11TH GRADE - UNITED STATES HISTORY

Society exists between the polar extremes of order and liberty.

Geography is a fundamental component of the human condition.

FIRST QUARTER

Topics American Revolution ¨ French & Indian War ¨ British Colonial Law ¨ American Reactions ¨ Peace of Paris Founding documents ¨ Locke & Montesquieu ¨ Progression of political thinking ¨ Declaration of Independence ¨ Articles of Confederation ¨ Constitution ¨ Bill of Rights Early national period through War of 1812 ¨ Washington Administration ¨ Rise of political parties ¨ Defining of America ¨ Alien & Sedition ¨ Jeffersonian Democracy ¨ Final independence-War of 1812 Expansion (1815-1860) ¨ Missouri Compromise ¨ Jacksonian Democracy ¨ National vs. States Rights ¨ Geographic expansion

Benchmarks ¨ American Revolution (CS3.4) Students will be able to analyze how human settlement patterns create cooperation and conflict among states. (CS2.3) Students will be able to identify the political leaders and philosophies influencing the American Revolution and discuss whether those leaders and philosophies support order or liberty. (CS4.4a) Students will be able to analyze the significance of the French & Indian War as it relates to the American Revolution. (CS4.4a) Students will be able to analyze the significance of the British Colonial Law. (CS4.4b) Students will be able to analyze issues regarding Peace of Paris and take a position on its impact toward order and liberty. ¨ Founding documents CS2.3) Students will be able to discuss the philosophies of Locke and Montesquieu and argue how they support order and liberty. (CS4.1) Students will be able to analyze the Articles of Confederation, the Constitution, and the Bill of Rights and discuss how they have influenced our legal, political and constitutional heritage. ¨ Early national period through War of 1812 (CS2.3) Students will be able to identify the political leaders and philosophies involved in the rise of political parties and discuss how they support order and liberty. (CS4.4b) Students will be able to analyze issues regarding Alien & Sedition and take a position on its impact toward order and liberty. (CS4.4b) Students will be able to analyze issues regarding Jeffersonian Democracy and take a position on its impact toward order and liberty. (CS2.2) Students will be able to explain the underlying causes of the War of 1812. ¨ Expansion (1815-1860) (CS4.4a) Students will be able to analyze the significance of the Missouri Compromise. (CS4.4b) Students will be able to analyze issues regarding Jacksonian Democracy and take a position on its impact toward order and liberty. (CS6.6) Students will be able to analyze the interactions of individuals, groups and institutions in the defining of an American identity. (CS2.3) Students will be able to identify the political leaders and philosophies influencing National vs. States Rights and discuss whether those leaders and philosophies support order or liberty. (CS3.4) Students will be able to analyze whether geographic expansion created cooperation or conflict among the states.

11TH GRADE - UNITED STATES HISTORY

SECOND QUARTER

Economics is a fundamental component in human interaction.

The forces of change are constantly challenging the strengths of tradition.

Era Civil War • Compromise of 1850 • Plantation economy • Kansas-Nebraska Act • Abolition • Republican Party • The Civil War Transforming the Nation (1865-1890) • Reconstruction • Industrialization • Economy of railroads • Transcontinental railroads • Closing of the frontiers (mining, cattlemen, Native Americans) Emergence of modern U.S. (1890-1910) • Imperialism • Domestic empowerment of national government • Emerging foreign involvement • Progressivism

Benchmarks • Civil War (CS2.3) Students will be able to identify selected political leaders & issues influencing the Civil War and discuss whether they acted as forces of change or tradition. (CS2.3) Students will be able to evaluate the economic factors related to the advent of the Civil War. (CS 4.2) Students will be able to interpret how the Kansas-Nebraska Act influenced The Civil War. (CS2.5b) Students will be able to analyze the impact of the Constitution, laws and court decisions on the rights and responsibilities of citizens particularly as they relate to the national vs. state rights. (CS4.4b) Students will be able to analyze issues using historical evidence and defend a position regarding the causes of the Civil War (Forces of change vs. strengths of tradition). • Transforming the Nation (1865-1890) (CS2.3) Students will be able to analyze the factors that influenced Reconstruction. (CS4.5) Students will be able to analyze both the impact of technology on human values and behaviors and how technology shaped problem solving during 1865-1890. (Industrialization and transcontinental railroads). (CS2.4) Students will be able to discuss how the 19th Century ideals were in direct conflict with the forces of change inherent in the closing of the frontiers. • Emergence of modern U.S. (1890-1910) (CS 5.4) Students will be able to compare and contrast how values and beliefs influenced economic decisions during the rise of imperialism. (CS 2.5a) Students will be able to analyze how the domestic empowerment of national government can protect the rights and needs of citizens (Progressive movement). (CS4.2 ) Students will be able to interpret how an emerging foreign involvement was a necessary part of a modern United States. (CS4.4a) Students will be able to analyze the issues regarding the origins of progressivism and the impact of a progressive legislature.

11TH GRADE - UNITED STATES HISTORY

THIRD QUARTER

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Society has an inherent need for organization.

People and society exist within a continuum of perspective from personal to global.

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Topics(1910-1959) WWI (1910-1917) • Wilsonian Idealism(14 points, causes of war) • War Economy • Versailles Treaty • Red Scare Prosperity & Crisis (1920’s) • Cultural/Social change (women’s suffrage, prohibition) • Bull Market & Crash • Mass media, (reaction consumption, marketing) • Backlash to change Depression (1930’s) • New Deal (1933-1940) • Active /proactive gov. • FDR • Isolationism • Rise of unionism • Public Works WWII (1941-50’s) • Re-entering the World Scene • Beyond Pearl Harbor • Government Control • Technology of War • The Manhattan Project • Social Mobility Cold War (Post WWII) • Civil Rights • McCarthyism • Public Works • Boom of the 50’s • Korean War

Benchmarks (CS2.3) Students will be able to identify selected political leaders and philosophies influencing Wilson’s Idealism as the U.S. moved to a more global political philosophy. (CS2.2) Students will be able to compare and contrast various world political systems (imperialism, militarism, nationalism and alliances) as they relate to the 14 points. (CS2.5a) Students will be able to analyze the effectiveness of various systems of government to protect the rights and needs of citizens and balance competing conceptions of a just society particularly as it relates to the citizens of the U,S. during the years of the Red Scare, Sacco and Vanzetti, and Schenck V. US. (CS2.5b) Students will be able to analyze the impact of the Constitution, laws and court decisions on the rights and responsibilities of citizens particularly as they relate to the WWI and WWII. (CS4.2) Students will be able to interpret how the different cultures in the “melting pot” influenced historical events, periods, and patterns of change. (CS4.4a) Students will be able to analyze the significance of important people, events, and ideas of the 1920’s. (CS2.5b) Students will be able to analyze how the 18^th and 19^th Amendments reflected society’s inherent need for organization. (CS4.4b) Students will be able to analyze issues using historical evidence to form and support a reasoned position regarding the cultural and social changes of the 1920’s. (CS5.1) Students will be able to analyze how people responded personally to the impact of the Bull Market and the Crash regarding such issues as supply and demand, scarcity, prices, incentives, competition, and profits. (CS5.2) Students will be able to use basic economic concepts to compare and contrast national and global economies during depression and the New Deal. CS2.3) Students will be able to identify the political leaders and philosophies relating to the first hundred days of the New Deal. (CS5.4) Students will be able to compare and contrast how values and beliefs influenced economic decisions in the US during 1910-1959. (CS2.3) Students will be able to discuss the political leaders and philosophies influencing the decisions made regarding the Manhattan Project. (CS6.3) Students will be able to analyze the impact that ethnic, national and global influences had on the rise of unions, public works programs and social mobility. ( (CS6.1) Students will be able to analyze and evaluate the ways various groups responded to the US re-entering the world scene by entering into WWII. (CS2.3) Students will be able to identify the political leaders and philosophies relating to McCarthyism. (CS4.2) Students will be able to interpret how Post WWII influenced the Boom of the 50’s (CS4.5) Students will be able to analyze both the impact of technology on human values during 1910-1959 and how mass media helped move society from a personal to a more global perspective. (CS2.3) Students will be able to identify key leaders and battles and discuss their importance as they relate to WWII. (CS2.2) Students will be able to compare and contrast competing ideals of the US and the Soviet Union and resulting tensions around the world. (CS2.3) Students will be able to identify the leaders and events relating to the early civil rights movement.

11TH GRADE - UNITED STATES HISTORY

FOURTH QUARTER

Topics THE REFECTION QUARTER What America was, is and will be. 1960-PRESENT Modern Times Social/cultural Issues • Education • Civil Rights (African Americans, Native Americans, women) • Medical issues and ethics • Environmentalism Political Issues • National Elections • Energy policy • Scandals (Watergate, etc.) • End of Communism • Free Trade, NAFTA/NATO Economic Issues • Oil and the Arab States • Desert Storm • Energy Policy WAR • Korean • Vietnam • Gulf • September 11

Enduring Idea 1. Society exists between the polar extremes of order and liberty. 2. Economics is a fundamental component in human interaction. (communism, socialism, capitalism, totalitarianism, authoritarianism, etc.) 3. The forces of change are constantly challenging the strengths of tradition. 4. Society has an inherent need for organization. 5. People and society exist within a continuum of perspective from personal to global. 6. Geography is a fundamental component of the human condition. 7. The human experience involves a struggle between diversity and conformity. (Teachers may select one or more of the enduring ideas to frame their units of instruction. See implementation guide for further suggestions)

Benchmarks (CS1.1,2,3) Students will be able to analyze and adapt an inquiry process, apply criteria to evaluate information, synthesize and apply information to formulate and support reasoned personal convictions within groups through written and oral presentations, and participate in negotiations to arrive at solutions to differences. (CS2.5b) Students will be able to analyze the impact of the Constitution, laws and court decisions on the rights and responsibilities of modern citizens particularly as they relate to social /cultural, political or economic issues. (CS2.6) Students will be able to analyze and evaluate conditions, actions and motivations that contribute to the struggles between diversity and conformity as they relate to social /cultural, political or economic issues. (CS2.7) Students will be able to analyze laws and policies governing technology and evaluate the ethical issues and impacts of technology on society as they relate to social /cultural, political or economic issues. (CS4.3) Students will be able to analyze historical and contemporary developments, and formulate and defend reasoned decisions regarding social /cultural , political or economic issues. (CS4.4a) Students will be able to analyze the significance of important people, events, and ideas regarding social /cultural, political or economic issues. of this era (CS4.4b) Students will be able to analyze issues using historical evidence to form and support a reasoned position. (CS4.5) Students will be able to analyze both the impact of technology on human values and how technology has impacted tradition, liberty, personal life, and human interaction (CS4.6) Students will be able to investigate, interpret, and analyze the impact of multiple historical and contemporary viewpoints concerning social /cultural, political or economic issues within and across cultures, major world religions, and political systems. (CS5.1) Students will be able to analyze the impact that supply and demand, scarcity, prices, incentives, competition, and profits influence what is produced now and in the future social /cultural, political or economic issues. (CS5.6) Students will be able to explain and evaluate the effects of new technology, global economic interdependence, and competition on the development of national policies and on the lives of citizens of the world. (CS6.3) Students will be able to analyze the impact of ethnic, national and global influences on specific situations or events as they relate to social /cultural , political or economic