|
GRADE 11 CONTENT STANDARDS
TOPICS FROM THE CALIFORNIA STATE HISTORY / SOCIAL SCIENCE
FRAMEWORK
Grade 11 Topics
|
I. REVIEW: THE NATION'S BEGINNINGS
•
Demonstrate an understanding of major ideals that influenced the
founding of the United States.
|
VII.
GREAT DEPRESSION
• Demonstrate an understanding of the
causes of the Great Depression and how the New Deal affected society
and changedAmerican federalism. |
| II.REVIEW: US TO 1900
• Understand
the effects of Civil War and Reconstruction. |
VIII. WORLD WAR II
• Understand the role of the United States in World
War II and the impact of the war on the home front.
|
| III. RELIGION IN AMERICA
• Analyze the role religion played in the development
of American society.
• Discuss the contributions of various religious groups.
• Examine incidents of religious intolerance in the United
States. |
IX. POST WORLD WAR
II
• Analyze the economic and social transformations
of the United States from WWII to 1965.
|
| IV.
INDUSTRIALIZATION
• Explain how industrialization, immigration, and expansion
transformed the United States in the period from 1877-1914.
• Describe how Progressives addressed the excesses of
the Gilded Age, urbanization, and political corruption. |
X. FOREIGN POLICY FROM
1945 - 1989
• Understand the Cold War's impact on American foreign
policy, including Korea, Vietnam, and relationships with Latin America.
• Examine the relationship between American foreign policy
and the McCarthy Era.
• Analyze the movements protesting foreign policy and their
impact on America's subsequent role in world events. Include the
movements against the war in Vietnam and movement against nuclear
weapons. |
| V. UNITED
STATES AS A WORLD POWER
• Trace the rise of the US as a world power in the
20th-century including an examination of the Open Door Policy, and
the Spanish American War.
• Examine foreign policies of the Roosevelt, Taft, and
Wilson administrations.
• Understand the political, economic, and social ramifications
of World War I. |
XI. CIVIL RIGHTS MOVEMENT
• Demonstrate an understanding of the struggle for
racial equality and the extension of civil rights and civil liberties.
|
| VI.
THE JAZZ AGE
• Demonstrate an understanding of major
political, social, economic, and cultural developments of the 1920s. |
XII. CONTEMPORARY AMERICAN
SOCIETY
• Demonstrate an understanding of the significant
political, social and economic changes in the united States from
1965 to the present. |
|
HISTORICAL THINKING: SAMPLE ASSIGNMENTS — GRADE 11
Grade 11 : OUSD Sample Assignments
|
1.
Spatial / Chronological Thinking
• Design a map to illustrate the northward migration
and the population density of African Americans in northern cities
during the 1920s.
• Make a map with a key contrasting the relative
wealth of different regions of the United States during the Depression.
• Prepare a map showing which East European nations
were occupied immediately after World War II and by whom.
• Prepare a time line of events leading to the Cuban
Missile Crisis.
• Create a time line of United States involvement
in Vietnam.
|
2.
Examining Evidence
•
Read ehe 1Sth Amendment, the Volstead Act, editorials by Wets and
Drys, and list arguments for and against the 18th Amendment.
• Make a chart illustrating how each of these policies
(Marshall Plan, NATO, and the Berlin Blockade/ Airlift) illustrates
the major premises of the Truman Doctrine.
• Examine four political cartoons from the 1950s to
the 1970s (one from each presidential administration: Eisenhower,
Kennedy, Johnson, and Nixon) on the Vietnam war. Write a brief commentary
about the point of view of each cartoon regarding that conflict.
• Analyze public opinion polls (1972-74) to determine
public confidence in government institutions. |
3.
Diversity : Multiple Perspectives
•
Do a mock trial on either the constitutionality of the trial
of Sacco and Vanzetti or the KKK's right to march on Washington.
• Read the poetry and stories of Langston Hughes,
Jean Toomer, Countee Cullen; listen to the music of Bessie Smith,
Louis Armstrong, Billie Holliday, etc.; write their own blues
and/or poetry.
• Write a paper that analyzes Soviet Cold War
policy statements in the context of their historic vulnerability
to the West (Napoleon, World War I, and World War 11).
• Make a collage contrasting the "counterculture"
and mainstream culture in the 1960s.
|
4.
Historical Interpretation
• Make a chart that contrasts the the increased
wealth of the rich with the decreased wealth of the poor today
and speculate on why this might have happened.
•
Examine advertisements and films depicting the image of women
in the 1950s and 1960s and statistics and court cases concerning
the reality of women; write an essay analyzing the incongruity
between how women were depicted in popular culture and what life
was really like.
• Examine examples of popular culture from
the 1920s and, in a formal essay, hypothesize what it was like
to be young in the 1920s.
• Write a position paper on the causes of the Cold War, including
a comparison of traditional and revisionist interpretations.
|
5
Determining Historical/ Geographical Significance
•Write an informal essay describing
how popular culture influences students today in terms of language,
fashion, and attitudes towards sex. Compare their experiences
with those of young people in the 1920s nd 1960s.
• Write a cause-and-effect essay illustrating
the onnection between World War I and the Harlem Renaissance.
• Make a top ten list of American women
in the 20th century. Justify your choices.
•Have students determine the significance
of economic events such as the Depression, WWII, post-war boom
and recession, to patterns of immigration from Mexico and the
experiences of Mexican American immigrants. Students should focus
on the immigrant experience, attitudes of California residents,
and economic and political policies enacted at the national, state,
and local levels.
|
|
MODEl UNlT FOR GRADE 11— THE DEPRESSION
Sample Question: What caused the Depression and what
were
its effects on the American people and the role of government?
Grade 11 : Model Unit
|
| Historical
Thinking Standard |
Assignments
/ Activities
To show evidence of standards, students might: |
Chronological/ Spatial Thinking
•
Location
•
Sequencing
|
•
Draw a map to locate the Dust Bowl and routes taken to
California
• Create a timeline that shows events leading to the
Great Depression, the election of Franklin Delano Roosevelt, and
the subsequent New Deal legislation. |
Examining Evidence
• Examining primary sources (such as
photos, artifacts, and documents)
• Relationship between primary sources
and historical/ geographical context
• Author's intentions / perspective
|
•
Read oral histories from Stud Terkel's Hard Times on the
Great Depression.
• Write captions or news stories to go with textless
photographs of Dorothea Lange, Margaret Bourke-White, and Walker
Evans.
• Examine charts, graphs, and tables that show rising
unemployment, GNP, etc. and write text to accompany these charts. |
Diversity / Multiple Perspectives
• Influences (such as location, race,
gender, class, age, sexual orientation)
•
Empathy
|
•
Explore views of patriotism by writing a learning log. Share the
log with others in the class.
• Read speeches of political leaders such as Lloyd
George and Teddy Roosevelt and compare their ideas to the film Gallipoli. |
Interpretation
• Constructing historical accounts
• Comparing historical accounts
• Moral judgment
|
•
Using evidence such as maps, statistics, posters, speeches, and literature,
write a one-page analysis of the role nationalism played in World
War I and its outcome. |
Determining Historical /
Geographical Significance
• Connect past and present
• Causation
• Evaluation
• Location
|
•
Listen to a lecture on issues of nationalism in the world today
and of the struggle of some people to form nations.
• Write an opinion piece answering the question,"
Is nationalism a good thing?", drawing upon their knowledge
of World War I and current issues. |
|