us history - culturally relevant african american viewpoint_grade 11

7/28/2019 US History - Culturally Relevant African American Viewpoint_Grade 11

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US HISTORY: CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT 3 | P a g e

Enduring Understanding: The nature and dynamics of a master/slave society determined class, race and social stratification in the United States. Oppressed andenslaved people as well as advocates of social, racial and economic equality met this social system with resistance. This resistance came in both passive and

aggressive forms that highlighted the injustice of the institution of slavery.

State Standards Concept 4: Revolution and New NationPerformance Objective: PO 6. Examine theexperiences and perspectives of the followinggroups in the new nation: a. property owners b.African Americans c. women d. NativeAmericans e. indentured servants

Rationale and Examples: Students will beable to identify the roots of social, racial andeconomic inequality in United States history aswell as in contemporary times.

Common Core

11-12.RH.3. Evaluate various explanations for actions or eventsand determine which explanation best accords with textualevidence, acknowledging where the text leaves mattersuncertain.

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 addressa question or solve a problem.

11-12.RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an ideaor event, noting discrepancies among sources and topic in

several primary and secondary sources.

11-12.WHST.2. Write informative/explanatory texts, includingthe narration of historical events, scientific procedures/experiments, or technical processes.

b. Develop the topic thoroughly byselecting the most significant andrelevant facts, extended definitions,concrete details, quotations, or other information and examplesappropriate to the audiencesknowledge 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 newarguments or information


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John Brown) e. debate over popular sovereignty/states rights f. Presidential election

of 1860Performance Objective: PO 2. Analyze aspectsof the Civil War: a. changes in technology b.importance of resources c. turning points d.military and civilian leaders e. effect of theEmancipation Proclamation f. effect on thecivilian populations

country highlighted the hypocrisy andcomplicated the debate over the application of

racial equality in all sectors of society.

Students will analyze the EmancipationProclamation for its ideals and actual effects,including the polarizing effect it had on racerelations in the north (i.e. the New York CityDraft Riots).

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.WHST.2. Write informative/explanatory texts, includingthe narration of historical events, scientific procedures/experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, andinformation 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 whenuseful to aiding comprehension.

b. Develop the topic thoroughly by selecting the mostsignificant and relevant facts, extended definitions, concretedetails, quotations, or other information and examplesappropriate 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 newarguments or information.


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arguments or information.

11-12.WHST.8. Gather relevant information from multipleauthoritative print and digital sources, using advanced searcheseffectively; assess the strengths and limitations of each source interms of the specific task, purpose, and audience; integrateinformation into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one sourceand following a standard format for citation.

11-12.WHST.9. Draw evidence from informational texts tosupport analysis, reflection, and research.

Enduring Understanding: While all Americans suffered during the Great Depression, African Americans were the most adversely affected which led to their engagement in organizational activities and switch of political allegiance from the Republican Party (party of Lincoln and emancipation) to the Democratic Party andits New Deal.

State Standards: Concept 8: Great Depression

and World War IIPerformance Objective: PO 1. Describe causesand 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, internalmigration) 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)State Standards

Rationale and Examples: Students will be able

to compare and contrast the affects of theGreat Depression on African Americans totodays political and economic realities.

Common Core

11-12.RH.1. Cite specific textual evidence to support analysisof primary and secondary sources, connecting insights gainedfrom specific details to an understanding of the text as a whole.

11-12.RH.3. Evaluate various explanations for actions or eventsand determine which explanation best accords with textualevidence, acknowledging where the text leaves mattersuncertain.

11-12.RH.6. Evaluate authors differing points of view on thesame historical event or issue by assessing the authors claims,reasoning, and evidence.

11-12.WHST.1Write arguments focused on discipline-specificcontent.

a. Introduce precise, knowledgeable claim(s), establish the


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mobilization ( e.g., Native American Code-Talkers, minority participation in military

units, media portrayal) f. turning points such asPearl Harbor, D-Day, Hiroshima/Nagasaki

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 addressa question or solve a problem.

11-12.RH.8. Evaluate an authors premises, claims, andevidence by corroborating or challenging them with other information.

11-12.WHST.1Write arguments focused on discipline-specificcontent.

a. Introduce precise, knowledgeable claim(s), establish thesignificance of the claim(s), distinguish the claim(s) fromalternate or opposing claims, and create an organization thatlogically sequences the claim(s), counterclaims, reasons, andevidence.

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) andcounterclaims in a discipline-appropriate form that anticipatesthe audiences knowledge level, concerns, values, and possible

biases.




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11-12.WHST.1Write arguments focused on discipline-specific

content.

a. Introduce precise, knowledgeable claim(s), establish thesignificance of the claim(s), distinguish the claim(s) fromalternate or opposing claims, and create an organization thatlogically sequences the claim(s), counterclaims, reasons, andevidence.

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) andcounterclaims in a discipline-appropriate form that anticipatesthe audiences knowledge level, concerns, values, and possible

biases.

11-12.WHST.7. Conduct short as well as more sustainedresearch projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden theinquiry when appropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subject under investigation.




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pointing out the strengths and limitations of both claim(s) andcounterclaims 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 newarguments or information.11-12.WHST.7. Conduct short as well as more sustainedresearch projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden theinquiry when appropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subject under investigation.11-12.WHST.8. Gather relevant information from multipleauthoritative print and digital sources, using advanced searcheseffectively; assess the strengths and limitations of each source interms 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 sourceand following a standard format for citation.


Enduring Understanding: The social, political, economic, and racial status of the U.S. today has its roots in the history of the nation; by understanding the paststudents will be able to understand contemporary America in their lives and their place in it.

State Standards: Concept 10: ContemporaryUnited StatesPerformance Objective: PO 1. Describe currentevents using information from classdiscussions and various resources (e.g.,newspapers, magazines, television, Internet,

books, maps).

Rationale and Examples:

Students will be able to trace events in the late20th and early 21st century to their origins inUS history and they will understand the impactof these events in their lives.

Common Core

11-12.RH.1. Cite specific textual evidence to support analysisof primary and secondary sources, connecting insights gainedfrom specific details to an understanding of the text as a whole.

11-12.RH.6. Evaluate authors differing points of view on the


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Performance Objective: PO 2. Identify theconnection between current and historical

events and issues using information from classdiscussions and various resources (e.g.,newspapers, magazines, television, Internet,

books, maps).Performance Objective: PO 3. Describe howkey political, social, environmental, andeconomic events of the late 20th century andearly 21st century (e.g., Watergate, OPEC/oilcrisis, Central American wars/Iran-Contra, Endof Cold War, first Gulf War, September 11)affected, and continue to affect, the UnitedStates.

same historical event or issue by assessing the authors claims,reasoning, and evidence.


11-12.RH.8. Evaluate an authors premises, claims, andevidence by corroborating or challenging them with other information.

11-12.WHST.7. Conduct short as well as more sustainedresearch projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden theinquiry when appropriate; synthesize multiple sources on thesubject, demonstrating understanding of the subject under investigation.



us history - culturally relevant african american viewpoint_grade 11

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