Year Long Curriculum Plan Rebecca Debski 1. Class Title: 11th Grade United States History 2.

Learners and Learning Environment a. Learners: i. This is a standard 11th grade United States History class. There are about thirty students in each class. There are five students at Advanced Placement level, twenty students who are average learners, three IEPs that have dyslexia, ADHD, and slight hearing loss, one ELL who is very good at communicational English, and one 504 student who was emotionally disturbed because they were molested. There are ten students who are Caucasian, seven students who are Hispanic, four who are Asian American, two who are African-American, two who are Native American, two who are Polynesian American, two who are Middle Eastern American, and one exchange student from Great Britain. b. Learning Differences: i. To make sure that all students have the opportunity to succeed in my class I will be available after school for an hour where students can talk to me about class or ask questions about homework, projects, and exams. I will also take into account that some students need extra time on their exams or homework. Students with extra needs will need to talk to me about extra time on projects. Project assessment will be given out at the beginning of the unit and the students will be given two to four weeks to work on them. There will be some extra credit opportunities but they will be created as I see fit. There will be a high standard for all students but I still want my classroom to be a safe and fun learning environment. My class will be run around respect, you have to give respect to earn respect. I want the students to do well in my class so I will always try to give students a challenge while still being fair on them. I want to be able to incorporate different cultures into the curriculum because I have a diverse classroom. c. Learning Environment: i. The classroom is average sized and has a projector and two whiteboards at the front of the room. The desks will be in rows and the teachers desk will be more off to the side of the room so then it does not block instruction. I would allow students to have laptops in class so they can take notes but cell phones will not be used unless advised by me. My class room will have different things on the walls that relate to the unit we are on. I will also have my personal class rules up on the walls along with the students credos. By having students make their own rules for their class helps with classroom management. Also doing this shows the students that I respect them and want them to thrive in my classroom. 3. Content and inquiry skills a. Year-long plan i. Enduring Understandings 1. Historical thinking is a key component to learning history.

History involves interpretation; historians can and do disagree. Geography is important to understanding historical events. Culture changes over time and impacts history. Primary and secondary sources are important to understanding historical interpretations. ii. Essential Questions 1. What is History? 2. What are characteristics of culture? 3. Why is geography important to understanding historical events? 4. How can you determine if a source is useful or not? b. Units of instruction i. Introduction to History and Geography 1. Enduring Understandings a. Historical thinking is a key component to learning history. b. History involves interpretation; historians can and do disagree. c. Geography involves more than just maps and location 2. Essential Questions a. Why is geography important to understanding historical events? b. How can you determine if a source is reliable? 3. Knowledge objectives a. Students will understand that history is an argument. b. Students will understand that place is essential to history. 4. Skill objectives a. Students will be able to determine the difference between a primary and secondary source b. Students will be able to determine whether or not a source is trustworthy. c. Students will be able to locate places on a map and state why culture and location are important to understanding historical events. 5. Standards a. Arizona State Social Studies Standards for History i. 1. 2. Strand 1: American History. Concept 1: Research Skills for History. PO1: interpret historical data displayed in maps, graphs, tables, charts, and geologic, time scales. PO2: Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., volcanic ash), and relative ages (e.g., geologic time). PO3: Formulate questions that can be answered by historical study and research. PO4: Construct graphs, tables, timelines, charts, and narratives to interpret historical data. PO5. Evaluate primary and secondary sources for: a. authors main points b. purpose and perspective c. facts vs. opinions

2. 3. 4. 5.

3. 4. 5.

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 6. PO6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. 7. PO7. Compare present events with past events: a. cause and effect b. change over time c. different points of view i. Strand 4: Geography. Concept 2: Places and Regions. 1. PO1: Analyze the implications of scarcity: a. limited resources and unlimited human wants influence choice at individual, national, and international levels b. factors of production (e.g., natural, human, and capital resources, entrepreneurship, technology) c. marginal analysis by producers, consumers, savers, and investors PO4: invisible hand 2. PO 4. Evaluate the economic implications of current events from a variety of sources (e.g., magazine articles, newspaper articles, radio, television reports, editorials, Internet sites). PO5: Interpret economic information using charts, tables, graphs, equations, and diagrams. b. NCSS i. 1: Culture and Cultural Diversity, 2: Time and Continuity and Change, 9: Global Connections c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or

iii.

other information and examples appropriate to the audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

ii.

The First Americans 1. Enduring Understandings a. Many civilizations have risen and fallen throughout history. b. Culture is an important part of understanding the history of different places. 2. Essential Questions a. How do civilizations rise and fall? b. What are characteristics that make up a culture? 3. Knowledge objectives a. Students will understand that culture is a large part of understanding a place. b. Students will understand that there were native people living in the Americas before the British colonies.

4. Skill objectives a. Students will be able to determine the different characteristics of culture b. Students will be able to look at a civilization and point out why it rose and fell. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 2: Early Civilizations. PO1: Describe Prehistoric Cultures of the North American continent: Plano b. Moundbuilders, including Adena, Hopewell, and Mississippian c. Southwestern, including Mogollon, Hohokam, and Ancestral Puebloans (Anasazi) ii. Strand 4: Geography. Concept 4: Human Systems. PO3: Analyze the effects of migration on places of origin and destination, including border areas. b. NCSS i. 1: Culture and Cultural Diversity, 2: Time and Continuity, and Change , 3: People, Place, and Environment, 6: Power, Authority, and Governance, 9: Global Connections, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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.

7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic.

iii.

3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

iii.

Exploration and Colonization 1. Enduring Understandings a. New ideas change the way people live. b. Geography influences culture and how people live. c. Trade was a fundamental reason for the discovery the Americas. 2. Essential Questions a. How do new ideas change the way people live? b. How does geography influence the way people live? c. Why is trade important? 3. Knowledge objectives a. Students will understand why there was an age of exploration. b. Students will understand why trade was important to finding the Americas.

c. Students will understand that geography can change a groups culture and way of living. 4. Skill objectives a. Students will be able to notice the changes in culture because of geography. b. Students will be able to identify main explores and why they were important to the discovery of the Americas. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 3: Exploration and Colonization 1. PO1. 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) 2. 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 government geographic influences, resources, and economic systems b. religious beliefs and social patterns 3. PO 4. Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop). ii. Strand 4: Geography. Concept 4: Human Systems. 1. PO 3: Analyze the effects of migration on places of origin and destination, including border areas. 2. PO 4: Analyze issues of globalization (e.g., widespread use of English, the role of the global media, resistance to cultural imperialism, trade, outsourcing). b. NCSS i. 2: Time and Continuity and Change, 3: People, Places, and Environment, 6: Power, Authority, and Governance, 7: Production, Distribution, and Consumption, 9: Global Connections, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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.

3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented.

iii.

11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

iv.

11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

iv.

The American Revolution and A New Nation 1. Enduring Understandings a. Changing laws without representation by the people caused conflict in the British colonies. b. Geography affects how people view government control over a place. c. Conflict can build up over time. 2. Essential Questions a. Why does conflict develop? b. What motivates people to act? c. Why do people form governments? d. How do governments change? 3. Knowledge objectives a. Students will understand the reasons behind the colonists revolt and the subsequent American Revolution. b. Students will understand the differences between the Declaration of Independence, Articles of Confederation, Constitution, and Bill of Rights by looking at the similarities. c. Students will understand that founding governments can change over time. 4. Skill objectives a. Students will be able to identify the difference between the Declaration of Independence, Articles of Confederation, Constitution, and Bill of Rights. b. Students will be able to determine when government decisions can cause conflict. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 4: Revolution and New Nation. 1. PO1: 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 colonists reaction to British policy ideas expressed in the Declaration of Independence 2. PO 2. Analyze the effects of European involvement in the American Revolution on the outcome of the war. 3. 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 4. PO 4. Analyze how the new national government was created: a. Albany Plan of Union 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

5. 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. 6. 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 ii. Strand 4: Geography. Concept 4: Human System. Analyze the effects of migration on places of origin and destination, including border areas. 1. PO 4. Analyze issues of globalization (e.g., widespread use of English, the role of the global media, resistance to cultural imperialism, trade, outsourcing). b. NCSS i. 2: Time and Continuity and Change, 3: People, Places, and Environment, 4: Individual Development and Identity, 5: Individuals, Groups, and Institutions, 6: Power, Authority, and Governance, 9: Global Connections, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or

iii.

other information and examples appropriate to the audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

v.

Manifest Destiny 1. Enduring Understandings a. Geography had a big impact of shaping the U.S. today. b. The want and need for expansion has caused conflicts in many places. 2. Essential Questions a. Why does conflict develop during the settlement of the West? b. What role did Manifest Destiny play in the movement West? 3. Knowledge objectives a. Students will understand why the United States pushed for expansion. b. Students will understand why geography was a large cause of Manifest Destiny and conflict in the United States.

4. Skill objectives a. Students will be able to define what Manifest Destiny means to them and how it caused change in the United States. b. Student will be able to label/identify what land areas were gained by different treaties or wars. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 5 Westward Expansion. 1. PO1. 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 2. PO2. Analyze how the following events affected the political transformation of the developing nation: a. Jeffersons Presidency b. War of 1812 c. Jacksons Presidency 3. PO3. 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) 4. PO4. Describe the impact of European-American expansion on native peoples. 5. PO5. . Describe the impact of the following aspects of the Industrial Revolution on the United States: a. transportation improvements (e.g., railroads, canals, steamboats) b. factory system manufacturing c. urbanization d. inventions (e.g., telegraph, cotton gin, interchangeable parts) ii. Strand 4; Geography. Concept 2: Places and Regions. 1. PO6. Analyze how a region changes over time (e.g., U.S./Mexico border, Europe from World War I to the development of European Union, change from pre- to post-colonialism in Africa, Hong Kong). iii. Strand 4: Geography. Concept 4: Human Systems 1. PO3. Analyze the effects of migration on places of origin and destination, including border areas. b. NCSS

2: Time and Continuity and Change, 3: People, Places, and Environment, 4: Individual Development and Identity, 6: Power, Authority, and Governance, 8: Science, Technology, and Society, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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.

i.

iii.

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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

iv.

11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

v.

focusing on addressing what is most significant for a specific purpose and audience. vi. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

vii. viii.

vi.

Civil War and Reconstruction 1. Enduring Understandings a. Peoples ideologies changes over time. b. Conflict builds up over time but war can be sparked by a single small event. 2. Essential Questions a. Why do societies change? b. Why does conflict develop? c. How do wars start? 3. Knowledge objectives a. Students will understand that there are multiple reasons a war can start. b. Students will understand that tension and conflict can build up over many years before finally creating war or revolution. 4. Skill objectives a. Students will be able to look at a primary source and determine if it is for the North or South. 5. Students will be able to determine if the person who wrote the source was for or against the war. 6. Standards a. Arizona State Social Studies Standards for History i. Strand 1: Civil war and Reconstruction. Concept 6: Civil War and Reconstruction. 1. PO1. 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

2. PO2. 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 on the civilian populations 3. 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) ii. Strand 3 Civics/Government. Concept 4: Rights, Responsibilities, and Roles of Citizenship. 1. PO2. Define citizenship according to the Fourteenth Amendment. b. NCSS i. 1: Culture and Cultural Diversity, 2: Time and Continuity and Change, 3: People, Places, and Environment, 4: Individual Development and Identity, 6: Power, Authority, and Governance, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or

iii.

other information and examples appropriate to the audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

vii.

The Industrial Age and The Progressive Era 1. Enduring Understandings a. Technology is constantly changing and improving. b. Industrialism changed the fundamentals of how Americans viewed their time. c. At the turn of the century, Americans experienced more leisure time than afforded in previous times. 2. Essential Questions a. How does technology change the way people live and work? b. Why do people work? c. What are the causes and consequences of prejudice and injustice?

3. Knowledge objectives a. Students will understand the changes brought by technology. b. Students will understand the changing ideas about what being American means. 4. Skill objectives a. Students will be able to analyze and interpret political cartoons from the time period. b. Students will be able to identify different causes and consequences of prejudice and injustice. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 7: Emergence of the Modern United States. 1. PO1. . Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century: a. mass production b. monopolies and trusts (e.g., Robber Barons, Taft- Hartley Act) c. economic philosophies (e.g., laissez faire, Social Darwinism, free silver) d. labor movement (e.g., Bisbee Deportation) e. trade 2. PO2. Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries: a. Civil Rights issues (e.g., Womens Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson) b. changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924) c. urbanization and social reform (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) 3. PO3. 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. Progressive Movement (e.g., Sixteenth through Nineteenth Amendments, child labor) c. corruption (e.g., Tammany Hall, spoils system) d. Populism 4. PO4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood. ii. Strand 4: Geography. Concept 4: Human Systems. 1. PO4. Analyze issues of globalization (e.g., widespread use of English, the role of the global media, resistance to cultural imperialism, trade, outsourcing)

2. PO8. Explain how ideas, customs, and innovations (e.g., religion, language, political philosophy, technological advances, higher education, economic principles) are spread through cultural diffusion. b. NCSS i. 1: Culture and Cultural Diversity, 2: Time and Continuity and Change, 3: People, Places, and Environment, 4: Individual Development and Identity, 5: Individuals, Groups, and Institutions, 6: Power, Authority, and Governance, 7: Production, Distribution, and Consumption, 8: Science, Technology, and Society, 9: Civic Ideals and Practices, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects

1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

iii.

iv.

11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

viii.

Imperialism and The Great War 1. Enduring Understandings a. Allied systems are complex. b. Natural resources are an essential commodity to countries that dont have enough within its borders. 2. Essential Questions a. Why does conflict develop? b. Why do ally systems cause conflict? c. What are natural resources and why are they so important? 3. Knowledge objectives a. Students will understand what natural resources are and the value they have to a country. b. Students will understand why ally systems can lead to conflict. 4. Skill objectives a. Students will be able to identify what countries were allies with each other. b. Students will be able to give their opinion about wither the Great War was necessary. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1 American History. Concept 7 Emergence of the Modern United States. 1. PO2. Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries:

a. Civil Rights issues (e.g., Womens Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson) b. changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924) c. urbanization and social reform (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) 2. PO3. 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) f. World War I (e.g., League of Nations, Isolationism)

3. PO4. . Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood ii. Strand 4: Geography. Concept 4: Human Systems. 1. PO3. Analyze the effects of migration on places of origin and destination, including border areas. b. NCSS i. 1: Culture and Cultural Diversity, 2: Time and Continuity and Change, 3: People, Places, and Environment, 4: Individual Development and Identity, 5: Individuals, Groups, and Institutions , 6: Power, Authority, and Governance, 7: Production, Distribution, and Consumption, 8: Science, Technology, and Society, 9: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it

iii.

to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

ix.

The Jazz Age and the Great Depression 1. Enduring Understandings a. An efficiently working economy is essential to keeping a country together. b. More than ever Americans had leisure time outside of work.

2.

3.

4.

5.

c. Many programs in the New Deal have lasted to present day and changed the United States forever. Essential Questions a. How does technology change the way people live? b. Why did the economy crash? c. What is the New Deal and why is it important? Was it successful? Knowledge objectives a. Students will understand the changes in society during the 1920s. b. Students will understand why the stock market crashed. c. Students will understand the changes in gender roles during the 1920s. Skill objectives a. Students will be able to point out what programs from the New Deal are still used today. b. Students will be able to analyze pictures and music from the time to understand how people felt during the 1920s and 1930s. c. Students will be able to compare and contrast events and social culture during the 1920s and 1930s. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 7: Emergence of the Modern United States. 1. PO2. Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries: a. Civil Rights issues (e.g., Womens Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson) b. changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924) c. urbanization and social reform (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) 2. PO3. Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries: d. Teddy Roosevelt (e.g. conservationism, Panama Canal, National parks, trust busting). 3. PO4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood. ii. Strand 1: American History. Concept 8: Great Depression and World War II. 1. PO1. 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) b. NCSS i. 1: Culture and Cultural Diversity , 2: Time and Continuity and Change, 3: People, Places, and Environment , 6: Power, Authority, and Governance, 7: Production, Distribution, and Consumption, 8: Science, Technology, and Society, 9: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects

1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

iii.

iv.

11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

x.

World War II 1. Enduring Understandings a. The war caused significant economic changes that ended the Great Depression and solidified Americas position as the worlds leading economic power. b. The war changed gender roles in the United States. 2. Essential Questions a. What was the impact of the war on the American home front, both culturally and socially? b. How did the war transform the U.S. economy both immediately and in the long term? 3. Knowledge objectives a. Students will understand that there were many mini wars being fought in WWII. (Pacific and European campaign) b. Students will understand why women gained more rights during the war. c. Students will understand how the economy improved during the war. 4. Skill objectives a. Students will be able to analyze pictures and music from the time to understand how people felt during WWII b. Students will be able to identify significant changes in the roles of women. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 8: Great Depression and World War II.

1. PO2. . 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 ii. Strand 4: Geography. Concept 4: Human Systems. 1. PO4. Analyze issues of globalization (e.g., widespread use of English, the role of the global media, resistance to cultural imperialism, trade, outsourcing). b. NCSS i. 2: Time and Continuity and Change, 3: People, Places, and Environment, 4: Individual Development and Identity, 5: Individuals, Groups, and Institutions , 6: Power, Authority, and Governance, 7: Production, Distribution, and Consumption, 9: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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.

8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts

iii.

4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

xi.

Cold War 1. Enduring Understandings a. Not all wars involve direct military fighting. b. Cold War ideological struggles between the super powers had far-reaching global consequences still present today. 2. Essential Questions a. With the invention of nuclear weapons, have we created a less violent world? b. Is it acceptable to use other groups of people to fight battles for you even if they are negatively impacted in the process? c. Was the Cold War a real war? 3. Knowledge objectives a. Students will understand that not all wars involve direct military fighting. b. Students will understand that the Cold War was an ideological conflict that emerged between the United States and the Soviet Union in the post-World War II era.

4. Skill objectives a. Students will be able to analyze primary sources about the time period. b. Students will be able to debate the inventions/advancements that came out of the Cold War. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 9: Postwar United States. 1. PO1. Analyze aspects of Americas post World War II 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) 2. PO2. 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 3. PO3. 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. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration from Latin America and Asia ii. Strand 3: Civics/Government. Concept 4: Rights, Responsibilities, and Roles of Citizenship 1. PO4. . Demonstrate the skills and knowledge (e.g., group problem solving, public speaking, petitioning and protesting) needed to accomplish public purposes. iii. Strand 4. Concept 4: Human Systems. 1. PO1. Interpret population growth and demographics (e.g., birth and death rates, population growth rates, doubling time and life expectancy, carrying capacity). b. NCSS i. 1: Culture and Cultural Diversity, 3: People, Places, and Environment, 5: : Individuals, Groups, and Institutions, 6: Power, Authority, and Governance, 8: Science, Technology, and Society, 9: Global Connections, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies:

1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the

iii.

relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

iv.

11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.

v.

vi.

vii. viii.

11-12.WHST.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

xii.

Civil Rights Movements 1. Enduring Understandings a. The Civil Rights Movement didnt just create social change for African Americans but many other minority groups. b. Most agree that while the civil rights movement made great strides, true equality has yet to be achieved. c. Great advancements occurred in the areas of voting rights, equal housing, and desegregation in the 1950s and 1960s. 2. Essential Questions a. What would make a nation truly equal? b. What were the short-term and long-term impacts of the civil rights movement? c. What is equality? 3. Knowledge objectives a. Students will understand what rights were created out of the civil rights movement. b. Students will understand that not all rights have been given to all minorities. 4. Skill objectives a. Students will be able to determine whether they believe the United States is fully equal or not. b. Students will be able to recognize large advancements in equality. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1. American History. Concept 9: Postwar United States 1. 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 ii. 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. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X)

e. shift to increased immigration from Latin America and Asia b. NCSS: i. 1: Culture and Cultural Diversity , 3: People, Places, and Environment , 5: Individuals, Groups, and Institutions, 6: Power, Authority, and Governance, 8: Science, Technology, and Society, 9: Global Connections, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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. 8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write arguments focused on discipline-specific content.

iii.

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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts 4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

iv.

11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the

development, organization, and style are appropriate to task, purpose, and audience. v. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

vi.

vii. viii.

c. The Modern United States and The War on Terror 1. Enduring Understandings a. Economic interests have served as a defining justification for Americas interaction with other nations. b. Americas geographic isolation and technological advancements have influenced its approach to world affairs. 2. Essential Questions How has America interacted with the nations of the world? When is war justified? Why have Americans opposed war? Is foreign policy based in a principle of national selfishness or selfinterest? 3. Knowledge objectives a. Students will understand what foreign policy is. b. Students will understand the reasons behind war. 4. Skill objectives a. Students will be able to analyze varying perspectives on a topic to determine the reliability and authenticity of historical content b. Students will be able to analyze primary sources and compare them to secondary sources. 5. Standards a. Arizona State Social Studies Standards for History i. Strand 1: American History. Concept 10: Contemporary United States. 1. PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). a. b. c. d.

2. PO 2. Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 3. PO 3. Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the United States. ii. Strand 4: Geography. Concept 4: Human Systems. 1. PO4. Analyze issues of globalization (e.g., widespread use of English, the role of the global media, resistance to cultural imperialism, trade, outsourcing). b. NCSS i. 1: Culture and Cultural Diversity, 2: Time and Continuity and Change, 5: Individuals, Groups, and Institutions, 6: Power, Authority, and Governance, 8: Science, Technology, and Society, 9: Global Connections, 10: Civic Ideals and Practices c. Common Core Standards i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 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. 2. 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. 3. 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. 4. 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). 5. 11-12.RH.5 - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. 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. 7. 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.

8. 11-12.RH.8 - Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 9. 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. ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write 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 audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes 1. 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. 2. 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 audience's knowledge of the topic. 3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts

iii.

4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). iv. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12.WHST.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 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.9 - Draw evidence from informational texts to support analysis, reflection, and research. 11-12.WHST.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v.

vi.

vii. viii.

4. Skill objectives a. Calendar (set in Flagstaff 2013-2014 school year) August Monday Tuesday Wednesday Thursday 1 Friday 2

12 First Day of school Syllabus

13 Class Rules Credos

14

15 Intro to History and Geography

AZSS: S1. C1. PO1. PO2. PO3. PO4. PO5. PO6. PO7. S2. C1. PO2. S4. C1. PO1. PO2.PO3. PO4. S4. C2. PO1. PO4. PO5. NCSS: 1, 2, 9 CCS: AzRS- LH: 1112.RH., 11-12.RH., 1112.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 11-12.RH., 11-12.RH.8, 11-12.RH. AzWS LHSTS: 1112.WHST.1, 1112.WHST.2, 1112.WHST.4, 1112.WHST.5, 1112.WHST.7, 1112.WHST.9, 1112.WHST.10.

16

19

20

21

22

23

26

27

28

29

30

September Monday 2 No School Tuesday 3 The First Americans

AZSS: S1. C2. PO1.S4. C4. PO3. NCSS: 1, 2, 3, 6, 9, 10 CCS: AzRS- LH: 1112.RH., 11-12.RH., 11-12.RH.3, 1112.RH.4, 11-12.RH.5, 11-12.RH., 11-12.RH., 11-12.RH.8, 1112.RH. AzWS LHSTS: 1112.WHST.1, 1112.WHST.2, 1112.WHST.4, 1112.WHST.5, 1112.WHST.7, 1112.WHST.9, 1112.WHST.10.

Wednesday 4

Thursday 5

Friday 6

10

11

12

13

Assessment

16 Exploration and Colonization

AZSS: S1. C3. PO1. PO2. PO3. PO4. S4. C4. PO3. PO4. NCSS: 2, 3, 6. 7, 9, 10 CCS: AzRS - LH: 11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS - LHSTS: 11-12.WHST.1, 11-12.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 11-12.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

17

18

19

20

23

24

25

26

27

30

October Monday 1 Tuesday Wednesday 2 Thursday 3 Friday 4

Assessment

7 The American Revolution and A New Nation

AZSS: S1. C4. PO1. PO2. PO3. PO4. PO5. PO6. S2. C1. PO2. PO3. S2. C2. PO1. PO2. PO3. PO4. PO5. S4. C4. PO3. PO4. NCSS: 2, 3, 4, 5, 6, 9, 10 CCS: AzRS - LH: 11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS - LHSTS: 11-12.WHST.1, 1112.WHST.2, 11-12.WHST.4, 1112.WHST.5, 11-12.WHST.7, 1112.WHST.9, 11-12.WHST.10.

10

11 End of 1st Quarter

14

15

16

17

18 No School

21

22

23

24

25

28

29

30

31

November Monday Tuesday Wednesday Thursday Friday 1

6 Manifest Destiny
AZSS: S1. C5. PO1. PO2. PO3. PO4. PO5. S4. C2. PO6. S4. C4. PO3. NCSS: 2, 3, 4, 6, 8, 10 CCS: AzRS - LH: 1112.RH., 11-12.RH., 1112.RH.3, 11-12.RH.4, 1112.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 1112.RH. AzWS - LHSTS:

Assessment

11-12.WHST.1, 1112.WHST.2, 1112.WHST.4, 1112.WHST.5, 1112.WHST.7, 1112.WHST.9, 1112.WHST.10.

11 No School

12

13

14

15

18

19

20

21

22

25

26

27 No School

28 No School Thanksgiving

29 No School

December Monday 2 Civil War and Reconstruction

AZSS: S1. C6. PO1. PO2. S3. C4 PO2. NCSS: 1, 2, 3, 4, 6, 10 CCS: AzRS - LH: 11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS - LHSTS: 11-12.WHST.1, 11-12.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 11-12.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

Tuesday 3

Wednesday 4

Thursday 5

Friday 6

10

11

12

13

16

17

18

19 Review Day

20 End of 2nd Quarter Mid-term

Assessment

23 No School

24 No School

25 No School Christmas

26 No School

27 No School

30 No School

31 No School

January Monday Tuesday Wednesday 1 No School New Years Day Thursday 2 No School Friday 3 No School

6 Industrial Age and Progressive Age

AZSS: S1. C7. PO1. PO2. PO3. PO4. S4. C4. PO3. NCSS: 1,2, 3, 4, 5, 6, 7, 8, 9 CCS: AzRS - LH: 11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS - LHSTS: 11-12.WHST.1, 11-12.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 11-12.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

10

13

14

15

16

17

20 No School

21 Imperialism and The Great War

AZSS: S1. C7. PO1. PO2. PO3. PO4. S4. C4. PO4. PO8. NCSS: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 CCS: AzRS- LH: 1112.RH., 11-12.RH., 1112.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 11-12.RH., 11-12.RH.8, 11-12.RH. AzWS LHSTS: 1112.WHST.1, 1112.WHST.2, 1112.WHST.4, 1112.WHST.5, 1112.WHST.7, 1112.WHST.9, 1112.WHST.10.

22

23

24

27

28

29

30

31

February Monday 3 4 Tuesday Wednesday 5 Thursday 6 Friday 7

10

11

12

13

14

Assessment

17 No School

18 The Jazz Age and The Great Depression

AZSS: S1. C7. PO1. PO2. PO3. PO4. S1. C8. PO1. PO2. NCSS: 1, 2, 3, 6, 7, 8, 9 CCS: AzRS - LH: 1112.RH., 11-12.RH., 1112.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 11-12.RH., 11-12.RH.8, 11-12.RH. AzWS LHSTS: 1112.WHST.1, 1112.WHST.2, 1112.WHST.4, 1112.WHST.5, 1112.WHST.7, 11-

19

20

21

12.WHST.9, 1112.WHST.10.

24

25

26

27

28

March Monday 3 4 Tuesday Wednesday 5 Thursday 6 Friday 7 End of 3rd Quarter

10

11

12

13

14

Assessment

17 No School

18 No School

19 No School

20 No School

21 No School

24 World War II
AZSS: S1. C8. PO1. PO2. S4. C4. PO4. NCSS: 2, 3, 4, 5, 6, 7, 9 CCS: AzRS - LH: 11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS - LHATS: 11-12.WHST.1, 11-12.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 11-12.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

25

26

27

28

31

April Monday 1 Tuesday Wednesday 2 Thursday 3 Friday 4

10

11

Assessment

14 Cold War
AZSS: S1. C9. PO1. PO2. PO3. S3. C4. PO1. S4. C4. PO4. NCSS: 1, 3, 5, 6, 8, 9, 10 CCS: AzRS - LH: 11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS- LHSTS: 11-12.WHST.1, 11-12.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 11-12.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

15

16

17

18

21

22

23

24

25

28 Civil Rights Movement

AZSS: S1. C9. PO1. PO2. PO3. S3. C4. PO1. S4. C4. PO4. NCSS: 1, 3, 5, 6, 8, 9, 10 CCS: AzRS LH:11-12.RH., 1112.RH., 11-12.RH.3, 11-12.RH.4, 11-12.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 11-12.RH. AzWS- LHSTS: 11-12.WHST.1, 11-12.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 11-12.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

29

30

May Monday Tuesday Wednesday Thursday Friday

5 Cold War Continued

AZSS: S1. C9. PO1. PO2. PO3. S3. C4. PO1. S4. C4. PO4. NCSS: 1, 3, 5, 6, 8, 9, 10 CCS: AzRS- LH: 11-12.RH., 11-12.RH., 11-12.RH.3, 1112.RH.4, 11-12.RH.5, 1112.RH., 11-12.RH., 1112.RH.8, 11-12.RH.AzWSLHSTS: 11-12.WHST.1, 1112.WHST.2, 11-12.WHST.4, 11-12.WHST.5, 1112.WHST.7, 11-12.WHST.9, 11-12.WHST.10.

12

13

Assessment

14 The Modern United States and The War on Terror

AZSS: S1. C10. PO1. PO2. PO3. S4. C4. PO4. NCSS: 1, 2, 5, 6, 8, 9, 10 CCS: AzRS - LH: 1112.RH., 11-12.RH., 1112.RH.3, 11-12.RH.4, 1112.RH.5, 11-12.RH., 1112.RH., 11-12.RH.8, 1112.RH. AzWS - LHSTS: 11-12.WHST.1, 1112.WHST.2, 1112.WHST.4, 1112.WHST.5, 1112.WHST.7, 1112.WHST.9, 1112.WHST.10.

15

16

19

20

21

22

23

26 No School

27 Review Day

28 Review Day

29 Last Day Final

30

5. Instructional Practice: Assessment and Methods a. Assessment i. Pre-assessment to check for prior knowledge 1. Pre- test about the topic by having the students take a test about the content for the year a. The pre-test would consist of basic questions about what students should have learned about United States history before high school and will also have a few questions that will assess their historical thinking skills. b. This will assess what students know already and determine if a unit needs to be covered more than another. ii. Formative (formal or informal strategies to measure learning) 1. At the end of each week I would ask the students to answer a few questions about the content covered that week and assess what they remember and whether to recall it or not. 2. I would also use a one minute quick write about the topic we are covering before they left class so then I could see if they learned the topic for the day. iii. Summative assessment method 1. Project that includes the students being put into groups and creating a movie or a technology project that shows what the students learned about a topic. a. This would cause the student to think historically about the events that happened during the unit and put it into a technology project. 2. There would also be a few content tests that uses multiple choice and short answer. a. This would help the student give their opinions on a historical topic and assess if they learned some of the essential questions. b. Instructional Practice: Strategies and Methods: i. Instructional Activity 1. Teaching one of the lessons from the Reading like a Historian to get the students to thinking about historical thinking.

2. Doing a geography section in each unit so then the students can understand the geographical context. ii. Tech-based Instructional Activity 1. Students will be given the opportunity to work on their technology based projects during select class periods. 2. They would be able to use tech tools like Prezi, windows movie/imovie, or any other website that they could present to the class with. 6. Professional Responsibility and Dispositions Appleby, Joyce Ph.D., Alan Brinkley, Ph.D., Albert S. Broussard, Ph.D., James M. McPherson, Ph.D., Donald A. Ritchie, Ph.D. Discovering Our Past: A History of the United States. Bothell, WA.:McGraw Hill, 2014. Arizona Department of Education. Social Studies k-12 Academic Standards. Last Accessed October 21st, 2013. http://www.azed.gov/standards-practices/academicstandards/social-studies/. Bell, Person. War & Diplomacy in American History. Understanding by Design Unite Cover Page. Roy-Hard High School, last viewed October 19th, 2013. DOC. Bellows Free Academy. The U.S. Civil War. Viewed October 18th, 2013. PDF. http://www.bfasta.net/. Hutchison, Michael. World War II: The Home Font. Backwards Planning Curriculum Units. Last accessed October 19th, 2013. PDF. http://socialstudies.com. NCSS. National Curriculum Standards for Social Studies: Chapter 2The Themes of Social. Last accessed October 21st, 2013. http://www.socialstudies.org/standards/strands.