{subject} extended curriculum guidevd-p.d91.k12.id.us/d91curric/3high school/social studies... ·...
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Senior High School U.S. History Expanded Curriculum Guide11th Grade
Course Essential Course Essential Questions: Course Essential Skills:
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
11th Grade U.S. History
Curriculum Guide
U.S. History II 11th Grade Essential Understandings, Questions, and Skills
2
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Understandings:
Students will understand that . . .*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
*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
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
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Senior High School U.S. History Expanded Curriculum Guide11th Grade
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?
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)
*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 States at the local level?
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
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Senior High School U.S. History Expanded Curriculum Guide11th Grade
*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)
*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?
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
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Senior High School U.S. History Expanded Curriculum Guide11th Grade
*Besides citizenship, what other benefits come from studying history?
*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)
*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?
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
6
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
US HISTORY AStandard 1: Reconstruction (1863-1877)
Und
erst
and
the
diff
icul
t tas
k of
reco
nstru
ctin
g th
e U
nion
follo
win
g th
e C
ivil
War
Identify the fundamental differences in the Reconstruction plans advocated by President Lincoln, Congressional leaders, and President Johnson.
9-12.USH2.1.1.29-12.USH2.4.2.19-12.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 whenA. it took its soldiers out
of the Confederate army.
B. 10% of its voters took an oath of allegiance to the United States.
C. it adopted a plan guaranteeing black political and economic rights.
D. it ratified the 14th and 15th Amendments to theConstitution.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
7
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Und
erst
and
the
cons
titut
iona
l ch
ange
s im
plem
ente
d by
C
ongr
essi
onal
R
econ
stru
ctio
n
Summarize the basic provisions of the 13th, 14th, and 15th Amendments.
9-12.USH2.1.1.39-12.USH2.4.4.1
ESS 1 dayReview 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?
Con
g. R
econ
. con
t. 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?
Expl
ain
how
the
Sout
h gr
adua
lly re
plac
ed
slav
ery
with
a sy
stem
of
econ
omic
subj
ugat
ion
Define and Analyze the impact of tenant farming and sharecropping.
9-12.USH2.3.3.19-12.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.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
8
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Sub.
and
Seg
. con
t.
Describe the origins and development of Jim Crow.
9-12.USH2.1.1.39-12.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 wereA. found only in the
North.B. called Jim Crow laws.C. overturned by Plessy v.
Ferguson.D. outlawed at the end of
the Civil War.
Standard 2: The Development of the Industrial United States (1870-1900)
Und
erst
and
how
the
Uni
ted
Stat
es e
mer
ged
as a
n in
dust
rial g
iant
in th
e la
te 1
9th
cent
ury
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.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
9
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Indu
stria
l Gia
nt, c
ont.
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.USH2.1.4.19-12.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 includedA. standard gauge of track
width.B. air brakes.C. steel rails.D. Pullman Cars.E. all of the above.
Indu
stria
l Gia
nt, c
ont. 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.USH2.1.4.39-12.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 BigBusiness"
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."
Indu
stria
l Gia
nt, c
ont.
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 shouldA. build towns for their
workers.B. leave their fortunes to
their heirs.C. give away money as
charity.D. give gifts to benefit the
masses.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
10
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Indu
stria
l Gia
nt, c
ont.
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.USH2.1.2.19-12.USH2.1.2.29-12.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?
Exam
ine
the
reas
ons
for t
he
deve
lopm
ent o
f lab
or
unio
ns in
the
19th c
entu
ry
Describe working conditions common in industrial workplaces in the 1890’s.
9-12.USH2.1.4.29-12.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.
Labo
r Uni
ons,
con
t.
Analyze the role of Samuel Gompers and the American Federation of Labor in the labor movement.
9-12.USH2.1.4.29-12.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
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
11
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Labo
r Uni
ons,
con
t.
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.USH2.1.1.39-12.USH2.1.4.39-12.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 newspapercovering 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 fromA. cuts in wages.B. poor working
conditions.C. the demand for
unemployment compensation.
D. dissatisfaction with America's political system.
Standard 3: The Emergence of Modern America (1890-1920)
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
12
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Inte
rpre
t the
mea
ning
, m
otiv
atio
n fo
r, an
d co
urse
of A
mer
ican
im
peria
lism
in th
e la
te
Define imperialism and explain reasons why the U.S. embarked on a path of imperial expansion in the late 1800’s.
9-12.USH2.1.5.19-12.USH2.5.1.29-12.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.
Am
er. I
mpe
r. co
nt.
Explain how the United States acquired Hawaii and the Panama Canal Zone.
9-12.USH2.1.5.19-12.USH2.5.1.29-12.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?A. Hawaii was ceded to
the United States from Spain.
B. Hawaii was given to the United States as part of the peace treaty ending World War I.
C. Hawaii was annexed by the United States by a joint resolution of Congress.
D. Hawaii was purchased from Spain along with the Philippines.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
13
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Am
er. I
mpe
r. co
nt.
Explain the causes and results of the Spanish-American War including acquisition of Puerto Rico, Guam, and the Philippines.
9-12.USH2.1.5.19-12.USH2.5.1.29-12.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
Video: "The Second Century: The Spanish American War"
As a result of the Spanish-American War, the United StatesA. treated Latin American
nations with more respect.
B. became a colonial power.
C. became more isolated from Europe.
D. lost the respect of leading world powers.
Iden
tify
Prog
ress
ive
refo
rm
effo
rts to
cor
rect
bus
ines
s, so
cial
, an
d po
litic
al a
buse
s in
indu
stria
l A
mer
ica
Identify key characteristics of a “typical” Progressive reformer:
Urban White Middle class Well educated Women Professional
9-12.USH2.1.1.3 ESS Tri A
1 day
In small group discussion, have students prepare a character sketch of a typical Progressive reformer. Have one group "introduce" John Q. Progressive to the class.
Pathways: pp. 540-546 Nystrom: pp. 88-89
PH Video Collection: Volume 14: "The Progressive Movement"
Progressive reformers were mainly men and women from theA. middle class.B. lower class.C. upper class.D. new wave of
immigrants.E. small towns.
Have students explain why the incorrect choices do not apply.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
14
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Prog
ress
ive
refo
rm, c
ont.
Show how Progressives sought to correct abuses in the meatpacking industry, monopolies/trusts, and understand the Settlement House Movement.
9-12.USH2.1.1.3 ESS Tri A
3 days
Students write a descriptive paragraph for each of the following: Jane Addams, Ida Tarbell, Florence Kelley, John Dewey, Frances Willard, Robert La Follette, Carrie Chapman Catt, Upton Sinclair, W.E.B. DuBois, etc.)
Example:Ida Tarbell was the author of articles exposing the business abuses of the Standard Oil Company. Her efforts resulted in the eventual breakup of the Rockefeller oil monopoly.
Pathways: pp. 547-551 Progressives worked toA. end racial segregation
and achieve equal opportunity for African Americans.
B. increase American competitiveness with other nations and give African Americans the vote.
C. support the Democratic Party, remove barriers that kept women out of management jobs in business, and increase tariffs.
D. end business abuses, improve working and living conditions, and reform government
Prog
ress
ive
refo
rm, c
ont. Evaluate Progressive
attempts to restore democracy at the national, state, and local level by summarizing the 17th amendment, defining initiative, referendum, and recall, and explaining the city-manager form of government.
9-12.USH2.1.1.39-12.USH2.4.2.19-12.USH2.4.4.1
ESS Tri A
1 day
Define key terms to describe the political reforms that emerged during the Progressive Era.If possible, have students provide examples of these democratic reforms at work today.
Pathways: pp. 547-551 Use each term/ item in a sentence to show its meaning.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
15
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Und
erst
and
the
caus
es a
nd
impa
ct o
f Am
eric
an
inte
rven
tion
in W
orld
War
I ab
road
and
on
the
hom
e fr
ont Describe reasons for the
United States’ entry into World War I.
9-12.USH2.5.1.29-12.USH2.5.1.3
ESS Tri A
2 days
Lecture / class discussion Pathways: pp. 567-572
PH Video Collection: Volume 16: "The Great War"
Nystrom: pp. 84-85
Write an essay in which you rank order the four most important reasons for U.S. entry into WWI, explaining your choices and justifying why you prioritized the reasons in the manner that you did.
Am
er. I
nter
ven.
WW
I, co
nt.
Explain U.S. military and economic mobilization for war.
9-12.USH2.3.2.19-12.USH2.4.3.2
ESS Tri A
2 days
Most historians agree that when the United States entered World War I, it was "poorly prepared to leap into global war." Have students read/research the steps the U.S. government quickly took to change that situation.
Pathways: pp. 573-575
Videos: “Over There”“Over Here”
In an effort to make economic mobilization more efficient during World War I, the federal government took over and operatedA. the railroads.B. heavy industry.C. American agriculture.D. the steel mills.
Am
er. I
nter
ven.
WW
I, co
nt. Evaluate the national debate
over treaty ratification and the League of Nations.
9-12.USH2.4.2.19-12.USH2.4.3.2
ESS Tri A
1 day
Stage a class debate over U.S. entry into the League of Nations.
Pathways: pp. 584-587
Senate Archives
Wilson Library online
Congress rejected the Treaty of Versailles becauseA. it did not guarantee
freedom of the seas.B. the United States
received no mandates.C. the United States might
be drawn into European conflicts.
D. Wilson campaigned against it.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
16
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
US HISTORY BStandard 4: The 1920’s
Und
erst
and
dom
estic
an
d in
tern
atio
nal
affa
irs in
the
1920
s
Describe the economic and political impact of big business during the 1920s (e.g., assembly lines, advertising, consumerism).
9-12.USH2.3.1.29-12.USH2.3.1.3
ESS Tri B
2 days
Lecture / Class discussion Pathways: pp. 603-608
PH Video Collection: Volume 17: "The Roaring Twenties"
Explain how the automobile industry in the 1920s had an impact on the national economy similar to that of the railroad industry in the 1870s and 1880s.
Dom
estic
/ Int
er. A
ffai
rs in
192
0s
Analyze the effects of the automobile, radio, airplane, and motion pictures on American society.
9-12.USH2.2.3.1 ESS Tri B
2 days
Lecture / Class discussion Pathways: pp. 614-616
The American Reader: “The Auto in America”
Book and Video; “The First Recorded Century”
Explain how the mass production of automobiles in the 1920s affected the economy and culture of the United States.
Automobiles, radios, and motion picturesA. were less popular than
anticipated.B. strengthened American
family life.C. contributed to the
standardization of American life.
D. were too expensive for ordinary people.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
17
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dom
estic
/ Int
er.
Aff
airs
in 1
920s
Describe the positive and negative social and political impacts of Prohibition.
9-12.USH2.1.1.2 ESS Tri B
1 day
Stage a class debate on whether or not social behaviors can be politically controlled. Students must not slip into "present tense" to make their cases.
Pathways: pp. 622-623 What did many prohibitionists assume would be the results of prohibition? Discuss one CORRECT and one INCORRECT assumption?
Dom
estic
/ Int
er. A
ffai
rs in
192
0s
Describe the changing role of women and the significance of the 19th amendment.
9-12.USH2.4.3.29-12.USH2.4.4.1
ESS Tri B
2 days
Amendment analysis
Victorian Age and Modern view of women comparison chart
Pathways: pp. 609-610 What impact did women's suffrage have on public life during the 1920s?A. Women were elected to
state offices for the first time.
B. Women began to serve on juries in many states.
C. Mass numbers of women began to vote in national elections.
D. Many women assumed national leadership positions in the Democratic party.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
18
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dom
estic
/ Int
er. A
ffai
rs in
192
0s
Interpret the issues associated with the Red Scare.
9-12.USH2.5.5.1 ESS Tri B
1 day
Lecture / Class discussion Pathways: pp. 597-599 The red scare of 1919-1920 was provoked byA. the strict enforcement
of prohibition laws.B. evolutionary science's
challenge to the biblical story of the creation.
C. the public's association of labor violence with its fear of revolution.
D. the behavior of the flappers.
Dom
estic
/ Int
er.
Aff
airs
in 1
920s
Understand reasons for the increased racial and ethnic conflict and the resurgence of the KKK.
9-12.USH2.1.1.3 ESS Tri B
1 day
Reader's Theater: The Sacco and Vanzetti Trial
Pathways: pp. 625-626 The KKK of the 1920s advocated all of the following EXCEPT:A. fundamentalist religion.B. anti-Catholicism.C. anti-immigration.D. economic opportunity
for African-Americans.Evaluate the conflict between Fundamentalism and Modern Thought i.e. .Creationism v. Evolution
9-12.USH2.1.1.39-12.USH2.4.3.2
EXP Either view or reenact the closing arguments (scripts are available) of both Clarence Darrow and Williams Jennings Bryan at the famed Scopes Trial
Video: The American Experience: “The Scopes Trial”
Video: “Inherit the Wind”
The Twenties were a time of conflict between old and new ideas and ways of life. Describe how the Scopes Trial illustrates this statement.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
19
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dom
estic
/ Int
er. A
ffai
rs in
192
0s
Analyze the factors that led to immigration restriction and the closing of the “Golden Door.”
9-12.USH2.1.2.2 ESS Tri B
1 day
Brainstorm reasons people oppose immigration to America, then and now.
Pathways: p. 483 ("Immigration Continues Today")
Pathways: pp. 1008-1014("Immigration and the Golden Door"
Pathways: pp. 600-601
Pathways: pp. 1092-1093("My American Journey," by Colin Powell)
Many American workers feared that immigrants would A. take the jobs of
American workers.B. never learn to speak
English.C. cause crime to increase
in the cities.D. get preferred treatment
over native Americans. The Immigration Act of 1924 was formulated to impose immigration quotas based onA. economic skills.B. nationality.C. religious beliefs.D. literacy.
Standard 5: The Great Depression, 1929-1940
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
20
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dem
onst
rate
an
unde
rsta
ndin
g of
the
caus
es o
f the
Cra
sh o
f 192
9 an
d th
e G
reat
Dep
ress
ion
Evaluate major factors in the stock market crash of 1929 and the Great Depression: Uneven distribution of
wealth Overproduction Overextension of credit Stock market
speculation Sluggish farm economy Bank foreclosures and
failures International economic
picture/tariffs Panic
9-12.USH2.1.4.4 ESS Tri B
2 days
Examine sample stock market{bull and bear}prices in the 1920s-1930s.
.Invite local stock brokers / market analysts to discuss the intricacies of the stock market, then and now.
Pathways: pp. 630-638
PH Video Collection: Volume 18: "The Great Depression and the New Deal"
John K. Galbraith reading: “Why the Money Stopped”
Suppose that the stock market crash had not occurred. Do you think the Great Depression would still have happened? Would it have been different in any way/ Explain?
Expl
ain
how
the
Gre
at D
epre
ssio
n af
fect
ed A
mer
ican
soci
ety
Explain how the Great Depression affected Americans: Dust Bowl Internal migration Unemployment/
Business failures Bank failures
9-12.USH2.1.2.39-12.USH2.2.2.19-12.USH2.2.2.29-12.USH2.3.3.19-12.USH2.3.4.1
ESS Tri B
2 days
Use of maps, pictures, charts, and graphs to help students see the effects of the Depression.
Pathways: pp. 639-645
Pathways: "Growing Up," by Russell Baker 1084-1085
Nystrom: pp. 90-91
The Lange photos and the FDR Library Website.
Video clips of the era.
Music of the era
Write a journal entry from the perspective of a person living during the Great Depression. Entry should describe the impact of the Depression on you personally. (Examples: an Oklahoma farmer, a bank president, an umemployed factory worker, a person forced to migrate in search of work, etc.)
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
21
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Gre
at
Dep
. &
Am
er.
Soc.
con
t Describe the relationships among the consumer, business, and government.
9-12.USH2.3.1.29-12.USH2.3.2.19-12.USH2.3.4.1
ESS Tri B
1 day
Lecture / Class DiscussionFlow chart
Gre
at
Dep
. &
Am
er.
Soc.
con
t Interpret the significance of Depression-era art and literature.
9-12.USH2.1.1.1 EXP Tri B Examine selected art, photography, and literature of the Depression era.
Und
erst
and
FDR
’s e
ffor
ts to
figh
t the
Dep
ress
ion
Compare and contrast the traditional approach of the federal government to economic downturn to President Hoover’s approach and to FDR’s experimental approach.
9-12.USH2.3.2.19-12.USH2.4.3.2
ESS Tri B
1 day
Lecture / Class Discussion Pathways: pp. 650-654 pp. 658-659
The key difference between Hoover's and Roosevelt's platforms in 1932 was thatA. Roosevelt felt that the
federal government should play a major active role in the economy and Hoover did not.
B. Hoover felt that the federal government should play a major, active role in the economy and Roosevelt favored an advisory role.
C. Hoover favored big business and Roosevelt distrusted it.
D. Hoover felt that the depression would cure itself and Roosevelt did not.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
22
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
FDR
&
Dep
ress
ion,
con
t.
List and explain the goals of FDR’s New Deal: relief, recovery, and reform.
9-12.USH2.3.2.19-12.USH2.4.3.2
ESS Tri B
1 day
Lecture / Class Discussion Pathways: pp. 660-665
Article “ The New Deal: Relief, Recovery and Reform”
Describe the “three R’s” of FDR’s New Deal and provide examples of each goal.
FDR
& D
epre
ssio
n, c
ont. Identify key programs
(“alphabet agencies”) of the New Deal and evaluate the success/failure of each: SSA TVA CCC FDIC SEC AAA
9-12.USH2.3.2.19-12.USH2.4.3.2
ESS Tri B
2 days
Group investigation, "alphabet soup" charts, mini posters and/or class presentations.
Pathways: pp. 660-665 Create a matching activity for students in which they match the purpose and accomplishment with the correct New Deal agency or legislation.
FDR
& D
epre
ssio
n, c
ont.
Understand the overall effectiveness of the New Deal in solving the nation’s economic problems.
9-12.USH2.3.2.19-12.USH2.3.4.19-12.USH2.4.3.2
EXP Tri B Lecture / Class Discussion Pathways: pp. 666-669 Cite evidence to demonstrate that "the most damning indictment of the New Deal was that it failed to cure the Depression." Then cite achievements of value that the New Deal did in fact accomplish.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
23
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Standard 6: World War II, 1930-1945
Dem
onst
rate
an
unde
rsta
ndin
g of
the
orig
ins a
nd c
ours
e of
W
orld
War
II a
nd th
e ch
arac
ter
of th
e w
ar a
broa
d an
d at
hom
e
Explain how the rise of totalitarianism led to the outbreak of World War II.
9-12.USH2.5.1.1 ESS Tri B
2 day
Define totalitarianism and describe the conditions that existed in Italy, Germany, and Japan which gave rise to fascist totalitarian leaders.
Pathways: pp. 684-688
PH Video Collection: Volume 19: "World War II"
Nystrom: pp. 92-99
Fascist aggression in the 1930s included Mussolini's invasion of ____________; Hitler's invasion of __________, and Franco's overthrow of the republican government of ____________.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
24
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Orig
ins o
f WW
II c
ont.
List reasons why the United States entered World War II: Worsening
relationships with Japan and Germany
9-12.USH2.5.1.2 ESS Tri B
2 days
After assigned reading, have class list the various reasons behind the U.S. decision to enter the war, beginning with Pearl Harbor and working into the more complex reasons.
Pathways: pp. 688-691
Various WW II video clips
Which of the following was a reason for American involvement in World War II?A. Believing in the Open
Door Policy, the U.S. opposed Japanese plans for domination of eastern Asia.
B. Japanese attacks in China interfered with American plans to dominate all of Asia.
C. The United States feared the growth of Japanese industrial power and its potential to dominate world trade.
D. As the main force within the League of Nations, the U.S. could not shrink from its legal and moral obligations.
Orig
ins o
f W
WII
con
t. Explain generally the Axis and Allied military strategy.
9-12.USH2.4.3.29-12.USH2.5.1.3
EXP Tri B Map study Pathways: pp. 692-706
Nystrom, pp. 92-99
Summarize the grand strategy of the Big Three allies in World War II.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
25
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Orig
ins o
f WW
II
cont
.
Trace the course of the war with particular emphasis on the role played by American forces.
9-12.USH2.5.1.3 ESS Tri B
1 day
Time line and map studies Pathways: pp. 692-706
Video: From Blitzkrieg to the Bomb (The World at War Series)
List key events of the war and have students place the events in correct chronological order.
Orig
ins o
f WW
II c
ont.
Explain American economic and military mobilization during World War II.
9-12.USH2.3.2.1 ESS Tri B
1 day
Research and group teaching to the class, i.e. rationing, victory gardens, scrap drives
Pathways: pp. 692-693 pp. 714-719 pp. 721-723
Match each of the wartime agencies below with its correct function:
A. War Production BoardB. Office of Price
AdministrationC. War Labor BoardD. Fair Employment
Practices Commission
1. assigned priorities with respect to the use of raw materials and transportation facilities.
2. controlled inflation by rationing essential goods.
3. imposed ceilings on wage increases.
4. saw to it that no hiring discrimination practices were used against blacks seeking employment in war industries.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
26
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Orig
ins o
f WW
II c
ont.
Examine the events that led to the defeat of Germany and Japan.
9-12.USH2.5.1.3 EXP Tri B Create a timeline of key events of the war.
Pathways: pp. 697-699 pp. 701-705
The American strategy to defeat Japan called forA. Soviet troops to attack
Japan from the east.B. Australia to come to
the aid of the Allies.C. capture of Japanese-
held islands from which attacks on other islands could be launched
D. the buildup of a U-boat fleet in the Pacific.
Orig
ins o
f WW
II c
ont.
Analyze the dimensions of Hitler’s “Final Solution” and the Allies’ response to the Holocaust.
9-12.USH2.1.2.39-12.USH2.5.1.2
ESS Tri B
1 day
Lecture / Class Discussion Pathways: pp. 707-710
Pathways: Excerpt fromElie Wiesel's NIGHT, pp. 1086-1087
Video: "The Holocaust: In Memory of Millions"
What was a long-term effect of the Holocaust?A. the division of
Germany into East and West nations.
B. the end of anti-Semitism in the world
C. the widespread American support for the establishment of a Jewish state in Israel
D. the end of racial and religious discrimination
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
27
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Orig
ins o
f WW
II
cont
.
Explain the treatment of Japanese-Americans during World War II.
9-12.USH2.1.1.29-12.USH2.4.3.1
ESS Tri B
1 day
JACL guest speakers
State Department of Education Workshop Lesson Plans
Pathways: 734-736
Farwell to ManzanarBook or video
Assume it is 1942. Write a letter to your Congressman either protesting or supporting the decision to intern Japanese-Americans.Students should share their perspectives in large group discussion after completion of the writing assignment.
Orig
ins o
f WW
II c
ont.
Explain issues related to President Truman’s decision to use the atomic bomb against Japan.
9-12.USH2.4.3.29-12.USH2.5.1.3
ESS Tri B
1 day
Analyze the five perspectives historians use to explain the arguments used for and against the use of the atomic bomb on Japan. This may be done individually or in cooperative learning groups / jigsawing
Pathways: pp. 704-705
Video: “10 Seconds that Shook the World”
John Hersey’s Hiroshima
The decision to drop the atomic bomb on Japan was controversial. It has continued to be so today. Make two lists. In the first, give reasons favoring the decision. In the second, cite arguments against the use of the bomb. Then explain whether you think it was a good or bad decision and why.
Standard 7: Postwar United States, 1945-1963
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
28
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Expl
ain
the
orig
ins o
f the
Col
d W
ar a
nd th
e ad
vent
of n
ucle
ar
polit
ics.
Define the American foreign policy objective of containment (the Truman Doctrine).
9-12.USH2.5.1.29-12.USH2.5.1.4
ESS Tri B
1 day
Primary Source Document Analysis of the Truman Doctrine
Pathways: pp. 741-746
PH Video Collection: Volume 20: "Postwar U.S.A."
Under the Truman Doctrine, the United States pledged toA. refrain from
intervening in places where it did not belong.
B. maintain prosperity throughout the world.
C. support those who were resisting subjugation by communists.
D. rebuild the war-torn nations of Europe.
Orig
ins o
f Col
d W
ar, c
ont.
Analyze the effects of the Marshall Plan and the American occupation of Japan as efforts of the United States to contain communism.
9-12.USH2.5.1.29-12.USH2.5.1.4
ESS Tri B
1 day
Primary Source Document Analysis of The Marshall Plan
Pathways: pp. 748-749
Laser discs: America 1945-1980
President Truman’s Marshall Plan called for
A. military aid for Europe.
B. economic aid for Japan.
C. an alliance to contain the Soviet Union.
D. Substantial financial assistance to rebuild Western Europe.
Orig
ins o
f C
old
War
, co
nt.
Evaluate significant events of the Cold War (Sputnik, Berlin Conflict over Blockade).
9-12.USH2.5.1.39-12.USH2.5.1.4
ESS Tri B
1 day
Create an illustrated timeline of key events ofthe Cold War
Pathways: pp. 749-750 p. 762 pp. 809-812
“We interrupt this Broadcast”
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
29
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Orig
ins o
f Col
d W
ar, c
ont.
Explain the politics of anti-communism in the U.S. by describing McCarthyism.
9-12.USH2.1.1.29-12.USH2.1.1.39-12.USH2.4.3.29-12.USH2.4.4.1
ESS Tri B
1 day
Play a clip of the HUAC hearings. Class discussion of the personality and tactics of Senator Joseph McCarthy
Pathways: pp. 752-755 Identify the factors that produced the anticommunist “witch hunt” after World War II.
Orig
ins o
f Col
d W
ar, c
ont.
Identify the origin, structure, and accomplishments of the United Nations and NATO.
9-12.USH2.5.1.3 ESS Tri B
1 day
Complete a chart showing the structure and organization of the United Nations
Review as a class the Charter of the United Nations.
Pathways: pp. 742, 750-751
Complete the following statement with as many specifics as possible:
In its early years, the United Nations was successful in…
Orig
ins o
f Col
d W
ar, c
ont.
Explain the causes, development, and outcome of the Korean War.
9-12.USH2.5.1.39-12.USH2.5.1.4
ESS Tri B
2 days
Locate Korea as an area of the Cold War/map study.
Pathways: 756-759
Nystrom: pp. 100-101
Video: “Korea: the Untold Story”
The United States became involved in the Korean War largely because ofA. the United Nations'
insistence.B. our NATO
commitment.C. Truman's new,
undeclared policy to contain communism anywhere in the world.
D. China's sending of troops to help North Korea.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
30
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dem
onst
rate
un
ders
tand
ing
of th
e re
ason
s for
the
post
war
eco
nom
ic
Describe reasons for the unprecedented economic prosperity of the 1950s.
9-12.USH2.3.1.29-12.USH2.3.4.1
ESS Tri B
½ day
Lecture / Class discussion Pathways: pp. 766-771 pp. 774-780
David Halberstams’ book and/or Video: The Fifties
Post
war
Ec
on.
boom
Understand the impact of the Cold War on the sustained growth of the postwar economy.
9-12.USH2.3.2.1 ESS Tri B
½ day
Lecture / Class discussion Pathways: p. 763
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
31
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dem
onst
rate
und
erst
andi
ng o
f pos
twar
soci
al a
nd c
ultu
ral
chan
ges
Define “baby boom” and explain the impact of the baby boomer generation in American history.
9-12.USH2.1.5.1 ESS Tri B
1 day
Lecture/ Class Discussion, including overheads of population statistics from the 1920s to the present
Pathways: p. 770
Nystrom: pp. 104-105
The huge "baby boom" crested in the ________ and has been declining ever since.A. late 1940sB. late 1930sC. late 1950sD. early 1970s
The baby boom generation will create a major problem in the future byA. producing an even
larger generation of children than itself.
B. creating a housing shortage.
C. placing an enormous strain on the Social Security System.
D. requiring the construction of more schools for their children.
Post
war
cul
t/soc
Describe America’s “flight to the suburbs” in the 1950s.
9-12.USH2.1.2.3 ESS Tri B
1 day
Research / investigation of Levittowns
Pathways: p.770, 772-773
Levittown websiteHalberstam’s The Fifties
The rapid rise of suburbia in post-WWII American can be attributed toA. the baby boomB. government mortgage
guaranteesC. new highwaysD. all of the above
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
32
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Post
war
cu
lt/so
c
Examine the influence of popular culture in the 1950s.
9-12.USH2.1.1.1 ESS Tri B
1 day
Students bring their parent’s/grandparent’s 1950s artifacts
Pathways: pp. 774-778
Topical music: Rock and Roll
Do you agree with critics of the time that the 1950s was “an age of conformity”? Why or why not?
US History CStandard 8: Social Justice Movements, 1963-1991
Rac
ial E
qual
ity/ C
ivil
Rig
hts
Interpret the significance of the Supreme Court decision in Brown vs. Board of Education of Topeka.
9-12.USH2.4.3.1 ESS Tri C
1 day
Supreme Court Case Analysis: investigate facts of the case, key questions involved, the decision, and the long-term significance of the case.
Pathways: p. 786 Pathways: p. 1114(Supreme Court Case Studies in Reference Section)
In Brown v. Board of Education of Topeka, the Supreme Court ruled thatA. segregated schools
were acceptable if they provided equal education
B. segregated schools were not acceptable under any circumstances.
C. schools must be desegregated immediately.
D. parents of African-American children who had been forced to go to segregated schools could sue local school boards for damages.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
33
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Rac
ial E
qual
ity/ C
ivil
Rig
hts,
cont
.
Identify key integration crises during the civil rights struggle, including the Montgomery bus boycott, the Little Rock 9, the Greensboro sit-ins, and the 1963 march on Washington, Selma.
9-12.USH2.1.1.29-12.USH2.1.1.39-12.USH2.4.2.19-12.USH2.4.4.1
ESS Tri C
1 day
Video lecture / discussion using clips from “Eyes on the Prize”
Create a chart Outlining major Civil Rights events and their impact.
Pathways: pp. 785- 789 Chapter 29: "The Civil Rights Movement," pp. 818-832
David Halberstam’sThe Children
Clips from PBS series "Eyes on the Prize"
Rac
ial E
qual
ity/
Civ
il R
ight
s, c
ont.
Compare and contrast the Black Power movements (i.e. Nation of Islam, Malcolm X, Black Panthers) to other Civil Rights movements
9-12.USH2.1.1.29-12.USH2.1.1.39-12.USH2.4.4.1
ESS Tri C
1 day
Class debate over differences between Martin Luther King, Jr. and Malcolm X
Selected King and Malcolm X speeches / excerpts
Pathways: pp. 821-822 pp. 837-840
Black leaders in the 1960s included _________________, who favored peaceable resistance; and ________________,who favored black separatism.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
34
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Rac
ial E
qual
ity/ C
ivil
Rig
hts,
cont
.
Explain the significance of the 1964 Civil Rights Act, the Voting Rights Act of 1965, and Affirmative Action Executive Orders (1961, 1965, and 1968).
9-12.USH2.3.2.19-12.USH2.4.2.1
ESS Tri C
1 day
Primary Source Document Analysis of the two acts / discussion
Pathways, pp. 833-835, 949-950, 997-998
The landmark Civil Rights Act of 1964 accomplished all of the following EXCEPT
A. prohibiting discrimination based on gender.
B. creation of the Equal Employment Opportunity Commission.
C. requiring “affirmative action” against discrimination.
D. banning sexual as well as racial discrimination.
Rac
ial E
qual
ity/
Civ
il R
ight
s, c
ont.
Analyze the impact of racism during the civil rights struggle including the assassination of Martin Luther King Jr., the riots of the 60’s (Detroit and L.A.) and the riots of the 90’s (Rodney King and Watts).
9-12.USH2.1.1.39-12.USH2.4.3.2
EXP Tri C
1 Day
Pathways, pp.906
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
35
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Oth
er S
ocia
l Ju
stic
e M
ovem
ents Identify the significance of
the following Social Movements: Women’s Movement, Environmental Movement, Gay Rights, Gray Panthers, Racial and Ethnic Diversity, and Counter Culture.
9-12.USH2.1.1.3 ESS Tri C
6 Days
Create a Public Policy that would address the needs of various groups within the united States.
Pathways pp. 845-869
Rac
ial E
qual
ity/ C
ivil
Rig
hts
Examine the significance of the Warren Court and the decisions in Miranda vs. Arizona, and Tinker vs. Des Moines etc...
9-12.USH2.4.3.1 ESS Tri C
½ day
Supreme Court Case Analysis: investigate facts of the case, key questions involved, the decision, and the long-term significance of the case.
Pathways: pp. 804-806
Standard 9: American Domestic Policy 1963-1991
Dem
onst
rate
un
ders
tand
ing
of
post
war
dom
estic
po
licy
Name and describe the impact of programs proposed by President Johnson and approved by Congress to create his “Great Society.”
9-12.USH2.1.1.39-12.USH2.4.2.19-12.USH2.4.3.2
ESS Tri C
2 days
Describe the connection to FDR’s New Deal
Small group research and reports on various Great Society programs
Pathways: pp. 802-806 Evaluate President Johnson’s Great Society program. Do you think its goals were realistic? admirable?Why did it receive such heavy support in Congress?
Dem
onst
rate
un
ders
tand
ing
of
post
war
dom
estic
po
licy
Analyze the Energy Crises as it developed in the United States including the development of Nuclear Power (Three Mile Island)
9-12.USH2.1.1.29-12.USH2.2.3.1
EXP Tri C
½ day
Pathways: pp. 947-949
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
36
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Dom
estic
issu
es 1
968-
pres
ent
Analyze the significance of Watergate, Richard Nixon’s resignation, his effect on the presidency and his presidential pardon.
9-12.USH2.1.1.29-12.USH2.4.2.19-12.USH2.4.3.2
EXP Tri C
2 Days
Pathways: pp. 920-925
Video: “All The President’s Men”
The Watergate scandals caused by the actions of Richard Nixon’s staff in the 1972 presidential campaign involved all of the following EXCEPT:
A. obstruction of justice
B. ballot stuffingC. burglarizing
enemies’ psychiatry offices
D. illegal wiretapping
Und
erst
and
sele
cted
dom
estic
is
sues
from
196
8 to
the
pres
ent
Analyze the effects of Stagflation in the United States as it relates to the expanding economy.
9-12.USH2.3.1.29-12.USH2.3.1.39-12.USH2.3.2.1
EXP Tri C
Dom
estic
issu
es
1968
-pre
sent
Examine the impact of the Reagan Revolution (Reaganomics, Trickle Down Economics, and the Changing Government).
9-12.USH2.1.4.59-12.USH2.3.1.39-12.USH2.3.2.19-12.USH2.4.3.2
EXP Tri C Pathways: pp. 959-963
Standard 10: The Cold War and American Foreign Policy, 1963-1991
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
37
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Orig
ins o
f Col
d W
ar, c
ont.
Explain the causes and reasons for the U.S. involvement in the Vietnam War and the domestic consequences of the conflict.
9-12.USH2.1.1.39-12.USH2.2.1.19-12.USH2.5.1.19-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
ESS Tri C
3 days
Lecture / Class discussion
Artifacts and\or oral histories of student’s relatives
“What we should we teach our children about Viet Nam”
Pathways: 872-894
Nystrom: pp. 108-109
Viet Nam Memorial Website
Veterans of Foreign Wars
National Guard
American military forces entered Vietnam in order to
A. keep South Vietnam from falling to the communists.
B. gain eventual control of North Vietnam.
C. force economic reforms on South Vietnam.
D. assassinate Ho chi Minh.
Des
crib
e th
e ch
angi
ng n
atur
e of
the
lead
ersh
ip ro
le o
f the
Uni
ted
Stat
es
from
196
8 to
199
1.
Discuss the causes and consequences of America’s withdrawal from Southeast Asia in 1973.
9-12.USH2.1.1.39-12.USH2.2.1.19-12.USH2.5.1.19-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
EXP Tri C
2 Day
Collaborative groups assess the five main factors behind the U.S. failure in Vietnam: the media failure to declare war underestimating the enemy conflicts between military and civilian leadership lack of public support for the war
Pathways: pp. 890-894 Assess the significance of America’s withdrawal from Southeast Asia on current military and foreign policy considerations.
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
38
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
US
Lead
er. R
ole,
con
t.
Define “détente” and explain how Nixon applied this foreign policy strategy to the U.S.S.R. and China.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3
EXP Tri C
1 Day
Pathways: pp. 915-919 Richard Nixon’s policy of détente
A. was designed to improve relations between the Soviet Union and China.
B. was a failure.C. ushered in an era
of relaxed tensions between the United States and the two leading communist powers, China and the Soviet Union.
D. was aimed at ending the Berlin Crisis.
The
Col
d W
ar
& A
mer
ican
Fo
reig
n Po
licy
1963
-199
1
Discuss the effects of SALT I, the War Powers ACT, the Helsinki Accords, and SALT II as they relate to America’s Relations with the Soviet Union.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3
Tri C
1 Day
Pathways: pp. 918-919, 934-935, 942
The
Col
d W
ar
& A
mer
ican
Fo
reig
n Po
licy
1963
-199
1
Analyze the issues that form the basis of the Arab-Israeli conflict and the role the United States has played in trying to resolve that crisis. (e.g. Camp David Accords)
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3
Tri C
1 Day
Pathways: pp. 940-941
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
39
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
The
Col
d W
ar
& A
mer
ican
Fo
reig
n Po
licy
1963
-199
1
Examine the causes of the Iran Hostage Crisis and its impact on the US and the Carter Presidency.
9-12.USH2.1.1.29-12.USH2.4.3.29-12.USH2.5.1.19-12.USH2.5.1.2
Tri C
1 Day
Pathways: pp. 943-944
The
Col
d W
ar &
A
mer
ican
For
eign
Po
licy
1963
-199
1
Discuss the new policy directions Carter took in foreign affairs and the complex relationship between the United States and foreign governments (e.g., China, Panama, Afghanistan, Africa,).
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3
Tri C
1 Day
Pathways: pp. 941-942
The
Col
d W
ar &
A
mer
ican
Fo
reig
n Po
licy
1963
-199
1
Understand the major initiatives and key foreign policy crises during Reagan’s Presidency (e.g., Iran-Contra Scandal, Grenada, War on Drugs, Strategic Defense Initiative).
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3
Tri C
2 Days
Pathways: pp. 961, 967-968
The
Col
d W
ar &
A
mer
ican
Fo
reig
n Po
licy
1963
-199
1
Trace the events leading to and the effects of the collapse of communism in Eastern Europe and the former Soviet Union (e.g., Berlin Wall, Securing of Nuclear Arms.)
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
EXP Tri C
3 Days
Video Lecture: the collapse of Communism in
Eastern Europe
Pathways: pp. 971-973
Standard 11: Modern Foreign Policy and Interventions 1991-Present
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
40
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
US
Lead
er. R
ole,
con
t.
Analyze the causes and effects of American participation in the Persian Gulf War.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
EXP Tri C Class Debate: Was the Persian Gulf War a complete American triumph or only a partial success?
Pathways: pp. 973-974 The result of the Persian Gulf War was that
A. Kuwait was liberated but Saddam Hussein stayed in power.
B. Saddam Hussein was overthrown by rebel Iraqis backed by the United States.
C. the U.S. cut its oil imports from the Middle East by 50%.
D. tensions in the Middle East were resolved.
US
Lead
er.
Rol
e, c
ont.
Analyze America’s efforts to “broker” peace in the Middle East.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.3
EXP Tri C Lecture / Class Discussion Pathways: pp. 989-990
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Polic
y an
d In
terv
entio
ns
Explore the impact of the American Embassy bombings on American Foreign Policy.
9-12.USH2.4.3.29-12.USH2.5.1.3
ESS Tri C
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
41
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Po
licy
and
Inte
rven
tions
Compare and contrast America’s different foreign commitments including NATO, the UN, and Humanitarian Aid (e.g., Libya, Bosnia, Kosovo, Rwanda, Somalia, and Natural Disaster Relief).
9-12.USH2.4.3.29-12.USH2.5.1.39-12.USH2.5.1.4
EXP Tri C Pathways: pp. 990-993
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Po
licy
and
Inte
rven
tions
Explore the causes of Terrorist attacks on the United States since 1991 including the First World Trade Center Bombing, the Oklahoma City Bombing, U.S. Embassy Bombings, U.S.S. Cole, and September 11th.
9-12.USH2.1.1.29-12.USH2.1.2.29-12.USH2.4.3.29-12.USH2.5.1.39-12.USH2.5.1.4
ESS Tri C
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Polic
y an
d In
terv
entio
ns
Analyze the effects of Terrorism on the United States since 1991 including The Patriot Act and the creation of the Department of Homeland Security.
9-12.USH2.4.2.19-12.USH2.4.4.1
ESS Tri C
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Pol
icy
and
Explain the reasons for the U.S. involvement in Afghanistan and the consequences of this involvement, both foreign and domestic.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
EXP Tri C
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
42
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Polic
y an
d In
terv
entio
ns
Define the “Bush Doctrine” and explain how it applies to the Axis of Evil and “Preemption”.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
EXP Tri C
Glo
baliz
atio
n:
Mod
ern
Fore
ign
Po
licy
and
Inte
rven
tions
Analyze the causes and effects of American participation in the Second Gulf War and the War on Terror including the deaths of Saddam Hussein and Osama Bin Laden.
9-12.USH2.4.3.29-12.USH2.5.1.29-12.USH2.5.1.39-12.USH2.5.1.4
ESS Tri C
Standard 12: The Economy, Globalization, and Modern Domestic Issues 1991-Present
Glo
baliz
atio
n:
Econ
omic
Tre
nds
Examine the idea of “Globalization” in the United States and explain its importance (e.g., Silicon Valley, Downsizing, and NAFTA).
9-12.USH2.1.4.59-12.USH2.2.3.19-12.USH2.3.1.39-12.USH2.3.2.1
EXP Tri C Pathways: pp. 974, 993, 1039-1046,
Und
erst
andi
ng
Mod
ern
Imm
igra
tion
Examine reasons for the changing immigration patterns to the U.S. in recent years.
9-12.USH2.1.2.19-12.USH2.2.3.1
EXP Tri C Pathways: Chapter 36: pp. 1008-1014 "Immigration and the Golden Door"
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
43
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Name the factors that contributed to internal migrations in America and explain the importance of each (e.g., Sun Belt, Rust Belt, and Frost Belt).
9-12.USH2.1.2.39-12.USH2.1.4.59-12.USH2.2.3.1
EXP Tri C Pathways: pp. 986-987
Glo
baliz
atio
n: M
oder
n D
omes
tic P
olic
ies
Explain how telecommunication improvements and innovations have transformed the American economy in the late 20th and early 21st centuries including personal computers, the Internet, cell phones and social networking.
9-12.USH2.2.3.1 ESS Tri C Pathways: pp. 999-1001, 1056-1064
Glo
baliz
atio
n:
Mod
ern
Dom
estic
Po
licie
s
Identify important people of the Telecommunications Era (e.g., Bill Gates, Steve Jobs, Mark Zuckerberg, Tom Anderson, Rupert Murdoch etc.)
9-12.USH2.2.3.19-12.USH2.3.1.3
EXP Tri C Pathways: pp. 1000
Glo
baliz
atio
n:
Mod
ern
Dom
estic
Po
licie
s
Identify and evaluate the impact of the Energy Revolution in America and the development of renewable resources.
9-12.USH2.2.2.19-12.USH2.2.2.2
EXP Tri C
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011
44
Senior High School U.S. History Expanded Curriculum Guide11th Grade
Goal Objective State Standards Addressed
Level of Critical-
ity
SequenceAnd
Estimated Time
Allotted
Sample TeachingStrategy
ResourcesThe 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/StateAssessments
Sample Assessment Question
Glo
baliz
atio
n:
Mod
ern
Dom
estic
Po
licie
s
Examine the importance of the Whitewater Scandal, Bill Clinton’s Impeachment, and the role of Hillary Clinton.
9-12.USH2.4.2.19-12.USH2.4.3.2
EXP Tri C Pathways: pp. 983-984
Glo
baliz
atio
n:
Mod
ern
Dom
estic
Po
licie
s
Discuss the Pros and Cons of the Electoral College as it relates to the 2000 Election.
9-12.USH2.1.1.2 ESS Tri C Compare and contrast the Election of 2000 to at least
one of the following: 2824, 1876, 1888.
Pathways: pp. 984
Glo
baliz
atio
n:
Mod
ern
Dom
estic
Po
licie
s
Analyze the role of government as it pertains to meeting individual needs (e.g., 2008 Health Care Reform, Social Security, Medicare, Medicaid, Finance Reform)
9-12.USH2.1.1.39-12.USH2.4.4.1
EXP Tri C Pathways: pp.968, 999, 1030-1037
*ESS=Essential (Students should master these objectives; they may be tested on an ECA, ISAT, or state test)*EXP=Expected (These objectives should be tested on in-class assessments) ISAT = Idaho Standards Achievement Test Y=Yearlong, Tri A=Trimester One, Tri B=Trimester Two Tri C= Trimester Three ©Idaho Falls School District # 91 2011