U. S. History Since 1850
Grade Level - 11th
1st - Nine Week Period – End Date October 13
* An asterisk after a /Objective number indicates an objective that is not assessed on the State EOI. Social Studies Process Skills under
Standard 1 should be taught thought the curriculum.
PASS
1.1
Content and Essential Questions
Examine the economic and philosophical
differences (e.g., sectionalism, popular
sovereignty, states’ rights debate, nullification,
abolition, and tariffs) between the North and
South, as articulated by Daniel Webster and
John C. Calhoun.
1. What issues divided America in the first half
of the 19th Century?
2. How were the economic structures of the
North and South different?
3. Why did the issue of slavery flare up in
1819 and then again in 1850?
4. Discuss states rights vs. federal rights.
1.2
Trace the events leading to secession and war
(e.g., the Compromise of 1850, the Fugitive
Slave Act, the Kansas-Nebraska Act, “Bleeding
Kansas,” the Dred Scott case, John Brown’s
Raid on Harpers Ferry, 1860 presidential
election, secession of South Carolina, and the
attack on Fort Sumter).
1. Why did Southern States secede?
2. How did Dred Scott decision divide the
Nation?
EOI Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
Abolition
Sectionalism
Underground Railroad
Harriet Tubman
William Lloyd Garrison
Frederick Douglas
Daniel Webster
John C. Calhoun
Missouri Compromise 1820
1. events leading to succession
and war
2. Popular Sovereignty
3. Compromise of 1850
4. Fugitive Slave Act
5. Kansas-Nebraska Act
6. Bleeding Kansas
7. Dred Scott case
8. Lincoln-Douglas Debates
9. John Brown’s Raid
10. Election of 1860
11. Harriet Beecher Stowe and
Uncle Tom’s Cabin
12. critical developments in the
war (pgs 96-97)
Grade 11 U.S. History 2009-2010
Instruction
Time
5-7 days
Suggested Resources
Chapter 2 pages 46-48, 58-59
Chapter 3
 Have students read exerts of Webster’s &
Calhoun’s speeches given in response to the
Compromise of 1850. Then have them
compare and contrast the ideas of the
speeches.
 See revised EOI Review Checklist
 Balance sheet of war (Political leaders of
North and South, etc.)
 Websites:
http://www.digitalhistory.uh.edu/ahd/index.h
tml
 Compare Lincoln-Douglas Debates
 Create a time line highlighting the events
that heightened the conflict between the
North and South and led to secession.
 Provide students with excerpts from “Uncle
Tom’s Cabin” and have them relate this to
furthering sectionalism in the U.S. Was
Harriet Beecher Stowe “the little lady who
started the big war”?
http://www.historyteacher.net/
http://www.animatedatlas.com
http://www.historyanimated.com
1
1st - Nine Week Period – End Date October 13
PASS
1.3
Content and Essential Questions
Identify political and military leaders of the war
(e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson
Davis, Robert E. Lee, Frederick Douglass, and
William Lloyd Garrison).
1. Who were the key leaders of the Civil War?
2. What were the military strategies for the North
and South?
1.4
Interpret the importance of critical developments
in the war, including major battles (e.g., Fort
Sumter, “Anaconda Plan,” Bull Run, Gettysburg,
Vicksburg, Antietam, battle of the Monitor and
Merrimack, and the North’s “total war strategy”),
the Emancipation Proclamation, and Lee's
surrender at Appomattox.
1. What were Lincoln’s intentions for issuing the
Emancipation Proclamation?
2. How did each side’s resources and strategies
affect the early battles of the war?
3. What advantages did each side have?
Grade 11 U.S. History 2009-2010
EOI Topics
1.
2.
3.
4.
5.
6.
7.
Robert E. Lee
Ulysses S. Grant
Abraham Lincoln
Jefferson Davis
Stonewall Jackson
William T. Sherman
Clara Barton
1. Fort Sumter
2. critical developments in the war
(pgs 104-110)
3. Anaconda Plan
4. Border States
5. Battle of Bull Run
6. Monitor and Merrimack
7. Antietam
8. Emancipation Proclamation
9. Vicksburg
10. Gettysburg
11. Sherman’s March
12. Total War
13. 54th Massachusetts Regiment
14. Lee’s surrender at Appomattox
Instruction
Time
5-7 days for all
of chapter 4
Suggested Resources
Chapter 4
 Create a chart listing all political,
social, and military leaders of this era,
making sure to provide their
significance and contributions.
 Ken Burns’ Civil War series
 Create a diagram listing the military
actions, political issues, and social
and economic changes of the first
two years of the Civil War.
 Have students write a letter to
President Lincoln in the perspective of
either, a slave owner, abolitionist, a
slave in a border state or a slave in
the Confederacy expressing their
opinions about the Emancipation
Proclamation.
2
1st - Nine Week Period – End Date October 13
PASS
1.5
Content and Essential Questions
Relate the basic provisions and postwar impact of
the 13th, 14th, and 15th Amendments to the
Constitution.
EOI Topics
1. 13th Amendment
2. 14th Amendment
3. 15th Amendment
1. What did the Civil War Amendments do for
African Americans?
2. How were African Americans prevented from
receiving immediate benefits of the Civil War?
1.6
Evaluate the continuing impact of Reconstruction
policies on the South, including southern reaction
(e.g., tenant farming, Freedmen’s Bureau,
sharecropping, Black Codes, Ku Klux Klan,
Carpetbaggers, scalawags, exodusters, Plessy v.
Ferguson, and Jim Crow laws).
1. Describe Southerner’s reaction to
reconstruction. How did their reaction affect
the freedom?
2. How and why did Reconstruction end?
3. Was reconstruction a success or failure?
Explain
Grade 11 U.S. History 2009-2010
1. Black Codes
2. impact of Reconstruction policies
on the South
(ie., Lincoln/Johnson/Radical
Plan)
3. Military Reconstruction Act
4. Carpetbaggers
5. Scalawag
6. Freedman’s Bureau
7. Sharecropping
8. Tenant Farmers
9. Ku Klux Klan
10. Compromise of 1877
Instruction
Time
3-5 days
Suggested Assessments,
Activities and Resources
Chapter 5
 Outline the three Civil War
Amendments explaining the
goal/purpose of each then have
students determine which, if any, of
these rights were denied and by what
means.
 Create a map over the Reconstruction
Zone.
 Create a chart of the three plans for
reconstruction.
 Have students evaluate the
presidential election of 1876 and the
compromise of 1877. Explain the
effect this compromise had on African
Americans in the South.
 Research to find examples of Black
Codes that existed in the South.
3
1st - Nine Week Period – End Date October 13
PASS
2.2.A
Content and Essential Questions
Identify the impact of new inventions and
industrial production methods, including new
technologies in transportation and communication
between 1850-1920 (e.g., Thomas Edison,
Alexander G. Bell, Henry Ford, the Bessemer
process, the Westinghouse Company, barbed wire,
the western cattle drives).
EOI Topics
1.
2.
3.
4.
5.
Black Gold – Edwin L. Drake
Bessemer Steel Process
Electric Power: Thomas Edison
Westinghouse
Communication:
 Samuel Morse
 Alexander Graham Bell
Instruction
Time
4-5 days
Suggested Assessments,
Activities and Resources
Chapter 6
 Create a chart that lists new
technological breakthroughs in the
left column and the impact they had
on society in the right column.
1. How did Natural resources, new recovery and
refining methods and new uses for them lead
to the Industrial Revolution?
2. What inventions changed the way people lived
and worked?
3. What were the technological advances & urban
planning at the turn of the century in city life?
What effect did they have?
2.1.D
2.2.B
Evaluate the significance of immigration on the
labor supply and the movement to organize
workers (e.g., growth of labor pool, rise of the
labor movement, Pullman strikes, Haymarket Riot,
Eugene V. Debs, Samuel Gompers, John L. Lewis,
and the use of court injunctions to halt labor
strikes).
Describe the effects of the "muckrakers" (e.g.,
Carey Nation, Susan B. Anthony, Elizabeth Cady
Stanton, Alice Paul, Ida Tarbell, Upton Sinclair, and
William Jennings Bryan) and reform movements
(e.g., Women's Suffrage, Temperance, Populism,
and the Grange Movement) that resulted in
government policies affecting child labor, wages,
working conditions, trade, monopolies, taxation
and the money supply (e.g., Sherman Anti-trust
Act and Triangle Shirtwaist Factory Fire).
Grade 11 U.S. History 2009-2010
Industrial Growth
1. Robber Barons or Captains of
Industry
2. J.P. Morgan
3. John D. Rockefeller
4. Andrew Carnegie
5. Social Darwinism
6. Sherman Anti-Trust Act
7. Interstate Commerce Act
Labor Movement
8. Significance of immigration on
the labor supply and the
movement of organize workers
9. Collective bargaining
10. AFL
11. Samuel Gompers
12. Haymarket Riot
13. Pullman Strike
14. Eugene Debbs
 Compare the lives & beliefs of
Andrew Carnegie & John D.
Rockefeller using a Venn diagram.
Then write a paragraph defending or
criticizing these tycoon’s
accomplishments.
 Create a time line of major events in
labor activism between 1876 & 1911.
Then write a news report describing
the most important event you listed.
4
1. Who were Andrew Carnegie and John D.
Rockefeller?
2. How did big business arise in the U.S.?
3. What were the social effects of the rise of big
business?
4. How did the rise of labor unions shape
relations among workers, big business, and
government?
5. Identify the early major labor unions and the
violent strikes of the time including the
reactions of management and the government.
6. How did the courts intervene to halt strikes?
Grade 11 U.S. History 2009-2010
5
1st - Nine Week Period – End Date October 13
PASS
2.1.A
Content and Essential Questions
Analyze immigration, including the reasons for
immigration, employment, settlement patterns,
and contributions of various immigrant, cultural,
and ethnic groups (e.g., Irish, Chinese, Italians,
Germans, Japanese, and Southeast/Central
Europeans) from 1850-1930.
1. What was the journey immigrants endured and
how did they pass through immigration
stations?
2.1.C
Analyze changes in the domestic policies of the
United States relating to immigration (e.g., the
Chinese Exclusion Act, the rise of nativism, Ellis
Island, and the “Gentlemen’s Agreement”) from
1850-1930.
EOI Topics
1. Reasons why immigrants came to
the U.S.
2. Settlement patterns
3. Contributions from immigrant
groups: Irish, Chinese, Italians,
Germans, Japanese,
Southeast/Central Europeans
(1850-1930)
4. Old vs. New immigrants
Instruction
Time
3-5 days
Suggested Assessments,
Activities and Resources
Chapter 7
 Have students write a paragraph
providing examples of contributions
of immigrant groups in today’s
society such as: St. Patrick’s Day
celebration, Little Italy, macaroni,
pizza, etc.
1. Establishment of Ellis
Island/Angel Island
2. Rise of Nativism
3. Chinese Exclusion Act
 Define the ideas Melting Pot vs. A
Salad Bowl. In today’s society which
do you believe to be more accurate in
one page?
1.
2.
3.
4.
 Have students create a journal about
an immigrant traveling across the
Atlantic Ocean and describe why they
left Europe, life on the ship, and what
happened when they arrived at Ellis
Island.
1. Examine the reaction of the American people
and government to various immigrant groups.
2.1.B *
Examine ethnic conflict and discrimination.
Grade 11 U.S. History 2009-2010
Urbanization
Housing Conditions
Tenements
Gilded Age/Mark Twain
6
1st - Nine Week Period – End Date October 13
PASS
2.1.E
Content and Essential Questions
Compare and contrast social attitudes and federal
policies toward Native American peoples (e.g., the
Indian Wars of 1850-1890, establishment of
reservations, attempts at assimilation, and the
Dawes Act, and the destruction of the bison
herds) and actions of the United States Army,
missionaries, and settlers during the settlement of
the American West, 1850-1890.
1. How did the pressures of westward expansion
impact the Native Americans?
2. How and why did the Federal Government
attempt to assimilate the Native Americans
and what was their reaction?
3. Contrast cultures of Native Americans and
white settlers and explain why white settlers
moved west?
4. What effect did the destruction of the bison
herds have on the Native Americans’ way of
life?
2.2.A
Identify the impact of new inventions and
industrial production methods, including new
technologies in transportation and communication
between 1850-1920 (e.g., Thomas Edison,
Alexander G. Bell, Henry Ford, the Bessemer
process, the Westinghouse Company, barbed
wire, the western cattle drives).
Grade 11 U.S. History 2009-2010
EOI Topics
1. Civil Rights Act of 1875
2. Establishment of reservations:
Second Removal
3. Actions of the United States
Army and missionaries
4. Indian Wars 1850-1890: Little
Big Horn, Sand Creek Massacre,
Wounded Knee, George Custer,
Chief Joseph
5. Destruction of the bison herds
6. Assimilation
7. Dawes Act of 1877
8. Exodusters
9. Homestead Act
1.
2.
3.
4.
5.
6.
Instruction
Time
4-6 Days
Suggested Assessments,
Activities and Resources
Chapter 8
 Have students read excerpt from the
speech given by Red Cloud in 1870,
during a visit to Washington, D.C.
Then answer: 1. How does Red Cloud
compare Native Americans and
settlers? 2. Explain whether you
agree or disagree with his assessment
of the Great Father.
Transcontinental Railroad
Homestead Act
Pony Express, Railroads
End of the frontier: barbed wire
Western cattle drives
Federal land grants
7
1st - Nine Week Period – End Date October 13
PASS
1.6
Content and Essential Questions
Evaluate the continuing impact of Reconstruction
policies on the South, including southern reaction
(e.g., Plessy v. Ferguson, and Jim Crow laws).
2.2.B
Describe the effects of the "muckrakers" (e.g.,
Susan B Anthony and William Jennings Bryan) and
reform movements (e.g., Women's Suffrage,
Temperance, Populism, and the Grange
Movement) that resulted in government policies
affecting child labor, wages, working conditions,
trade, monopolies, taxation and the money supply.
4.1.B
Investigate the long term effects of the Early Civil
Rights Movement and leaders (e.g., Booker T.
Washington and W. E. B. Du Bois).
1. How were the civil rights of certain groups in
America undermined during the years after
Reconstruction?
2. What types of discrimination did African
Americans face at the turn of the century?
3. Explain the significance of the 1896 Supreme
Court Case Plessy v. Ferguson.
Grade 11 U.S. History 2009-2010
EOI Topics
1. Gilded Age
2. Segregation and Discrimination:
literacy test, poll tax, grandfather
clause
3. Plessy v. Ferguson
4. Jim Crow Laws
5. Booker T. Washington
6. W.E.B. Du Bois
7. Ida B. Wells
8. Susan B. Anthony
9. Spoils System/Pendleton Civil
Service Act
10. Gold Standard/Free Silver
11. Grange Movement
12. Populism
13. Increased political strength of
third party
14. Political machine: Tammany
Hall, William Marcy Tweed
15. Bimetallism
16. William Jennings Bryan
Instruction
Time
3-4 days
Suggested Assessments,
Activities and Resources
Chapter 9
 Present students with the story of
Homer Plessy and allow them to
determine the outcome of the case
given.
 Compare Booker to. Washington to
W.E.B. DuBois.
 Re-create trial of Plessy v. Ferguson
and then debate the issues.
8
2nd - Nine Week Period Ends December 22
PASS
2.2.B
2.2.D
Content and Essential Questions
Describe the effects of the "muckrakers" (e.g.,
Carey Nation, Susan B. Anthony, Elizabeth Cady
Stanton, Alice Paul, Ida Tarbell, Upton Sinclair, and
William Jennings Bryan) and reform movements
(e.g., Women's Suffrage, Temperance, Populism,
and the Grange Movement) that resulted in
government policies affecting child labor, wages,
working conditions, trade, monopolies, taxation
and the money supply (e.g., Sherman Anti-trust
Act and Triangle Shirtwaist Factory Fire).
Evaluate the rise of the Progressive Movement in
relation to political changes at the national and
state levels (e.g., workplace protections,
conservation of natural resources, increased
political strength of third parties, the direct
primary, initiative petition, referendum, and recall).
1. What were the goals of progressives and what
were their accomplishments?
2. What/who were the Muckrakers? How were
they able to bring about reform?
3. What contributions did women make to the
progressive movement?
4. Contrast the views of Booker T. Washington and
W.E.B. Dubois.
5. What steps is minorities take to combat social
problems and discrimination?
6. What steps did Wilson take to increase the
government’s role in the economy?
Grade 11 U.S. History 2009-2010
EOI Topics
1. Rise of Progressive Movement
2. Muckrakers
 Upton Sinclair
 Jacob Riis
 Ida Tarbell
 Carey Nation: Temperance
Movement
 Jane Addams, Hull House,
settlement house, Social
Gospel movement
 Alice Paul
 Ida B. Wells
 Carrie Chapman Catt
 Elizabeth Cady Stanton
3. Progressive causes
4. Direct primary
5. Initiative petition, Referendum,
and recall, 17th Amendment
6. La Follette
7. Reforms: child labor, wages,
working conditions, trade
monopolies, taxation (16th
amendment), the money supply
8. Triangle Shirtwaist Factory
9. Workplace protection
10. Prohibition
11. Women’s Suffrage
12. 19th Amendment
13. Niagara Movement
14. NAACP
15. Roosevelt’s Square Deal
16. 16th Amendment
17. Workman’s Compensation
18. Meat inspection Act, Pure
Food/Drug Act, Hepburn Act
Instruction
Time
3-4 days
Suggested Assessments,
Activities and Resources
Chapter 10
 Provide students with passages from
the book “The Jungle” written by
Muckraker Upton Sinclair. Followed
by questions.
 Use a four-square worksheet and
have students illustrate their
understanding of progressivism and
its goals.
 Video: “Progressive Era”
9
19. Federal Reserve
20. National Reclamation Act:
Conservation of natural
resources
25. Wilson/Clayton Antitrust Act
Grade 11 U.S. History 2009-2010
10
2nd - Nine Week Period Ends December 22
PASS
3.1.A.
Content and Essential Questions
Identify the goals of and reasons for imperialism
(e.g., Open Door Policy, annexation of Hawaii,
influence of Admiral Alfred T. Mahan, and the
concept of “white man’s burden”) explaining its
impact on developed and developing nations (e.g.,
3.1.B.
Analyze the role of the Spanish-American War in
the development of the United States as a world
power (e.g., yellow journalism, Rough Riders, Platt
Amendment, Teller Amendment, territorial
acquisitions, and contributions of Admiral George
Dewey).
2.1.C
Analyze changes in the domestic policies of the
United States relating to immigration (e.g.,
“Gentlemen’s Agreement”) from 1850-1930.
EOI Topics
1. Causes of imperialism
2. Alfred T. Mahan: his influence
3. Annexation of Hawaii
4. Spanish American War-causes
5. Yellow Press (Yellow Journalism)
6. Jingoism
7. U.S.S. Maine
8. Teller Amendment
9. Treaty of Paris
10. George Dewey contributions
11. “White man’s burden”
12. Roosevelt—Rough Riders
13. Open Door Policy/sphere of
influence
14. Boxer Rebellion
15. Most favored nation
16. Gentleman’s Agreement
17. Platt Amendment
Instruction
Time
4-6 days
Suggested Assessments,
Activities and Resources
Chapter 11
 Create a web with “Roots of U.S.
Imperialism” at the center providing
examples of political, economic, &
cultural causes.
 Excerpts from Open Veins of Latin
America by Eduardo Galeano
 Map activity of colonial possessions of
the world.
 Excerpts from Alfred T. Mahan
 Write newspaper articles explaining
the significance of the major events
leading to U.S. involvement in the
Spanish American War.
1. What is Imperialism?
2. What were the causes & effects of imperialism?
3. What were the goals and reasons for
imperialism?
4. What was the impact on developed and
developing nations (e.g. “banana republic”)?
5. How did the Spanish American war change the
U.S.’s role in world affairs?
3.1.D
Compare and contrast the strengths and
weaknesses of Theodore Roosevelt's foreign policy
and other presidential foreign policies from 18901910, including “Big Stick Diplomacy,” and the
Great White Fleet.
1. What is Big Stick Diplomacy and who promoted
it?
2. How successful was Big Stick Diplomacy and
what was the effect on America’s role in world
affairs?
Grade 11 U.S. History 2009-2010
1. Big Stick Diplomacy
2. Great White Fleet
 Analyze political cartoon of Roosevelt
and Big Stick diplomacy and then
answer questions.
11
3.1.C
3.1.D
Evaluate the reasons for United States involvement
in locating a canal in Central America and the
actions of President Theodore Roosevelt regarding
the Panama Canal.
Compare and contrast the strengths and
weaknesses of Theodore Roosevelt's foreign policy
and other presidential foreign policies from 18901910, including “Dollar Diplomacy,” “Missionary
Diplomacy,”, Roosevelt Corollary, and
interventionism.
1. Why and when did the U.S. realize the need for
a canal?
2. How was the building of the canal
accomplished?
Grade 11 U.S. History 2009-2010
1. Reasons for United States
involvement in locating a canal in
Central America
2. President Theodore Roosevelt’s
action regarding the Panama
Canal
3. Roosevelt Corollary to the Monroe
Doctrine
4. Interventionism
5. William H. Taft/Dollar Diplomacy
6. Woodrow Wilson/Moral
Diplomacy (Missionary
Diplomacy)
 Map activity of Panama Canal found
in map activity book page 59
12
2nd - Nine Week Period Ends December 22
PASS
3.2.A
Content and Essential Questions
EOI Topics
Analyze the factors leading to the involvement of
the United States in World War I (e.g., the alliance
systems, submarine warfare, and the Zimmerman
Note) and the effects of the war on the United
States (e.g., mobilization, propaganda, women in
the workplace, and the First Red Scare).
1. Neutrality
2. European Nationalism
European Background
3. Archduke Ferdinand
4. Triple Entente/Triple Alliance
5. Allies/Central Powers
6. Kaiser Wilhelm
7. New Weapons/Military
Techniques/Convoy
System/trench warfare,
submarine warfare, etc.
United States Declares War
8. Woodrow Wilson
9. Factors leading the United States
into World War I (i.e. unrestricted
sub warfare)
10. Lusitania
11. Zimmerman Note
12. Jeannette Rankin
13. Selective Service Act
14. Espionage/Sedition Act/Eugene
Debbs
15. Committee on Public
Info/George Creel
16. Contributions of women and
minorities
17. Great Migration
18. Effects of World War on the US
19. Lenin-Russian Revolution
1. What were the long and short term causes of
WWI?
2. How did the U.S. attempt to stay out of the
war and what ultimately drew them in?
3. Compare and contrast the reasons some
Americans did not support the war.
4. How did the war affect Americans at home?
5. How did American involvement help the Allies
win World War I?
Grade 11 U.S. History 2009-2010
Instruction
Time
7-9 days
Suggested Assessments,
Activities and Resources
Chapter 12
 In a chart list events or reasons that
promoted and slowed the entrance of
the U.S. into WWI
13
3.2.A
Analyze the factors leading to the involvement of
the United States in World War I and the effects of
the war on the United States (e.g., the First Red
Scare).
3.2.B
Examine the reasons why the United States did not
join the League of Nations and for the nation's
return to isolationism (e.g., Wilson’s Fourteen Points
and the Treaty of Versailles).
1. Henry Cabot Lodge
2. Fourteen Points
3. Treaty of Versailles
4. Reparations/War Guilt Clause
5. Reasons for not joining the
League of Nations
6. Reasons for the return to
isolationism after World War I
7. Effects of the war-Red Scare
 Create a web diagram and fill it in
with details about the provisions,
weaknesses, and opposition to the
Treaty of Versailles in the U.S.
1. How did Americans affect the end of World War
I and its peace settlements?
2. Why did Wilson believe that a “peace without
victory” would help avoid future wars?
3. Why didn’t the U.S. sign the Treaty of Versailles
or join the League of Nations?
4. Why did the U.S. return to its isolationist policy
after WWI?
Grade 11 U.S. History 2009-2010
14
2nd - Nine Week Period Ends December 22
PASS
2.2.A
4.1.C
Content and Essential Questions
Identify the impact of new inventions and
industrial production methods, including new
technologies in transportation and communication
between 1850-1920 (e.g., Henry Ford).
EOI Topics
1.
2.
3.
4.
Impact of automobiles on society
Henry Ford
Mass production/assembly lines
Impact of rural and urban
electrification (Chapter 15 pg.
485-486)
1.
2.
3.
4.
Buying on margin
Installment buying
Consumer attitudes and behavior
Laissez-faire policy
Analyze the impact of the electrification, and
urbanization (e.g., the Great Migration) on
American society.
Instruction
Time
3 days
Suggested Assessments,
Activities and Resources
Chapter 13
 Have students complete document
based assessment on page 443 in
text book.
1. What impact did automobiles have on the U.S.
society?
2. What impact did electrification have on the
U.S. society?
4.2.B
Identify causes contributing to an unstable
economy (e.g., the increased reliance on
installment buying, a greater willingness to
speculate and buy on margin in the stock market,
and government reluctance to interfere in the
economy or laissez-faire policy).
Have students create advertisements of
products from 1920s. Have students
follow up by explaining how
advertisements facilitated increased
spending.
1. What industries were booming during this time
period?
2. What allowed consumers to spend more
money?
3. Why was the government reluctant to interfere
in the economy?
4.2.A*
Examine the growing disparity between the wealth
of corporate leaders and the incomes of small
business owners, industrial workers and farmers.
Grade 11 U.S. History 2009-2010
1. Return to normalcy
2. Warren G. Harding
3. Teapot Dome Scandal
 Write a paragraph describing the
widening gap between the wealthy
and the poor.
15
4.1.B
Investigate the long term effects of reform
movements, such as the Women's Suffrage
Movement, Temperance/Prohibition Movements
(e.g., the 18th, 19th, and 21st Amendments to the
Constitution).
1. How did Americans differ on major social and
cultural issues?
2. What social achievements were made for
women? (Ch. 10)
3. What is prohibition?
4. How did prohibition affect society negatively?
Grade 11 U.S. History 2009-2010
1.
2.
3.
4.
5.
6.
Women’s suffrage
Prohibition
18th Amendment
19th Amendment
21st Amendment
Scopes Trial
 Have students create a chart for
prohibition with causes on the left and
effects on the right
16
2nd - Nine Week Period Ends December 22
PASS
2.1.C
4.1.D
Content and Essential Questions
Analyze changes in the domestic policies of the
United States relating to immigration from 18501930.
Describe rising racial tensions and labor unrest
common in the era (e.g., the Tulsa Race Riot, the
resurgence of the Ku Klux Klan, the rise of
industrial unions, and the labor sit-down strikes).
EOI Topics
1. Quota System 1921
2. Nativitists opposition to
immigration
3. KKK returns
4. National Origins Act 1924
5. Racial tensions: Tulsa Race Riots,
sit-down strikes
6. Labor unrest
1. What was the immigration quota system and
why was it established by the U.S. government
in the 1920’s?
4.1.A
Evaluate literature, music, dance, and forms of
entertainment of the 1920s and 1930s (e.g., the
Harlem Renaissance, the Jazz Age, flappers, the
“Lost Generation,” and “talkies”).
1. Identify causes and results of changing roles of
women in 1920’s.
2. Explain how schools and mass media
influenced U.S. culture in 1920’s.
3. Describe and explain the causes of the Harlem
Renaissance.
4.1.C
Analyze the impact of aviation (e.g., Charles
Lindbergh) on American society.
4.1.D
Describe rising racial tensions and labor unrest
common in the era (e.g., the “Back to Africa”
Movement and Marcus Garvey).
Grade 11 U.S. History 2009-2010
1. Social and cultural development
2. Harlem Renaissance
3. Jazz Age
4. Babe Ruth
5. The new woman/Flapper
6. Langston Hughes
7. Louie Armstrong
8. Bessie Smith
9. Zora Neale Hurston
10. Duke Ellington
11. Sinclair Lewis
12. F. Scott Fitzgerald
13. Ernest Hemingway
14. “Talkies”
15. “Lost Generation”
Instruction
Time
3 days
Suggested Assessments,
Activities and Resources
Chapter 13
 Have students list legislation
restricting immigration-review
Chinese Exclusion Act & Gentlemen’s
Agreement & then cover Quota
system 1921 & National Origins Act
1924.
 Have students create a newspaper
article from 1920s addressing issues
of nativists & new immigration laws.
 Compare and contrast the goals and
values of the supporters and
opponents of Prohibition.
 Write a paragraph explaining how
you think women’s lives changed
most dramatically in the 1920’s.
1. Charles Lindbergh
2. Marcus Garvey: “Back to Africa”
movement
17
2nd - Nine Week Period Ends December 22
PASS
4.2.C
Content and Essential Questions
Examine changes in the business cycle (e.g., the
“Black Tuesday” Stock Market Crash and bank
failures), weaknesses in key sectors of the
economy (e.g., agriculture and manufacturing),
and government economic policies in the late
1920s.
1. What were the causes of the Great
Depression?
2. How did the prosperity of he 1920s give way to
the Great Depression?
3. What were the causes of economic instability?
EOI Topics
1. Role of government in the
economy
2. Problems that led to the Stock
Market Crash-“Black Tuesday”
3. Weakness in agriculture and
manufacturing
4. Stock Market Speculation
5. Hawley Smoot Tariff
Instruction
Time
3 days
Suggested Assessments,
Activities and Resources
Chapter 14
 Create a diagram listing the causes of
the Great Depression
4.2.D
Analyze the effects of the Stock Market Crash
between October 1929 and March 1933 (e.g.,
unemployment, the shrinking economy, Herbert
Hoover’s economic policies, the “Bonus Army,”
Securities and Exchange Commission,
“Hoovervilles,” and the presidential election of
1932).
1. How does the stock market affect the
economy?
1. Effects of the Stock Market
Crash: issues and events
occurring before October 1929
and March 1933
2. Bank Failures
 Provide students with examples of
companies invested in the stock
market. Ask students to explain the
basis for soaring stock prices in 1920s
& what happened when investors in
1929 lost confidence in the market?
4.3.A
Evaluate the impact of the Great Depression, the
Dust Bowl (e.g., migration of the Okies).
Chapter 14-pg 457 Dust Bowl
4.2.D
Analyze the effects of the Stock Market Crash
between October 1929 and March 1933 (e.g.,
unemployment, the shrinking economy, Herbert
Hoover’s economic policies, the “Bonus Army,”
Securities and Exchange Commission,
“Hoovervilles,” and the presidential election of
1932).
1. How did the Depression affect the lives of
Americans?
2. What were the causes of the Dust Bowl and
how did those affected react?
1. Impact of the Great Depression
2. Dust Bowl
3. Effect on rural and urban
Americans
4. Migration west
5. Hoovervilles
6. Tenant farmers
7. Okies’ migration
8. Herbert Hoover (Hoover Dam,
Reconstruction Finance Corp, &
Bonus Army March)
Grade 11 U.S. History 2009-2010
 In a two column chart list problems
that FDR confronted as president and
how he tried to solve them.
 Create an outline of major new deal
programs, the type of assistance it
offered, and the impact it had.
18
2nd - Nine Week Period Ends December 22
PASS
4.2.D
Content and Essential Questions
Analyze the effects of the Stock Market Crash
between October 1929 and March 1933 (e.g.,
Securities and Exchange Commission, and the
presidential election of 1932).
4.3.A
Evaluate the impact of the Great Depression, the
Dust Bowl and the New Deal economic policies on
business and agriculture, as well as on the
American people, their culture and political
behavior. (e.g., FDR’s court packing plan and the
“fireside chats”).
4.3.B
Assess the impact of the expanded role of
government in the economy since the 1930s. (e.g.,
FDR’s “New Deal,” deficit spending and new
federal agencies – Social Security Administration,
FDIC, TVA, WPA, and CCC).
4.3.C
Identify the contributions of key individuals of the
period between the wars (e.g., Will Rogers,
Eleanor Roosevelt, Franklin Roosevelt, Huey Long,
“The Brain Trust,” and Woody Guthrie).
1. How did the New Deal attempt to address the
causes and effects of the Great Depression?
2. What were the two major criticisms of FDR’s
New Deal economic policies?
3. Why did the beginning of the depression make
it essential to have some form of Social
Security?
4. What impact did the New Deal have on women?
5. How did the FDR administration increase the
role of the government in the economy?
Grade 11 U.S. History 2009-2010
EOI Topics
1.
2.
3.
4.
5.
Presidential Election 1932
Franklin and Eleanor Roosevelt
Brain Trust
New Deal economics
New Deal programs
 Deficit spending
 Social Security Administration
 FDIC
 TVA
 WPA
 CCC
 Security and Exchange
Commission
6. Fireside chats
7. 2nd New Deal programs
8. John L. Lewis
9. Huey Long
10.
Social changes in the 1930s
11. Black Cabinet
12. Expanded role of government
in the economy since 1930
13. Court packing
14. Modern Welfare State
15. 22nd Amendment
Instruction
Time
3-4 days
Suggested Assessments,
Activities and Resources
Chapter 15
Have students complete “two sides of
presidency” worksheet covering the FDR
administration.
Cultural of the 1930s
1. Franklin and Eleanor Roosevelt
2. Dorothea Lange
3. John Steinbeck
4. Will Rogers
5. Woody Guthrie
19
3rd - Nine Week Period – End Date March 10
PASS
Content and Essential Questions
EOI Topics
5.1.A *
Relate the rise of totalitarian regimes in the Soviet
Union, Germany, Italy, and Japan to the rise of
communism, Nazism, and fascism in the 1930s and
1940s, and the response of the United States.
1. Totalitarian Powers
2. Joseph Stalin and Communism—
Soviet Union
3. Benito Mussolini and Fascism—
Italy
4. Adolph Hitler and NazismGermany—Mein Kampf
5. Hideki Tojo—Japan
6. Fall of France/Charles de Gaulle
7. Battle of Britain/Winston Churchill
8. Franklin Roosevelt
9. Non Aggression Pact
1. Why did totalitarian states rise after World War
I, and what did they do?
2. How did the United States respond to
increasing totalitarian aggression in Europe and
Asia?
5.1.B
Describe the roles of appeasement and
isolationism in the United States’ reluctance to
involve itself in world conflicts during 1937-1941
(e.g., the Lend-Lease Act, and the Neutrality Acts).
5.2.A
Identify major battles, military turning points, and
key strategic decisions in both the European and
Pacific Theaters of operation (e.g., Pearl Harbor).
1.
2.
3.
4.
5.
6.
7.
Instruction
Time
5-7 days
Suggested Assessments,
Activities and Resources
Chapter 16
 Create a flow chart with illustrations
that show issues and events that led
to WWII and the eventual U.S.
involvement
 Create a Timeline to track German
expansion from 1937-1940.
 Have students respond to the
following question:
 “What if the Japanese had never
bombed Pearl Harbor?”
Isolationism prior to World War II
Appeasement/Munich Pact
Neutrality Act of 1939
Lend-Lease Act
“Four Freedoms” Speech
Atlantic Charter
Pearl Harbor
1. Why did the Britain, France, and the United
States follow a policy of appeasement?
2. According to interventionists, how would aiding
the Allies actually keep the United States out of
the war?
3. How did Americans react to the attack on Pearl
Harbor and what actions did they take?
Grade 11 U.S. History 2009-2010
20
5.1.C
Evaluate the impact of preparation and mobilization
for war, including the internment policies and their
effects (e.g., internment of minority Americans,
such as, Japanese, Germans, and Italians;
Korematsu v. United States; rationing; role of
women in the workforce and armed services; and
discrimination and segregation at home and in the
armed forces).
1. What were the first actions taken by the United
States once war was declared?
2. What military advantages did the United States
have over Japan?
3. How did the United States organize and
distribute its resources to achieve victory during
WWII?
4. In what ways did women and minorities
contribute to the war effort at home and
abroad?
Grade 11 U.S. History 2009-2010
1. Preparation and mobilization for
war
2. Rationing
3. Douglas MacArthur
4. Doolittle’s Raid
5. Battle of Coral Sea
6. Bataan Death March
7. Internment polices and their
effects (Korematsu v. United
States
 Create a recruiting poster to inspire
Americans in the war effort for WWII.
Poster should include the reasons why
the U.S. is involved in the war.
Include key terms, events and/or
issues in the poster.
21
3rd - Nine Week Period – End Date March 10
PASS
5.2.A
Content and Essential Questions
Identify major battles, military turning points, and
key strategic decisions in both the European and
Pacific Theaters of operation (e.g., Pearl Harbor;
Battle of Midway; the D-Day Invasion; Battle of the
Bulge; the development and use of the atomic
bomb; island-hopping strategy, such as Iwo Jima;
and the Allied conferences, such as Yalta).
1. Why did the Allies decide to concentrate first on
the war in Europe?
2. What impact did the Battle of Midway have on
Japanese expansion in the Pacific?
3. Why was the Battle of Stalingrad a turning point
in World War II?
4. Why was the island-hopping campaign in the
Pacific so deadly to both sides?
5. What were the events that led to the
development of the Atomic bomb?
6. Why did President Truman feel justified in
using the Atomic bomb to end World War II?
7. What were the major immediate and long-term
effects of World War II?
8. What steps did the United States take to
increase its role in the postwar world?
5.2.B
Analyze public and political reactions in the United
States to the events of the Holocaust.
EOI Topics
1.
2.
3.
4.
5.
Dwight D. Eisenhower
Battle of Midway
D-Day Invasion
Battle of the Bulge
Island-hopping strategies in the
Pacific: Iwo Jima
6. Tuskegee Airman
7. Discrimination and segregation
(at home and in the armed
forces)
8. Atomic bomb: decision and
effects (Manhattan Project,
Hiroshima and Nagasaki
9. Harry S. Truman
10. Albert Einstein
11. Robert Oppenheimer
12. Allied Conferences—Yalta
Potsdam
13. Decline of imperialism
14. U.S. becomes world power
15. United Nations
16. GI Bill of Rights
Instruction
Time
6-8 days
Suggested Assessments,
Activities and Resources
Chapter 17
 List the 5 most important political and
military events of World War II
Complete a map of Europe, Asia and
North Africa indicating counties,
major battles, and areas of
occupation.
 Have students debate issue on
decision to drop the atomic bomb.
Was this an ethical or unethical
decision made by President Truman?
Were there any alternatives?
 Have students compare/contrast
League of Nations & the UN.
1. Reactions to the Holocaust
including the Nuremburg Trials
2. War Refugee Board
1. What groups fell victim to the Nazi regime in
Germany and its conquered territories?
2. How did the Holocaust develop and what were
its results?
3. What was the U.S. reaction to German
persecution of non-“Aryan” people?
Grade 11 U.S. History 2009-2010
22
3rd - Nine Week Period – End Date March 10
PASS
6.1.A
Content and Essential Questions
Identify the origins of the Cold War and its foreign
and domestic consequences, including
confrontations with the Soviet Union in Berlin and
Cuba (e.g., the postwar division of Europe, the
Warsaw Pact, the “Iron Curtain,” the Marshall Plan,
the Berlin Airlift, the Berlin Wall, the Bay of Pigs
Invasion, and the Cuban Missile Crisis).
6.1.B
Evaluate the United States’ attempts at the
containment of Communism including the Truman
Doctrine and the involvement of the United
Nations in the Korean War.
6.2.B
Describe the role of the United States in the
formation of the United Nations, NATO, and
SEATO.
1. What were the events that led to the
dissolution of the U.S.-Soviet alliance?
2. How did the United States respond to the
expansion of communism and Soviet influence?
3. What events caused President Truman to
propose what became known as the Truman
Doctrine?
4. How did Americans react to the possible
expansion of communism within the U.S.?
5. What were the events leading to the formation
of the UN and NATO?
6. Why did the U.S. feel both were necessary?
7. Why did the U.S. feel U.N. involvement in
Korea was necessary
8. What was the result of U.S. involvement in
Korea?
Grade 11 U.S. History 2009-2010
EOI Topics
1.
2.
3.
4.
Origins of the Cold War
Postwar division of Europe
Establishment of the Iron Curtain
Confrontations with the Soviet
Union in Berlin and Cuba
5. Formation of NATO and SEATO
6. United Nations
7. Warsaw Pact
8. Truman Doctrine
9. U.S. policy of containment and its
consequences
10. Marshall Plan
11. Berlin Airlift
12. United Nations in Korea
Instruction
Time
7-9 days
Suggested Assessments,
Activities and Resources
Chapter 18
 Have students analyze the impact of
the Truman Doctrine and the Marshall
Plan by making charts listing the
causes leading to the U.S. to react as
well as the results of U.S. policies.
 Create a Flowchart that chronicles
how the Cold War escalated from
1945-1962. Include 2 to 3 sentence
explanations for each event and/or
policy.
 Complete a map of Europe indicating
countries, iron curtain, and NATO v.
Warsaw Pact counties.
 Have students complete map activity
on page 68 in map activity book
covering Europe after WWII.
 Have students create a chart of pros
and cons of U.S. involvement in
Korea. Have students discuss the
expanded role of the U.S. in foreign
affairs due to the Korean War.
23
6.1.C
Describe the fear of communist influence within the
United States including the McCarthy hearings (e.g.,
the Second Red Scare and various congressional
hearings).
1. What methods did the United States use in its
global struggle against the Soviet Union?
2. How was Eisenhower’s approach to foreign
affairs different from that of Truman?
3. How did fear of domestic communism affect
American Society during the Cold War?
Grade 11 U.S. History 2009-2010
1. Domestic response to
communism
2. Eisenhower Doctrine
3. House Un-American Activities
Committee (HUAC)/Hollywood
Ten
4. Hearings and actions regarding
communism (Hiss, Rosenberg’s)
5. McCarthyism
6. Red Scare
24
3rd - Nine Week Period – End Date March 10
PASS
6.3.A
6.3.F
Content and Essential Questions
Describe de jure and de facto segregation policies,
attempts at desegregation and integration, and the
impact of the Civil Rights Movement on society
(e.g., Brown v. Board of Education of Topeka,
Kansas, the Montgomery Bus Boycott, the lunch
counter sit-down strikes in Oklahoma City and
elsewhere, the Freedom Rides, integration of Little
Rock Central High School, the Civil Rights Act of
1964, and the Voting Rights Act of 1965).
Identify the contributions of political leaders,
political activists, civil rights leaders (e.g., Dr.
Martin Luther King, Jr., Malcolm X, Thurgood
Marshall).
1. How did segregation affect the lives of African
Americans?
2. What events of the 1940’S and 1950’S were
the beginnings of the Civil Rights Movement?
3. How did Civil Rights Activists especially Martin
Luther King and Malcolm X challenge
discrimination?
4. How did the civil rights movement gain ground
in the 1960s?
5. What was the impact of the Civil Rights Act of
1964, the Voting Rights Act of 1965, and the
assassination of MLK affect the U.S.?
Grade 11 U.S. History 2009-2010
EOI Topics
1. de jure and de facto segregation
policies
2. Thurgood Marshall
3. Brown v Board of Education of
Topeka, Kansas
4.
5.
6.
7.
Little Rock “Central High School”
Civil Rights Act 1957
Plessy v Ferguson
Attempts at desegregation and
integration
8. Montgomery Bus Boycott/Rosa
Parks
9. Martin Luther King, Jr./SCLC
10. Freedom Rides/Freedom
Summer
11. Birmingham
12. March on Washington
13. Civil Rights Act 1964
14. 24th Amendment
15. Selma/Voting Rights of 1965
16. Malcolm X and Nation of Islam
17. Sit-in’s/SNCC
18. Lunch counter sit-down strikes
in OKC and elsewhere
19. Stokley Carmichael/Black Power
Instruction
Time
4-6 days
Suggested Assessments,
Activities and Resources
Chapter 20
 Make a poster reflecting issues of the
Civil Rights Movement. Ex. Jim Crow,
Brown v. Board of Education, etc.
 Compare the writings of Martin
Luther King, Jr. and Malcolm X.
 Birmingham Children’s March
“Teaching Tolerance”
25
3rd - Nine Week Period – End Date March 10
PASS
6.1.A
Content and Essential Questions
Identify the origins of the Cold War and its foreign
and domestic consequences, including
confrontations with the Soviet Union in Berlin and
Cuba (e.g., the Bay of Pigs Invasion, and the
Cuban Missile Crisis).
EOI Topics
1.
2.
3.
4.
5.
Election of 1960
John F. Kennedy foreign policy
Bay of Pigs/Fidel Castro
Cuban Missile Crisis
Berlin Wall-Nikita Khrushchev
6.3.I
Examine the proliferation of nuclear weapons and
the arms race (e.g., Sputnik and the space race).
1. What were the goals of Kennedy’s New
Frontier?
2. What were the major goals and achievements
of LBJ’s Great Society?
Analyze how the principles and structures of the
United States Constitution have changed through
amendment and judicial interpretation (e.g., the
22nd and 25th Amendments, the Warren Court,
Gideon v. Wainwright, and Miranda v. Arizona).
1. What were the reasons for passing and the
impact of the 22nd and 25th amendments to the
Constitution?
2. How did the Warren Court decisions alter the
rights of the accused?
Grade 11 U.S. History 2009-2010
3-4 days
Suggested Assessments,
Activities and Resources
Chapter 21


1. How did Kennedy respond to the continuing
challenges of the Cold War?
2. What strategies did Kennedy use to improve
relations between the United States and
developing countries?
3. What were the causes and effects of the U.S.
confrontation with the U.S.S.R. in Berlin?
4. What were the causes and effects of the Bay of
Pigs invasion and the U.S./Soviet confrontation
in Cuba?
6.2.A
Instruction
Time
1. Kennedy’s New Frontier
2. Lyndon B. Johnson’s Great
Society
3. Warren Commission
1.
2.
3.
4.
5.
Gideon v Wainwright
Miranda v Arizona
Escebedo vs. Illinois
Baker vs. Carr
Mapp vs. Ohio
Use a Venn diagram to show the
major legislative programs of the
New Frontier and the Great Society
Have students complete section
assessments. Then have small
groups of students get together to
discuss and answer the questions.

Have students create a poster
covering major legislation/programs
from the Great Society.

Present students with the situations
surrounding the court cases
Escobedo v. Illinois & Gideon v.
Wainwright and allow them to
decide the outcome. Conclude, by
having students explain how these
court cases still affect their lives
today.
26
3rd - Nine Week Period – End Date March 10
PASS
6.2.C
Content and Essential Questions
Evaluate the causes and long term foreign and
domestic consequences of United States’ military
commitments in Southeast Asia, including the
Vietnam War (e.g., “Domino Theory;” the Tonkin
Gulf Resolution; the Tet Offensive; the presidential
elections of 1968 and 1972; student protests;
expanded television coverage of the war; and the
War Powers Act).
1. Why did the U.S. support the French in their
quest to re-conquer Indochina?
2. What events led from support of the French to
direct U.S. involvement in Vietnam?
3. What were the effects of low morale on
American troops and on the home front?
4. How did the Vietnam War impact American
society and American foreign policy?
Grade 11 U.S. History 2009-2010
EOI Topics
1.
2.
3.
4.
5.
Ho Chi Minh/Dien Bien Phu
Domino Theory
Vietcong
Gulf of Tonkin Resolution
Napalm/Agent Orange/Search &
Destroy
6. Hawks vs. Doves
7. Geneva Accords
8. Credibility Gap
9. Tet Offensive
10. Election of 1968, 1972
11. Vietnamization
12. Antiwar Protest/Kent State
13. Expanded TV coverage of the
war
14. My Lai
15. Pentagon Papers
16. Paris Peace Accords
17. War Powers Act
18. Realpolitik/Detente/SALT I
Instruction
Time
4-6 days
Suggested Assessments,
Activities and Resources
Chapter 22

Organize 2 teams for a debate.
One team should argue for the side
of the doves and the other team
argues on behalf of the hawks.

Video: “Letters from Vietnam”
27
4th - Nine Week Period – End Date May 12
PASS
Content and Essential Questions
6.3.B
Evaluate the success of the Women's Liberation
Movement (e.g., Equal Rights Amendment, Roe v.
Wade, Betty Friedan, and NOW) and the changing
roles of women during the 1950s through the mid1970s.
6.3.F
Identify the contributions of political leaders,
political activists, civil rights leaders (e.g., César
Chavez).
6.3.F
Identify major political issues including the
Watergate Scandal.
EOI Topics
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
Equal Rights Amendment
Feminism
Betty Friedan
Now
ERA
Gloria Steinem/Phyllis Schlafly
Roe vs. Wade
Cesar Chavez/UFA
Aim
Earth Day/EPA
Rachel Carson
1. Watergate
Analyze how the principles and structures of the
United States Constitution have changed through
amendment and judicial interpretation (e.g., the
22nd and 25th Amendments, the Warren Court,
Gideon v. Wainwright, and Miranda v. Arizona).
Suggested Assessments,
Activities and Resources
Chapter 23
1-2 days
Chapter 24
 Present students with the case of
United States v. Nixon and allow
them to determine if executive
privilege is absolute.
1. What was the Watergate incident and what
were the effects on the U.S.
6.3.I
Instruction
Time
1. 25th Amendment
Review for EOI Test
Grade 11 U.S. History 2009-2010
28
4th - Nine Week Period – End Date May 12
PASS
6.2.D*
Content and Essential Questions
Examine the strategic and economic factors in the
development of Middle East policy and relations
with African nations, including South Africa.
EOI Topics
Instruction
Time
Suggested Assessments,
Activities and Resources
Chapter 24

Have students create a concept web
to record main ideas & details about
foreign policies of Carter
administration

Have students read “Ronald Reagan:
Tear down the wall” on page 830 of
text book and answer questions.
1. What were the successes and failures of
President Carter’s foreign policy in the Middle
East?
6.2.E*
Analyze the reasons for the collapse of
Communism in Eastern Europe and the Soviet
Union, and relate the end of the Cold War to new
challenges to the United States’ leadership role in
the world.
1. How did President Reagan challenge
communism in the USSR?
6.3.H*
6.2.D*
Evaluate the impact of political scandals (e.g., IranContra) on federal law, national policies, and
political behavior.
1. Describe the Iran-Contra scandal and the
effect on the Reagan/Bush Presidencies.
2.
Examine the strategic and economic factors in the
development of Middle East policy and relations
with African nations, including South Africa.
Chapter 24

Have students complete “two sides
of the presidency” worksheet
covering the Regan and Bush
administrations.

Have students create a timeline of
American foreign policy after the
Cold War.
1. What factors led to the Persian Gulf War and
what impact did it have on the U.S. and the
world?
Grade 11 U.S. History 2009-2010
29
4th - Nine Week Period – End Date May 12
PASS
Content and Essential Questions
6.3.D*
Assess the impact of violet crime, and illegal drug
use and trafficking.
6.3.E*
6.3.C*
Explain the effects of increased immigration, the
influx of political refugees, and the increasing
number of undocumented aliens on society and
the economy.
1. What are the causes and affects of
demographic changes in the nation?
Examine the technology revolution and its impact
on communication, transportation and industry.
1. How did the computer develop and what was
its impact on business and industry?
6.2.E*
6.3.H*
Analyze the reasons for the collapse of
Communism in Eastern Europe and the Soviet
Union, and relate the end of the Cold War to new
challenges to the United States’ leadership role in
the world.
Evaluate the impact of political scandals (e.g.,
Iran-Contra, and the Clinton impeachment) on
federal law, national policies, and political
behavior.
EOI Topics
Instruction
Time
Suggested Assessments,
Activities and Resources
Chapter 25
 Create a chart to summarize Bush’s
major foreign policy decisions.
Chapter 26
 Analyze graph comparing source of
immigration, 2000 and U.S.
Population by race, 2000.
Chapter 26
 Have students create a flow chart
covering technology making three
columns: computers,
communication, & globalization to
categorize technological changes &
their impact
 Have students write/explain how the
internet affects life today & how the
internet has led to greater
interdependence among nations.
Chapter 26
 Have students analyze political
cartoon covering Clinton’s
impeachment. Have students
discuss opinions concerning the
impeachment process.
1. Why was Bill Clinton elected in 1992?
2. What was the Contract with America and how
successful was it?
3. What caused the impeachment of Clinton?
Grade 11 U.S. History 2009-2010
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Grade 11 U.S. History 2009-2010
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