Textbook
Chapters
Section
CH 1
Suggested Pacing Guide 11th Grade American History
Chapter Titles and
Dates
Alabama Course of Study 11th Grade U. S. History
Objective
Covered
Exploration and the Colonial Era (This chapter is not
th
required by the Alabama 11 grade curriculum.)
Revolution and the Early Republic (This chapter is not required
by the Alabama 11th grade curriculum.)
The Growth of a Young Nation (This chapter is not required by
the Alabama 11th grade curriculum.)
The Union in Peril (This chapter is not required by the Alabama
11th grade curriculum.)
CH 2
CH 3
CH 4
CH 5 SS 5-1 CHChanges on the Western Frontier
Se
1- 1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
• Interpreting the impact of change from workshop to factory
on workers' lives, including the New Industrial Age from 1870
to 1900, the American Federation of Labor-Congress of
Industrial Organizations (AFL-CIO), the Industrial Workers of
the World (IWW), the Pullman Strike, the Haymarket Square
Riot, and the impact of John D. Rockefeller, Andrew Carnegie,
Samuel Gompers, Eugene V. Debs, A. Philip Randolph, and
Thomas Alva Edison
23In Chapter 5 Section 1 Cultures Clash on the Prairie:
*Manifest Destiny
*Dawes Act
CH 5 5 5-2 1
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
Week
________
Week
________
Week
_________
Week
_________
CCRS used:
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
4- Determine the
meaning of words and
phrases; write and
discuss meanings
CCRS used:
5 5-3 2
3
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
In Chapter 5 Section 3 Farmers and the Populist
Movement:
*Manifest Destiny
*Changing role of the farmer
*Populist Party
*Populist Movement and the Federal Government in
American Society
CCRS used:
CCRS used:
CCRS used:
Week
________
SUGGESTED CCRS
2- Determine central
ideas from a primary or
secondary source
4- 3-Evaluate various
explanations for actions
and events
5- CCRS used:
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
In Chapter 5 Section 2 Settling on Great Plains:
*Manifest Destiny
*Changing role of the farmer
*Populist Party
CH 5
Suggested
CCRS Standards
Covered and Activities
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 6 6
6-1 6- A New Industrial Age
7- 1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
8In Chapter 6 Section 1 The Expansion of Industry
*Impact of change from workshop to factory work
*Industrial Age
*AFL
*IWW
*Pullman Strike, Haymarket Square Riot
2-
CH 6
6-2
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
9In Chapter 6 Section 2 The Age of the Railroads
*Impact of Manifest Destiny
*Industrial Age/ impact on worker
*AFL
*IWW
*Pullman Strike, Haymarket Square Riot, Carnegie,
Rockefeller, Ebs, Gompers, Edison
CH 6
6 6-3 11- 1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
2- Evaulate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
12In Chapter 6 Section 3 Big Business and Labor
*Impact of change from workshop to factory work
*Industrial Age
*AFL
*IWW
*Pullman Strike, Haymarket Square Riot
*Sinclair, Riis, Tarbell
*Sherman Anti-Trust, Clayton Anti-Trust
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
4- Determine the
meaning of words and
phrases; write and
discuss meanings
CCRS used:
Week
SUGGESTED CCRS
________
2- Determine central
ideas from a primary or
secondary source
10- 3-Evaluate various
explanations for actions
and events
CCRS used:
Week
________
SUGGESTED CCRS
2- Determine central
ideas from a primary or
secondary source
13- 3-Evaluate various
explanations for actions
and events
CCRS used:
CH 7
Suggested Pacing Guide 11th Grade American History
7-1 2- Immigrants and Urbanization
Week
1- Explain the transition of the United States from an agrarian ________
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
In Chapter 7 Section 1 The New Immigrants
*Comparing population percentages, motives, settlement
patterns
CH 7
7-2
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
• Explaining the impact of the Populist Movement on the role
of the federal government in American society
• Assessing the impact of muckrakers on public opinion
during the Progressive movement, including Upton Sinclair,
Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett,
temperance movement
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
In Chapter 7 Section 2 The Challenges of Urbanization
*Comparing population percentages, motives, settlement
patterns
*Muckrakers
*Progressivism
CH 7
7-3
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism.
In Chapter 7 Section 3 Politics in the Gilded Age
*Gilded Age Politics
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
CH 8
8-1
Suggested Pacing Guide 11th Grade American History
Life at the Turn of the 20th Century
Week
1- Explain the transition of the United States from an agrarian _________
2- Determine central
ideas from a primary or
secondary source
14- 3-Evaluate various
explanations for actions
and events
CCRS used:
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
In Chapter 8 Section 1 Science and Urban Life
*Science and Urban Life
CH 8
8-2
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism.
Week
_________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
4- Determine the
meaning of words and
phrases; write and
discuss meanings
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
In Chapter 8 Section 2 Education and Culture
*Niagra Movement
*NAACP
*Booker T. Washington, DuBois,
*Horace Mann
CH 8
8-3
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism.
In Chapter 8 Section 3 Segregation and Discrimination
*Niagra Movement
*NAACP
*Booker T. Washington, DuBois,
*Horace Mann
CH 8
8-4
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism.
In Chapter 8 Section 4 The Dawn of Mass Culture
*Mass Culture
Week
________
CCRS used:
CH 9
9-1
Suggested Pacing Guide 11th Grade American History
The Progressive Era
Week
2- Evaluate social and political origins, accomplishments, and
________
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
• Explaining the impact of the Populist Movement on the role
of the federal government in American society
• Assessing the impact of muckrakers on public opinion
during the Progressive movement, including Upton Sinclair,
Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett,
temperance movement
In Chapter 9 Section 1 The Origins of Progressivism
*Populist Movement
*Muckrakers
*Anti-trust Acts
CH 9
9-2
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
• Explaining the impact of the Populist Movement on the role
of the federal government in American society
• Assessing the impact of muckrakers on public opinion
during the Progressive movement, including Upton Sinclair,
Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett,
temperance movement
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
In Chapter 9 Section 2 Women and Public Life
*Progressivism
*Social Changes and influence of key figures, Susan B.
Anthony, Margaret Sanger, etc.
CH 9
9-3
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
• Explaining the impact of the Populist Movement on the role
of the federal government in American society
• Assessing the impact of muckrakers on public opinion
during the Progressive movement, including Upton Sinclair,
Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett,
temperance movement
Week
________
SUGGESTED CCRS
2- Determine central
ideas from a primary or
secondary source
15- 3-Evaluate various
explanations for actions
and events
CCRS used:
In Chapter 9 Section 3 Teddy Roosevelt’s Square Deal
*Populist Movement
*Comparing Presidential Leadership
CH 9
9-4
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
Week
________
SUGGESTED CCRS
CCRS used:
Suggested Pacing Guide 11th Grade American History
• Explaining the impact of the Populist Movement on the role
of the federal government in American society
• Assessing the impact of muckrakers on public opinion
during the Progressive movement, including Upton Sinclair,
Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett,
temperance movement
In Chapter 9 Section 4 Progressivism Under Taft
*Populist Movement
*Comparing Presidential Leadership
CH 9
9-5
2- Evaluate social and political origins, accomplishments,
and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
• Explaining the impact of the Populist Movement on the role
of the federal government in American society
• Assessing the impact of muckrakers on public opinion
during the Progressive movement, including Upton Sinclair,
Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett,
temperance movement
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
In Chapter 9 Section 5 Wilson’s New Freedom
*Populist Movement
*Muckrakers
*Anti-trust Acts
*Scopes
*Prohibition
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 10
10-1 America Claims an Empire
3- 3-Explain the United States' changing role in the early
twentieth century as a world power. [A.1.a., A.1.b., A.1.c.,
A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
• Describing causes of the Spanish-American War, including
yellow journalism, the sinking of the Battleship USS Maine,
and economic interests in Cuba
• Identifying the role of the Rough Riders on the iconic status
of President Theodore Roosevelt
• Describing consequences of the Spanish-American War,
including the Treaty of Paris of 1898, insurgency in the
Philippines, and territorial expansion in the Pacific and
Caribbean
• Analyzing the involvement of the United States in the
Hawaiian Islands for economic and imperialistic interests
• Appraising Alabama's contributions to the United States
between Reconstruction and World War I, including those of
William Crawford Gorgas, Joseph Wheeler, and John Tyler
Morgan (Alabama)
• Evaluating the role of the Open Door policy and the
Roosevelt Corollary on America's expanding economic and
geographic interests
• Comparing the executive leadership represented by William
Howard Taft's Dollar Diplomacy, Theodore Roosevelt's Big
Stick Diplomacy, and Woodrow Wilson's Moral Diplomacy
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
4- Determine the
meaning of words and
phrases; write and
discuss meanings
In Chapter 10 Section 1 Imperialism and America
*Involvement in the Hawaiian Islands
CH 10
10-2
3-Explain the United States' changing role in the early twentieth
century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.f., A.1.i., A.1.k.]
In Chapter 10 Section 2 The Spanish-American War
*Spanish American War
*Rough Riders
*Cuba
CH 10
10-3
3-Explain the United States' changing role in the early twentieth
century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.f., A.1.i., A.1.k.]
In Chapter 10 Section 3 Acquiring New Lands
*Treaty of Paris 1898
*Yellow Journalism
*Open Door Policy
CH 10
10-4
3-Explain the United States' changing role in the early twentieth
century as a world power. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.f., A.1.i., A.1.k.]
In Chapter 10 Section 4 America as a World Power
*Big Stick Diplomacy
*Presidential policies
Week
________
SUGGESTED CCRS
2- Determine central
ideas from a primary or
secondary source
16- 3-Evaluate various
explanations for actions
and events
CCRS used:
Week
SUGGESTED CCRS
________
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
Week
SUGGESTED CCRS
________
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 11
11-1
The First World War
4- Describe causes, events, and the impact of military
involvement of the United States in World War I, including
mobilization and economic and political changes. [A.1.a.,
A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Identifying the role of militarism, alliances, imperialism, and
nationalism in World War I
• Explaining controversies over the Treaty of Versailles of
1919, Woodrow Wilson's Fourteen Points, and the League of
Nations
• Explaining how the Treaty of Versailles led to worsening
economic and political conditions in Europe, including greater
opportunities for the rise of fascist states in Germany, Italy,
and Spain
• Comparing short- and long-term effects of changing
boundaries in pre- and post-World War I in Europe and the
Middle East, leading to the creation of new countries
Week
________
2- Determine central
ideas from a primary or
secondary source
17- 3-Evaluate various
explanations for actions
and events
CCRS used:
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
In Chapter 11 Section 1 World War I Begins
*Militarism
*Mobilization
*Imperialism
*Nationalism
CH 11
11-2
4- Describe causes, events, and the impact of military
involvement of the United States in World War I, including
mobilization and economic and political changes. [A.1.a.,
A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 11 Section 2 American Power Tips the Balance
*Militarism
*Mobilization
*Imperialism
*Nationalism
CH 11
11-3
4- Describe causes, events, and the impact of military
involvement of the United States in World War I, including
mobilization and economic and political changes. [A.1.a.,
A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
In Chapter 11 Section 3 The War at Home
*Impact of Social Changes
*1920’s
*Prohibition
*Jazz
CCRS used:
CH 11
11-4
Suggested Pacing Guide 11th Grade American History
4- Describe causes, events, and the impact of military
Week
involvement of the United States in World War I, including
________
mobilization and economic and political changes. [A.1.a.,
A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 11 Section 4 Wilson Fights for Peace
*Treaty of Versailles
*Economics
*Fascism
*short and long term effects of WWI
SUGGESTED CCRS
2- Determine central
ideas from a primary or
secondary source
18- 3-Evaluate various
explanations for actions
and events
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 12
12-14
5
Politics of the Roaring Twenties
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
8- 8-Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
• Analyzing the impact of fascism, Nazism, and communism
on growing conflicts in Europe
• Explaining the isolationist debate as it evolved from the
1920s to the bombing of Pearl Harbor and the subsequent
change in United States' foreign policy
• Identifying roles of significant World War II leaders
Examples: Franklin D. Roosevelt, Harry S. Truman, Dwight D.
Eisenhower, George S. Patton, Sir Winston Churchill, Bernard
Montgomery, Joseph Stalin, Benito Mussolini, Emperor
Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler
• Evaluating the impact of the Munich Pact and the failed
British policy of appeasement resulting in the invasion of
Poland
In Chapter 12 Section 1 Americans Struggle with Postwar
Issues
*New Industrial Age
*Impact of Social Changes
*Isolationist Debate
Ch 12
12-2
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
In Chapter 12 Section 2 The Harding Presidency
*Harding Presidency Issues
CH 12
12-3
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Suggested Pacing Guide 11th Grade American History
6
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Assessing effects of overproduction, stock market
speculation, and restrictive monetary policies on the pending
economic crisis
• Describing the impact of the Smoot-Hawley Tariff Act on the
global economy and the resulting worldwide depression
• Identifying notable authors of the 1920s, including John
Steinbeck, William Faulkner, and Zora Neale Hurston
(Alabama)
• Analyzing the Great Depression for its impact on the
American family
Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea
Lange
In Chapter 12 Section 3 The Business America
*Red Scare
*Technological Innovations
*Leisure
*Social Conditions
terminology and
primary sources within
the chapter; write and
discuss meanings
4- Determine the
meaning of words and
phrases; write and
discuss meanings
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 13
13-1
The Roaring Life of the 1920’s
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
In Chapter 13 Section 1 Changing Ways of Life
*Prohibition
*19th Amendment
*Jazz Age
CH 13
13-2
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
In Chapter 13 Section 2 The Twenties Woman
*Key figures
CH 13
13-3
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
CCRS used:
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
In Chapter 13 Section 3 Education and Popular Culture
*Radio, movies, newspapers
*Artists
*Technological Innovations
Ch 13
13-4
2- Evaluate social and political origins, accomplishments, and
limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.f., A.1.i., A.1.k.]
5- Evaluate the impact of social changes and the influence of
key figures in the United States from World War I through the
1920s, including Prohibition, the passage of the Nineteenth
Amendment, the Scopes Trial, limits on immigration, Ku Klux
Klan activities, the Red Scare, the Harlem Renaissance, the
Suggested Pacing Guide 11th Grade American History
Great Migration, the Jazz Age, Susan B. Anthony, Margaret
Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda
Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i.,
A.1.j., A.1.k.]
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 13 Section 4 The Harlem Renaissance
*Analyzing works of art
*Writers
*Social and Economic Conditions
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 14
14-1
The Great Depression Begins
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Week
________
In Chapter 14 Section 1 The Nation’s Sick Economy
*Overproduction
*Stock Market
*Economic Crisis
CH 14
14-2
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
7-Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through relief,
recovery, and reform programs, including the Tennessee
Valley Authority (TVA), the Works Progress Administration
(WPA), the Civilian Conservation Corps (CCC), and the Social
Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Analyzing conditions created by the Dust Bowl for their
impact on migration patterns during the Great Depression
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
In Chapter 14 Section 2 Hardship and Suffering During the
Depression
*Analyzing the Great Depression and the American Family
CH 14
14-3
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 14 Section 3 Hoover Struggles with the
Depression
*Assessing overproduction
*Stock Market
*Economic crisis
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 15
15-1
The New Deal
7- 7- Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through relief,
recovery, and reform programs, including the Tennessee
Valley Authority (TVA), the Works Progress Administration
(WPA), the Civilian Conservation Corps (CCC), and the Social
Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Analyzing conditions created by the Dust Bowl for their
impact on migration patterns during the Great Depression
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
In Chapter 15 Section 1 A New Deal Fights Depression
*New Deal
CH 15
15-27- 7- Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through relief,
recovery, and reform programs, including the Tennessee
Valley Authority (TVA), the Works Progress Administration
(WPA), the Civilian Conservation Corps (CCC), and the Social
Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 15 Section 2 The Second New Deal Takes Hold
*Second New Deal
CH 15
15-37- 7-Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through relief,
recovery, and reform programs, including the Tennessee
Valley Authority (TVA), the Works Progress Administration
(WPA), the Civilian Conservation Corps (CCC), and the Social
Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Week
________
In Chapter 15 Section 3 The New Deal Affects Many Groups
*Relief, Recovery, Reform
CH 15
6- Describe social and economic conditions from the 1920s
through the Great Depression regarding factors leading to a
deepening crisis, including the collapse of the farming
economy and the stock market crash of 1929. [A.1.a., A.1.b.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
7 7-Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through relief,
recovery, and reform programs, including the Tennessee
Valley Authority (TVA), the Works Progress Administration
(WPA), the Civilian Conservation Corps (CCC), and the Social
Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
15-4
Week
________
In Chapter 15 Section 4 Culture in the 1930’s
*Notable Authors
*Culture
CH 15
15-57- 7-Explain strengths and weaknesses of the New Deal in
managing problems of the Great Depression through relief,
recovery, and reform programs, including the Tennessee
Valley Authority (TVA), the Works Progress Administration
(WPA), the Civilian Conservation Corps (CCC), and the Social
Security Act. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 15 Section 5 The Impact of the New Deal
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
phrases; write and
discuss meanings
CCRS used:
Suggested Pacing Guide 11th Grade American History
*New Deal and the impact
CH 16
16-1
World War Looms
4- Describe causes, events, and the impact of military
involvement of the United States in World War I, including
mobilization and economic and political changes. [A.1.a.,
A.1.b., A.1.d., A.1.f., A.1.i.,
8- 8-Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
• Analyzing the impact of fascism, Nazism, and communism
on growing conflicts in Europe
• Explaining the isolationist debate as it evolved from the
1920s to the bombing of Pearl Harbor and the subsequent
change in United States' foreign policy
• Identifying roles of significant World War II leaders
Examples: Franklin D. Roosevelt, Harry S. Truman, Dwight D.
Eisenhower, George S. Patton, Sir Winston Churchill, Bernard
Montgomery, Joseph Stalin, Benito Mussolini, Emperor
Hirohito, Hedeki Tōjō, Erwin Rommel, Adolf Hitler
• Evaluating the impact of the Munich Pact and the failed
British policy of appeasement resulting in the invasion of
Poland
9- 9-Describe the significance of major battles, events, and
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
• Locating on a map or globe the major battles of World War II
and the extent of the Allied and Axis territorial expansion
• Describing military strategies of World War II, including
blitzkrieg, island-hopping, and amphibious landings
• Explaining reasons for and results of dropping atomic
bombs on Japan
• Explaining events and consequences of war crimes
committed during World War II, including the Holocaust, the
Bataan Death March, the Nuremberg Trials, the post-war
Universal Declaration of Human Rights, and the Genocide
Convention
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
In Chapter 16 Section 1 Dictators Threaten World Peace
*Nazism
*World Battles
*Leaders
CH 16
16-2
8- Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
9- Describe the significance of major battles, events, and
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
In Chapter 16 Section 2 War in Europe
*Invasions
*Battles
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
Suggested Pacing Guide 11th Grade American History
*Events
CH 16
16-3
9-Describe the significance of major battles, events, and
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
Week
________
In Chapter 16 Section 3 The Holocaust
*Holocaust
CH 16
16-4
8- Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
19- Decribe the significance of major battles, events, and
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
20-
In Chapter 16 Section 4 America Moves Toward War
*Pearl Harbor
*Events leading to U. S. Involvement
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
phrases; write and
discuss meanings
Suggested Pacing Guide 11th Grade American History
CH 17
17-1
The United States in WWII
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
8- 8-Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
D 10- Describe the impact of World War II on the lives of
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation of the military. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
• Describing Alabama's participation in World War II, including
the role of the Tuskegee Airmen, the Aliceville Prisoner of War
(POW) camp, growth of the Port of Mobile, production of
Birmingham steel, and the establishment of military bases
(Alabama)
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
In Chapter 17 Section 1 Mobilizing for Defense
*Soldiers Mobilizing
*Impact on U. S. citizens
CH 17
17-2
1- Explain the transition of the United States from an agrarian
society to an industrial nation prior to World War I. [A.1.a.,
A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
8- Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
9- Decribe the significance of major battles, events, and
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
In Chapter 17 Section 2 The War for Europe and North Africa
*Ally expansion
*Leaders
*Tuskegee Airmen
*War impact
CH 17
17-3
1
8- Summarize events leading to World War II, including the
militarization of the Rhineland, Germany's seizure of Austria
and Czechoslovakia, Japan's invasion of China, and the Rape
of Nanjing. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
9- Decribe the significance of major battles, events, and
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
10-Describe the impact of World War II on the lives of
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
Suggested Pacing Guide 11th Grade American History
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation of the military. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
2
In Chapter 17 Section 3 The War in the Pacific
*Major events in Pacific
*Major turning points
CH 17
17-414-10- Describe the impact of World War II on the lives of
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation of the military. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
14-14- Trace events of the modern Civil Rights Movement from
post-World War II to 1970 that resulted in social and economic
changes, including the Montgomery Bus Boycott, the
desegregation of Little Rock Central High School, the March
on Washington, Freedom Rides, the Sixteenth Street Baptist
Church bombing, and the Selma-to-Montgomery March.
(Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Tracing the federal government's involvement in the modern
Civil Rights Movement, including the abolition of the poll tax,
the nationalization of state militias, Brown versus Board of
Education in 1954, the Civil Rights Acts of 1957 and 1964,
and the Voting Rights Act of 1965
• Explaining contributions of individuals and groups to the
modern Civil Rights Movement, including Martin Luther King,
Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the
Southern Christian Leadership Conference (SCLC); the
Student Nonviolent Coordinating Committee (SNCC); the
Congress of Racial Equality (CORE); the National Association
for the Advancement of Colored People (NAACP); and the
civil rights foot soldiers
• Appraising contributions of persons and events in Alabama
that influenced the modern Civil Rights Movement, including
Rosa Parks, Autherine Lucy, John Patterson, George C.
Wallace, Vivian Malone Jones, Fred Shuttlesworth, the
Children's March, and key local persons and events
(Alabama)
• Describing the development of a Black Power movement,
including the change in focus of the SNCC, the rise of
Malcolm X, and Stokely Carmichael and the Black Panther
movement
• Describing the economic impact of African-American
entrepreneurs on the modern Civil Rights Movement, including
S. B. Fuller and A. G. Gaston (Alabama)
In Chapter 17 Section 4 The Home Front
*Citizens at home
*Women at work
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 18
18-1
Cold War Conflicts
9- Describe the significance of major battles, events, and
Week
________
consequences of World War II campaigns, including North
Africa, Midway, Normandy, Okinawa, the Battle of the Bulge,
Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
11- 11- Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
• Describing Cold War policies and issues, the domino theory,
McCarthyism, and their consequences, including the institution
of loyalty oaths under Harry S. Truman, the Alger Hiss case,
the House Un-American Activities Committee, and the
execution of Julius and Ethel Rosenberg
Examples: G.I. Bill of Rights, consumer economy, Sputnik,
rock and roll, bomb shelters, Federal-Aid Highway Act
• Locating areas of conflict during the Cold War from 1945 to
1960, including East and West Germany, Hungary, Poland,
Cuba, Korea, and China
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
phrases; write and
discuss meanings
CCRS used:
In Chapter 18 Section 1 Origins of Cold War
*Leaders
*Meetings
CH 18
18-21
11-Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
Week
________
In Chapter 18 Section 2 The Cold War Heats Up
*NATO
*Red Scare, McCarthyism
CH 18
18-31
11-Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
Week
________
In Chapter 18 Section 3 The Cold War at Home
*Red Scare
*Rosenbergs
CH 18
18-415- 11- Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
15 15-Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Examples: economic impact on the culture, feminist
movement, recession, Arab oil embargo, technical revolution
In Chapter 18 Section 4 Two Nations Live on Edge
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
Suggested Pacing Guide 11th Grade American History
*U. S. vs. U.S.S.R.
CH 19
19-1
The Postwar America
10- Describe the impact of World War II on the lives of
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation of the military. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
Week
________
In Chapter 19 Section 1 Postwar America
*War impact on citizens
CH 19
19-2
10- Describe the impact of World War II on the lives of
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation of the military. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
CCRS used:
Week
________
In Chapter 19 Section 2 The American Dream in the Fifties
*Cultural Conditions
*desegregation of the military
*growth of middle class
CH 19
19-3 1 10- Describe the impact of World War II on the lives of
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
In Chapter 19 Section 3 Popular Culture
*Culture
19-4 1 10- Describe the impact of World War II on the lives of
1
2
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 19 Section 4 The Other America
*Cultural Conditions
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
American citizens, including wartime economic measures,
population shifts, growth in the middle class, growth of
industrialization, advancements in science and technology,
increased wealth in the African-American community, racial
and ethnic tensions, Servicemen's Readjustment Act of 1944
(G. I. Bill of Rights), and desegregation of the military. [A.1.b.,
A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]
15 15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
CH 19
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
Week
________
CCRS used:
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
Suggested Pacing Guide 11th Grade American History
*racial and ethnic tensions
CH 20
20-1
The New Frontier and the Great Society
11- 11- Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
• Describing Cold War policies and issues, the domino theory,
McCarthyism, and their consequences, including the institution
of loyalty oaths under Harry S. Truman, the Alger Hiss case,
the House Un-American Activities Committee, and the
execution of Julius and Ethel Rosenberg
Examples: G.I. Bill of Rights, consumer economy, Sputnik,
rock and roll, bomb shelters, Federal-Aid Highway Act
• Locating areas of conflict during the Cold War from 1945 to
1960, including East and West Germany, Hungary, Poland,
Cuba, Korea, and China
12- 12- Describe major initiatives of the John F. Kennedy and
Lyndon B. Johnson Administrations. [A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.g., A.1.i., A.1.k.]
Examples: President Kennedy—New Frontier, President
Johnson—Great Society
• Describing Alabama's role in the space program under the
New Frontier (Alabama)
Examples: National Aeronautics and Space Administration
(NASA), space race, satellites
• Describing major foreign events and issues of the John F.
Kennedy Administration, including construction of the Berlin
Wall, the Bay of Pigs invasion, and the Cuban missile crisis
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Week
________
CCRS used:
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
In Chapter 20 Section 1 Kennedy and the Cold War
*Major Initiatives
CH 20
20-212-12- Describe major initiatives of the John F. Kennedy and
Lyndon B. Johnson Administrations. [A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.g., A.1.i., A.1.k.]
Week
________
In Chapter 20 Section 2 The New Frontier
*Kennedy’s role
CH 20
20-3
12- Describe major initiatives of the John F. Kennedy and
Lyndon B. Johnson Administrations. [A.1.b., A.1.c., A.1.d.,
A.1.e., A.1.g., A.1.i., A.1.k.]
14- Trace events of the modern Civil Rights Movement from
post-World War II to 1970 that resulted in social and economic
changes, including the Montgomery Bus Boycott, the
desegregation of Little Rock Central High School, the March
on Washington, Freedom Rides, the Sixteenth Street Baptist
Church bombing, and the Selma-to-Montgomery March.
(Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
Suggested Pacing Guide 11th Grade American History
phrases; write and
discuss meanings
In Chapter 20 Section 3 The Great Society
*Kennedy and Johnson administrations and Civil Rights
CH 21
21-1
Civil Rights
14- Trace events of the modern Civil Rights Movement from
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
post-World War II to 1970 that resulted in social and economic
changes, including the Montgomery Bus Boycott, the
desegregation of Little Rock Central High School, the March
on Washington, Freedom Rides, the Sixteenth Street Baptist
Church bombing, and the Selma-to-Montgomery March.
(Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 21 Section 1 Taking on Segregation
*Civil Rights movement
CH 21
21-2
14- Trace events of the modern Civil Rights Movement from
post-World War II to 1970 that resulted in social and economic
changes, including the Montgomery Bus Boycott, the
desegregation of Little Rock Central High School, the March
on Washington, Freedom Rides, the Sixteenth Street Baptist
Church bombing, and the Selma-to-Montgomery March.
(Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 21 Section 2 The Triumphs of the Crusade
*Major players in Civil Rights Movement, Martin Luther
King, Jr., etc.
CH 21
21-3
14- Trace events of the modern Civil Rights Movement from
post-World War II to 1970 that resulted in social and economic
changes, including the Montgomery Bus Boycott, the
desegregation of Little Rock Central High School, the March
on Washington, Freedom Rides, the Sixteenth Street Baptist
Church bombing, and the Selma-to-Montgomery March.
(Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 21 Section3 Challenges and Changes of the
Movement
*Peaceful vs. Violent movements
CCRS used:
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 22
22-1
-
The Vietnam War Years
11- Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
13- Trace the course of the involvement of the United States in
Vietnam from the 1950s to 1975, including the Battle of Dien
Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive,
destabilization of Laos, secret bombings of Cambodia, and the
fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i.,
A.1.k.]
• Locating on a map or globe the divisions of Vietnam, the Ho
Chi Minh Trail, and major battle sites
• Describing the creation of North and South Vietnam
Week
________
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
In Chapter 22 Section 1 Moving Toward Conflict
*Cold War events
CH 22
22-2-
11-Describe the international role of the United States from
1945 through 1960 relative to the Truman Doctrine, the
Marshall Plan, the Berlin Blockade, and the North Atlantic
Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e.,
A.1.g., A.1.i., A.1.k.]
13- Trace the course of the involvement of the United States in
Vietnam from the 1950s to 1975, including the Battle of Dien
Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive,
destabilization of Laos, secret bombings of Cambodia, and the
fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i.,
A.1.k.]
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
phrases; write and
discuss meanings
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
In Chapter 22 Section 2 U. S. Involvement and Escalation
*Cold War events
CH 22
22-3
13-Trace the course of the involvement of the United States in
Vietnam from the 1950s to 1975, including the Battle of Dien
Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive,
destabilization of Laos, secret bombings of Cambodia, and the
fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i.,
A.1.k.]
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 22 Section 3 A Nation Divided
*Cold War events
CH 22
22-4
13-Trace the course of the involvement of the United States in
Vietnam from the 1950s to 1975, including the Battle of Dien
Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive,
destabilization of Laos, secret bombings of Cambodia, and the
fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i.,
A.1.k.]
15- Describe changing social and cultural conditions in the
Week
________
Suggested Pacing Guide 11th Grade American History
CH 22
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
reasoning and evidence
In Chapter 22 Section 4 A Tumultuous Year
*Cold War events
CCRS used:
22-513-13- Trace the course of the involvement of the United States in
Vietnam from the 1950s to 1975, including the Battle of Dien
Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive,
destabilization of Laos, secret bombings of Cambodia, and the
fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i.,
A.1.k.]
16- 16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
Examples: Nixon's policy of détente; Cambodia; Watergate
scandal; pardon of Nixon; Iranian hostage situation;
Reaganomics; Libyan crisis; end of the Cold War; Persian Gulf
War; impeachment trial of William "Bill" Clinton; terrorist attack
of September 11, 2001; Operation Iraqi Freedom; war in
Afghanistan; election of the first African-American president,
Barack Obama; terrorism; global warming; immigration
In Chapter 22 Section 5 The End of the War and its Legacy
*Significant Foreign and Domestic Events
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 23
23-1
An Era of Social Change
15- Describe changing social and cultural conditions in the
Week
________
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 23 Section 1 Latinos and Native Americans Seek
Equality
*Social and Cultural Conditions
CH 23
23-2
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
Week
________
In Chapter 23 Section 2 Women Fight for Equality
*Social and Cultural Conditions
CH 23
23-3
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 23 Section 3 Culture and Counterculture
*Social and Cultural Conditions
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
SUGGESTED CCRS
9- Integrate
information from
diverse sources into
coherent
understanding of an
event, noting
discrepancies among
sources
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 24
24-1
An Age of Limits
16- Describe significant foreign and domestic issues of
Week
________
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
In Chapter 24 Section 1 The Nixon Administration
*Nixon policies
CH 24
24-2
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
phrases; write and
discuss meanings
SUGGESTED CCRS
10- Text complexity;
reading independently
and proficiently
CCRS used:
In Chapter 24 Section 2 Watergate: Nixon’s Downfall
*Nixon and his administration
CH 24
24-3
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
Week
________
In Chapter 24 Section 3 The Ford and Carter Years
*Presidential policies
CH 24
24-4
15- Describe changing social and cultural conditions in the
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
In Chapter 24 Section 4 Environmental Activism
*the ‘60’s and ‘70’s
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
Suggested Pacing Guide 11th Grade American History
CCRS used:
CH 25
25-1
The Conservation Tide
15- Describe changing social and cultural conditions in the
Week
________
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
Week
________
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole.
CCRS used:
SUGGESTED CCRS
6-Evaluate author’s
differing points of view
on the same historical
event by assessing
author’s claims,
reasoning and evidence
CCRS used:
United States during the 1950s, 1960s, and 1970s. [A.1.c.,
A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
In Chapter 25 Section 1 A Conservative Movement Emerges
*Social, Cultural, Foreign and Domestic Issues
CH 25
25-2
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
In Chapter 25 Section 2 Conservative Policies Under Reagan
and Bush
*Social, Cultural, Foreign and Domestic Issues
*Presidential policies
CH 25
25-3
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
Week
________
In Chapter 25 Section 3 Social Concerns of the 1980’s
*Social, Cultural, Foreign and Domestic Issues
*Presidential policies
CH 25
25-4
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
In Chapter 25 Section 4 Foreign Policy After the Cold War
*Social, Cultural, Foreign and Domestic Issues
*Presidential policies
Week
________
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
10- Text complexity;
reading independently
and proficiently
CCRS used:
Suggested Pacing Guide 11th Grade American History
CH 26
26-1
The United States in Today’s World
16- Describe significant foreign and domestic issues of
Week
________
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
In Chapter 26 Section 1 The 1990’s and the New Millennium
*Social, Cultural, Foreign and Domestic Issues
CH 26
26-2
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
Week
________
In Chapter 26 Section 2 The New Global Economy
*Social, Cultural, Foreign and Domestic Issues
*Here and Abroad
CH 26
26-3
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
Week
________
In Chapter 26 Section 3 Technology and Modern Life
*Social, Cultural, Foreign and Domestic Issues
*Technology
CH 26
26-4
16- Describe significant foreign and domestic issues of
presidential administrations from Richard M. Nixon to the
present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h.,
A.1.i., A.1.k.]
In Chapter 26 Section 4 The Changing Face of America
*Social, Cultural, Foreign and Domestic Issues
Week
________
SUGGESTED CCRS
1- Cite Specific Textual
Evidence of primary
and secondary sources
by looking up
terminology and
primary sources within
the chapter; write and
discuss meanings
CCRS 4- Determine the
meaning of words and
phrases; write and
discuss meanings
SUGGESTED CCRS
5-Analyze in detail how
a complex primary
source is structured
including how key
sentences, paragraphs,
and larger portions
contribute to the
whole. CCRS used:
SUGGESTED CCRS
7-Integrate and
evaluate multiple
sources presented in
diverse formats to
solve a problem or
question
8-Evauate an author’s
premise, claims,
evidence by
corroborating or
challenging them with
other information
CCRS used:
SUGGESTED CCRS
10- Text complexity;
reading independently
and proficiently
CCRS used:
Suggested Pacing Guide 11th Grade American History