United States History Grade 11
Content Summary
In Unit One, students will study the Post Reconstruction period and the emergence of urban industrialized America. Through this study, students will gain an understanding of the
technological advancements, demographic shifts, excesses, and corruption in America during this era. Students will examine factors that contributed to the United States emerging as
a world power, including the rise of American imperialism and US involvement in World War I.
In Unit Two, students will study the post-WWI years and the “return to normalcy” during the Roaring ‘20s. Next, students will study the Great Depression and the advent of the
welfare state under FDR’s New Deal. Lastly, students will study the causes and outcomes of World War II.
In Unit Three, students will study the advent of the Cold War from the ashes of World War II. Students will examine the responses
of Truman, Eisenhower, and Kennedy to the growing Cold War standoff with the Soviet Union, along with the development of proxy wars such as the Korean and Vietnam conflicts.
During Unit Four, students will study the social, political, and economic issues from the 1970’s to present. Students will explore domestic and economic developments including Equal
Rights, Environmental and Conservative Movements. In addition students will examine foreign policy from the late Cold War to the war on terrorism.
Unit Assessment
Unit One — In the Unit One Assessment, students will have the opportunity to select an issue from this era (1877 to
1920) that has more than one valid position. Students will research this historic issue and analyze evidence from multiple sources. Students will take and defend a position on the
issue and show why opposing arguments are not as valid as their own. The student’s position must be supported by evidence from valid and credible sources. Any opposing
arguments must include a fair interpretation of other perspectives and a refutation based on credible evidence.
Unit Two — In the Unit Two Assessment, students will demonstrate their understanding of this time period - particularly the Great Depression and its impact on American History - by
completing a “Document-Based Question” (DBQ), an assessment that allows students to demonstrate their thinking by critically analyzing primary source documents. Students will use
these documents as well as their own knowledge of the era to construct an essay on the following prompt:
Franklin D. Roosevelt's administration had various responses to the problems of the Great Depression, including the implementation of programs that were collectively known as The
New Deal. How effective were these responses? How did they change the role of the federal government?
Unit Three— The Unit Three assessment will be an Amplify assessment about which you will learn more in 2015-2016. However, the previous assessment is still available to administer
to students. In this assessment, students will analyze primary source documents related to the Vietnam War. They will focus on the social, political and economic tensions created in
the United States during this period in history. Students will formulate a response based on the documents presented. This DBQ is a released item from the AP exam.
Unit Four — Do social, political and cultural movements repeat themselves? To be an informed citizen you need to have an understanding of how the past connects with the present.
In this assessment, students will demonstrate their ability to analyze a historic social, political or cultural movement and connect/compare that movement to a current event or
movement. In their analysis students will discuss continuity, what has changed and what has remained the same. Students will evaluate the reliability and credibility of their sources
in an annotated bibliography.
Scope and Sequence Overview Semester 1
Unit Name
Unit Theme
Suggested # of Days
Unit 1: Industrialization, Reform….
Reconstruction
5
Unit 1: Industrialization, Reform ….
The Gilded Age
15
Unit 1: Industrialization, Reform ….
The Progressive Era
10
Unit 1: Industrialization, Reform ….
Imperialism
10
Unit 1: Industrialization, Reform ….
Word War I
10
Unit 1: Industrialization, Reform ….
Unit 1 Assessment
Unit 2: Prosperity, Depression….
The Twenties
10
Unit 2: Prosperity, Depression….
The New Deal and The Great Depression
15
Unit 2: Prosperity, Depression….
Neutrality to Intervention
15
Unit 2: Prosperity, Depression….
Unit 2 Assessment
Total Number of Suggested Days
90
Scope and Sequence Overview Semester 2
Unit Name
Unit Theme
Suggested # of Days
Unit 3: Cold War, Civil Rights….
America in World War II
15
Unit 3: Cold War, Civil Rights….
Early Cold War & the 1950s
15
Unit 3: Cold War, Civil Rights….
Civil Rights
15
Unit 3: Cold War, Civil Rights….
Kennedy and Johnson
5
Unit 3: Cold War, Civil Rights….
The Vietnam Era
15
Unit 3: Cold War, Civil Rights….
Unit 3 Assessment
Unit 4: Conservative Resurgence…
The 1970’s
10
Unit 4: Conservative Resurgence…
Modern America
15
Unit 4: Conservative Resurgence…
Unit 4 Assessment
Total Number of Suggested Days
90
Spokane Public Schools 11th Grade US History
Unit One Overview
Industrialization, Reform, and the Emergence of the United States as a World Power
(1877-1920)
Content Summary
In Unit One, students will study the Post Reconstruction period and the emergence of urban industrialized America. Through this study, students will gain an
understanding of the technological advancements, demographic shifts, excesses, and corruption in America during this era. Students will examine immigration,
the Industrial Revolution, the progressive era, and the factors that contributed to the United States emerging as a world power, including the rise of American
imperialism and US involvement in World War I.
Skill Summary
In Unit One, students will analyze and evaluate evidence from multiple sources to support their position on a specific argumentative research question.
Students will utilize both primary and secondary source documents to research, construct, and evaluate plausible arguments using text-based evidence.
Unit Assessment Overview
In the Unit One Performance Assessment, students will have the opportunity to select an issue from this era (1877 to 1920) that has more than one valid
position. As part of the process, students will research this historic issue and analyze and evaluate evidence from multiple sources. Students will take and
defend a position on the issue and show why opposing arguments are not as valid as their own position. The student’s position must be supported by evidence
from valid and credible sources and any opposing arguments must include a fair interpretation of other perspectives and a refutation based on credible
evidence. Students will be scored on the Performance Assessment Rubric.
Unit Scope
5 days: Reconstruction
Chapter 2, Section 4 (Pages 55-59)
Vocabulary:
Reconstruction
13th Amendment
14th Amendment
15th Amendment
de jure segregation
Freedmen’s Bureau
Black Codes
Standards and Learning Targets
Possible Student Evidence
The Union victory in the Civil War and
the contested reconstruction of the
South settled the issues of slavery and
secession, but left unresolved many
questions about the power of the
federal government and citizenship
Students complete a Triple Venn Diagram
comparing and contrasting: Lincoln’s,
Johnson’s and Radical Republican’s plans
for Reconstruction.
1.
Students analyze photos of the
Freedmen’s Bureau and then complete a
RAFT paper concerning the effectiveness
of the Bureau.
2.
rights.
History 4.2.2 Analyzes how cultures and
cultural groups have shaped the United
States
RAFT paper: Choose one of the following
roles: Radical Republicans, Freedmen,
Executive Branch, or “Redeemer”
governments and write a RAFT paper (see
handout) explaining the following: What
were the goals of Reconstruction for your
group? What were the outcomes of
Reconstruction for your group? What is
the legacy of Reconstruction for your
group?
Students hypothesize how state
governments could possibly get around or
alter the outcomes of the 13th, 14th, and
15th Amendments to keep blacks
subjugated.
Suggested Content
3.
The 13th Amendment abolished
slavery, while the 14th and 15th
amendments granted African
Americans citizenship, equal
protection under the laws, and
voting rights.
Efforts by radical and moderate
Republicans to change the balance
of power between Congress and the
presidency and to reorder race
relations in the defeated South
yielded some short-term successes.
Reconstruction opened up political
opportunities and other leadership
roles to former slaves, but it
ultimately failed, due both to
determined Southern resistance
and the North’s waning resolve.
Southern plantation owners
continued to own the majority of
the region’s land even after
Reconstruction. Former slaves
sought land ownership but
generally fell short of selfsufficiency, as an exploitative and
soil-intensive sharecropping system
limited blacks’ and poor whites’
access to land in the South.
15 days: The Gilded Age
Chapter 3, Section 1 (Pages 66-72)
Technological advances, large-scale
production methods, and the opening
of new markets encouraged the rise of
industrial capitalism in the United
States.
Chapter 3, Section 2 (Pages 73-79)
Chapter 3, Section 3 (Pages 80-86)
Chapter 3, Section 4 (Pages 87-90)
The Gilded Age produced new cultural
and intellectual movements, public
reform efforts, and political debates
over economic and social policies.
Vocabulary:
trust
Economics 2.1.1
Students participate in a class discussion
evaluating the multiple points of view of
the Sherman Anti-Trust Act.
Students will evaluate and interpret each
other’s points of view within the context of a
Socratic seminar concerning the different
methods of Booker T. Washington and W.E.B.
Dubois.
Gospel of Wealth
Monopolies
vertical and horizontal Integrations
labor unions
strikes
tenement
Old and New Immigrants
push and pull factors
sharecropping
Dawes Act
assimilate
Economics 2.3.1
Evaluates the role of the U.S. government in
regulating a market economy in the past or
present.
2.
3.
Research project jigsaw on immigrant
groups that came to the US during these
years.
Social Darwinism
Analyzes the incentives for people’s
economic choices in the United States in the
past or present.
1.
4.
Create a diary from the perspective of a
new immigrant from Asia or Europe or
create a diary from the perspective an
American citizen discussing how the new
immigrants have changed the community.
5.
6.
Make a PowerPoint presentation showing the
impact of the US Native American assimilation
policies including the Dawes Severalty Act
(General Allotment Act), boarding schools,
etc.
7.
Examination of political cartoons about the
new migration analyzing the pros and
cons reflected in the cartoons.
8.
Read and analyze Emma Lazarus’ poem “The
New Colossus.”
9.
Gilded Age
Jim Crow laws
Plessy v. Ferguson (1896)
graft
Segregation, violence, Supreme Court
decisions, and local political tactics
progressively stripped away African
American rights, but the 14th and 15th
amendments eventually became the
basis for court decisions upholding civil
rights in the 20th century.
Businesses made use of technological
innovations, greater access to natural
resources, redesigned financial and
management structures, advances in
marketing, and a growing labor force
to dramatically increase the
production of goods.
Many business leaders sought
increased profits by consolidating
corporations into large trusts and
holding companies, which further
concentrated wealth.
The industrial workforce expanded and
became more diverse through internal
and international migration; child
labor also increased.
Labor and management battled over
wages and working conditions, with
workers organizing local and national
unions and/or directly confronting
business leaders.
Many farmers responded to the
increasing consolidation in agricultural
markets and their dependence on the
evolving railroad system by creating
local and regional cooperative
organizations.
The building of transcontinental
railroads, the discovery of mineral
resources, and government policies
promoted economic growth and
created new communities and centers
of commercial activity.
The U.S. government violated treaties
with American Indians and responded
to resistance with military force,
eventually confining American Indians
to reservations and denying tribal
sovereignty.
Many American Indians preserved
their cultures and tribal identities
despite government policies
promoting assimilation, and they
Pendleton Act
gold standard
Populist Party
STI Lesson: Industrialization and the
Emergence of the United States as a
World Power-The Allotment Act
http://www.indianed.org/curriculum/high-schoolcurriculum/allotment/
attempted to develop self-sustaining
economic practices.
Show a video on the impact of
industrialization (from United Streaming) and
assess ways in which the various new
technologies shaped the US economy and
workers.
Analysis of Lewis Hine photos from the Library
of Congress
Rank new technologies from the era of
Industrialization based upon importance and
impact.
Student can analyze the impact of the ideas
behind Jim Crow laws and how racial
segregation during this period shaped U.S.
History.
10 days: The Progressive Era
Chapter 4, Section 1 (Pages 100-108)
Growth expanded opportunity, while
economic instability led to new efforts
to reform U.S. society and its economic
system.
Chapter 4, Section 2 (Pages 109-115)
Chapter 4, Section 3 (Pages 116-120)
Economics 2.3.1
Chapter 4, Section 4 (Pages 121-127)
Evaluates the role of the U.S. government in
regulating a market economy in the past or
present.
Chapter 4, Section 5 (Pages 128-135)
Vocabulary:
Progressivism
muckraker
History 4.2.1
direct primary
initiative
referendum
recall
temperance movement
suffrage
19th Amendment
NAWSA
NWP
Booker T. Washington
W.E.B. DuBois
Analyze the various long and short term causes
for progressive reforms (trust busting, the
creation of the FDA, the national parks system,
initiative, referendum, recall, open primary,
women’s right to vote, etc…)
Create a Muckraker newspaper exposing the
ills of high school life (examples: cafeteria food,
student government corruption, etc.)
Evaluates how individuals and movements
have shaped the United States.
Social Gospel
settlement house
Evaluate the impact of suffragettes like
Susan B. Anthony and Elizabeth Cady
Stanton and the greater women’s suffrage
movement on the United States.
History 4.3.1
Analyzes differing interpretations of events
in U.S. history.
Common Core writing standards for Unit
One Assessment:
CCSS Reading History 11-12.3: Evaluate
various explanations for actions or events
and determine which explanation best
accords with textual evidence,
acknowledging where the text leaves
matters uncertain.
CCSS Writing History 11-12.4 Produce clear
and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
CCSS Writing History 11-12.5 Develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach, focusing on addressing what is
Students complete Venn Diagram
comparing and contrasting TR’s and
Wilson’s Progressive agendas.
Students research personalities from the
era, complete a “bio”, and participate in a
timed presentation interview.
1.
2.
Some Progressive Era journalists
attacked what they saw as political
corruption, social injustice, and
economic inequality, while reformers,
often from the middle and upper
classes and including many women,
worked to effect social changes in
cities and among immigrant
populations.
0n the national level, Progressives
sought federal legislation that they
believed would effectively regulate the
economy, expand democracy, and
generate moral reform. Progressive
amendments to the Constitution dealt
with issues such as prohibition and
woman suffrage.
NAACP
most significant for specific purpose and
audience.
Theodore Roosevelt
Square Deal
Meat Inspection Act
Pure Food and Drug Act
Gifford Pinchot
New Nationalism
Progressive Party
Woodrow Wilson
New Freedom
16th Amendment
17th Amendment
18th Amendment
Federal Reserve Act
Clayton Antitrust Act
Election of 1912
CCSS Writing History 11-12.2.b Develop the
topic thoroughly by selecting the most
significant and relevant facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audience’s knowledge of the topic.
10 days: Imperialism
Chapter 5, Section 1 (pages 138-143)
Participation in a series of global
conflicts propelled the United States
into a position of international power
while renewing domestic debates over
the nation’s proper role in the world.
Chapter 5, Section 2 (pages 144-150)
Examine the influence of Frederick Jackson
Turner’s frontier thesis and Rudyard
Kipling’s “The White Man’s Burden” on
American imperialism
Analyze the multiple points of view behind U.S.
Expansionism and Imperialism.
2.
Chapter 5, Section 3 (pages 151-155)
Chapter 5, Section 4 (pages 156-163)
Vocabulary:
Geography 3.2.1
Analyzes and evaluates human interaction
with the environment in the United States in
the past or present.
Rank causes of American imperialism based
upon importance and impact (yellow
journalism, social Darwinism, markets for
goods, overproduction, Alfred T. Mahan’s
thesis, safety-valve theory, etc.)
imperialism
Social Darwinism
Alfred T. Mahan
Frederick Jackson Turner
Geography 3.3.1
Analyzes and evaluates elements of
geography to trace the emergence of the
United States as a global economic and
political force in the past or present.
Queen Liliuokalani
William Randolph Hearst
Joseph Pulitzer
History 4.3.1
Analyzes differing interpretations of events
in U.S. history.
USS Maine
William McKinley
Rough Riders
Emilio Aguinaldo
Anti-Imperialist League
Open Door Policy
Boxer Rebellion
sphere of influence
Create a political cartoon examining an
aspect of American imperialism (1890-1914)
Evaluate the front page of the New York
Journal after the sinking of the USS Maine
identifying fact vs. fiction.
Yellow Press
jingoism
1.
Social Studies Skills 5.4.1
Evaluates and interprets other points of view
on an issue within a paper or presentation.
Imperialists cited economic
opportunities, racial theories,
competition with European empires,
and the perception in the 1890s that
the Western frontier was “closed” to
argue that Americans were destined to
expand their culture and institutions to
peoples around the globe.
The American victory in the Spanish–
American War led to the U.S.
acquisition of island territories in the
Caribbean and the Pacific, an increase
in involvement in Asia, and the
suppression of a nationalist movement
in the Philippines.
Russo-Japanese War
“Gentlemen’s Agreement”
Great White Fleet
Platt Amendment
“Big Stick” Diplomacy
Panama Canal
Roosevelt Corollary
Monroe Doctrine
Dollar Diplomacy
Moral Diplomacy
10 days: World War I
Chapter 6, Section 1 (pages 170-179)
Participation in a series of global
conflicts propelled the United States
into a position of international power
while renewing domestic debates over
the nation’s proper role in the world.
Create a graphic organizer explaining the
domino effect set off by the assassination of
Archduke Franz Ferdinand leading to World
War I.
1.
Chapter 6, Section 2 (pages 180-188)
Chapter 6, Section 3 (pages 189-198)
Vocabulary:
militarism
Lusitania
Zimmerman Note
Selective Service Act
Espionage Act
Schenk v. US
Eugene V. Debs
conscientious objector
Great Migration
Vladimir Lenin
Fourteen Points
self-determination
League of Nations
Henry Cabot Lodge
reparations
“irreconcilables”
“reservationists”
Geography 3.2.3 Analyzes the causes and
effects of voluntary and involuntary
migration in the United States in the past or
present.
History 4.2.2 Analyzes how culture and
cultural groups have shaped the United
States.
History 4.3.2 Analyzes multiple causes of
events in U.S. history, distinguishing
between proximate and long-term causal
factors.
Social Studies Skills 5.4.1 Evaluates and
interprets other points of view on an issue
within a paper or presentation.
Rewrite Wilson’s Fourteen Points in modern
language.
Analyze the Zimmerman Note and evaluate US
entrance into the war.
Complete a debate on whether wartime civil
liberties limitations were constitutional and
proper given the war.
Evaluate various US propaganda pieces from
the era.
2.
After initial neutrality in World War I,
the nation entered the conflict,
departing from the U.S. foreign policy
tradition of noninvolvement in
European affairs, in response to
Woodrow Wilson’s call for the defense
of humanitarian and democratic
principles.
Despite Wilson’s deep involvement in
postwar negotiations, the U.S. Senate
refused to ratify the Treaty of
Versailles or join the League of
Nations.
o 11th Grade U.S. History Unit 1 – Historical Issue Analysis Rubric
o Name______________________________________
o
Scoring Elements
Advanced
4
3.5
Date________________________
Meets Expectations
3
Scoring Elements
2
Not Yet
1
Focus
Establishes a credible claim.
Establishes a claim.
Claim
Establishes and maintains a substantive
and credible claim or proposal.
Attempts to establish a claim, but
lacks a clear purpose.
Accurately and effectively presents
important details from reading materials to
develop argument or claim.
Accurately presents details from reading
materials relevant to the purpose of the
prompt to develop argument or claim.
Presents information from reading
materials relevant to the purpose of the
prompt with minor lapses in accuracy or
completeness.
Attempts to reference reading
materials to develop response, but
lacks connections or relevance to the
purpose of the prompt.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Presents appropriate and sufficient
details to support and develop the focus,
controlling idea, or claim.
Presents appropriate details to support
and develop the focus, controlling idea,
or claim, with minor lapses in the
reasoning, examples, or explanations.
Attempts to provide details in
response to the prompt, but lacks
sufficient development or relevance
to the purpose of the prompt.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by
the specific prompt. Structure enhances
development of the reasoning and logic of
the argument.
Maintains an appropriate organizational
structure to address specific requirements
of the prompt. Structure reveals the
reasoning and logic of the argument.
Uses an appropriate organizational
structure for development of reasoning
and logic, with minor lapses in structure
and/or coherence.
Attempts to organize ideas, but lacks
control of structure.
Demonstrates and maintains a well‐
developed command of standard English
conventions and cohesion, with few errors.
Response includes language and tone
consistently appropriate to the audience,
purpose, and specific requirements of the
prompt. Consistently cites sources using
appropriate format.
Demonstrates a command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone appropriate to the audience,
purpose, and specific requirements of the
prompt. Cites sources using appropriate
format with only minor errors.
Demonstrates an uneven command of
standard English conventions and
cohesion. Uses language and tone with
some inaccurate, inappropriate, or
uneven features. Inconsistently cites
sources.
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics. Sources are
used without citation.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in‐ depth
understanding.
Accurately presents disciplinary content
relevant to the prompt with sufficient
explanations that demonstrate
understanding.
Briefly notes disciplinary content relevant
to the prompt; shows basic or uneven
understanding of content; minor errors in
explanation.
Attempts to include disciplinary
content in argument, but
understanding of content is weak;
content is irrelevant, inappropriate, or
inaccurate.
Development
Organization
Conventions
Content
Understanding
o
o
Addresses prompt appropriately and
establishes a position, but focus is
uneven.
1.5
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Reading/
Research
Addresses prompt appropriately and
maintains a clear, steady focus Provides a
generally convincing position.
2.5
Period_________
Attempts to address prompt, but lacks
focus or is off‐task.
Spokane Public Schools 11th Grade US History
Unit Two Overview
Prosperity, Depression, New Deal, and World War II
(1920 – 1945)
Content Summary
In Unit Two students will study the post-WWI years and the “return to normalcy” during the Roaring ‘20s. Next, students will study the causes of the Great
Depression and the advent of the welfare state under FDR’s New Deal. Lastly, students will study the causes and outcomes of World War II.
Skill Summary
In Unit Two students analyze and interpret primary source documents related to the Great Depression and FDR’s New Deal. Students will use their analysis of
the primary source documents to support their position on the effectiveness of the New Deal and how New Deal policies impacted the role of the Federal
Government in the United States economy.
Unit Assessment Overview
In the Unit Two Assessment, students will demonstrate their understanding of this time period - particularly the Great Depression and its impact on
American History - by completing a “Document-Based Question” (DBQ), an assessment that allows students to demonstrate their thinking by
critically analyzing primary source documents. Students will use these documents as well as their own knowledge of the era to construct an essay on
the following prompt:
Franklin D. Roosevelt's administration had various responses to the problems of the Great Depression, including the implementation of programs that were
collectively known as The New Deal. How effective were these responses? How did they change the role of the federal government?
10 days: The Twenties
Chapter 6, Section 4 (pages 199-203)
Popular culture grew in influence in
U.S. society, even as debates increased
over the effects of culture on public
values, morals, and American national
identity.
Chapter 7, Section 1 (pages 212-217)
Chapter 7, Section 2 (pages 218-222)
Chapter 7, Section 3 (pages 223-230)
Chapter 7, Section 4 (pages 231-241)
History 4.2.2 Analyzes how cultures and
cultural groups have shaped the United
States.
Chapter 7, Section 5 (pages 242-247)
Vocabulary:
Civics 1.3.1 Analyzes and evaluates the
causes and effects of U.S. foreign policy on
people in the United States and the world in
the past or present.
1st Red Scare
Palmer Raids
Sacco and Vanzetti
National Origins Act
mass production
Henry Ford
assembly line
installment buying/credit
buying on margin
Andrew Mellon
Teapot Dome scandal
Washington Naval Disarmament Conference
Kellogg-Briand Pact
Dawes Plan
History 4.2.3 Analyzes and evaluates how
technology and ideas have shaped U.S.
history.
Research and create presentations on a social,
cultural, or economic aspect of the 1920s









Prohibition
Organized crime
Trickle-down economics
Harding scandals
Harlem Renaissance
The rise of the Stock Market
Rise of the KKK
Scopes Trial
Changes for women
Analyze the incentives behind various
economic choices of the 1920s (including
but not limited to buying on credit, buying
stocks on margin, etc…)
1.
2.
3.
4.
5.
In the years following World War I, the
United States pursued a unilateral
foreign policy that used international
investment, peace treaties, and select
military intervention to promote a
vision of international order, even
while maintaining U.S. isolationism.
New forms of mass media, such as
radio and cinema, contributed to the
spread of national culture as well as
greater awareness of regional cultures.
Migration gave rise to new forms of art
and literature that expressed ethnic
and regional identities, such the
Harlem Renaissance movement.
Official restrictions on freedom of
speech grew during World War I, as
increased anxiety about radicalism led
to a Red Scare and attacks on labor
activism and immigrant culture.
In the 1920s, cultural and political
controversies emerged as Americans
debated gender roles, modernism,
science, religion, and issues related to
race and immigration.
Scopes Trial
prohibition
Ku Klux Klan
organized crime
The Jazz Singer
flappers
“The Lost Generation”
Harlem Renaissance
Marcus Garvey
jazz
15 days: The Great Depression & The New
Deal
Chapter 8, Section 1 (254-260)
Chapter 8, Section 2 (261-269)
During the 1930s, policymakers
responded to the mass unemployment
and social upheavals of the Great
Depression by transforming the U.S.
into a limited welfare state, redefining
the goals and ideas of modern
American liberalism.
Students participate in a discussion or Socratic
seminar evaluating the effectiveness of the
New Deal as a response to the Great
Depression.
Civics 1.2.2 Evaluates the effectiveness of
the system of checks and balances during a
particular administration, court, Congress, or
legislature.
Critique the validity, reliability, and
credibility of documents from the
FDR Administration that were used
in the justification of New Deal
programs.
Chapter 8, Section 3 (270-277)
Chapter 9, Section 1 (284-291)
Chapter 9, Section 2 (292-299)
Chapter 9, Section 3 (300-309)
Through analysis of primary sources,
students will identify and analyze various
long term and short term causes of the
Great Depression.
2.
3.
Chapter 9, Section 4 (310-315)
Vocabulary:
1.
4.
Economics 2.3.1 Evaluates the role of the
U.S. government in regulating a market
economy in the past or present.
Herbert Hoover
Geography 3.2.3 Analyzes the causes and
Student will analyze the major critics of the
New Deal and explain what underlying
assumptions caused them to take those
positions.
Episodes of credit and market
instability in the early 20th century, in
particular the Great Depression, led to
calls for a stronger financial regulatory
system.
Franklin Roosevelt’s New Deal
attempted to end the Great
Depression by using government
power to provide relief to the poor,
stimulate recovery, and reform the
American economy.
Radical, union, and populist
movements pushed Roosevelt toward
more extensive efforts to change the
American economic system, while
conservatives in Congress and the
Supreme Court sought to limit the
New Deal’s scope.
Although the New Deal did not end the
Depression, it left a legacy of reforms
and regulatory agencies and fostered a
long-term political realignment in
which many ethnic groups, African
Americans, and working-class
communities identified with the
Democratic Party.
Great Depression
speculation
effects of voluntary and involuntary
migration in the United States in the past or
present.
Black Tuesday
Hawley-Smoot Tariff
Hooverville
History 4.4.1 Analyzes how an understanding
of United States history can help us prevent
problems today.
Dust Bowl
Okies
Reconstruction Finance Corporation
Franklin D. Roosevelt
Analyze the music of Woody Guthrie as it
relates to economic dislocation during the
great depression
Social Studies Skills 5.1.2 Evaluates the
depth of a position on an issue or event.
trickle-down economics
Bonus Army
Create a map showing environmental
degradation of the plains and the
resultant dust storms and the
consequent outward migration of the
Midwestern residents.
Social Studies Skills 5.2.2 Evaluates the
validity, reliability, and credibility of sources
when researching an issue or event.
Show excerpts from “Black Blizzard,”
(from the History Channel) or dust bowl
clips from the WPA Film Library and
discuss the economic reasons for the
migration patterns.
New Deal
fireside chat
Alphabet Agencies (CCC, FDIC, TVA, AAA, NIRA,
WPA, PWA, etc.)
Critics of the New Deal
First Hundred Days
John Maynard Keynes
Social Security Act
Wagner Act
court packing
collective bargaining
welfare state
Indian New Deal
Dorothea Lange
Common Core writing standards for Unit
Two Assessment:
Analyze the various economic choices that
Americans made in response to the Great
Depression.
CCSS Reading History 11-12.3:
Evaluate various explanations for actions or
events and determine which explanation
best accords with textual evidence,
acknowledging where the text leaves
matters uncertain.
CCSS Writing History 11-12.4
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS Writing History 11-12.5
Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach, focusing on
addressing what is most significant for
Debate FDR’s court packing response to the
Schechter case.
specific purpose and audience.
STI Lesson-Reform, Prosperity, and the
Great Depression-Indian Reorganization
Act
http://www.indianed.org/curriculum/high-schoolcurriculum/ira/
CCSS Writing History 11-12.2.b Develop the
topic thoroughly by selecting the most
significant and relevant facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audience’s knowledge of the topic.
15 days: Neutrality to Intervention
Chapter 10, Section 1 (324-330)
World War I and its aftermath
intensified ongoing debates about the
nation’s role in the world and how best
to achieve national security and pursue
American interests.
Chapter 10, Section 2 (331-338)
Chapter 10, Section 3 (340-347)
Vocabulary:
Civics 1.3.1 Analyzes and evaluates the
causes and effects of U.S. foreign policy on
people in the United States and the world in
the past or present.
totalitarianism
Joseph Stalin
Benito Mussolini
History 4.2.1 Evaluates how individuals and
movements have shaped the United States.
History 4.3.1 Analyzes differing
interpretations of events in U.S. history.
appeasement
Munich Pact
Axis Powers
Allies
Winston Churchill
Neutrality Acts (1935, 1936, 1937, 1939)
Tripartite Pact
Lend-Lease Act
Atlantic Charter
Pearl Harbor
unconditional surrender
Create a timeline of events and policies that
demonstrate how American foreign policy
changed from neutrality to intervention.
Create a map showing the changes that
Europe underwent as Germany pushed for
“lebensraum” (1936-1945)




Adolf Hitler
anti-Semitic
Students will analyze the causes of World War
II.
History 4.3.2 Analyzes multiple causes of
events in U.S. history, distinguishing
between proximate and long-term causal
factors.
Remilitarization of the Rhineland
The annexation of Austria
Addition of the Sudetenland and
Czechoslovakia
Poland, western Europe, Soviet
invasion
Evaluate the political cartoons of Dr. Seuss
Debate isolation vs. intervention
1.
2.
In the years following World War I, the
United States pursued a unilateral
foreign policy that used international
investment, peace treaties, and select
military intervention to promote a
vision of international order, even
while maintaining U.S. isolationism.
In the 1930s, while many Americans
were concerned about the rise of
fascism and totalitarianism, most
opposed taking military action against
the aggression of Nazi Germany and
Japan until the Japanese attack on
Pearl Harbor drew the United States
into World War II.
Teacher Directions:
United States History Unit Two Performance Assessment
Purpose
The purpose of the Quarter Two Performance Assessment is for students to analyze the validity,
reliability and credibility of sources (GLE 5.2.2) and to evaluate the role of the U.S. government in
regulating a market economy (GLE 2.3.1). More specifically, students will synthesize primary source
documents and outside information to demonstrate an understanding of the Great Depression and its
impact on America.
Writing Prompt: After reading the documents included in the DBQ,
write a response in which you explain the effectiveness of “The
New Deal” and explain how they changed the role of the federal
government. Support your discussion with evidence from the texts.
Include appropriate in-text citations of the documents used.
Teacher Directions
Review the purpose of the assessment with your students.
Review the language from the unit two rubric.
Provide students with a copy of the Unit Two Document-Based Question (DBQ).
Review the organizer and analysis strategy for analyzing a primary source document.
Provide students time in class to write their essay.
Teacher to Teacher Note
By this time, students will have been asked to complete at least one DBQ at every grade level
beginning in 8th grade. Students begin evaluating primary source documents and non-fiction texts
using the College Board’s SOAPSTone strategy in 7th grade. The SOAPSTone strategy supports
students analyzing text by discussing and identifying Speaker, Occasion, Audience, Purpose, Subject
and Tone.
11th Grade American Studies Unit 2 – “The New Deal” DBQ Rubric
Name________________________________________________________
Scoring
Elements
Focus
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a
strongly developed focus.
Thesis/
Controlling
Idea
Reading/
Research
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
3
.
5
.
5
Date___________________________
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
2.5
Period_______________
Approaches Expectations
2
Addresses prompt appropriately, but
with a weak or uneven focus.
1.5
Not Yet
1
Attempts to address prompt, but
lacks focus or is off‐task.
Establishes a controlling idea with a
clear purpose maintained throughout
the response.
Establishes a controlling idea with a
general purpose.
Attempts to establish a controlling
idea, but lacks a clear purpose.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and
details from reading materials.
Presents information from reading
materials relevant to the prompt with
accuracy and sufficient detail.
Presents information from reading
materials relevant to the purpose of the
prompt with minor lapses in accuracy
or completeness.
Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt.
Development
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents appropriate details to
support the focus and controlling
idea.
Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy
Organization
Maintains an organizational
structure that intentionally and
effectively enhances the
presentation of information as
required by the specific prompt.
Demonstrates and maintains a well‐
developed command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone consistently
appropriate to the audience, purpose,
and specific requirements of the
prompt. Consistently cites sources
using an appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in‐
depth understanding.
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Uses an appropriate organizational
structure to address the specific
requirements of the prompt, with some
lapses in coherence or awkward use of
the organizational structure.
Demonstrates an uneven command of
standard English conventions and
cohesion. Uses language and tone with
some inaccurate, inappropriate, or
uneven features. Inconsistently cites
sources.
Attempts to organize ideas, but
lacks control of structure.
Briefly notes disciplinary content
relevant to the prompt; shows basic or
uneven understanding of content; minor
errors in explanation.
Attempts to include disciplinary
content in explanations, but
understanding of content is weak;
content is irrelevant, inappropriate,
or inaccurate.
Conventions
Content
Understanding
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience, purpose,
and specific requirements of the
prompt. Cites sources using an
appropriate format with only minor
errors.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics. Sources
are used without citation.
Spokane Public Schools 11th Grade US History
Unit Three Overview
Cold War, Civil Rights, and the Vietnam War (1946 – 1975)
Content Summary
In Unit Three, students will study the advent of the Cold War from the ashes of World War II. Students will examine the responses of Truman, Eisenhower,
and Kennedy to the growing Cold War standoff with the Soviet Union, along with the development of proxy wars such as the Korean and Vietnam conflicts.
Skill Summary
In Unit Three, students will analyze and interpret primary source documents related to the Vietnam War. Students will use their analysis of the primary
source documents to demonstrate how the United States changed socially, politically, and economically throughout the Vietnam War. Students will analyze
the social, political, economic, and constitutional foundations of the Civil Rights Movement and Johnson’s Great Society.
Unit Assessment Overview
Students will analyze primary source documents related to the Vietnam War. They will focus on the social, political and economic tensions created in the
United States during this period in history. Students will formulate a response based these documents. This DBQ is a released item from the AP exam.
2nd Semester
15 days: America in World War II
Chapter 11, Section 1 (354-360)
Chapter 11, Section 2 (361-369)
U.S. participation in World War II
transformed American society, while the
victory of the United States and its allies over
the Axis powers vaulted the U.S. into a
position of global, political, and military
leadership.
Chapter 11, Section 3 (370-379)
Chapter 11, Section 4 (380-385)
Vocabulary:
Battle of Midway
Tuskegee Airmen
Home Front
Double-V Campaign
internment (Executive Order #8802)
bracero program
“Rosie the Riveter”
rationing
Zoot Suit Riots
Korematsu v. US
war bonds
“Big Three” (FDR, Churchill, Stalin)
D-Day
Make a timeline showing how different
social and political groups participated in
and were excluded from the war effort.
Students evaluate US economic
production data and predict
outcomes/effects in the short term and
the long term.
Civics 1.3.1: Analyzes and evaluates the causes and
effects of US foreign policy on people in the United
States and the world in the past or present.
Geography 3.2.3: Analyzes the causes and effects of
voluntary and involuntary migration in the United
States in the past or present.
History 4.1.2: Understands how the following
themes and developments help to define eras in US
history: World War II, the Cold War, and
international relations (1939-1991)
1.
2.
3.
Students participate in a debate about
the US dropping of the atomic bombs on
Hiroshima and Nagasaki.
Complete a timeline of events from the
persecution of the Jewish people leading
up to and including the Jewish Holocaust.
4.
History 4.2.1: Evaluates how individuals and
movements have shaped the United States (1890present).
History 4.3.1: Analyzes differing interpretations of
events in US history (1890-present)
History 4.3.2: Analyzes multiple causes of events in
US history, distinguishing between proximate and
long-term causal factors
Social Studies Skills 5.1.1: Analyzes the underlying
assumptions of positions on an issue or event.
5.
Americans viewed the war as a fight for
the survival of freedom and democracy
against fascist and militarist ideologies.
This perspective was later reinforced by
revelations about Japanese wartime
atrocities, Nazi concentration camps, and
the Holocaust.
The mass mobilization of American
society helped end the Great Depression,
and the country’s strong industrial base
played a pivotal role in winning the war
by equipping and provisioning allies and
millions of U.S. troops.
Mobilization and military service provided
opportunities for women and minorities
to improve their socioeconomic positions
for the war’s duration, while also leading
to debates over racial segregation.
Wartime experiences also generated
challenges to civil liberties, such as the
internment of Japanese Americans.
The United States and its allies achieved
military victory through Allied
cooperation, technological and scientific
advances, the contributions of
servicemen and women, and campaigns
such as Pacific “island-hopping” and the
D-Day invasion. The use of atomic bombs
hastened the end of the war and sparked
debates about the morality of using
atomic weapons.
The war-ravaged condition of Asia and
Europe, and the dominant U.S. role in the
Allied victory and postwar peace
settlements, allowed the United States to
emerge from the war as the most
powerful nation on earth.
Harry S. Truman
island hopping
kamikaze
STI Lesson-Reform, Prosperity, and the
Great Depression-Indian Reorganization
Act
Manhattan Project
Holocaust
Nuremberg Laws
Kristallnacht
genocide
concentration camp
death camp
War Refugee Board
http://www.indianed.org/curriculum/high-schoolcurriculum/ira/
15 days: Early Cold War & the 1950s
Chapter 11, Section 5 (pages 386-391)
The United States responded to an uncertain
and unstable postwar world by asserting and
working to maintain a position of global
leadership, with far-reaching domestic and
international consequences.
Use the Smithsonian Institute Website
“The Price of Freedom: Americans at
War” to examine the causes of the
Korean War and its effects on the
Korean people.
Chapter 12, Section 1 (pages 398-405)
2.
Chapter 12, Section 2 (pages 406-411)
Chapter 12, Section 3 (pages 412-419)
Chapter 12, Section 4 (pages 420-427)
Chapter 13, Section 1 (pages 434-439)
Chapter 13, Section 2 (pages 440-447)
Chapter 13, Section 3 (pages 448-454)
Chapter 13, Section 4 (pages 455-459)
Vocabulary:
“Big Three Meetings” (Tehran, Yalta,
Potsdam)
superpower
United Nations
satellite state
Cold War
Civics 1.3.1: Analyzes and evaluates the causes and
effects of US foreign policy on people in the United
States and the world in the past or present.
Civics 1.2.2: Evaluates the effectiveness of the
system of checks and balances during a particular
administration, court, Congress, or legislature.
Civics 1.3.1: Analyzes and evaluates the causes and
effects of US foreign policy on people in the United
States and the world in the past or present.
Economics 2.2.1: Understands that nations have
competing philosophies about how best to
produce, distribute, and consume goods, services,
and resources.
Geography 3.1.1: Analyzes information from
geographic tools, including computer-based
mapping systems, to draw conclusions on an issue
or event.
History 4.1.2: Understands how the following
themes and developments help to define eras in US
history: World War II, the Cold War, and
international relations (1939-1991)
Make a world map showing major
points of implementation of the
Marshall Plan and the Truman
Doctrine.
History 4.2.1: Evaluates how individuals and
movements have shaped the United States (1890present).
4.
Students will identify and analyze Soviet
and American perspectives on Cold War
events (for example but not limited
to….George Kennan’s concept of
Containment, The Domino Theory, Berlin
Airlift, Cuban Missile Crisis, the Space
Race, the Arms Race, Using the CIA to
influence foreign governments,)
Compare the economic systems of the
United States to the U.S.S.R. during the
Cold War.
Analyze classic “Cow Analogy”
(http://www.growby.com/two_cows.htm)
containment
Marshall Plan
Berlin airlift
History 4.2.3: Analyzes and evaluates how
technology and ideas have shaped US history
(1890-present).
History 4.3.1: Analyzes differing interpretations of
3.
Hold a mock HUAC hearing of the
“Hollywood 10.”
iron curtain
Truman Doctrine
1.
Analyze the reasons for American
economic dominance including the
absence of war damage and rising
productivity rates in the US in the
5.
As postwar tensions dissolved the
wartime alliance between Western
democracies and the Soviet Union, the
United States developed a foreign policy
based on collective security, international
aid, and economic institutions that
bolstered non-Communist nations.
Concerned by expansionist Communist
ideology and Soviet repression, the
United States sought to contain
communism through a variety of
measures, including major military
engagements in Korea and Vietnam.
Americans debated policies and methods
designed to expose suspected
communists within the United States
even as both parties supported the
broader strategy of containing
communism.
A burgeoning private sector, federal
spending, the baby boom, and
technological developments helped spur
economic growth.
As higher education opportunities and
new technologies rapidly expanded,
increasing social mobility encouraged the
migration of the middle class to the
suburbs and of many Americans to the
South and West. The Sun Belt region
emerged as a significant political and
economic force.
NATO
Warsaw Pact
Korean War
Mao Zedong
arms race
massive retaliation
brinksmanship
Nikita Khrushchev
events in US history (1890-present)
1950’s and 1960’s.
History 4.3.2: Analyzes multiple causes of events in
US history, distinguishing between proximate and
long-term causal factors
Create a “You Were There”
RAFT paper showing how an
individual was influenced by
the economic changes after
WWII.
Social Studies Skills 5.1.1: Analyzes the underlying
assumptions of positions on an issue or event.
Examine how transnational
companies have shifted
manufacturing in response to
perceived changes in comparative
advantage.
Eisenhower Doctrine
CIA
NASA
2nd Red Scare
McCarthyism
HUAC
blacklist
Julius and Ethel Rosenberg
Within the context of a Socratic
seminar students will analyze and
debate the various perspectives
on topics such as the impact of
Sputnik on the Cold War.
Evaluate the validity of Joseph McCarthy’s
accusations of communist infiltration of
the US government by staging the ArmyMcCarthy hearings
Hollywood Ten
GI Bill
baby boom
Compare and contrast “The Good Wife’s
Guide” with modern roles of men and
women.
Taft-Hartley Act
Fair Deal
Interstate Highway Act
Sunbelt
Levittown
Create a Venn Diagram comparing the
1950s with the 1920s
Sputnik
consumerism
Rock-n-Roll
Dr. Benjamin Spock
beatniks
15 Days: Civil Rights
Chapter 14, Section 1 (pages 468-476)
Seeking to fulfill Reconstruction-era
promises, civil rights activists and political
leaders achieved some legal and political
successes in ending segregation, although
progress toward racial equality was slow.
Chapter 14, Section 2 (pages 477-487)
Chapter 14, Section 3 (pages 488-496)
Vocabulary:
de jure segregation
de facto segregation
Civics 1.1.1: Analyzes and evaluates the ways in
which the US Constitution and other fundamental
documents promote key ideals and principles.
Brown v. Board of Education
Rosa Parks
Geography 3.2.2: Analyzes cultural interactions.
Martin Luther King, Jr.
Montgomery bus boycott
sit-in
SNCC
freedom rides
March on Washington
Civil Rights Act of 1964
Freedom Summer
History 4.1.2: Understands how the following
themes and developments help to define eras in US
history: Movements and domestic issues (19451991)
History 4.2.1: Evaluates how individuals and
movements have shaped the United States (1890present).
History 4.2.2: Analyzes how cultures and cultural
groups have shaped the United States (1890present).
History 4.3.1: Analyzes differing interpretations of
events in US history (1890-present).
Voting Rights Act
24th
Amendment
History 4.3.2: Analyzes multiple causes of events in
US history, distinguishing between proximate and
long-term causal factors
Malcolm X
black power
Watch the high school version of
PBS “Eyes on the Prize.” Dialogue
in collaborative groups about the
impact of the Supreme Court on the
Civil Rights movement.
1.
2.
3.
Civics 1.2.2: Evaluates the effectiveness of the
system of checks and balances during a particular
administration, court, Congress, or legislature.
Civics 1.4.1: Analyzes and evaluates ways of
influencing national governments to preserve
individual rights and promote the common good.
Earl Warren
Compare and contrast the Plessy v.
Ferguson (1896) and the Brown vs. the
Board of Education (1954) decisions.
History 4.4.1: Analyzes how an understanding of
United States history can help us prevent problems
Watch the movie “Selma”.
Evaluate the Civil Rights Movement
and its goals from the perspectives
of the SCLC, SNCC, and Black
Power. How were they alike and
different?
Evaluate MLK’s Letter From A
Birmingham Jail. Using the
document, evaluate King’s
relationship with other AfricanAmericans, how King sees the
“waiting” for Civil Rights, and how
the movement impacted future
efforts of protest.
Create a timeline (1945-1970)
outlining the most important
events of the Civil Rights
Movement.
During and after World War II, civil rights
activists and leaders, most notably Martin
Luther King Jr., combatted racial
discrimination utilizing a variety of
strategies, including legal challenges,
direct action, and nonviolent protest
tactics.
The three branches of the federal
government used measures including
desegregation of the armed services,
Brown v. Board of Education, and the Civil
Rights Act of 1964 to promote greater
racial equality.
Continuing resistance slowed efforts at
desegregation, sparking social and
political unrest across the nation. Debates
among civil rights activists over the
efficacy of nonviolence increased after
1965
STI Lesson-Reform, Prosperity, and the
Great Depression-Indian Reorganization
Act
http://www.indianed.org/curriculum/high-schoolcurriculum/ira/
Black Panthers
today.
Social Studies Skills 5.1.1: Analyzes the underlying
assumptions of positions on an issue or event.
Common Core writing standards for Unit Three
Assessment:
CCSS Reading History 11-12.3:
Evaluate various explanations for actions or events
and determine which explanation best accords with
textual evidence, acknowledging where the text
leaves matters uncertain.
CCSS Writing History 11-12.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
CCSS Writing History 11-12.5
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most
significant for specific purpose and audience.
CCSS Writing History 11-12.2.b Develop the topic
thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete
details, quotations, or other information and
examples appropriate to the audience’s knowledge
of the topic.
5 days: Kennedy and Johnson
Chapter 15, Section 1 (pages 504-510)
Liberalism influenced postwar politics and
court decisions, but it came under increasing
attack from the left as well as from a
resurgent conservative movement.
Chapter 15, Section 2 (pages 511-516)
Chapter 15, Section 3 (pages 517-525)
Civics 1.1.1: Analyzes and evaluates the ways in
which the US Constitution and other fundamental
documents promote key ideals and principles.
Vocabulary:
Civics 1.2.2: Evaluates the effectiveness of the
system of checks and balances during a particular
administration, court, Congress, or legislature.
John F. Kennedy
New Frontier
flexible response
Peace Corps
Alliance for Progress
Civics 1.3.1: Analyzes and evaluates the causes and
effects of US foreign policy on people in the United
States and the world in the past or present.
Civics 1.4.1: Analyzes and evaluates ways of
influencing national governments to preserve
individual rights and promote the common good.
Bay of Pigs invasion
Cuban missile crisis
Economics 2.1.1: Analyzes the incentives for
people’s economic choices in the United States in
the past or present.
Berlin Wall
deficit spending
space race
Warren Commission
Lyndon B. Johnson
Civil Rights Act
War on Poverty
Great Society
Medicare/Medicaid
Immigration and Nationality Act of 1965
Economics 2.4.1: Analyzes and evaluates how
people in the United States have addressed issues
involved with the distribution of resources and
sustainability in the past or present.
Geography 3.2.2: Analyzes cultural interactions.
Geography 3.3.1: Analyzes and evaluates elements
of geography to trace the emergence of the United
States as a global economic and political force in
the past or present.
History 4.1.2: Understands how the following
themes and developments help to define eras in US
history: Movements and domestic issues (19451991)
Create a PowerPoint presentation that
evaluates key Warren Court decisions.
Cuban Missile Crisis Analyst: Using photos
of the missile sites and JFK’s speech on
the quarantine, analyze the crisis, and its
immediate and long-term effects.
Compare and contrast the New Deal of
FDR with the Great Society of LBJ
Students will create a multimedia
presentation that depicts the cultural and
social shifts in 1960’s America. They will
research the ways in which changes in
American culture were reflected in the
art, music, civil rights movements,
technology, fashion, and
the counterculture generation of the
1960's.
1.
2.
3.
Liberal ideas found expression in Lyndon
Johnson’s Great Society, which attempted
to use federal legislation and programs to
end racial discrimination, eliminate
poverty, and address other social issues.
A series of Supreme Court decisions
expanded civil rights and individual
liberties.
In the 1960s, conservatives challenged
liberal laws and court decisions and
perceived moral and cultural decline,
seeking to limit the role of the federal
government and enact more assertive
foreign policies.
Cold War competition extended to Latin
America, where the U.S. supported nonCommunist regimes that had varying
levels of commitment to democracy.
Warren Court
Gideon v. Wainwright
Miranda v. Arizona
Escobedo v. Illinois
History 4.2.1: Evaluates how individuals and
movements have shaped the United States (1890present).
Social Studies Skills 5.3.1: Creates and articulates
possible alternative resolutions to public issues and
evaluates these resolutions using criteria that have
been identified in the context of a discussion.
Week 11-Week 13: The Vietnam Era
Chapter 16, Section 1 (pages 532-536)
Cold War policies led to public debates over
the power of the federal government and
acceptable means for pursuing international
and domestic goals while protecting civil
liberties.
Chapter 16, Section 2 (pages 537-543)
Chapter 16, Section 3 (pages 544-551)
Chapter 16, Section 4 (pages 552-559)
Chapter 16, Section 5 (pages 560-563)
Civics 1.2.2: Evaluates the effectiveness of the
system of checks and balances during a
particular administration, court, Congress, or
legislature.
Chapter 17, Section 1 (pages 570-573)
Chapter 17, Section 2 (pages 574-579)
Chapter 17, Section 3 (pages 580-585)
Analyze how the lessons of
Vietnam have impacted modern
American foreign policy
Using excerpts from Nixon’s
Vietnamization speech and testimony by
John Kerry (4/22/71), compare the
viewpoints of the two. How does Kerry
view Nixon’s policies on Vietnam?
Ho Chi Minh
Dien Bien Phu
domino theory
Civics 1.3.1: Analyzes and evaluates the causes
and effects of US foreign policy on people in
the United States and the world in the past or
present.
Using the lyrics of Vietnam era
music “Turn! Turn! Turn!”, "For
What It's Worth", and "Fortunate
Son" students evaluate the
following:
Geography 3.2.2: Analyzes cultural
interactions.
-What does the song say about
the 1960s?
History 4.1.2: Understands how the following
themes and developments help to define eras
in US history: World War II, the Cold War, and
international relations (1939-1991)
-What do you think the songwriter
was hoping to accomplish by
singing it?
Vietcong
SEATO
Gulf of Tonkin incident & Resolution
hawk
dove
History 4.2.1: Evaluates how individuals and
movements have shaped the United States
(1890- present).
History 4.2.2: Analyzes how cultures and
cultural groups have shaped the United States
(1890-present).
History 4.2.3: Analyzes and evaluates how
technology and ideas have shaped US history
2.
3.
Chapter 17, Section 4 (pages 586-591)
Vocabulary:
1.
-Do you think this music was
impactful? Why?
Roundtable Discussion: Using
primary source documents
students will evaluate the social,
political, and economic impacts of
the Vietnam War. Students will
identify and discuss the point of
view, context, author’s purpose,
and intended audience of the
documents with groups and the
4.
5.
6.
Postwar decolonization and the
emergence of powerful nationalist
movements in Asia, Africa, and the
Middle East led both sides in the Cold
War to seek allies among new nations,
many of which remained nonaligned.
Although anticommunist foreign policy
faced little domestic opposition in
previous years, the Vietnam War inspired
sizable and passionate antiwar protests
that became more numerous as the war
escalated, and sometimes led to violence.
Americans debated the merits of a large
nuclear arsenal, the military-industrial
complex, and the appropriate power of
the executive branch in conducting
foreign and military policy.
The Cold War fluctuated between periods
of direct and indirect military
confrontation and periods of mutual
coexistence (or détente).
Mass culture became increasingly
homogeneous in the postwar years,
inspiring challenges to conformity by
artists, intellectuals, and rebellious youth.
Feminists and young people who
participated in the counterculture of the
1960s rejected many of the social,
economic, and political values of their
parents’ generation, introduced greater
informality into U.S. culture, and
advocated changes in sexual norms.
SDS
“credibility gap”
Tet Offensive
My Lai Massacre
Vietnamization
Pentagon Papers
Paris Peace Accords
War Powers Act
ping-pong diplomacy
Kent State massacre
Henry Kissinger
realpolitik
Strategic Arms Limitation Treaty
détente
counterculture
generation gap
Beatles
Woodstock
feminism
Betty Friedan
NOW
ERA
Phyllis Schlafly
Title 9
(1890-present)
class.
History 4.3.1: Analyzes differing
interpretations of events in US history (1890present)
Using a graph of US troop levels in
Vietnam, identify the various
important events and policies
associated with involvement:
escalation, Vietnamization,
election of Nixon, Tet Offensive,
etc.
History 4.3.2: Analyzes multiple causes of
events in US history, distinguishing between
proximate and long-term causal factors
Social Studies Skills 5.1.1: Analyzes the
underlying assumptions of positions on an
issue or event.
Social Studies Skills 5.1.2: Evaluates the depth
of a position on an issue or event.
Social Studies Skills 5.3.1: Creates and
articulates possible alternative resolutions to
public issues and evaluates these resolutions
using criteria that have been identified in the
context of a discussion.
Create timeline showing U.S.
involvement in Vietnam from
Truman to Ford.
Cesar Chavez
UFW
Chicano movement
AIM
Ralph Nader
Rachel Carson
Earth Day
EPA
Clean Air Act
Endangered Species Act
Love Canal/Three Mile Island
Spokane Public Schools 11th Grade US History
Unit Four Overview
Conservative Resurgence into a New Century (1975-Present)
Content Summary
During unit four students will study the social, political, and economic issues from the 1970’s to present. Students will explore domestic and economic developments
including equal rights for women, Latinos, and Native Americans, as well as Environmental and Conservative Movements. In addition students will examine foreign
policy from the late Cold War to the war on terrorism.
Skill Summary
Students will research and analyze multiple primary and secondary sources on a specific historical topic from the 20th century as well as a related topic from the 21st
century. Students will show how these related historical topics have changed or stayed the same over time. Students will support their claims with research from
multiple primary and secondary sources. Students will also evaluate the impact of US foreign policy from the late Cold War to the War on Terrorism.
Unit Assessment Overview
Do social, political and cultural movements repeat themselves? To be an informed citizen you need to have an understanding of how the past connects with the
present. In this performance assessment, students will demonstrate their ability to analyze a historic social, political or cultural movement and connect/compare that
movement to a current event or movement. Students will evaluate the reliability and credibility of their sources in an annotated bibliography.
10 Days: The 1970s
Chapter 18, Section 1 (pages 598-605)
Liberalism influenced postwar politics and
court decisions, but it came under increasing
attack from the left as well as from a
resurgent conservative movement.
Chapter 18, Section 2 (pages 607-614)
Chapter 18, Section 3 (pages 615-619)
Vocabulary:
Richard Nixon
silent majority
OPEC
affirmative action
Watergate
Civics 1.2.2: Evaluates the effectiveness of the
system of checks and balances during a particular
administration, court, Congress, or legislature.
Civics 1.3.1: Analyzes and evaluates the causes and
effects of US foreign policy on people in the United
States and the world in the past or present.
Economics 2.1.1: Analyzes the incentives for
people’s economic choices in the United States in
the past or present.
Economics 2.2.2: Analyzes how comparative
advantage has affected US imports and exports in
the past or present.
Analyze the effectiveness of government
environmental efforts such as




The creation of the EPA (1970)
The Clean Air Act (1970)
The Clean Water Act (1973)
The Endangered Species Act (1973)
Economics 2.3.1: Evaluates the role of the US
government in regulating a market economy in the
past or present.
Gerald Ford
pardon
Jimmy Carter
Christian fundamentalist
WIN
stagflation
amnesty
SALT II
Camp David Accords
Ayatollah Khomeini
Economics 2.4.1: Analyzes and evaluates how
people in the United States have addressed issues
involved with the distribution of resources and
sustainability in the past or present.
Geography 3.2.1: Analyzes and evaluates human
interaction with the environment in the United
States in the past or present.
History 4.1.2: Understands how the following
themes and developments help to define eras in US
history: World War II, the Cold War, and
international relations (1939-1991)
History 4.2.1: Evaluates how individuals and
movements have shaped the United States (1890present).
2.
Analyze the impact of environmental
events like:
 Love Canal Investigation (1978)
 Meltdown on Three Mile Island
(1979)
Hold a Socratic seminar discussing
issues surrounding the problem of
American dependence on foreign oil,
conflict over water in the West, and
the debate over the conservation vs.
extraction of natural resources.
25th Amendment
executive privilege
1.
Analyze the impact of the pill and Roe
v Wade on the feminist movement.
3.
4.
Some groups on the left also rejected
liberal policies, arguing that political
leaders did too little to transform the
racial and economic status quo at home
and pursued immoral policies abroad.
Public confidence and trust in
government’s ability to solve social and
economic problems declined in the 1970s
in the wake of economic challenges,
political scandals, and foreign policy
crises.
The 1970s saw growing clashes between
conservatives and liberals over social and
cultural issues, the power of the federal
government, race, and movements for
greater individual rights.
Environmental problems and accidents
led to a growing environmental
movement that aimed to use legislative
and public efforts to combat pollution
and protect natural resources. The federal
government established new
environmental programs and regulations.
Iran hostage crisis
boat people
History 4.2.3: Analyzes and evaluates how
technology and ideas have shaped US history
(1890-present)
15 days: Modern America
Chapter 19, Section 1 (pages 628-632)
A newly ascendant conservative movement
achieved several political and policy goals
during the 1980s and continued to strongly
influence public discourse in the following
decades.
Chapter 19, Section 2 (pages 633-638)
Chapter 19, Section 3 (pages 639-644)
Chapter 19, Section 4 (pages 645-649)
Chapter 20, Section 1 (pages 656-660)
Chapter 20, Section 2 (pages 661-665)
Chapter 20, Section 3 (pages 666-670)
Chapter 20, Section 4 (pages 671-678)
Chapter 20, Section 5 (pages 679-683)
Vocabulary:
liberal
conservative
New Right
unfunded mandate
Moral Majority
Ronald Reagan
supply-side economics
deregulation
budget deficit
national debt
AIDS
Civics 1.1.1: analyzes and evaluates the ways in
which the US Constitution and other fundamental
documents promote key ideals and principles.
Civics 1.2.2: Evaluates the effectiveness of the
system of checks and balances during a particular
administration, court, Congress, or legislature.
Civics 1.3.1: Analyzes and evaluates the causes and
effects of US foreign policy on people in the United
States and the world in the past or present.
Civics 1.4.1: Analyzes and evaluates ways of
influencing national governments to preserve
individual rights and promote the common good.
Analyze the role of the United States’
superior economic strength in the fall of
communism and the end of the Cold War.
Identify causes of the rise of conservatism
in the period 1945-1980 (examples: New
Deal, Great Society, Vietnam, Civil Rights,
feminist movement, ERA, Christian
evangelism, “hippies”, strict vs. loose
construction, Roe v. Wade, “stagflation”,
OPEC oil embargo, Watergate, etc.)
Create a “Timeline-o-mometer” of the USSoviet Cold War: pick 10 or more events
from the Cold War (examples: Berlin
airlift, Nixon’s visit to China, Cuban Missile
Crisis) and create a timeline that rises and
falls depending on how “hot” the event is--détente=cold whereas Cuban Missile
Crisis=hot.
Economics 2.1.1: Analyzes the incentives for people’s
economic choices in the United States in the past or
present
Economics 2.2.1: Understands that nations have
competing philosophies about how best to produce,
distribute, and consume goods, services, and
resources.
Economics 2.2.2: Analyzes how comparative
advantage has affected US imports and exports in
the past or present.
Economics 2.3.1: Evaluates the role of the US
government in regulating a market economy in the
past or present.
Economics 2.4.1: Analyzes and evaluates how people
in the United States have addressed issues involved
with the distribution of resources and sustainability
Research the main events of Bill Clinton’s
presidency and come to a conclusion as to
whether or not his presidency should be
considered a success or failure
Write an essay explaining three effects of
the attacks on 9/11 (e.g. airport security,
privacy, and war)
1.
The rapid and substantial growth of
evangelical Christian churches and
organizations was accompanied by
greater political and social activism on the
part of religious conservatives.
2. Ronald Reagan’s victory in the
presidential election of 1980 represented
an important milestone, allowing
conservatives to enact significant tax cuts
and continue the deregulation of many
industries.
3. Policy debates continued over free-trade
agreements, the scope of the government
social safety net, and calls to reform the
U.S. financial system.
4. Technological innovations in computing,
digital mobile technology, and the
Internet transformed daily life, increased
access to information, and led to new
social behaviors and networks.
5. Employment increased in service sectors
and decreased in manufacturing, and
union membership declined, while real
wages stagnated for the working and
middle class amid growing economic
inequality.
6. Intense political and cultural debates
continued over issues such as
immigration policy, diversity, gender
roles, and family structures.
7. Reagan asserted U.S. opposition to
communism through speeches,
diplomatic efforts, limited military
interventions, and a buildup of nuclear
and conventional weapons.
8. The end of the Cold War led to new
diplomatic relationships but also new U.S.
military and peacekeeping interventions,
as well as continued debates over the
appropriate use of American power in the
world.
9. Following the attacks of September 11,
2001, U.S. foreign policy efforts focused
on fighting terrorism around the world.
10. The war on terrorism sought to improve
security within the United States but also
raised questions about the protection of
civil liberties and human rights.
Sandra Day O’Connor
Strategic Defense Initiative (Star Wars)
Iran-Contra Affair
Mikhail Gorbachev
glasnost
perestroika
apartheid
Saddam Hussein
Operation Desert Storm
globalization
multinational corporation
in the past or present.
Geography 3.1.2: Analyzes how differences in
regions and spatial patterns have emerged in the
United States from natural processes and human
activities.
Geography 3.2.1: Analyzes and evaluates human
interaction with the environment in the United
States in the past or present.
Geography 3.2.2: Analyzes cultural interactions.
Geography 3.2.3: Analyzes the causes and effects of
voluntary and involuntary migration in the United
States in the past or present.
Geography 3.3.1: Analyzes and evaluates elements of
geography to trace the emergence of the United
States as a global economic and political force in the
past or present.
Internet
Bill Clinton
Family Medical Leave Act
Brady Bill
Contract with America
impeachment
Oklahoma City bombing
NAFTA
al Qaeda
EU
ethnic cleansing
George W. Bush
2000 election
History 4.1.2: Understands how the following themes
and developments help to define eras in US history:
Entering a new era (1990-present)
History 4.2.1: Evaluates how individuals and
movements have shaped the United States (1890present).
History 4.2.2: Analyzes how cultures and cultural
groups have shaped the United States (1890present).
History 4.2.3: Analyzes and evaluates how
technology and ideas have shaped US history (1890present)
Social Studies Skills 5.1.1: Analyzes the underlying
assumptions of positions on an issue or event.
Social Studies Skills 5.1.2: Evaluates the depth of a
position on an issue or event.
Social Studies Skills 5.2.2: Evaluates the validity,
reliability, and credibility of sources when
STI Lesson: Entering a New Era-Nation
Building, Gaming, Self-Governance
http://www.indianed.org/curriculum/high-schoolcurriculum/gaming/
No Child Left Behind Act
Taliban
Patriot Act
WMD
9/11
researching an issue or event.
Social Studies Skills 5.3.1: Creates and articulates
possible alternative resolutions to public issues and
evaluates these resolutions using criteria that have
been identified in the context of a discussion.
Social Studies Skills 5.4.1: Evaluates and interprets
other points of view on an issue within a paper or
presentation.
Common Core writing standards for Unit Four
Assessment:
CCSS Reading History 11-12.3:
Evaluate various explanations for actions or events
and determine which explanation best accords with
textual evidence, acknowledging where the text
leaves matters uncertain.
CCSS Writing History 11-12.4
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
CCSS Writing History 11-12.5
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for specific purpose and audience.
CCSS Writing History 11-12.2.b Develop the topic
thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience’s knowledge of the
topic.
11th Grade U. S. History Unit 4 – Compare/Contrast Historical Movement Rubric
Name____________________________________________
Scoring
Elements
Advanced
4
3.5
Meets Expectations
3
Date_________________
2.5
Period__________
Approaches Expectations
2
1.5
Not Yet
1
Focus
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
Addresses prompt appropriately, but with a
weak or uneven focus.
Attempts to address prompt, but lacks
focus or is off‐task.
Thesis
Controlling
Idea
Reading/
Research
Establishes a strong controlling idea with
a clear purpose maintained throughout
the response.
Establishes a controlling idea with a clear
purpose maintained throughout the
response.
Establishes a controlling idea with a general
purpose.
Attempts to establish a controlling idea,
but lacks a clear purpose.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and
details from reading materials.
Presents information from reading
materials relevant to the prompt with
accuracy and sufficient detail.
Presents information from reading materials
relevant to the purpose of the prompt with
minor lapses in accuracy or completeness.
Attempts to present information in
response to the prompt, but lacks
connections or relevance to the
purpose of the prompt.
Development
Presents thorough and detailed
information to strongly support the focus
and controlling idea.
Presents appropriate and sufficient details
to support the focus and controlling idea.
Presents appropriate details to support
the focus and controlling idea.
Attempts to provide details in response
to the prompt, including retelling, but
lacks sufficient development or relevancy
Organization
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Maintains an appropriate organizational
structure to address the specific
requirements of the prompt.
Uses an appropriate organizational structure to
address the specific requirements of the
prompt, with some lapses in coherence or
awkward use of the organizational structure.
Attempts to organize ideas, but lacks
control of structure.
Conventions
Demonstrates and maintains a well‐
developed command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt. Consistently
cites sources using an appropriate
format.
Demonstrates a command of standard
English conventions and cohesion, with few
errors. Response includes language and
tone appropriate to the audience, purpose,
and specific requirements of the prompt.
Cites sources using an appropriate format
with only minor errors.
Demonstrates an uneven command of
standard English conventions and cohesion.
Uses language and tone with some
inaccurate, inappropriate, or uneven
features. Inconsistently cites sources.
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, and mechanics. Sources are
used without citation.
Content
Understanding
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in‐ depth
understanding.
Accurately presents disciplinary content
relevant to the prompt with sufficient
explanations that demonstrate
understanding.
Briefly notes disciplinary content relevant to
the prompt; shows basic or uneven
understanding of content; minor errors in
explanation.
Attempts to include disciplinary content
in explanations, but understanding of
content is weak; content is irrelevant,
inappropriate, or inaccurate.