Sequenced List of Unit Objectives for a Years Instruction in History Objectives for the ten month school year

will be taught and presented according to the following projected timeline:

August:
Upon completion of the four week unit entitled Extreme Makeover Southern Edition: Reconstruction Era and provided with opportunities to research independently on the internet regarding specific elements of the Reconstruction, the eleventh grade students in American History from 1877 to the Present will describe why various Reconstruction plans succeeded or failed and will create their own written Reconstruction Plan to then orally present to the class. Their presentations will include descriptions of the time period and elements of Reconstruction such as Redemption, the Freedmans Bureau, Carpet Baggers, Black Codes, and judging how Confederate leaders should have been punished, in addition to evaluating if they even should have been punished at all.

September:
Given opportunities to use a computer, library resources, and a criteria sheet during the four week unit entitled Move em Over, Push em Out: Native Americans and the West eleventh grade students in American History from 1877 to the Present will explain The United States attitude towards the Native Americans in the late 19th century listing components of President Grants Peace Policy and the practice of concentration and explaining how legislation such as the Homestead Act and The Dawes Severalty Act, in addition to the Settlement of Indian Territory in 1889, led to the rapid decline of a Native American presence in the United States. Students will also use case studies to explore and paint a picture in their minds about the real plight of the Native Americans towards the end of the 19th century and express what they learned through a series of well crafted short answer essays.

October:
When presented with a cumulative teacher-developed test over the unit at the end of the four week unit entitled From Agrarian Society to Machine Nation: Industrialization in America eleventh grade students in American History from 1877 to the Present will identify the changes that took place in society with the progression from the agrarian to the industrialized state of America. Students will be asked to compare the similarities and the differences between the two eras and will be able to classify what piece of legislation or social movement occurred in what time according to what was learned through lecture and reading of the textbook. Students will analyze how the late 19th century marked an outburst of technological innovation, which fueled economic growth and delivered material benefits to many Americans.

November:

When presented with maps showing immigration patterns across the North American continent and tables and charts depicting the more specific empirical data of immigration in the late 19th century, as well as being presented with pictures of immigrants and their living conditions in places such as tenement housing in New York City and provided opportunities to research and work together in small groups during the four week unit entitled This Land Was Made for You and Me: New Peoples and New Ideas eleventh grade students in American History from 1877 to the Present will create a hypothetical immigrant family and write a profile on the family including such facts that would address and explain how the popular issues of the time: child labor laws, fair working conditions, good housing, sanitation, Political machines, anarchism, ethnic communities, etc. would have affected their family. Students will be able to distinguish between the "old" and "new" immigration in terms of its volume and the immigrants' ethnicity, religion, language, place of origin, and motives for emigrating from their homelands and describe how it was changing the face of the American city.

December:
Given time to research on the internet and through the use of material set aside in the library during the four week unit entitled A War at Our Front Door: Foreign Policy and Local Conflict eleventh grade students in American History from 1877 to the Present will identify how ideas such as Isolationism and fears such as Imperialism affected United States foreign policy in the late 19th to early 20th century. Students will be able to analyze how the public attitude towards Cuba in the Spanish American War was changed by use of the media and Yellow Journalism and discuss how the United States role on the global stage was altered by the course of the war and the other local conflicts.

January:
Unit Objective: Given a teacher-developed test at the end of the four week unit entitled Marching Forward? Progressivism and a World War eleventh grade students in American History from 1877 to the Present will evaluate the Roosevelt administration's foreign policies and explain the causes of World War I in 1914 ( using the acronym MAIN- militarism, alliances, imperialism, nationalism) as well as the reasons for the declaration of United States neutrality. Students will also dissect the impact felt at home and abroad due to the United States involvement in World War I and will be identifying and explaining such features as the Treaty of Versailles of 1919, Woodrow Wilsons Fourteen Points, and the League of Nations in addition to identifying key progressive reforms and how they played a role in setting Americas attitude towards approaching Europes Great War. Sub-Objectives: 1. KNO- Identify the four over-arching themes that serve as causes of World War I and remember their significance. 2. COM- Summarize the reasons the United States gave for remaining neutral, at

3. 4. 5. 6.

least militarily neutral, at the beginning of World War I. APP- Explain Woodrow Wilsons Fourteen Points and the purpose of the League of Nations. ANAL- Analyze the function of the League of Nations and the SYN- Create a Fourteen Points Plan and modify the Treaty of Versailles to prevent future complications when WWII comes around. EVAL- Evaluate what was the most important Progressive reform. - Decide which factor was the greatest in leading to World War I: militarism, alliances, imperialism, and nationalism.

February:
Given a teacher- developed test at the end of the four week unit entitled Saving a Sinking Ship: FDR and the Great Depression eleventh grade students in American History from 1877 to the Present will identify in short essay form the causes of the crash of 1929 and the Great Depression (economic policies of the Harding and Coolidge administrations and their impact on wealth distribution, investment, and taxes, stock market crash, etc.) in addition to analyzing how American life changed during the 1930s with the New Deal and the presidency of Franklin D. Roosevelt. Students will be asked to analyze the links between the New Deal they just covered and the Progressive movement they learned about in January and articulate the identified links in a long answer essay.

March:
During the four week unit entitled World War II: The Peoples War eleventh grade students in American History from 1877 to the Present will be given the opportunity to conduct research both in the classroom and at home, in groups and individually, to gather facts to write a well developed research paper about World War II. Students will compose a research paper that not only identifies the international background of World War II but will display an analysis of World War II and how it is that the Allies prevailed. Students will demonstrate knowledge spanning from Hitlers final solution, the effect of the war at home, to the dropping of the atomic bombs in Japan. Students will be given a criteria sheet at the beginning of the unit to guide their paper-writing process.

April:
Given the opportunity to visit the Civil Rights Museum in downtown Birmingham and having been given a criteria sheet to guide the process, students at the end of the two week unit entitled Making Wrong, Right: Civil Rights and Minority Movements in the mid 20th Century eleventh grade students in American History from 1877 to the Present will judge which approach they would have taken during the Civil Rights Movement; that of Dr. Martin Luther King, Jr. or Malcolm X, and create a speech based on the ideology of either Dr. King or Malcolm X and then combining those ideas being discussed about race with the idea of womens rights and equal opportunities to create the ultimate rights speech based on what has been discussed in class and through reading of the text.

Given the opportunity to work in class in pre-assigned groups covering various topics of American life during the war on Communism (from McCarthyism to motivations for sending troops to Vietnam) , eleventh grade students in American History from 1877 to the Present, at the conclusion of the two week unit entitled Tracking Communism: Cold War to Vietnam, will organize information they have gathered and orally present to the class what they have learned about their respective topic and be exclusively responsible for teaching their peers about such things as the international origins and domestic consequences of the Cold War, the growth of the significance of research and scientific breakthroughs in promoting the U.S. space program, and the lasting impressions the war in Vietnam has left on United States foreign policy.

May:
Given a teacher developed test at the end of the four week unit entitled From Nixon to Obama: Tracing Foreign and Domestic Politics eleventh grade students in American History from 1877 to the Present will explain how the role of the United States has changed on the world stage from the time of Nixon to present day. Students will write short essays guided by a provided rubric to answer questions about such topics as major foreign policy initiatives like Nixons policy of detente with the USSR and the Peoples Republic of China and identifying Reagans efforts to reassert American military power and rebuild American prestige were. Students will be asked to apply what they have learned about the continuing grievances of racial and ethnic minorities to the racial tension that surfaced in the 2008 Presidential election which saw the election of the United States first African American president, Barack Obama.