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Senior High School U.S. History Expanded Curriculum Guide

11th Grade

Course Essential Understandings:
Students will understand that . . . / Course Essential Questions: / Course Essential Skills:
*diverse cultures have had a large impact on the development of the United States. / *Which cultures have had a large impact on the development of the United States politically, socially, and economically? / The student will develop skills for historical and geographical analysis, including the ability to:
*explain change over time.
*clearly identify a cause and effect relationship including identifying multiple causes resulting in a single effect or multiple effects from a single cause. (CCSS Reading 9-10.3)
*explain how a cause and effect relationship is different from a sequence or correlation of events.(CCSS Reading 9-10.3)
*distinguish between intentional and unintentional consequences.
*understand and properly use the terms historical period, age, and era and identify the commonalities and events that define a particular historical period or age or society.
*understand historical context by showing connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (CCSS Reading 9-10.3)
*interpret the past within its historical context rather than in terms of present-day norms and values
*analyze and synthesize issues, events, or ideas. (CCSS Reading 9-10.1)
*analyze a current event, defined as a major world event that occurred within the student’s lifetime, and relate it to historical events and/or patterns of history
*determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. (CCSS Reading 9-10.4)
*gather information and source a variety of resources (CCSS Reading 9-10.1; Writing 9-10.8 & 9)
*identify different types of resources. (e.g. primary and secondary, archaeological, anthropological) (CCSS Writing 9-10.8)
*compare and contrast treatments of the same topic in several primary and secondary sources. (CCSS Reading 9-10.9)
*interpret information presented on a graph, chart, or table. (CCSS Reading 9-10.7)
*interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (CCSS Reading 9-10.7)
*analyze information sources to identify audience, author’s point of view and/or bias, and text structure in order to draw supportable conclusions and inferences. (CCSS Reading 9-10.2,5,6,8)
*evaluate information, pursue significant questions, distinguish fact from opinion, judge quality and quantity of information,identify supporting information, and distinguish between primary and secondary documents.(CCSS Reading 9-10.1,2,8)
*draw evidence from informational texts to support analysis, reflection, and research. (CCSS Writing 9-10.9)
*clearly communicate ideas and information in writing, in visual formats, and in an oral presentation. (CCSS Writing 9-10.4)
*find and articulate similarities in the pattern of development and downfall of various civilizations
*problem solve by identifying problems, generating possible solutions, developing criteria for evaluation, ranking the possible solutions, and presenting a final action plan based off the best solutions.
*Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. (CCSS Reading 9-10.4)
*Write arguments focused on history content. (CCSS Writing 9-10.1)
*Write informative/explanatory text, including narration of historical events. (CCSS Writing 9-10.2,4)
*various conflicts and compromises have led to the present conditions in the United States. / *How have conflict and compromise been essential to the development of the United States?
*Which conflicts and compromises have had the greatest impact on the development of the United States?
*Native Americans have influenced and been influenced by the policies of the Federal Government. / *What governmental policies have had the greatest impact on Native Americans?
*How have Native Americans influenced the policies of the Federal Government?
*changes in technology and manufacturing processes have helped to shape American society, culture, and movement patterns. / *How have specific technological advances changed American society, culture, and movement patterns?
*migration and immigration play a fundamental role in the continued development of the United States. / *What has influenced different groups of people to immigrate to the United States at different times?
*What has motivated people to move in large numbers to different parts of the country at different times?
*How have these migration patterns affected the growth and development of America?
*How have movement patterns helped to shape American society and culture?
*humans have helped to shape the environment. / *What problems have developed and could develop as a result of humans interacting with their environment?
*geography and the environment influence needs, culture, opportunities, choices, interests, and skills. / *How does where I live affect how I live?
*economic change in the United States has both influenced and been influenced by the government, leading to changes in society. / *What is the proper role of the government in developing economic policies?
*How are government policies affected by the economy?
*decisions concerning the allocation and use of economic resources impact individuals and groups. / *Who determines how resources will be allocated and used?
*How do different decisions concerning the allocation of resources affect individuals and groups differently?
*local, national, international relationships are affected by economic transactions. / *How can foreign economic and political issues affect people in the United Statesat the local level?
*changes in technology and science have impacted economic growth. / *How can improvements in technology and science impact labor forces positively and negatively?
*How can improvements in transportation systems impact the goods and services that are distributed?
*governments develop and evolve based on the changing needs and desires of society. / *How do the needs of society determine the role of government?
*democratic societies must balance the rights and responsibilities of individuals with the common good. / *What rights and responsibilities do we have as individuals?
*Is it appropriate for government to restrict the rights of individuals to protect the common good?
*Can a society as diverse as the United States ever fairly balance majority rule with minority rights?
*different branches of government have unique powers and responsibilities that affect citizens, and are limited through checks and balances. / *How is power balanced between the different branches of government?
*The study of history is essential to good citizenship. / *Why is the study of history essential to good citizenship?
*Why is good citizenship important in a successful democratic republic?
*Besides citizenship, what other benefits come from studying history?
*the development of political, civil, and economic rights has impacted the evolution of democracy in the United States. / *How have the rights of U.S. citizens evolved over time?
*How is democracy tied to political, civil, and economic rights?
*the United States and the world are increasingly interdependent and interrelated. / *How is the United States interdependent and interrelated with the rest of the world?
*Is the United States ethically responsible for resolving global problems?
Goal / Objective / State Standards Addressed / Level of Critical-ity / Sequence
And Estimated Time Allotted / Sample Teaching
Strategy / Resources
The adopted textbook is America: Pathways to the Present, c. 2002 (Prentice Hall) and publisher support materials, and the Nystrom Atlas of U.S. History, c. 2000 (Division of Herff Jones) / Dist/State
Assessments / Sample Assessment Question
US HISTORY A
Standard 1: Reconstruction (1863-1877)
Understand the difficult task of reconstructing the Union following the Civil War / Identify the fundamental differences in the Reconstruction plans advocated by President Lincoln, Congressional leaders, and President Johnson. / 9-12.USH2.1.1.2
9-12.USH2.4.2.1
9-12.USH2.4.3.2 / ESS / Tri A
2 days / Divide the class into three teams. Each team is assigned one of the Reconstruction plans to research and present to class. Each team should examine underlying beliefs, goals, and the methodology of the plan under examination. All students chart findings from presentations in notes. / Pathways: pp. 380-381
pp. 386-390
Nystrom: pp. 68-69
Prentice Hall United States History Video Collection: Tape 2: "Division and Uneasy Reunion, 1848-1877" - excerpted section on post-Civil War / Lincoln's original plan for Reconstruction in 1863 was that a state could be re-integrated into the Union when
  1. it took its soldiers out of the Confederate army.
  2. 10% of its voters took an oath of allegiance to the United States.
  3. it adopted a plan guaranteeing black political and economic rights.
  4. it ratified the 14th and 15th Amendments to the
Constitution.
Understand the constitutional changes implemented by Congressional Reconstruction / Summarize the basic provisions of the 13th, 14th, and 15th Amendments. / 9-12.USH2.1.1.3
9-12.USH2.4.4.1 / ESS / 1 day / Review the amendment process.
Read the original text of each of the amendments. Have students paraphrase key provisions. Discuss how each amendment can be viewed as both a success and a failure. / Pathways: pp. 166-167
(text of the Constitution
and commentary)
p. 370
pp. 386-389
p. 398 / Students write an in-class paragraph response to this prompt:
What three constitutional amendments were passed during the Reconstruction era and what was the intent of each of them?
Cong. Recon. cont. / Summarize the effect of the 1896 Supreme Court ruling in Plessy v. Ferguson. / 9-12.USH2.4.3.1 / ESS / 1 days / Supreme Court Case Analysis (see template)
Determine the facts of the case, key questions involved, the decision, and the long-term significance of the case. / Pathways: p. 1117
(Supreme Court Cases
in reference section)
pp. 499-500
Video: The American Experience: "Simple Justice" / Writing activity:
How did the Supreme Court's decision in Plessy v. Ferguson contribute to the denial of African American rights?
Explain how the South gradually replaced slavery with a system of economic subjugation and segregation / Define and Analyze the impact of tenant farming and sharecropping. / 9-12.USH2.3.3.1
9-12.USH2.3.3.2 / ESS / ½ day / Cartoon Analysis: "Worse Than Slavery" to initiate class lecture/discussion on tenant farming and sharecropping as a replacement labor system for slavery / Pathways: pp.391-392 / Assume the role of an African-American sharecropper or tenant farmer in the South in 1870. Write a letter to President Grant describing your life and explaining how in many ways your life is as bad as or worse than it was when you were a slave.
Sub. and Seg. cont. / Describe the origins and development of Jim Crow. / 9-12.USH2.1.1.3
9-12.USH2.4.4.1 / ESS / ½ day / Brainstorm in small group discussion the many ways groups can be segregated in the course of an average day. Each group should create a list to bring to whole group discussion. / Pathways: pp. 498-502
Nystrom: pp. 86-87
Website: pictorial history of separation of races / The legal codes that established the system of segregation were
  1. found only in the North.
  2. called Jim Crow laws.
  3. overturned by Plessy v. Ferguson.
  4. outlawed at the end of the Civil War.

Standard 2: The Development of the Industrial United States (1870-1900)
Understand how the United States emerged as an industrial giant in the late 19th century / Name factors that contributed to the rise of industry in America and explain the importance of each (e.g., abundant natural resources, access to capital, invention/innovation, bold leadership, a labor supply, transportation and communication/ railroad and telegraph). / 9-12.USH2.1.4.1 / ESS / 1 day / Lecture / Class Discussion / PH Video Collection:
Volume 11:
"Industrialization and
Urbanization" / Essay: List and explain three factors that contributed to the rapid industrialization of the American economy.
Industrial Giant, cont. / Explain how technological and transportation improvements and innovations transformed the American economy in the late 19th century including the Bessemer Process, the telegraph, railroad, electricity, and mail order buying. / 9-12.USH2.1.4.1
9-12.USH2.2.3.1 / ESS / 3 days / Oral reports, posters, power point presentations, etc. / Pathways: pp. 406-413
Video: The American Experience: "Mr. Sears' Catalog" / Vital improvements in railroading in the late nineteenth century included
  1. standard gauge of track width.
  2. air brakes.
  3. steel rails.
  4. Pullman Cars.
  5. all of the above.

Industrial Giant, cont. / Explain how prominent business/industrial/financial leaders gained dominance in their particular fields, with primary emphasis on John D. Rockefeller, Andrew Carnegie, and John Pierpont Morgan. / 9-12.USH2.1.4.3
9-12.USH2.3.1.1 / ESS / 3 days / Students research and report to the class their findings on a 19th century business "robber baron / captain of industry." / The American Experience series on Rockefeller and Carnegie
Video: Britannica Films: "The Rise of Big
Business" / Have students evaluate the following quotation:
"Through a combination of hard work, thrift, great ability, and questionable business practices, John D. Rockefeller and Andrew Carnegie became very powerful and wealthy."
Industrial Giant, cont. / Analyze the philanthropic activities of Rockefeller, Carnegie, and Morgan to illustrate the philosophy of the Gospel of Wealth. / 9-12.USH2.1.4.3 / EXP / 1 Day / Make a list of all the "causes" to which Rockefeller, Carnegie, and Morgan donated much money during the latter years of their lives. / Pathways: pp. 414-417
(Museum of Idaho building in Idaho Falls is a "Carnegie library.") / Andrew Carnegie believed that the rich should
  1. build towns for their workers.
  2. leave their fortunes to their heirs.
  3. give away money as charity.
  4. give gifts to benefit the masses.

Industrial Giant, cont. / Distinguish between the “old” and the “new” immigration in terms of its volume and the newcomers’ ethnicity, religion, language, and place of origin.
Analyze the opportunities, obstacles, and contributions of different immigrant groups during the industrial era. / 9-12.USH2.1.2.1
9-12.USH2.1.2.2
9-12.USH2.1.2.3 / ESS / 4 days / Provide students with the data to create a bar graph representation of immigration from 1840 to 1920. The information should provide insights into countries of origin as well as volume of immigrants during this time period. / Pathways: pp. 467-478
PH Video Collection:
Volume 12:
"Immigration and
Cultural Change"
U.S Census Bureau web- site / Students write a summary paragraph explaining the difference between the old and the new immigration. Why did people resent the "new" immigrants more than the "old" immigrants?
Examine the reasons for the development of labor unions in the 19th century / Describe working conditions common in industrial workplaces in the 1890’s. / 9-12.USH2.1.4.2
9-12.USH2.3.2.1 / ESS / 2 days / Industrial assembly line role playing exercise
Job and working condition role playing- past to present
Primary Source Photograph analysis of working conditions during the Industrial Age / Pathways: pp. 419-422
Sinclair’s The Jungle /
excerpts
The Good Old Days, They Were Terrible!, by Otto Bettmann / Imagine yourself as a worker in a steel factory (or textile mill, or coal mine, or sweatshop) in America in the 1890s. Describe what your day would be like from beginning to end.
Labor Unions, cont. / Analyze the role of Samuel Gompers and the American Federation of Labor in the labor movement. / 9-12.USH2.1.4.2
9-12.USH2.4.3.2 / ESS / Tri A
1 day / Lecture / Class Discussion / Pathways: pp. 423-426
Video: “The Rise of Labor” / Compare and contrast the National Labor Union, the Knights of Labor, and the American Federation of Labor in regard to their origins, goals, and leadership. Account for the failure of the first two and the success of the AFL
Labor Unions, cont. / Describe the causes and effects of one of the following labor conflicts: 1877 Railroad Strike, 1886 Haymarket Affair, 1894 Pullman Strike, 1892 Homestead Strike. / 9-12.USH2.1.1.3
9-12.USH2.1.4.3
9-12.USH2.4.3.2 / EXP / Tri A / Set up four "stations" with information, pictures, primary source documents, etc. for each of the major strikes. Students have a note-taking sheet for each of the exhibits. Emphasis is on comparing and contrasting the causes and effects of the strikes
Assign teams of "investigative journalists" to research and write a front-page newspaper
covering one of the great strikes of the late 1800s. Papers may include pictures, student cartoons, and editorials in addition to the feature story. / Pathways: pp. 426-428
PH Video Collection:
Volume 13:
"Nation in Turmoil" / Major strikes in the late 1800s resulted from
  1. cuts in wages.
  2. poor working conditions.
  3. the demand for unemployment compensation.
  4. dissatisfaction with America's political system.

Standard 3: The Emergence of Modern America (1890-1920)
Interpret the meaning, motivation for, and course of American imperialism in the late 19th century / Define imperialism and explain reasons why the U.S. embarked on a path of imperial expansion in the late 1800’s. / 9-12.USH2.1.5.1
9-12.USH2.5.1.2
9-12.USH2.5.1.3 / ESS / Tri A
2 days / Research/class discussion on imperialism / Pathways: pp. 514-518
PH Video Collection:
Volume 15:
"U.S. and the World
(1865-1917)"
Congressional Quarterly
Congress online / Imagine you are a member of Congress in the 1890s. Take a position for overseas expansion and support your position with reasons.
Amer. Imper. cont. / Explain how the United States acquired Hawaii and the Panama Canal Zone. / 9-12.USH2.1.5.1
9-12.USH2.5.1.2
9-12.USH2.5.1.3 / ESS / Tri A
2 days / Map Study: Imperialism in the Caribbean and the Pacific
Class debate: Was the United States justified in annexing Hawaii?
Lecture / discussion tracing American interest in an Isthmian canal, acquisition of the right to build the canal, and the formidable task of completing the Panama Canal / Pathways: pp. 524
pp. 527-530
pp. 532-533
Video: "A Man, A Plan, A Canal, Panama" / Which of the following best describes how the United States acquired Hawaii?
  1. Hawaii was ceded to the United States from Spain.
  2. Hawaii was given to the United States as part of the peace treaty ending World War I.
  3. Hawaii was annexed by the United States by a joint resolution of Congress.
  4. Hawaii was purchased from Spain along with the Philippines.

Amer. Imper. cont. / Explain the causes and results of the Spanish-American War including acquisition of Puerto Rico, Guam, and the Philippines. / 9-12.USH2.1.5.1
9-12.USH2.5.1.2
9-12.USH2.5.1.3 / ESS / Tri A
2 days / Map Study: Imperialism in the Caribbean and the Pacific
Make a chart of U.S. acquisitions. Chart the acquisitions gained in one column and how they were acquired in the second column. Discuss findings. / Pathways: 519-524