American Studies Grade 11 - mrsjrees.weebly.commrsjrees.weebly.com/uploads/1/4/8/8/14886094/11th_grade_curriculum... · American Studies Grade 11 ... This DBQ is a released item from

American Studies Grade 11

In Unit One, students will study the Post Reconstruction period and the emergence of urban industrialized America. Through this study, students will gain an understanding of the technological advancements, demographic shifts, excesses, and corruption in Amer-ica during this era. Students will examine immigration, the Industrial Revolution, the progressive era, and the factors that contribut-ed to the United States emerging as a world power, including the rise of American imperialism and US involvement in World War I.

In Unit Two, students will study the post-WWI years and the “return to normalcy” during the “stand-pat” Roaring ‘20s. Next, stu-dents will study the causes and course of the Great Depression and the advent of the welfare state under FDR’s New Deal. Lastly, students will study the causes and outcomes of World War II.

In Unit Three, students will study the advent of the Cold War from the ashes of World War II. Students will examine the responses of Truman, Eisenhower, and Kennedy to the growing Cold War standoff with the Soviet Union, along with the development of proxy wars such as the Korean and Vietnam conflicts.

During Unit Four, students will study the social, political, and economic issues from the 1970’s to present. Students will explore do-mestic and economic developments including equal rights for women, Latinos, and Native Americans, as well as Environmental and Conservative Movements. In addition students will examine foreign policy from the late Cold War to the war on terrorism.

Unit One — In the Unit One Performance Assessment, students will have the opportunity to select an issue from this era (1877 to 1920) that has more than one valid position. As part of the process, students will research this historic issue and analyze and evalu-ate evidence from multiple sources. Students will take and defend a position on the issue and show why opposing arguments are not as valid as their own position. The student’s position must be supported by evidence from valid and credible sources and any oppos-ing arguments must include a fair interpretation of other perspectives and a refutation based on credible evidence. Students will be scored on the Performance Assessment Rubric. Unit Two — In the Unit Two Performance Assessment, students will demonstrate their understanding of this time period - particu-larly the Great Depression and its impact on American History - by completing a “Document-Based Question” (DBQ), an assessment that allows students to demonstrate their thinking by critically analyzing primary source documents. Students will use these docu-ments as well as their own knowledge of the era to construct an essay on the following prompt:

Franklin D. Roosevelt's administration had various responses to the problems of the Great Depression, including the implementation of programs that were collectively known as The New Deal. How effective were these responses? How did they change the role of the federal government? Unit Three — In this performance assessment, students will analyze primary source documents related to the Vietnam War. They will focus on the social, political and economic tensions created in the United States during this period in history. Students will for-mulate a response based on the documents presented. This DBQ is a released item from the AP exam. Unit Four — Do social, political and cultural movements repeat themselves? Can studying the past help us to understand current and future movements? To be an informed citizen you need to have an understanding of how the past connects with the present. In this performance assessment, students will demonstrate their ability to analyze a historic social, political or cultural movement and connect/compare that movement to a current event or movement. In their analysis students will discuss continuity, what has changed and what has remained the same. Students will evaluate the reliability and credibility of their sources in an annotated bibliography.

Unit Assessment

Content Summary

Spokane Public Schools 11th Grade Social Studies American Studies

Unit One Overview Industrialization, Reform, and the Emergence

of the United States as a World Power (1877-1920)

Content Summary In Unit One, students will study the Post Reconstruction period and the emergence of urban industrialized America. Through this study, students will gain an understanding of the technological advancements, demographic shifts, excesses, and corruption in America during this era. Students will examine immigration, the Industrial Revolution, the progressive era, and the factors that contributed to the United States emerging as a world power, including the rise of American imperialism and US involvement in World War I.

Skill Summary In Unit One, students will analyze and evaluate evidence from multiple sources to support their position on a specific argumentative research question. Students will utilize both primary and secondary source documents to research, construct, and evaluate plausible arguments using text-based evidence.

Unit Assessment Overview In the Unit One Performance Assessment, students will have the opportunity to select an issue from this era (1877 to 1920) that has more than one valid position. As part of the process, students will research this historic issue and analyze and evaluate evidence from multiple sources. Students will take and defend a position on the issue and show why opposing arguments are not as valid as their own position. The student’s position must be supported by evidence from valid and credible sources and any opposing arguments must include a fair interpretation of other perspectives and a refutation based on credible evidence. Students will be scored on the Performance Assessment Rubric.

Key Terms and Concepts(Suggested, not mandatory)

1. 16th-19th Amendments 2. Assimilation 3. Big Stick Foreign Policy 4. Booker T. Washington 5. Clayton Anti-Trust Act 6. Conservation 7. Dawes Severalty Act 8. Dollar Diplomacy 9. Federal Reserve Act 10. Fourteen Points 11. Frontier Thesis 12. Gilded Age 13. Gospel of Wealth 14. Great Migration 15. Imperialism 16. Jim Crow Laws

17. Labor Unions 18. League of Nations 19. Lusitania 20. Monopolies 21. Muckrakers 22. Neutrality 23. New/Old Immigrant 24. Open Door Policy 25. Panama Canal 26. Plessy v. Ferguson 27. Political machine 28. Progressive Era 29. Red Scare 30. Robber Baron 31. Segregation 32. Settlement House

33. Sharecropping 34. Sherman Anti-Trust Act 35. Social Darwinism 36. Social Gospel 37. Spanish-American War 38. Suffrage Movement 39. Temperance 40. The Populist Party 41. TR’s Square Deal 42. Treaty of Versailles 43. Trust 44. U-Boats 45. Vertical and Horizontal

Combinations 46. W.E.B. DuBois 47. Zimmerman Telegram

Grade 11th

11th

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de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Uni

t One

: Ind

ustr

ializ

atio

n an

d th

e E

mer

genc

e of

the

Uni

ted

Stat

es a

s a W

orld

Pow

er (1

877-

1920

)

Gra

de L

evel

Exp

ecta

tions

St

uden

t Evi

denc

e/

Form

ativ

e A

sses

smen

t Mea

sure

s A

cade

mic

V

ocab

ular

y

Res

ourc

es

History

4.2.

1 E

valu

ates

how

indi

vidu

als a

nd

mov

emen

ts h

ave

shap

ed th

e U

nite

d St

ates

. G

uidi

ng T

opic

al Q

uest

ions

: 1.

To

wha

t ext

ent c

an o

ne in

divi

dual

impa

ct th

e U

nite

d St

ates

(or t

he w

orld

)?

2. W

hat a

re th

e m

ost i

nflu

entia

l soc

ial a

nd

polit

ical

mov

emen

ts o

f thi

s era

?

Exam

ples

: •

Exam

ine

the

influ

ence

of F

rede

rick

Jack

son

Turn

er’s

fron

tier t

hesis

and

Rud

yard

K

iplin

g’s “

The

Whi

te M

an’s

Bur

den”

on

Am

eric

an im

peria

lism

• C

ompa

re a

nd c

ontra

st th

e m

etho

ds o

f Boo

ker T

. Was

hing

ton

and

W.E

.B. D

uboi

s an

d ev

alua

te th

eir i

mpa

ct o

n A

frica

n A

mer

ican

s pur

suit

of c

ivil

right

s in

the

Uni

ted

Stat

es.

•

Eval

uate

the

impa

ct o

f suf

frag

ette

s lik

e Su

san

B. A

ntho

ny a

nd E

lizab

eth

Cad

y St

anto

n an

d th

e gr

eate

r wom

en’s

suffr

age

mov

emen

t on

the

Uni

ted

Stat

es.

•

Ana

lyze

the

vario

us lo

ng a

nd sh

ort t

erm

cau

ses f

or p

rogr

essi

ve re

form

s (tru

st

bust

ing,

the

crea

tion

of th

e FD

A, t

he n

atio

nal p

arks

syst

em, i

nitia

tive,

refe

rend

um,

reca

ll, o

pen

prim

ary,

wom

en’s

righ

t to

vote

, etc

…)

Impe

rialis

m

Fron

tier t

hesi

s Su

ffera

ge

Mov

emen

t Pr

ogre

ssiv

e

POWER STANDARD

Social Studies Skills

5.4.

1 E

valu

ates

and

inte

rpre

ts o

ther

poi

nts

of v

iew

on

an is

sue

or e

vent

with

in a

pa

per

or p

rese

ntat

ion.

G

uidi

ng T

opic

al Q

uest

ions

: 1.

To

wha

t ext

ent d

oes k

now

ing

mul

tiple

poi

nts

of v

iew

hel

p a

hist

oria

n w

rite

a pa

per o

r gi

ve a

pre

sent

atio

n?

2. T

o w

hat e

xten

t doe

s hea

ring

anot

her p

erso

n’s

poin

t of v

iew

affe

ct y

our o

wn?

Exa

mpl

es:

• A

naly

ze th

e m

ultip

le p

oint

s of v

iew

beh

ind

U.S

. Exp

ansio

nism

and

Impe

rialis

m.

• St

uden

ts p

artic

ipat

e in

a c

lass

dis

cuss

ion

eval

uatin

g th

e m

ultip

le p

oint

s of v

iew

of

the

Sher

man

Ant

i-Tru

st A

ct.

• St

uden

ts w

ill e

valu

ate

and

inte

rpre

t eac

h ot

her’

s poi

nts o

f vie

w w

ithin

the

cont

ext

of a

Soc

ratic

sem

inar

con

cern

ing

the

diffe

rent

met

hods

of B

ooke

r T. W

ashi

ngto

n an

d W

.E.B

. Dub

ois.

Expa

nsio

nism

Im

peria

lism

Sh

erm

an A

nti-T

rust

A

ct

POWER STANDARD

Uni

t One

: Tim

e Fr

ame

–

Qua

rter

1

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

History

4.2.

2 A

naly

zes h

ow c

ultu

res a

nd c

ultu

ral

grou

ps h

ave

shap

ed th

e U

nite

s Sta

tes.

Gui

ding

Top

ical

Que

stio

ns:

3. W

hat c

ultu

ral g

roup

s hav

e ha

d th

e m

ost

impa

ct in

shap

ing

the

Uni

ted

Stat

es?

4. H

ow d

o a

natio

n’s s

tate

d id

eals

and

prin

cipl

es

shap

e ho

w it

s citi

zens

thin

k an

d ac

t?

Exam

ples

: •

Res

earc

h pr

ojec

t jig

saw

on

imm

igra

nt g

roup

s tha

t cam

e to

the

US

durin

g th

ese

year

s.

• C

reat

e a

diar

y fro

m th

e pe

rspe

ctiv

e of

a n

ew im

mig

rant

from

Asi

a or

Eur

ope

or

crea

te a

dia

ry fr

om th

e pe

rspe

ctiv

e an

Am

eric

an c

itize

n di

scus

sing

how

the

new

im

mig

rant

s hav

e ch

ange

d th

e co

mm

unity

. •

Mak

e a

Pow

erPo

int p

rese

ntat

ion

show

ing

the

impa

ct o

f the

US

Nat

ive

Am

eric

an

assi

mila

tion

polic

ies i

nclu

ding

the

Daw

es S

ever

alty

Act

(Gen

eral

Allo

tmen

t Act

), bo

ardi

ng sc

hool

s, et

c.

Ass

imila

tion

Daw

es A

ct

COMPLEMENTARY STANDARD

Geography

3.2.

3 A

naly

zes t

he c

ause

s and

eff

ects

of

volu

ntar

y an

d in

volu

ntar

y m

igra

tion

in U

.S. h

isto

ry.

Gui

ding

Top

ical

Que

stio

ns:

1. W

hat a

re th

e di

ffere

nces

bet

wee

n vo

lunt

ary

and

invo

lunt

ary

mig

ratio

n?

2. T

o w

hat e

xten

t did

the

role

of m

igra

tion

shap

e U

.S. h

isto

ry?

Exam

ples

: •

Exam

inat

ion

of p

oliti

cal c

arto

ons a

bout

the

new

mig

ratio

n an

alyz

ing

the

pros

and

co

ns re

flect

ed in

the

carto

ons.

•

Wat

ch a

vid

eo c

lip o

n El

lis Is

land

and

dis

cuss

the

reas

ons f

or a

nd n

atur

e of

the

new

im

mig

ratio

n.

• R

ead

and

anal

yze

Emm

a La

zaru

s’ p

oem

“Th

e N

ew C

olos

sus.”


History

4.2.

3 A

naly

zes a

nd e

valu

ates

how

te

chno

logy

and

idea

s hav

e sh

aped

U

.S. h

isto

ry.

Gui

ding

Top

ical

Que

stio

ns:

1. W

hat a

re th

e gr

eate

st te

chno

logi

cal a

dvan

ces

that

hav

e sh

aped

U.S

. his

tory

? 2.

Wha

t are

the

grea

test

idea

s tha

t hav

e sh

aped

U

.S. h

isto

ry?

3. W

hat a

re th

e be

nefit

s and

cos

ts o

f tec

hnol

ogy?

Exam

ples

: •

Show

a v

ideo

on

the

impa

ct o

f ind

ustri

aliz

atio

n (fr

om U

nite

d St

ream

ing)

and

ass

ess

way

s in

whi

ch th

e va

rious

new

tech

nolo

gies

shap

ed th

e U

S ec

onom

y an

d w

orke

rs.

•

Eval

uate

how

new

tech

nolo

gies

cre

ated

new

em

ploy

men

t opp

ortu

nitie

s for

wom

en

(ex.

Typ

ewrit

er/c

leric

al w

ork,

tele

phon

e/op

erat

ors,

new

con

sum

er p

rodu

cts,

depa

rtmen

t sto

re a

nd m

ail o

rder

jobs

). •

Ana

lysi

s of L

ewis

Hin

e ph

otos

from

the

Libr

ary

of C

ongr

ess.

• R

ank

new

tech

nolo

gies

from

the

Era

of In

dust

rializ

atio

n ba

sed

upon

impo

rtanc

e an

d im

pact

.

• St

uden

t can

ana

lyze

the

impa

ct o

f the

idea

s beh

ind

Jim

Cro

w la

ws a

nd h

ow ra

cial

se

greg

atio

n du

ring

this

per

iod

shap

ed U

.S. H

isto

ry.

Indu

stria

lizat

ion

Jim

Cro

w L

aws

Segr

egat

ion



Teacher Directions:

American Studies Unit One Common Assessment Purpose The purpose of the Quarter One Common Assessment is to allow students the opportunity to demonstrate their understanding of the content of American Studies Unit One: Industrialization, Reform, and the Emergence of the United States as a World Power. This assessment asks students to develop a product (paper, presentation, electronic product, etc.) that examines a controversial issue during the time period of 1890 to 1918. Students may use the provided research template or may choose to create their own. Regardless of the selected product, all students will be scored using the Unit One Common Assessment Rubric. Teacher Directions

• Review the purpose of the assessment with your students and the Unit One Rubric • Review language from the rubric, including key terms such as “sophisticated,” “solid,” and

“weak.” • Provide the list of suggested prompts for students to choose from, or assign issue(s) to students. • Provide an opportunity for students to research their issue. • Review strategies for rebutting an argument. • Model how to use a graphic organizer to organize research information

* Can use the one provided or another of your choice • Model how to cite a resource properly using MLA, including parenthetical citations and how to

annotate (analyze their sources). • Provide students time in class to organize, revise and edit their final product.

Grade 11th

G 9

G 9

NNaammee__________________________________________________________________________________________________________________________________________________

Unit One Common Assessment

Industrialization, Reform, and the Emergence of the United States as a World Power

History is full of controversy. You, as a historian, will have an opportunity to investigate a topic upon which historians still have disagreement.

Directions to the student Your job is to create a product that analyzes a historic issue from the time period of 1890 to 1918 that has more than one valid position. You will take and defend a position on an issue and show why opposing arguments are not as valid. Use the following steps to guide your work:

1. Select an historic issue from the list of suggested prompts. See list of Unit One

prompts.

2. Research the facts and background information regarding the selected issue using

primary and secondary sources.

3. Use a research template to organize your information.

4. Analyze and evaluate evidence from three or more sources.

5. Develop a product that introduces a precise and knowledgeable claim, establish the

significance of the claim, distinguish the claim from alternate or opposing claims, and

create an organization that logically sequences the claim, counterclaim, reasons, and

evidence. (CCSS, WHST 1.a)

6. Provide a fair interpretation and refutation of at least two opposing points.

7. Develop an annotated bibliography using MLA format that gives credit to all of the

sources you utilized in your research. Use parenthetical citations within the body of

your product, where appropriate.


Suggested prompts for the 11th Grade Unit One Common Assessment

1. Take a stance on the differing methods and philosophies of Booker T. Washington and W.E.B. Dubois. Evaluate which methods were most effective in gaining rights for African Americans in the late 19th and early 20th centuries.

2. Were the leading industrialists of the late 19th and early 20th centuries “Captains of Industry” or “Robber Barons”?

3. Do you support American Imperialism and expansionism of the late 19th and early 20th centuries?

4. America’s declaration of war against Spain in 1898 was more a result of agitation by special interest groups than it was an instrument of national policy. Assess the validity of this statement in light of TWO of the following:

� Business interests � Expansionist ideals � Yellow journalism � Advocates of the Monroe Doctrine

5. Assess the relative influence of THREE of the following in the American decision to declare war on Germany in 1917.

� German naval policy � American economic interests � Woodrow Wilson’s idealism � Allied propaganda � America’s claim to world power

G

Name__________________________________________________________________________________

American Studies – Unit One – Common Assessment Rubric Power Standard 4.2.1 – Evaluates how individuals and movements have shaped the United States. Power Standard 5.4.1 – Evaluates and interprets other points of view on an issue within a paper or presentation. Score of 4 Score of 3 Score of 2 Score of 1 Description

of Issue

Provides a sophisticated description of the historical background of the issue

Provides a solid description of the facts and background information regarding the issue

Provides a weak or partial description of the facts regarding the issue

Provides an absent or unrelated description of the facts regarding the issue

Position Taken

Takes a sophisticated position on the issue

Takes a solid position on the issue

Takes a weak or partial position on the issue

Position is absent or unrelated

Analysis of Three

Supporting Reasons

Provides a sophisticated analysis of three supporting reasons; provides rich and accurate supporting evidence

Provides a solid analysis of three supporting reasons; provides substantial supporting evidence

Provides a weak or partial analysis of three supporting reasons; provides limited supporting evidence

Analysis of three supporting reasons is absent or unrelated

Rebuttal of Two

Opposing Arguments

Provides a sophisticated rebuttal of two opposing arguments supported by rich and accurate evidence

Provides a solid rebuttal of two opposing arguments supported by substantial evidence

Provides a weak or partial rebuttal of two opposing arguments

Rebuttal is absent or unrelated

Connection

Offers a sophisticated conclusion about the wider significance of the issue.

Offers a solid conclusion about the wider significance of the issue.

Offers a weak or partial conclusion about the wider significance of the issue.

Conclusion is absent or unrelated

Conventions

Highly effective use of conventions.

Conventions may have a few errors but does not distract from the overall quality of the product

Conventions impair the quality of the product somewhat

Conventions impair the quality of the product significantly

Analyze Sources

Annotated bibliography

The student provides a sophisticated analysis of why they selected their sources (four or more) to support their position.

The student provides a general description of why they selected their sources (three or more) to support their position.

The student provides a minimal description of why they selected their sources (two or more) to support their position.

The student provides little or no description of why they selected their sources to support their position.

Works Cited Page

Has 3 or more different sources accurately documented in MLA format

Has 3 or more different sources documented in MLA format with some minor errors.

Less than 3 different sources documented in MLA format with several errors.

Sources are documented, but not in the MLA format.


Unit Two Overview Prosperity, Depression, New Deal, and World War II

(1920 – 1945)

Content Summary In Unit Two students will study the post-WWI years and the “return to normalcy” during the “stand-pat” Roaring ‘20s. Next, students will study the causes and course of the Great Depression and the advent of the welfare state under FDR’s New Deal. Lastly, students will study the causes and outcomes of World War II.

Skill Summary In unit two students analyze and interpret primary source documents related to the Great Depression and FDR’s New Deal. Students will use their analysis of the primary source documents to support their position on the effectiveness of the New Deal and how New Deal policies impacted the role of the Federal Government in the United States economy.

Unit Assessment Overview In the Unit Two Performance Assessment, students will demonstrate their understanding of this time period - particularly the Great Depression and its impact on American History - by completing a “Document-Based Question” (DBQ), an assessment that allows students to demonstrate their thinking by critically analyzing primary source documents. Students will use these documents as well as their own knowledge of the era to construct an essay on the following prompt:

Franklin D. Roosevelt's administration had various responses to the problems of the Great Depression, including the implementation of programs that were collectively known as The New Deal. How effective were these responses? How did they change the role of the federal government?

Key Terms and Concepts (Suggested, not mandatory) 1. Allied Powers 2. Appeasement 3. Assembly Line 4. Axis Powers 5. Bank Failures 6. Black Tuesday 7. Buying on Margin 8. Charles Lindberg 9. D-Day 10. Dust Bowl 11. Dwight Eisenhower 12. European Theatre 13. Fascism

14. Fireside Chats 15. Franklin Delano

Roosevelt 16. Harlem Renaissanc 17. Harry S. Truman 18. Henry Ford 19. Herbert Hoover 20. Hiroshima & Nagasaki 21. Holocaust 22. Japanese Internment 23. Ku Klux Klan 24. Lend-Lease Act 25. Manhattan Project

26. Minorities in the War Effort

27. Munich Conference 28. New Deal 29. Pacific Theatre 30. Palmer Raids 31. Pearl Harbor 32. Prohibition 33. Rosie the Riveter 34. Scopes Trial 35. Totalitarian Leaders 36. Wartime Economy 37. Winston Churchill

11th Grade

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Uni

t Tw

o: P

rosp

erity

, Dep

ress

ion,

New

Dea

l and

Wor

ld W

ar II

(192

0-19

45)

Gra

de L

evel

Exp

ecta

tions

St

uden

t Evi

denc

e/

Form

ativ

e A

sses

smen

t Mea

sure

s A

cade

mic

V

ocab

ular

y

Res

ourc

es

Economics

2.3.

1 E

valu

ates

the

role

of t

he U

.S.

gove

rnm

ent i

n re

gula

ting

a m

arke

t ec

onom

y.

Gui

ding

Top

ical

Que

stio

ns:

1.

Wha

t is t

he p

rope

r bal

ance

bet

wee

n fre

e en

terp

rise

and

gove

rnm

ent r

egul

atio

n of

th

e ec

onom

y?

Exam

ples

: •

Stud

ents

can

ana

lyze

the

caus

es o

f the

Gre

at D

epre

ssio

n.

•

Stud

ents

par

ticip

ate

in a

dis

cuss

ion

or S

ocra

tic se

min

ar e

valu

atin

g th

e ef

fect

iven

ess o

f the

New

Dea

l as a

resp

onse

to th

e G

reat

Dep

ress

ion.

Ban

k Fa

ilure

s H

erbe

rt H

oove

r Le

nd-L

ease

Act

N

ew D

eal

POWER STANDARD

History

4.3.

2 A

naly

zes m

ultip

le c

ause

s of e

vent

s in

U.S

. his

tory

dis

tingu

ishi

ng b

etw

een

prox

imat

e an

d lo

ng-t

erm

cau

sal

fact

ors.

Gui

ding

Top

ical

Que

stio

ns:

1.

Wha

t wer

e th

e fa

ctor

s tha

t cau

sed

the

Gre

at

Dep

ress

ion?

2.

W

hat f

acto

rs o

f the

Gre

at D

epre

ssio

n ha

d be

en b

uild

ing

up o

ver s

ome

time?

3.

W

hat f

acto

rs o

f the

Gre

at D

epre

ssio

n ha

ppen

ed im

med

iate

ly?

Exam

ples

: •

Stud

ents

will

ana

lyze

var

ious

sour

ces t

o id

entif

y m

ultip

le lo

ng-te

rm a

nd sh

ort t

erm

ca

uses

to th

e G

reat

Dep

ress

ion.

•

Thro

ugh

anal

ysis

of p

rimar

y so

urce

s, st

uden

ts w

ill id

entif

y an

d an

alyz

e va

rious

lo

ng te

rm a

nd sh

ort t

erm

cau

ses o

f the

Gre

at D

epre

ssio

n.

•

Stud

ents

will

ana

lyze

the

caus

es o

f Wor

ld W

ar II

.

Ban

k Fa

ilure

s B

lack

Tue

sday

B

uyin

g on

Mar

gin

Dus

t Bow

l Le

nd-L

ease

Act

N

ew D

eal

POWER STANDARD U

nit T

wo:

Tim

e Fr

ame

– Q

uart

er T

wo

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013


5.2.

2 E

valu

ates

the

valid

ity, r

elia

bilit

y, a

nd

cred

ibili

ty o

f sou

rces

whe

n re

sear

chin

g an

issu

e or

his

tori

cal

even

t in

the

Uni

ted

Stat

es.

Gui

ding

Top

ical

Que

stio

ns

1. W

hat m

akes

a so

urce

val

id, r

elia

ble

and

cred

ible

? 2.

Wha

t mak

es a

sour

ce in

valid

, unr

elia

ble

and

not c

redi

ble?

Exam

ples

: •

Crit

ique

the

valid

ity, r

elia

bilit

y, a

nd c

redi

bilit

y of

doc

umen

ts fr

om th

e FD

R

Adm

inis

tratio

n th

at w

ere

used

in th

e ju

stifi

catio

n of

New

Dea

l pro

gram

s.

• C

ritiq

ue th

e va

lidity

, rel

iabi

lity,

and

cre

dibi

lity

of d

ocum

ents

from

the

FDR

A

dmin

istra

tion

that

wer

e us

ed in

the

just

ifica

tion

of th

e G

ood

Nei

ghbo

r Pol

icy.

POWER STANDARD


5.1.

1 A

naly

zes t

he u

nder

lyin

g as

sum

ptio

ns

of p

ositi

ons t

aken

in U

.S. h

isto

ry.

Gui

ding

Top

ical

Que

stio

ns:

1.

How

do

histo

rians

reco

gniz

e w

hen

ther

e ar

e un

derly

ing

assu

mpt

ions

on

posi

tions

take

n in

U.S

. his

tory

?

2.

Wha

t are

som

e ex

ampl

es o

f his

toria

ns ta

king

a

posi

tion

base

d on

und

erly

ing

assu

mpt

ions

?

3.

To w

hat e

xten

t do

histo

rians

mak

e as

sum

ptio

ns a

bout

his

tory

?

Exam

ples

: •

Stud

ents

ana

lyze

how

bel

iefs

abo

ut th

e ro

le o

f gov

ernm

ent i

n A

mer

ican

Soc

iety

in

fluen

ce v

iew

s of t

he p

rogr

essi

ve m

ovem

ent,

prog

ress

ive

pres

iden

ts, a

nd th

e N

ew D

eal.

•

Stud

ent w

ill a

naly

ze th

e m

ajor

crit

ics o

f the

New

Dea

l and

exp

lain

wha

t un

derly

ing

assu

mpt

ions

cau

sed

them

to ta

ke th

ose

posi

tions

.

New

Dea

l A

ppea

sem

ent

Her

bert

Hoo

ver

New

Dea

l W

artim

e Ec

onom

y


ED TECH 1.3.1

Exam

ple:

St

uden

ts c

an u

tiliz

e Tu

rnin

g Po

int t

echn

olog

y (“

clic

kers

”) to

col

lect

cla

ssro

om

data

on

posi

tions

/opi

nion

s on

histo

rical

eve

nts.

Stu

dent

s will

use

this

dat

a to

pa

rtici

pate

in a

Soc

ratic

Sem

inar

to d

ialo

gue

arou

nd th

e da

ta.

Geography

3.3.

1 A

naly

zes a

nd e

valu

ates

ele

men

ts o

f ge

ogra

phy

to tr

ace

the

emer

genc

e of

th

e U

nite

d St

ates

as a

glo

bal

econ

omic

and

pol

itica

l for

ce.

Gui

ding

Top

ical

Que

stio

ns

1.

How

do

the

elem

ents

of g

eogr

aphy

pla

y a

role

in th

e U

nite

d St

ates

eco

nom

ic a

nd

polit

ical

syst

ems?

Exam

ples

: •

Ana

lyze

the

geog

raph

ic fe

atur

es th

at c

onne

ct G

rand

Cou

lee

Dam

, Kai

ser

Alu

min

um, B

oein

g C

orpo

ratio

n, K

aise

r Shi

pyar

d V

anco

uver

/Por

tland

, and

Han

ford

N

ucle

ar R

eser

vatio

n •

Ana

lyze

the

role

Am

eric

a’s g

eogr

aphy

in it

s ris

e to

pow

er th

roug

h an

alys

is o

f: o

D

efen

sibl

e bo

rder

s o

A

mia

ble

neig

hbor

ing

coun

tries

o

A

bund

ance

of n

atur

al re

sour

ces


11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Economics 2.

1.1

Ana

lyze

s the

ince

ntiv

es fo

r pe

ople

’s

econ

omic

cho

ices

in U

nite

d St

ates

hi

stor

y.

Gui

ding

Top

ical

Que

stio

ns

1. W

hat i

s the

pro

per b

alan

ce b

etw

een

free

ente

rpris

e an

d go

vern

men

t reg

ulat

ion

of th

e ec

onom

y?

2. W

hat f

acto

rs le

d to

the

grow

th o

f the

A

mer

ican

eco

nom

y in

the

1920

’s?

3.

To

wha

t ext

ent w

as g

row

ing

pros

perit

y a

real

ity fo

r Am

eric

ans f

rom

var

ious

leve

ls o

f so

ciet

y?

Exam

ples

: •

Ana

lyze

the

ince

ntiv

es b

ehin

d va

rious

eco

nom

ic c

hoic

es o

f the

192

0s (i

nclu

ding

bu

t not

lim

ited

to b

uyin

g on

cre

dit,

buyi

ng st

ocks

on

mar

gin,

etc

…)

•

Cre

ate

a m

ap sh

owin

g en

viro

nmen

tal d

egra

datio

n of

the

plai

ns a

nd th

e re

sulta

nt

dust

stor

ms a

nd th

e co

nseq

uent

out

war

d m

igra

tion

of th

e M

idw

este

rn re

side

nts.

• A

naly

ze th

e m

usic

of W

oody

Gut

hrie

as i

t rel

ates

to e

cono

mic

dis

loca

tion

durin

g th

e gr

eat d

epre

ssio

n.

• Sh

ow e

xcer

pts f

rom

“B

lack

Bliz

zard

,” (f

rom

the

His

tory

Cha

nnel

) or d

ust b

owl

clip

s fro

m th

e W

PA F

ilm L

ibra

ry a

nd d

iscu

ss th

e ec

onom

ic re

ason

s for

the

mig

ratio

n pa

ttern

s. •

Ana

lyze

the

vario

us e

cono

mic

cho

ices

that

Am

eric

ans m

ade

in re

spon

se to

the

Gre

at D

epre

ssio

n.

War

time

Econ

omy

“Bla

ck

Bliz

zard

,” (f

rom

th

e H

isto

ry

Cha

nnel

W

PA F

ilm

Libr

ary


Civics

1.2.

2

Eva

luat

es th

e ef

fect

iven

ess o

f the

sy

stem

of c

heck

s and

bal

ance

s in

the

Uni

ted

Stat

es b

ased

on

a hi

stor

ical

ev

ent.

Gui

ding

Top

ical

Que

stio

ns

1. H

ow d

id th

e D

epre

ssio

n ch

ange

ass

umpt

ions

ab

out t

he n

atur

e of

fede

ralis

m a

nd th

e ro

le

of g

over

nmen

t?

2. H

ow d

id F

DR

’s N

ew D

eal l

egis

latio

n ch

ange

th

e ro

le o

f the

fede

ral g

over

nmen

t in

rela

tion

to so

cial

wel

fare

and

indi

vidu

al

right

s?

Exam

ples

: •

Ana

lyze

Sup

rem

e C

ourt

deci

sion

s in

oppo

sitio

n to

the

New

Dea

l suc

h as

Sch

echt

er

Poul

try C

orpo

ratio

n vs

. US.

•

Deb

ate

FDR

’s c

ourt

pack

ing

resp

onse

to th

e Sc

hech

ter c

ase.

•

Eval

uate

the

reas

ons f

or th

e fa

ilure

of c

heck

s and

bal

ance

s dur

ing

the

first

red

scar

e (P

alm

er R

aids

).

Palm

er R

aids

N

ew D

eal

ED TECH

1.2.1

Exam

ple:

St

uden

ts c

an a

naly

ze S

upre

me

Cou

rt de

cisi

ons i

n op

posi

tion

to th

e N

ew

Dea

l – su

ch a

s Sch

echt

er P

oultr

y C

orpo

ratio

n vs

. U.S

. and

dia

logu

e w

ith

clas

smat

es (o

r oth

er le

arne

rs) u

sing

an o

n-lin

e bl

og.


Teacher Directions:

American Studies Unit Two Performance Assessment Purpose The purpose of the Quarter Two Performance Assessment is for students to analyze the validity, reliability and credibility of sources (GLE 5.2.2) and to evaluate the role of the U.S. government in regulating a market economy (GLE 2.3.1). More specifically, students will synthesize primary source documents and outside information to demonstrate an understanding of the Great Depression and its impact on America. . Teacher Directions

• Review the purpose of the assessment with your students and the Unit Two Rubric. • Review language from the rubric, including key terms such as “sophisticated,” “solid,” and

“weak.” • Provide students with a copy of the Unit Two Document-Based Question (DBQ). • Review the organizer and analysis strategy for analyzing a primary source document. • Provide an opportunity (practice as a whole group, then in pairs) for students to analyze the

documents. • Provide students time in class to write their essay.

Teacher to Teacher Note By this time, students will have been asked to complete at least one DBQ at every grade level beginning in 8th grade. Students begin evaluating primary source documents and non-fiction texts using the College Board’s SOAPSTone strategy in 7th grade. The SOAPSTone strategy supports students analyzing text by discussing and identifying Speaker, Occasion, Audience, Purpose, Subject and Tone.

Grade 11th

G 9

G 9

NNaammee__________________________________________________________________________________________________________________________________________________

Unit Two Performance Assessment

Prosperity, Depression, New Deal and World War II (1920-1945)

Beginning in 1929 during the Hoover Administration, the Great Depression was the most difficult economic time ever faced by America. After taking office in 1933, Franklin Delano Roosevelt introduced the New Deal in an attempt to address the economic problems faced by the Nation.

Directions to the student Throughout this past unit in your social studies classroom, you have studied the era of the Great Depression and its impact on American history. Now it is time for you to demonstrate your understanding of this era by completing a “Document-Based Question” – an assessment that allows you demonstrate your thinking by critically analyzing primary source documents from the time period. Use the following steps to guide your work:

1. Review the primary source documents from the era of the Great Depression. (Your teacher will give you a copy of these documents).

2. Use the provided organizer to analyze and interpret each document.

3. Use your analysis of the documents, plus what you have learned throughout this unit, to take a position and write an essay on the following prompt: Franklin D. Roosevelt's administration had various responses to the problems of the Great Depression, including the implementation of programs that were collectively known as The New Deal. How effective were these responses? How did they change the role of the federal government? Be sure that you answer both questions in your essay.

Name_________________________________________________________________________

American Studies – Unit Two – Performance Assessment Rubric

Power Standard 2.3.1 – Evaluates the role of the United States government policies in regulating a market economy. Power Standard 5.2.2 – Evaluates the validity, reliability and credibility of sources when researching an issue or event.

Score of 4 Score of 3 Score of 2 Score of 1

Quality of Analysis

Provides a sophisticated analysis of the documents.

Provides a solid analysis of the documents.

Provides a weak or partial analysis of the documents.

Analysis is absent or unrelated.

Position Taken

Takes a sophisticated position on the questions.

Takes a solid position on the questions.

Takes a weak or partial position on the questions.

Position is absent or unrelated.

Quality of Evidence

Provides rich and accurate supporting evidence from the documents and outside information.

Provides substantial supporting evidence from the documents and outside information.

Provides limited supporting evidence from the documents and outside information.

Evidence is absent or unrelated.

Connection




Conclusion is absent or unrelated.

Conventions


Conventions may have a few errors but does not distract from the overall quality of the product.

Conventions impair the quality of the product somewhat.

Conventions impair the quality of the product significantly.

Document Based Question (DBQ) - “The Great Depression” PART I – Analyzing Documents

Student Directions: Analyze and interpret the following primary source documents from the era of the Great Depression. Use a graphic organizer to analyze each document.

Document #1

Document #2

“Stock Prices Slump $14,000,000,000 in Nation-Wide Stampede to Unload; Bankers to Support Market Today

The second hurricane of liquidation within four days hit the stock market yesterday. It came suddenly, and violently, after holders of stocks had been lulled into a sense of security by the rallies of Friday and Saturday. It was a country-wide collapse of open- market security values in which the declines established and the actual losses taken in dollars and cents were probably the most disastrous and far-reaching in the history of the Stock Exchange…

The New York Times, October 29, 1929

John E. Allen, WPA photograph, 1939

Document #3

Document #4

Document #5

Values have shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands of families are gone.

Franklin D. Roosevelt, Inaugural Address, March 4, 1933

Source: Letter to Senator Robert Wagner, March 7, 1934. It seems very apparent to me that the Administration at Washington is accelerating it's [sic] pace towards socialism and communism. Nearly every public statement from Washington is against stimulation of business which would in the end create employment. Everyone is sympathetic to the cause of creating more jobs and better wages for labor; but, a program continually promoting labor troubles, higher wages, shorter hours, and less profits for business, would seem to me to be leading us fast to a condition where the Government must more and more expand it's relief activities, and will lead in the end to disaster to all classes.

Document #6

Hooverville, c. 1934

Document #7

In May, 1933, I was one of the many jobless disillusioned young men who trooped wearily and despondently into a CCC reconditioning camp, not knowing, and not particularly caring, about the future. ... I still have not attained my goal but I am making my own way and that is sufficient for the present. What is probably more important is the fact that I am not the undernourished, furtive-eyed, scared kid that went into Fort Knox over five years ago. Instead, my eyes are clear and my mind is receptive to whatever the future has in store. In short, the CCC has equipped me with the weapons necessary to cope with the innumerable problems that are bound to obstruct my path through life and that must be surmounted before success can be attained.

Testimonial, Keith Hufford, Former CCC Enrollee, 1937

Document #8

Document #9

Source: Charles Evans Hughes, majority opinion, Schechter v. United States, 1935. The question of chief importance relates to the provision of the codes to the hours and wages of those employed ... It is plain that these requirements are imposed in order to govern the details of defendants' management of their local business. The persons employed ... are not employed in interstate commerce. Their wages have no direct relation to interstate commerce ... The authority of the federal government may not be pushed to such an extreme.

Part II -- Essay Student Directions: Take a position and write an essay on the following prompt:

Franklin D. Roosevelt's administration had various responses to the problems of the Great Depression, including the implementation of programs that were collectively known as The New Deal. How effective were these responses? How did they change the role of the federal government?

You may use the provided graphic organizer (or choose to use your own graphic organizer) to categorize your thinking about the documents that you just analyzed as well as your knowledge of the period time period to construct your essay.

How effective were these responses? How did they change the role of the

federal government?

Documents

Effective Not Effective

My Information


Unit Three Overview Cold War, Civil Rights, and the Vietnam War (1946 – 1975)

Content Summary In Unit Three, students will study the advent of the Cold War from the ashes of World War II. Students will examine the responses of Truman, Eisenhower, and Kennedy to the growing Cold War standoff with the Soviet Union, along with the development of proxy wars such as the Korean and Vietnam conflicts.

Skill Summary In Unit Three, students will analyze and interpret primary source documents related to the Vietnam War. Students will use their analysis of the primary source documents to demonstrate how the United States changed socially, politically, and economically throughout the Vietnam War. Students will analyze the social, political, economic, and constitutional foundations of the Civil Rights Movement and Johnson’s Great Society.

Unit Assessment Overview In this performance assessment, students will analyze primary source documents related to the Vietnam War. They will focus on the social, political and economic tensions created in the United States during this period in history. Students will formulate a response based on the documents presented. This DBQ is a released item from the AP exam. Key Terms and Concepts (Suggested, not mandatory)

1. 24th Amendment 2. Arms Race 3. Bay of Pigs Invasion 4. Berlin Air Lift 5. Black Panthers 6. Black Power 7. Brown vs. Board of

Education 8. Building of Berlin Wall 9. CIA 10. Civil Rights Act of 1957 11. Civil Rights Act of 1964 12. Containment 13. Cuban Missile Crisis 14. Domino Theory 15. Dwight D. Eisenhower

16. Earl Warren 17. Freedom Rides 18. Freedom Summer 19. Harry Truman 20. Jackie Robinson 21. John F. Kennedy 22. Joseph

McCarthy/McCarthyism 23. Kerner Commission 24. Korean War 25. Little Rock 26. Lyndon B. Johnson 27. Malcolm X 28. March on Washington 29. Marshall Plan 30. Martin Luther King Jr.

31. Medgar Evers 32. Military Industrial

Complex 33. Montgomery Bus Boycott 34. Nikita Khrushchev 35. Non-violent protest 36. Plessy v. Ferguson 37. Race Riots

(Watts/Newark/ Detroit) 38. Richard Nixon 39. Rosa Parks 40. Sit-in 41. Space Race & Moon

Landing 42. Stokely Carmichael 43. Truman Doctrine

11th Grade

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Uni

t Thr

ee: C

old

War

, Civ

il R

ight

s, an

d th

e V

ietn

am W

ar (1

946-

1975

)

Gra

de L

evel

Exp

ecta

tions

St

uden

t Evi

denc

e/

Form

ativ

e A

sses

smen

t Mea

sure

s A

cade

mic

V

ocab

ular

y

Res

ourc

es

Civics

1.3.

1 A

naly

zes a

nd e

valu

ates

the

caus

es

and

effe

cts o

f U.S

. for

eign

pol

icy

on

peop

le in

the

Uni

ted

Stat

es a

nd a

cros

s th

e w

orld

. G

uidi

ng T

opic

al Q

uest

ions

: 1.

Wha

t has

bee

n th

e ro

le o

f the

Uni

ted

Stat

es in

th

e sp

read

of g

loba

l int

erde

pend

ence

? 2.

How

are

hum

an ri

ghts

and

libe

rties

affe

cted

in

times

of w

ar?

Exam

ples

: •

Use

the

Smith

soni

an In

stitu

te W

ebsi

te “

The

Pric

e of

Fre

edom

: Am

eric

ans a

t War

” to

exa

min

e th

e ca

uses

of t

he K

orea

n W

ar a

nd it

s effe

cts o

n th

e K

orea

n pe

ople

.

• M

ake

a w

orld

map

show

ing

maj

or p

oint

s of i

mpl

emen

tatio

n of

the

Mar

shal

l Pla

n an

d th

e Tr

uman

Doc

trine

. •

Hol

d a

moc

k H

UA

C h

earin

g of

the

“Hol

lyw

ood

10.”

Mar

shal

l Pla

n Tr

uman

Doc

trine

Smith

soni

an

Inst

itute

W

ebsi

te “

The

Pric

e of

Fr

eedo

m:

Am

eric

ans a

t W

ar”

POWER STANDARD

ED TECH 1.1.1

Exam

ple:

•

Stud

ents

will

ana

lyze

var

ious

U.S

. pol

icie

s in

the

1950

s and

dev

elop

a

prod

uct (

reco

mm

ende

d: P

hoto

Sto

ry) t

o pr

esen

t the

ir an

alys

is o

n th

e im

pact

of t

hose

pol

icie

s on

the

Cold

War

.


5.4.

1 E

valu

ates

and

inte

rpre

ts o

ther

poi

nts

of v

iew

on

an is

sue

or e

vent

with

in a

pa

per

or p

rese

ntat

ion.

1.

To

wha

t ext

ent d

oes k

now

ing

mul

tiple

poi

nts

of v

iew

hel

p a

hist

oria

n w

rite

a pa

per o

r gi

ve a

pre

sent

atio

n?

2. T

o w

hat e

xten

t doe

s hea

ring

anot

her p

erso

n’s

poin

t of v

iew

affe

ct y

our o

wn?

Exam

ples

: •

With

in th

e co

ntex

t of a

Soc

ratic

sem

inar

stud

ents

will

ana

lyze

and

deb

ate

the

vario

us p

ersp

ectiv

es o

n th

e U

nite

d St

ates

invo

lvem

ent i

n th

e V

ietn

am C

onfli

ct.

• St

uden

ts w

ill id

entif

y an

d an

alyz

e So

viet

and

Am

eric

an p

ersp

ectiv

es o

n Co

ld W

ar

even

ts (f

or e

xam

ple

but n

ot li

mite

d to

….G

eorg

e K

enna

n’s c

once

pt o

f Con

tain

men

t, Th

e D

omin

o Th

eory

, Ber

lin A

irlift

, Cub

an M

issi

le C

risis

, the

Spa

ce R

ace,

the

Arm

s R

ace,

Usi

ng th

e C

IA to

influ

ence

fore

ign

gove

rnm

ents

,)

Ber

lin A

ir Li

ft C

IA

Con

tain

men

t C

uban

Mis

sile

C

risis

D

omin

o Tr

eaty

POWER STANDARD

Uni

t Thr

ee: T

ime

Fram

e –

Qua

rter

Thr

ee

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Civics

1.1.

2 E

valu

ates

how

wel

l cou

rt d

ecis

ions

an

d go

vern

men

t pol

icie

s hav

e up

held

de

moc

ratic

idea

ls a

nd p

rinc

iple

s in

the

Uni

ted

Stat

es.

Gui

ding

Top

ical

Que

stio

ns:

1. H

ow h

ave

land

mar

k Su

prem

e C

ourt

deci

sion

s af

fect

ed c

onst

itutio

nal r

ight

s, po

litic

al

cont

rove

rsie

s, an

d th

e re

latio

nshi

ps o

f in

divi

dual

s and

gro

ups?

Exam

ples

: •

Com

pare

and

con

trast

the

Ples

sy v

. Fer

guso

n (1

896)

and

the

Bro

wn

vs. t

he B

oard

of

Educ

atio

n (1

954)

dec

isio

ns.

•

Cre

ate

a Po

wer

Poin

t pre

sent

atio

n th

at e

valu

ates

key

War

ren

Cou

rt de

cisi

ons.

• W

atch

the

high

scho

ol v

ersi

on o

f PBS

“Ey

es o

n th

e Pr

ize.

” D

ialo

gue

in

colla

bora

tive

grou

ps a

bout

the

impa

ct o

f the

Sup

rem

e C

ourt

on th

e C

ivil

Rig

hts

mov

emen

t. •

Ana

lyze

a c

ase

stud

y fro

m N

PR’s

“Ju

stic

e Ta

lkin

g.”

Bro

wn

v. B

oard

of

Educ

atio

n (1

954)

Pl

essy

v. F

ergu

son

(189

6)

NPR

’s “

Just

ice

Talk

ing”

(h

ttp://

justi

ceta

lki

ng.o

rg/S

how

Arc

hive

.asp

x

POWER STANDARD

Economics

2.2.

1 U

nder

stan

ds th

at n

atio

ns h

ave

com

petin

g ph

iloso

phie

s abo

ut h

ow

best

to p

rodu

ce, d

istr

ibut

e, a

nd

cons

ume

good

s, se

rvic

es, a

nd

reso

urce

s. G

uidi

ng T

opic

al Q

uest

ions

: 1.

Wha

t nat

ions

hav

e co

mpe

ting

philo

soph

ies

abou

t res

ourc

es, a

nd h

ow d

o th

ey d

iffer

? 2.

How

doe

s com

petit

ion

play

a ro

le in

our

re

latio

nshi

ps w

ith o

ther

cou

ntrie

s?

Exam

ples

: •

Com

pare

the

econ

omic

syst

ems o

f the

Uni

ted

Stat

es to

the

U.S

.S.R

. dur

ing

the

Col

d W

ar.

•

Cre

ate

a si

mul

atio

n co

ncer

ning

the

diffe

renc

es b

etw

een

capi

talis

m a

nd c

omm

unis

m.

• A

naly

ze c

lass

ic “

Cow

Ana

logy

.”

•

Stud

ents

will

dra

w a

pic

ture

usin

g va

rious

imag

es to

repr

esen

t the

maj

or a

spec

ts o

f C

apita

lism

, Com

mun

ism

and

Soc

ialis

m.

“C

ow A

nalo

gy”

(http

://w

ww

.gro

wby

.com

/two_

cow

s.htm

)


Economics

2.2.

2

Ana

lyze

s how

com

para

tive

adva

ntag

e af

fect

s Uni

ted

Stat

es im

port

s and

ex

port

s. G

uidi

ng T

opic

al Q

uest

ions

: 1.

Wha

t is c

ompa

rativ

e ad

vant

age?

2.

To

wha

t ext

ent d

oes c

ompa

rativ

e ad

vant

age

affe

ct U

.S. t

rade

?

3. W

hat w

ere

the

polit

ical

and

eco

nom

ic im

pact

s of

the

Col

d W

ar?

Exam

ples

: •

Ana

lyze

the

reas

ons f

or A

mer

ican

eco

nom

ic d

omin

ance

incl

udin

g th

e ab

senc

e of

w

ar d

amag

e an

d ris

ing

prod

uctiv

ity ra

tes i

n th

e U

S in

the

1950

’s a

nd 1

960’

s.

• C

reat

e a

“You

Wer

e Th

ere”

RA

FT p

aper

show

ing

how

an

indi

vidu

al w

as

influ

ence

d by

the

econ

omic

cha

nges

afte

r WW

II.

• Ex

amin

e ho

w p

erce

ived

loss

of c

ompa

rativ

e ad

vant

age

led

Ford

Mot

or C

ompa

ny to

sh

ift a

utom

obile

man

ufac

turin

g ou

tsid

e of

the

Uni

ted

Stat

es.

• Ex

amin

e ho

w tr

ansn

atio

nal c

ompa

nies

hav

e sh

ifted

man

ufac

turin

g in

resp

onse

to

perc

eive

d ch

ange

s in

com

para

tive

adva

ntag

e.

• A

naly

ze th

e ro

le o

f the

Uni

ted

Stat

es’ s

uper

ior e

cono

mic

stre

ngth

in th

e fa

ll of

co

mm

unis

m a

nd th

e en

d of

the

Cold

War

.

http://justicetalking.org/ShowArchive.aspx



http://www.growby.com/two_cows.htm



11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013


5.1.

2 E

valu

ates

the

dept

h of

a p

ositi

on

take

n on

an

even

t in

U.S

. His

tory

. G

uidi

ng T

opic

al Q

uest

ions

: 1.

W

hen

is d

epth

of a

pos

ition

impo

rtant

?

Exam

ples

: •

With

in th

e co

ntex

t of a

Soc

ratic

sem

inar

stud

ents

will

ana

lyze

and

deb

ate

the

vario

us p

ersp

ectiv

es o

n to

pics

such

as t

he im

pact

of S

putn

ik o

n th

e C

old

War

.

• Ev

alua

te th

e va

lidity

of J

osep

h M

cCar

thy’

s acc

usat

ions

of c

omm

unis

t inf

iltra

tion

of

the

US

gove

rnm

ent b

y st

agin

g th

e A

rmy-

McC

arth

y he

arin

gs.

Arm

y-M

cCar

thy

Hea

rings

M

cCar

thyi

sm

Sput

nik


5.3.

1 C

reat

es a

nd a

rtic

ulat

es p

ossi

ble

alte

rnat

ive

reso

lutio

ns to

pub

lic

issu

es a

nd e

valu

ates

thes

e re

solu

tions

us

ing

crite

ria

that

hav

e be

en

iden

tifie

d in

the

cont

ext o

f a

disc

ussi

on.

Gui

ding

Top

ical

Que

stio

ns:

1. W

hat o

utco

mes

in U

.S. h

isto

ry w

ould

you

pr

opos

e al

tern

ate

reso

lutio

ns to

and

why

? 2.

To

wha

t ext

ent d

oes h

earin

g an

othe

r per

son’

s vi

ewpo

int a

ffect

you

r ow

n?

Exam

ples

: •

Follo

win

g th

e re

-ena

ctm

ent o

f the

Arm

y-M

cCar

thy

hear

ings

, stu

dent

s will

writ

e an

ed

itoria

l pra

isin

g or

con

dem

ning

the

actio

ns o

f McC

arth

y.


Teacher Directions:

American Studies Unit Three Performance Assessment Purpose The purpose of the Quarter Three Performance Assessment is for students to evaluate and interpret other points of view (GLE 5.4.1) and to analyze and evaluate the causes and effects of U.S. foreign policy (GLE 1.3.1). More specifically, students will synthesize primary source documents and outside information to demonstrate an understanding of the political, social and economic tensions in America during the time of the Vietnam War. Teacher Directions

• Review the purpose of the assessment with your students and the Unit Two Rubric. • Review language from the rubric, including key terms such as “sophisticated,” “solid,” and

“weak.” • Provide students with a copy of the Unit Three Document-Based Question (DBQ). • Provide an opportunity for students to analyze the documents. • Provide students time in class to write their response.

Grade 11th

G 9

G 9

NNaammee__________________________________________________________________________________________________________________________________________________

Unit Three Performance Assessment

The Cold War, Civil Rights, and the Vietnam War (1946-1975)

The Vietnam War was a touchstone for economic, political and social tensions in America for various reasons. The war opened up a deep emotional rift in American society. After the war ended, it would take years for the country to heal itself.

Directions to the student Throughout this past unit in your social studies classroom, you have studied the Vietnam War and factors surrounding this conflict. Now it is time for you to demonstrate your understanding of this era by completing a “Document-Based Question” – an assessment that allows you demonstrate your thinking by critically analyzing primary source documents from the time period. Use the following steps to guide your work:

1. Review the primary source documents from the Vietnam War. (Your teacher will give you a copy of these documents).

2. Interpret each document.

3. Use your analysis of the documents, plus what you have learned throughout this unit, to take a position and write an essay on the following prompt:

Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975.

Be sure that you answered all components of the question in your response.

Name__________________________________________________________________________________

American Studies – Unit Three – Unit Assessment Rubric

Power Standard 5.4.1 Evaluates and interprets other points of view on an issue or event within a paper or presentation. Power Standard 1.3.1 Analyzes and evaluates the causes and effects of U.S. foreign policy on people in the United States and across the world.


Quality of Analysis





Focus

Addresses all aspects of the prompt appropriately and maintains a strongly developed focus.

Addresses prompt appropriately and maintains a clear, steady focus.

Addresses prompt appropriately, but with a weak or uneven focus.

Attempts to address prompt, but lacks focus or is off-task.

Quality of Evidence





Connection





Conventions





Source: Gulf of Tonkin Resolution, 1964

Whereas the United States is assisting the peoples of southeast Asia to protect their freedom and has no territorial, military or political ambitions in that area, but desires only that these people should be left in peace to work out their destinies in their own way: Now, therefore be it Resolved by the Senate and House of Representatives of the United States of America in Congress assembled, That the Congress approves and supports the determination of the President, as Commander in Chief, to take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression.

Document Based Question (DBQ): “America and Vietnam” Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-K and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.

Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975.

Document A

Document B

Source: Country Joe and the Fish, "I-Feel-Like-I'm-Fixin-To-Die," 1965

Well, come on Wall Street, don't move slow, Why man, this is war au-go-go.

There's plenty good money to be made By supplying the Army with the tools of the trade,

Just hope and pray that if they drop the bomb, They drop it on the Viet Cong.

And it's one, two, three, What are we fighting for?

Don't ask me, I don't give a damn, Next stop is Vietnam.

And it's five, six, seven, Open up the pearly gates,

Well there ain't no time to wonder why Whoopee! we're all gonna die.

Well, come on mothers throughout the land, Pack your boys off to Vietnam.

Come on fathers, don't hesitate, Send 'em off before it's too late.

Be the first one on your block To have your boy come home in a box.

I Feel Like I'm Fixin' to Die Rag, words and music by Joe McDonald.

Source: Martin Luther King, 1967 . . . it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and die in extraordinarily high proportions relative to the rest of the population. We were taking the black young men who had been crippled by our society and sending them eight thousand miles away to guarantee liberties in Southeast Asia which they had not found in southwest Georgia and East Harlem.

Document C

Document D "Onward and Upward" (1967)

Source: Robert F. Kennedy, 1968 For years we have been told that the measure of our success and progress in Vietnam was increasing security and control for the population. Now we have seen that none of the population is secure and no area is under such control . . . .This has not happened because our men are not brave or effective, because they are. It is because we have not conceived our mission in this war. It is because we have misconceived the nature of the war. It is because we have sought to resolve by military might a conflict whose issue depends upon the will and conviction of the South Vietnamese people. It is like sending a lion to halt an epidemic of jungle rot.

Source: James Fallows, writing about his 1969 draft board experience . . . Even as the last of the Cambridge contingent was throwing its urine and deliberately failing its color-blindness tests, buses from the next board began to arrive. These bore the boys from Chelsea, thick, dark-haired young men, the white proles [members of the working class] of Boston. Most of them were younger than us, since they had just left high school, and it had clearly never occurred to them that there might be a way around the draft. They walked through the examination lines like so many cattle off to slaughter. I tried to avoid noticing, but the results were inescapable. While perhaps four out of five of my friends from Harvard were being deferred, just the opposite was happening to the Chelsea boys.

Source: Richard Nixon, Address to the Nation, 1969 I know it may not be fashionable to speak of patriotism or national destiny these days. But I feel it is appropriate to do so on this occasion. . . . Let historians not record that when America was the most powerful nation in the world we passed on the other side of the road and allowed the last hopes for peace and freedom of millions of people to be suffocated by the forces of totalitarianism. And so tonight to you, the great silent majority of my fellow Americans, I ask for your support. . . .Let us be united for peace. Let us also be united against defeat. Because let us understand: North Vietnam cannot defeat or humiliate the United States. Only Americans can do that.

Document E

Document F

Document G

Source: George McGovern, 1972 What I propose is that we spend all that is necessary for prudent national defense, and no more. I propose that we conserve our limited resources: -By no longer underwriting the appalling waste of money and manpower that has become such a bad habit in our military establishment; -By rejecting the purchase of weapons which are designed to fight the last war better, with almost no relevance to today's threat; -By refusing to maintain extra military forces that can have no other purpose than to repeat our experience in Vietnam, a venture which nearly all of us now recognize as a monstrous national blunder; -By repudiating the false world of old discredited myths, made up of blocs, puppets, and dominoes, facing instead the real world of today and the future with multiple ideologies and interests.

Document H

Source: Kent State Demonstration and shooting, May 1970, Valley News-Dispatch

Document I

Source: The War Powers Act, 1973 SEC. 5(b) Within sixty calendar days after a report is submitted or is required to be submitted pursuant to section 4(a)(l), whichever is earlier, the President shall terminate any use of United States Armed Forces with respect to which such report was submitted (or required to be submitted), unless the Congress (1) has declared war or has enacted a specific authorization for such use of United States Armed Forces, (2) has extended by law such sixty-day period, or (3) is physically unable to meet as a result of an armed attack upon the United States.

Document J

Document K

Name__________________________________________________________________________

American Studies – Unit Three – Unit Assessment Rubric

Power Standard 5.4.1 Evaluates and interprets other points of view on an issue or event within a paper or presentation.

Power Standard 1.3.1 Analyzes and evaluates the causes and effects of U.S. foreign policy on people in the United States and across the world.


Quality of Analysis





Focus

Addresses all aspects of the prompt appropriately and maintains a strongly developed focus.

Addresses prompt appropriately and maintains a clear, steady focus.

Addresses prompt appropriately, but with a weak or uneven focus.

Attempts to address prompt, but lacks focus or is off-task.

Quality of Evidence





Connection





Conventions






Unit Four Overview Conservative Resurgence into a New Century (1975-Present)

Content Summary During unit four students will study the social, political, and economic issues from the 1970’s to present. Students will explore domestic and economic developments including equal rights for women, Latinos, and Native Americans, as well as Environmental and Conservative Movements. In addition students will examine foreign policy from the late Cold War to the war on terrorism.

Skill Summary Students will research and analyze multiple primary and secondary sources on a specific historical topic from the 20th century as well as a related topic from the 21st century. Students will show how these related historical topics have developed change and continuity over time. Students will support their claims with research from multiple primary and secondary sources. Students will also evaluate the impact of US foreign policy from the late Cold War to the War on Terrorism.

Unit Assessment Overview Do social, political and cultural movements repeat themselves? Can studying the past help us to understand current and future movements? To be an informed citizen you need to have an understanding of how the past connects with the present. In this performance assessment, students will demonstrate their ability to analyze a historic social, political or cultural movement and connect/compare that movement to a current event or movement. In their analysis they will discuss continuity, what has changed and what has remained the same. Students will evaluate the reliability and credibility of their sources in an annotated bibliography.

Key Terms and Concepts (Suggested, not mandatory)

1. “Me Generation” 2. 9/11 3. Afghanistan 4. Al Qaeda 5. Ayatollah Khomeini 6. Barack Obama 7. Berlin Wall 8. Bill Clinton 9. Blue/Red States 10. Bush v. Gore 11. Camp David Accords 12. Cesar Chavez 13. Conservation 14. Détente 15. Environmental Protection Agency (EPA) 16. George H.W. Bush 17. George W. Bush 18. Gerald Ford 19. Iran Contra 20. Iraq 21. Jimmy Carter

22. Mikhail Gorbachev 23. NAFTA 24. No Child Left Behind Act 25. Operation Desert Storm 26. Osama Bin Laden 27. Patriot Act 28. Perestroika 29. Rachel Carson 30. Reaganism 31. Richard Nixon 32. Roe v. Wade 33. Ronald Reagan 34. Saddam Hussein 35. SALT Treaties 36. Sustainability 37. Taliban 38. Watergate 39. WTO

11th Grade

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

U

nit F

our:

Con

serv

ativ

e R

esur

genc

e in

to a

New

Cen

tury

(197

5-Pr

esen

t)

Gra

de L

evel

Exp

ecta

tions

St

uden

t Evi

denc

e/

Form

ativ

e A

sses

smen

t Mea

sure

s A

cade

mic

V

ocab

ular

y

Res

ourc

es

History

4.3.

1 A

naly

zes d

iffer

ing

inte

rpre

tatio

ns o

f ev

ents

in U

.S. H

isto

ry.

Gui

ding

Top

ical

Que

stio

ns:

1. W

hat a

re th

e di

ffere

nt in

terp

reta

tions

of L

BJs

G

reat

Soc

iety

pro

gram

? 2.

To

wha

t ext

ent d

o pe

ople

diff

er in

thei

r in

terp

reta

tions

of R

eaga

n’s a

ppro

ach

to th

e C

old

War

?

Exam

ples

: •

Eval

uate

the

appr

oach

es o

f Nix

on, C

arte

r, an

d R

eaga

n to

the

econ

omic

trou

bles

of

the

1970

’s.

•

Eval

uate

Rea

gan’

s app

roac

h to

the

Col

d W

ar.

Col

d W

ar

Ber

lin W

ar

POWER STANDARD

History

4.4.

1 A

naly

zes h

ow a

n un

ders

tand

ing

of

Uni

ted

Stat

es h

isto

ry c

an h

elp

us

prev

ent p

robl

ems t

oday

. G

uidi

ng T

opic

al Q

uest

ions

: 1.

Wha

t wer

e th

e co

nseq

uenc

es o

f the

Col

d W

ar

and

how

doe

s it i

mpa

ct p

olic

ies o

f tod

ay?

2. T

o w

hat e

xten

t has

the

role

of g

over

nmen

t and

in

stitu

tions

affe

cted

pas

t and

pre

sent

de

cisi

ons?

Exam

ples

: •

Ana

lyze

how

the

less

ons o

f Vie

tnam

hav

e im

pact

ed m

oder

n A

mer

ican

fore

ign

polic

y

• A

naly

ze th

e ef

forts

and

met

hods

of v

ario

us so

cial

mov

emen

ts (i

nclu

ding

but

not

lim

ited

to th

e w

omen

’s ri

ghts

mov

emen

t, en

viro

nmen

tal m

ovem

ent,

cons

umer

rig

hts m

ovem

ent,

Rea

gan

and

the

Con

serv

ativ

e R

evol

utio

n, e

tc…

) to

unde

rsta

nd

how

they

add

ress

ed p

robl

ems i

n th

e pa

st a

nd w

hat c

an b

e le

arne

d ab

out a

ddre

ssin

g is

sues

in th

e U

nite

d St

ates

toda

y.

•

Deb

ate

the

mer

its o

f “R

eaga

nom

ics.”

Con

serv

ativ

e R

evol

utio

n R

eago

nom

ics

POWER STANDARD U

nit F

our:

Tim

e Fr

ame

– Q

uart

er 4

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Geography

3.2.

1 A

naly

zes t

he in

tera

ctio

ns b

etw

een

hum

ans a

nd th

e en

viro

nmen

t in

the

Uni

ted

Stat

es.

Gui

ding

Top

ical

Que

stio

ns:

1. T

o w

hat e

xten

t has

the

inte

ract

ions

bet

wee

n hu

man

s and

the

envi

ronm

ent a

ffect

ed th

e U

nite

d St

ates

dur

ing

this

era

?

Exam

ples

: •

Mak

e a

timel

ine

of th

e m

oder

n en

viro

nmen

tal m

ovem

ent f

rom

Rac

hel C

arso

n’s

“Sile

nt S

prin

g” to

Al G

ore’

s “A

n In

conv

enie

nt T

ruth

.

• A

naly

ze th

e ef

fect

iven

ess o

f gov

ernm

ent e

nviro

nmen

tal e

fforts

such

as

o

The

crea

tion

of th

e EP

A (1

970)

o

Th

e C

lean

Air

Act

(197

0)

o

The

Cle

an W

ater

Act

(197

3)

o

The

Enda

nger

ed S

peci

es A

ct (1

973)

• A

naly

ze th

e im

pact

of e

nviro

nmen

tal e

vent

s lik

e:

o

Love

Can

al In

vest

igat

ion

(197

8)

o

Mel

tdow

n on

Thr

ee M

ile Is

land

(197

9)

EPA

POWER STANDARD

Economics

2.4.

1

Ana

lyze

s and

eva

luat

es h

ow p

eopl

e in

th

e U

nite

d St

ates

hav

e ad

dres

sed

issu

es in

volv

ed w

ith th

e di

stri

butio

n of

res

ourc

es a

nd su

stai

nabi

lity.

G

uidi

ng T

opic

al Q

uest

ions

: 1.

How

hav

e m

ass p

rodu

ctio

n, th

e co

nsum

er

econ

omy,

ent

repr

eneu

rshi

p, a

nd c

hang

ing

econ

omic

con

ditio

ns a

ffect

ed A

mer

ican

so

ciet

y?

Exam

ples

: •

Hol

d a

Socr

atic

sem

inar

dis

cuss

ing

issu

es su

rrou

ndin

g th

e pr

oble

m o

f Am

eric

an

depe

nden

ce o

n fo

reig

n oi

l, co

nflic

t ove

r wat

er in

the

Wes

t, an

d th

e de

bate

ove

r the

co

nser

vatio

n vs

. ext

ract

ion

of n

atur

al re

sour

ces.

•

Stud

ents

will

pro

pose

alte

rnat

ive

solu

tions

to A

mer

ican

dep

ende

nce

on fo

reig

n O

il in

an

effo

rt to

ach

ieve

a su

stai

nabl

e en

ergy

pol

icy

for t

he U

nite

d St

ates

.

Con

serv

atis

m

Sust

aina

bilit

y

Geography

3.1.

2 U

nder

stan

ds th

e di

ffer

ence

s bet

wee

n re

gion

s of t

he U

nite

d St

ates

bas

ed o

n ph

ysic

al, p

oliti

cal,

and

cultu

ral

char

acte

rist

ics.

Gui

ding

Top

ical

Que

stio

ns:

1. H

ow d

o re

gion

al d

iffer

ence

s affe

ct n

atio

nal

polit

ics?

Exam

ples

: •

Cre

ate

a m

ap o

f the

“bl

ue st

ates

” vs

. “re

d st

ates

” an

d ex

amin

e th

e so

cial

, eco

nom

ic,

and

polit

ical

diff

eren

ces a

mon

g th

e re

gion

s. •

Deb

ate

the

mer

its o

f cur

rent

US

imm

igra

tion

polic

y.

Red

/Blu

e St

ates

ED TECH 1.3.4 and 1.2.2

Exam

ple:

•

Stud

ents

can

take

par

t in

an E

POP

conf

eren

ce w

ith st

uden

ts fr

om th

e G

ulf

Coa

st (o

r oth

er re

gion

) to

enga

ge in

a d

ialo

gue

arou

nd th

e is

sue

of o

ffsho

re

oil d

rillin

g.

• St

uden

ts c

an ta

ke p

art i

n an

EPO

P co

nfer

ence

with

stud

ents

from

Ariz

ona

(or a

noth

er st

ate)

to e

ngag

e in

a d

ialo

gue

arou

nd th

e is

sue

of A

rizon

a’s

imm

igra

tion

polic

y.

11th

Gra

de S

ocia

l Stu

dies

– A

mer

ican

Stu

dies

C

urri

culu

m G

uide

11th

Gra

de A

mer

ican

Stu

dies

Cur

ricul

um G

uide

–Ju

ne 2

013

Geography

3.2.

2 A

naly

zes c

ultu

ral i

nter

actio

ns.

Gui

ding

Top

ical

Que

stio

ns:

1. W

hat w

as th

e im

pact

of t

he fe

min

ist

mov

emen

t on

Am

eric

an so

ciet

y?

2. H

ow d

id v

ario

us so

cial

righ

ts m

ovem

ents

im

pact

Am

eric

an so

ciet

y?

Exam

ples

: •

Cre

ate

a m

ultim

edia

pre

sent

atio

n th

at d

epic

ts th

e cu

ltura

l and

soci

al sh

ifts i

n 19

90’s

A

mer

ica

by re

sear

chin

g th

e w

ays i

n w

hich

cha

nges

in A

mer

ican

cul

ture

wer

e re

flect

ed in

the

art,

mus

ic, s

ocia

l rig

hts m

ovem

ents

, tec

hnol

ogy,

and

fash

ion.

• A

naly

ze th

e im

pact

of t

he p

ill a

nd R

oe v

Wad

e on

the

fem

inis

t mov

emen

t.

ED TECH 1.1.1

Exam

ple:

•

Stud

ents

can

wor

k co

llabo

rativ

ely

to d

evel

op a

Wik

i tha

t dep

icts

the

cultu

ral

and

soci

al sh

ifts o

f thi

s tim

e pe

riod.

The

Wik

i will

por

tray

the

Am

eric

an

cultu

re o

f thi

s era

as i

t was

refle

cted

in th

e ar

t, m

usic

, soc

ial r

ight

s m

ovem

ents

, tec

hnol

ogy,

and

fash

ion.


Teacher Directions:

American Studies Unit Four Common Assessment Purpose The purpose of the Quarter Four Common Assessment is to allow students the opportunity to demonstrate their understanding of social, political and/or cultural movements and their progression over time. This assessment asks students to develop a presentation that analyzes a historic social, political, or cultural movement and connect/compare that movement to a current event or movement. Students need to discuss continuity, what has changed and what has remained the same. A list of historic options is provided for the students, but students should provide the modern comparison. Teacher Directions

• Review the purpose of the assessment with your students and the Unit Four Rubric • Review language from the rubric, including key terms such as “sophisticated,” “solid,” and

“weak.” • Provide the list of suggested prompts for students to choose from, or assign issue(s) to students. • Provide an opportunity for students to research their issue. • Review strategies on how best to convey continuity (organizational structure of the information

presented). • Model how to use a graphic organizer to organize research information

* Can use the one provided or another of your choice • Model how to cite a resource properly using MLA, including parenthetical citations and how to

annotate (analyze their sources). • Provide students time in class to organize, revise and edit their final product and make

presentations.

Potential matches for historical movements (for teacher use only). Historical Movements Current Day Equivalent

Feminist Movement Equal Pay Environmental Movement Global Warming Nuclear Proliferation Iran and North Korea Civil Rights (African American/Latino) Gay Rights, Health Care, Disability Anti-War Movement Iraq/Afghanistan Counter-Culture Grunge, Goth, Hipster Military (Guerilla Warfare) Military (Insurgency)

Grade 11th

G 9

G 9

Unit Four Performance Assessment Conservative Resurgence into a New Century (1975-present)

Do social, political and cultural movements repeat themselves? Can studying the past help us to understand current and future movements? To be an informed citizen you need to have an understanding of how to the past connects with the present. In this performance assessment, you will have the opportunity to demonstrate your ability to analyze a historic social, political or cultural movement and connect/compare that movement to a current event or movement. In your analysis you should discuss continuity, what has changed and what has remained the same.

Directions to the student Your task for this performance assessment is to produce a cohesive presentation that effectively compares two social, political or cultural movements: one historic (later half of the 20th century) and one current (21st century). Use the following steps to guide your work:

1. Select a historic social, political or cultural movement/issue from the list below. Research the historical facts that describe the movement/issue. 2. Select a current movement/issue with a similar theme or topic. Research the facts that describe the movement/issue. 3. Complete a graphic organizer as you research in order to keep your content organized for your final product. 4. Analyze how the issue has changed from the latter half of the 20th century to present time 5. Analyze how the issue has stayed the same from the latter half of the 20th century to present time 8. Complete your essay/product using the rubric criteria. 9. Include an annotated bibliography.

List of Historic Movements/Issues (latter half of 20th century)

(Students should come up with the current movement/issue)

• Feminist Movement • Environmental Movement • Nuclear Proliferation • Civil Rights (African American/Latino) • Anti-War Movement • Counter-Culture • Military (Guerilla warfare)

Quarter Four Performance Assessment Rubric

4 Excellent

3 Proficient

2 Partial

1 Minimal

Take a Position (Thesis

Statement) SS 5.1.1

The student clearly takes a position on how an issue/ movement stayed the same or changed over time.

The student takes a position on how an issue/movement stayed the same or changed over time.

The student somewhat takes a position on how an issue /movement stayed the same or changed over time.

The student unclear position on how an issue /movement stayed the same or changed over time.

Background of movement

4.3.2

The student provides in-depth, accurate historical facts that describe the movement. Consider who, what, where, when, and why.

The student provides accurate historical facts that describe the movement. Consider who, what, where, when, and why.

The student provides some accurate historical facts that describe the movement. Consider who, what, where, when, and why.

The student provides few accurate historical facts that describe the movement. Consider who, what, where, when, and why.

Change 4.2.1

The student effectively analyzes how an issue changed from latter half of 20th century AND thoroughly explains how it stayed the same.

The student substantially analyzes how an issue changed from latter half of 20th century AND explains how it stayed the same.

The student adequately analyzes how an issue changed from latter half of 20th century and somewhat explains how it stayed the same.

The student superficially analyzes how an issue changed from latter half of 20th century.

Continuity 4.2.1

The student thoroughly explains how an issue stayed the same from the latter half of the 20th century to present time.

The student explains how an issue stayed the same from the latter half of the 20th century to present time.

The student somewhat explains how an issue stayed the same from the latter half of the 20th century to present time.

The student attempts explains how an issue stayed the same from the latter half of the 20th century to present time.

Annotated Bibliography

5.4.2

Analyze Sources 5.2.2

The student provides an annotated bibliography with a thorough and thoughtful review the sources. The student expertly cites quotes and details from sources to develop claims.

The student provides an annotated bibliography and source sheets are completed and present all required information. The student accurately cites quotes and details from sources to develop claims.

The student attempts an annotated bibliography and source sheets are incomplete or show only cursory analysis of the sources. The student accurately cites quotes and details from sources with some inaccuracies.

The student fails to provide an annotated bibliography. The student inaccurately cites quotes and details from sources.