US History - Culturally Relevant African American Viewpoint - Grade 11

US HISTORY: CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 11
CURRICULUM NOT ADOPTED
Course Description: This course explores United States History from an African American perspective. The course will begin with an exploration of Africa preColonialism, including thriving tribal life and cultural norms. In the United states, the course concentrates on major themes in the history including the role of slavery in the genesis of African American society, the consequences of emancipation and industrialization, the effect of migration, the development of African nationalism, the Civil Rights movement, the effects of racism, and contemporary African American culture. This course provides students with understanding the significant role African Americans played in the shaping of the United States. Students will be able to understand how the past impacts on the present and the future. Enduring Understanding: The history and culture of Africa are of immense importance to the history of humankind in general and the history and culture of African Americans in particular. State Standards Strand 2: World History Concept : Concept 5: Encounters and Exchange Performance Objective: PO 1. Describe the religious, economic, social, and political interactions among civilizations that resulted from early exploration: a. reasons for European exploration b. impact of expansion and colonization on Europe c. impact of expansion and colonization on Africa, the Americas, and Asia d. role of disease in conquest e. role of trade f. navigational technology g. impact and ramifications of slavery and international slave trade h. contrasting motivations and methods for colonization State Standards Rationale and Examples: Students will gain introductory knowledge of the African experience so that they recognize and assess the significance of African culture prior to slavery. There were enduring cultural values that remained during and after slavery. This unit aims to highlight the roots of African American culture and identity. Common Core 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.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topics in several primary and secondary sources. 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. 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.
TUCSON UNIFIED SCHOOL DISTRICT
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Enduring Understanding: Understanding the impact of European imperialism on African and indigenous populations is indispensable to the study of United States history. The enslavement of Africans in colonial America emanated from the arrival in 1619 of twenty slaves in Jamestown, Virginia and encompassed all of the colonies and that slavery changed over time from a form of indentured servitude to what eventually became known as chattel slavery. State Standards: Concept 2: Early Civilizations Performance Objective: PO 1. Describe Prehistoric Cultures of the North American continent: a. PaleoIndians, including Clovis Concept : Concept 3: Exploration and Colonization Performance Objective: PO 1. 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) Performance Objective: PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life). Performance Objective: PO 3. 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 Performance Objective: PO 4. Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop). Concept : Concept 4: Revolution and New Nation Performance Objective: PO 6. Examine the experiences and perspectives of the following groups in the new nation: a. property owners b. African Americans c. women d. Native Americans e. indentured servants Rationale and Examples: Students will analyze the results of European subjugation of African and indigenous populations in the Western hemisphere as well as the economic, political, and social motivations that propelled European imperialism. Students will be able to understand that the forced migration of Africans as chattel slaves had dehumanizing effects that still impact the lives of African Americans today. Common Core 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.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.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. 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.
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Enduring Understanding: The nature and dynamics of a master/slave society determined class, race and social stratification in the United States. Oppressed and enslaved people as well as advocates of social, racial and economic equality met this social system with resistance. This resistance came in both passive and aggressive forms that highlighted the injustice of the institution of slavery. State Standards Concept 4: Revolution and New Nation Performance Objective: PO 6. Examine the experiences and perspectives of the following groups in the new nation: a. property owners b. African Americans c. women d. Native Americans e. indentured servants Rationale and Examples: Students will be able to identify the roots of social, racial and economic inequality in United States history as well as in contemporary times. Common Core 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.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.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. 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
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Enduring Understanding: The Revolutionary War had a paradoxical effect on enslaved Africans and free blacks, affecting them in both positive and negative ways. Initially, the war weakened slavery in a variety of ways (built abolitionist sentiment, the chaos of war served as a distraction, et al). However, it eventually led to the creation of the United States Constitution, which endorsed slavery. Embedded within the US Constitution is the ideal of democracy and equality, yet it formally recognized the institution of slavery as a vital part of the US economic, political and social systems State Standards Concept : Concept 4: Revolution and New Nation Objective: 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 Performance Objective: PO 2. Analyze the effects of European involvement in the American Revolution on the outcome of the war. Performance Objective: PO 3. Describe the significance of major events in the Revolutionary War: a. Lexington and Concord b. Bunker Hill c. Saratoga d. writing and ratification of the Declaration of Independence e. Yorktown Performance Objective: PO 4. Analyze how the new national government was created: a. Albany Plan of Union influenced by the Iroquois Confederation b. Articles of Confederation c. Constitutional Convention d. struggles over ratification of the Constitution e. creation of the Bill of Rights Performance Objective: PO 5. Examine the significance of the following in the formation of a new nation: a. presidency of George Washington b. economic policies of Alexander Hamilton c. creation of political parties under Thomas Jefferson and Alexander Hamilton d. Rationale and Examples: Students will understand the paradoxical effect of the Revolutionary War because it provides a level of complexity to the often simplified promise of liberty and freedom guaranteed by the outcome of the war. This understanding will also highlight the ongoing struggle of black people to be truly American in a society where they have been historically oppressed. Students will understand that slavery was entrenched in American society and efforts to abolish slavery had to overcome economic, political and social systems. Common Core 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. 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.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.WHST.1Write 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. 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.
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the establishment of the Supreme Court as a co-equal third branch of government under John Marshall with cases such as Marbury v. Madison. Performance Objective: PO 6. Examine the experiences and perspectives of the following groups in the new nation: a. property owners b. African Americans c. women d. Native Americans e. indentured servants State Standards Enduring Understanding: Manifest Destiny justified the expansion of the United States, which resulted in national controversy over the extension of slavery into new territories and the annexation of Mexican territories. As a result of expansion, the African American experience was varied depending upon the particular region in which they lived (south, north, and west)though all shared some common experiences with racism, oppression and discrimination. Northern blacks suffered from a constant tide of racial prejudice and discrimination. In the south, slaves were able to forge a community with a distinctive ethos and culture. State Standards: Concept 5: Westward Expansion Performance Objective: PO 1. 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 Performance Objective: PO 2. Analyze how the following events affected the political transformation of the developing nation: a. Jeffersons Presidency b. War of 1812 c. Jacksons Presidency Performance Objective: 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) Performance Objective: PO 4. Describe the Rationale and Examples: Students will delve more deeply into the economic, political and social factors that supported slavery and fueled Manifest Destiny. This will give students a more sophisticated depth of understanding of the controversies surrounding expansion and ultimately lead to the Civil War. Students will trace the growth of slavery in the south, the controversy of allowing slavery to extend westward, and track the plight of northern blacks in order to understand that there is no singular black experience. These varied experiences will eventually lead to different visions of racial equality and efforts towards obtaining first class citizenship. Common Core 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.
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.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.WHST.1Write arguments focused on discipline-specific content.
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impact of European-American expansion on native peoples. Performance Objective: 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) State Standards
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. 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.
Enduring Understanding: Embedded in the factors of war were the moral and practical concerns regarding slavery or its abolition. These factors include: abolition, balance of power of free/slave states in Congress, the extension of slavery, sectionalism, states rights, and secession. Black participation in the Civil War, such as that of soldiers, sailors, scouts, spies, nurses, teamsters, cooks, helped facilitate the emancipation of African Americans and Union victory. While the Emancipation Proclamation was part of a greater military strategy to win victory over the Confederate States of America, it is celebrated for the emancipation of 4 million slaves. In this way the Emancipation Proclamation remedied the shortcomings of the Constitution that had institutionalized slavery. State Standards : Concept 6: Civil War and Reconstruction Performance Objective: PO 1. Explain the economic, social, and political causes of the Civil War: a. economic and social differences between the North, South, and West b. balance of power in the Senate (e.g., Missouri and 1850 Compromises) c. extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act) d. role of abolitionists (e.g., Frederick Douglass and Rationale and Examples: Students will be able to identify the economic, social and political costs of factors that led to the civil war as well as the moral issues surrounding abolition and the human cost of slavery. They examine the ways in which black participation changed the thinking of many people, whites and blacks, about the humanity of the black slave. The willingness of blacks to fight for the ideals that define this Common Core 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.
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.
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John Brown) e. debate over popular sovereignty/states rights f. Presidential election of 1860 Performance Objective: 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
country highlighted the hypocrisy and complicated the debate over the application of racial equality in all sectors of society. Students will analyze the Emancipation Proclamation for its ideals and actual effects, including the polarizing effect it had on race relations in the north (i.e. the New York City Draft Riots).
11-12.RH.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.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.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. 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. 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.
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Enduring Understanding: African Americans made unprecedented gains during Reconstruction, which led to a hostile and white supremacist response. The postCivil War period witnessed no meaningful land reform for African American to achieve their primary goal of obtaining land. With the end of Reconstruction, the federal government withdrew its protection of the fundamental rights of blacks as American citizens in a compromise that placed sectional reconciliation as preferable to racial equality in the south. The combined issues of land reform and federal withdrawal guaranteed that black could not become self-sufficient, their vote would be disenfranchised and their welfare would again be in the hands of those who had oppressed them under slavery. State Standards: Concept 6: Civil War and Reconstruction Performance Objective: 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)State Standards Rationale: Students will examine the achievements of African Americans, the federal interventions made on their behalf, and the violent backlash that included such things as: Black Codes, lynching, convict labor and Jim Crow. Students will understand that land ownership has always been the key to prosperity in the United States, and that the failure of land reform perpetuated the cycle of poverty and oppression (sharecropping, and tenant farming) experienced by African Americans. This has had lasting consequences for generations of African Americans. This understanding will allow students to trace the evolution of black history from the heights of the promise of freedom and racial equality to the depths of Jim Crow and second class citizenship. Common Core 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.
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.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.WHST.1Write 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.
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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 Enduring Understanding: The years between Reconstruction and World War I are considered the nadir in American race relations, yet from this time emerged the beginnings of the modern black community. The purpose of Jim Crow was to prevent racial mixing in order to protect white privilege and to keep blacks in their assigned place. Plessy v Ferguson legalized separate but equal which became a key legal sanction for Jim Crow laws. Also, Jim Crow focused on eliminating the black vote through laws that disenfranchised African American men. State Standards Concept 7: Emergence of the Modern United States Performance Objective: 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 Performance Objective: 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 Rationale and Examples: Students will become familiar with the forms of violent oppression (lynching, vigilante justice, KKK and other supremacist groups) used to terrorize black communities into compliance with Jim Crow and white supremacy). Students will understand that the experience of severe racial violence, discrimination and oppression did not prevent the creation of organized African American civil rights movements and differing philosophies related to racial equality and survival. Students will understand that the suppression of African American rights was based on political, social and economic motives. Common Core 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.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources and topic in several primary and secondary sources. 11-12.WHST.1Write 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
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biases.
living, consumer credit) f. Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz, changed social mores) Performance Objective: 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) g. Red Scare/Socialism h. Populism Performance Objective: PO 4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood. State Standards Enduring Understanding: WWI impacted African Americans in numerous ways:
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.
1. The Great Migration of 500,000 blacks to northern industrial cities for war-time production introduced black workers into the industrial workforce, created black ghettos, and transformed northern black cultural life. 2. Black Civil Rights efforts were quelled during war-time as the call for unity and patriotism superseded the nations internal struggle for racial equality. 3. Americas failure to practice democracy after WWI stimulated a new urgency for black Americans to protest against injustice. A New Negro emerged demanding equal rights in their home country. State Standards Concept 7: Emergence of the Modern United States Performance Objective: 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 Rationale and Examples: Students will examine the effect and lasting impact of the Great Migration on northern African Americans and the urban nature of black life. Common Core 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.
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Students will demonstrate a critical understanding of the effects of other national issues (i.e. war, economic panics, conflicts/crisis) on the pace of the Civil Rights Movement. Students will then compare compliant v suppliant approaches to gaining equal rights in America, starting with black WWI veterans and continuing with black intellectuals.
(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 Performance Objective: 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) Performance Objective: 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) g. Red Scare/Socialism h. Populism Performance Objective: PO 4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood. State Standards
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.
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.8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12.WHST.1Write 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. 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.
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Enduring Understanding: The work of the artists of the Harlem Renaissance conveyed the sentiment of the New Negro, one who was assertive in seeking an end to racial injustice and conscious and proud of African ancestral heritage. The voices of African American artists and writers were not really heard until it was acknowledged by white America. The media has the ability to influence the way different cultures relate to each other and to other cultures Artistic expression is vital to society. State Standards : Concept 7: Emergence of the Modern United States Performance Objective: 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 Performance Objective: 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)State Standards Rationale and Examples: Students will assess the Harlem Renaissance and identify major figures and historical themes threaded though literature, music and art. Students will evaluate the role of media in shaping Americas view of African Americans as the other. Common Core 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. 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.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.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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
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arguments or information. 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. Enduring Understanding: While all Americans suffered during the Great Depression, African Americans were the most adversely affected which led to their engagement in organizational activities and switch of political allegiance from the Republican Party (party of Lincoln and emancipation) to the Democratic Party and its New Deal. State Standards: Concept 8: Great Depression and World War II Performance Objective: PO 1. Describe causes and consequences of the Great Depression: a. economic causes of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash) b. Dust Bowl (e.g., environmental damage, internal migration) c. effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines) d. changes in expectations of government (e.g., New Deal programs) State Standards Rationale and Examples: Students will be able to compare and contrast the affects of the Great Depression on African Americans to todays political and economic realities. Common Core 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.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.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 11-12.WHST.1Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the
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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. 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. Enduring Understanding: WWII offered greater opportunity for African Americans within the existing social/legal framework of segregation. The manpower demands of the war, the need for efficiency, and the prodding of Civil Rights leaders led the military to discard some of its racist practices. In addition, war production needs at home increased black participation in the labor market, which helped affect the most rapid closing of the white/black income gap of any time in American history, and also triggered the exodus of over 1 million southern blacks to the north and west coast. State Standards Concept 8: Great Depression and World War II Performance Objective: PO 2. 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 Rationale and Examples: Students will recognize that increasing racial opportunity within the military was a pragmatic, not moral decision for meeting the demands of the war. However, for black men, military service was used as a springboard to higher socioeconomic status and integration into the majority population. Common Core 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.6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence.
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mobilization ( e.g., Native American CodeTalkers, minority participation in military units, media portrayal) f. turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki
11-12.RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to 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.WHST.1Write 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. 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.
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Enduring Understanding: During the Cold War, the communist world was able to score propaganda victories with millions of colonial subjects in Asia and Africa by highlighting racism in America. At the same time, McCarthyism fostered a conservative mood and backlash against advocates of racial integration as communists. The conservative backlash attempted to stifle advocates of racial equality as being "contrary to the best interest of the United States," i.e. W.E.B. Dubois, Paul Robeson. State Standards Concept 9: Postwar United States Performance Objective: PO 1. Analyze aspects of Americas post World War II foreign policy: a. international activism (e.g., Marshall Plan, United Nations, NATO) b. Cold War (e.g., domino theory, containment, Korea, Vietnam) c. Arms Race (e.g., Cuban Missile Crisis, SALT) d. United States as a superpower (e.g., political intervention and humanitarian efforts) Performance Objective: PO 2. Describe aspects of American post-World War II domestic policy: a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments) c. Supreme Court Decisions (e.g., the Warren and Burger Courts) d. Executive Power (e.g., War Powers Act, Watergate) e. social reforms Great Society and War on Poverty f. Space Race and technological developments Performance Objective: PO 3. Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counterculture, mass-media) c. protest movements (e.g., anti-war, womens rights, civil rights, farm workers, Csar Chavez) d. assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration from Latin America and Asia State Standards Rationale and Examples: Students will recognize the many obstacles faced by Civil Rights in the pursuit of justice, including: foreign wars, economics, competing political philosophies and entrenched racism. Common Core 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. 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.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. topic in several primary and secondary sources.
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11-12.WHST.1Write 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. 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. 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.
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Enduring Understanding: The direct action non-violent protest efforts of African Americans and the hostile response it produced was broadcast by American media forcing a popular appeal to the federal government for intervention on behalf of Civil Rights. This led to the dismantling of the legal base for American racial segregation. In contrast, urban African Americans adopted a Black Nationalists philosophy to empower the black community. State Standards : Concept 9: Postwar United States Performance Objective: PO 1. Analyze aspects of Americas post World War II foreign policy: a. international activism (e.g., Marshall Plan, United Nations, NATO) b. Cold War (e.g., domino theory, containment, Korea, Vietnam) c. Arms Race (e.g., Cuban Missile Crisis, SALT) d. United States as a superpower (e.g., political intervention and humanitarian efforts) Performance Objective: PO 2. Describe aspects of American post-World War II domestic policy: a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments) c. Supreme Court Decisions (e.g., the Warren and Burger Courts) d. Executive Power (e.g., War Powers Act, Watergate) e. social reforms Great Society and War on Poverty f. Space Race and technological developments Performance Objective: PO 3. Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counterculture, mass-media) c. protest movements (e.g., anti-war, womens rights, civil rights, farm workers, Csar Chavez) d. assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration from Latin America and Asia State Standards Rationale and Examples: Students will be able to compare and contrast the strategies and techniques of non-violent v. militant protests as an affective agent to social change. Common Core 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.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.WHST.1Write 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. 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. 11-12.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.
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Enduring Understanding: The Vietnam War was both a foreign and domestic policy failure in that African Americans soldiers died disproportionately while the war economy siphoned funding from anti-poverty and civil rights efforts. State Standards: Concept 9: Postwar United States Performance Objective: PO 1. Analyze aspects of Americas post World War II foreign policy: a. international activism (e.g., Marshall Plan, United Nations, NATO) b. Cold War (e.g., domino theory, containment, Korea, Vietnam) c. Arms Race (e.g., Cuban Missile Crisis, SALT) d. United States as a superpower (e.g., political intervention and humanitarian efforts) Performance Objective: PO 2. Describe aspects of American post-World War II domestic policy: a. McCarthyism b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments) c. Supreme Court Decisions (e.g., the Warren and Burger Courts) d. Executive Power (e.g., War Powers Act, Watergate) e. social reforms Great Society and War on Poverty f. Space Race and technological developments Performance Objective: PO 3. Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counter-culture, mass-media) c. protest movements (e.g., antiwar, womens rights, civil rights, farm workers, Csar Chavez) d. assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift to increased immigration from Latin America and Asia Rationale and Examples: Students will understand that the political and economic factors behind the war in Vietnam had a direct effect on the lives of African Americans both serving and at home. African American radicalism increased as the war in Vietnam became more unpopular in the U.S. Common Core 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.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. topic in several primary and secondary sources. 11-12.WHST.1Write 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
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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. 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. 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. 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. Enduring Understanding: The social, political, economic, and racial status of the U.S. today has its roots in the history of the nation; by understanding the past students will be able to understand contemporary America in their lives and their place in it. State Standards: Concept 10: Contemporary United States Performance Objective: PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). Rationale and Examples: Students will be able to trace events in the late 20th and early 21st century to their origins in US history and they will understand the impact of these events in their lives. Common Core 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.6. Evaluate authors differing points of view on the
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Performance Objective: PO 2. Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). Performance Objective: PO 3. Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the United States.
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.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. 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.
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US History - Culturally Relevant African American Viewpoint - Grade 11

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US History - Culturally Relevant African American Viewpoint - Grade 11

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US HISTORY: CULTURALLY RELEVANT AFRICAN AMERICAN VIEWPOINT: GRADE 11

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