History-Social Science Curriculum U.S. History Grade 11

11.1.3. Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

11.1.1 Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

11.3.3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

Key decisions of the Supreme Court under the
leadership of John Marshall solidified the
power of the Supreme Court to

A try cases between states.

B accept appeals from lower federal courts.

C try cases involving foreign diplomats.

D review the constitutionality of state and
federal laws.

11.10.5. Discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham and how the advances influenced the agendas, strategies, and effectiveness of the quest of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.

11.11.1 Discuss the reasons for the nation’s changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.

11.10.2. Examine and analyze the key events, policies and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

What effect did the African-American civil
rights movement have on other minority groups
in the United States?

A It brought about anti-discrimination
legislation that applied to other groups.

B The backlash caused other minority groups to
limit the use of civil disobedience.

C It convinced other groups to create one
unified civil rights movement.

D It convinced other groups to minimize the use
of protests as a way to end discrimination.

11.3.1 Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).

11.3.4 Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

11.5.2 Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.

The primary religious issue of the 1960
presidential election in the United States was

A the Catholic faith of John F. Kennedy.

B Richard Nixon’s upbringing as a Quaker.

C the teaching of creationism in public schools.

D the Mormonism of George Romney.

11.8.6 Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.

11.2.2 Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

11.7.2 Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.

The United States supported a revolution in
Panama at the turn of the 20th century in
order to

A stop human rights abuses in Latin American
countries.

B prevent the spread of communism in
Latin America.

C secure the right to build a canal through
Central America.

D end European colonialism in Central America.

11.6.4. Analyze the effects and controversies from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930's (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies and energy development such as the Tennessee Valley Authority, California Central Valley Project, Bonneville Dam).

11.6.2. Understand the principal explanations of the causes of the Great Depression and steps taken by the Federal Reserve, Congress and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.

11.5.7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.

Many business groups opposed the Tennessee
Valley Authority (TVA) in the 1930s on the
grounds that it

A unfairly competed with private power
companies.

B charged too much for the electricity it sold.

C did not treat its electric customers equally.

D generated electricity with obsolete methods
and equipment.

11.8.7. Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.

11.11.2. Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., education, civil rights, economic policy, environmental policy).

11.10.1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.

A major accomplishment of medical science
since the end of World War II has been the
virtual worldwide elimination of death
caused by

A malaria.

B smallpox.

C cholera.

D tuberculosis.

CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed

CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-Literacy.WHST.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

CCSS.ELA-Literacy.WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-Literacy.WHST.11-12.2d 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.

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

11.11.7 Explain how the federal, state, and local governments have responded to demo­ graphic and social changes such as population shifts to the suburbs, racial concentra­ tions in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.

11.11.3. Describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.

11.11.6. Analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.

11.1.2. Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.

11.1.1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

11.1.3. Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.

11.5.3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).

11.10.2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.

11.5.4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.