Download United States History Survey

11th Grade US History
Unit 1
Unit 1: Exploration And The Thirteen Colonies, 1492-1750
Synopsis: Students will get an understanding of how European settlers created colonies in North America that were already
inhabited by Native Americans. They will also describe the different forms of governments created by the colonial colonies.
Students will analyze economic make up of the three regions within the colonies and the increasing need for slave labor. Lastly,
describe the impact enlightenment thinkers had on the ideas for Revolution.
STUDENT LEARNING GOALS
Content Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and evaluate historical interpretations
3.2 Analyze and evaluate human action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The early development of the Americas was predicated on
• To what extent did the birth of the Atlantic World
colonial rivalry based in Europe.
represent the clash of three distinct cultures?
• The cultural clash that occurred during the birth of the
Atlantic world produced both positive and negative effects.
Unit 2
Unit 2: The American Revolution, 1754-1783
Synopsis: Escalating tensions over British control of the colonies resulted in a true revolt against British rule. The colonists
established a new government for themselves and won their independence.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
• The American Revolution was the culmination of
growing tensions between Britain and her
independently-minded colonist.
Essential Questions
• Was the American Revolution justified?
• What factors led to the growing American sense of
independence?
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Unit 3
Unit 3: Balancing Liberty and Order, 1787-1816
Synopsis: A new government was adopted under the Constitution. Differences in how government should be implemented led to
the rise of political parties. The growth of the nation, along with the War of 1812, gave Americans a strong sense of national pride.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and
evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The Constitution is considered the supreme law
• What were some of the major challenges faced by the new
of the land and is designed to be a “living
nation?
document.”
•
How did the young government deal with those challenges?
• What were the causes of the War of 1812?
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Unit 4
Unit 4:
Emerging New Nation, 1800-1860
Synopsis: The United States defended its authority to regulate interstate commerce and declared the Western Hemisphere off limits
for future colonization. Sectional differences led to disagreements over slavery. While Native Americans were forced to move
west, reform movements focused on social issues and the rights of women and African- Americans. Amidst these struggles the
United States fulfilled its Manifest Destiny.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Content Specific Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and
evaluate historical interpretations
3.2Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The emerging new nation was defined by
• To what extent did the emerging new nation promote
rugged individualism and territorial
democratization in society?
expansion.
• Was nationalism or sectionalism the more prominent force in the
new nation?
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Unit 5
Unit 5: Division and Uneasy Reunion, 1848-1877
Synopsis: This unit explores the causes of the Civil War, looking at economic, political and social disagreements between the north
and the south. Key battles/turning points are discussed, and the effects (both immediate and long-term) are explored.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and
evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The Civil War was based on the struggle
• To what extent were sectionalism and states' rights the
between national supremacy and states' rights.
underlying causes of the Civil War?
• Reconstruction failed to make substantive
• What were the costs of war?
changes in society for African-Americans
• Was it worth the sacrifice?
living in the South.
• To what extent was Reconstruction successful?
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Unit 6
Unit 6: The Rise of Industrial America, 1865-1920
Synopsis: Following the turmoil of the Civil War and Reconstruction, the US began its transformation from a rural nation to an
industrial, urban nation linked by railroads. New inventions and discoveries fundamentally altered the how Americans lived and
worked, and how people interacted.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary
to promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to
analyze, evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the
use of information, skills and perspective.
3.1 Use evidence to identify, analyze and evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The growth of industry led to migration west,
• To what extent did industrialization in the late nineteenth
rapid urbanization and progressive reform.
century lead to the growth of modem America?
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Unit 7
Unit 7: Emergence of the United States as a World Power, 1865- 1920
Synopsis: This unit looks at the US’s rise to become a global superpower, including its involvement in WWI.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is
necessary to promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.4 Demonstrate an understanding of geographical space and place
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international
levels.
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to
analyze, evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems
requires the use of information, skills and perspective.
3.1 Use evidence to identify,
analyze and evaluate historical interpretations
3.2 Analyze and evaluate action in
historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
• United States Imperialism in the late
nineteenth and twentieth century was the
direct result of the expansion of American
commercial interests abroad.
Essential Questions
•
How did the expansion of United States markets abroad
influence the rise of imperialism?
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Unit 8
Unit 8: Boom Times to Hard Times, 1919-1938
Synopsis: America’s victory overseas led to turmoil at home. The end of the wartime economy led to a depression and fears of
communism, as strikes, riots and bombings took place.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and
evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The economic and cultural climate of the
• To what extent did the twenties and thirties represent a conflict
twenties and thirties led to conflict that
between Americans willing to adopt change and those who
resulted in government intervention.
resisted change?
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Unit 9
Unit 9: Hot and Cold War 1939-1960
Synopsis: After WWII ended, tensions continued to rise over the amount of freedom the Soviets were going to allow the nations
they controlled. Leaders of Britain, the US, and the Soviet Union held conferences but could not resolve this issue.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and
evaluate historical interpretations
3.2Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• During the thirties and forties, the rise of
• How did the economy, national security and democratic values
aggressor nations challenged American
influence foreign policy in the post-World War I era?
foreign policy.
• What were the major causes of WWII?
• The attack on Pearl Harbor led to ground
• How did U.S. participation in WWII change the status and role
support for the Allies, however, the US had
of women in our society?
long been a silent partner of the Allies.
• How did the Cold War shape U.S. foreign policy?
• What were some of the Cold War battlegrounds?
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Unit 10
Unit 10: Economic, Social and Cultural Transformations, 1945-1975
Synopsis: Post-war American life became very different as society underwent economic, social and cultural transformations.
People were equally impacted by events abroad as by domestic events. People demanded change in social and political institutions.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1 Use evidence to identify, analyze and
evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions
• The decade of the 1950s marked an era of
• To what extent was the decade of the 1950s an era of conformity
transformation in American society.
and consensus?
• The 1960s and 1970s called many traditional
• To what extent did the decades of the 1960s and 1970s reflect an
beliefs into question
upheaval in American society?
• Various “power” movements brought
• How successful was the Civil Rights movement in bring about
attention to a variety of groups and issues in
lasting equality?
American society and abroad
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Unit 11
Unit 11: Federalism into the 21st
Synopsis: The US won the Cold War, but would struggle at home between conservatives and liberals. Many new challenges
emerged, including regional wars, environmental problems, and rise of international terrorism. By the start of the 21st century, a new
modern conservatism had arisen, changing people’s views on the role of government in society.
STUDENT LEARNING GOALS
Content-Specific Powered Standards
Standard 1: Content Knowledge- Knowledge of concepts and information from history and social studies is necessary to
promote understanding of our nation and world.
1.1 Demonstrate an understanding of significant events and themes in United States history
1.3 Demonstrate an understanding of significant events and themes in world history
1.4 Demonstrate an understanding of geographical space and place
1.5 Describe the interaction of humans and the environment
1.7: Explain the purpose, structures and functions of government and law at the local, state, national, and international levels.
1.8: Describe the interactions between citizens and their government in the making and implementation of their laws.
1.9 Understand the rights and responsibilities of citizens
Standard 2: History/ Social Studies Literacy- Competence in literacy, inquiry, and research skills is necessary to analyze,
evaluate, and present history and social studies information.
2.1 Access and gather information from a variety of primary and secondary sources
2.2 Interpret information from a variety of primary and secondary sources.
2.4: Demonstrate ability to participate in social studies discourse through informed discussion, debate and effective oral
presentation.
Standard 3: Civic Engagement — Civic competence in addressing historical issues and current problems requires the use
of information, skills and perspective.
3.1Use evidence to identify, analyze and evaluate historical interpretations
3.2 Analyze and evaluate action in historical and/or contemporary contexts from alternate points of view.
Enduring Understandings
Essential Questions

The ongoing struggle between the power of
the national government and the rights of the
individual continues into the 21 Century.

To what extent is the power of the national government being
challenged today?
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