our society today.
Example: Trace the history of the slave trade as part of the
Transatlantic trading network and identify the roles of Europeans,
American colonists, and African kingdoms. Compare aspects of the
American slave trade that made it especially brutalizing compared topast systems in Africa, feudalism in Europe, or Ancient Greece and
Rome.
Colonial laws purposefully prohibited interactions between indentured
servants, Native Americans, and Africans to prevent the formation of a
lower class of oppressed people united in the common cause of equalityand freedom. Their purpose was to protect the status quo and the
established authority of the colonial elite.
Example: Research and identify laws, punishments, trials, etc. that
illustrate efforts to prevent inter-mixing of whites, blacks, and Indians.Look for evidence that successful inter-mixing was possible and
therefore even more of a threat to the status quo, for example, Black
Seminole Indians, Bacons Rebellion, etc.
flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format
for citation.
11-12.WHST.9. Draw evidence from informational
texts to support analysis, reflection, and research.
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overcome issues of race, gender, and class very difficult to
achieve but this did not prevent advocates from voicing
their dissent and solutions.
Example: Defend the call for gender equity in the new
nation by citing arguments made by Abigail Adams, Susan
B. Anthony, Lucretia Mott, Sojourner Truth, and the
Declaration of Sentiments issued by the Seneca Falls
Convention on Womens Rights.
Investigate the calls for abolition and racial equality
included in David Walkers Appeal, Frederick Douglassnarrative and speeches (Fourth of July Speech), William
Lloyd Garrisons editorials, Sojourner Truths words, etc.
for eloquent and moving arguments that challenged slavery.
Use the rhetoric of abolition to write a persuasive letter to afriend about the absolute necessity of immediate
emancipation.
During times of conflict, federal and state officials often
have passed laws or engaged in practices that violate civilliberties.
Example: Investigate how the Sedition Act was used to
silence opponents by the Federalist party and the methods
used by patriots to silence loyalists during the war.
Students will bring this issue to the present by analyzing the
Patriot Act of 2001.
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Examples: Examine historic examples of military
aggression during the Civil War, i.e. the Sand CreekMassacre, Navajo War and the Long Walk, the
Cheyenne Uprising. Students will analyze the effects
of the U.S. imperative of westward expansion.
Students will identify the common struggles of the
Indigenous Peoples and those of African Americans
in the United States.
information and examples appropriate to the
audiences knowledge of the topic.
11-12.WHST.6. Use technology, including theInternet, to produce, publish, and update individual
or shared writing products in response to ongoing
feedback, including new arguments or information.
11-12.WHST.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 whenappropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject
under investigation.
11-12.WHST.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; integrateinformation 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.
11-12.WHST.9. Draw evidence from informational
texts to support analysis, reflection, and research.
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discrimination as applied to the South and North. What are
the implications of legal discrimination versus
discrimination that is covert or based upon choice.
During times of conflict, federal and state officials often
have passed laws or engaged in practices that violate civil
liberties.
Example: Investigate Lincolns attack on free speech during
the war (newspapers, southern sympathizers, and other
opponents of the war) and a presidents emergency wartimepowers to suspend habeas corpus.
Advocates for womens and black suffrage found
themselves competing for the right to vote. Elizabeth Cady
Stanton demanded that women receive the right to vote
before African American men. Students can explore their
letters and speeches for evidence of conflict and solution.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while
pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipatesthe audiences knowledge level, concerns, values, and possible
biases.
11-12.WHST.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.
11-12.WHST.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.
11-12.WHST.9. Draw evidence from informational texts to
support analysis, reflection, and research.
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i.e. Irish workers used racist argument to lift themselves in
the labor hierarchy over African Americans.
The struggle for womens rights and suffrage reached one ofits goals with the passage of the 19th amendment. Issues that
affected women transcend race and class although it was
primarily wealthy and educated women who benefited but
were often sidelined by foreign and economic events
deemed more important to the well-being to the nation as a
whole, thus maintaining a male-dominated economic and
political status quo into the present time.
Example: Understand that Alice Paul and Lucy Burns were
feminists who recognized that suffrage was only one part of
being a full and equal citizen. Investigate strategies used for
passing the Equal Rights Amendment and its success/failurein recent history. Is the ERA still necessary?
The years between Reconstruction and World War I are
considered the nadir in American race relations, yet fromthis time emerged the beginnings of the modern black
community. The exercise of state power and white
supremacist terrorism had as its goal the prevention of racial
mixing in order to protect white privilege and to keep
African Americans in their assigned place. Plessy v
Ferguson legalized separate but equal which sanctioned
Jim Crow segregation and eliminated the black vote through
laws that disenfranchised African American men.
Example: Identify the violent oppression (lynching,
vigilante justice, KKK and other supremacist groups, and
race riots) used to terrorize black communities into
compliance with Jim Crow and white supremacy and the
effects ofde facto and de jure discrimination/racism in
American society then and now.
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Lynch mobs became an iconic symbol of white terrorism
against African Americans and others (Mexican
Americans, Jewish Americans, and Chinese Americans.)
Examples: Leo Frank, Texas Rangers attack on Tejanos, andnativist attacks on Chinese workers.
Develop a plan to combat de facto discrimination in society
and determine the extent of the role of government in that
plan and its impact on the civil liberties of all Americans.
Research the different founders of the early African
American Civil Rights movements and their philosophies
for attaining racial equality including Booker T.
Washington, W.E.B. Dubois, Marcus Garvey, Ida B. Wells
Barnett, NAACP, et al.
Trace the Great Migration of 500,000 African Americans to
northern industrial cities that began in the early 20th century
to the urban nature of black life still today.
Example: Show how the response to this period was foundin the voice of the Harlem Renaissance and identify major
figures and historical themes threaded through literature,
history, and art.
Show the historical roots of large populations in New York
city, Detroit, Chicago, et al.
Mass waves of immigration are an iconic symbol of this era
and many students can trace some of their ancestry to those
immigrants who were necessary to fill the labor demands of
a growing capitalist system. Understanding the immigration
experience is vital to valuing the pluralistic nature of the
U.S. and adds to the narrative of the challenges of becoming
a first-class citizen in American society.
Example: Research the pattern of immigration from other
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nations to the U.S. historically and presently looking for
examples of legislation and policy that inhibited or
welcomed immigration. Determine the role of national
economic need vs. ethnic/racial prejudice and how theyrelate to each other.
Compare the immigration patterns of European, Asian, and
Mexican immigrants, including incentives and limitations
for immigration quotas/restrictions (Chinese Exclusion Act
of 1882, Gentlemans Agreement, the Immigration Act of
1924, the effect of the Mexican Revolution, and the threat of
the Yellow Peril.)
Was the American melting pot a compromise for
immigrants through which they could become American or
was it a method by which whiteness further became
entrenched as the ticket to privilege while others were
delegated to lower class status. Examine the drive for the
Irish to become white in American society. Examine the
racial antagonism against Germans; Italians, Japanese, and
Chinese. What are the present-day implications of thishistory?
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led lower class groups to engage in organizational activities
to alleviate the effects of the depression and switch their
political allegiance from the Republican Party to the
Democratic Party due to its New Deal legislation.a. IWW and the general strike
b. The Bonus Army
c. Labor uprisings and Unions
Connect todays political and economic challenges to the
programs and policies enacted during FDRs New Deal.
visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
11-12.RH.8. Evaluate an authors premises, claims, andevidence by corroborating or challenging them with other
information.
11-12.RH.9. Integrate information from diverse sources, both
primary and secondary, into a coherent understanding of an
idea or event, noting discrepancies among sources and topic in
several primary and secondary sources.
11-12.WHST.1Write arguments focused on discipline-specific
content.
a. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that
logically sequences the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while
pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipates
the audiences knowledge level, concerns, values, and possible
biases.
11-12.WHST.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.
11-12.WHST.8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
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social, and political inequality in the U.S.
Examples: Explain the ideas and goals of Black
Nationalism, the Black Panthers, the Young Lords,American Indian Movement, Chicano Movement,
Feminism, GLBTQ activists, disability rights activists,
radical environmentalists and anti-government groups.
Research the government response to each and the limits of
their successes.
In the United States democratic society, a tension exists
between civil liberties and the governments proclaimed
national interests that are dynamic not static; this tension
manifests itself in controversies involving domestic and
foreign policy.
Example: Compare and contrast the strategies and methods
of various freedom movements, civil rights groups, anti-waractivists, and other dissident groups in challenging the status
quo set by government policy and entrenched interests.
Connect the common interests of selected groups and the
government responses to each.
a. LULAC (League of United Latin American
Citizens)
b. NAACP (National Association for the
Advancement of Colored People
c. NOW (National Organization of Women)d. HRC (Human Rights Campaign)
e. Asian Americans Japanese American reparation
movement.
Popular culture and protest movements reflected the social
and political changes and extremes that characterized the
middle and late 20th century.
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Example: Research music from the era and make a playlist
for a radio station that only plays songs of social and
political commentary.
Example: Research television shows that supported the idea
of conformity to traditional values and those that rocked
the boat.
LGBTQ and Immigration Reform are the newest freedom
and equality movements.
Example: Select one to investigate and write a series of
blogs in its support or opposition.
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** State Standard Concept 1: Research Skills for History are applicable to all Enduring Understandings for Multiple Perspectives in U.S. History. They read:
Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary
sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of
events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with appropriate American or WorldHistory content, when applicable.
PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.
PO 2. Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic
ash), and relative ages (e.g., geologic time).
PO 3. Formulate questions that can be answered by historical study and research.
PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data.
PO 5. Evaluate primary and secondary sources for:
a. authors main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different from economic
perspective)
e. credibility and validity
PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
PO 7. Compare present events with past events:
a. cause and effect
b. change over time
c. different points of view
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