GRADE LEVEL 11
STANDARD 11.1a
The student will analyze and explain the contacts between American Indians and European settlers during the Age of Discovery, in terms of
• economic and cultural characteristics of the groups.
Essential Understandings
Essential Questions
Essential Knowledge
The differences between North
American Indians and European
settlers were fundamental.
How did American Indians and
Europeans differ economically and
culturally?
North American Indians
(not to be named specifically)
Belief systems
• Spiritual relationship with the
Earth and nature
Political structure
• A range from simple tribal units
to confederations to empires
Economic systems
• Communal control of land
• Life in harmony with the land,
using it to sustain life and not to
create wealth
• Roles of men and women
Technology
• Bows, arrows, spears, and
tomahawks
• Subsistence farming and hunting tools and weapons
Cultural differences often lead to
conflict.
Essential Skills
Explain simple charts. (M)
Explain charts comparing two or
more concepts. (M)
Europeans
Belief systems
• Christianity and the missionary
spirit
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GRADE LEVEL 11
STANDARD 11.1a (continued)
The student will analyze and explain the contacts between American Indians and European settlers during the Age of Discovery, in terms of
• economic and cultural characteristics of the groups.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Political structure
• Monarchies and limited monarchies
• Evolving legal and political
concepts of democracy and
respect for individual rights and
liberties
Economic systems
• Belief in private ownership of
property
• Combined labor with property
to create wealth
• Roles of men and women
Technology
• Advanced weaponry, including
guns, cannons, and armor
• Navigational abilities
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
2
GRADE LEVEL 11
STANDARD 11.1b
The student will analyze and explain the contacts between American Indians and European settlers during the Age of Discovery, in terms of
• motives and strategies of the explorers and settlers.
Essential Understandings
Essential Questions
Essential Knowledge
*European explorers and settlers
were motivated by the same
forces, although their strategies
differed.
Why and how did Europeans
explore and settle North America?
Motives
Gold, Glory, and God
• Political expansion of territories
for emerging European nationstates
• Expansion of markets and
accumulation of wealth
• Spread of Christianity
• Many sought better economic
opportunity and religious
freedom
* It is not intended that test
items identify explorers by name
because of such testing at grades
3, 4/5, 8, & World History to
1000 A.D.
Essential Skills
Collect, organize, and record
information. (MC)
Gather, classify, and interpret
information. (MC)
Strategies
• Governmental sponsorship of
exploration and colonization
• Colonization
• Joint stock companies (Charters
of the the Virginia Company)
• Trading posts
• Role of the church: conversion
of Native Americans and
establishment of missions
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3
GRADE LEVEL 11
STANDARD 11.1c
The student will analyze and explain the contacts between American Indians and European settlers during the Age of Discovery, in terms of
• impact of European settlement on the American Indians.
Essential Understandings
Many encounters between settlers
and North American Indians were
characterized by intolerance and
misunderstanding leading to
conflict, violence, migration, and
death for the Indians.
Essential Questions
How were the lives of North
American Indians changed by the
arrival of European settlers?
Essential Knowledge
• European encroachment on land
caused successive waves of
North American Indian migrations.
• Europeans introduced new
diseases, triggering epidemics,
which led to widespread Indian
fatalities.
• While wars among North
American Indians were common
before European colonization,
violence and warfare escalated
as Indians confronted their
European rivals.
• Europeans encouraged the
North American Indians to
adopt Christianity, European
customs, and various farming
techniques.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Explain cause and effect relationships. (MC)
Compare and contrast differing
sets of ideas, values, personalities,
behaviors, and institutions. (MC)
4
STANDARD 11.1c (continued)
GRADE LEVEL 11
The student will analyze and explain the contacts between American Indians and European settlers during the Age of Discovery, in terms of
• impact of European settlement on the American Indians.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
*When teaching the above essential
knowledge, the teacher
should include
11.15d—Understand the settlement patterns, migration routes,
and cultural influence of various
racial, ethnic, and religious
groups.
11.15f—Analyze the political,
social, and economic implications of demographic changes in
the nation over time.
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GRADE LEVEL 11
STANDARD 11.1d
The student will analyze and explain the contacts between American Indians and European settlers during the Age of Discovery, in terms of
• legacies of contact, cooperation, and conflict from that period.
Essential Understandings
Europeans imposed their culture
on, as well as borrowed ideas from,
the North American cultures.
The North American Indians
resisted giving up their cultural
identity.
Essential Questions
What were the consequences of
contact between North American
Indians and European settlers
during the Age of Discovery?
Essential Knowledge
Economic exchange
Formal and informal trade of
goods including fruits, vegetables,
grains, livestock, and fur
Essential Skills
Draw conclusions and make
generalizations about data. (MC)
Exchange of ideas
Exchange of religious beliefs,
economic ideas and practices, and
technology
Indian resistance to the exchange
The Indians used a variety of
strategies to resist dominance by
Europeans, including farming
alliances, open hostility, including
violent attacks on settlers, and
migration to new lands.
• Opechancanough’s Wars
• King Philip’s War
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GRADE LEVEL 11
STANDARD 11.2a
The student will compare the colonization of Virginia with that of other American colonies, in terms of
• motivations of ethnic, religious, and other immigrants and their influences on the settlement of colonies.
Essential Understandings
The different motives of various
groups resulted in three distinct
settlement patterns.
Essential Questions
What motivated Europeans to
settle in the English colonies?
How did their motivations influence their settlement patterns?
Essential Knowledge
Motivations
New England
• Freedom from religious persecution
• Opportunity to found a Christian society
• Economic opportunity
Middle
• Freedom from religious
persecution for several religious
groups
• Economic opportunity
Virginia and other Southern
colonies
• Economic opportunity
• Economic opportunities through
land grants from the Crown
Essential Skills
Locate areas (regions) on maps
and globes. (MC)
Gather, classify, and interpret
information . (MC)
Draw conclusions and make
generalizations about data. (MC)
Influences on settlement
New England
• Covenant community (Mayflower Compact)
• Citizen participation
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GRADE LEVEL 11
STANDARD 11.2a (continued)
The student will compare the colonization of Virginia with that of other American colonies, in terms of
• motivations of ethnic, religious, and other immigrants and their influences on the settlement of colonies.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Middle
• Tolerant society
• Commercial centers
Virginia and other Southern
colonies
• Agricultural economy
• Landed gentry
• Royalist “cavaliers”(Virginia) vs.
New England Puritans
• Social reform (Georgia)
*When teaching the above essential
knowledge, the teacher should
include the following standards:
11.15a—Locate and explain the
location and expansion of the
original colonies.
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GRADE LEVEL 11
STANDARD 11.2b
The student will compare the colonization of Virginia with that of other American colonies, in terms of
• economic activity.
Essential Understandings
The New England and Middle
colonies developed their economies primarily around commerce
while Virginia and other Southern
colonies built their economies
around agriculture.
Essential Questions
How did the economic activity of
the three colonial regions reflect
their geography?
Why was African slavery introduced into the colonies?
Essential Knowledge
New England
• Shipbuilding, shipping, fishing,
rum trading, lumbering, live
stock trading, subsistence
farming
Middle Colonies
• Trading of food commodities,
shipbuilding, farming
Essential Skills
Explain simple charts. (MC)
Explain charts comparing two or
more concepts. (MC)
Identify regional patterns on maps
and globes. (MC)
Virginia and other Southern
colonies
• Tobacco, wheat, cattle, furs, rice,
indigo
• Plantation economy
• Indentured servitude/slavery
• Forced migration of Africans
(Middle Passage)
*When teaching the above essential
knowledge, the teacher should
include following standard:
11.15e—Compare patterns of
agricultural and industrial
development in different regions
as they relate to natural resources, markets, and trade.
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9
STANDARD 11.2c
GRADE LEVEL 11
The student will compare the colonization of Virginia with that of other American colonies, in terms of
• political developments.
Essential Understandings
Essential Questions
Essential Knowledge
Early American colonists practiced
self-government in a variety of
ways.
How do the three colonial regions
compare in their political systems?
New England
• Religious covenant (Mayflower
Compact)
• Puritan theocracy
• Town meetings
• Royal governors
Middle Colonies
• Combination of approaches used
in New England and the South
• Less structured relationship
between the church and state
• Royal governors
Virginia and other Southern
colonies
• Commercial agreements (Virginia Charters)
• Establishment of the Church of
England
• Houses of Burgesses in Virginia
and other colonial legislatures
• Royal governors
• Bacon’s Rebellion
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Explain simple charts. (MC)
Explain charts comparing two or
more concepts. (MC)
10
STANDARD 11.2d
GRADE LEVEL 11
The student will compare the colonization of Virginia with that of other American colonies, in terms of
• social customs, the arts, and religious beliefs.
Essential Understandings
Religious beliefs and economic
necessities influenced the social
customs and arts of the colonies.
The Great Awakening had social
and political as well as religious
effects.
Essential Questions
How did the religious and economic necessities influence the
social customs and the arts of the
colonies?
Essential Knowledge
New England
• Hierarchy based on religious
standing
• Functional architecture
• Puritan dissenters
• Salem witch trials
Middle Colonies
• More flexible social structure
• Mixture of architecture styles
• Multiple religious groups,
including Catholics and Quakers
Virginia and other Southern
colonies
• Hierarchy based on social status
and ownership of land
• Plantation architecture and
classical architecture
• Primarily Church of England
Essential Skills
Explain simple charts. (MC)
Explain charts comparing two or
more concepts. (MC)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• problems of intolerance toward
religious groups in American
Society. (11.18f)
Great Awakening
• Series of religious revivals
• Increased participation by
women
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GRADE LEVEL 11
STANDARD 11.3a
The student will analyze and explain events and ideas of the Revolutionary Period, with emphasis on
• changes in British policies that provoked the American colonists.
Essential Understandings
The British government began to
interfere more directly than ever
before in the political and economic life in the colonies.
British interference sparked deep
anger and resentment among
many colonists.
Essential Questions
Why do people revolt?
Why did the British government
impose taxes and restrictions on
the colonies?
Essential Knowledge
Essential Skills
British policy of mercantilism
• Navigation Acts
Explain cause and effect relationships. (MC)
French and Indian/Seven Years
War
Sequence events in chronological
order. (MC)
Colonists taxed to pay for defense
• Sugar Act
• Stamp Act
• Townsend Act
Restructuring of settlement areas
• Proclamation of 1763
Privacy issues
• Writs of Assistance
• Quartering of Troops
• Quartering Act
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STANDARD 11.3b
GRADE LEVEL 11
The student will analyze and explain events and ideas of the Revolutionary Period, with emphasis on
• the debate within America concerning separation from Britain.
Essential Understandings
The ideas of the Enlightenment
and the perceived unfairness of
British policies provoked debate
and resistance by the American
colonists.
Essential Questions
Why do people revolt?
How did both sides perceive the
relationship between the mother
country and colonies, especially on
the question of representation?
Were the American colonists
justified in their hostility to British
policy?
Essential Knowledge
Events concerning separation
• Stamp Act Congress
• Boston Massacre
• Committees of Correspondence
• Boston Tea Party
• First Continental Congress
• Interference with colonial
governments
Ideas supporting separation
• Natural Rights of Man
• Social Contract Theory
• “Taxation without Representation”
Ideas against separation
• Taxation of colonists was
justified to pay French and
Indian War debts.
• Colonists were virtually represented in Parliament.
• Support for law and order
• Not all Americans supported
separation from England.
Definition of patriot and loyalist.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Distinguish fact from fiction. (MC)
The student will develop skills for
historical analysis, including the
ability to
• analyze documents, records,
and data (such as artifacts,
diaries, letters, photographs,
journals, newspapers, historical accounts, etc.).
• develop perspectives of time
and place, including the construction of various time lines
of events, periods, and
personalities in American
history. (11.17a, d) (M)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the evolution of rights, freedoms, and protections through
political and social movements.
(11.18g) (M)
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GRADE LEVEL 11
STANDARD 11.3c
The student will analyze and explain events and ideas of the Revolutionary Period, with emphasis on
• the Declaration of Independence and “Common Sense.”
Essential Understandings
Essential Questions
The key documents of “Common
Sense” and the Declaration of
Independence defined the basic
principles which justified the
rebellion.
What is the importance of “Common Sense” and the Declaration of
Independence?
What are the essential principles
expressed in the Declaration of
Independence?
Essential Knowledge
“Common Sense”
• Widely distributed pamphlet
which aroused support for
independence among colonists
• Author, Thomas Paine
Declaration of Independence
• Inalienable rights of life, liberty,
and the pursuit of happiness
• All men are created equal.
• Governmental authority derives
from consent of the governed.
• Right of resistance
• Author, Thomas Jefferson
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Distinguish fact from fiction. (MC)
Distinguish between primary and
secondary sources. (MC)
The student will develop skills for
historical analysis, including the
ability to
• analyze documents, records, and
data (such as artifacts, diaries,
letters, photographs, journals,
newspapers, historical accounts,
etc.). (11.17a) (M)
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STANDARD 11.3d
GRADE LEVEL 11
The student will analyze and explain events and ideas of the Revolutionary Period, with emphasis on
• individuals, including Virginians, who provided leadership in the Revolution.
Essential Understandings
A variety of people played different roles, all critical to the success
of the American Revolution.
Essential Questions
Who were the significant leaders
during the American Revolution
and why were they significant?
Essential Knowledge
Virginians
Patrick Henry—one of the earliest
and most passionate spokesmen
for independence
Richard Henry Lee—his resolution led to the drafting of the
Declaration of Independence
Thomas Jefferson—author of the
Declaration of Independence
George Washington—Commander
of the Continental Army
Non-Virginians
Benjamin Franklin—patriot who
persuaded France to ally itself with
the American independence
movement
Sam Adams—organizer of the
Committees of Correspondence
John Adams—persistent and outspoken supporter of independence
who encouraged others to join the
movement
Marquis de Lafayette—French
officer who persuaded France to
contribute troops to the American
Revolution
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
The student will develop skills for
historical analysis, including the
ability to
• develop perspectives of time
and place, personalities in
American history. (11.17d) (M)
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GRADE LEVEL 11
STANDARD 11.3e
The student will analyze and explain events and ideas of the Revolutionary Period, with emphasis on
• key battles, military turning points, and key strategic decisions.
Essential Understandings
Essential Questions
The Patriots defeated the British
because of superior leadership and
control of the countryside.
Why did the British lose the
Revolutionary War against the
Patriots?
The key to success was the ability
of the Patriots to outlast the British.
Why did the Americans win?
Essential Knowledge
Key battles
• Lexington and Concord
• Bunker Hill
• Trenton
Turning points
• Saratoga
• Yorktown
Essential Skills
Collect, organize, and record
information. (MC)
Draw conclusions and make
generalizations about information.
(M)
Strategic decisions
• Patriots adopted guerrilla
warfare
• The French alliance contributed
troops and leadership
• Treaty of Paris signed
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STANDARD 11.4a
GRADE LEVEL 11
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• new constitutions in Virginia and other states, the Virginia Statute for Religious Freedom, the Virginia Declaration of Rights, and the Articles of
Confederation.
Essential Questions
Essential Knowledge
Prior to the Constitutional Era,
Americans had begun the process
of defining the new form of
government as a system for
protecting individual rights, which
would evolve into a democratic
republic.
What role did the state constitutions and other documents play in
defining new forms of government
and establishing the rights of
citizens?
The American political order is
based on constitutional and ethical
foundations.
How did state constitutions differ?
State Constitutions—written
documents approved by voters
• Established states and defined
and limited their powers
• Declared the basic rights of
citizens
• Limited the power of the executive branch and gave more
power to the legislative branch,
reflecting desire to retain power
in the hands of the people
Essential Understandings
What is republicanism?
What rights did women and
minorities have?
Essential Skills
Distinguish fact from fiction.
(MC)
The student will develop skills for
historical analysis, inlcuding the
ability to
• analyze documents, records,
and data (such as artifacts,
diaries, letters, photographs,
journals, newspapers, historical
accounts, etc.). (11.17a) (M)
Virginia Declaration of Rights
(1776)
• Established the premise of basic
human rights which cannot be
violated by governments
Virginia Statute for Religious
Freedom (1786)
• Ended the official relationship
between the church and state
• Established the principle of
religious liberty (also see 11.16)
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GRADE LEVEL 11
STANDARD 11.4a (continued)
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• new constitutions in Virginia and other states, the Virginia Statute for Religious Freedom, the Virginia Declaration of Rights, and the Articles of
Confederation.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Articles of Confederation (1781)
• Established idea of governmental bodies sharing power and
created a national government
• Limited the power of the national government and reserved
substantive power to the states
• Established a single chamber
legislature, a weak executive
branch, and no judicial branch
• Established the idea of limited
national sovereignty
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STANDARD 11.4b
GRADE LEVEL 11
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• issues and policies affecting relations among existing and future states, including the Northwest Ordinance.
Essential Understandings
Even before the U.S. Constitution
was written, states were working
together to plan for the orderly
growth of the new nation.
Essential Questions
Essential Knowledge
Essential Skills
What policies outlined a plan for
the growth and democratic development of the new nation?
Northwest Ordinance
• Settled portions of the Northwest territories; could enter the
Union on an equal basis.
Locate areas on maps and globes.
(MC)
How did policies concerning future
states promote the orderly growth
of the new nation?
Interpret maps and globes. (MC)
Explain cause and effect relationships. (M)
The student will develop skills
for historical analysis, including
the ability to
• analyze documents, records,
and data (such as artifacts,
diaries, letters, photographs,
journals, newspapers, histori
cal accounts, etc.). (11.17a)
(M)
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GRADE LEVEL 11
STANDARD 11.4c
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• the Constitutional Convention, including the leadership of James Madison and George Washington.
Essential Understandings
Essential Questions
The Constitution established a
government that allowed for
powers to be shared between the
national government and state
governments, the rights of states
and individuals to be protected,
and a system for orderly change
through amendments to the
Constitution itself.
Why was a Constitutional Convention called?
The U.S. Constitution is the most
enduring and successful blueprint
for self-government in human
history.
What were the problems the
Constitutional Convention addressed?
What important ideas about
government came out of the
Constitiutional Convention?
What role did Virginia leaders and
ideas play in establishing the new
Constitution?
Essential Knowledge
Reasons for the Constitutional
Convention
• Weaknesses of the Articles of
Confederation
• Shay’s Rebellion
Key issues and their resolution
• Authority of states and national
government (division of power)
• Power of large states and small
states in the legislature (The
Virginia Compromise)
• Counting of the population (3/5
Compromise)
• Free flow of commerce among
states (commerce clause)
Essential Skills
Explain cause and effect relationships. (MC)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the tension between majority
rule and minority rights.
(11.18e) (M)
Key principles of the Constitution
• Federalism (division of powers)
• Separation of powers (checks
and balances)
• Process for amending the
Constitution
• Independent and co-equal
judicial branch
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STANDARD 11.4c (continued)
GRADE LEVEL 11
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• the Constitutional Convention, including the leadership of James Madison and George Washington.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Key leaders
• George Washington: Chairman
of the convention
• James Madison: “Father of the
Constitution”
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GRADE LEVEL 11
STANDARD 11.4d
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• the struggle for ratification of the Constitution, including the Federalist Papers and the arguments of the Anti-Federalists.
Essential Understandings
Groups argued strongly for and
against the ratification of the
Constitution, but the framers had
designed a procedure which
favored its ratification.
The debate over ratification of the
Constitution was a debate over the
role of the federal government—a
debate that continues today.
Essential Questions
What procedure allowed for the
ratification of the Constitution?
What were the arguments for and
against the ratification of the
Constitution?
Essential Knowledge
Federalist position
• Favored a strong national
government sharing power with
the states
• Believed that separation of
powers (three branches of
government) had built in checks
and balances
• Believed that federal powers
were needed to manage trade,
defense and foreign relations
• Believed that factions balanced
each others’ power
• Believed that citizens’ rights
were implied in Constitution
Essential Skills
Gather, classify, and interpret
information. (MC)
Draw conlcusions and make
generalizations about information.
(MC)
Compare and contrast differing
sets of ideas.
Select and defend positions. (M)
Anti-Federalist position
• Believed that federal government would favor the interests
of the rich and powerful and
ignore the rights of the less
privileged masses
• Believed that one central government would be too powerful
and would threaten individual
rights and liberties
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STANDARD 11.4d (continued)
GRADE LEVEL 11
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• the struggle for ratification of the Constitution, including the Federalist Papers and the arguments of the Anti-Federalists.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• Believed that individual rights
must be protected in a Bill of
Rights.
Ratification process
• Process established by framers
• Debate—the Federalist Papers
published
• Delegates elected to state
conventions to accept or reject
the Constitution (bypassed state
legislatures)
• Acceptance by nine states to
ratify the Constitution
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GRADE LEVEL 11
STANDARD 11.4e
The student will analyze the events and ideas of the Constitutional Era, with emphasis on
• the addition of the Bill of Rights to the Constitution.
Essential Understandings
The efforts of the Anti-Federalists
led to the early inclusion of a Bill
of Rights through the adoption of
the first ten amendments, which
protected individual rights and
liberties from government encroachment.
Essential Questions
Why was a Bill of Rights added to
the Constitution?
Through what process was the Bill
of Rights added?
Essential Knowledge
Essential Skills
• The Bill of Rights guaranteed
the rights of individual citizens,
which the new federal government could not take away.
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the tension between majority
rule and minority rights.
(11.18e) (M)
• Without the addition of the Bill
of Rights, the U.S. Constitution
would not have been ratified.
Note: Assessment items should not
reflect individual rights by number,
with the exception of the following:
• The First Amendment guaranteed
freedom of speech and freedom of
religion. Based on the Virginia Statute
for Religious Freedom.
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GRADE LEVEL 11
STANDARD 11.5a
The student will analyze and explain events of the Early National Period, with emphasis on
• organization of the national government under the new Constitution.
Essential Understandings
The Early National Period is
defined as the time from 1789-1824.
The Founding Fathers created a
unique relationship between the
central government and the state
governments. It is called federalism.
The Constitution divided power
among three branches of the
national government to prevent the
abuse of power.
Essential Questions
How does the organization of the
national government reflect the
interests and concerns of the Early
National Period?
Essential Knowledge
Federal system of government
• A form of government with
governmental powers divided
between a central government
and various state governments
Essential Skills
Draw conclusions and make
generalizations about data. (MC)
Three branches of government
Guiding principles
• Separation of powers
• Checks and balances
• Reasons for separation of
powers and checks and balances
Legislative Branch
• Congress (bicameral)
• House of Representatives (based
on population)
• Senate (2 senators) per state
• Powers: delegated and reserved
• Reasons for this structure
Executive Branch
• The President
• Electoral College
• Powers: veto and nomination
• Reasons for this structure
Judicial Branch
• The Supreme Court
• Reasons for this structure
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GRADE LEVEL 11
STANDARD 11.5b
The student will analyze and explain events of the Early National Period, with emphasis on
• major domestic and foreign affairs issues facing the first presidents and Congress.
Essential Understandings
The Early National Period is
defined as the time from 1789-1824.
The decisions made by the early
presidents strengthened the role of
the national government.
The U.S. managed to maintain its
neutrality and avoid war.
Foreign policy matters triggered
divisions among the two emerging
political parties.
Essential Questions
Essential Knowledge
How did the first presidents and
Congress deal with divisive issues?
Domestic affairs
George Washington
• Three executive departments
created: State, Treasury, and War
• The Judiciary organized
• Public debt paid off
• National Bank established
• Excise tax and Whiskey Rebel lion
John Adams
• Alien and Sedition Act
• Election of 1800
Essential Skills
Gather, classify, and interpret
information. (MC)
Sequence events in chronological
order. (MC)
Draw conclusions and make
generalizations about information.
(MC)
Foreign affairs
• Washington’s Farewell Address
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STANDARD 11.5c
GRADE LEVEL 11
The student will analyze and explain events of the Early National Period, with emphasis on
• the development of political parties.
Essential Understandings
The political differences between
Hamilton and Jefferson gave rise to
a two-party system which remains
a characteristic of American politics
today.
Essential Questions
How and why did a two-party
system develop?
What were Hamilton’s and
Jefferson’s visions for America?
Essential Knowledge
Federalists (Hamilton)
• Favored the rich, educated, and
well-born who should rule;
wanted to raise voting qualifications
• Favored a strong central government
• Wanted a balanced economy of
agriculture, trade, finance, and
manufacturing
• Supported by bankers, manufacturers, merchants, and by
wealthy farmers in New England and along the Atlantic
coast
• Favored national assumption of
state debt
• Were pro-British
Democratic-Republicans
(Jefferson)
• Favored the common people;
wanted to lower voting qualifications
• Favored a weak central government and strong state governments
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Explain simple charts. (MC)
Explain charts comparing two or
more concepts. (MC)
Select and defend positions. (M)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the relationship of government
to the individual in economic
planning and social programs.
(11.18c) (M)
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GRADE LEVEL 11
STANDARD 11.5c (continued)
The student will analyze and explain events of the Early National Period, with emphasis on
• the development of political parties.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• Thought agriculture should be
the backbone of the country
• Supported by artisans, shop
keepers, frontier settlers, and
small farmers from the South
and the Southwest and along the
frontier
• Favored small public debt
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STANDARD 11.5d
GRADE LEVEL 11
The student will analyze and explain events of the Early National Period, with emphasis on
• the impact of Supreme Court decisions affecting interpretation of the Constitution, including Marbury v. Madison and McCulloch v. Maryland.
Essential Understandings
Essential Questions
The Supreme Court asserted its
authority to interpret the Constitution.
How was the distribution of power
within the federal government and
between the federal government
and state governments changed in
the Early National period?
Supreme Court decisions expanded
the power of the federal government.
Essential Knowledge
Definition of judicial review
Chief Justice John Marshall (a
Virginian)
• Served as guiding force of the
early Supreme Court
Essential Skills
Gather, classify, and interpret
information. (MC)
Draw conclusions and make
generalizations about information.
(MC)
Marbury v. Madison
• Established the power of the
federal courts to declare laws
unconstitutional (“judicial
review”)
McCulloch v. Maryland
• Reviewed the “necessary and
proper” clause of the Constitution, which gives Congress
powers not expressly written in
the Constitution, but limited by
necessity (in this case, the power
to establish a national bank)
• “Power to tax is the power to
destroy.” States may therefore
not tax instruments of the
federal government, such as a
national bank.
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GRADE LEVEL 11
STANDARD 11.5e
The student will analyze and explain events of the Early National Period, with emphasis on
• foreign relations and conflicts, including the War of 1812 and the Monroe Doctrine.
Essential Understandings
The U.S. attempted to assert its
rights and power as an independent nation in the eyes of its
European rivals.
Essential Questions
How did the U.S. assert nationalism in foreign affairs in the Early
National Period?
Essential Knowledge
Causes of the War of 1812
• Neutrality in European conflicts
• Harassment of American ships
on the high seas by the British
and French
• Impressment of American sailors
• Pressure by war hawks to force
Britain to stop supporting
Indians in West and to cede
Canada to the U.S.
Essential Skills
Explain cause and effect relationships. (MC)
Gather, classify, and interpret
information. (MC)
Draw conclusions and make
generalizations about information.
(MC)
Monroe Doctrine
• Warned Europe to stay out of the
Americas
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STANDARD 11.5f
GRADE LEVEL 11
The student will analyze and explain events of the Early National Period, with emphasis on
• the Louisiana Purchase and the acquisition of Florida.
Essential Understandings
The purchase and acquisition of
land set the stage for continued
westward expansion and provided
security from European threats.
Essential Questions
What was the significance of the
land purchases and acquisitions
between 1800 - 1820?
Essential Knowledge
Essential Skills
Louisiana Purchase
• Extent of territory purchased
from France
• Advancement of the frontier, the
territorial expansion of the U.S.,
and the influence of the physical
environment (11.15b)
• Jefferson and legality of the
purchase
• Lewis and Clarke expedition
Locate areas (regions) on maps and
globes. (MC)
Interpret information from maps
and globes. (M)
Locate places on maps using
longitude/latitude. (M)
Acquisition of Florida
• Acquired by treaty with Spain
• Provoked by Indian skirmishes
and migration of American
settlers to this area
*When teaching the above essential
knowledge, the teacher should
include the following standards:
11.15b—Trace the advance of the
frontier and the territorial
expansion of the United States
and explain how it was influenced by the physical environment.
11.15c—Locate new states as
they were added to the Union.
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GRADE LEVEL 11
STANDARD 11.5g
The student will analyze and explain events of the Early National Period, with emphasis on
• economic development, trade, tariffs, taxation, and trends in the national debt.
Essential Understandings
The Industrial Revolution transformed the ways Americans
worked, lived, and bought and
sold products.
The Industrial Revolution was
fueled by new power sources,
internal improvements, the availability of capital, and a protective
tariff.
Essential Questions
What stimulated the Industrial
Revolution between 1789 and
1824?
Why were Americans moving
west?
What role did government play in
fostering economic development?
Essential Knowledge
Economic development
• Industrial Revolution—change
from handmade goods produced
at home to machine-made goods
produced in factories (textile
mills in New England)
• Switch from water to steam
power and its effects on transportation
• Eli Whitney’s cotton gin and its
effects on westward expansion
and slavery
• State banks’ easy credit
policy for land purchases;
National Bank chartered to
ensure a stable financial system
• Migration westward—Federal
Land Laws
• Panic of 1819
Essential Skills
Draw conclusions and make
generalizations about data. (MC)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the relationship of government
to the individual in economic
planing and social programs.
(11.18c) (M)
Trade and tariffs
• American system
• Protective tariff instituted to
protect American manufacturers
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STANDARD 11.5g (continued)
GRADE LEVEL 11
The student will analyze and explain events of the Early National Period, with emphasis on
• economic development, trade, tariffs, taxation, and trends in the national debt.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• Federal funding for internal
improvements
Building of roads: National
Road
Building of canals: Erie Canal
National debt
Alexander Hamilton
• Favored assumption of state
debts, funding domestic debts
and imposing a tariff
Thomas Jefferson
• Wanted to cut the cost and size
of the government
*When teaching the above essential
knowledge, the teacher should
include the following standards:
Compare patterns of agricultural
and industrial development in
different regions as they relate to
natural resources, markets, and
trade. (11.15e)
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GRADE LEVEL 11
STANDARD 11.6a
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• slavery.
Essential Understandings
Essential Questions
There is historical disagreement as
to the centrality of slavery as a
cause of the Civil War.
How did abolitionists and Southern slave owners differ in their
attitudes toward slavery?
The South seceded after Lincoln’s
election in 1860 because Southerners perceived a threat to the
survival of their institutions,
including slavery.
How did slavery produce a divided America—economically,
culturally, and constitutionally?
Was preserving slavery the primary reasons Southern states
seceded?
Essential Knowledge
Positions on slavery
• Defense of slavery and slave
codes
• Extent of slaveholding in the
South
• Abolitionist
-Garrison and “The Liberator”
-Stowe and Uncle Tom’s Cabin
-Underground Railroad
-Frederick Douglass
-Free-Soil Movement
Lincoln:
• Opposed expansion of slavery
beyond states in which it already
existed. Not originally for
abolition.
• Southern fear of slave uprisings
(Nat Turner’s Rebellion)
Essential Skills
Evaluate information for accuracy
and separate fact from fiction.
(MC)
Compare and contrast differing
sets of ideas, values, personalities,
behaviors, and institutions. (MC)
The student will develop skills for
historical analysis, including the
ability to
• formulate historical questions
and defend findings based on
inquiry and interpretation.
(11.17c) (M)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• slavery and its impact. (11.18b)
(M)
Explain cause and effect relationships. (M)
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STANDARD 11.6b
GRADE LEVEL 11
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• States’ Rights Doctrine.
Essential Understandings
Essential Questions
Americans disagreed about the
sovereignty of states and the
supremacy of the National Government.
How central was the States’ Rights
debate as a cause of the Civil War?
Do states that freely enter the
Union have the right to secede?
Essential Knowledge
Definitions of States’ Rights
Lincoln
No state may leave the Union after
it has joined. United States is “one
nation,” not a collection of independent states.
Essential Skills
Gather, classify, and interpret
information. (M)
Select and defend positions. (M)
Explain cause and effect relationships. (M)
Southern position
States freely entered the Union;
they may freely leave. States
formed the federal government,
not vice versa.
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GRADE LEVEL 11
STANDARD 11.6c
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• tariffs and trade.
Essential Understandings
There were fundamental economic
differences between the North and
the South.
Essential Questions
What were the fundamental
economic differences between the
North and the South?
Why were the economies of the
North and the South different?
Essential Knowledge
Economic differences between the
North and the South
The South
• Devoted to agriculture, few
cities developed
• Valued “King Cotton”
• Shipped staple crops to distant
markets in Northeast and
Europe
• Favored low protective tariffs
Essential Skills
Explain charts containing two or
more concepts. (MC)
Construct and explain simple
charts. (MC)
The North
• Encouraged rise of manufacturing and large cities
• Enjoyed a diversified economy
• Favored high protective tariffs
(manufacturing interests favored
tariffs)
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STANDARD 11.6d
GRADE LEVEL 11
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• settlement of the West.
Essential Understandings
Before the Civil War, pro-Northern
and pro-Southern groups and
settlers moved into some areas of
the West to gain eventual “free” or
“slave” status for future statehood.
A series of crises took place over
the admission of new states during
the decades before the Civil War.
The issue was always whether the
number of “free states” and “slave
states” would be balanced, affecting power in the Congress.
Essential Questions
How was settlement of the West a
factor in the Civil War?
How did the Missouri Compromise, the Compromise of 1850, and
the Kansas-Nebraska Act deal with
the issue of the admission of “free”
or “slave” states?
Essential Knowledge
Understand the following events
and terms
• Missouri Compromise
• Manifest Destiny
• Settlement and annexation of
Texas
• Mexican War (causes and results)
• Compromise of 1850
• Kansas-Nebraska Act
• Birth of Republican Party
• “Bloody Kansas” John Brown
• Lincoln-Douglas debates and
“popular sovereignty” (allowing
people in each new state to
choose on the issue of slavery)
• California Gold Rush
*When teaching the above essential
knowledge, the teacher should
include the following standards:
• Trace the advance of the frontier
and the territorial expansion of
the United Staes and explain
how it was influenced by the
physical environment. (11.15b)
• Locate new states as they were
added to the Union. (11.15C)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Locate areas (regions) on maps
and globes. (MC)
Interpret maps and globes. (MC)
Locate places on maps and globes
using longitude and latitude.
(MC)
The student will develop skills
for historical analysis, including
the ability to
• develop perspectives of time
and place, including the construction of various time lines
of events, periods, and person
alities in American history
• communicate findings orally,
in brief analytical essays, and
in a comprehensive paper.
(11.17d, e) (M)
37
GRADE LEVEL 11
STANDARD 11.6d (continued)
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• settlement of the West.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• Understand the settlement
patterns, migration routes, and
cultural influence of various
racial, ethnic, and religious
groups. (11.15d)
• Analyze the political, social, and
economic implications of demographic changes in the nation
over time. (11.15f)
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STANDARD 11.6e
GRADE LEVEL 11
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• secession.
Essential Understandings
Essential Questions
The secession of the Southern
States triggered the Civil War.
How did secession lead to Civil
War?
Lincoln’s view and the Southern
view of the nature of the Union
were not subject to compromise.
Why did Southern states secede?
Lincoln’s Gettysburg Address said
that the United States was one
nation, not a federation of independent states. That was what the
Civil War was about for Lincoln: to
preserve the Union as a nation of
the people, by the people, and for
the people.
Lincoln believed the Civil War was
fought to fulfill the promise of the
Declaration of Independence, and
was a “Second American Revolution” because it laid out a different
vision for the United States from
the one that had prevailed from
1787 to the Civil War.
Did any state have a right to leave
the Union?
Was Lincoln right to use military
force to keep the Union intact?
What was Lincoln’s vision of the
American nation as professed in
the Gettysburg Address?
How did the Gettysburg Address
set out a “Second American
Revolution”?
Essential Knowledge
Essential Skills
Lincoln’s election in 1860 led to
secession of South Carolina followed by other Southern states.
• Secession of South Carolina
• Creation of the Confederate
States of America
• Fort Sumter attacked by Confederate forces (beginning of the
Civil War)
Differentiate between historical
facts and historical interpretations.
(MC)
Lincoln’s position on secession: No
state may leave the Union once it
has joined.
Explain cause and effect relationships. (MC)
Compare and contrast differing
sets of ideas, values, personalities,
behaviors, and institutions. (MC)
Select and defend positions. (M)
Documents
Declaration of Independence
Gettysburg Address
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GRADE LEVEL 11
STANDARD 11.6f
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• military advantages of the Union and the Confederacy.
Essential Understandings
Though the Confederate military
surpassed the Union in skills, the
Union’s advantages in manpower,
technology, industry, and economic strength resulted in the
defeat of the Confederacy.
The North had to conquer the
South; the South had only to
survive.
Essential Questions
What were the military advantages
of the Union?
What were the military advantages
of the Confederacy?
Why did the Union win?
Essential Knowledge
Union advantages
• More resources—finances
• More industry—railroads
• More population for recruiting
soldiers
• Saved border states from secession
• Not all Southerners supported
secession (Southwest Virginia,
Eastern Tennessee, Western
North Carolina)
Essential Skills
Gather, classify, and interpret
information. (MC)
Draw conclusions and make
generalizations about data. (MC)
Confederate advantages
• Generals better trained
• Soldiers more experienced with
guns, horses, and the terrain
• Soldiers defending their own
land
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STANDARD 11.6g
GRADE LEVEL 11
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• threat of foreign intervention.
Essential Understandings
The possibility of British support
for the Confederacy led to
Lincoln’s issuing the Emancipation
Proclamation.
Great Britain remained neutral
during the Civil War for two
reasons: economic interests and
opposition to slavery.
Essential Questions
Why did Great Britain decide to
remain neutral during the Civil
War?
Essential Knowledge
The British had connections with
the Southern cotton economy and
received imports of Northern
grains.
There were attempts to establish a
British-Confederate alliance.
The Emancipation Proclamation
may be seen as a foreign policy
strategy to assure British neutrality.
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect
reltionships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Interpret the significance of the
Gettysburg Address. (11.16) (M)
The Battles of Antietam and
Gettysburg influenced the British
decision to remain neutral.
The Trent Incident threatened
British intervention in the Civil
War.
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GRADE LEVEL 11
STANDARD 11.6h
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• economic and political impact of the war.
Essential Understandings
The Civil War had a significant
impact on the economies of both
the Union and the Confederacy.
The North’s industry generally
improved, and U.S. government
policies moved to favor business
and expansion. The South’s
economy was ruined by the Civil
War.
The defeat of the Confederacy
preserved the Union and ended
slavery in the South.
Essential Questions
What impact did the Civil War
have on the North economically
and politically?
What impact did the Civil War
have on the South economically
and politically?
Was the Civil War a “revolution”?
Essential Knowledge
Economy of the North
• Economic prosperity and
westward expansion
• Federal subsidies of railroads
• Homestead Act
• Morrill Land Grant Act for new
universities
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect
reltionships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Economy of the South
• Economic distress
• Loss of land and revenue
• Generations of poor farmers
• Few industries
Politics of the North
• The Emancipation Proclamation
and the role of the Radical
Republicans
• Federal powers increased
Politics of the South
• Strong national government
necessary despite the creation of
a confederacy
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STANDARD 11.6h (continued)
GRADE LEVEL 11
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• economic and political impact of the war.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• Move by some former slaves to
Union territory; enlistment of
others in Union army
• States’ Rights defenders found a
home in the Democratic Party,
which dominated the South for
the next century.
*When teaching the above essential
knowledge, the teacher should
include the following standards:
Compare patterns of agricultural
and industrial development in
different regions as they relate to
natural resources, markets, and
trade (11.15e)
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GRADE LEVEL 11
STANDARD 11.6i
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• roles played by individual leaders.
Essential Understandings
Essential Questions
The Confederacy possessed
superior military leadership.
What leaders emerged during the
Civil War?
Lincoln and Lee were men of
integrity whose views of the nature
of the United States were different,
leading to an unavoidable conflict.
What was the significance of the
military leaders during the course
of the War?
How did Lincoln’s view of the
nature of the Union differ from
Lee’s?
Essential Knowledge
The North
• Abraham Lincoln/Gettysburg
Address (also 11.16); determined
to preserve the Union, by force if
necessary. Believed the U.S. was
one nation, not a collection of
independent states.
• Ulysses Grant
• William Tecumseh Sherman
• George McClellan
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
The South
• Jefferson Davis
• Robert E. Lee; offered command
of the Union forces at the
beginning of the war, but would
not fight against Virginia. Lee
opposed secession but did not
believe the Union should be held
together by force.
• “Stonewall” Jackson
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STANDARD 11.6j
GRADE LEVEL 11
The student will analyze the causes and effects of major events of the Civil War and Reconstruction, including
• impact of Reconstruction policies on the South.
Essential Understandings
The severity of Reconstruction
resulted in Southern resentment
and distrust of the North, which
continued for a long time.
The economic and political gains of
former slaves in the South were
temporary.
The creation of the “Solid South”
(supporting only the Democratic
Party) was the rule in the South for
almost 100 years.
Essential Questions
What was the impact of Reconstruction on the South?
Why did Reconstruction fail?
Essential Knowledge
Lincoln’s plan for Reconstruction
Johnson’s plan for Reconstruction
Radical Republican plan—WadeDavis Bill
• Policies: Freedman’s Bureau,
13th, 14th, and 15th Amendments, military occupation of
the South
• Scalawags
• Carpetbaggers
• Compromise of 1877
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Long term impact
• Black codes
• Sharecropping/tenant farming
• Ku Klux Klan
• Jim Crow laws initiated in 1880s
Role of blacks
• Political participation
• Education
Johnson’s opposition to Civil
Rights legislation
Andrew Johnson’s impeachment
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GRADE LEVEL 11
STANDARD 11.7a
The student will analyze the impact of immigration on American life, in terms of
• contributions of immigrant groups and individuals.
Essential Understandings
Economic hardships along with
political and religious persecution
led immigrants to the U.S. in the
late 1800s.
Patterns of immigration changed
as Americans distinguished
between earlier and later immigrants.
Essential Questions
From which countries did most
immigrants come between 1871
and 1930?
Why did immigrants come to the
U.S. in the late 1800s?
How were those immigrants
different from earlier waves of
immigrants?
What were their contributions?
Essential Knowledge
Prior to 1871, immigrants came
from northern and western
Europe (Germany, Great Britain,
Ireland, and Sweden).
New immigrants came from
southern and eastern Europe
(Italy, Greece, Poland, and
Russia) as well as Asia (China
and Japan).
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Reasons for immigration
Push factors (reasons to leave)
• Religious and political persecution
• Agricultural poverty
• Relaxation of emigration laws
Pull factors (reasons to come)
• Promise of freedom and hope
• Network of family and friends
in U.S.
• Need for and recruitment of
cheap labor
Contributions of immigrants
• Broadened the cultural life of
American cities through new
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STANDARD 11.7a (continued)
GRADE LEVEL 11
The student will analyze the impact of immigration on American life, in terms of
• contributions of immigrant groups and individuals.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
music (Irving Berlin, George &
Ira Gershwin), scientific concepts (Enrico Fermi, Albert
Einstein), new languages (Slavic,
Yiddish, Italian, Chinese,
Japanese), diverse religious
beliefs (Catholic, Jewish, Buddhist) and a variety of new
foods and customs
• Provided a cheap labor force for
the factories
*When teaching the above essential
knowledge, the following standards should also be included:
11.15d: Understand the settlement
patterns, migration routes, and
cultural influence of various racial,
ethnic, and religious groups.
11.5f: Analyze the political, social,
and economic implications of
demographic changes in the nation
over time.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
47
GRADE LEVEL 11
STANDARD 11.7b
The student will analyze the impact of immigration on American life, in terms of
• ethnic conflict and discrimination.
Essential Understandings
Immigrants experienced many
difficulties after their arrival in the
U.S.
Immigrants were torn between old
traditions and the new American
culture.
Essential Questions
To what extent did immigrants
assimilate into American life?
Essential Knowledge
Essential Skills
Assimilation factors
• Experiences at Ellis Island
Interpret ideas, concepts, or
events. (MC)
• Attempts to limit the number of
immigrants by means of quotas—Chinese Exclusion
Act, and Immigration Restriction
Act of 1921
The student will develop skills
for historical analysis, including
the ability to
• analyze documents, records,
and data (such as artifacts,
diaries, letters, photographs,
journals, newspapers, historical accounts, etc.) (11.17a) (M)
• formulate historical questions
and defend findings based on
inquiry and interpretation.
(11.17c) (M)
• Mounting religious, racial,
and cultural prejudices
• Resentment by many workers
against new immigrants who
worked for less pay than Americans
• Ethnic neighborhoods
• Learning the English language
• American customs such as going
to school, becoming a citizen
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
The student will develop skills in
discussion, debate, and persuasive writing with respect to
enduring issues and determine
how divergent viewpoints have
been addressed and reconciled.
Such issues include
• problems of intolerance
toward religious groups in
American society. (11.17 a, c)
(11.18 f) (M)
48
STANDARD 11.7b (continued)
GRADE LEVEL 11
The student will analyze the impact of immigration on American life, in terms of
• ethnic conflict and discrimination.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
*When teaching the above essential
knowledge, teachers should
include the following standards
• Analyze the political social, and
economic implications of demographic changes in the nation
over time. (11.15f)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
49
GRADE LEVEL 11
STANDARD 11.8a
The student will summarize causes and effects of industrial development, with emphasis on
• new inventions and industrial production methods.
Essential Understandings
Essential Questions
Essential Knowledge
Between the Civil War and World
War I, the United States was
transformed from a mostly rural
and agricultural nation to a mostly
urban and industrial nation.
How did new inventions and
industrial production methods
stimulate the Industrial Revolution
in America?
Inventions and industrial production methods
• Light bulb
• Electricity as a source of light
and power (Thomas A. Edison)
• Bessemer process (Henry
Bessemer)
• Assembly line (Henry Ford)
The technological revolution
changed forever the ways people
worked, played, traveled, and
communicated.
What impact did these inventions
and new production methods have
on Americans at home and in the
workplace?
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
A new power source and new
production methods stimulated the
expansion of American industry
after the Civil War.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
50
STANDARD 11.8b
GRADE LEVEL 11
The student will summarize causes and effects of industrial development, with emphasis on
• new technologies in transportation and communication.
Essential Understandings
Railroads provided industrial
access to markets and raw materials.
Developments in communication
altered American life in the workplace and the home.
Essential Questions
Essential Knowledge
How did new technologies in
transportation and communications stimulate the industrial
development in America?
Transportation
• Railroads (Cornelius Vanderbilt)
• Model T Ford (Henry Ford)
• Airplane (the Wright Brothers)
What impact did these inventions
and new production methods have
on Americans at home and in the
workplace?
Communications
• Telephone (Alexander Graham
Bell)
• Typewriter
• Radio
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
51
GRADE LEVEL 11
STANDARD 11.8c
The student will summarize causes and effects of industrial development, with emphasis on
• incentives for capitalism and free enterprise.
Essential Understandings
Essential Questions
Corporations were combined and
restructured to maximize profits.
How did individuals attain wealth
during the period 1870 - 1917?
Big business produced staggering
wealth for owners, thus prompting controversy over the methods.
Were the industrial leaders robber
barons or captains of industry?
Essential Knowledge
Organizations
• Corporate structure (horizontal
and vertical consolidations)
• Trusts
Leaders
• Andrew Carnegie
• John D. Rockefeller
• J. P. Morgan
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
52
STANDARD 11.8d
GRADE LEVEL 11
The student will summarize causes and effects of industrial development, with emphasis on
• the impact of immigration on the labor supply and the movement to organize workers.
Essential Understandings
Essential Questions
An abundant immigrant labor
supply contributed to an industrial
boom after the Civil War.
What were the effects of the
immigrant labor supply on the
Industrial Revolution (1870 - 1917)?
Rapid industrialization led to a
variety of problems and harsh and
dangerous working conditions.
How did labor respond to rapid
industrialization?
Conditions in factories and industries led to the rise of American
labor unions.
What role did the government play
in the labor strikes?
Essential Knowledge
Immigrant labor supply (also
11.7a)
• Influx of Chinese workers to
build the railroads
• Immigrants to work in textile
factories in the northeast
• Slavs and Poles to supply labor
for mines in the East
• Low pay for all labor
Working conditions
• Dangerous working conditions
• Child labor
• Long hours, low wages, no job
security, no benefits
• Company towns
• Employment of women
Labor organizations
• Knights of Labor
• American Federation of Labor
(Samuel Gompers)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
The student will develop skills for
historical analysis, including the
ability to
• formulate historical questions
and defend findings based on
inquiry and interpretation
• develop perspectives of time
and place, including the construction of various time lines of
events, periods, and personalities in American history.
(11.17 c, d) (M)
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
53
GRADE LEVEL 11
STANDARD 11.8d (continued)
The student will summarize causes and effects of industrial development, with emphasis on
• the impact of immigration on the labor supply and the movement to organize workers.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• American Railway Union
(Eugene V. Debs)
• Industrial Ladies’ Garment
Workers Union
Labor strikes
• Haymarket Square
• Homestead Strike
• Pullman Strike
*When teaching the above essential
knowledge, the teacher should
include the following standards:
Understand the settlement
patterns, migration routes, and
cultural influence of various
racial, ethnic, and religious
groups. (11.15d)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
54
STANDARD 11.8e
GRADE LEVEL 11
The student will summarize causes and effects of industrial development, with emphasis on
• government policies affecting trade, monopolies, taxation, and money supply.
Essential Understandings
The Federal government responded to the industrialization of
the late 1800s by enacting legislation to regulate business.
Essential Questions
How did the federal government
respond to rapid industrialization?
Essential Knowledge
Government policies on
Trade
• Tariffs for protectection of
American industry
• Interstate Commerce Commission (ICC)
• Railroad regulation
• Federal Trade Commission
(FTC)
Monopolies
• Sherman Anti-Trust Act
• Clayton Act
Taxation
16th Amendment authorized a
graduated federal income tax.
Money Supply
Federal Reserve Act
Essential Skills
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and to determine how
divergent viewpoints have been
addressed and reconciled. Such
issues include
• the relationship of government
to the individual in economic
planning. (11.18c) (M)
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
State regulation
• Virginia State Corporation
Commission (SCC)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
55
GRADE LEVEL 11
STANDARD 11.8f
The student will summarize causes and effects of industrial development, with emphasis on
• expansion of international markets.
Essential Understandings
Overproduction of American
goods led to demand for foreign
markets.
Economic expansion led to a
demand for foreign markets and
political involvement by Americans.
Essential Questions
Why did U.S. businesses expand
into international markets?
Essential Knowledge
U.S. access to foreign markets
facilitated by
• Completion of Panama Canal
• Roosevelt Corollary—“Speak
softly and carry a big stick.”
(11.16)
• Creation of U.S. naval bases in
Hawaii
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Creation of international markets
• Open Door Policy
• Dollar diplomacy
• Internationalization of American
corporations
• Growth in international trade
from the late 1800s to World War
I was the first era of a true
“global economy.”
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
56
GRADE LEVEL 11
STANDARD 11.8g
The student will summarize causes and effects of industrial development, with emphasis on
• the impact of industrialization, urbanization, and immigration on American society.
Essential Questions
Essential Knowledge
American society was changed by
industrialization, urbanization, and
immigration.
What impact did industrialization
have on American society between
1870 - 1917?
The impact of the Industrial
Revolution inspired a Progressive
Reform Movement to address new
conditions.
What impact did urbanization
have on American society between
1870 - 1917?
Impact of industrialization
• Muckrakers
• Progressive reform efforts
(Meat Inspection, Pure Food
and Drug Act)
• National Parks and Child Labor
Laws
Essential Understandings
What impact did immigration have
on American society between 1870
- 1917?
What caused the Progressive
Reform Movement?
Impact of urbanization
• African-American migration to
the North from the South
• Growth of cities
• Development of tenements and
slums
• Necessity for services (education, sanitation)
• Suburban development
• Power of political machines
• Reform effort
• Settlement houses
• 17th and 19th Amendments
Essential Skills
The student will develop skills for
historical analysis, including the
ability to
• evaluate the authenticity,
authority, and credibility of
sources. (11.17b) (M)
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Impact of immigration
• Nativism
• Job competition
• Chinese Exclusion Act
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
57
GRADE LEVEL 11
STANDARD 11.8g (continued)
The student will summarize causes and effects of the industrial development, with emphasis on
• the impact of industrialization, urbanization, and immigration on American society.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Leadership
• Theodore Roosevelt
• Woodrow Wilson
• Booker T. Washington
• W.E.B. DuBois
• Jane Addams
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
58
STANDARD 11.9a
GRADE LEVEL 11
The student will analyze and explain the importance of World War I, in terms of
• the end of the Ottoman Empire and the creation of new state in the Middle East.
Essential Understandings
European powers determined new
political boundaries and controlled
new Middle Eastern countries.
Essential Questions
How was the Ottoman Empire
divided?
Essential Knowledge
Essential Skills
The Treaty of Versailles divided the
Ottoman Empire into mandates.
Gather, classify, and interpret
information. (MC)
The mandates included
• French mandates—Syria and
Lebanon
• British mandates—Iraq, Palestine, and Trans-Jordan
Explain cause and effect relationships. (MC)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Draw conclusions and make
generalizations about data. (MC)
59
GRADE LEVEL 11
STANDARD 11.9b
The student will analyze and explain the importance of World War I, in terms of
• the declining role of Great Britain and the expanding role of the United States in world affairs.
Essential Understandings
The U.S. assumed a leadership role
at the Versailles Peace Conference.
As a result of its role in World War
I, the United States emerged as a
dominant global power.
Essential Questions
Essential Knowledge
How were American and European
views of a lasting peace different?
Differing views of a lasting peace
• Wilson’s leadership through the
Fourteen Points at the Versailles
Conference
Essential Skills
• Wilson’s concept of self-determination of nations
The student will develop skills for
historical analysis, inlcuding the
ability to
• communicate findings orally, in
brief analytical essays, and in a
comprehensive paper. (11.17e)
(M)
• Wilson’s proposal for the League
of Nations
Gather, classify, and interpret
information. (MC)
• European reaction to the Fourteen Points, self-determination,
and the League of Nations
Explain cause and effect relationships. (MC)
• Strengths and weaknesses of
the Versailles Treaty
Draw conclusions and make
generalizations about data. (MC)
Debate over the League of Nations
reflected the tradition of isolationism (George Washington: ”. . .
avoid foreign entanglements”) vs. a
growing belief in a global role for
the U.S.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
60
STANDARD 11.9c
GRADE LEVEL 11
The student will analyze and explain the importance of World War I, in terms of
• political, social, and economic change in Europe and the United States.
Essential Understandings
Essential Questions
Fear of radicals, foreigners, and
anarchists produce harsh government actions.
How did fear of change manifest
itself in the political and social
events of the 1920s?
Overproduction in wartime often
leads to recession in peacetime.
How do wartime economies affect
postwar economics?
During wartime, wages do not
keep up with prices, leading to
post-war strikes.
Migration from farms to cities led
to a clash between old rural
policies and new urban policies.
African-American migration to
northern cities triggered discrimination as well as a rebirth of
African-American culture.
Essential Knowledge
1920s events
• Red scare
• Palmer Raids
• Sacco-Vanzetti
• Agricultural overproduction and
price supports
• Steel workers strike, 1919-20
• Coal miners strike, John L.
Lewis, 1919
• Scopes Trial
• Prohibition
• Roaring Twenties
• Harlem Renaissance (Langston
Hughes)
• Role of women and the 19th
Amendment
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
War produces unpredictable
results.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
61
GRADE LEVEL 11
STANDARD 11.9d
The student will analyze and explain the importance of World War I, in terms of
• causes of World War II.
Essential Understandings
The treaty ending World War I
planted the seeds for World War II.
Essential Questions
Why did WWI pave the way for
WWII?
Essential Knowledge
Causes of WWII related to WWI
• Treaty of Versailles made harsh
demands on Germany.
• War guilt (WWI) and reparations
• Failure of U.S. to join the League
of Nations
• Economic instability in postwar
Europe
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
62
STANDARD 11.10a
GRADE LEVEL 11
The student will analyze and explain the Great Depression, with emphasis on
• causes and effects of changes in business cycles.
Essential Understandings
The business cycle fluctuates from
peaks of prosperity to troughs of
depression.
Many Americans enjoyed the
prosperity of a booming economy
without recognizing its volatility.
Essential Questions
Essential Knowledge
What is the business cycle?
Definition of business cycle
What were the characteristics of the
business cycle in the 1920s?
Causes
• Easy credit for consumers
• Easy availability of capital for
business
• Installment buying
• Unbalanced foreign trade
• Mechanization of American
industry
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
Effects
• Overproduction of goods
• Overspeculation in stock market
• Increases in personal debt
• Lack of foreign markets for
American goods
• Fluctuations in employment and
wages
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
63
GRADE LEVEL 11
STANDARD 11.10b
The student will analyze and explain the Great Depression, with emphasis on
• weaknesses in key sectors of the economy in the late 1920s.
Essential Understandings
All Americans did not share in the
prosperity of the 1920s.
Changes in technology and consumer trends led some businesses
to prosper and others to decline.
Essential Questions
How did the weaknesses in key
sectors of the U.S. economy contribute to the Great Depression?
Essential Knowledge
Key sectors of the U.S. economy
• Farmers suffered from the
depressed agricultural economy:
overproduction
low prices
high debts.
• Textile mills faced competition
from foreign countries. Many
mills relocated from the Northeast to the South.
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
• Weak American exports contributed to the decline of the
economy.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
64
STANDARD 11.10c
GRADE LEVEL 11
The student will analyze and explain the Great Depression, with emphasis on
• United States government economic policies in the late 1920s.
Essential Understandings
The U.S. government economic
policies did not adequately address
the complex economic problems of
the 1920s.
The failure of the Federal Reserve
Bank to prevent collapse of the
banking system was a primary
cause of the Great Depression.
Retaliatory tariffs cut world trade
and contributed to unemployment.
Essential Questions
Essential Knowledge
Were federal government economic
policies helpful or harmful in the
late 1920s?
Economic philosophies and
policies
• Federal Reserve failed to
prevent widespread collapse of
the nation’s banking system in
the late 1920s and early 1930s,
leading to severe contraction in
the nation’s supply of money in
circulation.
• High protective tariffs produced
retaliatory tariffs in other
countries, strangling world
trade (Smoot-Hawley Tariff).
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
65
GRADE LEVEL 11
STANDARD 11.10d
The student will analyze and explain the Great Depression, with emphasis on
• causes and effects of the Stock Market Crash.
Essential Understandings
A pervasive attitude of overconfidence in the American economy
encouraged reckless business and
consumer practices.
The Stock Market Crash contributed to a severe decline in the
overall U.S. economy whose effects
spread worldwide.
Essential Questions
What were the causes of the Stock
Market Crash?
What were the effects of the Stock
Market Crash?
Essential Knowledge
Causes
• Overspeculating in stocks
• Buying stocks on margin
• Increasing the number of small
investors in the stock market
• Speculating and panic selling
of stocks
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
The Crash
• October 29, 1929
Effects
• Bankruptcies
• Bank closing
• Factory closings
• Massive unemployment
• Deepening agricultural depression
• Further weakening of European
economies
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
66
GRADE LEVEL 11
STANDARD 11.10e
The student will analyze and explain the Great Depression, with emphasis on
• the impact of the Depression on the American people.
Essential Understandings
Wage cuts, growing unemployment, and lower farm prices
brought widespread suffering to
many Americans.
Essential Questions
How did the Depression affect the
everyday lives of Americans?
How did Herbert Hoover respond
to the Depression?
Essential Knowledge
Homeless Americans
• Hoovervilles
• Hobos
• Bread lines/soup kitchens
Farmers
• Foreclosures and bankruptcies
• Dust Bowl
Veterans
• Bonus army
Women
• Married women had difficulty
finding employment
Children
• Child welfare and women’s
services cut by the states
• Many school closings
• Bread lines/soup kitchens
Essential Skills
The student will develop skills
for historical analysis, inlcuding
the ability to
• analyze documents, records,
and data (such as artifacts,
diaries, letters, photographs,
journals, newspapers, historical accounts, etc.). (11.17a)
(M)
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data.
(MC)
Workers
• Unemployment
• Business failures
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
67
GRADE LEVEL 11
STANDARD 11.10e (continued)
The student will analyze and explain the Great Depression, with emphasis on
• the impact of the Depression on the American people.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
African-Americans
• Increase in discrimination
*When teaching the above
essential knowledge, the teacher
should include the following
standards:
• understand the settlement
patterns and migration routes
of various racial and ethnic
groups. (11.15d)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
68
STANDARD 11.10f
GRADE LEVEL 11
The student will analyze and explain the Great Depression, with emphasis on
• the impact of New Deal economic policies.
Essential Understandings
Essential Questions
The federal government began to
play a more active role in the
economy.
What should be the role of government in times of economic distress?
People looked to the government
for support.
While increasing the role of the
government in the economy, New
Deal policies also preserved
democracy and the free enterprise
system.
How did Franklin Roosevelt
respond to the Great Depression?
Essential Knowledge
Policies of Franklin Roosevelt’s
Administration
Farm relief and rural development
• Agricultural Adjustment Act
(AAA)
• Tennessee Valley Authority
(TVA)
Business assistance and reform
• Federal Deposit Insurance
Corporation (FDIC)
• National Recovery Administration (NRA)
• Securities and Exchange Commission (SEC)
Employment projects
• Works Progress Administration
(WPA)
• Civilian Conservation Corps
(CCC)
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
Draw conclusions and make
generalizations about data. (MC)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the relationship of government
to the individual in economic
planning and social programs.
(11.18c) (M)
Housing and Social Security
• Home Owners Loan Corporation (HOLC)
• Social Security Act
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
69
GRADE LEVEL 11
STANDARD 11.10f (continued)
The student will analyze and explain the Great Depression, with emphasis on
• the impact of New Deal economic policies.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Labor relations
• National Labor Relations Act
• Fair Labor Standards Act
Effects
• Some federal agencies still active
today: TVA, Social Security,
FDIC, and SEC
• Increase in the income of farmers and workers
• Preservation of natural resources
• Provision of security for the sick
and the aged
• Organization of unions
• Increase in the infrastructure of
the nation
• National debt raised
• Federal bureaucracy doubled
• Failure to bring an end to the
Depression
• Continued high unemployment
until World War II.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
70
STANDARD 11.10g
GRADE LEVEL 11
The student will analyze and explain the Great Depression, with emphasis on
• the impact of the expanded role of government in the economy since the 1930s.
Essential Understandings
The New Deal dramatically
changed the relationship between
the federal government and the
American people.
Essential Questions
How does the philosophy of
government during the New
Period continue today?
Has government grown too large
and assumed too many responsibilities?
Essential Knowledge
New Deal philosophy today
• Extension of the power of the
federal government and the
power of the President
• Deficit spending
• The welfare state established
• Greater concern for workers
• Conservation gains
• Renewal in faith of democracy
and the free enterprise system
• Regulation of business
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
The student will develop skills for
historical analysis, including the
ability to
• formulate historical questions
and defend findings based on
inquiry and interpretation.
(11.17c) (M)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• the relationship of government
to the individual in economic
planning and social programs.
(11.17c, 11.18c) (M)
71
GRADE LEVEL 11
STANDARD 11.11a
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• the rise and aggression of totalitarian regimes in Germany, Italy, and Japan.
Essential Understandings
Certain economic and political
conditions may lead to totalitarian governments.
Aggression and intolerance are
characteristics of totalitarian
governments.
Essential Questions
What explains the rise of totalitarian regimes?
Essential Knowledge
Essential Skills
Totalitarian leaders
• Hitler
• Mussolini
• Tojo
Interpret map and globes.
Roles played by
• Nazi Party
• Anti-Semitism
• Treaty of Versailles
• Fascism
• Militarism
• Economic depression
Sequence events in chronological
order. (MC)
Important topics
• Germany’s annexation of the
Rhineland, Austria, and the
Sudetenland
• Germany’s invasions of Poland,
France, and the Soviet Union
• Italy’s invasion of Ethiopia
• Japan’s occupation of Manchria
and invasion of China
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Locate areas (regions) of conflict on
maps and globes. (MC)
Differentiate between historical
facts and historical interpretations.
(MC)
The student will develop skills for
historical analysis, including the
ability to
• develop perspectives of time
and place, including the construction of various time lines of
events, periods, and personalities in American history.
(11.17d) (M)
72
STANDARD 11.11b
GRADE LEVEL 11
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• the role of the Soviet Union.
Essential Understandings
The Soviet Union began the war as
a neutral and entered a nonaggression pact with Nazi Germany. It became an ally of the
United States after it was invaded
by Hitler’s Army.
Essential Questions
How did the war affect the Soviet
Union?
Essential Knowledge
Essential Skills
Stalin was the totalitarian leader
of the Soviet Union.
Gather, classify, and interpret
information. (MC)
The Non-Aggression Pact between
Hitler and Stalin
Locate areas (regions) on maps and
globes. (MC)
The Eastern Front
Draw conclusions and make
generalizations about data. (MC)
The Siege of Leningrad and
Stalingrad
The Yalta Agreement
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
73
GRADE LEVEL 11
STANDARD 11.11c
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• appeasement, isolationism, and the war debates in Europe and the United States prior to the outbreak of war.
Essential Understandings
Initial response of the West to
Hitler was to seek agreements to
preserve peace.
The U.S. slowly moved from
neutrality to active support of the
Allies.
Essential Questions
How do we stop the aggressive
actions of another country?
When does a country abandon
neutrality?
Essential Knowledge
• Munich Conference
• Neutrality Acts in U.S.
• Lend-Lease Act
Why did the U.S. pursue isolationism in the 1930s?
Essential Skills
Gather, classify, and interpret
information. (MC)
Locate areas (regions) on maps and
globes. (MC)
Draw conclusions and make
generalizations about data. (MC)
Appeasement did not stop Hitler’s
aggressive actions.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
74
STANDARD 11.11d
GRADE LEVEL 11
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• the impact of mobilization for war, at home and abroad.
Essential Understandings
The impact of war mobilization
changed the U.S. economy.
War mobilization altered the role of
women in the work force.
War accentuated existing racial and
ethnic divisions.
The war expanded the role of
government in American life.
Essential Questions
How does war change the economic and social fabric of a society?
Essential Knowledge
• Draft and enlistment
• Wage and price controls
• Shortages—rationing
• Women called to work
• War bonds
• Segregated units in military
• Relocation of Japanese-Americans
• Race riots of the 1940s in
American cities
• Zoot Suit riots in Los Angeles
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Gather, classify, and interpret
information. (MC)
Locate areas (regions) on maps and
globes. (MC)
Draw conclusions and make
generalizations about data. (MC)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and to determine how
divergent viewpoints have been
addressed and reconciled. Such
issues include
• problems of intolerance toward
racial and ethnic groups in
American Society. (11.18f) (M)
75
STANDARD 11.11e
GRADE LEVEL 11
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• major battles, military turning points, and key strategic decisions.
Essential Understandings
WWII changed the nature of
warfare.
Essential Questions
How did WWII change the way
wars were fought?
Why did the Allies win the war?
Essential Knowledge
Major military battles/turning
points
• Invasion of Poland by Germany
and the Soviet Union
• German invasion of France
• Battle of Britain
• German defeat at Stalingrade—
turning point on the Russian
Front
• Pearl Harbor
• Battle of Midway—turning point
in the Pacific
• Invasion of Normandy (D-Day)
• Battle of the Bulge—opened the
way to the Allied invasion of
Germany
• Stalingrad
• Iwo Jima
• Okinawa
Essential Skills
Gather, classify, and interpret
information. (MC)
Locate areas (regions) on maps and
globes. (MC)
Draw conclusions and make
generalizations about data. (MC)
Strategic decisions
• Blitzkrieg
• U-Boats in the Atlantic
• Island hopping
• Manhattan Project
• Dropping of the atomic bomb
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
76
STANDARD 11.11e (continued)
GRADE LEVEL 11
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• major battles, military turning points, and key strategic decisions.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Leaders
• Franklin D. Roosevelt
• Winston Churchill
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
77
GRADE LEVEL 11
STANDARD 11.11f
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• the Holocaust and its impact.
Essential Understandings
Essential Questions
Wars demonstrate man’s inhumanity to man.
What is a war crime?
Not all acts are justified during
wartime.
How could a modern state with
achievements in art, literature, and
science engage in mass murder of a
people?
The Holocaust was a systematic
effort by a modern state (Germany)
to exterminate an entire people
(Jews).
Essential Knowledge
Nazis imprisoned and exterminated millions of Jews, Slavs,
gypsies, political enemies,
homosexuals, and the physical
and mentally disabled in concentration camps. (Auschwitz)
Allies liberated the concentration
camps.
Essential Skills
Gather, classify, and interpret
information. (MC)
Locate areas (regions) on maps and
globes. (MC)
Draw conclusions and make
generalizations about data. (MC)
Nuremberg trials
Many Jewish survivors of the
Holocaust founded the state of
Israel.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
78
STANDARD 11.11g
GRADE LEVEL 11
The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on
• the reshaping of the United States’ role in world affairs after the war.
Essential Understandings
The U.S. could no longer endorse
an isolationist foreign policy.
The U.S. became the world’s
leading superpower after World
War II which brought burdens and
responsibilities.
Essential Questions
How did WWII change the world
order?
Essential Knowledge
The United States and the USSR
emerged as the two superpowers
at the end of WWII.
• United States had the atomic
bomb.
• USSR had the largest military
force.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Draw conclusions and generalizations about data. (MC)
Gather, classify, and interpret
information. (MC)
79
GRADE LEVEL 11
STANDARD 11.12a
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• the origins and both foreign and domestic consequences of the Cold War.
Essential Understandings
Essential Questions
Diplomatic relations between the
U.S. and the Soviet Union quickly
broke down after the war.
Why did relations between the U.S.
and Soviet Union deteriorate
during this period?
The ideological beliefs and concerns created different goals for the
two superpowers.
Why were Americans so suspicious
during the 1950s?
Was the Cold War inevitable?
Essential Knowledge
Origins (1943-1954)
• Define Cold War.
Wartime conference
• Yalta
Leadership
• FDR
• Churchill
• Stalin
• Truman
Essential Skills
Compare and contrast differing
sets of ideas, values, personalities,
behaviors, and institutions.
Draw conclusions and generalizations about data. (MC)
Gather, classify, and interpret
information. (MC)
American/Soviet differences
Ideology
• Communism vs. Democracy
Security
• Soviet Invasion of Eastern
Europe and creation of “satellites” (Iron Curtain)
Domestic consequences
Loyalty oaths
• House Un-American Activities
Committee (HUAC)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
80
STANDARD 11.12a (continued)
GRADE LEVEL 11
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• the origins and both foreign and domestic consequences of the Cold War.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Spy cases
• Alger Hiss
• Ethel and Julius Rosenberg
McCarthyism
• Senator Joseph McCarthy
Foreign Consequences
• Policy of containment
• Nuclear arms race—H-bomb
• Space race
• Defense spending increased
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
81
GRADE LEVEL 11
STANDARD 11.12b
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• communist containment policies in Europe, Latin America, and Asia.
Essential Understandings
American foreign policy in the
postwar years was based on
containment of Communism.
Aimed at Europe, the policy of
containment was extended to
include Latin America and Asia.
The Cold War often exploded and
created “hot spots.”
Wars such as those in Korea and
Vietnam were a result of American
Cold War policy of containment
(resisting the expansion of Communism).
Essential Questions
Why did the U.S. pursue a policy
of containment?
Did the U.S. policy of containment
work?
Essential Knowledge
Define containment.
Europe
• Truman Doctrine
• Marshall Plan
• Berlin blockade and airlift
• Formation of the North Atlantic
Treaty Organization (NATO)
• Berlin Wall
Essential Skills
Draw conclusions and generalizations about data. (MC)
Gather, classify, and interpret
information. (MC)
Latin America
• Economic Aid
• Alliance for Progress
Guatamala
Cuba
• Fidel Castro
• Bay of Pigs
• Cuban Missile Crisis
Nicaragua
• Sandinistas vs. Contras
• Reagan policy toward
Sandinistas and Contras
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
82
STANDARD 11.12b (continued)
GRADE LEVEL 11
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• communist containment policies in Europe, Latin America, and Asia.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Asia
China
• Defeat of Chiang Kai-shek by
Mao Zedong
• Creation of People’s Republic of
China
• Flight of Chiang Kai-shek to the
island of Formosa (Taiwan)
• Nixon’s visit to China—
opening of diplomatic relations
with China.
Korea
• Temporary division at 38th
parallel
• North Korea invades South
Korea.
• UN “Police Action”
• Cease-fire agreement and
stalemate
• Firing of General Douglas
MacArthur
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
83
GRADE LEVEL 11
STANDARD 11.12b (continued)
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• communist containment policies in Europe, Latin America, and Asia.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Vietnam
• Division of Vietnam into North
and South Vietnam
• Domino Theory leads to U.S.
involvement to prevent Northern (Communist) takeover of
South Vietnam
• Escalation of U.S. involvement,
including the Gulf of Tonkin
Resolution, and the Tet offensive
• Vietnamization and the withdrawal of American troops,
followed by defeat of South
Vietnam and reunification under
Northern control
Conflict at home
• Hawks vs. Doves
• Antiwar movement
Detente
• Nuclear Test-Ban Treaty
• SALT
• Nixon’s visit to China—opens
diplomatic relations with China
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
84
STANDARD 11.12c
GRADE LEVEL 11
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• the strategic and economic factors in Middle East policy.
Essential Understandings
U.S. policy in the Middle East has
been guided since the end of World
War II by containment, support for
Israel, and the need for oil.
Essential Questions
What factors determined U.S.
foreign policy in the Middle East?
Essential Knowledge
Essential Skills
Creation of OPEC and the oil
embargo
Locate areas (regions) of conflict on
maps and globes. (MC)
U.S. involvement in Arab-Israeli
disputes
Military monitoring of conflicts
between Israelis and the PLO army
• U.S. troops attacked in Lebanon
Interpret ideas/concepts and
events. (MC)
Peacekeeping attempts by U.S.
• Camp David Accords
• Rabin/Arafat Peace Agreement
Gather, classify, and interpret
information. (MC)
Draw conclusions and generalizations about data. (MC)
Relations with Iran
• Support for Shah related to
policy of containment and oil
• The hostage crisis
Persian Gulf War
• Invasion of Kuwait by Iraq
• Operation Desert Storm
Creation of the State of Israel
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
85
GRADE LEVEL 11
STANDARD 11.12d
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• relations with South Africa and other African nations.
Essential Understandings
U.S. policy toward Africa reflected
competition between the U.S. and
the Soviet Union.
Essential Skills
Essential Questions
Essential Knowledge
What attitudes guided our foreign
policy in Africa?
U.S. policy toward Africa
• The end of World War II triggered independence movements
throughout the African continent.
Research content materials from
computer programs.
• U.S. foreign policy was characterized by support for proWestern governments and the
free enterprise system.
Gather, classify, and interpret
information. (MC)
Draw conclusions and generalizations about data. (MC)
• U.S. foreign policy supported
humanitarian issues, including
relief efforts during famines.
• U.S. foreign policy slowly
changed from one of support for
the white South African government to a call for an end to its
apartheid policies.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
86
STANDARD 11.12e
GRADE LEVEL 11
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• the collapse of communism and the end of the Cold War.
Essential Understandings
Essential Questions
Essential Knowledge
The collapse of the Soviet Union
brought an end to the Cold War
that had dominated American
policy for forty years.
How is the world different because
of the collapse of communism?
Reasons for the collapse of the
Soviet Union
• Reagan’s defense policies
including the Strategic Defense
Initiative (SDI) and encouragement of internal dissidents in
Communist countries (Solidarity
movement in Poland)
• Soviet government mismanagement, economic inefficiency, and
corruption
• Nationalist sentiment in the
Soviet republics
Communism as an economic policy
failed.
Reagan’s defense buildup forced
the Soviet Union to try to compete,
hastening its internal collapse and
the end of the Cold War.
Trends and events in Soviet Union
and the newly independent states
• Policies of Mikhail Gorbachev
• Free elections
• Establishment of independent
states
• Efforts toward market
economy
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Gather, classify, and interpret
information. (MC)
Explain cause and effect relationships. (MC)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• problems of intolerance toward
racial and ethnic groups in
American society. (11.18f) (M)
87
GRADE LEVEL 11
STANDARD 11.12e (continued)
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• the collapse of communism and the end of the Cold War.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Parallel events and trends in
Eastern Europe
• Collapse of Soviet influence in
Eastern Europe
• Establishment of non-totalitarian
governments
• Fall of Berlin Wall and reunification of Germany
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
88
STANDARD 11.12f
GRADE LEVEL 11
The student will analyze and explain United States foreign policy since World War II, with emphasis on
• new challenges to America’s leadership role in the new world.
Essential Understandings
As the sole superpower, the U.S.
struggles to establish a consistent
policy in a rapidly changing and an
increasingly interdependent world.
Essential Questions
How does the United States, as the
remaining superpower, respond to
the global forces of unity and
disunity?
Essential Knowledge
Forces for global unity
• Economic interdependence
• Communications explosion
• Role of international agencies
Essential Skills
Draw conclusions and generalizations about data. (MC)
Gather, classify, and interpret
information. (MC)
Forces for global disunity
• Ethnic and religious factionalism
• Economic disparity
• Nuclear proliferation
• Terrorism
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
89
GRADE LEVEL 11
STANDARD 11.13a
The student will evaluate federal civil rights and voting rights developments since the 1950s in terms of
• the Brown v. Board of Education decision and its impact on education.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and to determine how
divergent viewpoints have been
addressed and reconciled.
Such issues include
• the tension between majority
rule and minority rights
• problems of intolerance toward
racial groups in American
society
• the evolution of rights, freedoms, and protection throughout political and social movements. (11.18e, f, g) (M)
“Separate but equal is inherently
unequal.”
How did integration of U.S.
schools take place?
• Meaning of the equal protection
clause of the 14th Amendment
U.S. Supreme Court decisions can
promote social change.
How do we balance majority rule
with minority rights?
• Change in the “separate but
equal” interpretation in Plessy v.
Ferguson (1896) to mandate
integration of schools in Brown
v. Board of Education (1954)
State actions must comply with
federal mandates.
Resistance to school integration
• Little Rock, Arkansas
• Virginia—Massive Resistance
• Revival of the Ku Klux Klan
Efforts to achieve school integration
• Busing
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
90
STANDARD 11.13b
GRADE LEVEL 11
The student will evaluate federal civil rights and voting rights developments since the 1950s in terms of
• civil rights demonstrations and related activity leading to desegregation of public accommodations, transportation, housing, and employment.
Essential Understandings
Nonviolent demonstrations and
protests produced changes.
The Federal government responded to calls for change.
Essential Questions
How do people change the political, social, and economic order?
Essential Knowledge
Events
• Montgomery bus boycott
• March on Washington
• Civil Rights Act, 1964
• Watts riot
• “Letter from a Birmingham Jail”
(11.16) (M)
• Sit-ins and Freedom Rides
Essential Skills
Definitions
• Civil disobedience
• Black Power
The student will develop skills
for historical analysis, including
the ability to
• analyze documents, records,
and data (such as artifacts,
diaries, letters, photographs,
journals, newspapers, historical accounts, etc.)
• formulate historical questions
and defend findings based on
inquiry and interpretation.
(11.17a, c) (M)
Organizations
• NAACP—National Association
for the Advancement of Colored
People
• SCLC—Southern Christian
Leadership Conference
• SNCC—Student Nonviolent
Coordinating Committee
• Black Panthers
The student will develop skills in
discussion, debate, and persuasive writing with respect to
enduring issues and determine
how divergent viewpoints have
been addressed and reconciled.
Such issues include
• Civil disobedience vs. the rule
of law (11.18a) (M)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
91
GRADE LEVEL 11
STANDARD 11.13b (continued)
The student will evaluate federal civil rights and voting rights developments since the 1950s in terms of
• civil rights demonstrations and related activity leading to desegregation of public accommodations, transportation, housing, and employment.
Essential Understandings
Essential Questions
Essential Knowledge
Leaders
• Martin Luther King, Jr.
• Malcolm X
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
• Freedom of the press vs. the
right to a fair trial
• Problems of intolerance toward
racial groups in American
society
• The evolution of rights, freedoms, and protections through
political and social movements.
(11.18 d, f, g) (M)
92
STANDARD 11.13c
GRADE LEVEL 11
The student will evaluate federal civil rights and voting rights developments since the 1950s in terms of
• reapportionment cases and voting rights legislation and their impact on political participation and representation.
Essential Understandings
Legislation and court cases have
led to increased minority participation in government and office
holdings.
Gerrymandering continues to be
controversial.
Essential Questions
How have changes affected the
political participation and representation of minority groups?
Essential Knowledge
• Definition of gerrymandering
• Selma to Montgomery March
• Voting Rights Act, 1965
• 24th Amendment
• Wesberry v. Sanders (concept of
one person/one vote)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Interpret ideas and concepts as
expressed in print and non-print
sources. (MC)
Gather, classify, and interpret
information. (MC)
Draw conclusions and make
generalizations about information.
(MC)
93
GRADE LEVEL 11
STANDARD 11.13d
The student will evaluate federal civil rights and voting rights developments since the 1950s in terms of
• affirmative action.
Essential Understandings
Affirmative action is a policy for
correcting the effects of discrimination in employment or education
based on race, ethnicity, or gender.
Affirmative action has become a
divisive issue in American politics.
Essential Questions
What is affirmative action?
Essential Knowledge
• Definition of affirmative action
• Regents of the University of
California v. Bakke (1978)
• Proposed equal rights amendment
Essential Skills
Interpret ideas and concepts as
expressed in print and non-print
sources. (MC)
Gather, classify, and interpret
information. (MC)
Draw conclusions and make
generalizations about information.
(MC)
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
94
STANDARD 11.14a
GRADE LEVEL 11
The student will demonstrate an understanding of domestic policy issues in contemporary American society by
• comparing conservative and liberal economic strategies.
Essential Understandings
Essential Questions
Essential Knowledge
Contemporary America refers to
the time period from 1970 to the
present.
How do liberals and conservatives
differ in economic strategies?
Conservative economic strategies
• Reduced government spending
on social programs
• Reduced government regulation
of business
• Reduced taxation
There are philosophical differences
about the role of government in
managing the economy.
Liberal economic strategies
• Increased government
spending on social programs
• Increased government regulation of business
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
Compare and contrast differing
sets of ideas, values, personalities,
behaviors, and institutions. (MC)
Select and defend positions. (MC)
Differentiate between points of
view of self and others. (MC)
95
GRADE LEVEL 11
STANDARD 11.14b
The student will demonstrate an understanding of domestic policy issues in contemporary American society by
• explaining current patterns of Supreme Court decisions and evaluating their impact.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
Contemporary America refers to
the time period since 1970.
Do Supreme Court decisions since
1970 reflect a more liberal or
conservative philosophy?
Supreme Court issues
Since 1970, patterns in legal
questions heard by the U.S. Supreme Court include
• Right to abortion vs. the right
to life
Roe v. Wade, 1973, has been
upheld consistently while
parental notification has also
been upheld.
• Discrimination against women
Reed v. Reed, 1971 expands
prohibition of discrimination
into gender issues.
• Religion
The wall of separation between
church and state has been
upheld (school sanctioned
prayer is prohibited), yet
allowing for exceptions (studentinitiated prayer and moments of
silence are constitutionally
permissable).
Evaluate information from various
forms of multimedia materials.
(MC)
The trend of the Supreme Court
has been toward conservativebased decisions, with a few exceptions that reflect a more liberal
philosophy.
Why does the Supreme Court shift
philosophies?
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Evaluate information for accuracy
and separate fact from opinion.
(MC)
Use computers to research content
materials from computer programs. (M)
The student will develop skills in
discussion, debate, and persuasive
writing with respect to enduring
issues and determine how divergent viewpoints have been addressed and reconciled. Such
issues include
• The relationship of government
to the individual in economic
planning and social programs
• Freedom of press vs. the right to
a fair trial
96
STANDARD 11.14b (continued)
GRADE LEVEL 11
The student will demonstrate an understanding of domestic policy issues in contemporary American society by
• explaining current patterns of Supreme Court decisions and evaluating their impact.
Essential Understandings
Essential Questions
Essential Knowledge
• Student speech
Court decisions have greatly
narrowed students’ free speech
rights while expanding the
authority of school officials.
• Rights of the accused
The trend is toward limiting the
rights of accused in the areas of
searches and seizures and the
death penalty.
• Freedom of the press vs. the
right to a fair trial
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
Essential Skills
The evolution of rights, freedoms,
and protections through political
and social movements.
(11.18c, d, g) (M)
97
GRADE LEVEL 11
STANDARD 11.14c
The student will demonstrate an understanding of domestic policy issues in contemporary American society by
• comparing the positions of the political parties and interest groups on major issues.
Essential Understandings
Essential Questions
Essential Knowledge
Contemporary America refers to
the time period 1970 to the
present.
What has distinguished the positions of major political parties and
interest groups since 1970?
Political parties
• Democratic
• Republican
The primary difference between
the two parties is on the role of
government, whether government’s role in addressing social
problems should be greater or
lesser.
Why has public trust in government and politicians declined?
Interest groups
• AFL-CIO (American Federation
of Labor - Congress of Industrial
Organizations)
• National Association of Manufacturers
• Sierra Club
• AARP (American Association
for Retired Persons)
• AMA (American Medical
Association)
Essential Skills
Identify and explain symbols
expressed in cartoons/pictures.
Compare and contrast differing
sets of ideas, values, personalities,
behaviors, and institutions. (MC)
Draw conclusions and generalizations about data. (MC)
Gather, classify, and interpret
information. (MC)
Some issues that divide Democrats, Republican, and interest
groups
• Democrats generally favor
greater role for government in
addressing social problems.
• Republicans generally favor
private sector or individual
action to address social problems.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
98
STANDARD 11.14c (continued)
GRADE LEVEL 11
The student will demonstrate an understanding of domestic policy issues in contemporary American society by
• comparing the positions of the political parties and interest groups on major issues.
Essential Understandings
Essential Questions
Essential Knowledge
Essential Skills
• Democrats are generally more
willing while Republicans are
generally less willing to regulate
business activity.
I=Initial Instruction R=Reinforcement of the Skill M=Mastery of the Skill MC=Mastery of Complex New Material
99