Participation Skills
CCWS 11-12:6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,including new arguments or information.
CCRS 11-12:6
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCWS 11-12:10
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
HSS-AS : Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration,changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
Critical Thinking Skills
CCRS 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.
CCRS 11-12:5
Analyze in detail how a complex primary source is structured, including how key sentences,paragraphs, and larger portions of the text contribute to the whole.
CCWS 11-12:7
Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
HSS-AS: Chronological and Spacial Thinking; Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
Basic Study Skills
CCWS 11-12:4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCWS 11-12:5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying anew approach, focusing on addressing what is most significant for a specific purpose and audience
CCRS 11-12:2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
SCS: Historical Research, Evidence, and Point of View: Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
Civic Values, Rights, and Responsibilities
11.10.2
Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including DredScott v. Sandford, Plessy v.Ferguson, Brown v. Board of Education, Regents of the University ofCalifornia v. Bakke, andCalifornia Proposition 209.
11.10.4
Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.
11.10.6
Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
11.10.2
Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including DredScott v. Sandford, Plessy v.Ferguson, Brown v. Board of Education, Regents of the University ofCalifornia v. Bakke, andCalifornia Proposition 209.
11.10.4
Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech.
11.10.6
Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Constitutional Heritage
11.3.5
Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
11.5.3
Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
11.5.4
Analyze the passage of the Nineteenth Amendment and the changing role of women in society.
National identity
11.1.1
Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
11.2.3
Trace the effect of the Americanization movement.
11.5.6
Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.
Geographic Literacy
11.4.2
Describe the Spanish-American War and U.S. expansion in the South Pacific.
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.
11.11.5
Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
Sociopolitcal Literacy
11.7.1
Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
11.7.3
Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
11.7.6
Describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.
Ethical Literacy
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, anti-monarchy and self-rule, worker protection, family-centered communities).
11.3.2
Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.
11.3.5
Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
Cultural Literacy
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.
11.5.5
Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
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.
11.10.7
Analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment the to movement launched in the 1960s, including differing perspectives on the roles of women.
Economic Literacy
11.2.6Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
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.
11.6.2
Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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
Historical Literacy
Knowledge and Cultural Understanding
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.
11.1.4
Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
United States History
Skills Attainment and Social Participation
11th Grade US History
Democratic Understanding and Civic Values
