TUSD CURRICULUM MAP—SOCIAL STUDIES
U.S. History: Grade 11, Quarter 1
Unifying Concept: Foundations
Unit Title: Pre-Colonial Africa to the Triangle Trade
Viewpoint: African American
ENDURING UNDERSTANDING: To make a thoughtful analysis of American history, students must develop critical historical
literacy, exploring historical events from multiple perspectives. In history, there are often equally valid, but conflicting versions of the
same event.
ESSENTIAL QUESTIONS:
• How is history constructed, who writes it, and in what ways might accounts be biased?
• When two civilizations make contact, why is it important to understand how each interprets the history of that contact?
• How does writing one’s own personal history impact their understanding of the larger history of the U.S?
INSTRUCTIONAL MATERIALS
STANDARDS
CORE ADOPTED TEXT:
The American Vision (2010), Appleby, et.al.
SUGGESTED INSTRUCTIONAL RESOURCES:
• Life Upon These Shores, Henry Louis Gates
• “Great West African Kingdoms,”
http://exploringafrica.matrix.msu.edu/students/curriculum/m7a/activity3.php
• Transatlantic Slave Trade http://www.slavevoyages.org/tast/index.faces
• “Aboard a Slave Ship, 1829,” Robert Walsh
http://www.eyewitnesstohistory.com/slaveship.htm
• “Proslavery: A History of the Defense of Slavery in America,” Larry E. Tise
• Iroquois Constitution, U.S. Constitution, Declaration of Independence
• A Different Mirror, Ronald Takaki: Chapter 3 “The Hidden Origins of Slavery”
• Voices of Freedom, Eric Foner: “Petition of Slaves to the MA Legislature” (1777) and
“The Rise of King Cotton” (1836)
• Common Sense, Thomas Paine
• African American Lives, PBS Documentary (2006)
• Race: The Power of an Illusion, PBS Documentary (2003)
UNIT TOPICS:
• My History Project, I Am Poems & the Griot oral tradition
• Researching the Kingdoms of Mali, Ghana, Nubia and Native American civilizations
• European slave trade and colonization in Africa and throughout the Americas
• African belief systems, Sankofa; slavery vs. indentured servitude; John Locke on slavery
• American Revolution; Thomas Paine’s “Common Sense,” Declaration &. Constitution
• Contradiction to the Ideals of the American Revolution: The Three-Fifths Compromise
• King Cotton and US prosperity, foundation of democracy, Iroquois Confederation
• Comparison to Mexican War of Independence
Content Standards:
SSHS-S1C1 PO 2
SSHS-S1C2 PO 1
SSHS-S1C3 PO 1, 2, 3, 4
SSHS-S1C4 PO 1, 2, 3, 4, 5, 6
Constant (Italisized)
SSHS-S1C1 PO 1, 3, 4, 5, 6, 7
SSHS-S1C10 PO 1, 2
Reading Standards
11-12.RH.1
11-12.RH.2
11-12.RH.4
11-12.RH.6
11-12.RH.8
11-12.RH.10
Writing Standards
11-12.WHST.1
11-12.WHST.2
11-12.WHST.3
11-12.WHST.7
11-12.WHST.4, 5, 6, 9,10
Writing Focus: Argumentative
Reading Focus: ELA is supported through reading history and informational text
Research Topic: My History Project—Documentation of oral
family history; Comparison of the European
invasion/colonization of Africa and the Americas.
Narrative Topic: Family interview/story/poem/history
Interdisciplinary Connections: Ethnographic research and
evidence-based writing in journals.
Graphs, maps, statistics and connection to DNA.
African origin of human beings
PERFORMANCE ASSESSMENTS:
Summative: My History Project: After conducting interviews and completing a self-reflection questionnaire, students will write a
research paper about their culture and their family history, possibly making the documents available to the public on-line.
Formative: I Am Poems, Family Interview, Self-Reflection Questionnaire, and an Argumentative Essay on the following topic: After
researching European invasion and colonization in Africa the Americas, what does that history tell us about human nature?
TUSD CURRICULUM MAP—SOCIAL STUDIES
U.S. History: Grade 11, Quarter 2
Unifying Concept: Perceptions
Unit Title: Conflict and Resistance
Viewpoint: African American
ENDURING UNDERSTANDING: The legacy of slavery provides a lens through which the understanding of American history is
tinted. This lens provides clarity in understanding the historic, social, economic context of the development of the American social
fabric.
ESSENTIAL QUESTIONS: How has war historically united but also fragmented Americans? What are some of the larger
sociopolitical and economic factors that promote conflict and resistance? In what ways have military conflicts affected the struggle
for a more just and inclusive society? How do you personally respond to conflict?
INSTRUCTIONAL MATERIALS
STANDARDS
CORE ADOPTED TEXT:
The American Vision (2010), Appleby, et.al.
SUGGESTED INSTRUCTIONAL RESOURCES:
• Voices of Freedom, Eric Foner: “Fredrick Douglas on the Desire for Freedom (1845)”;
“Confessions of Nat Turner”(1831);
“Fredrick Douglas on the Fourth of July (1852),” and
“The Gettysburg Address (1863)”
• “The Negro Holocaust: Lynching and Race Riots in the United States, 1880-1950,” R. Gibson
http://www.yale.edu/ynhti/curriculum/units/1979/2/79.02.04.x.html
• “Conquest: Sexual Violence and American Indian Genocide,” by Andrea Smith
• “Race and Class among American Troops in the U.S.-Mexico War,” adapted article.
• John Brown and the Abolitionists http://www.pbs.org/wgbh/aia/part4/4p1550.html
• A People’s History of the United States. Chapters 4-10 by Howard Zinn
• Six political cartoons by Thomas Nast on the Reconstruction:
http://www.pbs.org/kera/usmexicanwar/educators/
http://www.pbs.org/kera/usmexicanwar/index_flash.html
http://www.eyewitnesstohistory.com/alamo.htm
http://www.eyewitnesstohistory.com/knee.htm
http://www.shmoop.com/reconstruction/primary-sources.html
http://www.archives.gov/education/lessons/civil-war-reconstruction.html
Target Content Standards:
SSHS-S1C5 PO 1, 2, 3, 4, 5
SSHS-S1C6 PO 1, 2, 3
SSHS-S1C7 PO 3
SSHS-S1C1 PO 1, 3, 4, 5, 6, 7
Reading Standards
11-12.RH.1
11-12.RH.2
11-12.RH.3
11-12.RH.6
11-12.RH.8
11-12.RH.9
11-12.RH.4, 5, 7, 10
Writing Standards
11-12.WHST.1
11-12.WHST.7
11-12.WHST.8
11-12.WHST.4, 5, 6, 9,10
UNIT TOPICS:
• Westward Expansion: Buffalo Soldiers, Manifest Destiny, Alamo/Texas Revolt
• U.S.-Mexico War, Treaty of Guadalupe Hidalgo, Gadsden Purchase, Tucson as state capital
• The Great Migration: African Americans and the industrial cities of the North
• Indigenous Resistance: Indian Removal Act, Trail of Tears, Boarding Schools, Reservations
• Anti-Bellum South, house vs. field slaves, concept of Sambo,
• Slave codes, Nat Turner’s Rebellion, John Brown, Abraham Lincoln, KKK
• Civil War, 13th, 14th, & 15th Amendments; North’s victory; freed slaves
• WWI, American Imperialism, Progressivism,
Writing Focus: Explanatory
Reading Focus: ELA is supported through the reading of history and other informational text.
Research Component: Develop a map showing the locations of
historical events involving African American and indigenous
heroes; include a synopsis of the events pinpointed.
Narrative Component: What Freedom Means to Me.
Interdisciplinary Connections:
• Analysis of Maps, charts, and graphs
• Genealogy and race
PERFORMANCE ASSESSMENTS:
Summative: Explanatory essay on how one particular war or other armed conflict affected our nation and its people.
Formative: Debate the causes of the Civil War and its effects on achievement of a more just and inclusive society.
Journal writings on how wars and resistance affect identity.
TUSD CURRICULUM MAP—SOCIAL STUDIES
U.S. History: Grade 11, Quarter 3
Unifying Concept: Transformations
Unit Title: Social Movements
Viewpoint: African American
ENDURING UNDERSTANDING: Post Civil War America was a time of great struggle as well as empowerment for many
African Americans. Although African Americans have suffered disproportionate discrimination since the end of the Civil War, their
experiences birthed the seeds of the civil rights movement.
ESSENTIAL QUESTIONS:
How did unjust treatment of blacks manifest itself through the American legal system (case law)? What were the causes the Great
Depression and its consequences particularly for African Americans and the poor? How did the rising tide of fascism in Europe and
its racial theories impact American support for the war and responses to American racism? Should the U.S. have a mission to expand
freedom and democracy abroad?
INSTRUCTIONAL MATERIALS
CORE ADOPTED TEXT:
The American Vision (2010), Appleby, et.al.
STANDARDS
SUGGESTED INSTRUCTIONAL RESOURCES:
• Voices of Freedom, Eric Foner: Fredrick Douglas, “The Composite Nation (1869)”
• Sister Outsider, Audre Lorde (excerpts)
• The Souls of Black Folk, WEB Debois (excerpts)
• A Patriots History of the United States, Larry Schweikart & Michael Allen (excerpts)
• A People’s History of the United States, Howard Zinn (Chapters 13-16)
• “A Dream Deferred,” Langston Hughes (poem)
• “Strange Fruit,” Billy Holliday (song)
• Salt of the Earth, DVD (1954)
• The Longoria Affair, PBS Documentary (2010)
UNIT TOPICS:
• Post Civil War Reconstruction; Jim Crow; Dred Scott v. Sanford; Plessy v. Ferguson,
• Reparations, White Supremacy, Social Darwinism
• Little Bighorn, Wounded Knee, Chinese Exclusion Act, immigration patterns
• Labor Movement, Bisbee Deportations, Labor Laws, Red Scare
• Roaring Twenties, Harlem Renaissance, Jazz Era
• Great Depression, Child Labor, Marcus Garvey
• WWII, Tuskegee Airmen, Tuskegee Experiment, Navajo Code Talkers, Japanese
internment, minority involvement in military, Pearl Harbor, A-bomb, Women’s
Rights/Suffrage, Felix Longoria, Hernandez v. Texas, Mendez v. Westminster
Content Standards:
SSHS-S1C7 PO 1. 2, 3, 4
SSHS-S1C8 PO 1, 2
SSHS-S1C1 PO 1, 3, 4, 5, 6, 7
Reading Standards
11-12.RH.1
11-12.RH.2
11-12.RH.3
11-12.RH.6
11-12.RH.8
11-12.RH.9
11-12.RH.4, 5, 7, 10
Writing Standards
11-12.WHST.1
11-12.WHST.2
11-12.WHST.3
11-12.WHST.7
11-12.WHST.4, 5, 6, 9,10
Writing Focus: Explanatory
Reading Focus: ELA is supported through reading history and informational text
Research Component: A multimedia presentation providing
details about an influential person from the Harlem Renaissance
Narrative Component: Reflection on the contributions of
African Americans toward the development civil rights in the US.
Interdisciplinary Connections:
Science: Phrenology, biological view of race, nature vs. nurture
Art: Murals, music, poetry related to social movements
ELA: Poetry, literature touching on social movements.
PERFORMANCE ASSESSMENTS:
Summative: After researching legal jurisprudence on the topic of slavery, racial segregation and racial preference, students are to use
textual evidence to describe and predict the social impact of the legal precedent.
Formative: Students will document their cognitive development using the following series of methods: class discussion,
journal/notebook checks, tests/quizzes, reflective writings (bell work), peer assessment, graphic organizer comparing social
movements.
TUSD CURRICULUM MAP—SOCIAL STUDIES
U.S. History: Grade 11, Quarter 4
Unifying Concept: Realizations
Unit Title: Expanding American Consciousness
Viewpoint: African American
ENDURING UNDERSTANDING:
Historical events have shaped and altered our nation’s consciousness and the American social, political, economic, and racial identity.
ESSENTIAL QUESTIONS:
• How have historical events of the past affected current policies regarding African Americans?
• How have the Civil Rights era and federal programs eliminate poverty and racial injustice today?
• How do events of the late 20th and early 21st centuries reflect American values and ideals regarding freedom, equality, and justice?
INSTRUCTIONAL MATERIALS
CORE ADOPTED TEXT:
The American Vision, Glencoe
STANDARDS
SUGGESTED INSTRUCTIONAL RESOURCES:
• A Different Mirror, Ronald Takaki (Chapters 14, 15)
• “Still I Rise,” Maya Angelou (poem)
• A Patriot’s History of the United States, Larry Schweikart & Michael Allen (excerpts)
• The Ballot or the Bullet by Malcolm X
http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html
• “Letter from Birmingham City Jail,” Dr. Martin Luther King, Jr.
http://www.thekingcenter.org/archive/document/letter-birmingham-city-jail-0#
• “Stereotypes and the Clark Doll Test” https://explorable.com/stereotypes
• Rethinking Globalization, Bill Bigelow (excerpts)
• Live from Death Row by Mumia Abu Jamal (excerpts)
• A People’s History of the United States, Howard Zinn (Chapters 16-20)
• Photos from Jim Crow South; Civil Rights Movement
• The African Americans: Many Rivers to Cross, DVD (2013)
• Eyes on the Prize, PBS documentary (clips)
• Lyric excerpts from various songs by Eryka Badu, Immortal Technique, Public Enemy,
Dead Prez, Nas, Queen Latifah, and MC Lyte
UNIT TOPICS:
• Cold War: Domestic fear of communism; McCarthyism; foreign policy
• Race in War: Vietnam; Gulf Wars, Afghanistan, Gaza
• Globalization: Positive and negative outcomes; NAFTA
• Immigration: border militarization; anti-immigrant legislation; demographic changes
• Education: Brown v. Board of Education; Plyler v. Doe; Schuette v. Coalition to Defend
Affirmative Action
• Civil Rights Movement, Black Power; Voter Rights; Anti-war Movement; Women’s Rights;
Farm workers’ movement; LGBTQ Rights; Immigrant Rights Movement
• Impacts of internalized oppression: Clark Doll test 2014
Content Standards:
SSHS-S1C9 PO 1, 2, 3
SSHS-S1C10 PO 3
SSHS-S1C1 PO 1, 3, 4, 5, 6, 7
SSHS-S1C10 PO 1, 2
Reading Standards
11-12.RH.1
11-12.RH.3
11-12.RH.9
11-12.RH.4, 5, 7, 10
Writing Standards
11-12.WHST.1
11-12.WHST.2
11-12.WHST.7
11-12.WHST.8
11-12.WHST. 4,5, 6, 9,10
Writing Focus: Argumentative
Reading Focus: ELA is supported through reading history and informational text
Research Component: Key figures of 20th century.
Narrative Component: Interview of elderly family members for
their perspective on war.
Interdisciplinary Connections:
Math: Interpretation of graphs and statistics.
ELA: Narrative account of a historic event.
PERFORMANCE ASSESSMENTS:
Summative: Argumentative essay—After conducting research and analyzing a variety of sources on the Civil Rights movement,
write an essay that argues your position on the state of racism today in our society. Support your position with evidence from
your research. Give examples from past and current events to illustrate, clarify, and support your position.
Formative: Class debate— Argue for the use of strategies and techniques of non-violent v. militant protests as an affective agent to
social change. Media analysis- Evaluate the role of media in shaping America’s view of African Americans as the “other” in
researching various forms of media.