US History - Culturally Relevant Multicultural Viewpoint - Grade 11

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11
CURRICULUM NOT ADOPTED
Objective: To introduce to students the conflicting narratives of different American groups (cultural/racial/religious/ political/ et al) in concert with the framework and foundations of traditional history to make relevant and authentic the real life experience and application of the American ideals of liberty, equality, and justice. Americas conflicting narratives are inherent in a pluralistic, multicultural, and evolving nation where the established and dominant interests (major political parties, white majority, males, corporations, property owning and wealthy elite and political leadership supported by a compliant middle class, traditionalists) are dedicated to maintaining a status quo that preserves their interests but is fundamentally in conflict with its national commitment to the American ideals of liberty and justice for all. It is only by contrasting the real with the ideal, by matching calamity with inspiration, suffering with outrage, and the worst of human indignities with the demand for utilizing fully all of our nations human potential, that students will understand and appreciate the complexity and challenge of the American Experiment.iThis class is inspired by the words of Howard Zinn, If we see only the worst, it destroys our capacity to do something. If we remember those times and places and there are many where people behaved magnificently, this gives us the energy to act, and at least the possibility of sending this spinning top of a world in a different direction. Knowledge, inspiration, and the capacity to exercise our human potential is a compelling basis for the study of our nations history. A word about foundation and framework for each unit: It is vital that all students have basic historic literacy about the significant historical eras studied so that they have the context, chronology, concepts in which the historical conflicts have occurred. Best teaching practices require that a variety of resources and modes of delivery be utilized, such as lectures, timelines, media, textbook and reference materials, collaborative work, research projects, and other project-based activities. Student acquisition and assessment of historic foundations and frameworks is a vital aspect of the curriculum. However, the primary focus will be critical thinking, comparative study, research, discussion and debate, creative expression, reading strategies and writing skills, as specified by the Common Core Standards. Resources: Teachers should use a wide variety of resources that include but are not limited to primary source documents such as memoirs, letters, and documents; excerpts from the works of multicultural educators such as Zinn, Takaki, and Nash; materials available from top-notch online resources such as Teaching Tolerance, Digital History Reader, History Teaching Institute, PBS, A & E Biography, Library of Congress, Smithsonian Institution, and the Constitutional Rights Foundation; and music and art that gives voice to those traditionally excluded or minimized in traditional history textbooks. Such varied resources enable students to find the study of our nations history as an inspiring, provocative, challenging, and useful discipline for 21st century students. The U.S. History Multicultural Viewpoint Curriculum Guide is divided into twelve Enduring Understandings that frame major units followed by Rationales and Examples that match the Arizona State Standards for Social Studies and the Common Core Standards. Instruction is not limited to the examples presented as they serve as only a guideline for teachers to create the lessons that best serve the needs and interests of all their students so that all may achieve their highest potential.
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Enduring Understanding #1: The American continents were home to hundreds of native nations; each one possessed a culture, government, society, and economic system prior to European contact. The collision of Native American and European cultures was catastrophic to indigenous peoples civilizations as a consequence of the spread of disease, forced assimilation and cultural annihilation, land encroachment, and warfare. While there was a reciprocal impact in which Europeans benefitted by learning survival skills, trading with tribes, and observing the governing practices of various tribes, it is evident that the benefits of this encounter favored European nations. However, the decimating consequence of contact for indigenous people outweighed any benefit they may have received. State Standards** Concept 2: Early Civilizations PO 1. Describe Prehistoric Cultures of the North American continent: a. Paleo-Indians, including Clovis, Folsom, and Plano b. Moundbuilders, including Adena, Hopewell, and the Mississippians c. Southwestern, including Mogollon, Hohokam, and Ancestral Puebloans (Anasazi) Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Introductory knowledge and experience of Indigenous People of the Americas is necessary to recognize and assess the significance and existence of native culture prior to European conquest. Conflict between indigenous people and Europeans was embedded in their worldviews and cultural differences regarding principles of land ownership, indigenous people as human beings, cultural assimilation, gender roles, religious beliefs, warfare, etc. Example: Investigate the Doctrine of Discovery as a justification for European colonization of the Americas and its effect on indigenous people worldwide. Illustrate the worldviews of Europeans versus Native Americans. Write a summary that predicts the potential outcomes that occur when opposing worldviews collide as they did in the Americas. Extend by illustrating your own worldview as an American teenager. Discuss how a nations self-interests are related to its Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Concept 3: Exploration and Colonization PO 1. Review the reciprocal impact resulting from early European contact with indigenous peoples: a. religious (e.g., conversion attempts) b. economic (e.g., land disputes, trade) c. social (e.g., spread of disease, partnerships) d. food (e.g., corn) e. government (e.g., Iroquois Confederacy, matriarchal leadership, democratic influence)
11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sourcesand topic in several primary and secondary sources. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 2|Page

worldview.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
Indigenous people vigilantly tried to keep the integrity of their nations and people while the invasion of their territory by European imperialist nations escalated. There are inspiring examples of efforts at coexistence, reconciliation, and resistance that illustrate both the best and the worst of the Native American and European worlds in this time. Examples: Discuss the transforming effects of the Pequot War, Powhatan Wars, and the Pueblo Revolt on Euro-Indian relations in the American colonies. Demonstrate knowledge of native efforts to unify in defense against European land encroachment, i.e. Pontiacs Confederacy. Warfare and conflict among Indigenous peoples existed before and after the arrival of Europeans. However, Europeans came equipped with tremendous arsenals, immunities and other resources that helped decimate the Indigenous people.
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Enduring Understanding #2: The cultures, worldviews and self-interests of Europeans, Native Americans, and Africans were divergent and incompatible, thus creating conflict and tension between various races, classes, religions, and regions. Knowledge of the history and culture of Africans and Indigenous Peoples prior to European contact is essential to students understanding of the development of world civilizations. Students will explore African (Songhai, Mali, Kush etc.) and Indigenous (Iroquois, Pequot, Wampanoag etc.) civilizations to recognize their contributions and achievements. White, Indian, and Black were not yet key concepts of self-identity in early American society. People distinguished themselves by region, religion, nationality, family, and class. Beliefs about racial superiority were developed over time to justify an assumed superiority of whiteness and arrange a hierarchical order in which only a few are on the top, the many are on the bottom. State Standards Exceeds Arizona State Standards Rationale/Examples The convergence of Europeans, Indigenous People, and Africans was a meeting of unique civilizations who identified themselves by their nationality and culture not their race. Explore the concept of race as a social construct, not a biological category. Race is an idea through which people view themselves, one another, and the world; it is about how we assign meaning and social value to how you look. Examine and compare the advancements and achievements of European, African, and Indigenous societies. All societies are inherently valuable and equal. Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or TUCSON UNIFIED SCHOOL DISTRICT 4|Page

event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
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Enduring Understanding #3:
Oppressed and enslaved people as well as advocates of social, racial and economic equality confronted this social system with resistance that was both passive and aggressive. These historic conflicts highlighted the injustice of slavery, sexism, racism, religious oppression, land removal, and the concentration of land in the hands of the few. The consequences of these conflicts have impacted the course of American history and have left their imprint on the nation that still reverberates in American society today. State Standards Concept 3: Exploration and Colonization PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life). PO 3. Compare the characteristics of the New England, Middle, and Southern colonies: a. Colonial governments geographic influences, resources, and economic systems b. religious beliefs and social patterns PO 4. Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop). Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9. Integrate information from diverse 6|Page
European imperialism and the colonization of America were fueled by the desire of European nations to increase their wealth and global power by extending their control into the Americas. Example: Recognize the role of God, gold, and glory in European imperialism. European groups were granted charters from governments and trading companies to settle in America for economic profit as well as political and religious freedom. During this time most Europeans came to America as indentured servants (property) and had to work for their freedom after which they formed the lower class of American colonial society. Example: Read narratives of European indentured servants and look for evidence of push and pull factors of immigration. Determine which was most significant and if the expectation of pull factors was satisfactorily met. The American colonies developed into three diverse regions: New England, Middle, and Southern colonies. Differing geographical and cultural aspects of each region allowed for economic opportunity through land ownership for some impoverished immigrant Europeans,

sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the 7|Page
as well as increasing or decreasing the demand for slave labor while encroaching on Indian lands.
Example: Use geographic information to determine the demand for agricultural slaves in each region. Slavery was developed as a viable and cheap source of labor. It was part of a worldview that recognized the inherited subordination to someone else servant to master, vassal to lord, subject to king, female to male. Land ownership was paramount to economic prosperity and political rights (especially suffrage) therefore the concentration of land ownership in the hands of the few led to a social stratification system in the colonies based upon wealth and freedom. Dissent and revolt based upon land rights was inherent in this system (i.e. Bacons Rebellion, Dorrs Rebellion, tenant strikes). Example: Distinguish between achieved and ascribed social stratification systems. Draw a pyramid that illustrates colonial Americas system and explain whether it is ascribed or achieved by citing historical evidence. Formulate a policy for land ownership that would account for differing doctrines on land ownership and private property that considers the needs of the landless for self-sufficiency and political rights based upon land ownership. Research riots and revolts in colonial times to identify the causes of dissent as social, economic, or political. This should include land riots, slave revolts, indentured servant uprisings, and Native American revolts. Discuss the historical quandary about which came first, slavery or racial prejudice in early American society. Was there a pre-existing belief that Black was inferior or were Africans and Indigenous TUCSON UNIFIED SCHOOL DISTRICT

flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
people enslaved for economic motives and then viewed as inferior because of their low status? Was race then used to justify their enslavement? Example: Investigate court cases and statutes of Jamestown to answer the question of which came first.
The forced migration of Africans as chattel slaves combined with the nature and dynamics of an economically prosperous slave/master society trapped millions of Africans for generations to a dehumanizing and brutal racism which perpetuated a cycle of poverty and social and political disenfranchisement that still resonates in our society today. Example: Trace the history of the slave trade as part of the Transatlantic trading network and identify the roles of Europeans, American colonists, and African kingdoms. Compare aspects of the American slave trade that made it especially brutalizing compared to past systems in Africa, feudalism in Europe, or Ancient Greece and Rome. Colonial laws purposefully prohibited interactions between indentured servants, Native Americans, and Africans to prevent the formation of a lower class of oppressed people united in the common cause of equality and freedom. Their purpose was to protect the status quo and the established authority of the colonial elite. Example: Research and identify laws, punishments, trials, etc. that illustrate efforts to prevent inter-mixing of whites, blacks, and Indians. Look for evidence that successful inter-mixing was possible and therefore even more of a threat to the status quo, for example, Black Seminole Indians, Bacons Rebellion, etc.
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Enduring Understanding#4: Economic, social, and political factors that led to the Revolutionary War were encased in Enlightenment rhetoric of liberty, equality, and justice. One of the outcomes of the revolution was to replace the rule of monarchy with the rule of the colonial elite while maintaining the status quo of limited citizenship based upon property, gender, and race. The colonists war for liberation from British tyranny galvanized the dispossessed and the advocates of full equality, thus demanding their opportunity for liberty and equality from oppression within the new nation. Matching these American ideals and rhetoric with full equality for all citizens would be a continuous challenge that is still evident today. State Standards Concept 4: Revolution and New Nation PO 1. Assess the economic, political, and social reasons for the American Revolution: a. British attempts to tax and regulate colonial trade as a result of the French and Indian War b. colonists reaction to British policy ideas expressed in the Declaration of Independence PO 2. Analyze the effects of European involvement in the American Revolution on the outcome of the war. PO 3. Describe the significance of major events in the Revolutionary War: a. Lexington and Concord b. Bunker Hill c. Saratoga d. writing and ratification of the Declaration of Independence e. Yorktown PO 4. Analyze how the new national government was created: a. Albany Plan of Union Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. The discrepancy between the ideals and rhetoric of the American Revolution and the reality for enslaved Africans, free blacks, women, landless poor and Indian tribes influenced their decision to support or oppose the revolution which was scrutinized under the question of which government would best serve their group interests. Examples: Identify the American ideals embedded in revolutionary writings and propaganda Declaration of Independence, Common Sense, The Crisis, or speeches by Patrick Henry and other patriots. Role- play the response of subordinate groups to revolutionary rhetoric. American colonists weighed whether life under royal rule or a new government ruled by the colonial elite would best suit their self-interests. Write a persuasive argument for or against independence from England based upon the interests of Indian tribes, landless poor, women, or enslaved Africans. Cite historic evidence in support of your argument enlistment promises, treaty proposals, etc. The Declaration of Independence, the Constitution and the Bill of Rights are landmark American documents in democracy and Enlightenment ideals. Yet, embedded Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 9|Page

influenced by the Iroquois Confederation b. Articles of Confederation c. Constitutional Convention d. struggles over ratification of the Constitution e. creation of the Bill of Rights PO 5. Examine the significance of the following in the formation of a new nation: a. presidency of George Washington b. economic policies of Alexander Hamilton c. creation of political parties under Thomas Jefferson and Alexander Hamilton d. the establishment of the Supreme Court as a co-equal third branch of government under John Marshall with cases such as Marbury v. Madison. Performance Objective: PO 6. Examine the experiences and perspectives of the following groups in the new nation: a. property owners b. African Americans c. women d. Native Americans e. indentured servants

11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
within each is the formal recognition and protection of property rights (slave ownership) and female subjugation, the denial of Indian sovereignty, and support for class injustice. The American Revolution was part of the journey to full equality, not the destination of which it is often celebrated. Example: Search these documents for examples of language or practices that protect or acknowledge the legality of slavery, male domination, property qualifications for political rights, racial discrimination, or other examples of the exclusivity of full equality. Beginning with the formation of the new nation under the Articles of Confederation and the Constitution the formidable struggle between proponents for states rights versus those advocating strong role for the federal government took shape. This political conflict is inherent in every domestic national issue that has divided the nation since its inception. Example: Examine the Articles of Confederation for evidence of states rights bias and determine its purpose by asking what was most feared and what was most protected? The Federalists and the Anti-Federalists disputed the necessity of protecting states rights and federal supremacy. Read passages from both sides to develop a script for a debate in a mock town hall meeting. Examine the issue of gay marriage in America today and look at how language regarding states rights versus an activist federal power is applied. What is the record of states rights historically on issues of civil rights? Entrenched within American society was a social, economic, and political system that made efforts to
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overcome issues of race, gender, and class very difficult to achieve but this did not prevent advocates from voicing their dissent and solutions. Example: Defend the call for gender equity in the new nation by citing arguments made by Abigail Adams, Susan B. Anthony, Lucretia Mott, Sojourner Truth, and the Declaration of Sentiments issued by the Seneca Falls Convention on Womens Rights. Investigate the calls for abolition and racial equality included in David Walkers Appeal, Frederick Douglass narrative and speeches (Fourth of July Speech), William Lloyd Garrisons editorials, Sojourner Truths words, etc. for eloquent and moving arguments that challenged slavery. Use the rhetoric of abolition to write a persuasive letter to a friend about the absolute necessity of immediate emancipation. During times of conflict, federal and state officials often have passed laws or engaged in practices that violate civil liberties. Example: Investigate how the Sedition Act was used to silence opponents by the Federalist party and the methods used by patriots to silence loyalists during the war. Students will bring this issue to the present by analyzing the Patriot Act of 2001.
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Enduring Understanding #5: Manifest Destiny encapsulated the beliefs and goals of the westward expansion movement of the United States, which resulted in national controversy over the extension of slavery into new territories and the annexation of Mexican territories. American settlers migrating to new open territories completed the U.S. occupation of the North American continent through warfare, treaties and annexations. During this era of expansion, the enslavement and oppression of African Americans continued largely unquestioned as the extension of slavery into new territories divided U.S. political parties; the near genocide of the Native American tribes and culture came to a climax with the Indian Wars; and Mexican people were disenfranchised, violated, and exploited in the newly annexed territories. The rhetorical and actual combat over expansionism laid the groundwork for the Civil War and challenged American ideals of self-rule/ sovereignty for all people. While the United States attained continental hegemony, the politics of secession threatened to destroy the promise of a nation conceived in liberty. State Standards Concept 5: Westward Expansion PO 1. Trace the growth of the American nation during the period of western expansion: a. Northwest Territory b. Louisiana Territory c. Florida d. Texas e. Oregon Country f. Mexican Cession g. Gadsden Purchase h. Alaska PO 2. Analyze how the following events affected the political transformation of the developing nation: a. Jeffersons Presidency b. War of 1812 c. Jacksons Presidency PO 3. Identify how economic incentives and geography influenced early American explorations: a. explorers (e.g., Lewis and Clark, Pike, Fremont) b. fur traders c. miners d. missionaries (e.g., Father Kino, Circuit Riders) PO 4. Describe the impact of European-American expansion on native peoples. Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Examples: Generate a list of the accomplishments of the Industrial Revolution and connect these with the growing demands of an expanding nation and economy. Summarize the benefits and costs of each accomplishment. Rationale: Land ownership is the key to American self-sufficiency and equality; the fact that women could not own property, that natives and Mexicans were denied their territorial and property rights, and that free African Americans held such little property to begin with, perpetuated a cycle of privilege. Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them 12 | P a g e
Example: Investigate the role of the Texas Rangers, the Santa Fe Ring, and Las Gorras Blancas in depriving Mexican citizens of their property and civil rights. The loss of property rights resulted in a large PO 5. Describe the impact of the following aspects landless population of Mexican Americans that still of the Industrial Revolution on the United States: reverberates in todays America. a. transportation improvements (e.g., railroads, TUCSON UNIFIED SCHOOL DISTRICT

canals, steamboats) b. factory system manufacturing c. urbanization d. inventions (e.g., telegraph, cotton gin, interchangeable parts)

As a means of understanding present-day implications of Manifest Destiny cite government statistics that compare the percentage of landownership for Hispanics, African Americans, and white Americans. Do you think the causes of present day disparities in land ownership are historical or based upon other factors? Review the Treaty of Guadalupe Hidalgo (1848) for specific guarantees to Mexicans living in new American territories. Compare the language and promises of this treaty to those made in the Fort Laramie Treaty to the Sioux nation (1868.) Judge the veracity of U.S. promises to both groups. Examine the benefits of expansionism for white landholders and the government policies and legislation that perpetuated that advantage. Articulate the impact of these consequences upon historic and present generations of Americans after viewing statistics of land ownership up to present times. It is necessary to evaluate the benefits and costs of the goals of American expansionism - global power, economic prosperity, and regional hegemony - in comparison to the impact of the removal of Indigenous people from their native lands, the entrenchment of slavery in new territories, and the cession of Mexican territory for those living there. Examples: Use the acronym A.R.M. (assimilation and cultural annihilation, removal/reservations, massacre) to demonstrate student knowledge of the U.S. policies and actions of the 19th century (land removal, boarding schools, Five Civilized Tribes, Tecumseh, military aggression and resistance Apaches, Lakota Sioux.) with other information. 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of 13 | P a g e

Expansion of the U.S. within its continental borders increased the sectional conflict over admitting free vs. slave states into the U.S. This political and economic conflict is one of the root causes of the Civil War. Example: Create a political poster that defends or opposes expansionism into the different territories and explores economic, political, and moral issues in defense of position. the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
Enduring Understanding #6: The Civil War was a seminal event in United States history and its impact on American society and politics was profound and continues to the present. Within the greater conflict of the Union versus the Confederacy existed racial, territorial, and class disputes in addition to opposition to the war itself. Both sides unified their citizens behind the grand causes of the war while deeply ingrained conflicts and tensions splintered the illusion of sectional harmony in both the North and South.
State Standards Concept 6: Civil War and Reconstruction PO 1. Explain the economic, social, and political causes of the Civil War: a. economic and social differences between the North, South, and West b. balance of power in the Senate (e.g., Missouri and 1850 Compromises) c. extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act) d. role of abolitionists (e.g., Frederick Douglass and John Brown) e. debate over popular sovereignty/states rights f. Presidential election of 1860 PO 2. Analyze aspects of the Civil War: a. changes in technology b. importance of resources c. turning points d. military and civilian leaders e. effect of the Emancipation Proclamation f. effect TUCSON UNIFIED SCHOOL DISTRICT
Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Examples: Identify the factors leading to the American Civil War as slavery/abolition; sectionalism, states rights and secession; and the balance of power of free and slave states in Congress with the extension of slavery westward; as well as the moral, economic, social, and political concerns of each. The Emancipation Proclamation was part of a greater U.S. military strategy to win victory over the Confederate States and is celebrated as the gift of
Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 14 | P a g e

on the civilian populations

emancipation bestowed upon an oppressed people. This construct ignores the fact that freedom is a basic human right that had been denied by hundreds of years of legislation, tradition, and racism. The Emancipation Proclamation embraced the ideals of liberty and freedom embedded in the Constitution but in reality its immediate impact was largely symbolic and polarized race relations in northern cities between new immigrants and African Americans. Examples: Outline the military strategy behind emancipation as a weapon of war and tactic for victory. Investigate race riots such as the New York Draft Riots during the war. Compare the rhetoric of freedom and abolition to the rhetoric of the riots. African American participation in the Civil War changed the thinking of many people, whites and blacks, about the humanity of the black slave and facilitated the emancipation of African Americans and Union victory. The willingness of blacks to fight for the ideals that defined this country illuminated the hypocrisy and complicated the debate over the application of racial equality in all sectors of society. Example: Design a mural of African American participation in the Civil War (soldiers/sailors, nurses, teamsters, spies, abolitionists, etc.) Native Americans engaged in armed resistance warfare over white encroachment of their lands by settlers and the American military. Expansionism was not deterred by the Civil War; it was encouraged by the Homestead Act. 11-12.RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other 15 | P a g e

Examples: Examine historic examples of military aggression during the Civil War, i.e. the Sand Creek Massacre, Navajo War and the Long Walk, the Cheyenne Uprising. Students will analyze the effects of the U.S. imperative of westward expansion. Students will identify the common struggles of the Indigenous Peoples and those of African Americans in the United States. information and examples appropriate to the audiences knowledge of the topic. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
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Enduring Understanding #7: African Americans made unprecedented gains during Reconstruction which caused a hostile and racist attack on their civil and human rights. With the end of Reconstruction, the federal government withdrew its promise and protection of African American civil rights in a national compromise that valued sectional reconciliation and economic prosperity for the nation as preferable to racial equality in the former Confederacy. The triumph of overt and covert racism at this turning point had long lasting and tragic consequences that gradually intensified into the Civil Rights Movement of the 20th century.
State Standards Concept 6: Civil War and Reconstruction PO 3. Analyze immediate and long term effects of Reconstruction in post Civil War America: a. various plans for reconstruction of the South b. Lincolns assassination c. Johnsons impeachment d. Thirteenth, Fourteenth and Fifteenth Amendments e. resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877)
Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Examples: Document the unprecedented gains of African Americans, the federal interventions made on their behalf, and the violent backlash that included such things as: Black Codes, lynching, convict labor and Jim Crow. The failure of land reform perpetuated the cycle of poverty and oppression (sharecropping, and tenant farming) experienced by African Americans. This has had lasting consequences for generations of African Americans. Example: Appraise the different Reconstruction proposals and attempts in land redistribution for their ability to spread self-sufficiency to African Americans and landless poor and predict the political outcomes for each and their repercussions for the future. After Reconstruction, the welfare of African Americans was again in the hands of those who had oppressed them under slavery. Racial conflict and hatred became deeply embedded as law (de jure) in the south and as de facto discrimination in the north. Example: List examples of de jure and de facto
Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. 17 | P a g e

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
discrimination as applied to the South and North. What are the implications of legal discrimination versus discrimination that is covert or based upon choice. During times of conflict, federal and state officials often have passed laws or engaged in practices that violate civil liberties. Example: Investigate Lincolns attack on free speech during the war (newspapers, southern sympathizers, and other opponents of the war) and a presidents emergency wartime powers to suspend habeas corpus. Advocates for womens and black suffrage found themselves competing for the right to vote. Elizabeth Cady Stanton demanded that women receive the right to vote before African American men. Students can explore their letters and speeches for evidence of conflict and solution.
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Enduring Understanding #8: Industrialization, immigration, and capitalism transformed the U.S. from an agrarian society into a large, modern, urban society confronted by challenging social, economic, and political issues. Conflicts over how to resolve national problems uncovered deepening controversies over capitalism, racism, sexism, and the price that some Americans were paying for progress and modernity. Advocates for reform and justice sought to use the rhetoric of American ideals to advance their causes. New activist organizations emerged and each became the origin for future civil rights and freedom movements in America. State Standards Concept 7: Emergence of the Modern United States Rationale/Examples Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. 19 | P a g e
Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies PO 1. Analyze how the following of this era. aspects of industrialization Examples: Create a timeline that explores the changes in transformed the American economy beginning in the late industrialization and immigration in the late 19th century and 19th century: a. mass production early 20th century and the impacts of each on American b. monopolies and trusts (e.g., society. Robber Barons, Taft- Hartley Act) c. economic Identify and discuss the challenges: philosophies(e.g., laissez faire, a. Immigration and Nativism. Social Darwinism, free silver) d. b. Racial antagonism and labor disunity labor movement (e.g., Bisbee c. Urbanization and its particular problems of welfare, Deportation) e. trade corruption and poverty d. Mass production and labor rights PO 2. Assess how the following e. Capitalism versus socialism as an answer to the social developments influenced problems created by the widening gap between the American society in the late rich and poor. nineteenth and early twentieth centuries: a. Civil Rights issues Industrialism and the American embrace of capitalism (e.g., Womens Suffrage created a celebrated economic system that made the U.S. a Movement, Dawes Act, Indian first-rate economic power in the early 20th century. Despite schools, lynching, Plessy v. the progress, the abuses of laissez faire capitalism, Social Ferguson) b. changing patterns in Darwinism, the Gospel of Wealth, and the monopolistic and Immigration (e.g., Ellis Island, ruthless practices of the robber barons consummated into a Angel Island, Chinese Exclusion national debate over the role of the government in the Act, Immigration Act of 1924) c. American economic system, as well as its duty to protect the urbanization and social reform welfare of its people. This created an upsurge in labor TUCSON UNIFIED SCHOOL DISTRICT

(e.g., health care, housing, food & nutrition, child labor laws) d. mass media (e.g., political cartoons, muckrakers, yellow journalism, radio) e. consumerism (e.g., advertising, standard of living, consumer credit) f. Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz, changed social mores) organization and radicalism.

11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
Examples: Investigate the narratives of labor activists, capitalists, immigrant workers, child laborers, Populists, Socialists, Anarchists and political leaders to develop a multi-dimensional understanding of the debate. Examine intra-racial coalition building by investigating the Oxnard Beet Strike of 1903 which united Japanese and Mexican workers against the growers and succeeded. Contrast this with the racist separatism of the American Federation of Labor. Ask how was economic competition and racial antagonism used to oppress labor? Prepare a propaganda campaign in support of or in opposition to the idea that the federal government should give free reign to a laissez faire economy in the U.S. The Labor Movement was as much about human rights as it was a conflict between the interests of capital vs. labor. The struggle for the rights of all working people had the potential of transcending issues of race, gender, and nationality. Example: Find common cause and connect the human rights issues present in the following: a. Child Labor textile, mining, newsies b. Mexican American labor in mining and agriculture c. Female labor Lowell Strike, Triangle Shirtwaist Fire d. Labor leaders Eugene Debbs, Mother Jones, etc.as human rights leaders Examine the connection between the factors of race, age, and gender and levels of exploitation. How does having a political voice protect freedom? Can competing voices for equality become an obstacle to the struggle for full rights,
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i.e. Irish workers used racist argument to lift themselves in the labor hierarchy over African Americans. The struggle for womens rights and suffrage reached one of its goals with the passage of the 19th amendment. Issues that affected women transcend race and class although it was primarily wealthy and educated women who benefited but were often sidelined by foreign and economic events deemed more important to the well-being to the nation as a whole, thus maintaining a male-dominated economic and political status quo into the present time. Example: Understand that Alice Paul and Lucy Burns were feminists who recognized that suffrage was only one part of being a full and equal citizen. Investigate strategies used for passing the Equal Rights Amendment and its success/failure in recent history. Is the ERA still necessary? The years between Reconstruction and World War I are considered the nadir in American race relations, yet from this time emerged the beginnings of the modern black community. The exercise of state power and white supremacist terrorism had as its goal the prevention of racial mixing in order to protect white privilege and to keep African Americans in their assigned place. Plessy v Ferguson legalized separate but equal which sanctioned Jim Crow segregation and eliminated the black vote through laws that disenfranchised African American men. Example: Identify the violent oppression (lynching, vigilante justice, KKK and other supremacist groups, and race riots) used to terrorize black communities into compliance with Jim Crow and white supremacy and the effects of de facto and de jure discrimination/racism in American society then and now.
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Lynch mobs became an iconic symbol of white terrorism against African Americans and others (Mexican Americans, Jewish Americans, and Chinese Americans.) Examples: Leo Frank, Texas Rangers attack on Tejanos, and nativist attacks on Chinese workers. Develop a plan to combat de facto discrimination in society and determine the extent of the role of government in that plan and its impact on the civil liberties of all Americans. Research the different founders of the early African American Civil Rights movements and their philosophies for attaining racial equality including Booker T. Washington, W.E.B. Dubois, Marcus Garvey, Ida B. Wells Barnett, NAACP, et al. Trace the Great Migration of 500,000 African Americans to northern industrial cities that began in the early 20th century to the urban nature of black life still today. Example: Show how the response to this period was found in the voice of the Harlem Renaissance and identify major figures and historical themes threaded through literature, history, and art. Show the historical roots of large populations in New York city, Detroit, Chicago, et al. Mass waves of immigration are an iconic symbol of this era and many students can trace some of their ancestry to those immigrants who were necessary to fill the labor demands of a growing capitalist system. Understanding the immigration experience is vital to valuing the pluralistic nature of the U.S. and adds to the narrative of the challenges of becoming a first-class citizen in American society. Example: Research the pattern of immigration from other TUCSON UNIFIED SCHOOL DISTRICT 22 | P a g e
nations to the U.S. historically and presently looking for examples of legislation and policy that inhibited or welcomed immigration. Determine the role of national economic need vs. ethnic/racial prejudice and how they relate to each other. Compare the immigration patterns of European, Asian, and Mexican immigrants, including incentives and limitations for immigration quotas/restrictions (Chinese Exclusion Act of 1882, Gentlemans Agreement, the Immigration Act of 1924, the effect of the Mexican Revolution, and the threat of the Yellow Peril.) Was the American melting pot a compromise for immigrants through which they could become American or was it a method by which whiteness further became entrenched as the ticket to privilege while others were delegated to lower class status. Examine the drive for the Irish to become white in American society. Examine the racial antagonism against Germans; Italians, Japanese, and Chinese. What are the present-day implications of this history?
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Enduring Understanding #9: Changes in American foreign policy reflected the nations evolving international stature and the growing need for foreign markets to sustain a capitalist economy transformed the U.S. into a global contender in the early 20th century which caused controversy over Americas impact on foreign peoples and citizens at home. State Standards Concept 7: Emergence of the Modern United States PO 3. Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries: a. Indian Wars (e.g., Little Bighorn, Wounded Knee) b. Imperialism (e.g., Spanish American War, annexation of Hawaii, Philippine-American War) c. Progressive Movement (e.g., Sixteenth through Nineteenth Amendments, child labor) d. Teddy Roosevelt (e.g., conservationism, Panama Canal, national parks, trust busting) e. corruption (e.g., Tammany Hall, spoils system) f. World War I (e.g., League of Nations, Isolationism) g. Red Scare/Socialism h. Populism PO 4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood. Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Foreign policy analysis requires going beyond the patriotic slogans of the day and assessing its impact on capitalism, democracy, diplomacy, and American hegemony and race. Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.1Write arguments focused on discipline-specific 24 | P a g e
Example: Explore the ideology of American Exceptionalism in the 1890s foreign policy. Students can find examples of this ideology in current political dialogue regarding foreign policy today. Example: Design a PowerPoint or poster that explains the 5 Ds of foreign policy analysis (destiny, dollars, democracy, diplomacy, and Darwinism). The U.S. adopted an imperialist foreign policy to enhance its wealth and power by ensuring its competitive placement in the global marketplace and increasing its hegemony in the western hemisphere and Pacific region. American Imperialism was supported by a racist mix of Social Darwinism, Nativism, and xenophobia which was justified by American benevolence and cultural superiority in exchange for territorial domination and control. Example: The annexation of Hawaii and the wars in Cuba and the Philippines can be analyzed in terms of the influence of capitalist interests, American spheres of

content.
influence, strategic military value, and a racist or nationalistic belief system. Apply the 5 Ds of foreign policy analysis to each.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from War creates a distraction from civil unrest and helps to unify alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and conflicting groups against an outside enemy that poses a evidence. perceived greater threat, thus calling for sacrifice and patriotism from the very people who might otherwise be b. Develop claim(s) and counterclaims fairly and thoroughly, leading internal rebellion. During times of conflict, federal supplying the most relevant data and evidence for each while and state officials often have passed laws or engaged in pointing out the strengths and limitations of both claim(s) and practices that violate civil liberties. counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible Example: Cite historical evidence and propaganda that biases. illustrates that American involvement in imperialistic wars 11-12.WHST.2. Write informative/explanatory texts, and WWI was controversial for many Americans: antiimperialists, isolationists, socialists, African Americans, including the narration of historical events, scientific female suffragists, and others. procedures/ experiments, or technical processes. Oppositional groups faced pressure, censor and violations of civil liberties to quell internal national dissent during war time, such as during the Red Scare, Alien and Sedition Acts, harassment of suffragists picketing the White House during WWI, arrest and trial of socialist leader Eugene Debs. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced TUCSON UNIFIED SCHOOL DISTRICT 25 | P a g e

searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
Enduring Understanding # 10: The Great Depression exposed the breakdown of the American economic system and transformed the nations concept about the role of the federal government in the economy; at the same time it made the necessary reforms to correct the worst failures while guaranteeing capitalisms continuing pre-eminence over American economic and foreign policy. The experience of the Great Depression varied widely by region, class, and race and the narratives of those voices calls into question the presumed superiority of the American capitalist system then and today. Contemporary economic issues have their roots in the discussions that took place during the Great Depression era. State Standards Concept 8: Great Depression and World War II PO 1. Describe causes and consequences of the Great Depression: a. economic causes of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash) b. Dust Bowl (e.g., environmental damage, internal migration) c. effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines) d. changes in expectations of government (e.g., New Deal programs) Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. The Great Depression was caused by economic factors in the U.S. and had international repercussions. Example: Create a global map that shows the economic connections between the U.S. and other parts of the world that collapsed as a result of our failed economic system. At home, the Great Depression caused widespread economic devastation that affected many groups of Americans, including rural Americans, the lower and middle classes, African Americans and Mexican Americans. Examples: Analyze the ways in which the Great Depression 26 | P a g e Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,

visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced
led lower class groups to engage in organizational activities to alleviate the effects of the depression and switch their political allegiance from the Republican Party to the Democratic Party due to its New Deal legislation. a. IWW and the general strike b. The Bonus Army c. Labor uprisings and Unions Connect todays political and economic challenges to the programs and policies enacted during FDRs New Deal.
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searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
Enduring Understanding #11: WWII transformed the U.S. into an economic and political powerhouse that wielded unprecedented power in the mid and late 20th century. It transformed every aspect of American life as the nations foreign policy moved from isolationism to national mobilization for war. American and Allied victory in WWII created a new global landscape in which the U.S. emerged as an international super-power. State Standards Concept 8: Great Depression and World War II Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. WWII from the American perspective was a war against fascism. Understanding the differences between fascism and western style democracy is essential. War offers opportunity for social and economic advancement to some Americans who will seize it thus securing their loyalty to the nation. Examples: Research the outstanding contributions of subordinate groups during WWII: Tuskegee Airmen, Navajo Code-talkers, 442nd Regiment (JapaneseAmericans), the Womens Army Corps (WAC) and predict the effects of their achievements on the consciousness of America. Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text 28 | P a g e
PO 2. Describe the impact of American involvement in World War II: a. movement away from isolationism b. economic recovery from the Great Depression c. home front transformations in the roles of women and minorities d. Japanese, German, and Italian internments and POW camps e. war mobilization ( e.g., Native American Code-Talkers, minority participation in military units, media portrayal) f. turning points such as Pearl Harbor, D-

Day, Hiroshima/Nagasaki

(e.g., how Madison defines faction in Federalist No. 10). 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information 11-12.WHST.8. Gather relevant information from multiple 29 | P a g e
Explain the role of Hector P. Garcia and the American G.I. Forum in the early Mexican American Civil Rights movement. Identify the roles of LULAC and MALDEF and their goals. Compare LULAC and MALDEF with the NAACP for common goals and strategies. Wartime hysteria and fear increased the nations xenophobia and resulted in ethnic and racial discrimination and violence. During this time, the government committed perhaps the greatest civil liberties violation in the history of the country since slavery Executive Order 9066 - the imprisonment of 110,000 Japanese-Americans in concentration camps. Examples: Examine the causes and effects of Executive Order 9066 upon Japanese Americans and their communities. Research the Detroit Race Riot of 1943, the Zoot Suit Riots and Sleepy Lagoon case in California, the Felix Longoria case in Texas, and the role of racist thinking and propaganda. Example: Examine the cartoons of Dr. Seuss and Looney Tunes for racism and prejudice. The American home front offered greater economic opportunity for African Americans, women, and Hispanics to enter the wartime workforce due to the manpower demands of wartime production. Increased integration in these sectors encouraged activists to press for more racial justice. War creates a distraction from civil unrest and helps to unify conflicting groups against an outside enemy that poses a perceived greater threat thus calling for sacrifice and patriotism from the very people who might otherwise be leading internal rebellion. TUCSON UNIFIED SCHOOL DISTRICT

authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
Example: A. Philips Randolph threatened civil rights actions that prompted FDR to issue Executive Order 8802. Use this to illustrate the connection between wartime needs and opportunity for minority and female advancement. Find other activists who used the momentum of the war to enhance the position of their cause. Mexican workers came to the U.S. under the Bracero Program as temporary workers with no labor rights. Investigate immigration from Mexico during the 20th century to identify its pattern in relation to the nations economy. Identify repatriation programs like Operation Wetback. Make a connection to the immigration reform discussions taking place in Washington today. Rosie the Riveter was an icon for womens contribution to the war effort. Create an icon for other oppressed groups by researching the contribution of other groups of ordinary Americans.
Enduring Understanding #12: Post-WWII American foreign and domestic policy evolved through conflicts over war, capitalism and free trade, tensions regarding class, race, nationality, gender, LGBTQ, as well as American values and identity. Some of the effect of these conflicts has been a cycling between Progressive and Conservative philosophies, a sustained military build-up, continued racial and ethnic tensions and gender gap, as well as a decrease in Americas stature in international affairs. These challenges are ours and an educated and well-informed populace is as essential now as it has ever been in American history. State Standards State Standards Concept 9: Postwar United States PO 1. Analyze aspects of Americas post World War II Rationale/Examples Historical context, chronology, and concepts are the basis for critical thinking and authentic active participation in learning about the conflicting narratives and controversies of this era. Common Core 11-12.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 30 | P a g e

foreign policy: a. international activism (e.g., Marshall Plan, United Nations, NATO) b. Cold War (e.g., domino theory, containment, Korea, Vietnam) c. Arms Race (e.g., Cuban Missile Crisis, SALT) d. United States as a superpower (e.g., political intervention and humanitarian efforts) PO 2. Describe aspects of American post-World War II domestic policy: a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments) c. Supreme Court Decisions (e.g., the Warren and Burger Courts) d. Executive Power (e.g., War Powers Act, Watergate) e. social reforms Great Society and War on Poverty f. Space Race and technological developments PO 3. Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counter-culture, mass-media) c. protest movements (e.g., anti-war, womens rights, civil rights, farm workers, Csar Chavez) d. assassinations (e.g., John F.

11-12.RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audiences knowledge level, concerns, values, and possible biases. 11-12.WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new 31 | P a g e
American foreign policy must be analyzed to recognize the overt rationales (pro-democracy and human rights, anticommunism, liberation, national security, global influence, etc.) as well as the submerged factors (access to essential resources and strategic locations, protecting private capitalist interests, installing friendly governments regardless of corruption or human rights violations, etc.) that are present in Americas global conflicts. Example: Apply the Five Ds of foreign policy analysis (discussed in E.U. #8) to Korean War, Cuba Missile Crisis, Vietnam to discover overt and covert causes of U.S. involvement. Freedom movements that were suppressed during WWII were liberated by post-war demands for democracy and equality at home. Example: Identify post-war demands based upon wartime experiences for the following freedom movements: a. African Americans sought to end Jim Crow in the south and racism in the north economic, political, and social equality b. Women sought economic, political, and social rights; women of color sought a place of leadership and respect within minority rights movements c. Mexican Americans sought economic, political, and social rights with an emphasis on migrant-workers and immigration rights d. Native Americans sought sovereign rights and economic, political, and social equality And then trace the evolution of each movement to its climax in the 1960s and 1970s. Social activists used the media, especially television, to awaken the conscious of America and force federal

Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration from Latin America and Asia

arguments or information. 11-12.WHST.7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12.WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
intervention to remedy longstanding injustices and inequalities. Martin Luther King, Jr. and Cesar Chavez were dedicated to the philosophy of nonviolence to end injustice and while celebrated for this they were also considered too moderate and accommodationist by more radical elements. Example: Create a music video of nonviolent protest methods and events. Example: Write an imaginary dialogue between the moderate leadership of King and Chavez with their more radical critics. The record of federal intervention in civil rights for African Americans and Mexican Americans has been disappointingly slow for supporters of equal rights but has been labeled as activist and over-reaching by opponents. Here the fight over states rights and federal power has polarized citizens, regions, and American politics still today. Example: Examine key Supreme Court decisions (Brown v Board of Education, Mendez v Westminster, Loving v Virginia, Heart of Atlanta v. United States), Congressional legislation, and Executive Orders to determine if there is a pattern to federal responses and whether they deserve to be called activist. Write an essay that examines the relationship between states rights and freedom movements. Has transformational change been initiated at the state or federal level? Radical activists sought to destroy the existing racial and social order by attacking the political and economic institutions they believed were protecting racial, economic,
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social, and political inequality in the U.S.
Examples: Explain the ideas and goals of Black Nationalism, the Black Panthers, the Young Lords, American Indian Movement, Chicano Movement, Feminism, GLBTQ activists, disability rights activists, radical environmentalists and anti-government groups. Research the government response to each and the limits of their successes.
In the United States democratic society, a tension exists between civil liberties and the governments proclaimed national interests that are dynamic not static; this tension manifests itself in controversies involving domestic and foreign policy. Example: Compare and contrast the strategies and methods of various freedom movements, civil rights groups, anti-war activists, and other dissident groups in challenging the status quo set by government policy and entrenched interests. Connect the common interests of selected groups and the government responses to each. a. LULAC (League of United Latin American Citizens) b. NAACP (National Association for the Advancement of Colored People c. NOW (National Organization of Women) d. HRC (Human Rights Campaign) e. Asian Americans Japanese American reparation movement. Popular culture and protest movements reflected the social and political changes and extremes that characterized the middle and late 20th century. TUCSON UNIFIED SCHOOL DISTRICT 33 | P a g e
Example: Research music from the era and make a playlist for a radio station that only plays songs of social and political commentary. Example: Research television shows that supported the idea of conformity to traditional values and those that rocked the boat.
LGBTQ and Immigration Reform are the newest freedom and equality movements. Example: Select one to investigate and write a series of blogs in its support or opposition.
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** State Standard Concept 1: Research Skills for History are applicable to all Enduring Understandings for Multiple Perspectives in U.S. History. They read: Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with appropriate American or World History content, when applicable. PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales. PO 2. Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time). PO 3. Formulate questions that can be answered by historical study and research. PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data. PO 5. Evaluate primary and secondary sources for: a. authors main points b. purpose and perspective c. facts vs. opinions d. different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different from economic perspective) e. credibility and validity PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO 7. Compare present events with past events: a. cause and effect b. change over time c. different points of view
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US History - Culturally Relevant Multicultural Viewpoint - Grade 11

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CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

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TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED