Bourbon County High School Map US... · Web viewBourbon County Schools Level: 11th Grade Grade and/or Course: US History Updated: 5/25/12 e.g. = Example only Days Unit/Topic Standards

Standards Curriculum MapBourbon County Schools

Level: 11th Grade Grade and/or Course: US History Updated: 5/25/12 e.g. = Example only

Days Unit/Topic Standards Activities Learning Targets (“I

Can” Statements)Vocabulary

Days 1-17

Foundations/Civil War/ Reconstruction (Constitution, Antebellum, Civil War and Reconstruction, West)

Apply terms relevant to the content appropriately and accurately.A.1.a

Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understandingA.1.b

Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c

Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D

Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E

Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F

Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G

Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h.

Identify, analyze, and understand elements of historical cause and effect; recognize and

BellRingersNotesChapter OutlinesTerms & PeoplePrimary SourcesAnalyze the Federalist PapersConstitutional EssayConstitution QuizDevelop your own Reconstruction PlanJim Crow ReadingNative American 4-SquareEssential VocabularyCommon Assessment

Government I can describe how

the powers of government are distributed and shared among the local, state, and national levels.

I can describe how the powers of government are distributed and shared among the legislative, judicial, and executive branches.

I can explain how the distribution and shared powers of government work to protect the “common good”.

Historical Perspective I can outline the

causes and effects of the American Civil War.

I can discuss the events leading up to the passage of the

AmericanRevolutionArticles ofConfederationConstitutionalConvention VA PlanNJ PlanFederalistAnti-FederalistRatificationPreambleConstitutionBodyArticlesBill of RightsInterstateCommerceClause Necessary andProper Clause EqualRepresentationRadical Republicans Emancipation Proclamation13th Amendment14th Amendment15th AmendmentJim CrowImpeachmentSegregationTenure of Office ActLittle Big HornBozeman Trail

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understand patterns of change and continuity in history.A.1.i

Develop open-ended historical questions that can be addressed through historical research and interpretation. A.1.j

Analyze how the past influences the lives of individuals and the development of societies. A.1.k

Identify the reasons for colonization, evaluate its impacts, and analyze the success or failure of settlements in North America. B.1.a

Analyze religious development and its significance in colonial America (e.g., religious settlements, the great Awakening) B.1.b

Describe significant aspects of the variety of social structures of colonial America. B.1.c

Compare and the economies of the various colonies, and analyze the development and impact of indentured servitude and African slavery in North America (e.g., social, political, and economic) B.1.d

Explain the origins and development of colonial governments. B.1.e

Evaluate the influence of Enlightenment ideas on the development of American government as embodied in the Declaration of Independence. B.1.f

Identify and evaluate the ideas and events that contributed to the outbreak of the American Revolution, and determine the key turning points of the war. B.1.g

Identify the impetus for the constitutional Convention (limitations of government under the Articles of Confederation), and analyze the events and outcomes of the Convention (i.e., the “bundle of compromises”) B.1.h

Interpret the ideas and principles expressed in the U.S. Constitution B.1.i

Explain the development of the Bill of Rights, and assess various debates of the day. B.1.j

Identify and evaluate the political and territorial changes resulting from westward expansion of the United States in the early nineteenth century. B.1.k

Analyze and evaluate federal and state policies toward American Indians in the first half of the nineteenth century. B.1.i

thirteenth amendment. Culture and Societies I can describe the

devastation of the Civil War on the southern states.

I can describe the cultural differences between the North and South that led up to the Civil War.

Geography I can analyze the

conflict over slavery, in regards to territory in the west.

I can chart the secession of the south.

I can describe the northern and southern armies’ strategies during the Civil War.

Government I can identify root

causes for the political conflict leading to the Civil War.

I can discuss the role federalism played in the issue of slavery and the south’s decision to secede.

Economics I can analyze the

availability of resources for the North and South during the civil war.

I can discuss the economic impact and devastation the civil war had on the North and South.

Union PacificCentral PacificBlack CodesCompromise of 1877Dawes ActGeorge Armstrong CusterSitting BullWounded KneeCrazy HorseChief JosephHomestead ActOpen- range systemFreedmans BureauCarpetbaggerScalawagGreat John Chivington Barbwire

2

Compare and contrast the economic, social, and cultural differences of the North and South during the antebellum period B.2.f

Analyze the women’s rights and suffrage movements and the impact of women on other reform movements in the antebellum period. B.2.e

Identify and analyze the technological, social, and strategic aspects of the Civil War B.3.a

READING STANDARDS: INFORMATIONAL TEXT Key Ideas and Details1. Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Craft and Structure4. Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Integration of Knowledge and Ideas7. Integrate and evaluate multiple sources of information presented in

different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Historical Perspective I can explain what

freedoms African-Americans gained during Reconstruction, and the rights still denied and/or restricted.

Culture and Societies I can describe how

life in the South changed during Reconstruction.

Geography I can use primary and

secondary sources to analyze the devastation of the South and how it was reconstructed.

I can explain how cultural differences and perspectives shaped the views of the different reconstruction plans.

Government I can identify the

rights attained by African-Americans during Reconstruction and analyze their effectiveness in achieving equality.

I can compare and contrast the different plans for Reconstruction.

Economic I can describe the

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9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

implications Reconstruction had on every day people in the South, including African-Americans.

I can describe the effect sharecropping and tenant farming had on many African-Americans.

I can identify some of the economic changes under Reconstruction.

Days Unit/Topic Standards Activities Learning Targets (“I Can” Statements)

Vocabulary

Days 18-36

Industrialization and Urbanizations (Expansion of Industry: Tech, Steel, Railroads Industrial America; Urbanization; Immigration )







Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary

BellringersChapter OutlinesNotesPrimary SourceTerms and PeopleLabor Union MathInventor ProfilesRobber Barons ReadingQuizImmigration Cartoons Ellis Island ClipEssential VocabularyCommon Assessment

Historical Perspective I can evaluate how

new technologies in steel, transportation, and communication led to the expansion and growth of industry in the United States.

Geography I can describe the

impact increased railroad lines had on the landscape of America.

I can describe the pros and cons that industrialization had on the environment and land.

I can analyze how new technologies were used to overcome barriers to growth (e.g., trade to the west, faster

CorporationFreeEnterprise Laissez-faire Capital Monopoly StocksVerticalIntegration HorizontalIntegration SocialDarwinism Captains ofIndustry Robber barons MixedEconomy“Gilded Age”Push and PullFactors“Old” v.

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and secondary sources to justify position A.1.G Compose an analytical, historical essay containing

a thesis, supporting evidence, and a conclusion A.1.h.

Identify, analyze, and understand elements of historical cause and effect; recognize and understand patterns of change and continuity in history.A.1.i



Describe the basic provisions and immediate impact of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution B.3.C

Evaluate different Reconstruction plans and their social, economic, and political impact on the South and the rest of the United States B.3.D

Analyze the immediate and long-term influence of Reconstruction on the lives of African Americans and the U.S. society as a whole B.3.e

Analyze significant events for Native American Indian tribes, and their responses to those events, in the late nineteenth century C.1.h.

Compare and contrast the experiences of African Americans in the various U.S. regions in the late nineteenth century C.1.f

Evaluate the impact of the new inventions and technologies of the late nineteenth century C.1.a

Describe and Evaluate the impacts of the First Industrial Revolution during the nineteenth century (e.g. the Lowell system, immigration, changing technologies, transportation innovations) B.2.a

Identify significant religious, philosophical, and social reform movements of the nineteenth century and their impact on American society. B.2.c

Identify and evaluate the influences on the development of the American West C.1.g

Identify and evaluate the influences on business and industry in the late nineteenth and early twentieth centuries C.1.b

production). I can explain how

technology facilitated the movement of goods, services and populations and influenced growth.

Economic I can discuss the

economic implications new industry had on the United States (e.g., growth, trade).

I can describe how the expansion of industry increased productivity in the United States.

Government I can describe the

role of the federal government in the rise of big business.

I can describe the role of the federal government in supporting or working against unions.

I can examine the political scandals that led to national reform in the late 1800s.

I can explain the role patronage played in national politics.

I can explain the role political machines had in running and/or governing cities.

I can explain the effect the Sherman

“New”ImmigrationUrbanizationQuotas andRestrictionsPoliticalMachinesWorkplaceSafetyChild Labor Muckrakers

5

Identify labor and workforce issues of the late nineteenth century, including perspectives of owners/managers and Social Darwinists C.1.c

Explain the causes and impact of urbanization in the late nineteenth century C.1.e

Explain the challenges and contributions of immigrants of the late nineteenth century C.1.d





Antitrust Act had on big business and labor.

Historical Perspective I can analyze

whether such industrialists as Vanderbilt, Carnegie and Rockefeller were captains of industry or robber barons.

Economic I can compare and

contrast the terms robber baron and captain of industry.

I can identify the relationship between capitalism and social Darwinism. I can describe the role they played in big business in the late 1800s.

I can compare and contrast the methods and tactics used by industrialists to grow their businesses and dominate their competition.

I can describe the features of a corporation.

I can describe the conditions and economic situations of workers that led many to organize into labor groups.

I can describe the cause and effect

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relationship between big business and labor strikes.

I can analyze the impact strikes had on business and public perception.

Culture and Societies I can compare and

contrast what life was like for the wealthy, middle class, and working class living in urban areas at the turn of the century.

I can describe the advantages and disadvantages of living in the city at the turn of the century.


pros and cons of increased human activity in urban areas on the physical environment at the turn of the century.

I can explain why many moved and settled in urban areas at the turn of the century.

I can describe the impact transportation, communication, and technology had on people living in the city.

Economic

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I can explain how scarcity of resources for the working class families necessitated person choices (e.g., child labor, tenement housing, low-wage work).

I can describe tenements.

I can compare the economic advantages and disadvantages of the wealthy, middle, and working class.

Historical Perspective I can describe the

social and economic changes urbanization brought to the United States during the turn of the century.

I can analyze how accessible new technologies were to the wealthy, middle, and working class.

Culture and Societies I can analyze the

advantages and disadvantages of such a significant increase in immigrants at the turn of the century.

I can develop an image of what life was like for a new immigrant arriving in America at the turn of

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the century. I can explain how

immigrant groups shaped and affected the culture of large urban areas.

I can discuss the role prejudice and discrimination played in shaping immigration policy.


causes of movement and settlement of immigrants to the United States, particularly in large urban centers.

Government I can explain the role

nativism had on immigration policy.

I can explain the government’s efforts to increase or decrease immigration from certain groups of people (e.g., Asians, Southern Europeans, religious groups).


economic hardships faced by many immigrants at the turn of the century.

Historical Perspective I can explain the impact massive immigration had on the United States after the Civil War.

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I can analyze how a large influx of immigrants created competition and conflict in large urban areas (e.g, job competition, cultural differences, discrimination, etc).


Vocabulary

Days 37-54

Progressivism (Progressive Movement, Suffrage Movement)









Identify, analyze, and understand elements of historical cause and effect; recognize and

BellringerChapter OutlinesNotesPrimary sourcesTerms & PeopleTeddy Roosevelt ReadingTime Magazine CoverEssential Vocabulary Test Common Assessment

Historical Perspective I can explain the

reasons people called for reform at the turn of the century.

I can describe various reforms of the Progressive Movement.

I can discuss the role women played in pushing issues forward during the progressive movement.

Government I can explain how

Theodore Roosevelt used his presidency to push reforms.

I can describe the progressive reforms pushed by Taft and Wilson.

I can describe the reforms the federal government pushed during the Progressive movement.

I can describe how the role of the

Progressivism MuckrakerJacob RiisSocial GospelTemperance movementMargret SangerSuffrageCarrie Chapman CattAlice Paul19th Amendment AmericanizationTheodore RooseveltSquare DealHepburn ActMeat Inspection Act Pure Food and Drug ActJohn MuirGifford PinchotProgressive Party

10

understand patterns of change and continuity in history.A.1.i



Identify and explain the significant issues and components of the Populist movement and their impacts C.2.a

Explain the origins and accomplishments of the Progressive movement C.2.b

Analyze the efforts to achieve women’s suffrage in the early twentieth century C.2.c





presidency changed during the Progressive movement.

Geography I can identify the

environmental reforms pushed during the Progressive movement.

I can chart and analyze the federal conservation lands. I can discuss the effect this conservation plan had on the nation.

Economic I can investigate the

economic reforms that were designed to ensure businesses competed fairly.

I can analyze how various reforms impacted how businesses operated.


Progressive reform transformed American culture and society.

I can describe how many Americans benefitted from Progressive reform.

Culture and Societies I can explain the

debt peonage system and how it negatively impacted

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many Mexican immigrants.

I can explain why there was an anti-Asian sentiment in the United States and explain how it was used to discriminate against Asian Americans.

I can describe the life and limited opportunities of Native Americans at the turn of the century. I can compare that to Native American life today.

I can describe various types of discrimination used against African-Americans in the early 20th century.

Geography I can map and

analyze the causes and movement of settlement patterns of Mexican and Asian immigrants. I can map and analyze the causes and movement of settlement patterns of Native Americans.

Economics I can identify how

many immigrant groups, as well as Native Americans and African-

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Americans were , economically, discriminated against in the early 20th century.


actions of local, state, and federal governments in discriminating against minority groups.

I can identify how particular states used the law to segregate and discriminate against African-Americans, despite the Reconstruction Amendments.


women called for reform in areas of education, children’s rights, temperance, and suffrage.

I can explain how women sought more economic and social independence during the Progressive era.

I can analyze how the Progressive era helped women call for the right to vote.

I can identify the anti-suffrage arguments.

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I can describe the struggle between how society viewed women and how many women calling for more independence.


strategies used by women to campaign for the right to vote (i.e. state-by-state vs. constitutional amendment).

I can describe how women were able to secure the right to vote in 1919.

Days Unit/Topic Common Core Standards Activities Learning Targets (“I Can” Statements)

Vocabulary

55-69 Becoming a World Power (U.S. Role in World Affairs, World War I)



Interpret timelines of key historical events, people, and periods; locate significant historical places

BellringersChapter OutlinesNotesPrimary SourcesTerms & People

Historical Perspective I can argue the pros

and cons of becoming involved in the affairs of other areas of the world (e.g., Philippines, Latin America)

Spanish American War Panama Canal Roosevelt Corollary to the Monroe Doctrine“Big Stick” Diplomacy Dollar Diplomacy Open Door Policy

14

and events on maps A.1.c Analyze the importance of context and point of

view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D








Evaluate , take, and defend positions on the various U.S. foreign policies in the late nineteenth and early twentieth centuries C.2.d

Analyze the causes and consequences of the Spanish-American War C.2.e

Identify and evaluate the factors that influenced U.S. imperialism in the late nineteenth and early twentieth centuries and the ensuring debate over imperialism C.2.F

Identify and analyze the causes and significant events of World War I and their impact; evaluate the

Yellow Journalism Writing WWI 4-Square CausesPropaganda Poster analysis.Essential Vocabulary

I can discuss the role yellow journalism played in the Spanish-American war.

I can analyze how victory in the Spanish-American war paved the way for further expansion into the Philippines and Latin America.

I can analyze the impact expanding into other areas of the world had on the United States during the early 20th century.

Geography I can use maps to

explain the United States’ interest in getting involved with other areas of the world.

I can determine the geographic need for constructing the Panama Canal.

I can explain how cultural differences sometimes results in conflict or different perspectives on the role of the U.S. in other areas of the world (e.g., Philippines).

Economic I can investigate the

economic rationale for getting involved in other areas of the

Assassination of Franz-FerdinandEuropean Alliance SystemUnrestricted submarinewarfareZimmermann NoteTreaty of VersaillesReparations14 PointsLeague of Nations

15

impact of the Treaty of Versailles D.1.a





world. I can describe the

trade relationships between the U.S. and other countries in the world.

Government I can analyze the

role of the government in gaining influence in other parts of the world (e.g., diplomacy, economic policies, military).

I can describe how effective the U.S. government was in having a stronger influence abroad.

Historical Perspective I can identify the key

events that led to the U.S.’s entry into World War I.

I can analyze why the United States wanted to maintain neutrality during World War I.

I can describe the role of the U.S. in the war against the Central powers.

Culture and Societies I can analyze the

role Americans played in supporting the war effort at home.

I can discuss the role African-

16

Americans and women played in the war effort.


steps the U.S. government took to create and maintain support for the war effort.

I can analyze why the U.S. government imposed regulations on industrial and food production during the war.

I can describe the role the U.S. government took in attempting to promote compromise and cooperation during peace talks at the end of World War I.

Economics I can detail how the

government mobilized the economy for the war effort.

I can describe how mobilization impacted the production and consumption of products in the United States.


Vocabulary

17

Days 70-84

1920’s, Great Depression, New Deal (Roaring Twenties, The Great Depression, The New Deal)












Describe and evaluate the impact of scientific and technological innovations of the 1920s D.1.b

Identify and evaluate the impact of new cultural

Bellringer Chapter OutlinesNotesPrimary SourcesTerms and PeopleDesign 1920’s NewspaperProhibition ReadingProhibition Essay Scopes ReadingCause/Effect ChartUnemployment GraphFDR ProfileNew Deal ReadingEssential VocabularyCommon Assessment


significance urbanization had on the United States during the 1920’s.

I can analyze why renaissance was the term used to describe what took place in Harlem in the 1920’s.

I can explain why the 1920’s were significant in changing the role of women.

Culture and Societies I can explain why

there was a conflict over values taking place in the 1920’s.

I can explain how prohibition impacted the entire nation.

I can describe some of the people, places, and events of the Harlem Renaissance.

I can explain the birth of mass culture during the 1920s.

Economics I can describe the

impact of consumerism on the American economy during the 1920’s.

I can describe the economic climate of the 1920’s.

Geography

Red Scare Palmer raids Immigrationrestrictions Resurgence ofKKK activity WashingtonDisarmamentConference Kellogg-Briand

PactCensorship Prohibition Fundamentalism “New Woman” 18th and 19thAmendments HarlemRenaissance The “LostGeneration”Consumerism Mass Culture

Installmentbuying SuburbangrowthMass productionAdvertisingReturn of“Laissez-faire” “Buying on Margin”Speculation •Stock marketcrashrelief “New Deal” Alphabetagencies “Court-packing”

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movements on American society in the 1920s D.1.c Identify the characteristics of social conflict and social

change that took place in the early 1920s D.1.d Identify and explain the economic factors that

contributed to the stock market crash of 1929 and the Great Depression D.1.e

Explain the economic, environmental, and social impact of the Great Depression on American society D.1.f

Evaluate the impact of the New Deal on various elements of American society (e.g., social, political, environmental, economic) D.1.g

WRITING STANDARDS Text Types and Purposes1. Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

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 claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.


what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters

I can explain the reasons for rural to urban population shifts.

I can explain the Great Migration and the impact it had on urban areas (i.e., Harlem).

Economics I can identify and

analyze the factors that made the American economy appear prosperous in the years leading up to the stock market crash.

I can describe the weaknesses of the American economy leading up to the stock market crash of 1929.

I can explain the economic causes of the stock market crash.

I can describe the effects the Great Depression had on various groups (i.e., individuals, businesses, farmers, trade, banks).

I can describe how the Great Depression in the United States had an impact on other countries.

I can describe the economic hardships many experienced as a result of the Great Depression.

Government I can identify the steps

the government immediately took

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uncertain.2. Determine two or more central ideas of a text and analyze their

development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.


following the stock market crash.

I can argue the role the government should or should not take during difficult economic times.

Geography I can identify the areas

impacted by the Dust Bowl.

I can describe the relationship between human activity and the devastation of the land in the Great Plains.

I can describe the effect the Dust Bowl had on the people living in the Great Plains, as well as the rest of the nation.

Historical Perspective I can compare and

contrast life during the Great Depression and the Roaring 20’s.


purpose and effects of both the First New Deal and Second New Deal programs in providing economic recovery.

I can analyze the changing relationship between businesses and government during the New Deal and the impact it had on production, distribution, and consumption in the United States.

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Historical Perspective I can analyze

whether the New Deal programs were successful in achieving relief, recovery and reform in the United States.

I can describe the impact many New Deal programs have on today’s government and economy.

Government I can compare and

contrast Hoover and Roosevelt’s philosophy on how to recover from the Great Depression.

I can describe the criticisms of the New Deal programs.

I can compare and contrast the role of the federal government before and after the New Deal era.

I can explain the role of each branch of government in the creation, passing or denying of New Deal programs.

I can analyze how and why some New Deal programs were deemed unconstitutional.

Culture and Societies

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I can evaluate the impact of the New Deal era had on women, African-Americans, and Native Americans.

I can describe how artists and writers were used to show the impact of the Great Depression on everyday Americans.

I can describe how many New Deal programs directly impacted struggling Americans.


Vocabulary

Days85-107

World War II Apply terms relevant to the content appropriately and accurately.A.1.a





Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data

Bellringer Chapter OutlinesNotesPrimary SourcesTerms and PeoplePolitical CartoonsVideo Clip (WW2)QuizPearl Harbor NewsPacific Map & Battle descriptions. ArticleNight Excerpt Home front ActivitiesEssential VocabularyCommon Assessment

Government I can analyze why

nationalism led to the rise of totalitarianism in Europe.

I can compare and contrast democracy and dictatorship.

Historical Perspective I can examine the

conflicts over land and resources in Europe and Asia that led to World War II.

I can describe the steps taken by Britain to maintain peace in Europe.

Geography

• IsolationismFascismAppeasementNeutralityAdolph HitlerPearl HarborMobilizationRation System D-Day ManhattanProject JapaneseInternmentHolocaustNurembergTrials

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A.1.F Compose arguments/position papers, and

participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G





Describe circumstances at home and abroad prior to U.S. involvement in World War II E.1.a

Identify the significant military and political aspects of World War II E.1.b

Analyze dimensions of the Holocaust and the Allies’ response to the Holocaust and war crimes E.1.c

Evaluate the social, political, and economic impacts of World War II on the home front E.1.d

Identify and evaluate the scientific and technological developments in America during and after World War II E.1.e

Analyze the social, cultural, and economic changes at the onset of the Cold War eraE.1.f

READING STANDARDS: INFORMATIONAL TEXT

I can illustrate the moves made by Hitler that violated the Treaty of Versailles and threatened France and Britain.

I can illustrate Italy’s move into Africa.

I can illustrate Japan’s move to attain more land and resources that threatened the United States.

I can describe why the Soviet Union wanted to maintain neutrality during World War II.


economic conditions following World War I that contributed to the rise of totalitarianism in Europe.

Historical Perspective I can explain why

many Americans wanted to remain neutral in the conflicts in the rest of the world.

Government I can compare and

contrast the views of isolationists

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Key Ideas and DetailsRange of Reading and Level of Text Complexity10. By the end of grade 11, read and comprehend literary nonfiction in

the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.





versus those that argued the U.S. should get involved in World War II.

I can explain Roosevelt’s argument for why Congress should ease the limitations of the Neutrality Act.

Economics I can describe the

policies of cash and carry and lend-lease and the impact each had on America’s economy and stance of neutrality.


reluctance of many Americans in supporting U.S. involvement in Europe and Asia during World War II.

Government I can explain why

the United States entered World War II.

I can describe how the government mobilized the U.S. for war.

I can describe how the government controlled aspects of the American

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economy in order to support the war effort.

Economics I can describe how

the war effort impacted the American economy.


U.S military efforts in Europe, the Atlantic, Africa, and the Pacific.

I can analyze the impact the U.S. had on the outcome of World War II.

I can explain how the role of the U.S. in world affairs changed because of our involvement in World War II.

I can explain why the U.S. decided to drop the atomic bomb to end the war with Japan.

Geography I can explain the

significance of “island hopping”.

I can describe the geographic advantages and disadvantages the Allied forces had in World War II.

I can describe how Americans got

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involved in the war effort.

I can describe how the role of women changed during World War II.

I can describe the effect internment camps had on the Japanese during WWII.

I can describe the role African-Americans and other minority groups had on the war effort (code talkers, Asian, Mexican enlistment).

Economics I can explain how

the American economy was impacted by the war effort.

I can explain how industry was impacted by the war effort.

I can explain how rationing was used to support the war effort.

Historical Perspective I can analyze the

social and political changes that occurred in the U.S. during World War II.

Government

26

I can explain how the U.S. government attempted to gain American support for the war.

I can explain how World War II expanded the role of government in the lives of Americans.

I can explain the U.S. government’s rationale for establishing Japanese-Internment camps.

Culture and Societies I can explain how

television and other technologies impacted American life.

I can analyze how the image and role of women changed from WWII to the 1950’s.


impact the interstate highway system had on Americans (e.g., vacations, suburbs, economic centers of development).

I can explain the growth of suburbs and how it changed the landscape of America.

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Economics I can explain how

the U.S. experienced economic growth after WWII.

I can give examples of how the supply and demand of family products (e.g., television, household products, cars) impacted American families and prompted the growth of the middle class.


post war America was considered the “baby boomer” generation.


Vocabulary

Days108-129

Cold War Apply terms relevant to the content appropriately and accurately.A.1.a



Analyze the importance of context and point of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events

Bellringer Chapter OutlinesNotesPrimary SourcesTerms and PeoplePolitical CartoonsPropaganda AnalysisVideo Clip (Cold War)QuizEssential Vocabulary TestCommon Assessment

Historical Perspective I can explain the

root causes of the Cold War.

I can describe the Iron Curtain.

I can compare and contrast communism and capitalism.


policy of

Cold WarSatellite stateIron curtainTruman DoctrineContainmentMarshall PlanBerlin AirliftNATOWarsaw Pact

38th ParallelMutually assured destructionRed ScareMcCarthyism

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differently due to personal values and societal norms A.1.D








Analyze the origins of the Cold War, foreign policy developments, and major events of the administrations from Truman to present E.1.g

Analyze the social, cultural, and economic changes at the onset of the Cold War era E.1.h



2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis;

containment and the role it played in post WWII policy.

I can explain how the relationship between the U.S. and other areas of the world changed during the Cold War.

I can explain why there was a struggle over Germany after World War II.

I can explain why the U.S. became involved in the Korean conflict.

Economics I can compare and

contrast the economic systems of the Soviet Union and the United States.

I can analyze the impact the Cold War had on the U.S.’s economic global interests.

I can explain the reasons for establishing the World Bank and the International Monetary Fund at the end of World War II.


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provide an objective summary of the text.3. Analyze a complex set of ideas or sequence of events and explain

how specific individuals, ideas, or events interact and develop over the course of the text.

the United States became involved in the conflicts of other parts of the world during the Cold War (i.e., China, Korea, and Eastern Europe).

Geography I can analyze why

the United States had an interest in containing communism in Eastern Europe, Cuba, Central America, Middle East and Asia.


many Americans were fearful of the spread of communism in the United States.

I can explain the effect of the growing fear of communism at home.

I can describe how the atomic age affected the behavior patterns of Americans (e.g., fear, Bert the Turtle, duck and cover, bomb shelters).


actions taken by the U.S. government in

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order to prevent the spread of communism in the U.S.

I can analyze whether the actions taken by the U.S. government and Joseph McCarthy infringed upon the rights of Americans.

I can describe the U.S.’s role in Korea.

Historical Perspective I can discuss how

the fear of communism created a sense of uneasiness in the United States in postwar America.

I can explain the impact of McCarthyism on the United States in postwar America.

Geography I can explain the

impact the atomic age had on technology.


Vocabulary

Days Conflict & Historical Perspective Peace Corps

31

130-152 Change Apply terms relevant to the content appropriately and accurately.A.1.a











Analyze the origins of the Cold War, foreign

Bellringer Chapter OutlinesNotesPrimary SourcesTerms and PeoplePolitical CartoonsVideo Clip (Civil Rights, Vietnam)QuizDiscrimination Writing16th Street Church ReadingJFK Assassination Vietnam MapInvestigationEssential Vocabulary TestCommon Assessment

I can explain how the conflict between the Soviet Union and the United States escalated during Kennedy’s presidency.

I can evaluate the significance of the Cuban Missile Crisis and the crisis in Berlin.

I can analyze the U.S.’s role in Vietnam.


political and diplomatic actions by President Kennedy and Johnson during the Cold War.

I can analyze how Kennedy and Johnson both attempted to maintain and restore world peace during their presidencies.

Culture and Societies I can describe the

impact the Cold war had on education and society (i.e. space age, math and science education, technology).

Historical Perspective I can reflect on key

events of the Civil

Space Race War on PovertyGreat SocietyMedicareMedicaidDomino Theory

Gulf of TonkinHawkDoveTet OffensiveKent State UniversityDétente Watergate Affirmative action Middle East

Tensions Energy Crisis 70’s Recession NAFTAJim CrowPlessy v. FergusonBrown v. Board of Education Great Migration Integration of SportsNon-violent protestSit-Ins Montgomery Bus BoycottLittle Rock –1957 March onWashington – 1963Martin Luther King Jr.Civil Rights Act of 1964 Voting Rights Act of 1965 Malcolm X Black Panthers

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policy developments, and major events of the administration from Truman to present

Analyze major domestic issues and responses of the administration from Truman to present E.2.a

Identify the events and influential individuals of the civil rights, human rights, and counterculture movements and assess their impact E.2.c

Describe and evaluate the political and social impact of the Vietnam War E.1.h

WRITING STANDARDS Text Types and Purposes2. Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Rights Movement and describe their impact on the freedom, equality and liberties of African-Americans.

I can analyze how the struggle for freedom, equality and liberty for African-Americans was a long process and involved many organizations, leaders, and movements.

I can compare and contrast the advantages and disadvantages of violent and non-violent protest.

I can describe the impact that sit-ins and freedom rides had on the Civil Rights Movement.

Government I can explain why

there was still a struggle for voting rights for African –Americans, despite having the right to vote.

I can describe the action or inaction of the U.S. government in supporting equal rights for African-

33





Americans. I can analyze the

struggle between the federal government and states’ rights in regards to laws that prevented African-Americans from achieving equality.

I can explain the significance of the Supreme Court’s ruling in Brown v. Board of Topeka.

I can describe important Civil Rights reforms.

Culture and Societies I can analyze why

there was resistance in granting equality to African-Americans, particularly in the southern states.

I can explain how the Civil Rights movement impacted society (i.e., education, race relations, equal access to facilities and resources).

Government I can explain the

government’s position on becoming involved in the growing conflict in Vietnam.

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I can explain the domino theory and how it was used as a reason for becoming involved in Vietnam.

I can describe the escalation of U.S. involvement in Vietnam.


role communism played in the conflict in Vietnam.

I can explain the events that caused the growing conflict between North and South Vietnam.

I can describe how the role of media impacted the declining support for the war in Vietnam.

I can describe how the anti-war movement impacted how Americans viewed the government and the war.

Geography I can explain how

land and resources impacted the success or failure of U.S. troops in Vietnam.

Historical Perspective I can analyze the

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reasons tactics of the U.S. military failed to succeed in the Vietnam War.

I can explain the legacy of the Vietnam War on Americans today.

I can analyze why the Vietnam War was such a controversial war in the minds of Americans.


concept of social justice.

I can describe what led to the rise of the counterculture.

I can explain why the women’s movement was revived in the 1960’s.

I can describe how Native Americans fought for equality and fairness.

I can explain the goals of the movements for Latino rights and equality.

I can explain how the significance of the President Johnson’s Great Society programs impacted Americans

36

then and now.

Historical Perspective I can analyze how

the Civil Rights Movement inspired other minority and women’s groups to fight for social justice.

I can explain how the 1960’s became defined by a call for social reform.

I can analyze how the role of the individual in a democratic society played a significant part in obtaining equal rights for minority groups and women.

I can explain how Johnson’s Great Society changed the government’s role in shaping society.

Government I can explain the

response of the government to minority groups and women calling for social reform.

I can describe Johnson’s plan for a “Great Society”.


impact of social

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reform and Great Society programs had on the American economy.


Vocabulary

Days153-175

Global America Apply terms relevant to the content appropriately

and accurately.A.1.a Identify and interpret different types of primary and

secondary sources of fundamental importance and relevance to topical inquiry and understandingA.1.b








Develop open-ended historical questions that can

Bellringer Chapter OutlinesNotesPrimary SourcesTerms and PeoplePolitical CartoonsReporting Live Writing

Video ClipsQuizEssential VocabularyPractice EOC Test Common Assessment

GovernmentI can describe the cooperation of Ronald Reagan and Mikhail Gorbachev that led to the end of the Cold War.I can analyze the economic toll the Cold War had on the Soviet Union that led compromise and cooperation with the United States. I can analyze the U.S.’s role in negotiating compromise and cooperation in the Middle East. Historical Perspective I can analyze the

role globalization played in ending the Cold War.

I can explain how the end of the Cold War marked a new era in the United States.

I can explain the U.S. interest in the Middle East.

Economics I can analyze how

interdependence

IllegalImmigrationNo Child Left BehindMiddle East TensionsIran Hostage CrisisIran-Contra AffairEnd of Communism Persian Gulf War Clinton’s Impeachment September 11th 70’s Recession ReaganomicsOutsourcing of Jobs Globalization

38

be addressed through historical research and interpretation. A.1.j


Assess increasing global interdependence, the potential for conflict, and the U.S. role in world events in the present and future E.2.1

Identify the major contemporary social, environmental, and political issues (e.g., immigration, global warming, terrorism), the groups involved, and the controversies engendered by those issues E.2.e

Evaluate the impact of changes in the national economy on contemporary American society E.2.d

I can evaluate the impact of innovations in technology and communication on American society E.2.b

WRITING STANDARDS Text Types and Purposes2. Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

necessitates a working relationship with the U.S. and Middle Eastern countries.

I can describe Reagan’s economic plan and how it impacted Americans.

Culture and Societies I can compare and

contrast the cultural differences between the U.S. and the Middle East that lead to a complex working relationship.


the United States was no longer an isolated country.

I can analyze the role of the U.S. in the global economy.

I can analyze how globalization has changed the relationship between the U.S. and other countries around the world.

I can evaluate the energy crisis that began in the 1970s and into today.

I can analyze the debate over global warming.

Government

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c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).





I can explain how globalization has changed the political balance of the world.

I can explain the relationship between globalization and the importance of cooperation and compromise in the world.

I can analyze how the role of the government has changed since the Progressive era into today.

I can analyze how the world view of the U.S. has changed since the end of WWII and into today.

Economics I can analyze how

the economy of one country is often dependent upon the economies of other countries.

I can explain how globalization has changed the U.S. economy and our relationships with other countries.

I can analyze how oil has impacted our relationships with

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other countries and impacts the global economy.

Culture and Societies I can explain how

globalization has shaped society (i.e., exposure to other cultures, education, language, inclusion, tolerance)

I can analyze how terrorism has impacted the world.

I can evaluate the impact innovations in technology and communication has had on contemporary American society

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Bourbon County High School Map US... · Web viewBourbon County Schools Level: 11th Grade Grade and/or Course: US History Updated: 5/25/12 e.g. = Example only Days Unit/Topic Standards

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