Unit 4: New Status

Overview
In this unit, students should analyze the new statuses established after the movements covered in Unit
3. Students should examine group identities that were assimilated into the national identity of the time
and analyze how stereotypes but not necessarily prevalent prejudices continued over time, possibly
into contemporary American thought. Students should also examine groups who created a new sense
of identity and analyze how this new identity is both a part of and separate from the previouslyestablished national American identity, and they should determine the cultural impact of this new facet
of the national American identity. Students should examine the ways in which these new identities
both succeeded and failed in establishing their position within American society (i.e., voting and
property rights, due process, financial and employment discrepancies between genders and among
races, educational opportunities, crime/prisons/racial profiling, the Patriot Act). Students should also
examine groups who were marginalized again and analyze how and why aspects of their movements
may have succeeded while overall the movement failed, and they should trace the effects of this new
marginalization to determine whether or not the group continued to fight the marginalization and why.
Students should also identify the changes in legal statuses based on the success/failure of the
movement by examining legal documents, landmark court decisions, and the legal or political groups
that were created to oversee implementation of new legal statuses; students should examine the
changes in cultural propaganda and outreach education (or lack thereof) that resulted from status
changes for 2-4 different cultural groups. Students should develop an understanding of how each
groups new status influenced both the groups as well as the nations definitions of identity, the human
ideal, and the American Dream, and they should examine the role of pop culture media and innovations
in technology and transportation in the dissemination of the new status and its support/criticism.
Students should identify similarities and differences in the processes of creating these new statuses
among the various groups and analyze how elements of these new statuses are the same or different
in contemporary American thought.
Note to Teachers
In this unit, students should continue sharing what theyre learning in their Independent Study research
as it relates to the new status of their particular cultural group, whether its assimilation, a new
identity, or repeated marginalization. Teachers should hold students accountable for outside research,
reading, writing, and sharing as part of the Independent Study and seminar aspects of the course. See
Unit 2 for lists of items and knowledge that students may choose to share. When students share their
factual knowledge, they should also offer analysis and insights into the causes and effects of these
texts on the new status of their cultural group.
Generalizations
1. Following social, political, literary, artistic, scientific, and physical movements sparked by
marginalization of certain cultural groups, those marginalized groups establish a new status: they
may be assimilated into the national identity of the time, create a new sense of national identity in
which they are both a part of and separate from the previously-established national identity, or be
relegated to a new position of marginalization within society.
2. Historical/legal documents, literature, philosophy, art, music, and pop culture reflect the new
statuses of marginalized groups following the active parts of their movements for social change.
3. The government, corporate media, pop culture media, and technology can disseminate information
regarding the new status of cultural groups.
4. Sometimes, the new status established by a marginalized group is incomplete in some way,
initiating new movements to modify the new status, and in cases of repeated marginalization, some

American Humanities, Unit 4

groups choose to begin anew with a different cultural push for social change while others choose to
accept for the time the new marginalization.
5. The cultural groups new status influences its own as well as the nations definitions of identity, the
human ideal, and the American Dream.
Essential Questions
1. How do literature, philosophy, art, music, and pop culture reflect post-movement shifts in
perspectives on identity, the human ideal, and the American Dream?
2. Which marginalized group(s) in American history assimilated into the national identity of the time?
3. Which marginalized group(s) in American history created a new sense of national identity in which
they are both a part of and separate from the previously-established national identity?
4. Which marginalized group(s) in American history was relegated to a new form of marginalization,
and how did this group respond to the new marginalization (challenge and new movement vs.
acceptance)?
5. For a previously-marginalized group, how did they establish a new status, and what was it?
6. How did the literature, philosophy, art, music, and pop culture disseminate information regarding
this new status?
7. How did government and corporate media spread information regarding this new status?
8. What are examples of historical/legal documents, literature, philosophy, art, music, and pop culture
that reflect the new status of a previously-marginalized group?
9. Which marginalized groups established a new identity only to find that identity incomplete in some
way, and how did they address the inadequate aspects of their new status?
10. How does a previously-marginalized groups new status influence its own as well as the nations
definitions of identity, the human ideal, and the American Dream?
11. In history, how has Americas relationship with the environment affected the new status of a
previously-marginalized group?
12. In what ways have religious beliefs and practices influenced the new status of previouslymarginalized groups?
13. In American history, how have war and conflict, both at home and abroad, positively and negatively
affected the new status of previously-marginalized groups?
14. How can a new cultural status affect American perceptions of conformity and individualism, and
how can conformity and individualism affect the American perception of a new cultural status?
15. How can a new cultural status affect American advertising, and how can advertising affect the
American perception of a new cultural status?

American Humanities, Unit 4

Unit Goals
What do students need to KNOW?

What do students need to be able to DO?

Previously-marginalized groups that were

assimilated into the national identity of the time

Previously-marginalized groups that created a

new sense of national identity in which they are
both a part of and separate from the previouslyestablished national identity

Identify 1-3 previously-marginalized groups that

were assimilated into the national identity of the
time

Previously-marginalized groups that were

relegated to a new position of marginalization
within society

Identify 1-3 previously-marginalized groups that

created a new sense of national identity in which
they are both a part of and separate from the
previously-established national identity

How historical/legal documents, literature,

philosophy, art, music, and pop culture reflect
those new statuses

Identify 1-3 previously-marginalized groups that

were relegated to a new position of
marginalization within society

Examples of historical/legal documents,

literature, philosophy, art, music, and pop
culture that reflect those new statuses

Explain how historical/legal documents,

literature, philosophy, art, music, and pop
culture reflect the new statuses of previouslymarginalized groups

Cite specific examples of historical/legal

documents, literature, philosophy, art, music,
and pop culture that reflect those new statuses

Analyze the role of government, corporate

media, pop culture media, and technology in the
dissemination of information regarding new
statuses

Explain the responses of 1-3 previouslymarginalized groups whose new statuses were
incomplete

How Americas relationship with the

environment has affected the new status of a
previously-marginalized group

Analyze how a cultural groups new status

influences its own as well as the nations
definitions of identity, the human ideal, and the
American Dream

How religious beliefs and practices can and have

influenced the new status of a previouslymarginalized group

Analyze how Americas relationship with the

environment has affected the new status of a
previously-marginalized group

The positive and negative effects of war and

conflict on the new status of a previouslymarginalized group

Analyze how religious beliefs and practices can

and have influenced the new status of a
previously-marginalized group

Explain the positive and negative effects of war

and conflict on the new status of a previouslymarginalized group

Analyze how a new cultural status can affect

American perceptions of conformity and
individualism

Analyze how conformity and individualism can

affect the American perception of a new cultural
status

Analyze how a new cultural status can affect

advertising

The role of government, corporate media, pop

culture media, and technology in the
dissemination of information regarding new
statuses
Previously-marginalized groups whose new
status was incomplete and their responses to
that incomplete status
How a cultural groups new status influences its
own as well as the nations definitions of
identity, the human ideal, and the American
Dream

The relationship between conformity and

individualism and a new cultural status

The relationship between advertising and a new

cultural status

American Humanities, Unit 4

American Humanities, Unit 4

Analyze how advertising can affect a new

cultural status

I Can Statements

I Can identify 1-3 previously-marginalized groups that were assimilated into the national identity of
the time.

I Can identify 1-3 previously-marginalized groups that created a new sense of national identity in
which they are both a part of and separate from the previously-established national identity.

I Can identify 1-3 previously-marginalized groups that were relegated to a new position of
marginalization within society.

I Can explain how historical/legal documents, literature, philosophy, art, music, and pop culture
reflect the new statuses of previously-marginalized groups.

I Can cite specific examples of historical/legal documents, literature, philosophy, art, music, and pop
culture that reflect those new statuses.

I Can analyze the role of government, corporate media, pop culture media, and technology in the
dissemination of information regarding new statuses.

I Can explain the responses of 1-3 previously-marginalized groups whose new statuses were
incomplete.

I Can analyze how a cultural groups new status influences its own as well as the nations definitions
of identity, the human ideal, and the American Dream.

I Can analyze how Americas relationship with the environment has affected the new status of a
previously-marginalized group.

I Can analyze how religious beliefs and practices can and have influenced the new status of a
previously-marginalized group.

I Can explain the positive and negative effects of war and conflict on the new status of a previouslymarginalized group.

I Can analyze how a new cultural status can affect American perceptions of conformity and
individualism.

I Can analyze how conformity and individualism can affect the American perception of a new cultural
status.

I Can analyze how a new cultural status can affect advertising.

I Can analyze how advertising can affect a new cultural status.

American Humanities, Unit 4

Aligned Course Essential Standards

C.1
Understand
how American
culture
defines what
it means to
be an
American.

C.2
Understand
the role of
conformity
and
individualism
in American
culture.

C.3
Understand
how poverty,
affluence, and
the American
Dream have
influenced
American
culture.

C.1.1 Analyze
expressions
of identity
within
American
literature,
philosophy,
and the arts.
C.1.3
Compare
ways that
various ethnic
and cultural
communities
in America
have
articulated
the self.
C.1.4
Compare
ways in which
the human
ideal has
been
expressed in
American
culture.
C.1.5
Evaluate the
extent to
which
American
affluence has
affected
individual
identity.

C.2.1 Explain
how
conformity
and
individuality
have
influenced
American
literature,
philosophy,
and the arts.
C.2.2
Evaluate the
extent to
which
American
support or
criticism of
conformity
has
influenced
American
literature,
philosophy,
and the arts.

C.3.1
Compare
multiple
perspectives
of the
American
Dream using
examples of
American
literature,
philosophy,
and the arts.
C.3.4
Evaluate the
extent to
which
poverty,
affluence, and
the American
Dream have
affected
literature,
philosophy,
and the arts.

American Humanities, Unit 4

C.4
Understand
how American
culture has
sought to
balance
individual
rights with
the common
good.
C.4.2 Explain
how
discrepancies
in freedom,
equality, and
justice
influenced
American
literature,
philosophy,
and the arts.

C.5
Understand
how conflict
and
consensus
influences
American
culture.

C.6
Understand
how human
interaction
with land and
nature has
impacted
American
culture.

C.5.1 Analyze
the
relationship
between
conflict and
consensus in
American
literature,
philosophy,
and the arts.
C.5.5 Explain
how social
movements
on behalf of
civil rights
and reform
have
influenced
American
culture.
C.5.6
Evaluate the
extent to
which conflict
and
consensus
have shaped
American
literature,
philosophy,
and the arts.

C.6.1 Explain
how human
interaction
with land and
nature
impacted the
development
of literature,
philosophy,
and the arts.
C.6.4 Analyze
the
relationship
between
regionalism
and cultural
development.

C.7
Understand
the
relationship
between
industrializati
on,
urbanization,
and American
culture.
C.7.1 Explain
how
industrializati
on and
urbanization
impacted the
development
of American
literature,
philosophy,
and the arts.
C.7.2 Analyze
the
relationship
between
urban
immigration,
migration,
and American
culture.
C.7.3
Evaluate the
extent to
which
industrializati
on and
urbanization
have defined
American
culture.

C.8
Understand
the
relationship
between
innovation
and American
culture.

C.8.1 Explain
how
innovations in
technology,
transportation
, and
communicatio
n influenced
American
literature,
philosophy,
and the arts.
C.8.2 Analyze
various
genres of
American
music, in
terms of
origins,
development,
cultural
effects, and
distribution
through radio
and
television.
C.8.3 Analyze
the
development
of popular
culture in
terms of
psychology,
advertising,
and
consumerism.
C.8.4
Evaluate
mediums of
popular
culture, such
as music,
television,
photographs,
and movies,
in terms of
historical
context and
accuracy.

American Humanities, Unit 4

Common Core Standards for Literacy in History and Social Studies

READING

WRITING

CMS CCSS Power Standards:

CMS CCSS Power Standards:

R.11-12.1 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.

W.11-12.1 Write arguments focused on

discipline-specific content.

R.11-12.10 Read and comprehend history/social

studies texts in the grade 11-CCR text complexity
band independently and proficiently.

W.11-12.2 Write informative/explanatory texts,

including the narration of historical events,
scientific procedures/ experiments, or technical
processes.

Additional Reading Standards:

Additional Writing Standards:

R.11-12.2. 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.

W.11-12.3 not applicable as a separate

requirement

R.11-12.3. Evaluate various explanations for

actions or events and determine which explanation
best accords with textual evidence, acknowledging
where the text leaves matters uncertain.
R.11-12.4. 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).
R.11-12.5. 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.
R.11-12.6 Evaluate authors differing points of
view on the same historical event or issue by
assessing the authors claims, reasoning, and
evidence.
R.11-12.7 Integrate and evaluate multiple sources
of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in
words) in order to address a question or solve a
problem.
R.11-12.8 Evaluate an authors premises, claims,
and evidence by corroborating or challenging them
with other information.
R.11-12.9 Integrate information from diverse
sources, both primary and secondary, into a
coherent understanding of an idea or event, noting

American Humanities, Unit 4

W.11-12.4 Produce clear and coherent writing in

which the development, organization, and style are
appropriate to task, purpose, and audience.
W.11-12.5 Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing
what is most significant for a specific purpose and
audience.
W.11-12.6 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.
W.11-12.7 Conduct short as well as more
sustained research projects to answer a question
(including a self-generated question) or solve a
problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the
subject under investigation.
W.11-12.8 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.
W.11-12.9 Draw evidence from informational texts
to support analysis, reflection, and research.

discrepancies among sources.

W.11-12.10 Write routinely over extended time

frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences.

Assessment Options:
W1- Literacy Common Core Power Standard: Writing Arguments

After reading a variety of texts, write ____ that argues your position on ____. Support your position with
evidence from your research. Be sure to acknowledge competing views, and give examples from past
or current events or issues to illustrate and clarify your position.
o

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on whether wars in American history have ultimately benefited or served as detriments
to the new statuses of previously-marginalized groups. Support your position with evidence from
your research. Be sure to acknowledge competing views, and give examples from past or
current events or issues to illustrate and clarify your position.

Example: After analyzing a variety of written and visual texts, write an essay that argues your
position on the most useful venue through which previously-marginalized groups can
disseminate information regarding their new status: government and legal documents,
literature, philosophy/religion, art, music, advertising, corporate media, pop culture,
transportation, or technology. Support your position with evidence from your research. Be sure
to acknowledge competing views, and give examples from past or current events or issues to
illustrate and clarify your position.

[QUESTION] After reading a variety of texts, write ____ that addresses the question, and support your
position with evidence from the texts. Be sure to acknowledge competing views. Give examples from
past or current events or issues to illustrate and clarify your position.
o

Example: In American history, have wars benefited or served as detriments to the new statuses
of previously-marginalized groups? After analyzing a variety of written and visual texts, write an
essay that addresses the question, and support your position with evidence from the texts. Be
sure to acknowledge competing views. Give examples from past or current events or issues to
illustrate and clarify your position.

Example: Which venue is the most useful for previously-marginalized groups to disseminate
information regarding their new status: Government and legal documents, literature,
philosophy/religion, art, music, advertising, corporate media, pop culture, transportation, or
technology? After analyzing a variety of written and visual texts, write an essay that addresses
the question, and support your position with evidence from the texts. Be sure to acknowledge
competing views. Give examples from past or current events or issues to illustrate and clarify
your position.

American Humanities, Unit 4

W2- Literacy Common Core Power Standard: Writing Informative Texts

After reading a variety of texts, write a ____ that defines ____ and explains ____. Support your discussion
with evidence from your research. What conclusions or implications can you draw?
o

Example: After analyzing a variety of written and visual texts, write an essay that defines a
cultural groups new status and explains the historical/legal, literary, philosophical/religious,
artistic, musical, and/or pop culture reflections of this new status. Support your discussion with
evidence from your research. What conclusions or implications can you draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines
American national identity at a specific time in history and explains how the new statuses of
previously-marginalized groups influenced the definition of national identity at that time. Support
your discussion with evidence from your research. What conclusions or implications can you
draw?

Example: After analyzing a variety of written and visual texts, write an essay that defines the
American Dream at a specific time in history and explains how the new statuses of previouslymarginalized groups influenced the concept of the American Dream at that time. Support your
discussion with evidence from your research. What conclusions or implications can you draw?

[QUESTION] After reading a variety of texts, write ____ that defines ____ and explains ____. Support
your discussion with evidence from the texts. What conclusions or implications can you draw?
o

Example: How did a cultural group define its new status, and how did the historical/legal
documents, literature, philosophy, art, music, and/or pop culture reflect this new status? After
analyzing a variety of written and visual texts, write an essay that defines a cultural groups new
status and explains the historical/legal, literary, philosophical/religious, artistic, musical, and/or
pop culture reflections of this new status. Support your discussion with evidence from the texts.
What conclusions or implications can you draw?

Example: At a specific time in history, how did America define its national identity, and how did
the new statuses of previously-marginalized groups influence that definition? After analyzing a
variety of written and visual texts, write an essay that defines American national identity at a
specific time in history and explains how the new statuses of previously-marginalized groups
influenced the definition of national identity at that time. Support your discussion with evidence
from the texts. What conclusions or implications can you draw?

Example: At a specific time in history, how did America define the American Dream, and how did
the new statuses of previously-marginalized groups influence that definition? After analyzing a
variety of written and visual texts, write an essay that defines the American Dream at a specific
time in history and explains how the new statuses of previously-marginalized groups influenced
the concept of the American Dream at that time. Support your discussion with evidence from
the texts. What conclusions or implications can you draw?

R1/R10- Literacy Common Core Power Standards: Reading Closely Over Time with a Variety of Grade-Level
Texts

Historical texts (primary and secondary)

Religious texts
Legal texts
Philosophical texts
Literary texts
Artistic representations
Musical representations
Language study

American Humanities, Unit 4

American Humanities, Unit 4