ࡱ> GJDEFa rbjbj[[ X9bE\9bE\^*@j086"& @(V(((2&66x$&&&&&&$q' Jt72"2"t7t7J(( _999t7X8(($9t7$99z ~(đ7||:u0|6GH8rGt~~ G$t7t79t7t7t7t7t7JJ9t7t7t7t7t7t7t7Gt7t7t7t7t7t7t7t7t7> : The 11th grade course in the Social Studies Recommended Curriculum has a broad chronological scope. Instruction in American history uses Delaware and the United States as a context. Since civics, geography, and economics instruction is expected during this grade, the historical timeframe in which instruction takes place must have a wide range. Students will develop skills of historical inquiry, such as reconciling conflicting claims and evaluating the reliability of narrative accounts. A student should know historical chronology in such a way as to be able to situate people, laws, and events in appropriate timeframes. For example, from 1850 to 1990, there was a Civil War, Reconstruction in the South, the settlement of the West, the rise of industrialization and urbanization, a labor movement, overseas expansion, the rise of segregation, two world wars, a Cold War, the rise of the Third World, the end of colonialism, a Great Depression, the expansion of civil liberties, conflict in Korea and Vietnam, economic uncertainty, increasing technological change, globalization. A student should be able to sequence all of these major trends and events within the 1850-1990 timeframe. An organized mental framework of events, people, trends, and other historical phenomena is essential to understanding, evaluating, and constructing historical interpretations. This course recommends lessons from the Stanford University History Education Groups HYPERLINK "http://sheg.stanford.edu/?q=node/45"Reading Like a Historian curriculum which engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities. Students learn to investigate historical questions employing literacy strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on issues, and make historical claims backed by documentary evidence. Lessons from the HYPERLINK "http://sheg.stanford.edu/?q=node/45"Reading Like a Historian curriculum generally follow a three-part structure: 1. Establish or review relevant historical background knowledge and pose the central historical question. Each lesson approaches background knowledge differently. While establishing background knowledge is important, it's only a first step in the inquiry process, and shouldn't extend beyond opening the lesson. This content introduces and frames the central historical question, motivating students to investigate the documents for that lesson. 2. Students read documents, then answer guiding questions or complete a graphic organizer. Documents address the central historical question; most lessons use two or more documents with conflicting perspectives or accounts. The curriculum offers four basic lesson structures: Opening up the Textbook (OUT): In these lessons, students examine two documents: the textbook and a historical document that challenges or expands the textbook's account. Cognitive Apprenticeship: These lessons are based on a theory that cognitive skills must be visible in order for students to learn how to practice them. Here, a teacher explicitly models historical reading skills (sourcing, contextualization, corroboration, close reading). The full sequence begins with cognitive modeling, followed by teacher-led guided practice, and ultimately independent student practice. Inquiry: Students investigate historical questions, evaluate evidence, construct historical claims, and develop hypotheses through analyzing sets of documents. Structured Academic Controversy (SAC): For these lessons, students work in pairs and then teams as they explore a historical question. After taking opposing positions on a question, they try to arrive at a consensus or at least clarify their differences. 3. Whole-class discussion about a central historical question using documentary evidence to support claims. Students practice historical thinking skills, articulate claims and defend them with evidence from the documents. Students see that history is open to multiple interpretations, and that the same piece of evidence can support conflicting claims. Instructor Notes Instructional resources are available for each time period studied. Teachers should note that not every resource should be used there is not enough time. Rather, teachers should select lessons that best fit the students and goals of the department or school. Assessment Resources for each time period were developed by the  HYPERLINK "http://sheg.stanford.edu/" Stanford History Education Group. These assessments capture students knowledge in action rather than recall of discrete facts. Short written responses provide a window to what students think the information teachers need to make instructional adjustments. These assessments closely align with the expectations of the HYPERLINK "http://www.corestandards.org"Common Core State Standards. The syllabus calls for 34 weeks of instruction to allow time for pacing changes. These videos linked below demonstrate the use of the instructional resources in classrooms. HYPERLINK "https://www.teachingchannel.org/videos/reading-like-a-historian-curriculum"Reading Like a Historian: Overview HYPERLINK "https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing"Reading Like a Historian: Sourcing Follow along as students study original documents to determine whether the source is believable. HYPERLINK "https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization"Reading Like a Historian: Contextualization See how the teacher scaffolds learning as students develop their understanding of context. HYPERLINK "https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration"Reading Like a Historian: Corroboration Students use books, documents, and images to determine reliability and bias.  HYPERLINK "http://sheg.stanford.edu/intro-materials" Week 1 Introduction How to Think HistoricallyStudents recognize skills of historical inquiry that are used regularly, such as reconciling conflicting claims and evaluating the reliability of narrative accounts.  HYPERLINK "http://sheg.stanford.edu/lunchroom-fight" Lunchroom Fight  HYPERLINK "http://sheg.stanford.edu/snapshot-autobiography" Snapshot Autobiography  HYPERLINK "http://sheg.stanford.edu/evaluating-sources" Evaluating Sources  HYPERLINK "http://sheg.stanford.edu/make-your-case" Make Your Case  HYPERLINK "http://sheg.stanford.edu/lunchroom-fight-ii" Lunchroom Fight II Weeks 2-5 Civil War and Reconstruction (1850 1877) Reconstruction brought important changes including an end to slavery, enfranchisement and greater autonomy for freedmen. However, political and economic inequality remained a fact of life for African Americans, particularly after the withdrawal of federal troops from the South. Interpretations of Reconstruction range from highly critical to a recognition of its significant achievements. There is general agreement that Reconstruction was a period of remarkable effort undermined by white Southerners and a disinterested Northern electorate. Legal, political and economic opportunities would be delayed for another century.Instructional Resources  HYPERLINK "http://sheg.stanford.edu/john-brown" John Brown History 3a  HYPERLINK "http://sheg.stanford.edu/emancipation-proclamation" Emancipation Proclamation History 2b, History 3a  HYPERLINK "http://sheg.stanford.edu/lincoln" Abraham Lincoln SAC History 2b, History 3a HYPERLINK "http://sheg.stanford.edu/radical-reconstruction"Radical Reconstruction History 2a HYPERLINK "http://sheg.stanford.edu/sharecropping"Sharecropping History 2b, History 3a HYPERLINK "http://docsteach.org/activities/28"Effectiveness of the Freedmens Bureau History 3a HYPERLINK "http://sheg.stanford.edu/reconstruction"Reconstruction SAC History 2b, History 3a HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20C.pdf"Reconstruction History 1a, History 2b Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/gardners-civil-war-photography"Gardner's Civil War Photography HYPERLINK "https://beyondthebubble.stanford.edu/assessments/john-browns-legacy"John Browns Legacy HYPERLINK "https://beyondthebubble.stanford.edu/assessments/reconstruction-riots"Reconstruction Riots HYPERLINK "https://beyondthebubble.stanford.edu/assessments/perspective-slavery"A Perspective on Slavery HYPERLINK "https://beyondthebubble.stanford.edu/assessments/antebellum-south"Antebellum South HYPERLINK "https://beyondthebubble.stanford.edu/assessments/kkk-1870s"The KKK in the 1870s HYPERLINK "https://beyondthebubble.stanford.edu/assessments/post-civil-war-south"Post-Civil War South  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/president-grant-and-horace-greeley" \t "_blank" President Grant and Horace Greeley Weeks 6-9 Industrialization and Urbanization (1880 1920) The U.S. underwent a massive transformation in the closing decades of the 19th century that involved the maturation of its industrial economy, intense labor conflict, and increasing immigration and urbanization. Urban populations grew rapidly, offering economic opportunities and improving living conditions. As cities grew, they rose in the hierarchy. Many cities showed unplanned patterns of growth. Innovations in technology in transportation, communication, agriculture and manufacturing led to increases in the standard of living. Immigration changed the demographics of the United States. The collective bargaining process and evolution of unions and organized labor improved standards of living, wages, and working conditions. Instructional Resources HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20F.pdf"Industrial Development History 1a HYPERLINK "http://www.econedlink.org/lessons/index.php?lid=542&type=educator"Worker Safety and the Triangle Shirtwaist Fire Legacy Economics 1a HYPERLINK "http://www.loc.gov/teachers/classroommaterials/lessons/labor/"Labor Unions and Working Conditions: United We Stand History 2a HYPERLINK "http://sheg.stanford.edu/chinese-immigration-exclusion"Chinese Immigration and Exclusion History 2b, History 3a HYPERLINK "http://sheg.stanford.edu/homestead-strike"Homestead Strike History 2b, History 3a HYPERLINK "http://sheg.stanford.edu/pullman-strike"Pullman Strike History 2b, History 3a  HYPERLINK "http://sheg.stanford.edu/albert-parsons" Albert Parsons SAC History 2b, History 3a HYPERLINK "http://www1.cuny.edu/portal_ur/content/freedom_curriculum/PDFs/09-1697_Let_Freedom_Ring_Less7_HM3.pdf"Let Freedom Ring History 1a HYPERLINK "http://achievethecore.org/page/37/the-gospel-of-wealth-by-andrew-carnegie"Close Reading: The Gospel of Wealth History 3a Growth of the U.S. Economy After the Civil War Economics 2a, History 1a The Demand for Immigrants Economics 1a  HYPERLINK "http://sheg.stanford.edu/mexican-labor-1920s" Mexican Labor in the 1920s History 2b, History 3a Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/unions-paterson-new-jersey"Unions in Paterson, New Jersey HYPERLINK "https://beyondthebubble.stanford.edu/assessments/1877-railroad-strike"1877 Railroad Strike HYPERLINK "https://beyondthebubble.stanford.edu/assessments/anarchism-and-haymarket-affair"Anarchism and the Haymarket Affair HYPERLINK "https://beyondthebubble.stanford.edu/assessments/haymarket-aftermath"Haymarket Aftermath HYPERLINK "https://beyondthebubble.stanford.edu/assessments/standard-oil-company"Standard Oil Company HYPERLINK "https://beyondthebubble.stanford.edu/assessments/rockefeller"Rockefeller  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/edison-and-kansas-housewife" \t "_blank" Edison and the Kansas Housewife HYPERLINK "https://beyondthebubble.stanford.edu/assessments/labor-movement-1930s"Labor Movement in the 1930s Weeks 10-13 Progressivism (1890 1920) The Progressive era witnessed significant changes including the births of the modern business corporation, modern politics, the modern presidency, a modern vision of the international order, and modern consumer capitalism. Progressives influence legislation and constitutional amendments, while political parties take progressive ideas. Progressivism was a response to problems of industrialization and urbanization. Historians have disagreed over whether progressivism was a large scale movement, who was behind it, and why.  Instructional Resources HYPERLINK "http://sheg.stanford.edu/political-bosses"Political Bosses  History 2a HYPERLINK "http://sheg.stanford.edu/jacob-riis"Jacob Riis History 2a HYPERLINK "http://sheg.stanford.edu/booker-t-washington-dubois"Booker T. Washington vs. W.E.B. Dubois History 2a HYPERLINK "http://sheg.stanford.edu/woman-suffrage"Background on Woman Suffrage History 2a  HYPERLINK "http://sheg.stanford.edu/anti-suffragists" Anti-Suffragists  History 2a Money Panics and the Establishment of the Federal Reserve Economics 2a Bigger is Better: The Economics of Mass Production Economics 1a  HYPERLINK "http://sheg.stanford.edu/settlement-house-movement" Settlement House Movement SAC History 2b, History 3a  HYPERLINK "http://sheg.stanford.edu/japanese-segregation-san-francisco" Japanese Segregation in San Francisco History 2a  HYPERLINK "http://sheg.stanford.edu/populism-election-1896" Populism and the Election of 1896 History 1a  HYPERLINK "http://sheg.stanford.edu/chicago-race-riots-1919" Chicago Race Riots of 1919 History 1a Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/role-women"The Role of Women HYPERLINK "https://beyondthebubble.stanford.edu/assessments/photographs-working-children"Photographs of Working Children HYPERLINK "https://beyondthebubble.stanford.edu/assessments/riiss-urban-photography"Riis's Urban Photography HYPERLINK "https://beyondthebubble.stanford.edu/assessments/womens-rights"Women's Rights HYPERLINK "https://beyondthebubble.stanford.edu/assessments/immigration"Immigration  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/conservation-movement" \t "_blank" The Conservation Movement  Weeks 14-17 American Overseas Expansion (1890 1920) The United States territorial expansion overseas at the turn of the 20th century signaled the rise of the United States as a world power. Americans had opposing viewpoints and motives for engaging in expansion overseas. Others refer to the expansion as justified by economic, political, ideological, and military necessity). Historians have debated whether the transition from continental based expansion to overseas expansion marked a departure from or continuation of U.S. policy. Instructional Resources  HYPERLINK "http://sheg.stanford.edu/maine-explosion" Maine Explosion  HYPERLINK "http://sheg.stanford.edu/spanish-american-war" Spanish-American War  HYPERLINK "http://sheg.stanford.edu/philippine-war-political-cartoons" Philippine-American War Political Cartoons  HYPERLINK "http://sheg.stanford.edu/soldiers-philippines" Soldiers in the Philippines Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/opposition-philippine-american-war"Opposition to the Philippine-American War HYPERLINK "https://beyondthebubble.stanford.edu/assessments/connections-philippine-american-war"Connections to the Philippine-American War HYPERLINK "https://beyondthebubble.stanford.edu/assessments/american-imperialism"American Imperialism HYPERLINK "https://beyondthebubble.stanford.edu/assessments/explosion-uss-maine"Explosion of the USS Maine  Weeks 18-21 The Great Depression and the New Deal (1929 1940) Increasing technological change, an economic depression, and an environmental disaster caused major demographic shifts. These shifts altered population patterns and impacted peoples standard of living. The Great Depression and New Deal redefined the role of government and produced legislation that reshaped the modern U.S. economy. Instructional Resources HYPERLINK "https://www.stlouisfed.org/~/media/Files/PDFs/Great-Depression/the-great-depression-lesson-1.pdf"Measuring the Great Depression Economics 2a HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20J.pdf"The New Deal History 1a HYPERLINK "http://sheg.stanford.edu/social-security"Social Security History 3a HYPERLINK "http://sheg.stanford.edu/new-deal"New Deal SAC History 2b, History 3a  HYPERLINK "http://www.doe.k12.de.us/cms/lib09/DE01922744/Centricity/domain/66/grade%2011/Text%20Based%20Writing%20FDR%20Speech%20gr%2011.doc" Text-Based Writing: FDRs Bank Holiday Speech Economics 2a  HYPERLINK "http://sheg.stanford.edu/dust-bowl" The Dust Bowl History 1a Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/migrant-mother"Migrant Mother HYPERLINK "https://beyondthebubble.stanford.edu/assessments/labor-history"Labor History  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/breadlines-1930s" \t "_blank" Breadlines in the 1930s  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/langes-iconic-photograph" \t "_blank" Lange's Iconic Photograph Weeks 22 23 Entry into the Second World War (1941-1946) The U.S. emerged from its defense of democracy in the Second World War as a world superpower. While the U.S. defended democratic principles abroad, it continued to deny some at home. U.S. entry into the Second World War caused changes in the labor force, the roles of women, and African Americans in the military. Goods and services were rationed, while the U.S. government worked to persuade Americans to help in the war effort. Instructional Resources HYPERLINK "http://edsitement.neh.gov/lesson-plan/fdr-and-lend-lease-act" \l "sect-thelesson"FDR and the Lend-Lease Act Civics 2b HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20M.pdf"Rationing Economics 1a HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20L.pdf"American Persuasion History 2b HYPERLINK "http://americanhistory.si.edu/militaryhistory/resources/Lesson10.pdf"Changing Gender Roles History 2a HYPERLINK "http://sheg.stanford.edu/japanese-internment"Japanese Internment History 2b, History 3a HYPERLINK "http://sheg.stanford.edu/atomic-bomb"Atomic Bomb History 3a Women in the U.S. Workforce Economics 1a, History 1a When the Boys Came Marching Home Economics 2a Assessment Resources  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/appeasement-munich" \t "_blank" Appeasement at Munich HYPERLINK "https://beyondthebubble.stanford.edu/assessments/japanese-internment"Japanese Internment  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/evacuating-japanese-americans" \t "_blank" Evacuating Japanese Americans Weeks 24 - 25 Cold War and Containment (1945 1970) American foreign policy targets communism, leading to conflict in Korea and Vietnam. The alliance between the U.S. and Soviet Union during the Second World War dissolved in the face of competing visions for the postwar world. Hostilities between the superpowers continued for nearly half a century. Historians have debated whether one side was to blame for the Cold War, or it was the inevitable result of tensions between the worlds two most powerful nations. Instructional Resources HYPERLINK "http://sheg.stanford.edu/the-cold-war"Cold War History 2b HYPERLINK "http://sheg.stanford.edu/cuban-missile-crisis"Cuban Missile Crisis History 1a HYPERLINK "http://sheg.stanford.edu/korean-war"Korean War History 3a HYPERLINK "http://sheg.stanford.edu/gulf-tonkin-resolution"Gulf of Tonkin History 2a HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20O.pdf"The Cold War History 2b  HYPERLINK "http://sheg.stanford.edu/anti-vietnam-war-movement" Anti-Vietnam War Movement History 1a  HYPERLINK "http://sheg.stanford.edu/cold-war-guatemala" Cold War in Guatemala History 1a  HYPERLINK "http://sheg.stanford.edu/truman-macarthur" Truman and MacArthur History 3a Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/cold-war-foreign-policy"Cold War Foreign Policy  Weeks 26-29 Expansion of Civil Liberties (1950 - 1970)  HYPERLINK "http://www.doe.k12.de.us/cms/lib09/DE01922744/Centricity/domain/66/grade%2011/Microhistory%20-%20An%20Historical%20Inquiry%20Process.docx" Historical Research: Begin a National History Day project. Approaches to ending racial segregation include legislation, reform movements, non-violence and violence. These approaches, and judicial reinterpretations of amendments, contributed to significant gains for minorities during the Civil Rights era. But the goal of full equality remains unfulfilled. Historians disagree about when the Civil Rights Movement started, the emphasis placed on Civil Rights leaders, and the centrality of nonviolent protest in affecting change. Instructional Resources HYPERLINK "http://docsteach.org/activities/372"Integration of the U.S. Armed Forces History 1a HYPERLINK "http://delrec.org/lawday/parker_lesson_2008.pdf"Desegregation in Delaware Civics 2b HYPERLINK "http://archives.delaware.gov/exhibits/education/HS/Lesson%20N.pdf"School Integration History 1a, Civics 2b HYPERLINK "http://sheg.stanford.edu/montgomery-bus-boycott"Montgomery Bus Boycott History 2a HYPERLINK "http://sheg.stanford.edu/women-1950s"Women in the 1950s History 3a HYPERLINK "http://sheg.stanford.edu/great-society"Great Society History 3a HYPERLINK "http://sheg.stanford.edu/civil-rights-act-1964"Civil Rights Act of 1964 History 2a The Economics of Racial Discrimination Economics 1a Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/civil-rights-movement-context"Civil Rights Movement in Context  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/womens-rights" \t "_blank" Women's Rights  HYPERLINK "https://beyondthebubble.stanford.edu/assessments/nashville-riot" \t "_blank" Nashville Riot  Weeks 30-34 Building Contemporary America (1960 1990) Historical Research: Complete a National History Day project. Demographic changes include new urban patterns (suburbs, cities); new population patterns that result from technology and economic change; and increasing connections in transportation and communication. The powers of the Presidency have changed over time, increasing the use of executive orders and direct intervention without consent of Congress. The U.S. continues to face international dangers in the modern era but terrorism has replaced communism as the dominant threat. The globalization of business, the change from a manufacturing economy to a services economy, and a revolution in information technologies have given birth to a new economy that present opportunities and challenges for the U.S. economy. Instructional Resources HYPERLINK "http://docsteach.org/activities/2151"President Reagan and the Cold War History 2a HYPERLINK "http://www.reaganfoundation.org/education-curriculum-detail.aspx?p=EDCPK90GD44&h1=0&h2=0&sw=&lm=education&args_a=cms&args_b=105&argsb=N&tx=2443"Executive Power in Times of Crisis; HYPERLINK "http://www.reaganfoundation.org/pdf/Executive%20Power%20in%20Times%20of%20Crisis.pdf"Lesson Plan History 1a, Civics 2b HYPERLINK "http://edsitement.neh.gov/lesson-plan/building-suburbia-highways-and-housing-postwar-america" \l "sect-introduction"Building Suburbia: Highways and Housing in Postwar America Geography 3a, History 1a The Knowledge and Technology-Based Economy of Today Economics 2a The No-Good Seventies Economics 2a Assessment Resources HYPERLINK "https://beyondthebubble.stanford.edu/assessments/conservation-movement"The Conservation Movement   Lessons are also recommended from other reputable sources, including the Delaware Public Archives, the Delaware Recommended Curriculum, and the National Council for Economic Education.  Focus: Understanding Economics in U.S. History, Lesson 21, found on the Virtual Economics CD-ROM. To obtain this instructional resource developed by the Council for Economic Education, visit HYPERLINK "http://ve.councilforeconed.org"http://ve.councilforeconed.org or contact Scott Bacon at the HYPERLINK "http://www.lerner.udel.edu/ceee/"University of Delawares Center for Economic Education and Entrepreneurship.  Focus: Understanding Economics in U.S. History, Lesson 22  Focus: Understanding Economics in U.S. History, Lesson 28, found on the Virtual Economics CD-ROM. To obtain this instructional resource developed by the Council for Economic Education, visit HYPERLINK "http://ve.councilforeconed.org"http://ve.councilforeconed.org or contact Scott Bacon at the HYPERLINK "http://www.lerner.udel.edu/ceee/"University of Delawares Center for Economic Education and Entrepreneurship.  Focus: Understanding Economics in U.S. History, Lesson 23  Focus: Understanding Economics in U.S. History, Lesson 34, found on the Virtual Economics CD-ROM. To obtain this instructional resource, developed by the Council for Economic Education, visit HYPERLINK "http://ve.councilforeconed.org"http://ve.councilforeconed.org or contact Scott Bacon at the HYPERLINK "http://www.lerner.udel.edu/ceee/"University of Delawares Center for Economic Education and Entrepreneurship.  Focus: Understanding Economics in U.S. History, Lesson 33  Focus: Understanding Economics in U.S. History, Lesson 35, found on the Virtual Economics CD-ROM. To obtain this instructional resource, developed by the Council for Economic Education, visit HYPERLINK "http://ve.councilforeconed.org"http://ve.councilforeconed.org or contact Scott Bacon at the HYPERLINK "http://www.lerner.udel.edu/ceee/"University of Delawares Center for Economic Education and Entrepreneurship.  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