APS
DISTRICT HIGH SCHOOL SOCIAL STUDIES CURRICULUM FRAMEWORK
Course Title: US History/Geography Humanities
Course Number:
Department: Social Studies
ADS Number:
11020
27294141
Prerequisites: Successful completion of English 9 and English 10 or alternates
Length of Course:
One Year
Credit/PRI Area: .50 per Sem
U. S. History/Geo
Grade Level(s):
11
Important Notes: APS teachers have designated and illustrated this course to align with English 11 Language Arts standards and U. S.
History standards. Therefore, the student earns both English and Social Studies credits.
COURSE DESCRIPTION: The Humanities course is designed to highlight the major political, social, cultural, and economic developments of America from European
exploration through the 21st century. The student understands the diverse cultures and ethnic groups that contributed to the making of America’s social fabric and also understands
the political development of American democracy. Humanities combines American literature, history, and fine arts to study the ideals and traditions of our cultural heritage from
colonial times to the present, emphasizing the 19th and 20th centuries. The student develops and applies critical thinking skills and uses current technology in the classroom.
Humanities closely adheres to the five guiding principles of the New Mexico Social Studies Content Standards and Benchmarks:
1. Social Studies (i. e., history, geography, economics, government/civics) should provide learning opportunities that build upon significant concepts and skills over time.
2. An effective curriculum in social studies emphasizes content from the humanities and social sciences.
3. Effective social studies curriculum recognizes each person as an individual, encourages respect for the human and civil rights of all people, and also emphasizes students’
shared heritage.
4. Social Studies provides a setting and a frame of reference from which current events and public policy issues impact student interest and commitment to the study of
social studies content.
5. Social Studies should be supported by a variety of appropriate formative and summative assessments that measure knowledge and skills and determine whether students
are progressing not only towards instructional objectives, but also towards the attainment of standards (local, state, and/or national).
References in parentheses following each performance standard refer to and are aligned with the State of New Mexico Social Studies Standards (NM - SS), the State of New
Mexico Arts Education Standards (NM-VA or M), and the Albuquerque Public Schools Language Arts Standards (APS – LA).
US HISTORY/GEOGRAPHY HUMANITIES
4.1.20
Albuquerque Public Schools 04/05
STRATEGIES:
The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by Humanities teachers in the
Albuquerque Public Schools (APS).
ASSESSMENTS:
Assessments may include: authentic and performance-based assessment, cooperative learning, teacher observations, checklists, tests and exams, formal and informal writing, small
group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios. Assessments are based on appropriate rubrics.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
! Current state adopted textbooks and ancillary materials
! Supplementary materials (e.g., class sets of newspapers, primary source material from historical sources)
! Teacher and student constructed materials
! Films/videos (according to APS District Procedural Directive)
! Media center, library, and/or technology lab with Internet
! Guest speakers (according to APS District Procedural Directive)
! Field trips (according to APS District Procedural Directive)
! Videodiscs, CD ROM materials
! Teaching American History through the Novel – Bannister and Wells – J. Weston Walch - 1995
SUGGESTED TITLES/AUTHORS WEB SITES:
! http://www.aps.edu/aps/mmlib/default.html
! http://www.aps.edu/aps/Library Services/main.html
! Search Google for Social Scientific Method of Inquiry (See Vermont)
! Portrait of America – Volumes I and II – Oates, Stephen B. – Houghton Mifflin – 1999
! National Geographic – Issue on Geography of Jazz
! The American Spirit – Volumes I and II – Bailey & Kennedy – Houghton Mifflin - 2002
Approved by HSCA October 2004:
US HISTORY/GEOGRAPHY HUMANITIES
4.2.20
Albuquerque Public Schools 04/05
STRAND I: HISTORY
CONTENT STANDARD: The student identifies important people and events to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New
Mexico, United States, and world history in order to understand the complexity of the human experience.
BENCHMARKS: A. The student analyzes and evaluates the impact of major eras, events, and individuals in United States history since the Civil War and Reconstruction.
B. The student uses critical thinking skills to understand and communicate perspectives of individuals, groups, and societies from multiple contexts.
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
NOTE: Illustrations include suggested activities for attaining each
performance standard. A check for (") refers to a key feature to look for
while assessing student performance.
1. Analyzes the impact and changes that Reconstruction had on the
historical, political and social developments of the United States
(NM – IB.1).
1. During a class unit on Reconstruction, the student analyzes primary source
material (e.g., photographs, political cartoons, diary accounts) from the
reconstruction period, identifying the major social, political, economic, and
military issues.
! identification of major issues
! analysis
OR
The student analyzes the impact of the 13th, 14th, and 15th Amendments and
investigates the South’s response to Reconstruction. The student views a
film (e.g., E. G. Ross) to understand the political and Constitutional struggle
that emerged between Congress and the President during this time. He/She
focuses on the balance of power between the three branches of government.
OR
The student develops a chain of events to describe the causes and effects of
the Civil War and Reconstruction showing how one event led to another.
! appropriate design of the diagram
! correct information in sequential order
2. Analyzes the transformation of the American economy and the changing
social and political conditions in the United States in response to the
Industrial Revolution, to include (NM – IB.2):
!
innovations in technology, evolution of marketing techniques,
changes to the standard of living, and the rise of consumer culture
!
rise of business leaders and their companies as major forces in
US HISTORY/GEOGRAPHY HUMANITIES
4.3.20
2. The student reads excerpts from The Jungle by Upton Sinclair and connects
the motives of Jurgis and his family with conditions existing in the large
cities during the Industrial Revolution in America. The student analyzes the
impact of technology on his/her life, making a flow chart which identifies the
people and processes involved in bringing industrial products to the market
place. Through lectures, the student learns the importance of business
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
!
!
!
!
!
!
ILLUSTRATIONS
America (e.g., John D. Rockefeller, Andrew Carnegie)
development of monopolies and their impact on economic and
political policies (e.g., laissez-faire economics, trusts, trust
busting)
growth of cities (e.g., influx of immigrants, rural-to-urban
migrations, racial and ethnic conflicts that resulted)
efforts of workers to improve working conditions (e.g., organizing
labor unions, strikes, strike breakers)
rise and effect of reform movements (e.g., Populists, William
Jennings Bryan, Jane Addams, muckrakers)
conservation of natural resources (e.g., the Grand Canyon,
Yellowstone, Anasazi ruins at Mesa Verde, Colorado, National
Reclamation Act of 1902)
progressive reforms (e.g., the national income tax, direct election
of senators, women’s suffrage, prohibition).
pioneers, business combination, industrialization, inventions, and monopolies.
Using primary source accounts of business growth and its impact, the student
writes an essay explaining the factors involved in the business growth of this
era.
! conceptual understanding of main ideas
! technology connections
! reading analysis
! effective writing elements
! listening skills
OR
The student analyzes the concept of Social Darwinism, relating its
materialism, capitalism, racism, and literature of the time (i.e., Realism).
! viewing skills
! analysis
! connections
OR
The student examines the Populist movement and the plight of the farmers,
particularly in relation to the railroads. Through lecture and class discussion,
the student identifies early attempts at unionization and explains the rise of
Socialism and liberalism in response to working and living conditions.
! active participation in discussions
! clear communication in responses
! understanding of main ideas
OR
The student creates a tree that depicts all the major events that are happening
simultaneously (e.g., settlement of the West, New South, Industrial America).
! accuracy
! chronology
! connections
OR
The student draws a cluster diagram demonstrating the effects of the
development of the West on the Indians. The center circle contains the theme.
The connecting outer circles are historical facts related to the theme. The
US HISTORY/GEOGRAPHY HUMANITIES
4.4.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
student refers to authors of that time period (e.g., Helen Hunt Jackson,
Fredrick Jackson Turner).
! appropriate design of cluster
! broad theme in the center circle
! historical facts emanating from the center circle
OR
The student creates a series of immigrant journal or diary entries over a
specific period of time that reveal the immigrant’s challenges, contributions,
and successes. Items to research may include site of origin; reasons for
immigrating to the United States; place of settlement and reasons for that
choice; the political scene of the city; city life and social scene; the problems
experienced; and reforms that provided relief for the immigrant.
! research notes and citations
! creation of journal and historically accurate entries
! understanding the dynamics between the immigrant and the urban
setting
! writing conventions and elements
OR
The student conducts a research project on a Progressive reformer and
presents his/her insights (e.g., PowerPoint, slide show).
! thorough research
! relevant information
! effective presentation
OR
The student participates in a school-wide cultural fair day (e.g., Ethnic Day,
Multicultural Day) to share his/her unique perspectives of his/her cultural
diversity. In researching family histories, the student can make this an
intergenerational experience by interviewing grandparents and other relatives
who can help the student complete the requirements of the assignment.
! active participation in the event
! thorough research
! a variety of contacts
! completion of all required tasks
! cultural contributions and perspectives
US HISTORY/GEOGRAPHY HUMANITIES
4.5.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
3. Analyzes the United States’ expanding role in the world during the late
19th and 20th centuries, to include (NM –IB.3):
!
causes for a change in foreign policy from isolationism to
interventionism
!
causes and consequences of the Spanish American War
!
expanding influence in the Western Hemisphere (e.g., the Panama
Canal, Roosevelt Corollary added to the Monroe Doctrine, the
“Big Stick” policy, “Dollar Diplomacy”)
!
events that led to the United States’ involvement in World War I
!
United States rationale for entry into WWI and impact on military
process, public opinion and policy
!
United States mobilization in WWI (e.g., its impact on politics,
economics, and society)
!
United States impact on the outcome of World War I
!
United States role in settling the peace (e.g., Woodrow Wilson,
Treaty of Versailles, League of Nations, Senator Henry Cabot
Lodge, Sr.).
3. The student studies the period of WWI through lectures, films and readings
to understand that WWI was the beginning of the 20th century struggle
between democracy and other political philosophies. He/She keeps a
notebook of key ideas and concepts that make an impression on him/her.
! note-taking skills
! listening skills
! documentations
OR
The student reads excerpts from All Quiet on the Western Front by Remarque
or Johnny Got His Gun by Dalton Trumbo (or other movies from the 60s
dealing with the Red Scare), lists all the factors that contributed to the entry
of the U. S. into WWI, and develops a concept map to illustrate cause and
effect.
! reading analysis
! accurate cause and effect concept map
Extension: The student views the movies for the above selections.
4. Analyzes the major political, economic, and social developments that
occurred between World War I and World War II, to include
(NM – IB.4):
!
social liberation and conservative reaction during the 1920s
(e.g., flappers, prohibition, the Scopes trial, Red Scare)
!
causes of the Great Depression (e.g., over production, under
consumption, credit structure)
!
rise of youth culture in the “Jazz Age”
!
development of mass/popular culture (e.g., rise of radio, movies,
professional sports, popular literature)
!
human and natural crises of the Great Depression,
(e.g., unemployment, food lines, the Dust Bowl, western
migration of Midwest farmers)
!
changes in policies, role of government, and issues that emerged
from the New Deal (e.g., the Works programs, Social Security,
challenges to the Supreme Court)
!
role of changing demographics on traditional communities and
social structures.
US HISTORY/GEOGRAPHY HUMANITIES
4.6.20
4. The student reads F. Scott Fitzgerald’s The Great Gatsby, identifies the
major social, economic, and intellectual trends of the1920s, and discusses
each issue relating it to current societal problems (e.g., Prohibition and the
war on drugs).
! accurate identification of the 1920s trends
! active participation in discussions
! connections
OR
The student views Inherit the Wind and discusses the conflict between
fundamentalism and modernism that surfaced in the 1920s.
OR
During the study of the Great Depression, the student reads The Grapes of
Wrath by John Steinbeck (or other relevant selections) and analyzes the
causes and the effects of the depression. During this time, the student has
the opportunity to examine and discuss primary source material pertaining to
different philosophical outlooks (e.g., FDR’s liberalism, Hoover’s
conservatism, Huey Long’s extremism, views of American fascists,
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
communists, and socialists).
! reading analysis
! active participation in discussions
! understanding of the main ideas
! clarity in communication
OR
The student compares and contrasts the presidents of the 20s (i.e., Harding,
Coolidge, Hoover) and in either an oral or written format conveys those ideas
to include trickle down economics, relief programs, and Teapot Dome
Scandal, etc.
! effective speaking or writing elements
! relevant comparisons and contrasts
! pertinent information
OR
The student writes a response to an essential question having to do with relief,
recovery, and reform from the New Deal.
! support for position
! effective writing elements
OR
The student examines the 18th and 21st Amendments and their impact on
society. Using a teacher-prepared list of individuals that fit the bill, the
student selects a historical person (e.g., Elliot Ness, Al Capone) who was
impacted by these amendments and reports how that individual was impacted.
5. Analyzes the role of the United States in World War II to include
(NM – IB.5):
!
reasons the United States moved from a policy of isolationism to
involvement after the bombing of Pearl Harbor
!
events on the home front to support the war effort (e.g., war bond
drives, mobilization of the war industry, women and minorities in
the work force)
!
major turning points in the war (e.g., the Battle of Midway, DDay Invasion, dropping of atomic bombs on Japan)
!
Examines and analyzes how the Cold War transformed the United
US HISTORY/GEOGRAPHY HUMANITIES
4.7.20
5. The student studies primary source material concerning the decision to drop
the atomic bomb including statements by Truman, American atomic
scientists, Secretary of War Stimson, and survivors’ accounts of Hiroshima.
He/She writes an essay explaining his/her position on the decision to drop the
atomic bomb.
! support for position
! effective writing elements
OR
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
States (NM – IB.7).
The student creates a timeline of events leading up to World War II. He/She
then ranks the level of importance of each event, putting #1 next to the most
important, #2 next to the second most important, and so forth. In a full group
discussion, the student volunteers his/her ranking. Once the ranking process is
complete, the class discusses the top five events it thinks led to WWII.
! active participation in class discussion
! accurate timeline
! ranking of events
! justification of ranking
OR
The student creates a diagraphic (i.e., a poster story of topic through
diagrams, maps, statistical information and annotated visuals) on a major topic
or event of the Cold War (e.g., Cold war conflict or policy, technology, civil
rights movement, immigration, specific presidential programs such as The
Great Society, War on Poverty). The student displays the diagraphics in class
in a gallery walk activity.
! all required components
! analysis of topic
! creativity and accuracy
! writing conventions and elements
! research notes and citations
! effective presentation of diagraphic
Extension: The student views films from European and Japanese theaters
(e.g., History Channel) to get a more analytical perspective.
6. Analyzes the development of voting and civil rights for all groups in the
United States following Reconstruction, to include (NM – IB.6):
!
intent and impact of the 13th, 14th, and 15th Amendments to the
Constitution
!
segregation as enforced by Jim Crow laws following
Reconstruction
!
key court cases (e.g., Plessy v. Ferguson, Brown v. Board of
Education of Topeka, Roe v. Wade)
!
roles and methods of civil rights advocates (e.g., Martin Luther
King, Jr., Malcolm X, Rosa Parks, Russell Means, César Chávez)
!
the passage and effect of the voting rights legislation on
minorities (e.g., 19th Amendment, role of Arizona Supreme Court
decision on Native Americans and their disenfranchisement under
Arizona constitution and subsequent changes made in other state
US HISTORY/GEOGRAPHY HUMANITIES
4.8.20
6. The student studies the Civil Rights Movement as an example of a reform
movement in American History, similar in many ways to the Progressive Era
and the era of Jacksonian reforms and develops a Jeopardy format game with
categories from the Civil Rights Movement.
OR
The student views selected video footage from Eyes on the Prize to observe
American reaction to the Civil Rights Movement. He/She notes his/her own
reaction and brings it to a class discussion.
! individual participation in class discussion
! viewing skills
! personal connections
! insights/perspectives
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
!
!
ILLUSTRATIONS
constitutions regarding their voting rights [New Mexico 1962],
1964 Civil Rights Act, Voting Act of 1965, 24th Amendment)
impact and reaction to the efforts to pass the Equal Rights
Amendment
rise of Black Power, Brown Power, American Indian Movement,
United Farm Workers.
7. Analyzes the impact of World War II and the Cold War on United States
foreign and domestic policy, to include (NM – IB.7):
!
origins, dynamics, and consequences of the Cold War tensions
between the United States and the Soviet Union
!
new role of the United States as a world leader (e.g., Marshall
Plan, NATO)
!
need for, establishment, and support of the United Nations
!
implementation of the foreign policy of containment, including
the Truman Doctrine
!
Red Scare (e.g., McCarthyism, House Un-American Activities
Committee, nuclear weapons, arms race)
!
external confrontations with communism (e.g., the Berlin
Blockade, Berlin Wall, Bay of Pigs, Cuban Missile Crisis, Korea,
Vietnam)
!
Sputnik and the space race
!
image of 1950s affluent society
!
political protests and expansion of Vietnam Conflict (War)
!
counter culture in the 1960s
!
role of Watergate in shaping present day politics.
OR
The student revisits the Declaration of Independence to determine its
relevance in modern America. He/She reviews the information on the role of
the Supreme Court in history, identifying the major societal and Constitutional
issues which arose as a result of Brown v. the Board of Education.
! identification of major issues
! analysis
OR
The student writes a reaction paper to Henry David Thoreau’s philosophy
Which presents his ideas and/or the actions of Martin Luther King Jr.
! support for position
! interpretation of Thoreau’s ideas
! clear communication
7. The student views the film Judgment at Nuremberg and participates in a
debate on the question: “Should the German judges in the film be convicted
of crimes against humanity?” This activity serves as a springboard to the
discussion of the role of international organizations (e.g., World Court,
United Nations). The student responds to questions (e.g., “Did the
International Tribunal have the authority to judge the German judges?,
What have been the most significant actions of the U. N. since its
inception?,
and What is the U. N.’s philosophy?”) Through these questions, the student
attempts to relate this issue to contemporary world issues (e.g., trial of
Milosovic, Palestinian/Israeli issue, modern-day conflict with Iraq). He/She
Also discusses the pros and cons of World Government.
! viewing skills
! interpretation of information
! response to essential questions
! active participation in discussions
! ability to make connections and relate to modern-day issues
OR
The student compares and contrasts in an essay three readings on the
McCarthy Hysteria (See American Spirit – pp. 441 – 445.).
OR
US HISTORY/GEOGRAPHY HUMANITIES
4.9.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
The student views excerpts from All the President’s Men and writes a
response essay on the responsibilities of citizens to uphold constitutional
rights and responsibilities (e.g., freedom of speech, press , 1st and 5th
amendment rights).
Extension: The student, working in groups, explores in depth one of the
presidencies (i.e., Eisenhower, Kennedy, Johnson) and his views on foreign
and domestic policies, civil rights, and the Supreme Court and presents
findings to the class.
! pertinent examples
! team work/collaboration
! powerful presentation
OR
The student views selections from Vietnam, A Television History and uses the
information to create a chronology of Vietnam events beginning in 1940 and
ending in 1975.
8. Analyzes the impact of the post-Cold War Era on United States Foreign
Policy, to include (NM – IB.8):
!
role of the United States in supporting democracy in Eastern
Europe following the collapse of the Berlin Wall
!
new allegiances in defining the new world order
!
role of technology in the information age
!
role of presidents (i.e., Ford, Carter, Reagan, Bush, Clinton,
Bush).
8. Through class lectures and readings, the student investigates the Israeli-Arab
conflicts since 1948, the expanding role of the U. S. global power, Korea,
Vietnam, the oil crises resulting in the Camp David Accords, Teheran crisis,
Iran-Contra Affair, Desert Storm, Bosnia, Afghanistan, and Iraqui Freedom
to compare and contrast change over time through a matrix using PERSIA
[i.e., Political, Economics, Religion, Social, Industrial (e.g., technology),
Arts].
! reading analysis
! synthesis of information
! all required components
! comparisons
! clear communication
! analysis/insights
Extension: Working in groups or individually, the student selects a particular
president since the 70s to research, develops a project (e.g., poster, discussion,
PowerPoint) centered on that president’s foreign and domestic policies during
his term of office paying particular attention to executive orders, and reports
to
the class.
! thorough research
US HISTORY/GEOGRAPHY HUMANITIES
4.10.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
!
!
!
relevant information
teamwork/collaboration
powerful presentation
9. Explains how United States history represents a framework of knowledge
and skills within which to understand the complexity of the human
experience, to include (NM – IB.9):
! analyze perspectives that have shaped the structures of
historical knowledge
! describe ways historians study the past
! explain connections made between the past and the present and
their impact.
9. The student studies The Declaration of Independence as a document which
outlines our philosophy of government and analyzes The Preamble to the
Constitution as a statement of what the founding fathers believed
government should do for the people. Through discussion and/or written
format, the student examines major crises in American history and goes back
to the philosophical statements made at the beginning to see if America
follows the course it set for itself in the beginning (e.g., During the Great
Depression, did the government act to “promote the general welfare” and did
government act to protect individual rights during the time of increasing
political extremism?). The student analyzes the recurring theme, the purpose
of government, and how government has been used for every major period of
study.
! active participation in discussions
! expression of ideas
! insights/perspectives
! effective communication
! comprehension of the main ideas
! support for argument
10. Understands how to use the skills of historical analysis to apply to current
social, political, geographic, and economic issues (NM – ID.1).
10 – 13. The student, working in groups, engages in his/her own historical
inquiry. Using primary source material, the student is required to determine
the significance of that material using the Social Scientific Method of Inquiry
(i.e., the integration of a variety of lenses/perspectives to examine a topic, to
view and study the times, places, events, and people of history and the
contemporary world). Each group comes up with different interpretations of
the material, and when additional primary source material is introduced by the
teacher, the student learns to refine his/her hypotheses to derive the truth about
the sources and eliminate bias and misinterpretation. The student then writes
an in-class essay defining history, explaining how different interpretations
evolve, explaining the Social Scientific method of Inquiry, and providing reallife examples of different interpretations of historical events.
! application of primary source material
! use of Social Scientific Method of Inquiry
! teamwork/collaboration
! interpretation of material
! justifications
! effective writing elements
11. Describes primary and secondary sources and their uses in research
(NM – ID.3).
12. Explains how to use a variety of historical research methods and
documents to interpret and understand social issues (e.g., the friction
among societies, the diffusion of ideas) (NM – ID.4).
13. Distiguishes “facts” from authors’ opinions and evaluates an author’s
implicit and explicit philosophical assumptions, beliers, or biases about
the subject (NM – ID.5).
US HISTORY/GEOGRAPHY HUMANITIES
4.11.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
!
modifications to hypotheses
Extension: For schools that have accessibility to computer labs, the student
uses a teacher-made hypertext computer program to work through the steps of
creating a frame of reference or cognitive schema. He/She illustrates many of
the different factors which can influence a historian’s interpretation of past
events and people. The student reads accounts from newspapers and books
that illustrate bias and different interpretations and critically analyzes
historical source materials to understand the reasons why historians have
different interpretations of the past.
14. Interprets events and issues based upon the historical, economic, political,
social, cultural, and geographic context of the participants, to include
(NM – ID.6):
!
Colonization – 1492 – 1720s
!
Pre-revolutionary development – 1720s - 1776
!
American Revolution
!
Constitution.
14. The student participates in a Colonial Day reenactment. He/She engages in a
wide variety of activities which require communication of assigned topics
knowledge and attitudes about Colonial America. The student researches,
and based on the information gathered, assembles costumes, prepares
speeches, creates a newspaper, performs music and songs of that time period,
participates in the making of arts and crafts (e.g., candles, quilts,
pottery), and even debates the issues of the rebellion and independence.
! active participation in all activities
! accuracy in period reenactments
! teamwork/collaboration
! effective presentations
OR
The student participates in a brainstorming session listing the ethnic groups
found in the school community and traits commonly found in each culture,
avoiding the use of stereotypes. Once the lists are completed, the student
determines what traits are common to all the ethnic groups. Next, the student
takes a sample U.S. citizenship test (http://usgovinfo.about.com/blinstst.htm
provides a sample test to download). After the test results are discussed, the
student responds to this question: What commonalities do all Americans share
regardless of ethnic background?
! participation in group activities
! understanding of the unifying factors of being an American
! thoughtful response to question
OR
The student participates in one of these groups: Declaration of Independence,
the American Revolution, The Constitution, or the Bill of Rights. The group
US HISTORY/GEOGRAPHY HUMANITIES
4.12.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
develops a top ten list of what all students should know about the topic
(e.g., key events, people, and groups), explains each item on the list, and tells
why it was important enough to occupy a place on the list. The student
displays each list on a poster and presents to the class.
! accurate explanation of each item on list
! justification of each item on the list
! well-designed poster
! individual and group participation and presentation
15. Analyzes the evolution of particular historical and contemporary
perspectives (NM – ID.7).
16. Applies chronological and spatial thinking to understand the importance
of events (NM – ID.2).
15, 16. All Humanities units are coordinated to show how the arts and literature
of a particular period reflect the spirit of the time. During the frontier unit,
the student analyzes American Romanticism as a literary movement by
reading the Transcendental works of Emerson, Thoreau, Whitman, and
Dickinson. He/She studies the characteristics of the Romantic music, views
hundreds of paintings about America during the 19th century, and discusses
how American painters works reflect the prevailing attitudes of the time. The
major themes of the westward expansion are depicted in the paintings of the
era (e.g., the conflict with native peoples, the importance of rivers, the
unique
methods of transportation, the natural beauty of the continent, the importance
of the railroad, the Romantic view of the cowboy). (See also the Fine Arts –
Strand II.).
! viewing skills
! active participation in activities and discussions
! articulation of ideas
! analytical skills
OR
The student examines individuality as a theme in American history. This is
studied in the context of the Declaration of Independence, the characteristics
of American frontiersmen, the works of Emerson, Thoreau and Whitman, and
the actions of prominent Americans and characters in literature. The story of
the individual’s struggle against society and the forces of conformity are
evaluated through the eyes of outstanding personalities (e.g., Jefferson,
Jackson, and other contemporary persons).
17. Explains how to use technological tools to research data, verify facts and
information, and communicate findings (NM – ID.8).
US HISTORY/GEOGRAPHY HUMANITIES
4.13.20
17. The student uses technology in the classroom to communicate and to
accomplish research (e.g., Internet, library, CD ROM) throughout the course.
The newspaper mentioned in a previous illustration is composed on the
computer. The preparation and the activities of Colonial Day are recorded
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
with a digital camera, edited on a video editing machine, and transferred to
DVD format for distribution to the class. The student creates a presentation
(e.g., PowerPoint) for other assignments.
! technological skills
! use of a variety of media
! thorough research
! quality presentations
US HISTORY/GEOGRAPHY HUMANITIES
4.14.20
Albuquerque Public Schools 04/05
STRAND II: FINE ARTS
CONTENT STANDARD: The student integrates understanding of visual and performing art by seeking connections and parallels among art disciplines as well as all other
content areas.
BENCHMARK: The student analyzes cultural influences and developments in architecture, art, music, and theatre.
GRADE
11
PERFORMANCE STANDARDS
US HISTORY/GEOGRAPHY HUMANITIES
ILLUSTRATIONS
4.15.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Describes how different compositional devices and forms can
communicate distinct ideas through American music and specific works
of art [NM – 2(M) and (VA)].
2.
Examines how specific music and art works (e.g., architecture, sculpture,
theatre) are created and how they relate to historical and cultural contexts
[NM – 3B(VA)].
3.
Demonstrates knowledge of analytical processes to create critical
aesthetic statements concerning selected works of American art, theatre,
and music [NM – 5(VA)].
4.
Identifies well known musicians and artists of various cultures and their
prominent works [NM – 6(M) and (VA)].
1 – 4. The student views and discusses a variety of artistic works and compares
and contrasts principles of design (i.e., line, shape, form, color, texture).
! correct identification of elements
! comparisons and contrasts
! insights/analysis
OR
The student compares and contrasts paintings from America’s Romantic era
and the new paintings/drawings/photographs of realism revealing the dramatic
change in the Zeitgeist as a result of industrialization, urbanization, and
immigration.
OR
The student analyzes music of the era according to melody, harmony, and
rhythm and makes parallel connections to the historical period.
OR
From a list of select time period artists, musicians, architects, writers,
sculptors, and performers, the student chooses two different categories and
develops a paper that compares and contrasts these individuals. The student
presents his/her final product to the class and is evaluated according to an
assigned scoring guide.
! comparisons and contrasts
! effective writing elements
! thoroughness
! powerful presentation
! adherence to scoring guide
OR
The student selects a time period and researches the music of that time and
prepares a class presentation that reveals the evolution of American music and
how that music is a reflection of the times in which it was created (e.g., Jazz
in the 1920’s).
OR
US HISTORY/GEOGRAPHY HUMANITIES
4.16.20
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
The student analyzes the lyrics from selected rock and roll songs to
understand the 1960s, the idealism, and the war protests.
! insights/perspectives
NOTE: The Fine Arts are integrated throughout the course and embedded in
almost all units of study and is not studied in isolation. See Strand I,
illustration for performance standards #15, #16.
US HISTORY/GEOGRAPHY HUMANITIES
4.17.20
Albuquerque Public Schools 04/05
STRAND III: GEOGRAPHY
CONTENT STANDARD: The student understands how physical, natural, and cultural processes influence where people live, the way in which people live, and how societies
interact with one another and their environments.
BENCHMARKS: A. The student analyzes natural and man-made characteristics of worldwide locales and describes regions, their interrelationships, and patterns of change.
B. The student analyzes and evaluates how economic, political, cultural, and social processes interact to shape patterns of human populations, and their
interdependence, cooperation, and conflict.
C. The student analyzes and evaluates the effects of human and natural interactions in terms of changes in the meaning, use, distribution, and importance
of resources in order to predict our global capacity to support human activity.
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Analyzes the interrelationships among natural and human processes that
shape the geographic connections and characteristics of regions,
including connections among economic development, urbanization,
population growth, and environmental change (NM – IIB.1).
2.
Analyzes the effects of geographic factors on major events in United
States and world history (NM – IIE.2).
3. Analyzes the interrelationships among settlement, migration, populationdistribution patterns, landforms, and climates in developing and
developed countries (NM – IIE.3).
4. Analyzes the geographic factors that influence the major world patterns
of economic activity, economic connections among different regions,
changing alignments in world trade partners, and the potential
redistribution of resources based on changing patterns and alignments
(NM – IIF.3).
US HISTORY/GEOGRAPHY HUMANITIES
4.18.20
1 – 4. The student looks at natural barriers (e.g., Appalachian Mountains,
Mississippi River, the 100th Meridian, Rocky Mountains) and how they shape
geographic connections, settlement patterns, and economic growth. He/She
develops a visual (e.g., Venn diagram, poster, collage) to illustrate the
interrelationships of their problems and solutions. Each student posts the
visual and does a “gallery walk” to view all works.
! accuracy
! creative visual
! organization of information
! relevant information
! problem solving
OR
The student designs a series of map overlays based on a theme or an
observation about the characteristics and conflicts of the different groups
when settling the West (e.g., Indian land, railroad routes, cattle trails,
farmland, ranch land, Mexican culture, mineral discoveries, growth of cities).
The student prepares the overlays and presents them as a packet to the
class.
! identification of theme or observation
! appropriate series of maps used to support theme or observation
! accurate details on overlays
! presentation to class
Albuquerque Public Schools 04/05
STRAND IV: LITERACY
CONTENT STANDARD: The student communicates social studies principles through reading, writing, and speaking opportunities.
BENCHMARK: The student demonstrates proficiency in reading comprehension, specialized vocabulary, and a variety of writing, speaking, and research requirements.
GRADE
11
PERFORMANCE STANDARDS
ILLUSTRATIONS
NOTE: The premise of the Humanities course is to teach the U. S. History and
Geography course with English 11 as a block to interconnect and
show the relationships of the common time periods taught in those
two courses. Consequently, the student meets the literacy standards
through his/her English 11 course. The citations that follow serve to
demonstrate that these strategies and standards are also met in the U.S.
History and Geography course and that the student is presented with
multiple opportunities to demonstrate them across curricular areas.
1.
Identifies critical questions that lead to a broader understanding of a topic
(APS – LA I.1).
2.
Explains how new information expands one’s personal knowledge base
(APS – LA I.2).
3.
Analyzes and evaluates how American literature reflects the historical
periods and cultures that shaped it (APS – LA II.1).
4.
Uses critical analysis to gain meaning, develop thematic connections, and
synthesize ideas (APS – LA II.5).
5.
Demonstrates increased competence and fluency in using the writing
process to create a final product (APS – LA III.1).
6.
Demonstrates increased competence and fluency in using elements of
effective writing (APS – LA III.2).
7.
Demonstrates increased competence and fluency in using a variety of
technology (APS – LA III.3).
8.
Demonstrates increased competence and fluency in using writing
conventions (APS - LA III.4).
US HISTORY/GEOGRAPHY HUMANITIES
4.19.20
1, 2. See Strand I, 1st illustration and the illustrations for performance
standards # 7 and # 8.
3, 4. See Strand I the 2nd illustration and the illustrations for performance
standards # 3, # 4, and # 9.
5, 6, 8. See Strand I the illustrations for performance standards # 4 and # 6.
7. See Strand I, the illustrations for performance standard # 17.
Albuquerque Public Schools 04/05
GRADE
11
PERFORMANCE STANDARDS
9.
ILLUSTRATIONS
Demonstrates increased competence and fluency with speaking strategies
and appropriate types of speaking (APS – LA IV.1, IV.3).
9.
See Strand I, the illustrations for performance standards # 10 – 13 and
# 14.
10. Listens to and analyzes a presentation or discussion (APS – LA V.1).
10. See Strand I – any of the illustrations dealing with the student listening to
lectures and/or guest speakers – specifically the illustration for
performance standard # 14.
See also Strand II.
11. Analyzes and evaluates how visual media reflect the events and thinking
of an historical time period (APS – LA V.5).
11. See Strand I, the illustrations for performance standards # 5, # 6, and # 7.
12. Collects research; collects data from in-depth field studies
(APS – LA VI.1).
12, 13. See Strand I, the illustration for performance standard # 2.
13. Uses argument, establishes and defends a point of view, addresses
concerns of the opposition and uses logical strategies to interpret research
information and form conclusions (APS – LA VI.4).
US HISTORY/GEOGRAPHY HUMANITIES
4.20.20
Albuquerque Public Schools 04/05