11^th Grade United States History Social Studies Map

Month/Unit	Essential Questions	Expectations	Project/ Activity	Assessment	Resources	Standards
August/ Pre-Columbus to Discovery	Knowing what we learned in 10^th grade World History, is it fair to characterize Columbus in the same way historians generally characterize Hitler? Should we have a national holiday for Columbus?	Students will: -know the people who lived on this continent pre-Columbus -understand the reasons Columbus set forth -question what they already know about Columbus and add to that knowledge	KWL chart Readings and Questions	Class participation and discussion KWL charts Answers to critical questions	Zinn, H. A People’s History of the United States, Chapter 1. Loewen, J. Lies My Teacher Told Me, Chapter 2, 3.	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
September/ From Revolution to the Formation of the Democracy	What led the Founding Fathers to Revolution? Is this country a product of Revolution or a product of Evolution?	Students will: -know and locate the original 13 colonies -know the controversies between the colonies and England -know the relationships between colonists and American Indians -know the early history of slavery -know the evolution of democracy -know details of the Revolutionary War	Colony Map Colony Chart Taxation poster project Readings on Shay’s Rebellion Notes about early slavery and rebellions Dec. of Indep. and Constitution assignments	Colony Map Quiz Graded assignments Class discussion Constitution Quiz Essay Assignment	Maps Dec. of Indep. Constitution Tax Acts Film: 1776 Film: The Patriot	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
October/ Tensions in the New Republic	How did Andrew Jackson change the office of the presidency? The question of slavery began with debates for the Dec. of Indep. and continued until the Civil Rights Movement. How does this divisive issue create controversy up to the Civil War?	Students will: -understand the accomplishment of Lewis and Clark expedition -understand Jackson’s theory on the office of the president -understand the contention between Jackson and the Supreme Court, specifically with Cherokee and Trail of Tears -know all tensions leading up to the Civil War -know political environment pre-Civil War	Lewis and Clark web assignment Trail of Tears Map assignment Trail of Tears reading Pre-Civil War tension chart John Brown Raid Play Slave Narrative assignment	Assignment grades Pre-Civil War essay Beginning of Civil War genre project	Lewis and Clark Web site Trail of Tears article John Brown video Library of Congress Slave Narrative Web site WPA	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
November/ Civil War	How did the Civil War shape future problems for the relationship between White America and People of Color? How did the South lose the war and how did the North win the war? Was Abraham Lincoln a great president? Is the Civil War over?	Students will: -know the individuals who shaped both governments -know the generals of the armies -know major battles and details -know the naval war -know why the north won and the south lost -effect of Abraham Lincoln -know results of assassination -know effects of war on slavery -know debate surrounding Emancipation Proclamation -know Amendments 13, 14, 15	Civil War genre theme assignment	Civil War genre theme assignment Reading quizzes	Library and a variety of sources Horowitz, T. Confederates in the Attic Film: Glory Film: Gettysburg Film: The Civil War, Documentary	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
December/ Reconstruction and Westward HO!	How did Reconstruction succeed and how did it fail? Was Reconstruction fail to all American citizens? What role does Telluride play in the history of the West?	Students will: -know different Reconstruction Plans -understand impeachment of A. Johnson -know effects of Reconstruction on freed slaves -recognize implications of westward expansion -know impact of Chinese on railroads -know impact of expansion on American Indians -know role of Telluride in Western History	“O Captain, My Captain” assignment Field Trip to Telluride Historical Museum Historic Walking Tour of Telluride	Classroom assignments Dances With Wolves Essay Participation	Whitman, W. “O Captain, My Captain”, poem Hughes, L. “Negro Mother”, poem Both Reconstruction plans Film: Dances With Wolves Article about impeachment of A. Johnson	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
January/ Gilded Age, Progressive Era, and WWI	How and why did the Robber Barons control Washington? How is the Progressive Era a reaction to the Gilded Age? Why was TR such and effective reformer? Is Wilson really a hero?	Students will: -understand the economic climate that allows for Robber Barons -study the impact of the transcontinental railroad on the economics of this country -understand that the Progressive Era is a reaction to Gilded Age corruption -know and understand Progressive Era Reformers -understand how TR changed the presidency -evaluate both sides of Wilson, the foreign policy genius and the racist	Progressive Era Project Reformers poster TR Bear Project	Progressive Era Project Reformers poster Various classroom assignments Participation	Use of computer lab for Progressive Era Project Sinclair, U. The Jungle , pg. 60-63 TR reading selections Loewen, J. Lies My Teacher Told Me, chapter 1.	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
February/ Roaring 20’s-Great Depression	How did the economic success of WWI lead the country into the Great Depression? What caused the Great Depression? What were the results and how did the country recover?	Students will: -study the economic success of the 1920’s. -study the Harlem Renaissance -study the causes of the Great Depression -simulate the stock market crash -know and identify the New Deal Reforms	Roaring 20’s lecture and notes Stock Market Crash Simulation	Roaring 20’s quiz Participation in Stock Market Simulation Cinderella Man Essay	Various poems by Langston Hughes Hurston, Z.N. Their Eyes Were Watching God selection Film: Cinderella Man	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
March/ WWII-1950’s	How did FDR change the role of government? What was the domestic experience like for all Americans during WWII? What is “American Culture” and how did the immigrant experience shape that idea? What was the catalyst for change in the 1950’s?	Students will: -understand FDR’s role in the recovery from the Great Depression -understand WWII’s role in the recovery from the Great Depression -study different minority groups during WWII and how each was treated -review WWII information learned in 10^th grade -study immigration of the time period -study the culture of suburban America	WWII Discovery Pleasantville Research Assignment Immigration Family Tree	WWII Discovery Pleasantville Research Assignment Immigration assignments	Film: Pleasantville Library Sources Computer Lab Film: Ellis Island	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
April/ Civil Rights Movement, 1960’s-1970’s and Research Term Paper	What are the Constitutional implications of the Civil Rights Amendments? How did the Civil War create the atmosphere for Jim Crow? What is the sociological impact of the fight for Civil Rights? Vietnam? Student Movements? What other minority groups fought for Equal Rights during this time period? What is counter culture?	Students will: -know all landmark Supreme Court cases pertaining to the Civil Rights Movement -know all important individuals -know all important events -know the Constitutional Amendments pertaining -know the history of the War in Vietnam -understand the Student Protest Movement -understand the counter-culture movement -know the different minority groups fighting for Equal Rights -know the end of the Vietnam War and the aftereffects	Research Term Paper Reading Quizzes	Research Term Paper	Film: The Children’s March Film: Mississippi Burning Film: Eyes on the Prize Film: 1960’s Constitution Landmark Supreme Court Cases Library Web sources O’Brien, T. The Things They Carried	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
May/From Nixon to Bush	What did the Watergate scandal do to the office of the president? What legacy does each of these presidents leave behind?	Students will: -understand the details of Watergate -review the accomplishments of each president -reflect on their knowledge of presidents in their lifetime -reflect on 9/11	Lecture and notes PowerPoint assignment on presidents	Participation Various class assignments	Film: All The President’s Men	1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. 2- Students know how to use the processes and resources of historical inquiry. 3- Students understand that societies are diverse and have changed over time. 4-Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5-Students understand political institutions and theories that have developed and changed over time. 6-Students know that religious and philosophical ideas have been powerful forces throughout history.
June/Final Exam		Students will: Pass the Final Exam!!!