Year Long Curriculum Map Secondary United States History

Created by Danielle Bonfig Learners and Learning Environment

Learners:
This lesson plan is intended for an eleventh grade traditional United States History course. The class has twenty-seven students: fourteen of which are girls and thirteen boys. There are three students with IEPs in Math and English. The class has five ELL students of varying levels; two students are of Asian American decent and the other three are of Hispanic descent, and seven students who dropped into the class from Advanced Placement United States History. The class is a mixture of Anglo, Asian American, Hispanic and Navajo students. Many of the students have grown up in the area, with the exception of a few who are from the southern Phoenix area, recently moved from the reservation, and one student who is from the East Coast. Four students attend Seminary in the morning and because of the distance, arrive to class five to ten minutes after the bell. Another student cares for his three younger siblings and also may come to class after the bell.

Learning differences:
This plan centers heavily on differentiation. Visuals in the form of videos, pictures, and concept maps are utilized to better aid students who may struggle with written language. For this reason there is a greater focus on analyzing sources other than written sources. All assignments may be submitted electronically or by hand. Much of the assessment in this class is based on verbal and visual formats. Structuring of lessons will include a daily bell work assignment that is due collectively at the end of each week with no penalty if a student was late on a particular day. The days routine will be as follows: bell work, instructional activity, exit ticket, so that students may have a structured learning environment. Partner and group activities will also be utilized in this class, with a higher emphasis on grouping students together whose skills will benefit/aid other students.

Learning Environment:
The classroom will have twelve two-person tables and three to five single desks near the back of the room. The tables will form a U-shape in the classroom to better encourage discussion and group work. There will be breaks in the U-shape tables so that there is ample room to access any desk and area of the room with ease. The teacher desk will be at the front of the room, along with a whiteboard and screen projector. The one wall will contain instructional bulletin boards and posters. These bulletin boards and posters will offer reading and writing tips, current topics for discussion, maps, and timelines to act as visual aids. One side of the room will be dedicated to supplies: mini white boards, writing utensils, poster board, cabinets and shelving, and a library of historical sources for classroom use. Backpacks and purses will be kept away from the desks/tables to negate

distractions but the use of electronic devises will be allowed in a monitored setting. The instructional posters and bulletin boards give the students something to look and learn from if they so choose to not pay attention to actual lessons. The table setup should allow for better classroom discussion as well as group work. Ideally, the tables would also allow for wheelchair/crutches/other mobility devices to navigate easily. Finally, having the teacher desk at the front of the room is just for ease of accessing computers, screens and white boards.

Content and Inquiry Skills

Year-long plan
Enduring Understandings

I. II. III.

Different economic needs influence political agendas and movements. Historians deal in more than facts; they offer interpretations of the past.
Both environmental and human processes shape the landscape. The ways in which human cultures interact with the natural world produces distinct places.

Essential Questions

I. II. III.

What sparks change? How do we know change has happened? Is history a history of progress?

Units of instruction
Unit I - An Introduction to History and Meeting of Cultures (1400-1762)
a. Enduring Understandings a. Culture is both the product of and contributor to the values and ideals of a society and its individuals. b. Essential Questions a. How does geography affect history? b. How did the Columbian Exchange impact empires, Native Americans, and colonists? c. Standards
a. Arizona Standards i. Strand 1: Concept 1: 1. PO 1 - Interpret historical data displayed in maps, graphs, tables, charts,
2. and geologic time scales. 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.

3.

4. 5.

6. 7.

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 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: a. cause and effect b. change over time c. different points of view PO 1. Describe Prehistoric Cultures of the North American continent: a. Paleo-Indians, including Clovis, Folsom, and Plano b. Moundbuilders, including Adena, Hopewell, and Mississippian c. Southwestern, including Mogollon, Hohokam, and Ancestral Puebloans (Anasazi)

ii. AZS1: Concept 2:

1.

iii. AZS1: Concept 3: 1. PO 1. Review the reciprocal impact resulting from early European contact with indigenous peoples: religious (e.g., conversion attempts) economic (e.g., land disputes, trade) social (e.g., spread of disease, partnerships) food (e.g., corn) government (e.g., Iroquois Confederacy, matriarchal leadership, democratic influence) PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life). PO 3. Compare the characteristics of the New England, Middle, and Southern colonies: a. b. c. d. e.

2. 3.

a. Colonial governments b. geographic influences, resources, and economic systems c. religious beliefs and social patterns 4. Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop).

b. Common Core i. Arizona Reading Standards - Literacy in History/Social Studies: 1. 11-12.RH.1 - Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 2. 11-12.RH.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. 11-12.RH.3 - Evaluate various explanations for actions or events and

determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 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.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. 11-12.RH.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 11-12.RH.8 - Evaluate an authors 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.

4.

5.

6.

7.

8. 9.

ii. Arizona Writing Standards - Literacy in History/Social Studies, Science and Technical Subjects 1. 11-12.WHST.1 - Write arguments focused on discipline-specific content.
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. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. 2. 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., a.

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. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. 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).

3. 11-12.WHST.4 - Produce clear and coherent functional writing (e.g.,

formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, caption, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience.

4. 11-12.WHST.5 - Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

5. 11-12.WHST.7 - Conduct short as well as more sustained research

projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

6. 11-12.WHST.9 - Draw evidence from informational texts to support

analysis, reflection, and research.

7. 11-12.WHST.10 - Write routinely over extended time frames (time for

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

c. NCSS i. Strand 1: Culture ii. Strand 3: People, Places, and Environments iii. Strand 6: Power, Authority, and Governance iv. Strand 9: Global Connections

d. Knowledge objectives (Students will understand) a. Students will understand colonial America was preceded by early civilization. b. Students will understand the impact of geography on human settlements. e. Skill objectives (Students will be able to) a. Students will be able to analyze impact of initial contact.

b. Students will be able to distinguish between different cultural elements represented by Old and New World.

Unit II - A Revolutionary Time (1763-1809)

a. Enduring Understandings a. The struggle to balance a nations governmental authority with the preservation of its civil liberties can be contentious and can have far reaching consequences for its citizens. b. In times of rising conflict between groups, a series of events involving armed conflict and bloodshed can harden positions and escalate into war. b. Essential Questions a. How did events like at Lexington, Concord and the Boston Massacre lead to war between Great Britain and the colonies? b. How do leaders unite a society around one cause? c. Why are the Declaration of Independence, the Constitution, and the Bill of Rights key American documents? c. Standards a. AZ Standards i. Concept 4 1. PO1. Assess the economic, political, and social reasons for the American
Revolution: a. British attempts to tax and regulate colonial trade as a result of the French and Indian War b. colonists reaction to British policy ideas expressed in the Declaration of Independence PO2. Analyze the effects of European involvement in the American Revolution on the outcome of the war. 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 e. creation of the Bill of Rights

2. 3.

b. NCSS
i. ii. iii. iv. v. Strand 1: Culture Strand 3: People, Places, and Environments Strand 5: Individuals, Groups, and Institutions Strand 6: Power, Authority, and Governance Strand 10: Civic Ideals and Practices

c. Common Core i. See Previous Unit d. Knowledge objectives a. Students will understand the different perspectives of the American Revolution.

b. Students will understand the causes for the removal of the Articles of the Confederation and the impact of the Bill of Rights to the Constitution. e. Skill objectives a. Students will be able to point out the flaws in the Articles of Confederation. b. Students will be able to infer the influence of key individuals in shaping the executive branch.

Unit III - The Expansion of a New Nation

a. Enduring Understandings a. The New Nation was not inherently stable and defined as a government. b. In the 1800s the U.S. underwent a tremendous amount of exploration, expansion, and settlement of lands west of the Mississippi. c. Westward Expansion was influenced by economic interest and geography. b. Essential Questions a. How did the War of 1812 affect Americans feelings about their country? b. What role did compromise and cooperation play in resolving conflict and the development of the new nation? c. In what ways did westward expansion change the landscape of America? c. Standards a. AZ Standards i. Concept 4 1. PO5. Examine the significance of the following in the formation of a new
nation: a. b. c. of George Washington economic policies of Alexander Hamilton creation of political parties under Thomas Jefferson and Alexander Hamilton d. the establishment of the Supreme Court as a co-equal third branch of government under John Marshall with cases such as Marbury v. Madison PO6. Examine the experiences and perspectives of the following groups in the new nation: a. b. c. d. e. property owners African Americans women Native Americans indentured servants

2.

ii. Concept 5 1. PO1. Trace the growth of the American nation during the period of
western expansion: a. Northwest Territory b. Louisiana Territory c. Florida d. Texas e. Oregon Country f. Mexican Cession g. Gadsden Purchase

h. Alaska 2. PO2. Analyze how the following events affected the political

3.

4. PO4. Describe the impact of European-American expansion on native peoples. b. NCSS

i. ii. iii. iv. Strand 3: People, Places, and Environments Strand 5: Individuals, Groups, and Institutions Strand 6: Power, Authority, and Governance Strand 7: Production, Distribution, and Consumption

transformation of the developing nation a. Jeffersons Presidency b. War of 1812 c. Jacksons Presidency PO3. Identify how economic incentives and geography influenced early American explorations: a. explorers (e.g., Lewis and Clark, Pike, Fremont) b. fur traders c. miners d. missionaries (e.g., Father Kino, Circuit Riders)

c. Common Core i. See 1st Unit d. Knowledge objectives a. Students will understand the concept of Manifest Destiny and its role in the New Nation. b. Students will understand the emergence of a two-party system in the new nation. e. Skill objectives a. Students will be able to trace the settlement and development of the Spanish borderlands b. Students will be able to describe the causes and challenges of westward migration.

Unit IV - The Makings of Civil War through Reconstruction

a. Enduring Understandings a. Many factors and events lead to the breakdown of relationships between regions prior to a civil war. b. Strategy, leadership, and technology affect the major battles and final outcome of a war. b. Essential Questions a. What factors and events lead to the Civil War? b. How is the Civil War a defining moment in U.S. History? c. How well did Reconstruction unite the country? c. Standards a. AZ Standards i. Concept 6

1. PO 1. Explain the economic, social, and political causes of the Civil War:
economic and social differences between the North, South, and West b. balance of power in the Senate (e.g., Missouri and 1850 Compromises) c. extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act) d. role of abolitionists (e.g., Frederick Douglass and John Brown) e. debate over popular sovereignty/states rights f. Presidential election of 1860 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 PO 3. Analyze immediate and long term effects of Reconstruction in post Civil War America: a. various plans for reconstruction of the South b. Lincolns assassination c. Johnsons impeachment d. Thirteenth, Fourteenth and Fifteenth Amendments e. resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877) a.

2.

3.

b. NCSS
vi. Strand 1: Culture vii. Strand 3: People, Places, and Environments viii. Strand 6: Power, Authority, and Governance

c. Common Core i. See 1st Unit d. Knowledge objectives a. Students will be aware of the various causes of the Civil War. b. Students will understand accomplishments and failures of Reconstruction. e. Skill objectives a. Students will be able to contrast the economies, societies, and political views of the North and the South. b. Students will be able to map the major successes and failures of Reconstruction.

Unit V - Industrial Revolution and Social Reforms (1870-1917)

a. Enduring Understandings a. The industrial revolution transformed the U.S. into an industrial powerhouse. b. Essential Questions a. How did the industrial growth of the late 1800s shape American society and the economy?

b. What methods did business leader use to maximize profits, reduce costs, and/or eliminate competition? c. How did poor working conditions lead to the formation of labor unions? c. Standards a. AZ Standards i. Concept 5 1. 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, cotton gin, interchangeable parts)

ii. Concept 7 1. PO 1. Analyze how the following aspects of industrialization transformed

the American economy beginning in the late 19 th 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 PO 2. Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries: a. Civil Rights issues (e.g., Womens Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson) b. changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924) c. urbanization and social reform (e.g., health care, housing, food & nutrition, child labor laws) d. mass media (e.g., political cartoons, muckrakers, yellow journalism, radio) e. consumerism (e.g., advertising, standard of living, consumer credit) f. Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz, changed social mores)

2.

b. NCSS
i. ii. iii. iv. v. vi. vii. viii. Strand 2: Time, Continuity, and Change Strand 3: People, Places, and Environments Strand 4: Individual Development and Identity Strand 5: Individuals, Groups, and Institutions Strand 6: Power, Authority, and Governance Strand 7: Production, Distribution, and Consumption Strand 8: Science, Technology, and Society Strand 10: Civic Ideals and Practices

c. Common Core i. See 1st Unit d. Knowledge objectives a. Students will understand that natural resources fueled growth of markets.

b. Students will understand the causes that lead to the formation of labor unions. e. Skill objectives a. Students will be able to analyze the factors that led to the industrialization of the United States in the late 1800s.

Unit VI - Immigration, Imperialism and the Roaring 20s

a. Enduring Understandings a. Americans adopted parts of immigrant cultures, while immigrants adopted parts of American culture. b. Beginning in the mid-1800s, America focused more and more on expanding its trade and acquiring new territories. b. Essential Questions a. What specific ways did immigrants contribute to the shaping of American society? b. In what ways did the rapid changes of the 1920s impact American Society? c. Standards a. AZ Standards i. Concept 7 1. PO 2. (see Unit 5) 2. 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) 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)

b. NCSS
i. ii. iii. iv. v. vi. vii. Strand 1: Culture Strand 3: People, Places, and Environments Strand 4: Individual Development and Identity Strand 5: Individuals, Groups, and Institutions Strand 6: Power, Authority, and Governance Strand 9: Global Connections Strand 10: Civic Ideals and Practices

c. Common Core i. See 1st Unit d. Knowledge objectives a. Students will understand the two types of factors that lead to immigration. e. Skill objectives a. Students will be able to explain the push and pull factors leading to immigrants in America.

Unit VII - Depression, WWII to Civil Rights

a. Enduring Understandings a. The US experienced both economic growth and social change in the decade after WWI. b. Essential Questions a. How did the New Deal alter the role of government in the lives of Americans? b. How did the need to wage total war alter the nature of American society? c. How successful were the various groups (women, African Americans, workers, etc) in achieving their goals? c. Standards a. AZ Standards i. Concept 8 1. PO1 Describe causes and consequences of the Great Depression:
economic causes of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash) b. Dust Bowl (e.g., environmental damage, internal migration) c. effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines) d. changes in expectations of government (e.g., New Deal programs) PO2 Describe the impact of American involvement in World War II: a. movement away from isolationism b. economic recovery from the Great Depression c. homefront transformations in the roles of women and minorities d. Japanese, German, and Italian internments and POW camps e. war mobilization ( e.g., Native American Code-Talkers, minority participation in military units, media portrayal) f. turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki a.

2.

ii. Concept 9 1. PO1 Analyze aspects of Americas post World War II foreign policy
a. b. c. d.

2.

3.

international activism (e.g., Marshall Plan, United Nations, NATO) Cold War (e.g., domino theory, containment, Korea, Vietnam) Arms Race (e.g., Cuban Missile Crisis, SALT) United States as a superpower (e.g., political intervention and humanitarian efforts) PO2 Describe aspects of American post-World War II domestic policy: a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments) c. Supreme Court Decisions (e.g., the Warren and Burger Courts) d. Executive Power (e.g., War Powers Act, Watergate) e. social reforms Great Society and War on Poverty f. Space Race and technological developments PO3 Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counter-culture, mass-media) c. protest movements (e.g., anti-war, womens rights, civil rights, farm workers, Csar Chavez)

d. e.

assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) shift to increased immigration from Latin America and Asia

b. NCSS
i. ii. iii. iv. v. vi. vii. viii. Strand 1: Culture Strand 3: People, Places, and Environments Strand 4: Individual Development and Identity Strand 5: Individuals, Groups, and Institutions Strand 6: Power, Authority, and Governance Strand 7: Production, Distribution, and Consumption Strand 9: Global Connections Strand 10: Civic Ideals and Practices

c. Common Core d. See 1st Unit d. Knowledge objectives (Students will understand) a. Students will understand the weaknesses present in the economy of the 1920s. e. Skill objectives (Students will be able to) a. Students will be able to explain how the stock market crash contributed to the coming of the Great Depression.

Unit VIII - Cold War to Present

a. Enduring Understandings a. The economic and social consequences of World War II led to new movements in American culture and politics. b. The Cold War changed the role of the United States in global affairs. b. Essential Questions that will drive the unit a. What qualities make the Cold War cold or hot? b. How did the United States respond to the Communist threat abroad and at home? c. How did the Presidential Policy dealing with Vietnam change over time? c. Standards a. AZ Standards i. Concept 7 1. PO3 g: Red Scare/Socialism 2. Concept 9 PO1-PO3 (See previous unit) ii. Concept 10 1. PO1 Describe current events using information from class discussions and 2. 3.
various resources (e.g., newspapers, magazines, television, Internet, books, maps.) PO2 Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). PO3 Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate,

b. .NCSS
i. ii. iii. iv. v. vi. vii. viii. ix. x.

OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the United States

Strand 1: Culture Strand 2: Time, Continuity, and Change Strand 3: People, Places, and Environments Strand 4: Individual Development and Identity Strand 5: Individuals, Groups, and Institutions Strand 6: Power, Authority, and Governance Strand 7: Production, Distribution, and Consumption Strand 8: Science, Technology, and Society Strand 9: Global Connections Strand 10: Civic Ideals and Practices

c. Common Core i. See 1st Unit d. Knowledge objectives (Students will understand) a. Students will understand the reasons that the wartime alliance between the US and the Soviet Union unraveled. e. Skill objectives (Students will be able to) a. Students will be able to differentiate between liberal and conservative views.

Instructional Practice: Planning

August
Monday Week 1 Tuesday Wednesday Thursday 1 Start of School 8 Friday 2

5 Week 2 Start of 1st Quarter Unit 1- A Meeting of

Cultures (1400-1762) AZS1: C1: PO 1-7 AZS1: C2: PO 1 AZS1: C3: PO 1-4 NCSS:S1, S3, S6, S9 AZCC: 11-12.RH.1-9

AZCC: 1112.WHST.1,2,4, 5,7,9,10 12 Week 3 Unit 1 Continued 13 14 15 16

19 Week4 Unit 1 Continued 26 Week 5 Unit 1

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27

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30 Assessment Unit Test

September
Monday 2 Week 6 No School Tuesday 3 Unit 2 Begins AZS1:C4: PO1,2, 4 NCSS: S1, S3, S5, S6, S10
AZCC: 11-12.RH.1-9

Wednesday 4

Thursday 5

Friday 6

AZCC: 1112.WHST.1,2,4, 5,7,9,10 9 Week7 10 11 12 13

Unit 2

16 Week 8 Unit 2

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23 Week 9 Unit 2 30 Week 10 Unit 2

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October
Monday Week 10 Unit 2 7 Week 11 8 9 10 End of First Quarter 11 Tuesday 1 Wednesday 2 Thursday 3 Friday 4

Unit 2 14 Week 12 Unit 3 AZS1:C4:PO5 -6 AZS1:C5:PO1-4 NCSS: S3,S5,S6, S7

AZCC: 11-12.RH.1-9

15

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AZCC: 1112.WHST.1,2,4, 5,7,9,10 21 Week 13 Unit 3 22 23 24 25

28 Week 14 Unit 3

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31

November
Monday Week 14 Unit 3 4 Week 15 Unit 3 Review 11 Week16 No School 12 Unit 4 AZS1:C6:PO1-3 NCSS: S1, S3-S6
AZCC: 11-12.RH.1-9

Tuesday

Wednesday

Thursday

Friday 1

8 Unit 3 Assessment

13

14

15

AZCC: 1112.WHST.1,2,4, 5,7,9,10

18 Week 17 Unit 4 25 Week 18 Unit 4

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26

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28 No School

29 No School

December
Monday 2 Week19 Unit 4 9 Week 20 Unit 4 16 Week 21 17 18 19 End of Second Quarter 20 No School 10 11 12 13 Tuesday 3 Wednesday 4 Thursday 5 Friday 6

Unit 4 23 Week 22 No School 30 Week 23 No School 24 No School 31 No School 25 No School 26 No School 27 No School

January
Monday Week23 Tuesday Wednesday 1 No School 6 Week24 First Day of 3rd Quarter Unit 5 AZS1:C5:PO 5 AZS1:C7:PO 1 - 2 NCSS: S2-8, S10
AZCC: 11-12.RH.1-9

Thursday 2 No School 9

Friday 3 No School 10

AZCC: 1112.WHST.1,2,4, 5,7,9,10 13 Week 25 Unit 5 20 Week26 Unit 5 27 Week27 Unit 5 28 29 30 31 21 22 23 24 14 15 16 17

February
Monday 3 Week28 Unit 5 Review 10 11 12 13 14 Tuesday 4 Wednesday 5 Thursday 6 Friday 7 Unit Assessment

Week29 Unit 6 AZS1:C7:PO 2- 3f NCSS: S1, S3S6,S9,S10

AZCC: 11-12.RH.1-9

AZCC: 1112.WHST.1,2,4, 5,7,9,10 17 Week30 Unit 6 24 Week31 Unit 6 25 26 27 28 18 19 20 21

March
Monday 3 Week32 Unit 6 Tuesday 4 Wednesday 5 Thursday 6 Friday 7

10 Week33 Spring Break No School 17 Week34 Unit 6 -Review 24 Week35 Start of 4th Quarter Unit 7 AZS1:C8:PO1-2 AZS1:C9:PO1-3 NCSS: S1, S3-S7, S9, S10
AZCC: 11-12.RH.1-9

11 Spring Break No School 18

12 Spring Break No School 19

13 Spring Break No School 20 Unit Assessment

14 Spring Break No School 21 End of 3rd Quarter

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26

27

28

AZCC: 1112.WHST.1,2,4, 5,7,9,10 31 Week 36

Unit 7

April
Monday Week 36 Unit 7 7 Week37 Unit 7 14 Week38 Unit 7 19 Week39 Unit 7 Review 28 Week40 29 30 22 23 24 25 15 16 17 18 8 9 10 11 Tuesday 1 Wednesday 2 Thursday 3 Friday 4

Unit 8 AZS1:C7:PO 3g AZS1:C9:PO1-3 AZS1:C10:PO1-3 NCSS: S1-S10

AZCC: 11-12.RH.1-9

AZCC: 11-12.WHST. 1, 2, 4-10

May
Monday Week40 Unit 8 5 Week41 Unit 8 12 Week42 Unit 8 13 14 15 16 6 7 8 9 Tuesday Wednesday Thursday 1 Friday 2

19 Week43 Unit 8 Review 26

20

21

22 End of 4th Quarter Last Day of School

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Instructional Practice: Assessment and Methods Pre-assessment

As a pre-assessment of a given unit I would use Poll Everywhere as an informal way to have my students begin thinking about a certain topic. Why? - First, this medium would be a hook for my students and engage them. Second, using a program like Poll Everywhere is a paperless way to see what students already know about a given topic. How is this evidence? - The answers my students give to the polls/questions are evidence of engagement in this activity and of material they may not know or already do know. o Example lesson: Mercantilism. I could post the term and ask for a brainstorm through Poll Everywhere. Or I could ask a question on what it means to have global trade. There are many options.

Formative Assessment
The use of mini-white boards for quick in class responses to questions, Quizzes to check content at home, and 3-2-1 papers (in which students name three items they learned that day, present two view points, and one item they may still be confused on) will be used as general formative assessments throughout a given unit. Why? - In general, I would want to use quizzes as a means to see progress on content. Ideally, these would be short 5-10 question quizzes to see if my students understood textbook readings. The mini-white boards are a more active formative assessment, so that I can physically see who is engaged in the subject. 3-2-1 papers are more for me to understand my students. How is this evidence? - Quizzes are formal evidence of at least obtaining content and the mini-whiteboard work shows immediate feedback in an informal way. The 3-2-1 papers formally show me what my students understood from a lesson by telling me what they know, having them expand on in, then saying what is still unclear. o Example: Mercantilism. After my students read a section of the book over the causes of the American Revolution, they would take a quiz (probably online) for content checking. Then we would have a full lesson on Mercantilism itself. Then I would have my students do a 3-2-1 paper as an exit ticket from that day in class. They would define three parts of mercantilism, two reasons of why such a system should be kept or tossed in context, and finally 1 thing that is still unclear.

Summative assessment
Socratic Seminar to implement higher discussion skills, a Unit Time line for students to review information, and Unit Tests will be the focus of the summative assessment in this class. Why? - Ideally, with these types of formal summative assessment, I would be able to see understanding of content and historical thinking. The Test would be to cover content; students are generally used to there being a test so this would be my minimum assessment. The Socratic seminar would be centered on a theme in a unit and the students would have to discuss/debate certain aspects of it. And the Unit timeline would be a mixture of understanding and content. The timeline would put content in order but I would have my students expand on certain elements (maybe make certain events bigger on the timeline and argue why that is). How is this evidence? - The tests are a physical representation of content attainment. The Socratic seminar gives students the chance to expand on content but also can show historical thinking characteristics. The unit time line shows understanding of how content flows and hopefully a visual representation of it. o Example: American Revolution. At the end of the unit students would first be tested on just dates, terms, and names. The unit timeline would need to cover pre-contact, colonization, mercantilism, and the revolution itself. The Socratic seminar would discuss such questions like Were the Founding Fathers Patriots?.

Instructional Practice: Strategies and Methods:

Instructional Activity Example:
One example of an instructional activity would be fishbowl, in which a small group in the center will be circled by the class. The small group will engage in an activity, a discussion, debate, or simulation, modeling for the larger group. The class will discuss the product of the given activity before switching groups. This sort of activity would allow students to have material modeled by peers, but also demand that students play an equal role in each others learning. Most content can be delivered in the way, but it is best centered around simulation or discussion so that students can reflect on the outcome of the first group. For example, in the unit A Revolutionary Time I might implement a fishbowl discussion as a summative assessment. I would ask students questions such as Was it just for the 13 colonies to declare independence?, What makes a government strong or weak?, Who benefited from independence? or Is the Constitution a living document?. Such questions and responses from students would help me gauge their understanding of what was taught throughout the unit, and be a positive note to end the unit on.

Tech-based instructional activity:

One example of a tech-based instructional activity will be the use of digitized speeches in class. Broken into groups, the class will listen and break apart a speech and analyze it for its persuasive elements. Pairing the speech with its written form, students will be able to better engage in the speech and perhaps catch nuances in it. Such analysis of such a source can be led into a discussion of what makes a speech persuasive, what affects did this speech have on public opinion, how might it have been perceived by different point of views, etc. This tech-based instructional activity could also be used with dramatized speeches or with video clips of major events. In the case of Unit VII, when discussing Civil rights, I would have students listen and/or watch Dr. Martin Luther King Jr. I Have a Dream speech with a transcript of the speech as well. I would have students compare Dr. Kings speech with other persuasive orations of the time from different perspectives on the Civil Rights Movement (ie Malcom X) and evaluate what makes such speeches so persuasive or powerful enough to last time. Why do we remember these words and not others?

Bibliography
"High School English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects." Arizonas Common Core Standards. http://www.azed.gov/azcommoncore/elastandards/hsela/ (accessed October 20, 2013). Lancaster Central School District, "US History." Last modified June 4, 2012. Accessed October 20, 2013. http://www.lancasterschools.org/Page/8593. Lapsansky-Werner. United States History. Upper Saddle River, New Jersey: Pearson, 2010. "National Curriculum Standards for Social Studies: Chapter 2-The Themes of Social Studies." National Council for the Social Studies. http://www.socialstudies.org/standards/strands (accessed October 20, 2013). "The Social Studies Standard Articulated by Grade Level." K12 Academic Standards. http://www.azed.gov/standards-practices/social-studies-standard/ (accessed October 20, 2013).