US History - Culturally Relevant Mexican American Viewpoint - Grade 11

US HISTORY CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11
CURRICULUM NOT ADOPTED
Critical Research Skills for the study of American History &Indigenous Peoples of the Americas Enduring Understanding: Analysis of historical interpretations of Indigenous Peoples of the Americas is essential to the development of critical historical literacy and research skills. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO1.Interpret historical data displayed in graphs, tables, charts, and geologic timescales. PO 2.Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time). PO 3. Formulate questions that can be answered by historical study and research. PO 4. Construct graphs, tables, timelines, charts and narratives to interpret historical data. PO 5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d)different points of view on the same historical event (e.g., Geography Concept 6geographical perspective can be different from economic perspective) e) credibility and validity PO 6.Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause and effect b) change over time c) different points of view Concept 2: Early Civilizations - Pre-1500 Explanation & Examples: Students will be able to examine the details of primary and secondary sources to support their analysis of texts, primary historical sources, and available/accessible research to debate the interpretations of the experiences of Indigenous peoples of the Americas pre- & post-European colonization. Sources for analysis include: journals, maps, illustrations, photographs, documentaries, logs, records, etc. Students will be able to compare and contrast the Western and the Non-Western Historical Framework using textual evidence from primary and secondary sources that includes: authors main point, purpose and perspective, fact versus opinion, differing points of view, credibility and validity of the text. Students will also consider bias, intended audience and the possibility of changes due to translation. Students will analyze ideas and details to show their understanding of the contributions of Indigenous peoples to the Americas and to the world. Examples: Write a critical analysis essay that distinguishes between the "dominant narrative" (Western/European/Spanish) with that of a "counter narrative" (Indigenous peoples) of Anahuac civilization. Create an informative My History research Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 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. 11-12. WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes, a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics(e.g., figures, tables), and multimedia when useful to aiding comprehension.
Research to Build and Present Knowledge
TUCSON UNIFIED SCHOOL DISTRICT
1|Page
(SSHS-S1C2) PO 1. Describe Prehistoric Cultures of the North American continent: a) Paleo-lndians including Clovis, Folsom, and Plano b)Mound builders including Adena, Hopewell, and Mississippian Southwestern including Mogollon, Hohokam, Ancestral Puebloans (Anasazi)
project that includes students personal views as well as family and community history utilizing valid historical research methodology such as, oral history interviews and analysis of primary documents to reinforce skills as critical historians. This project will also analyze how ones personal history supports or contradicts the histories presented.
11-12. WHST.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
2|Page
When Worlds Collide: Indigenous America and European Colonization Enduring Understanding: Critical historians examine the impact of European colonization on Indigenous America to develop an understanding of how the process of cultural domination/cultural resistance/cultural coexistence/cultural exchange and mixture impacted American History. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO3. Formulate questions that can be answered by historical study and research. PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event(e.g., Geography Concept 6 geographical perspective can be different from economic perspective) e) credibility and validity PO 6.Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 3: Exploration and Colonization l500s-1700s (SSHS-S1C3) 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) Explanation & Examples: Students will explore European colonization on the Americas as justified through the Papal Bulls of the 15th century and evolving into the Doctrine of Discovery that continues to impact Indigenous peoples of America today. Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 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. Craft and Structure 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. Integration of Knowledge and Ideas 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. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 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)
Students will describe how European colonization changed eastern and western hemispheres being able to articulate detailed facts, examples and reasoning (cause and effect). Students will analyze the characteristics of New England, Middle and Southern colonies by gathering detailed historical evidence and examples to compare with Spanish colonization in the Americas including territory that will later be commonly referred to as the U.S. Southwest. Students will identify Uto-Aztecan language base groups (i.e. Pima, Tohono Oodham, Rarmuri /Tarahumara, Yoeme/Yaqui), geographical influences that determined depths of European encounters, and cultural differences, similarities and resonances. Students will identify early Indigenous resistance (1500s-1700s) to European colonization and the key figures of various peoples movements. Students will evaluate the social, political,
3|Page
PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life). PO3. Compare the characteristics of the New England, Middle, and Southern colonies: a) Colonial governments geographic influences, resources, and economic systems b) religious beliefs and social patterns PO 4. Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop).
racial/ethnic, gender and economic dynamics of the founding of Tucson as one example of European/Indigenous colonial encounters. Examples: Debate: Should we continue to celebrate Columbus Day in the U.S? Critically analyze the actions of European leaders involved in colonization (i.e. Christopher Columbus, Bartolome De Las Casas, Sor Juana de la Cruz, Hernan Cortez)to determine if they should be celebrated or denounced in the historical narrative? Informative essay: Explain the dynamics between the European (Spanish and English) colonial ruling class, white working class, slaves, native peoples, and white servants during the early colonial period. What historical social position did each group of people have within this early colonial system? What, if any, are the contemporary implications of these historical social positions? Explain.
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, a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables),and useful to aiding comprehension, b) Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
4|Page
Era of Revolution Enduring Understanding: An evaluation of the conflicts of the social, racial/ethnic and gendered, political, and economic ideas and interests of governments is essential to the understanding of the cause of revolutions. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO 4. 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 d) different points of view on the same historical event (e.g. Geography Concept 6geographical perspective can be different from economic perspective) e) credibility and validity PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: d) cause an effect e) change over time f) different points of view Concept 4: Revolution and New Nation 1700s-1820 (SSHS-S1C4) PO 1. Assess the economic, political and social reasons for the American Revolution: a) British attempts to tax and regulate colonial trade as a result of the French and Indian War b) colonists' reaction to British policy ideas expressed in the Declaration of Independence PO 2. Analyze the effects of European involvement in the American Revolution on Explanation & Examples: Students will identify major events of the American Revolution, linking them to details from various primary and secondary sources. Students will analyze and describe the impact that the American Revolution had on the internal structure of American society for women, Native Americans, laborers African Americans Asian Americans, and Mexican Americans, both historically and contemporarily. Students will analyze how the American Revolution affected Native Americans in terms of genocide, land theft and dislocation. Students will examine the justifications that social classes used to support / oppose the American Revolution and the implications on the formation of the nation. Students will evaluate and compare the ideals and expressed values that motivated the American Revolution to a U.S., Arizona or Tucson current event issue. Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 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 summary. 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. Craft and Structure 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. Integration of Knowledge and Ideas 11-12. RH. 8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 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 and 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, e. Provide a concluding statement or section that follows from or supports the argument presented.
Examples: Write a position paper on the following questions: Is liberty the same as freedom? Do you think the ordinary, uncelebrated men and women (including Native Americans and African American slaves) of the new republic
5|Page
the outcome of the war. PO3. Describe the significance of major events in the Revolutionary War: a) Lexington and Concord; b) Bunker Hill c) Saratoga d) writing and ratification
defined liberty and freedom the same as propertied, legally recognized men and women? Do you think ordinary men and women of today define liberty and freedom differently from those men and women in power? How and why? Create a timeline noting the major events of the American Revolution through multiple perspectives using various sources. Write a persuasive essay that takes one position on the following question: Was the American Revolution a full or a kind revolution (i.e. one that required an end to conflict resulting from various forms of oppression and subordination by welcoming Indigenous peoples into society, outlawing slavery, paying workers a fair wage, and granting equal rights to women- in other words, creating a new society characterized by economic, social, racial, gendered, and political equality or one that set the stage for equal rights to follow)?
11-12. WHST. 2 Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding state mentor section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST. 7 Conduct short as well as more sustained research projects to answer a 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.
6|Page
Creation of a New Government & Nation Enduring Understanding: Foundations of political thought and the historical development of the various structures of power, authority, and governance of the United States were the products of both conflict and consensus. Enduring Understanding: Educational, religious, social, racial/ethnic, gender, political groups and institutions impacted the creation of the United States government. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6geographical perspective can be different from economic perspective) e) credibility and validity PO 6.Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: g) cause an effect h) change over time i) different points of view Concept 4: Revolution and New Nation 1700s-1820 (SSHS-S1C4) PO4. 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 Explanation & Examples: Students will identify the economic interests, such as slavery, that motivated the political clauses of the United States Constitution. Students will explain the premise(s) of the Great Compromise and the Three-Fifths Compromise. Students will compare and contrast the experiences and perspectives of different groups in the new nation such as property owners, African Americans, women, indigenous peoples, and indentured servants. Students will understand the premise of the Bill of Rights and how Thomas Jeffersons ideas about liberty and freedom have influenced various liberation movements. Students will identify which groups of people are classified as immigrants during this period of nation building and why. Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 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. Integration of Knowledge and Ideas 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Evaluate information from diverse sources, both primary and secondary, in to a coherent understanding. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 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 and organization that
Examples: Debate the process of the Three-Fifths Compromise from the perspectives of the Northern and Southern delegates of the Constitutional Convention focusing on the implications on contemporary sociopolitical
7|Page
e) creation of the Bill of Rights PO5. 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 Marshal with cases such as Marbury v. Madison PO6. 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
relations. Write a position paper supporting or refuting whether the Constitution was a compromise between slaveholding interests of the South and moneyed interests of the North. Simulation: Constitutional Role Play that includes perspectives of groups that where originally left out of the Constitutional Convention: Native Americans, White Workers/Indentured Servants, Enslaved African Americans, Free African Americans, and White Women.
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, 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, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding state mentor section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a 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.
8|Page
Westward Expansion and Path to War Enduring Understanding: Social, racial/ethnic, gender, political, and economic priorities for Southern and Northern States shaped the treaties and policies of the national government , including the federal courts, creating an enduring impact on Native peoples and African Americans in the U.S. Expansionism, driven by European American ideologies as displayed in Manifest Destiny, contributed to both nationalism and sectionalism creating dramatic demographic changes throughout North America. State Standards: Concept 1:Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6geographical perspective can be different from economic perspective) e) credibility and validity PO 6.Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 5:Westward Expansion -1800-1860 (SSHS-S1C5) PO 1. Trace the growth of the American nation during the period of western expansion: a) Northwest Territory b) Louisiana Territory c) Florida e) Oregon Country h) Alaska PO 2. Analyze how the following events affected the political transformation of the developing nation: Explanation & Examples: Students will evaluate U.S. Supreme Court cases pertaining to federal Indian policy and Indian law, as well as immigration policy, as a product of Manifest Destiny. Students will analyze the implications that federal treaties with Native nations have on those peoples today. Students will analyze how industrial and technological developments led to dramatic economic and social changes in American society (e.g. railroads and immigrant labor). Students will use primary documents to evaluate the perspective of the Cherokee and Seminole peoples living in the Southeast U.S. as compared to Andrew Jacksons expansionist ideals. Students will explain the impact of missionization on Indigenous peoples in local areas and throughout the U.S. Southwest. Examples: Write an informative essay comparing similarities in the situations faced by the Cherokee and Seminole peoples and Situations faced by any other groups in U.S. history and/or in U.S. society today? Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Key Ideas and Details 11-12. RH. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH. 2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH. 4.Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g. how Madison defines faction in Federalist No. 10). 11-12. RH. 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH. 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH. 9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 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 and organization that logically sequences the claim(s), counterclaims, reasons, and
9|Page
a) Jefferson's Presidency b) War of 1812 d) Jackson's Presidency PO 3. Identify how economic incentives and geography influenced early American explorations: a) explorers(e.g., Lewis and Clark, Pike, Fremont) b) fur traders c) miners d) missionaries (e.g., Father Kino, Circuit Riders) PO4. Describe the impact of EuropeanAmerican expansion on native peoples. PO 5. 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, cottoning, interchangeable parts) Concept 7:Emergence of the Modern United States-1875-1929 (SSHS-S1C7) PO 3.Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries: a) Indian Wars(e.g. Little Bighorn, Wounded Knee)
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, e. Provide a concluding statement or section that follows from or supports the argument presented. Develop a presentation using historical research techniques to inform others on how 11-12. WHST.2.Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize economic nationalism under the U.S. government and private investment brought complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; about the Industrial Revolution. include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Research and conduct a mock trial of three U.S. Supreme Court cases of federal Indian policy and Indian law from the era of Manifest Destiny.
10 | P a g e
The War with Mexico and its Contemporary Implications: Chicano Resistance &Mexican American Compliance Enduring Understanding: Manifest Destiny provided for the justification of the expansion of U.S. territory through the War with Mexico. The experiences based on race, class and religious difference upon of peoples of Mexican descent, indigenous peoples, and Black slaves needs to be explored. The U.S. acquired social, political, and economic gains resulting from the invasion of Mexico and ensuing war have implications for present day Mexican Americans. State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., GeographyConcept6 - geographical perspective can be different from economic perspective) e) credibility and validity PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO 7. Compare present events with past events: d) cause an effect e) change over time f) different points of view Concept 5:Westward Expansion-18001860 (SSHS-S1C5) PO1. Trace the growth of the American nation during the period of western expansion: d)Texas f) Mexican Cession g) Gadsden Purchase PO3. Identify how economic incentives and geography influenced early American explorations: c) miners Explanation & Examples: Students will critically analyze the racial, class, and religious issues that fueled the U.S. War on Mexico by investigating primary and secondary sources. Students will describe the major arenas and battles of the Texas Revolution and the War on Mexico including: New Mexico, Arizona, California, Texas, Matamoros, Veracruz, and Mexico City. Students will scrutinize oppositional voices (i.e. Frederick Douglass, Henry David Thoreau, and Abraham Lincoln) to the War on Mexico. Students will evaluate how Mexicans in the newly occupied territories resisted and accommodated Euro American settlements. Students will compare and contrast the rights and treatment of Mexican women with that of Euro American women in the 19th century. Students will identify methods of resistance of Mexicans in newly acquired territories to include social banditry as a response to lost land and to counter violence (i.e. lynching, sexual violence, and vigilantes) used as a means of political, economic, and social control. Students will be able recognize key figures (e.g. Juan Cheno Cortina, Tiburcio Vasquez, Joaquin Murrieta, Los Gorras Blancas, Doa Josefa of Downieville) who resisted unjust treatment of Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text(e.g. how Madison defines faction in Federalist No. 10). 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 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
11 | P a g e
d) missionaries (e.g., Father Kino, Circuit Riders) PO4. Describe the impact of EuropeanAmerican expansion on native peoples.
Mexicans who resided in what became known as the U.S. Southwest post the Treaty of Guadalupe Hidalgo and the 1849 Gold Rush. Examples: Write a researched-based informative/persuasive essay (based upon the analysis of primary documents) on the following question: Does the Mexican American War and the Treaty of Guadalupe Hidalgo have implications for Mexican Americans of today? Please be sure to include in your essay: demographics of Mexican Americans, immigration issues, legal issues, such as the racial categorizations used by the federal courts, political issues, education issues, and issues of language and culture. Compare and contrast life for women in areas that were Mexican Territory (e.g. Tucson, Santa Fe) prior to becoming U.S. territory and postU.S./Mexican War using a Venn diagram. Debate the following historical claim: The Mexican American War is sometimes referred to as "Polk's War" and "the War on Mexico." It is said that it was a pretense for taking California and the territory between. Agree or disagree with this position, using material from assigned readings and primary documents. Based upon the readings covered and primary documents, simulate a formal Congressional debate and the reasons for/against going to War with Mexico.
alternate or opposing claims, and create and 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, 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, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables),and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information in to the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
12 | P a g e
Civil War and Reconstruction Enduring Understanding: Unresolved racial, political, social, and economic conflicts were causes of the U.S. Civil War in the U.S. Political, racial, social, and economic differences between the North and the South are crucial in a comprehensive discussion of these conflicts. State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6 -geographical perspective can be different from economic perspective) e) credibility and validity PO6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO 7. Compare present events with past events: g) cause an effect h) change over time i) different points of view Concept 6: Civil War and Reconstruction: 1850-1877 (SSHS-S1C6) 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 Compromise) c) extension of slavery into the territories (e.g. Dred Scott Decision, the KansasNebraska Act) d) role of abolitionists (e.g. Frederick Douglass and John Brown) Explanation & Examples: Students will describe the main historical processes that led to succession and the creation of the Confederate States of America. Students will analyze the role that women had on the economies of the North and the South during the Civil War. Students will evaluate how the Emancipation Proclamation impacted the Civil War. Students will examine the ratification of 13th, 14th, and 15thAmendments impact on U.S. society at the time of Reconstruction and that of today. Students will describe the key historical processes of Abolitionists (i.e. Harriet Tubman, Frederick Douglass, John Brown, William Lloyd Garrison, Sojourner Truth, and the Grimke Sisters) and their impact on the various social movements. Students will compare and contrast discussions of citizenship that took place at the California, New Mexico and Arizona Constitutional Conventions establishing statehood. Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g. how Madison defines faction in Federalist No. 10). 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 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
Examples: Create a Venn diagram comparing the economic, political, racial, and social differences between the North and the South prior to and during the Civil War as a pre-writing activity for a
13 | P a g e
e) debate over popular sovereignty / states rights f) Presidential election of 1860 PO 2. Analyze aspects of the Civil War: a) changes in technology b) importance of resources c) turning points d) military and civilian leaders e) effect of the Emancipation Proclamation f) effect on the civilian populations PO3. Analyze immediate and long term effects of Reconstruction in post Civil War America: a) various plans for reconstruction of the South b) Lincoln's assassination c) Johnson's impeachment d) Thirteenth, Fourteenth and Fifteenth Amendments e) resistance to end of Reconstruction (e.g., Jim Crow laws, KKK, and Compromise of 1877)
comparative essay regarding the identified differences. Stage a Senate debate on the issue of popular sovereignty vs. states rights. Write a persuasive essay to the U.S. Supreme Court either refuting or supporting its majority decision on Dred Scott (1857). Create a time line that illustrates the historical processes that led to Succession and the creation of the Confederate States of America. Write a persuasive essay that supports or refutes President Lincoln's suspension of the writ of habeas corpus during the Civil War. Write an informative essay on how the Emancipation Proclamation impacted the outcome of the Civil War. Debate the arguments for and against military conscription during the Civil War. Create a time line that identifies key turning points of the Civil War. Write an informative essay that describes how the ratification of the 13th , 14th and 15th Amendments immediately impacted U.S. society at the time of the Civil War and Reconstruction. What are the implications of the 14th and 15th Amendments on U.S. society today? Write an informative essay on the successes and failures of Reconstruction.
alternate or opposing claims, and create and 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 (s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2.Writeinformative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings),graphics(e.g. figures, tables),and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations ,or other information and examples appropriate to the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
14 | P a g e
Emergence of the Modern United States Enduring Understanding: Many ideas of the Progressive Era have been expanded on during the 20th century including rights for workers, children, women and immigrants. There exists an interrelationship of the role of labor, resources, technology, and production of goods on economic systems and people. The role of government, including the courts, in economic policies of the past and present is essential for a critical analysis of the beginnings of the modern U.S. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different from economic perspective) e) credibility and validity PO6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: j) cause an effect k) change over time I) different points of view Concept 7: Emergence of the Modern United States -1875-1929 (SSHS-S1C6) PO 1.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 PO2. Assess how the following social developments influenced American society in Explanation & Examples: Students will identify the economic and political processes that allowed for the consolidation of industry and the formation of trusts and monopolies to take place in the 19th and early 20th centuries. Common Core: (Strand/Cluster)
Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a Students will examine the 1907 financial crisis primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and and describe how it contributed to the social, political, and economic unrest of the early 20th ideas. 11-12. RH.3. Evaluate various explanations for actions or century, indicating for whom there was the events and determine which explanation best accords with greatest unrest and why. textual evidence, acknowledging where the text leaves matters uncertain. Students will explain the 16th through 19th Craft and Structure Amendments as developments of Civil Rights 11-12. RH.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and in the U.S. larger portions of the text contribute to the whole. 11-12. RH.6. Evaluate authors' differing points of view on the Students will describe the causes and effects same historical event or issue by assessing the authors' claims, of the Spanish-American War. reasoning, and evidence. Students will determine how union organizing, Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of labor negotiating, labor strikes and collective information presented in diverse formats and media in order to bargaining agreements impact address a question or solve a problem. businesses/corporations and the lives of daily 11-12. RH.8. Evaluate an author's premises, claims, and workers. evidence by corroborating or challenging them with other information. Students will be able discuss the Phelps11-12. RH.9. Integrate information from diverse sources, both Dodge Copper Mine and the U.S. primary and secondary, into a coherent understanding of an idea Governments ideological basis and rationale or event, noting discrepancies among sources. for the Bisbee Deportation. Students will determine the impact of the Chinese Exclusion Act of 1882 on Writing Standards for Literacy in History / Social Studies Text Types and Purposes
15 | P a g e
the late nineteenth and early twentieth century: a) Civil Rights issues (e.g., Women's Suffrage Movement, Dawes Act, Indian schools, lynching, Plessey 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) PO 3. Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries: b) Imperialism (e.g. Spanish American War, annexation of Hawaii, Philippine-American War) c) Progressive Movement (e.g. Sixteenth through Nineteenth Amendments, child labor) d)Teddy Roosevelt (e.g. conservationism, Panama Canal, national parks, trust busting) e) corruption (e.g., Tammany Hall, spoils system) f) World War I (e.g.. League of Nations, Isolationism) g) Red Scare / Socialism h) Populism PO4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood.
Mexican/Mexican American workers and explain why Chinese were the explicit targets of the Act.
Students will analyze the impact of the Supreme Courts Plessy v. Ferguson and the Holmes dissent decision on race relations in the U.S. Students will critique the Progressive Movements reform issues in regards to Mexican Americans, Native Peoples, African Americans, and women. Students will describe how the U.S. became a global superpower during the late 19th and early 20th centuries. Students will identify the series of events and factors that led the U.S. to enter WWI. Examples: Create a slideshow on how the "technology of urbanization" drastically altered the lives of people living in urban areas. Write a persuasive essay that supports either laissez faire economics (free enterprise) or federal subsidies of corporations as the major contributor to economic growth during industrialization and urbanization of the late19th and early 20th centuries. Create a timeline of the major labor strikes in the late 19th century and early 20th century. Create a slideshow presentation of the major
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 and 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, 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, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate
16 | P a g e
labor strikes led and organized by Mexicans/Mexican Americans during the early 20th century.
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12. WHST. 9. Draw evidence from informational texts to support analysis, reflection, and research.
Using a variety of historical texts and primary sources, write a persuasive essay either supporting or refuting that through their various approaches, unions were able to obtain better working conditions, wages, and rights for all workers in the late 19th and early 20th centuries. Write an informative research-based essay comparing and contrasting late 19th and early 20th century immigration with that of contemporary immigration to the U.S. Compare the federal immigration laws and policies of the late 19th and early 20th century with those of today. Also, compare the nativist movements and their ideological roots of the late 19th and early 20th century with those of the nativist movements of today. Utilizing assigned texts and primary sources, create a slideshow presentation that highlights the enduring legacies of the Harlem Renaissance. Write a research-based informative essay (using assigned texts and primary documents) to analyze the factors that led to the passing of the Immigration Act of 1924 that limited Mexicans into the United States. Additionally, include the implications that this Act has on immigration and labor issues and policies of today.
17 | P a g e
Create a slideshow presentation of the various Mexican American responses to violence and discrimination during the late 19th and early 20th centuries.
Utilizing primary sources and assigned texts (i.e. El Plan de San Diego), write an editorial piece justifying or refuting "A War of Races in Arizona".
18 | P a g e
The Great Depression Enduring Understanding: The Great Depression was caused by the complex failures of individuals, businesses and governments to manage risk; since the Great Depression, the United States government has taken on the role of social and economic protector. The Great Depression had a disparate impact on Mexican Americans and African Americans than it did for Euro Americans. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different from economic perspective) e) credibility and validity PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO 7. Compare present events with past events: m) cause an effect n) change over time o) different points of view Concept 8: Great Depression and World War II-1929-1945 (SSHS-S1C6) PO1. Describe causes and consequences of the Great Depression: a) economic causes and consequences 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) Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Students will describe the wealth and income Key Ideas and Details distribution during the late 1920s and 11-12. RH. 1. Cite specific textual evidence to support analysis throughout the 1930s and where the majority of primary and secondary sources, connecting insights gained of African Americans, Mexican and Mexican from specific details to an understanding of the text as a whole. American workers, sharecroppers, and small 11-12. RH. 2. Determine the central ideas or information of a farmers were positioned in relationship to each primary and secondary source; provide an accurate summary other. that makes clear the relationships among the key details and ideas. Students will explain the racism, nativism, and 11-12. RH. 3. Evaluate various explanations for actions or events and determine which explanation best accords with "patriotism" that permeated the environment textual evidence, acknowledging where the text leaves matters in the Post World War I period. uncertain. Students will explain difference between Craft and Structure 11-12. RH. 4. Determine the meaning of words and phrases as "repatriation" and "deportation" and the they are used in a text, including analyzing how an author uses impact of both of these on people of Mexican and refines the meaning of a key term over the course of a text descent during this time period. (e.g. how Madison defines faction in Federalist No. 10). 11-12. RH. 5. Analyze in detail how a complex primary source Students will describe the ideological and is structured, including how key sentences, paragraphs, and legal process wherein people of Mexican larger portions of the text contribute to the whole. descent were "repatriated" to Mexico (the 11-12. RH. 6. Evaluate authors differing points of view on the majority of them U.S. citizens), during the same historical event or issue by assessing the authors claims, Great Depression. reasoning, and evidence. Students will identify the major provisions of Integration of Knowledge and Ideas and the legislative compromises that led to the 11-12. RH. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to New Deal. address a question or solve a problem. Students will explain how Mexican Americans 11-12. RH. 8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other benefitted from New Deal programs. information. 11-12. RH. 9. Evaluate information from diverse sources, both Explain how the New Deal, as a reaction of primary and secondary, into a coherent understanding. political upheaval, ushered in an era of Explanation & Examples:
19 | P a g e
d) changes in expectations of government (e.g., New Deal programs)
unprecedented reform. Students will describe the various kinds of "self help programs (i.e. LULAC - 1929 and El Congreso de los Pueblos de Habla Espaol - 1939) in the Mexican American community during the Great Depression. Examples: Create and present a slideshow presentation that illustrates the primary causes of the Great Depression. Utilizing assigned texts and primary sources, write a persuasive essay that supports or refutes the following assertion by American historian Zinn (2003): "But the New Deal's organization of the economy was aimed mainly at stabilizing the economy, and secondly at giving enough help to the lower classes to keep them from turning the rebellion into a real revolution" (p. 393) Create a visual presentation that illustrates criticisms of the New Deal. Make certain to include the criticisms from both sides of the political spectrum. Create a brochure that highlights the major provisions of the New Deal and how it changed the political, social, and economic lives of Americans. Write an informative essay, based upon assigned texts (i.e. Francisco Enrique Balderrama), primary sources, and research, on the impact that Mexican Writing Standards for Literacy in History / Social Studies Text Types and Purposes 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 audiences knowledge, level, concerns, values, and possible biases, 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, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple
20 | P a g e
Repatriation (1929-1939) had on the Mexican / Mexican American community in the United States. What are the implications of Mexican Repatriation (1929-1939) on Mexican Americans today? Debate whether U.S. citizens of Mexican origin who were "repatriated" during Mexican Repatriation (1929-1939) should receive federal reparations. Interpreting assigned texts and primary documents, write an informative essay that describes the federal governments responses to worker strikes during the Great Depression. Utilizing assigned texts and primary documents, write an informative essay that describes Mexican American life during the Great Depression. Make certain to include: Mexican American responses to the nativist movement, union activity, women's roles in unions (i.e. Emma Tenayuca and Luisa Moreno), and the struggle against de jure and de facto segregation.
authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12. WHST.9. Draw evidence from informational texts to support analysis, reflection, and research
21 | P a g e
World War II and the Mexican American Experience Enduring Understanding: World War I and World War II had long term impacts on individuals, families, communities, society and international relations throughout the 20th century. Mexican Americans and African Americans found themselves in battles abroad and on the home front during the WWII era. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different from economic perspective) e) credibility and validity PO6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 8: Great Depression and World War II -1929-1945 (SSHS-S1C6) 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, DExplanation & Examples: Students will describe how industry jobs became available to women and minorities during World War ll. Students will describe the Holocaust wherein the Nazi's killed nearly six million Jews as well as another five million undesirables, such as Communists, homosexuals, gypsies (Roma people), and dissidents. Students will examine the experiences of Jews attempting to escape Nazi persecution and leave as refugees for the United States, as well as other North and South American countries. Students will describe the following cases of Mexican American contributions to World War II: Guy Gabaldon, The Story of Company E: The All Mexican Unit, Macario Garcia, and Felix Longoria. Students will explain the significance of the story of Ralph Lazo and the Japanese internment camp. Students will describe Native American, Mexican American, Japanese American, and African American contributions to WWII. Students will explore the story of the Bataan Death March, wherein 25% of the American prisoners in the march were Mexican Americans. Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 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; 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. Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST.1. Write arguments focused on discipline-specific
22 | P a g e
Day, Hiroshima/Nagasaki
Students will discuss the role that Mexican American women had in supporting the War effort. Examples: Create a timeline that identifies key American battles in the Pacific theater during World War II. Create a timeline that identifies key American battles in the Atlantic, European theater and North Africa during World War II. Create a slideshow that highlights how American resources and production in the wartime industry ensured a victory for the allied forces in World War II. Analyze assigned texts and primary/secondary documents on the internment of Japanese Americans during World War II to write a persuasive essay that answers the following question: Under what circumstances, if any, do you think that the American government should suspend the civil liberties of all or specific groups of American citizens? Create a slideshow that highlights the causes, the events, and the impact that the "Zoot Suit Riots" had on the Mexican American community. Make certain to cite information from assigned texts, primary/secondary sources, and research available from identified internet resources.
Write an informative essay, utilizing assigned texts and primary/secondary sources, that
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 and 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, 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, a. Introduce atopic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of
23 | P a g e
highlights Mexican American contributions, both abroad and at home, to the World War II effort. Utilizing assigned texts and primary/secondary sources, write an informative essay that demonstrates the ways in which World War II did/ did not break down racial barriers. Debate President Truman's decision to drop the Atomic bomb on Hiroshima and Nagasaki.
ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12. WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
24 | P a g e
The Postwar and Cold War Era Enduring Understanding: The Cold War had profound implications to United States society, the growth of United States government, and the influence of the United States around the world. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g..Geography Concept 6 geographical perspective can be different from economic perspective) e) credibility and validity PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 9: Postwar United States - 19451970S (SSHS-S1C6) PO1. Analyze aspects of America's post World War I 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) PO2. Describe aspects of American postWorld War II domestic policy: a) McCarthyism Explanation & Examples: Students will examine the political and social risk that many people took in there decision to speak out and stand up against McCarthyism, as an attempt to preserve civil liberties. Common Core: (Strand/Cluster)
Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1.Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole 11-12. RH.2. Determine the central ideas or information of a Students will scrutinize how the hearings to primary and secondary source; provide an accurate summary investigate Communist subversion in the United States eventually led to the downfall of that makes clear the relationships among the key details and ideas. Joseph McCarthy. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with Students will explore and describe Mexican textual evidence, acknowledging where the text leaves matters American contributions to the Korean War. uncertain. Students will study and define the implications Craft and Structure 11-12. RH.5.Analyze in detail how a complex primary source is of Eisenhower's Cold War policies. structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole; Students will examine and define the domino 11-12. RH.6. Evaluate authors' differing points of view on the theory and the policy of containment. same historical event or issue by assessing the authors' claims, Students will describe and explain U.S. covert reasoning, and evidence. operations that took place during Eisenhower Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of and Kennedy administrations. information presented in diverse formats and media in order to address a question or solve a problem. Students will examine and explain the 11-12. RH.8. Evaluate an author's premises, claims, and reasoning behind President Kennedy's evidence by corroborating or challenging them with other intervention in Latin America. information. 11-12. RH.9. Integrate information from diverse sources, both Students will explore and define the presentday impact and future implication of President primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Kennedy's intervention in Latin America. Writing Standards for Literacy in History / Social Studies Students will analyze the impact that the Text Types and Purposes 11-12. WHST. 1. Write arguments focused on disciplineCuban Missile Crisis had on the Cold War. specific content, a. Introduce precise, knowledgeable claim(s),
25 | P a g e
c) Supreme Court Decisions(e.g., the Warren and Burger Courts) f) Space Race and technological developments PO3. Describe aspects of post World War II American society: a) postwar prosperity (e.g., growth of suburbs, baby boom, Gl Bill) 37
Students will evaluate the premise of the 1950s as a time of prosperity, peace, and progress for Americans. Students will assess postwar prosperity with relation to reaching Mexican Americans, African Americans, and Native Americans. Students will examine the impact of the Bracero Program and "Operation Wetback" on Mexican Americans and Mexicans in the United States. Students will describe the issue of the 14th Amendment in Hernandez v. Texas (1954). Students will explore and explain the struggle for Civil Rights of Mexican Americans during the 1950s. Students will study and interpret the Mexican American and African American school desegregation cases to include analyses of the courts decisions in: Mendez v. Westminster (1947) and Brown v. Board of Education (1954). Create timeline that highlights significant events of the Cold War from 1945-1959. Utilizing assigned texts and primary / secondary documents, write a persuasive essay supporting or refuting McCarthyism, the Red Scare, and the House Un-American Activities Committee. Create a slideshow presentation documenting
establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create and 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, 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, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to ,the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 11-12. WHST.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple
26 | P a g e
and explaining the major Warren and Burger Supreme Court decisions in the areas of: Civil Rights, Due Process, and Freedom of Speech and Religion(make certain to include in the presentation the decisions directly impacting/regarding Mexican Americans and Spanish-dominant populations). Utilizing assigned texts and primary sources, write a persuasive essay supporting or refuting the following statement made in the New York Times by columnist Anthony Lewis: "The Warren Court has brought more social change than most Congresses and Presidents." Utilizing assigned texts and primary sources, write an informative essay that analyzes the struggle for social, economic, and political rights of Mexican Americans during the 1950s. Create a slideshow presentation highlighting the significance and implications that "Operation Wetback" had on Mexican Americans.
authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12. WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
27 | P a g e
Civil Rights, Womens and the Chicano Movement Enduring Understanding: Ignited by the Viet Nam War, the Womens Movement, the Civil Rights and Chicano Movement of the 1960s & 1970s sought to eliminate racism and discrimination from issues impacting those communities- from land rights, to farm workers rights, to equitable education, to voting rights, to political empowerment and self-determination through identity. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event(e.g., Geography Concept 6geographical perspective can be different from economic perspective) e) credibility and validity PO 6.Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 9: Postwar United States - 19451970s (SSHS-S1C6) PO2. Describe aspects of American postWorld War II domestic policy: 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) social reforms Great Society and War on Poverty PO3. Describe aspects of post World War II American society: Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Students will identify and evaluate the goals Key Ideas and Details 11-12. RH.1.Cite specific textual evidence to support analysis and objectives of the Civil Rights Movement, of primary and secondary sources, connecting insights gained and investigate the major events and from specific details to an understanding of the text as a whole organizations that impacted the lives of all 11-12. RH.2 .Determine the central ideas or information of a Americans. primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and Students will compare and contrast strategies ideas. and actions of civil rights leaders, such as 11-12. RH.3. Evaluate various explanations for actions or Martin Luther King, Malcolm X, Angela Davis, Cesar Chavez, Dolores Huerta, Rodolfo events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters Corky Gonzalez, Jose Angel Gutierrez, Reies Lopez Tijerina, Elizabeth Mrtinez, Luz uncertain. Gutierrez, Martha Cotera, Gloria Anzaldua, Craft and Structure 11-12. RH.5.Analyze in detail how a complex primary source is Ana Nieto-Gomez, etc. structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole Students will describe the roots of the Civil 11-12. RH.6. Evaluate authors' differing points of view on the Rights Movement for: African Americans, same historical event or issue by assessing the authors' claims, Chicanas/os, Puerto Ricans, American reasoning, and evidence. Indians, Asian Americans, and Women. Integration of Knowledge and Ideas Students will examine and describe what non- 11-12. RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to violent African American protestors address a question or solve a problem. experienced during the Civil Rights 11-12. RH.8. Evaluate an author's premises, claims, and Movement. evidence by corroborating or challenging them with other Students will identify and study key leaders in information. 11-12. RH.9. Integrate information from diverse sources, both the Womens Movement and the actions that primary and secondary, into a coherent understanding of an idea moved Womens rights forward. or event, noting discrepancies among sources. Students will compare and contrast the experiences of Chicana feminists with that of Writing Standards for Literacy in History / Social Studies European American feminists. Text Types and Purposes Explanation & Examples:
28 | P a g e
b) postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) c) popular culture(e.g., conformity v. counterculture, mass-media) d) protest movements (e.g., anti-war, women's rights, civil rights, farm workers, Cesar Chavez) e) assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) f) shift to increased immigration from Latin America and Asia
Students will analyze the organizational and rhetoric strategies Malcolm X employed in his effort to unite African Americans and other underserved groups. Students will identify the obstacles and personal risks that participants of the Womens and Civil Rights Movements faced. Students will explain the major provisions of the 1964 Civil Rights Act. Students will explain the major provisions of the 1965 Voting Rights Act. Students will evaluate the impact that La Raza Unida Political Party had on the Chicano/a Movement and the Mexican American community as a whole. Students will examine primary sources documenting the number of Mexican American participants, decorations, and casualties in the Viet Nam War, and the community responses to these realities. Examples: Students will study and explain the major provisions of the 1964 civil Rights Act and the 1965 Voting Rights Act. Students will examine and evaluate how the Civil Rights Movement fundamentally changed the United States using a cause & effect graphic organizer and include the aesthetic, literary, and artistic forces that were involved in this transformation.
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 and 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 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 claims 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, a. Introduce atopic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem;
29 | P a g e
Students will research and define the roots of the Civil Rights Movement for African Americans, Chicanas/os, Puerto Ricans, Native Americans, Asian Americans, and Women. Students will identify and study civil rights leaders and their strategies/approaches, and write an essay that includes the lasting impact the works of these leaders has on the students life, community or world. Evaluate the short and long term impact that the Tucson Chicana/o Movement has had for Mexican Americans / Chicanas/os in this community by conducting extensive research that includes oral history interviews on present-day topics such as: education, politics, community empowerment and social transformation. Explore sexism within the Chicano Movement and the impact of patriarchy and colonization in the effectiveness of the strategies and goals of the movement to develop an informative essay after researching multiple primary and secondary sources. Design a teatro play that serves to inform on the manifestations of interconnected systems of oppression including heteropatriarchy within the Chicano Movement and the implications for the movement of today. Utilizing assigned readings and primary sources, write a persuasive essay that supports or refutes the following Martin Luther King,
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12. WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
30 | P a g e
Jr. 1967statement:"Now, when I say questioning the whole society, it means ultimately coming to see that the problem of racism, the problem of economic exploitation, and the problem of war are all tied together. These are the triple evils that are interrelated." Can you apply this statement to issues today? How? Utilizing assigned texts, primary historical sources, and current research, write an informative position essay that answers the following: "Were Martin Luther King. Jr. and Cesar Chavez 'revolutionaries' even though they both espoused non-violence?" Include your definition revolution and your position as to whether or not the Civil Rights Movement and the Chicano Movement were a revolution. Use multiple sources to defend your stance and to make connections to relevant issues impacting our communities today by writing a persuasive essay that supports or refutes the following Martin Luther King Jr. quote: Injustice anywhere is a threat to justice everywhere. (Letter from Birmingham Jail, April 16, 1963)
31 | P a g e
Contemporary Issues Enduring Understanding: The United States in the new millennium faces unique challenges in international relations, increased globalization, globalized financial systems, and dependence on technology. Critical historians look at events from multiple perspectives and interpret evidence to draw conclusions and examine patterns about the past and make predictions about the future. State Standards: Concept 1: Research Skills for History (SSHSS1C1) PO5. Evaluate primary and secondary sources for: a) authors' main points b) purpose and perspective c) facts vs. opinions d) different points of view on the same historical event (e.g., Geography Concept 6 geographical perspective can be different from economic perspective) e) credibility and validity PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 9: Contemporary United States 1970s - Present (SSHS-S1C10) PO1. Describe current events using information from class discussions and various resources (e.g. newspapers, magazines, television, Internet, books, maps). PO2. Identify the connection between current historical events and issues using information from class discussions and various resources (e.g. newspapers, magazines, television, Internet, books, maps). PO 3. Describe how key political, social, environmental and economic events of the late Explanation & Examples: Students will examine and evaluate the political gains that the Mexican American / Chicano community has made during the late 20th century and the early 21st century. Students will compare and contrast the national student movements of Latina/o youth during the late 20th century and the early 21st century with that of the student demonstrations during the Chicano Movement by analyzing primary sources. Students will examine and assess the cultural changes and foreign and domestic policy changes that resulted from 9/11/2001. Students will analyze and evaluate the War on Terror and its goals and accomplishments. Students will study and assess how the Chicana/o community mobilized and has provided the leadership of immigrant rights movement in the United States (i.e. the UFWs changing stance on immigration and the First Chicano/Latino Conference on Immigration and Public Policy held in 1977). Students will study and identify the major provisions of the North American Free Trade Agreement (NAFTA) and explain how this treaty impacted the lives of American workers, Mexican farmers, and how it has Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 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 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. Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Writing Standards for Literacy in History / Social Studies Text Types and Purposes
32 | P a g e
20th century and the early 2l"century (e.| Watergate, OPEC/oil crises, Central American wars/ Iran-Contra, End of Cold War, First Gulf War, September 11) affected, and continue to affect, the United States.
influenced immigration to the United States. Students will examine and evaluate the impact of recent state and federal immigration legislation in the United States in the early 21st century. Students will explore the demographic shift in the United States and how it has influenced immigration policy, education policy, national security, and public policy. Students will study and describe the militarization of the U.S.-Mexico border and the impact on the communities and ecology of both sides. Students will examine and define the significance of the elections of 2000, 2008, and 2012.With regards to its impact of Mexican American / Chicano communities and the communities of the historically underserved. Students will study and judge the effect of the 2008 recession and predict how it will influence the future. Students will examine and evaluate the print and electronic media, including social media, news for current trends and events as a means of understanding how MexicanAmericans/Chicanos are portrayed. Examples: Create a timeline that highlights significant events of the First Gulf War and the War on Terror.
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 and 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 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 claims 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, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. 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). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem;
33 | P a g e
Debate the following Zinn (2003) assertion: "In terms of foreign policy, there is little discernible difference in the positions of the two major parties in the United States: both parties have placed military spending over the needs of the poor." Debate the following question: "Are current U.S. Immigration policies and practices an extension of Manifest Destiny? The Monroe Doctrine?" Prepare interview questions, conduct interviews, and present interviews of participants in the Phelps Dodge Copper Strike of 1983. Prepare interview questions, conduct interviews, and present interviews of Veteranas/os of the First Gulf War, the War on Terror, and Afghanistan War. Utilizing assigned texts, primary documents, and cited online research write a persuasive essay on the following question: "Is the United States experiencing a revival of hostility toward immigrants and, if so, why?" Utilizing assigned texts, primary sources, and research students in a persuasive essay will analyze and articulate the notion that Mexican Americans - Chicanas/os are "second-class" citizens in the United States (consider indicators such as income and wealth, educational attainment, political representation, ballot access, access to health care, and incarceration rates).
narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 11-12. WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
34 | P a g e
Utilizing assigned texts, primary documents, and cited research, including international materials, write a persuasive essay that answers the following questions: "Affirmative action is a continuing controversial issue that has arisen from the Civil Rights Movement. What is affirmative action? What are its goals? Are there programs that benefited White males that are similar to affirmative action programs? Why would such a system be used? Do you think it is an effective way to right socio-economic injustice?" Utilizing assigned texts, primary documents, and cited research, in a persuasive essay analyzing and articulating upon the following question(s):"Has school desegregation significantly reduced the achievement gap for historically underserved students?
35 | P a g e

US History - Culturally Relevant Mexican American Viewpoint - Grade 11

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

US History - Culturally Relevant Mexican American Viewpoint - Grade 11

Uploaded by

Copyright:

Available Formats

US HISTORY CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

Research to Build and Present Knowledge

TUCSON UNIFIED SCHOOL DISTRICT