GRADE 11
UNITED STATES HISTORY: RECONSTRUCTION TO PRESENT
Units of Credit:
One Year (Required)
Prerequisites:
None
Course Overview:
This course is a survey of major eras in United States history, with emphasis on history since
Reconstruction. The first quarter emphasizes a selective review of people and events from the
first cultural encounters between indigenous peoples and Europeans through the testing of a
young nation by Civil War. The second quarter begins with Reconstruction; the remainder of the
year takes up major events and people of the late 19th through early 21st century America. The
standards and competencies expected of students are delineated below.
Throughout the course, students view history through the lens of five democratic ideals
expressed in the Declaration of Independence. Students analyze how Americans have lived up to
these ideals, or failed to do so, throughout the history of the United States. The five ideals are:
Rights—the people have inalienable rights
Equality—all people are treated equally
Liberty—people have a right to freedom
Opportunity— people have a right to pursue hopes and dreams
Democracy—the power to rule comes from the consent of the governed
In this course, students will stress the democratic ideals that continue to shape us, the responsible
citizenship that sustains us, and the cultural diversity that enriches us. Additionally, students will
see the U.S. as a part of an increasingly global society connected politically and economically as
well as culturally. Current events are a vital way to connect the study of history to its effect on
our lives today. Investigating multiple perspectives through ancillary sources broadens our
understanding of the United States and its role in the international community.
Students will develop and use a variety of skills, including note-taking, accessing, organizing,
and analyzing primary sources, presenting in both oral and written formats, engaging in seminar
discussions, debating resolutions, and working in small groups to comprehend curriculum
content.
NOTE: Throughout this document, learning targets are identified as knowledge (“K”),
reasoning (“R”), skill (“S”), product (“P”) or dispositional (“D”). Bold items are essential
learning targets.
United States History: Learning Targets
Standard USH 1: Students analyze the significant events in the founding of the nation and
its attempts to realize the philosophy of government described in the Declaration of
Independence.
Competency 1.1: Students analyze the significant events in the founding of the nation and
its attempts to realize the philosophy of government described in the Declaration of
Independence.
1.
I can describe the democratic ideals that evolved from the Enlightenment. (K)
Competency 1.2: Analyze the ideological origins of: the American Revolution,
unalienable natural rights, drafting and ratification of the Constitution, and the Bill of
Rights.
1.
I know the reasons that led to American Revolution. (K)
2.
I can identify unalienable natural rights. (K)
3.
I can define issues and compromises allowing ratification of the Constitution. (K)
4.
I can explain the Bill of Rights as the deal-maker. (K)
5.
I can explain the influence of the Five Nations of the Iroquois on the formation of the
U.S. government. (K)
6.
I can analyze the ideological origins of the American Revolution, unalienable natural
rights, drafting and ratification of the Constitution, and the Bill of Rights. (R)
7.
I can evaluate the importance of Marbury v. Madison in defining the role of the Supreme
Court and the concept of Judicial Review. (R)
Competency 1.3: Critique the development of federal authority and state authority
between 1820 and 1860.
1.
I can explain the political compromises to maintain balance between free and slave states.
(K)
2.
I can explain economic justifications for the development of federal/state authority. (K)
3.
I can describe significant Supreme Court cases that defined federal and state powers. (K)
4.
I can identify the impact of federal/state authority on sovereign nations within U.S. and
territorial borders. (K)
5.
I can explain the political and social impacts of westward expansion. (K)
6.
I can describe the connection between federal/state authority conflicts and events that led
to the Civil War. (K)
7.
I can critique the development of federal authority and state authority eventually leading
to the Civil War. (R)
Competency 1.4: Interpret the impact of the Civil War and Reconstruction on the
philosophy of government in the U.S. and the expansion of ideals expressed in the
Declaration of Independence.
1.
I can describe political, economic, and social outcomes of the Civil War. (K)
2.
I can describe political, economic, and social issues caused by the implementation of
Reconstruction. (K)
3.
I can compare and contrast U.S. Government in 1860 to U.S. Government in 1876 with
respect to federalism and the expansion of democratic ideals. (R)
4.
I can interpret the impact of the Civil War and Reconstruction in the U.S. on the
expansion of democratic ideals. (R)
Competency 1.5: Analyze the impact of the founding of the new nation on Indian peoples
with respect to federalism and the expansion of democratic ideals.
1.
I can explain the legal foundations for treaties with the first nations. (K)
2.
I can describe treaties negotiated with native people including the promises made on each
side. (K)
3.
I can analyze the treaties and their outcomes and determine whether they did or did not
promote democratic ideals for the first nations. (R)
Standard USH 2: Students analyze the relationship among the rise of industrialization,
large scale rural to urban migration, and massive immigration from southern and eastern
Europe.
Competency 2.1: Analyze causes and effects of changes in the U.S. economy from colonial
mercantilism and the market Revolution through the 19th Century industrial and
transportation revolutions.
1.
I can describe colonial mercantilism. (K)
2.
I can describe the Market Revolution. (K)
3.
I can describe industrial changes of the 1840s and post-Civil War America. (K)
4.
I can describe changes in transportation. (K)
5.
I can list causes of the industrial and transportation changes. (K)
6.
I can analyze political, economic, and social effects of the 17th, 18th, and 19th Centuries
industrial and transportation changes in the United States. (R)
Competency 2.2: Determine the effects of industrialization on living and working
conditions using American literature of the period.
1.
I can identify living and working conditions as portrayed in literature. (K)
2.
I can compare conditions in literature to actual conditions in the U.S. Gilded Age and
Progressive Era. (R)
Competency 2.3: Describe the changing landscape, including the growth of cities linked
by industry and trade and the development of cities divided according to race, ethnicity,
and class.
1.
I can describe the changing landscape, including the growth of cities linked by industry
and trade and the development of cities divided according to race, ethnicity, and class.
(K)
Competency 2.4: Analyze the political and social effects of industrialization in The
Gilded Age and the Progressive Era.
1.
I can describe political changes in the Gilded Age and Progressive Era (such as political
machines, Populism, anti-trust movement, Supreme Court decisions…). (K)
2.
I can describe social conditions that led to ideological movements in the Gilded Age and
the Progressive Era (such as temperance/prohibition, suffrage,
Americanization/immigration, Social Darwinism, Civil Rights). (K)
3.
I can compare the changes in American society to the democratic ideals. (R)
Competency 2.5: Describe the push-pull factors affecting demographic changes,
economic development, human-environment interaction, and resource allocation.
1.
I can describe the push-pull factors affecting (K):
•
Demographic changes
•
Economic development
•
Human-environment interaction
•
Resource allocation
Competency 2.6: Analyze the impact of technological innovation, industrialization, and
migration on the American Indian.
1.
I can describe patterns of American Indian movement, displacement. (K)
2.
I can describe conflicts resulting from cultural encounters (discrimination, boarding
schools, missionaries, land disputes). (K)
3.
I can explain U.S. government interventions (various treaties, Dawes Act…). (K)
4.
I can analyze the impact of technological innovation and industrialization on the
American Indian (railroad, barbed wire). (R)
5.
I can analyze the connections between the American Indian and various migrating
groups. (R)
Standard USH 3: Investigate the rise of the United States as a world power up through the
Treaty of Versailles.
Competency 3.1: Define imperialism and its connections to the Spanish-American War,
Open Door Notes/Policy, and Latin America.
1.
I can define imperialism. (K)
2.
I can connect imperialism to the Spanish-American War, Open Door Notes, Latin
America, and the Philippines. (K)
3.
I can evaluate the significance of imperialism in the rise of the U.S. as a world power. (R)
Competency 3.2: Using primary sources compare and contrast Theodore Roosevelt’s Big
Stick Diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral
diplomacy in the rise of the U.S. as a world power.
1.
I can explain Theodore Roosevelt’s Big Stick Diplomacy. (K)
2.
I can explain William Taft’s dollar Diplomacy. (K)
3.
I can explain Woodrow Wilson’s Moral Diplomacy. (K)
4.
I can compare and contrast the policies/ideologies of Roosevelt, Taft, and Wilson in the
U.S. rise as a world power. (R)
5.
I can use primary sources (such as speeches, political cartoons, etc.) to explain
diplomacies of Roosevelt, Taft, and Wilson. (S)
Competency 3.3: Describe the political and economic causes of World War I and analyze
the impacts of World War I on political, economic, and social aspects of life in the United
States.
1.
I can explain causes of World War I (imperialism, nationalism, militarism, alliances). (K)
2.
I can identify political, economic, and social effects of World War I (ethnic
discrimination, Red Scare, overproduction, Victory gardens, rationing, pandemic,
propaganda…). (K)
3.
I can evaluate the political, economic, and social effects (isolationism) on life in the
United States during and immediately after World War I. (R)
Competency 3.4: Using primary and secondary sources investigate the results of the
treaty process at Versailles and Woodrow Wilson’s Fourteen Points to evaluate their
impact on political, economic, and social conditions at home and abroad.
1.
I can explain the content of the Treaty of Versailles. (K)
2.
I can explain Wilson’s Fourteen Points. (K)
3.
I can identify reasons Americans rejected Wilson’s 14 Points and ultimately the Treaty of
Versailles including the League of Nations. (K)
4.
I can analyze how conditions of the Treaty of Versailles, Woodrow Wilson’s diplomatic
style, and Wilson’s 14 Points affected U.S. citizens and their world view. (R)
5.
I can analyze the connection between the U.S. treaty rejection and growing isolationism.
(R)
6.
I can hypothesize the impacts of the Treaty of Versailles and the treaty process on
diplomatic relationships in the world. (R)
7.
I can use primary and secondary sources to investigate the diplomatic outcome of World
War I. (R)
Standard USH 4: Students analyze the major political, social, economic, technological, and
cultural developments of the 1920s and their impacts on the realizations of the democratic
ideals.
Competency 4.1: Define the domestic and foreign policies of the Harding, Coolidge, and
Hoover administrations.
1.
I can define the domestic and foreign policies of the Harding, Coolidge, and Hoover
administrations. (K)
Competency 4.2: Analyze social changes in the United States.
1.
I can identify advances and abuses of civil liberties in the 1920s (suffrage and the 19th
Amendment, NAACP, KKK, immigrants, etc.). (K)
2.
I can explain the prohibition movement and the 18th Amendment. (K)
3.
I can describe changes in the family structure of the 1920s. (K)
4.
I can analyze social changes in the 1920s as a result of the Progressive Era and its
subsequent successes and failures. (R)
5.
I can analyze changes in the American family due to changing roles for women,
industrialization, and urbanization. (R)
Competency 4.3: Appraise the rise of industrialization (mass production techniques, new
technologies) and the growth of cities and their implication for prosperity and conflict.
1.
I can explain mass production techniques. (K)
2.
I can explain urbanization. (K)
3.
I can describe the new technologies in industry, transportation, and communication. (K)
4.
I can describe increased union activity (bargaining, strikes…) as a response to
challenging conditions in the workplace (child labor, hazardous working environments,
long hours, discrimination…). (K)
5.
I can draw conclusions between the rise of mass production and increased prosperity and
conflict (labor-management, class, ethnicity) including whether or not democratic ideals
were expanded or contracted for various segments of society. (R)
6.
I can determine the connections between new technologies and increased prosperity and
conflict. (R)
7.
I can relate urbanization to increased prosperity and conflict. (R)
Competency 4.4: Contrast the economic struggles of some sectors of American society
(farmers, laborers) to the seeming prosperity of other sectors (investors, management,
creditors).
1.
I can describe the economic struggles and the reasons for them for some sectors of
American society (farming, labor, minorities). (K)
2.
I can explain why other sectors of society flourished economically. (K)
3.
I can analyze connections between economic situations of sectors of American society
and events in history (World War I). (R)
Competency 4.5: Interpret the growth of American culture in the 1920s in relation to
increased industrialization, urbanization, new technologies, and expanded civil liberties
using primary and secondary sources.
1.
I can describe the Harlem Renaissance and new trends in literature, music, art, and
spectator sports. (K)
2.
I can describe changes in mass media like radio, advertising, and movies. (K)
3.
I can explain the growing popularity of American heroes. (K)
4.
I can justify the diffusion of American popular culture via industrialization, urbanization,
and new technologies. (R)
5.
I can use primary and secondary sources to interpret the growth of American culture in
the 1920s. (S)
Standard USH 5: Students analyze the different explanations for the Great Depression and
how the New Deal fundamentally changed the role of the federal government, and its
relationship to business, labor, and American society.
Competency 5.1: Students analyze differing explanations for the Great Depression.
1.
I can describe the monetary issues of the late 19th and 20th Centuries. (K)
2.
I can identify conditions in key sectors of the economy in the late 1920s (agriculture,
investment, banking, margin buying). (K)
3.
I can explain the connection between the U.S. economy, the global economy, and the
outcome of World War I. (K)
4.
I can predict how the various monetary issues of the late 19th and early 20th Centuries
may have contributed to the onset of the Great Depression. (R)
5.
I can evaluate the impact of conditions in key sectors of the U.S. economy at the onset of
the Great Depression. (R)
6.
I can assess the Great Depression’s impact on global economic and political conditions.
(R)
Competency 5.2: Analyze the effectiveness of the measures taken by the Federal
Reserve, Congress, and Presidents Hoover and F.D. Roosevelt to combat the economic
crisis.
1.
I can explain the measures taken by the Federal Reserve, Congress, and Presidents
Hoover and F.D. Roosevelt. (K)
2.
I can compare the effectiveness of the measures taken by the Federal Reserve, Congress,
and Presidents Hoover and F.D. Roosevelt. (R)
Competency 5.3: Analyze the effects and the controversies arising from New Deal policies
and the expanded role of the federal government in society and the economy since the
1930s.
1.
I can describe FDR’s first 100 days and the early policies of the New Deal such as the
Glass-Steagall Act, Federal Securities Act, bank holiday, and NRA. (K)
2.
I can describe elements of the WPA, Social Security, National Labor Relations Board,
farm program, regional development projects such as the TVA. (K)
3.
I can determine the sources and the reasons for controversies arising from New Deal
policies. (R)
4.
I can assess the effectiveness of FDR’s New Deal programs. (R)
5.
I can evaluate the extent of the expanded role of the federal government and its legacy
into the 21st Century. (R)
Competency 5.4: Analyze the impact of New Deal programs and societal needs on the
arts, recreation, environment, labor, and minorities.
1.
I can describe changes in the arts, recreation, and environment as a result of the
depression and subsequent New Deal programs. (K)
2.
I can explain how minorities were affected by New Deal programs. (K)
3.
I can identify the changes in organized labor. (K)
4.
I can evaluate the positive and negative impacts of the Great Depression and New Deal
programs on the arts, recreation, environment, and minorities. (R)
5.
I can evaluate the significance of New Deal programs on unions (NLRB, Wagner Act,
etc.). (R)
Standard USH 6: Analyze the United States’ participation in World War II.
Competency 6.1: Review and describe the root causes of WWII (Treaty of Versailles,
nationalism, totalitarianism, imperialism, global depression, appeasement, American
isolationism).
1.
I can explain the root causes of World War II. (K)
Competency 6.2: Examine the origins of American involvement in the war with an
emphasis on the events that precipitated the attack on Pearl Harbor.
1.
I can describe the relationships between the United States, Great Britain, France, Soviet
Union, China, Germany, Italy, and Japan. (K)
2.
I can explain the efforts of the United States to remain neutral in European and Asian
conflicts. (K)
3.
I can identify the changes in the relationship between the United States and the Axis
powers due to the war in Europe. (K)
4.
I can identify the changes in the relationship between the United States and Japan. (K)
5.
I can explain the events that precipitated the attack on Pearl Harbor. (K)
6.
I can forecast the impending changes in American attitudes to the European and Asian
conflicts. (R)
7.
I can use primary and secondary sources to document the changing American attitudes
and the U.S. Declaration of War. (S)
Competency 6.3: Explain U.S. and allied wartime strategy, including major battles.
1.
I can explain U.S. and allied wartime strategy. (K)
2.
I can explain the events surrounding major WWII battles in Europe, Africa, and Asia. (K)
Competency 6.4: Identify the roles and sacrifices of individual American soldiers, as well
as the unique contributions of the special fighting forces (Tuskegee Airmen, 442nd
Regimental combat Team, Navajo Code Talkers).
1.
I can identify the roles and sacrifices of individual American soldiers, as well as the
unique contributions of the special fighting forces (Tuskegee Airmen, 442nd Regimental
combat Team, Navajo Code Talkers). (K)
Competency 6.5: Analyze Roosevelt’s foreign policy during WWII using primary and
secondary sources.
1.
I can explain elements of Roosevelt’s foreign policy during WWII. (K)
2.
I can assess the successes and failure of Roosevelt’s wartime strategies. (R)
3.
I can compare and contrast U.S. strategies with strategies of allies. (R)
4.
I can use primary and secondary sources to analyze Roosevelt’s foreign policy during
WWII. (S)
Competency 6.6: Debate the constitutional issues and impacts of events on the U.S. home
front, including the internment of Japanese-Americans and the restrictions on German and
Italian resident aliens. Include the roles of women and minorities and their increasing
political demands and whether or not the democratic ideals were realized for these groups.
1.
I can explain the constitutional issues surrounding internment and discrimination. (K)
2.
I can analyze the constitutional issues and consequences of internment and
discrimination. (R)
3.
I can analyze whether or not the democratic ideals were realized for these groups. (R)
4.
I can debate the constitutional issues and impacts of events on the U.S. home front,
including the internment of Japanese-Americans, the restrictions on German and Italian
resident aliens. (S)
Competency 6.7: Describe major developments in aviation, weaponry, communication,
and medicine as well as the war’s impact on the location of American industry and use of
resources.
1.
I can describe major developments in aviation, weaponry, communication, and medicine
as well as the war’s impact on the location of American industry and use of resources.
(K)
Competency 6.8: Critically appraise the decision to drop atomic bombs and the
consequences of the decision.
1.
I can explain the arguments in support of using atomic weapons. (K)
2.
I can explain the arguments that support the use of conventional warfare. (K)
3.
I can analyze the decision to use atomic weapons. (R)
4.
I can express each side of the argument. (S)
5.
I can create a product to illustrate one side of the argument (essay, PowerPoint…). (P)
Competency 6.9: Analyze the aftermath of WWII and the U.S. recognition of its role in
the global community by living up to the democratic ideals.
1.
I can identify wartime atrocities. (K)
2.
I can describe U.S. reactions to wartime atrocities. (K)
3.
I can defend/debate the importance and impact of involvement in the global community.
(R)
Standard USH 7: Analyze U.S. foreign policy from WWII through Vietnam.
Competency 7.1: Evaluate the establishment of the United Nations and International
organizations (IMF, World Bank, and GATT, Nuremberg) and their effectiveness in
shaping modern Europe and maintaining peace and international order.
1.
I can describe the formation of the United Nations and other international organizations.
(K)
2.
I can explain how these new organizations worked to maintain peace and order. (K)
3.
I can determine the effectiveness of these organizations in maintaining peace and order.
(R)
Competency 7.2: Describe the role of military alliances, including NATO, SEATO, and
the Warsaw Pact in maintaining security during the Cold War.
1.
I can describe the role of military alliances, including NATO, SEATO, and the Warsaw
Pact in maintaining security during the Cold War. (K)
Competency 7.3: Analyze the origins and geopolitical consequences (foreign and
domestic) of the Cold War and containment policy from WWII through Vietnam.
1.
I can describe (K)
•
Marshall Plan
•
Truman Doctrine
•
Berlin Blockade
•
Korean Conflict
•
Atomic Testing (“mutually assured destruction”)
•
McCarthyism and Blacklisting
•
Sputnik
•
NASA
•
Bay of Pigs
•
Cuban Missile Crisis
•
Vietnam War
•
Latin American Policy
2.
I can compare/contrast the theoretical differences between capitalism, socialism, and
communism. (R)
3.
I can analyze the consequences of Cold War events from WWII through Vietnam. (R)
4.
I can contrast viewpoints on Cold War events. (R)
Standard USH 8: Analyze the economic boom and social transformation of post WWII
America to Watergate.
Competency 8.1: Analyze the changing demographics in the U.S.
1.
I can describe reasons (push-pull) for demographic changes (south to north, rural to
urban, city to suburb). (K)
2.
I can describe changing immigration patterns. (K)
3.
I can analyze the impact of demographic changes on economics, culture, politics,
multicultural conflict, and reconciliation. (R)
Competency 8.2: Describe forms of popular culture, with emphasis on their origins and
geographic diffusion.
1.
I can explain forms of popular culture, with emphasis on their origins and geographic
diffusion (music, sports, art, literature, etc.). (K)
Competency 8.3: Analyze political changes in labor, civil rights, the Constitution, and
presidential power.
1.
I can explain labor changes and conflicts (agriculture, industry). (K)
2.
I can explain changes in civil rights actions and legislation. (K)
3.
I can explain Constitutional movements and changes. (K)
4.
I can explain changes in presidential power. (K)
5.
I can analyze the impact of political changes on American society and its relationship
with its government. (R)
Competency 8.4: Analyze economic policies including government spending on
education, defense, welfare, infrastructure, space, and national debt management. Relate
to New Deal policies.
1.
I can describe government-spending priorities on education, defense, welfare,
infrastructure, space, and national debt management. (K)
2.
I can compare Cold War concerns to changes in government spending priorities. (R)
3.
I can compare economic policies of this period to New Deal policies of the 1930s. (R)
Standard USH 9: Students analyze the development of federal civil rights and voting
rights.
Competency 9.1: Explain how demands of African Americans helped produce a stimulus
for civil rights from President Roosevelt’s ban on racial discrimination in defense
industries in 1941 to Truman’s desegregation of the armed forces in 1948.
1.
I can explain how demands of African Americans helped produce a stimulus for civil
rights from President Roosevelt’s ban on racial discrimination in defense industries in
1941 to Truman’s desegregation of the armed forces in 1948. (K)
Competency 9.2: Describe key civil rights policies and court cases from Jim Crow to
Amendment 24.
1.
I can describe key civil rights policies and court cases from Dred Scott v. Sandford to
Amendment 24. (K)
Competency 9.3: Evaluate the importance of civil rights advocates including Martin
Luther King, Jr., Malcolm X, Cesar Chavez, Betty Friedan, Leonard Peltier, as well as the
various civil rights organizations (NAACP, SCLC, NOW, AIM, etc.).
1.
I can explain contributions of civil rights advocates such as Martin Luther King, Jr.,
Malcolm X, Cesar Chavez, Betty Friedan, Leonard Peltier, etc. (K)
2.
I can describe various civil rights organizations like the NNCP, SCLC, Black Panthers,
NOW, AIM, etc. (K)
3.
I can evaluate the importance of advocates and movements in advancing civil rights and
expanding the reach of democratic ideals. (R)
Standard USH 10: Analyze the major social, political, economic, and foreign policy issues
from Watergate to the 21st Century
Competency 10.1: Analyze the impact of the Watergate crisis using the democratic ideals.
1.
I can describe the events surrounding the Watergate scandal. (K)
2.
I can describe the important people in the Watergate scandal and investigation. (K)
3.
I can explain the constitutional crisis resulting from the Watergate scandal. (K)
4.
I can analyze the crisis in public confidence in government as result of Watergate and the
impact on presidential elections. (R)
5.
I can analyze the impact of Watergate using the democratic ideals. (R)
Competency 10.2: Analyze the controversies surrounding environmental conservation
including the need for and impact of environmental protection laws.
1.
I can explain the controversies in the environmental conservation movement. (K)
2.
I can describe environmental laws passed. (K)
3.
I can give examples of environmental problems, laws passed to address problems, and
subsequent impacts of laws on problems. (R)
Competency 10.3: Describe the changing political environment from Richard Nixon
through Barack Obama.
1.
I can explain the ideologies and general policies of the Nixon administration through the
present administration. (K)
2.
I can identify social changes. (K)
3.
I can analyze cultural changes as results of the politics and social changes of the period.
(R)
Competency 10.4: Analyze the focus on consumer advocacy and its impact on the
American economy.
1.
I can describe the focus on consumer advocacy and the people who worked to make
change (Nader). (K)
2.
I can determine the impact of consumer advocacy on the American economy. (R)
Competency 10.5: Describe changing social and cultural conditions in the U.S. from
Watergate to the 21st Century.
1.
I can describe changing social conditions including the impact of immigration. (K)
2.
I can describe changing cultural elements (values, norms, physical objects, language, and
symbols). (K)
Competency 10.6: Analyze foreign policy issues from Watergate to the 21st Century.
1.
I can explain foreign policy issues in U.S. History including but not limited to (K):
•
Salt I and Salt II
•
Vietnam and U.S. Withdrawal
•
Iran Hostage Crisis
•
Iran Contra
•
Last Days of the Cold War
•
Persian Gulf War
•
Balkans
•
War on Terror
2. I can determine the causes and effects of U.S. involvement in foreign affairs. (R)
Standard USH 11: Students analyze the impact of world affairs on the U.S. and in
students’ lives.
Competency 11.1: Students demonstrate the value of investigating multiple perspectives
in examining current affairs and issues.
1.
I can connect current news to the study of U.S. History. (K)
2.
I can discuss current issues. (K)
3.
I can recognize bias in news reporting. (K)
4.
I can determine common interests and differences of opinions arising from class
discussions of current affairs. (R)
5.
I can evaluate the expansion or contraction of democratic ideals in current news. (R)
6.
I can critique the degree to which the democratic process is used in decision-making
around the world as reported in current news. (R)
7.
I can model collaboration and compromise in group discussions of current news. (S)
Competency 11.2: Students use primary, secondary, and additional ancillary sources to
examine U.S. History and current affairs.
1.
I can connect sources to events in U.S. History. (K)
2.
I can connect sources to current events. (K)
3.
I can analyze differing viewpoints from a variety of sources. (R)
4.
I can use primary, secondary, and additional ancillary sources to analyze differing
viewpoints in U.S. History and current affairs. (S)
Standard USH 12: Demonstrate the following behaviors: respect, stewardship, integrity,
courage, and responsibility.
Competency 12.1: Demonstrate the following behaviors: respect, stewardship, integrity,
courage, and responsibility.
1.
I will treat others with dignity and respect. (D)
2.
I will listen to the ideas of others. (D)
3.
I will use appropriate language and body language. (D)
4.
I will look for ways to be of service to others. (D)
5.
I will pick up after myself. (D)
6.
I will respect others’ property and space. (D)
7.
I will acknowledge my mistakes and make amends, when possible. (D)
8.
I will be honest with myself and others. (D)
9.
I will accept recognition for my achievements.
10.
I will speak up for what I believe. (D)
11.
I will work cooperatively to resolve issues. (D)
12.
I will attend school and be on time to class. (D)
13.
I will take responsibility for my learning. (D)