U. S. History Survey, Grade 11 Unwrapped Priority Benchmarks Steps 1-5

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August 2013

U.S. History Survey, Grade 11

Unwrapped Priority Benchmarks

Steps 1-5
The following Scope and Sequence was drafted by SPPS Teacher Leads and finalized the SPPS Social Studies Department

Scope and Sequence,

4 Quarters with History Day



Quarter 1

Sept 4 – Nov 2

42 days

10% of course

15 days

Unit I Survey of indigenous Peoples, Colonization and Settlement

5% of course

9 days

Unit II Colonial America and Revolution

10% of course

15 days

Unit III Expansion and Reform

Quarter 2

Nov 5 – Jan 18

44 days

10% of course

(15 days)

Unit IV Civil War and Reconstruction

15% of course

(25 days)

Unit V Domestic and International Imperialism

Quarter 3

Jan 23-April 5

45 days

5% of course

10 days

History Day

20% of course

(33 days)

Unit VI Boom, Bust and War

Unit VII Cold War

Quarter 4

April 8 – June 7

44 days

20% of course

(33 days)

Unit VIII Social Movements

10% of course

(17 days)

Unit IX: United States in the New Global Age

2. Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.

1.Pose questions about topics in history; suggest possible answers and write a thesis; locate and organize primary and secondary sources; analyze them for credibility and bias; corroborate information across the sources; use sources to support or refute the thesis; and present supported findings

2. Evaluate alternative interpretations of historical events; use historical evidence to support or refute those interpretations.

Unit I: Survey of indigenous Peoples, Colonization and Settlement

Priority benchmarks:


Skills (Bloom),


Historical Inquiry

Primary and Secondary Resources Describe change over time in selected indigenous nations, including migration, trade and conflict.

Migration, trade, conflict of Indigenous nations


Compare over time Analyze the impact of European colonization within North America on indigenous nations; analyze the impact of indigenous nations on colonization.

Colonization, North America

Mutual impact

Analyze Explain the origin and growth of the Atlantic slave trade; describe its demographic, economic, and political impact on West Africa, Europe, and the Americas (North America, Caribbean, Central and South America), including the impact on enslaved Africans.

Atlantic slave trade (Triangle Trade, Middle Passage)

demographic, economic and political impact


describe Compare and contrast the development of regional economies and labor systems in the British North American colonies (New England, Mid-Atlantic, and Southern colonies), including regional differences in the experiences of indentured servants, enslaved Africans and indigenous people.

Regional economies

Labor systems

British North American colonies

Indentured servants

Enslaved Africans

Compare and contrast Describe the growth of colonial societies in British North America, including the evolution of representative forms of government, increased ethnic and religious pluralism, and changing concepts of racial identity, gender roles and family organization.


Representative forms of government

Racial identity, Gender roles, Family organization

Great Law of Peace


Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Establishes learning goals


Indigenous nations had established diverse civilizations pre-European contact, which changed over time

How did migration, trade and conflict influence selected indigenous nations? How do they compare and contrast

Case study method

Indigenous nations changed over time

How did select indigenous nations compare and contrast with each other?

Indigenous nations of North American and European colonists impacted each other.

How did Indigenous nations of North America and European colonists impact each other?

Triangle trade impacted labor, demographics, economics and politics of the Colonies

How did the Triangle Trade develop and impact the Colonies?

British North American colonies had different economics and labor systems

How did the economic and labor systems of British North America compare and contrast?

The diversity of colonial life evolved over time.

How did political and social ideas affect the colonies?

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Learning Targets

* I can describe a variety of indigenous nations.

* I can explain the development of the Triangle Trade.

* I can describe how colonies were different

Unit II: Colonial America and a New Nation

Priority benchmarks:


Skills (Bloom), Describe the political and military events that caused some North American colonies to break with Great Britain, wage war and proclaim a new nation in 1776.



French and Indian War

Boston Massacre

Taxation without representation

Intolerable Acts

Declaration of Independence

Articles of Confederation, the

Constitution, Bill of Rights


Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Establishes learning goals


Military and political events led the North American colonies to break with Great Britain and declare independence.

What military and political events led the North American colonies to break with Great Britain?

The new nation developed politically between 1783 and 1800.

What were the political major political events of the new nation?

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Learning Targets

* I can describe why the American colonies decided to break away from Great Britain.

* I can describe the development of the United States of America as a new nation.

Unit III Expansion and Reform

Priority benchmarks


Skills (Bloom), Analyze how the expansion of United States territory and redefinition of borders affected the relationship of the United States with other nations, provided land for settlement, and resulted in political conflict.

Indigenous people removal



Redefinition of borders

U.S. relations with Mexico

U.S. relations with indigenous people

Louisiana Purchase

Monroe Doctrine

Presidents: Jefferson, Jackson, Polk

Analyze Analyze changes in the United States political system including the simultaneous expansion and constriction of voting rights and the development of new political parties.



Know Nothing


Analyze Describe the efforts of individuals, communities and institutions to promote cultural, religious and social reform movements.

Supporting: Analyze the strategies, goals and impact of the key movements to promote political, cultural, religious and social reform. Evaluate the responses of both enslaved and free Blacks to slavery in the Antebellum period.





2nd Great Awakening

Describe Analyze the differential impact of technological change and innovation on regional economic development and labor systems.

Technological change/innovation

* agriculture

* transportation

* communication


Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Establishes learning goals

Primary, Secondary and Internet Resources

The U.S. policy of Indian removal, land purchases and war created tension with indigenous groups and Mexico.

What were domestic and international reactions to U.S. expansion?

New technologies in agriculture, transportation and communication changed economic development and labor systems.

How did new technology impact agriculture, transportation and communication? How did these technologies in turn affect labor?

The 1820s – 1860s was a time of reform movements.

What were social reform movements?

What were cultural or religious reform movements?

Political parties grew as voting rights expanded to more white males.

Why did new political parties develop?

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Learning Targets

* I can explain the impact of U.S. territory expansion on American Indians.

* I can explain how new technologies impacted farming, transportation, communication and labor.

* I can describe reforms that affected Americans politically and socially.

Unit IV: Civil War and Reconstruction

Priority benchmarks:


Skills (Bloom), Describe the recurring antebellum debates over slavery and state's rights, popular sovereignty, and political compromise; analyze how the American political system broke down in the 1850s and culminated in southern Secession, the establishment of the Confederate States of America, and the Union response.

Supporting Compare and contrast the regional economies, societies, cultures and politics of the North, South and West leading up to the Civil War.

State’s rights

Popular sovereignty

Missouri Compromise, KS-NE

Election of Lincoln – electoral college


CSA formed, Ft. Sumter


Analyze Describe significant individuals, groups and institutions involved in the struggle for rights for African-Americans; analyze the stages and processes by which enslaved African-Americans were freed and emancipation was achieved during the war. Describe the course of the Civil War, identifying key political and military leaders, issues, events and turning points on battlefields and home fronts, in South North and West. Describe how the political policies, innovations and technology of the Civil War era had a lasting impact on United States society.

I – John Brown, F. Douglas, Lincoln, Uncle Tom’s Cabin, Tubman

G – Abolition movement, Underground RR, Liberator

Inst – Fugitive Slave Law, Scot, State rights v. Federal

Stages and Processes – election of Lincoln,

Emancipation Proclamation


Analyze Describe the content, context, and consequences of the Thirteenth, Fourteenth and Fifteenth amendments; evaluate the successes and failures of the Reconstruction, including the election of 1876, in relation to freedom and equality across the nation.

13th, 14th, 15th Amendments

Reconstruction – Freedman’s Bureau, elections



Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Establishes learning goals


Political, economic and social differences separated the North and the South, eventually leading to succession and then to war.

Why did the Civil War begin?

Emancipation of enslaved African Americans was a process that involved many stages.

What were the stages of emancipation for enslaved African-Americans?

Reconstruction’s success depended on strong federal support.

What federal polices were successful during Reconstruction? Which were unsuccessful?

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Learning Targets

* I can describe how disagreements between the North and South led to the Civil War.

* I can describe how the 13th, 14th and 15th amendments affected the United States.

* I can describe how Reconstruction was dependent on federal support.

Unit V: Domestic and International Imperialism

Priority benchmarks;


Skills, Describe "Jim Crow" racial segregation and disenfranchisement in the South, the rise of "scientific racism," the spread of racial violence across the nation, the anti-Chinese exclusion movement in the West, and the debates about how to preserve and expand freedom and equality

Jim Crow laws


Disenfranchisement – Poll tax, literacy tests

Scientific racism


Separate but equal, Plessy

Chinese Exclusion Act


Describe Explain changes in federal Indian policy, especially in the areas of removal, sovereignty, land ownership, education and assimilation; describe the impact of the federal policies and responses by indigenous nations.

Dawes Act

Boarding Schools

Battle of Little Big Horn, Wounded Knee, Ghost Dance

Reservation system

Boarding Schools


Describe Explain how the United States became a world power via trade and the imperialist acquisition of new territories Describe the implications of United States involvement in World War I on domestic and foreign policy


Spanish American War

Hawaii, Cuba

Roosevelt Corollary

Explain Evaluate the effectiveness of political responses to the problems of industrialism, monopoly capitalism, urbanization and political corruption. Describe the major political and social reform movements of the Progressive Era; analyze their impact on individuals, communities and institutions.



Theodore Roosevelt

Political machines

Suffrage (this is also covered in 7th)


Big Ideas

Overarching/Essential Questions


Racist policies and violence spread throughout the nation after the Civil War.

What were the failures of Reconstruction?

Renewed westward expansion further restricted indigenous people.

How did federal policies affect indigenous nations?

The United States’ economic expansion leads to imperialism and new territory.

Why did the United States expand its influence beyond its borders?

Savage Acts: Wars, Fairs and Empire 1898-1904 (Philippines)

The Progressivists brought to light social, political and economic inequalities.

How did citizens and the federal government address social, political and economic inequalities?

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Unit V: Learning Targets

* I can explain how Reconstruction failed?

* I can explain how indigenous peoples were affected by federal policies.

* I can explain how the United States became an imperial nation.

* I can connect the work of Progressives to changes in America.

Unit VI: Boom, Bust and War

Priority benchmarks:


Skills, Analyze the economic causes of the Great Depression and the impact on individuals, communities and institutions Describe the contributions of individuals and communities in relation to the art, literature and music the period.

Roaring 20s

Cause: Roaring 20s, Stock Market Crash, Over production, Dust Bowl, buying on margin,

Impact: Migration patters, Hoovervilles, unemployment, poverty, bankruptcy, Hoover, competing economic philosophies (rugged individual vs. New Deal)

Analyze Analyze how the New Deal addressed the struggles of the Great Depression and transformed the role of government.

competing economic philosophies (rugged individual vs. New Deal)

New Deal Programs (such as: WPA, Social Security, CCC, FDIC etc.)

-Federal assistance


Analyze Describe the role of the United States as an emerging world leader and its attempts to secure peace and remain neutral; explain the factors that led the United States to choose a side for war

Opposition to fascism/ support of democracy


Pearl Harbor




Explain Identify major conflicts of World War II; compare and contrast military campaigns in the European and Pacific theaters

Nuclear Technology

Atomic bomb

Hiroshima, Nagasaki

Identify Evaluate the economic impact of the war, including its impact on the role of women and disenfranchised communities in the United States.

Women in the Workforce

Armed services segregation

Japanese internment


Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Establishes learning goals


The 1920s were a time of economic ‘growth’ whose unregulated economic practices and mismanagement of agriculture led to the Great Depression?

What were the Roaring 20s?
What led to the Great Depression?

The New Deal transformed the role of government in regulating the economy.

How did the New Deal address the Great Depression?

The U.S. was hesitant to enter World War II.

Why did the U.S. enter World War II?

The U.S. was fighting military campaigns in Europe, North Africa and the Pacific.

How did strategies differ in the differ in the different regions?

World War II affected the role of the U.S. as a world power and affected the lives of women and disenfranchised communities.

How did World War II affect the U.S.?

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Learning Targets

* I can explain the why the 1920s were an economic boom time.

* I can explain why the Great Depression followed the Roaring '20s.

* I can describe how the New Deal addressed the Great Depression.

* I can describe how the United States affected and turn was affected by World War II.

Unit VII: Cold War

Priority benchmarks:


Skills (Bloom), Compare and contrast market and command economic systems and their associated political ideologies; explain how these differences contributed to the development of the Cold War. Analyze the technological and societal changes that affected popular culture in the post WWII era.

Market economic/capitalism

Command economy

Collectivism v. Individualism

Totalitarianism v. Democracy

Communism to Socialism to Capitalism

Cold War

Arms Race

Compare and contrast

Explain Analyze the role of the United States in Southeast Asia including the Vietnam War; evaluate the impact of the domestic response to the war

Red Scare


Domino Theory

Proxy Wars


Vietnam War

Tet Offensive

Counterculture, anti-war movement, the draft, TV War

Guerilla Warfare

Geneva Accords, Fall of Saigon


Evaluate Analyze the causes and effects of the United States Secret War in Laos and how Hmong allies were impacted as a result of their involvement in this war


CIA – recruiting

Secret War in Laos

Nixon policies

Ho Chi Minh Trail


Hmong refugees and immigration

General Vang Pao

Analyze Evaluate the effectiveness of U.S. policies in ending the Cold War.

Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Primary, Secondary and Internet Resources

Differing economic, political and military ideologies affected the entire world as differing sides sought to empower ideologies with technology.

What were the differing ideologies of the USSR and the USA?

How did the differing ideologies and technologies of the USSR and the United States lead to the Cold War?

The Cold War was a series of proxy wars.

How does the Korean and Vietnam War effect the U.S. ideology in the Cold War?

“Bombies, the Secret War” video (teacher reference)

“The Betrayal” POV video

The Vietnam War evolved from a war supported by the American public to one opposed by the American public.

What was the impact of the anti-war movement?

The U.S. conducted a Secret War in Laos to cut off the Ho Chi Minh Trail that included intensive bombing, recruiting of Hmong, and eventual resettlement of Hmong.

What were the causes and effects of the Secret War in Laos?

U.S. policies from Truman to GHW Bush ended the Cold War.

What presidents’ policies were effective in addressing the Cold War.

Top of the Document

Learning Targets

* I can explain the Cold War.

* I can describe the proxy wars of the Cold War.

* I can explain the Vietnam War and the Secret War in Laos

Unit VIII: Social Movements

Priority benchmarks:


Skills (Bloom) Explain the roots of the various civil rights movements, including African American, Native American, women, Latino American and Asian American


Non-violent resistance

Explain Identify obstacles to the success of the various civil rights movements; explain tactics used to overcome the obstacles and the role of key leaders and groups

Mendez v. Westminster

The Lemon Grove Incident

Identify Evaluate the legacy and lasting effects of the various civil rights movements of the 1960s and 70s; explain their connections to current events and concerns

(see next page)

Evaluate Identify the changes over time in federal American Indian policy in terms of sovereignty, land ownership, citizenship, education and religious freedom; analyze the impact of these policies on indigenous nations

(see next page)



Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Primary, Secondary and Internet Resources

Different groups had different civil rights struggles and goals after World War II.

What were the roots of the different civil rights movements post World War II?

Learning Targets


Obstacles – Successes


Leaders, Groups


Civil Rights Movement

Institutional racism (Jim Crow, segregation)


African American

Reconstruction Amendments


Society not moving quick enough

NAACP, Courts, Brown v. Board, LR9

SNCC, Stokely Carmichael, evolves, voter registration

SCLC, MLK and , non-violence, Montgomery Bus Boycott, desegregation,

Nation of Islam, Malcolm X, empowerment through Islam

Black Panthers, militant, community building


Civil Rights Acts


Native American

Broken treaties, assimilation, Dawes Act, Racism

Urban Relocation Program

Police brutality

AIM, Bellecourts, Russell Means, Dennis Banks, occupations, traditionalist v. moderns(?), public awareness, cultural revival

Indian Education programs


American Indian Religious Freedom



Womens Bureau (DOL)

Counterculture, contraception

Social norms

NOW, demonstrations, laws, ERA, Equal Pay Act,

Phyllis Schafely,

Margaret Sanger, birth control,

Bethune, Chisholm, Friedan, Steinem

Roe v. Wade


Planned Parenthood

Commission on the Status of Women

Title IX


Mendez v. Westminster

Lemon Grove Indicent

Cesar Chavez, Dolores Huerta, UFU, boycotts

Mexican American Political

Association, voter registration, lobby, candidates

La Raza Unida

Chicano Youth Movement, student strike


1968 Bilingual Education Act


Latino Studies Programs

Political participation

Asian American

Yellow Power

Japanese American Citizens League

Unit VIII U.S. in the New Global Age

Priority benchmarks:


Skills (Bloom), Evaluate the effectiveness of United States policies in ending the Cold War

Arms Escalation

SALT Treaties

Support of freedom movements in EE

Ronald Reagan


Evaluate Describe the competing views about the role of government in American life since 1980 Explain how United States involvement in world affairs after the Cold War continues to affect modern foreign policy. Analyze the impact of twenty-first century technological innovations on society. Evaluate the United States’ global economic connections and interdependence with other countries.

Conservative, liberal, Reaganomics


Explain Explain the difference between an immigrant and a refugee; describe various immigrant, migrant and refugee groups including Hmong, Somali and Latinos who have come to the United States; analyze their contributions to United States society



Hmong, Somali, Latino,

(Contributions – ask these communities)




Big Ideas

Statements of enduring ideas

Overarching/Essential Questions

Primary, Secondary and Internet Resources

The United States has been involved in global economics, politics and culture since the end of the Cold War.

How has the United States been in involved in world affairs since the end of the Cold War?

Immigrants and refugees can have different pushes, pulls and experiences.

What is the difference between an immigrant and a refugee?

How have immigrants and refugees contributed to United States society?

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Learning Targets

* I can explain the global role of the United States since the end of the cold War.

* I can explain the differences and the similarities between immigrants and refugees.


20 class periods

Broke up unit V

We have to teach thesis statement, citing sources, primary source analysis, bibliography

Common way to research (check with Andy B)

Decades project
U.S. History

Opening Week Items to Review in Content Session
As a Teacher Lead, you were part of the process of prioritizing benchmarks and drafting a scope and sequence. Lead your colleagues through the scope and sequence to make sure any inconsistencies are caught. There is a district calendar in your folder.
* Inconsistencies with scope and sequence…..

* Review the units with their priority benchmarks for…

* Any changes to unit titles

* PD needed for teaching a unit/benchmark

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