Hoover

 City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  

 
 
 
GRADE  11  
SOCIAL  STUDIES  CURRICULUM:    US  HISTORY  II-­‐-­‐THE  INDUSTRIAL  REVOLUTION  TO  THE  PRESENT  
Developed  in  accordance  with  the  Alabama  State  Department  of  Education  current  Course  of  Study  

 
 
This  course  builds  upon  the  foundation  of  knowledge  and  skills  gained  in  the  Grades  9  and  10  United  States  history  curricula  by  
providing  a  study  of  the  modern  history  of  the  United  States  that  expands  students’  understanding  of  the  principles  of  American  
society.  Beginning  with  America’s  shift  to  a  more  industrialized  society,  this  course  offers  a  chronological  study  through  the  twenty-­‐
first  century  of  major  events,  issues,  movements,  individuals,  and  diverse  groups  of  people  in  the  United  States  from  a  national  and  an  
Alabama  perspective.  While  learning  essential  knowledge  regarding  this  period  in  America’s  past,  students  develop  historical-­‐
thinking  skills,  including  chronological  thinking,  historical  comprehension,  historical  analysis  and  interpretation,  historical  research,  
and  analysis  and  decision-­‐making.  In  addition,  content  rigor  is  developmentally  appropriate  and  prepares  students  for  increasingly  
challenging  courses  at  the  high  school  level.  

Students  in  Grade  11  benefit  from  a  classroom  environment  that  provides  activities  to  facilitate  historical  inquiry.  Teachers  challenge  
students  with  a  variety  of  instructional  methods  to  enhance  development  of  critical-­‐thinking  skills.  Methods  include  analysis  of  
historical  documents,  map-­‐reading  activities,  creative  problem  solving,  simulations,  and  use  of  current  technologies  such  as  
interactive  digital  video  sources.  Students  are  encouraged  to  explore  historical  topics  and  continue  thinking  like  historians  while  
studying  key  events,  people,  and  ideas  in  this  period  of  American  history.  
Process  skills  are  an  important  part  of  the  content  of  this  course.  Students  are  able  to  understand  the  importance  of  learning  history  
and  have  a  deeper  understanding  of  history  by  using  these  skills.  These  process  skills  are  incorporated  into  this  course  and  are  
referenced  in  brackets  following  each  content  standard.  
 

      1  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
Literacy  Standards:  Reading   Indicators  of  Proficiency  
Standards   COS#   CCSS#   Basic   Proficient   Advanced  
 
Key  Ideas  and  Details  
Cite  specific  textual  evidence  to  support   RH1   RH1   Students  can  recall  
Students  can  apply   Students  can  offer  
analysis  of  primary  and  secondary   some  evidence  and  
evidence  to  gain   a  sophisticated  
sources,  connecting  insights  gained  from   gain  a  partial   insight  into  the   historical  analysis  
specific  details  to  an  understanding  of  the   insight  into  the  understanding  of   of  an  event  by  
text  as  a  whole.   understanding  of   the  text  by   incorporating  
the  text.   recalling  key   important  specific  
specific  details.   details.  
Determine  the  central  ideas  or   RH2   RH2   Students  can   Students  can   Students  can  
information  of  a  primary  or  secondary   recognize  the   recognize  the   evaluate  the  
source;  provide  an  accurate  summary  that   difference  between   difference  between   difference  between  
makes  clear  the  relationships  among  the   a  primary  and   a  primary  and   a  primary  and  
key  details  and  ideas.   secondary  source.   secondary  source   secondary  source  
by  comparing  and   by  summarizing  
contrasting  key   key  details  within  
elements.   the  documents.  
Evaluate  various  explanations  for  actions   RH3   RH3   Students  can   Students  will  best   Students  will  
or  events  and  determine  which   summarize   determine   evaluate  and  
explanation  best  accords  with  textual   chronological   explanations  or   interpret  textual  
evidence,  acknowledging  where  the  text   occurrences     actions  from  the   evidence  to  
leaves  matters  uncertain.   reading  of  a  text.   determine  the  best  
explanation  for  
actions  or  events  
described.  
Craft  and  Structure  
Determine  the  meaning  of  words  and   RH4   RH4   Students  can   Students  will   Students  will  have  
phrases  as  they  are  used  in  a  text,   recognize  the   understand  how   the  ability  to  
including  analyzing  how  an  author  uses   author’s  intent   context  affects  the   differentiate  the  
and  refines  the  meaning  of  a  key  term  over   regarding  the   meaning  of   meaning  of  period  

      2  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
the  course  of  a  text  (e.g.  how  Madison   selection  of  certain   terminology  using   terminology.  
defines  faction  in  Federalist  No.  10)   terms  in  a  given   primary  or  
time  period.   secondary  sources  
in  any  given  time  
period.  
Analyze  in  detail  how  a  complex  primary   RH5   RH5   Students  can   Students  can   Students  can  
source  is  structured,  including  how  key   distinguish  the   recognize   disseminate  
sentences,  paragraphs,  and  larger  portions   different  segments   structural   structural  
of  the  text  contribute  to  the  whole.   of  a  primary   elements  and   elements  and  
document   explain  how  they   evaluate  the  role  of  
contribute  to  the   key  aspects  of  a  
text  as  a  whole.   primary  source  
and  how  they  
coalesce  into  a  
complete  
document.    
Evaluate  authors’  differing  points  of  view   RH6   RH6   Students  can   Students  can   Students  can  
on  the  same  historical  event  or  issue  by   identify  differing   identify  differing   assess  differing  
assessing  the  authors’  claims,  reasoning   viewpoints  on  the   viewpoints  on  the   viewpoints  on  the  
and  evidence.   same  historical   same  historical   same  historical  
event.   event  and   event  by  various  
distinguish   authors  analyzing  
between  varying   claims,  reasons,  
authors’   and  evidence.    
interpretations.  
Integration  of  Knowledge  and  Ideas  
Integrate  and  evaluate  multiple  sources  of   RH7   RH7   Students  can   Students  can   Students  can  
information  presented  in  diverse  formats   identify  an   examine  an   interpret  an  
and  media  (e.g.,  visually,  quantitatively,  as   historical  event  by   historical  event  by   historical  event  by  
well  as  in  words)  in  order  to  address  a   examining  a   comparing   evaluating  
question  or  solve  a  problem.   variety  of  media   information  from   information  from  
formats.   diverse  media   diverse  media  
formats.   formats.  

      3  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
 
Evaluate  an  author’s  premises,  claims  and   RH8   RH8   Students  can   Students  can   Students  can  
evidence  by  corroborating  or  challenging   challenge  or   challenge  or   challenge  or  
them  with  other  information.   corroborate  an   corroborate  an   corroborate  an  
author’s  claim  by   author’s  claim  by   author’s  claim  by  
utilizing  other   comparing  and   drawing  
sources.   contrasting  other   conclusions  from  
sources.   other  sources.  
Integrate  information  from  diverse   RH9   RH9   Students  can  recall   Students  will   Students  will  
sources,  both  primary  and  secondary,  into   steps  of  an   summarize   evaluate  diverse  
a  coherent  understanding  of  an  idea  or   historical  idea  or   information  from   sources  of  
event,  noting  discrepancies  among   event  by   diverse  sources  in   information,  
sources.   examining  diverse   order  to  interpret   noting  differences  
sources.   an  historical  idea   among  them,  in  an  
or  event.   effort  to  assess  an  
historical  idea  or  
event.  
Range  of  Reading  and  Level  of  Text  Complexity  
By  the  end  of  Grade  12,  read  and   RH10   RH10   Students  can   Students  can   Students  can  
comprehend  history/social  studies  texts  in   comprehend   comprehend   assess  historical  
the  Grades  11-­‐CCR  text  complexity  band   historical  material.   historical  material   material  
independently  and  proficiently.   independently  via   independently  and  
grade  level  text.     proficiently  via  
grade  level  text  or  
above.  
 
   

      4  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
Literacy  Standards:  Writing   Indicators  of  Proficiency  
Standards   COS#   CCSS#   Basic   Proficient   Advanced  
Text  Types  and  Purposes  
Write  arguments  focused  on   WH1   WH1  
Students  consistently   Students  can   Students  effectively  
discipline-­‐specific  content   and  effectively   demonstrate  how  to   demonstrate  how  to  
demonstrate  how  to   write  arguments  focused   write  arguments  focused  
write  arguments  focused   on  discipline-­‐specific   on  discipline-­‐specific  
content   content  
on  discipline-­‐specific  
content  
Introduce  precise,  knowledgeable   WH1A   WH1A   Students  can   Students  can  effectively   Students  can  effectively  
claim(s),  establish  the  significance   demonstrate  how  to   demonstrate  how  to   demonstrate  how  to  
of  the  claim(s),  distinguish  the   distinguish   p recise   distinguish   p recise   distinguish  precise  
claim(s)  from  alternate  or  opposing   claims   f rom   a lternate   o r   claims   f rom   a lternate   o r   claims  from  alternate  or  
opposing  claims,  and   opposing  claims,  and  
claims,  and  create  an  organization   opposing  claims,  and  
create  an  organization   create  an  organization  
that  logically  sequences  the   that  establishes  clear   that  establishes  clear  
demonstrate  the  
claim(s),  counterclaims,  reasons,   relationships  among  the   relationships  among  the   significance  of  claims.  
and  evidence.   claim(s),  counterclaims,   claim(s),  counterclaims,   Students  will  also  create  
reasons,  and  evidence.   reasons,  and  evidence.   an  organization  that  
establishes  clear  
relationships  among  the  
claim(s),  counterclaims,  
reasons,  and  evidence  
being  sure  to  include  the  
logical  sequencing  of  
claims.  
Develop  claim(s)  and  counterclaims   WH1B   WH1B   Students  demonstrate   Students  effectively   Students  effectively  
fairly  and  thoroughly,  supplying  the   how   t o   d evelop   c laim(s)   demonstrate   c laim(s)   demonstrate  claim(s)  
most  relevant  data  and  evidence  for   and  counterclaims  fairly,   and  counterclaims  fairly,   and  counterclaims  fairly,  
each  while  pointing  out  the   supplying  data  and   supplying  data  and   supplying  data  and  
evidence  for  each  while   evidence  for  each  while  
strengths  and  limitations  of  both   evidence  for  each  while  
pointing  out  the   pointing  out  the  
claim(s)  and  counterclaims  in  a   strengths  and  limitations   strengths  and  limitations  
pointing  out  the  
discipline-­‐appropriate  form  that   of  both  claim(s)  and   of  both  claim(s)  and   strengths  and  limitations  

      5  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
anticipates  the  audience's   of  both  claim(s)  and  
counterclaims  in  a   counterclaims  in  a  
knowledge  level,  concerns,  values,   discipline-­‐appropriate  
counterclaims  in  a   discipline-­‐appropriate  
and  possible  biases.   form  and  in  a  manner  
discipline-­‐appropriate   form  and  in  a  manner  
that  anticipates  the  
form  and  in  a  manner   that  anticipates  the  
audience’s  knowledge   audience’s  knowledge  
that  anticipates  the  
level  and  concerns   level  and  concerns  
audience’s  knowledge  
level,  concerns,  values,  
and  possible  biases.  
Use  words,  phrases,  and  clauses  as   WH1C   WH1C   Students  can  apply   Students  consistently   Students  consistently  
well  as  varied  syntax  to  link  the   words,  phrases,  and   use  phrases,  and   and  effectively  use  
major  sections  of  the  text,  create   clauses  to  link  the   clauses  to  link  the   phrases,  and  clauses,  as  
cohesion,  and  clarify  the   major  sections  of  the   major  sections  of  the   well  as  varied  syntax,  to  
relationships  between  claim(s)  and   text,  create  cohesion,   text,  create  cohesion,   link  the  major  sections  of  
reasons,  between  reasons  and   and  clarify  the   and  clarify  the   the  text,  create  cohesion,  
evidence,  and  between  claim(s)  and   relationships  between   relationships  between   and  clarify  the  
counterclaims.   claim(s)  and  reason,   claim(s)  and  reason,   relationships  between  
between  reason  and   between  reason  and   claim(s)  and  reason,  
evidence,  and  between   evidence,  and  between   between  reason  and  
claim(s)  and   claim(s)  and   evidence,  and  between  
counterclaims   counterclaims   claim(s)  and  
counterclaims  
Establish  and  maintain  a  formal   WH1D   WH1D   Students  apply  and   Students  effectively   Students  demonstrate  an  
style  and  objective  tone  while   maintain  a  formal  style   establish  and  maintain  a   understanding  of  formal  
attending  to  the  norms  and   and  objective  tone  while   formal  style  and   writing  style  including  
conventions  of  the  discipline  in   attending  to  the  norms   objective  tone  while   objective  tone  while  
and  conventions  of  the   attending  to  the  norms  
which  they  are  writing.   attending  to  the  norms  
discipline  in  which  they   and  conventions  of  the  
and  conventions  of  the  
are  writing.   discipline  in  which  they  
are  writing.   discipline  in  which  they  
are  writing.  
Provide  a  concluding  statement  or   WH1E   WH1E   Students  demonstrate   Students  effectively   Students  effectively  and  
section  that  follows  from  or   how  to  provide  a   demonstrate  how  to   consistently  demonstrate  
supports  the  argument  presented.   concluding  statement  or   provide  a  concluding   how  to  provide  a  
section  that  follows  from   statement  or  section  that   concluding  statement  or  

      6  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
section  that  follows  from   or  supports  the   follows  from  or  supports  
or  supports  the   argument  presented.   the  argument  presented.  
  argument  presented.  
 
Write  informative/explanatory   WH2   WH2   Students   r ecognize   h ow   Students   d emonstrate   Students  effectively  
texts,  including  the  narration  of   to  write   how  to  write   demonstrate  how  to  
historical  events,  scientific   informative/explanatory   information/explanatory   write  
procedures/experiments,  or   texts  including  the   texts  including  the   information/explanatory  
narration  of  historical   narration  of  historical  
technical  processes.   texts  including  the  
events,  scientific   events,  scientific  
procedures/experiments,   procedures/experiments,  
narration  of  historical  
or  technical  processes   or  technical  processes   events,  scientific  
procedures/experiments,  
or  technical  processes  
Introduce  a  topic  and  organize   WH2A   WH2A   Students  can  formulate    Students  can   Students  can  effectively  
complex  ideas,  concepts,  and   how   t o   i ntroduce   a   t opic   demonstrate   h ow   t o   demonstrate  how  to  
information  so  that  each  new   and   o rganize,   i deas,   introduce   a   t opic   a nd   introduce  a  complex  
element  builds  on  that  which   concepts,  and   organize,  ideas,  concepts,   topic  and  organize,  ideas,  
information  to  make   and  information  to  make  
precedes  it  to  create  a  unified   concepts,  and  
important  connections   important  connections  
whole;  include  formatting  (e.g.,   information  to  make  
and  distinctions   and  distinctions    
headings),  graphics  (e.g.,  figures,   important  connections  
tables),  and  multimedia  when  useful   and  distinctions  
to  aiding  comprehension.   including  proper  
formatting  of  graphics  
utilizing  multimedia.  
Develop  the  topic  thoroughly  by   WH2B   WH2B   Students  can  develop  the   Students  can   Students  can  thoroughly  
selecting  the  most  significant  and   topic   w ith   w ell-­‐chosen,   demonstrate   h ow   t o   and  consistently  
relevant  facts,  extended  definitions,   relevant,  and  sufficient   develop  the  topic  with   demonstrate  how  to  
concrete  details,  quotations,  or   facts,   e xtended   well-­‐chosen,   r elevant,   develop  the  topic  with  
definitions,  concrete   and  sufficient  facts,  
other  information  and  examples   well-­‐chosen,  relevant,  
details,  quotations,  or   extended  definitions,  
appropriate  to  the  audience's   and  sufficient  facts,  
other  information  and   concrete  details,  
knowledge  of  the  topic.   examples  appropriate  to   quotations,  or  other   extended  definitions,  
the  audience’s   information  and   concrete  details,  
quotations,  or  other  

      7  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
knowledge  of  the  topic.   examples  appropriate  to   information  and  
the  audience’s   examples  appropriate  to  
knowledge  of  the  topic.   the  audience’s  
  knowledge  of  the  topic.  
 
 
 
Use  varied  transitions  and  sentence   WH2C   WH2C   Students  apply  varied   Students  consistently   Students  would  
structures  to  link  the  major  sections   transitions  and  sentence   use  varied  transitions   understand  the  value  
of  the  text,  create  cohesion,  and   structures  to  link  the   and  sentence   that  consistent  use  of  
clarify  the  relationships  among   major  sections  of  the   structures  to  link  the   varied  transitions  and  
text,  create  cohesion,  and  
complex  ideas  and  concepts.   major  sections  of  the   sentence  structures  to  
clarifying  the  
  relationships  among  
text,  create  cohesion,   link  the  major  sections  of  
ideas  and  concepts   and  clarifying  the   the  text  and  clarify  the  
relationships  among   relationships  among  
ideas  and  concepts   ideas  and  concepts  is  
important  for  a  cohesive  
and  complex  essay  
Use  precise  language,  domain-­‐ WH2D   WH2D   Students  can  apply   Students  effectively   Students  effectively  and  
specific  vocabulary  and  techniques   precise  language  and   apply  how  to  use  precise   consistently  apply  
such  as  metaphor,  simile,  and   domain-­‐specific   language  and  domain-­‐ precise  language  and  
analogy  to  manage  the  complexity  of   vocabulary  to  manage   specific  vocabulary  and   domain-­‐specific  
techniques  to  manage  
the  topic;  convey  a  knowledgeable   the  complexity  of  the   vocabulary  and  
the  complexity  of  the  
stance  in  a  style  that  responds  to  the   topic  and  convey  a   techniques  such  as  
topic  and  convey  a  style  
discipline  and  context  as  well  as  to   style  appropriate  to   appropriate  to  the   analogies,  metaphors,  
the  expertise  of  likely  readers.   the  discipline  and   discipline  and  context  as   and  similes  to  manage  
context  as  well  as  to   well  as  to  the  expertise  of   the  complexity  of  the  
the  expertise  of  likely   likely  readers   topic  and  convey  a  style  
readers     appropriate  to  the  
  discipline  and  context  as  
well  as  to  the  expertise  of  
likely  readers  
 
 

      8  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
Provide  a  concluding  statement  or   WH2E   WH2E   Students  can  formulate   Students  can   Students  consistently  use  
section  that  follows  from  and   how  to  provide  a   demonstrate  how  to  use   a  concluding  statement  
supports  the  information  or   concluding  statement   a  concluding  statement   or  section  that  follows  
explanation  provided  (e.g.,   or  section  that  follows   or  section  that  follows   from  and  supports  the  
from  and  supports  the  
articulating  implications  or  the   from  and  supports  the   information  or  
information  or  
significance  of  the  topic).   information  or   explanation  presented    
explanation  presented  
explanation  presented  
Not  applicable  as  a  separate   WH3   WH3   Not  applicable  as  a   Not  applicable  as  a   Not  applicable  as  a  
requirement   separate  requirement   separate  requirement   separate  requirement  
Production  and  Distribution  of            
Writing  
Produce  clear  and  coherent  writing   WH4   WH4   Produce  writing  in   Often  produces  a  higher   Consistently  produces  a  
in  which  the  development,   which  the   level  of  writing  that  is   higher  level  of  writing  
organization,  and  style  are   development,   clear  and  coherent  and  in   that  is  clear  and  coherent  
appropriate  to  task,  purpose,  and   organization,  and  style   which  the  development,   and  in  which  the  
organization,  and  style  
audience.   are  appropriate  to   development,  
are  appropriate  to  task,  
task,  purpose,  and   organization,  and  style  
purpose,  and  audience.    
audience   are  appropriate  to  task,  
purpose,  and  audience.  
These  skills  should  also  
be  demonstrated  in  peer  
editing  and  assisting  in  
the  revision  process  of  
another  authors  work.  
Develop  and  strengthen  writing  as   WH5   WH5   Develop    and  strengthen   Develop    and  strengthen   Develop    and  strengthen  
needed  by  planning,  revising,   writing  as  needed  by   writing  as  needed  by   writing  as  needed  by  
editing,  rewriting,  or  trying  a  new   planning,  revising,   planning,  revising,   planning,  revising,  
approach,  focusing  on  addressing   editing,  rewriting,  or   editing,  rewriting,  or   editing,  rewriting,  or  
trying  a  new  approach,   trying  a  new  approach,  
what  is  most  significant  for  a   trying  a  new  approach,  
focusing  on  addressing   focusing  on  addressing  
specific  purpose  and  audience.   focusing  on  addressing  
what  is  most  significant   what  is  most  significant  
for  a  specific  purpose   for  a  specific  purpose   what  is  most  significant  
and  audience   and  audience,  while   for  a  specific  purpose  
and  audience,  while  

      9  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
effectively  relating   effectively  relating  
information  to  the   information  to  the  
writing  topic.   writing  topic.  
Use  technology,  including  the   WH6   WH6   Use  technology,     Use  technology,  including   Use  technology,  including  
Internet,  to  produce,  publish,  and   including  the  Internet,  to   the  Internet,  to  produce   the  Internet,  to  produce  
update  individual  or  shared  writing   produce,  publish,  and   and  publish  writing   and  publish  writing  
products  in  response  to  ongoing   update  individual  or   products,  taking   products,  taking  
shared  writing  products,   advantage  of  
feedback,  including  new  arguments   advantage  of  
taking  advantage  of   technology’s  capacity  to  
or  information.   technology’s  capacity  to   link  to  other  information  
technology’s  capacity  to  
link  to  other  information   and  to  display   link  to  other  information  
and  to  display   information  flexibly  and   and  to  display  
information  flexibly  and   dynamically.  This   information  flexibly  and  
dynamically   process  should  include   dynamically.  This  
feedback  that  encourages   process  should  include  
new  arguments  on  a   feedback  that  encourages  
specific  topic   new  arguments  on  a  
specific  topic  to  
ultimately  generate  a  
better  and  finished  
product  
Research  to  Build  and  Present            
Knowledge  
Conduct  short  as  well  as  more   WH7   WH7   Conduct  short  research   Conduct  short  as  well  as   Conduct  more  sustained  
sustained  research  projects  to   projects  to  answer  a   more  sustained  research   research  projects  to  
answer  a  question  (including  a  self-­‐ specific  question   projects  to  answer  a   answer  a  question  
generated  question)  or  solve  a   (including  self-­‐generated   question  (including  a   (including  a  self-­‐
questions)  using  inquiry   self-­‐generated  question)  
problem;  narrow  or  broaden  the   generated  question)  or  
and  synthesis  of  sources   or  solve  a  problem;  
inquiry  when  appropriate;   to  demonstrate   narrow  or  broaden  the  
solve  a  problem;  narrow  
synthesize  multiple  sources  on  the   understanding  of  the   inquiry  when   or  broaden  the  inquiry  
subject,  demonstrating   topic/question.     appropriate;  synthesize   when  appropriate;  
understanding  of  the  subject  under   multiple  sources  on  the   synthesize  multiple  
investigation.   subject,  demonstrating   sources  on  the  subject,  
understanding  of  the   demonstrating  

      10  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
understanding  of  the  
subject  under  
investigation  
subject  under  
investigation  
Gather  relevant  information  from   WH8   WH8   Gathers  a  variety  of   Used  advanced  searches   Used  advanced  searches  
multiple  authoritative  print  and   print  and  online   effectively  to  locate   to  locate  multiple  
digital  sources,  using  advanced   sources  to  answer  a   multiple  resources  from   resources  from  a  variety  
searches  effectively;  assess  the   content  specific   a  variety  of  print  and   of  print  and  online  
online  sources  to  answer  
strengths  and  limitations  of  each   research  prompt  and   sources  to  answer  a  
a  content  specific  
source  in  terms  of  the  specific  task,   assess  the  validity  and   research  prompt  and   content  specific  research  
purpose,  and  audience;  integrate   credibility  of  the   assess  the  credibility,   prompt.  Assess  the  
information  into  the  text  selectively   sources  chosen.  Also,   strength,  and   credibility,  strength,  
to  maintain  the  flow  of  ideas,   know  how  to   weaknesses  of  the   weaknesses,  and  avoid  
avoiding  plagiarism  and   effectively  avoid   sources  chosen.  Also,   plagiarism  by  
overreliance  on  any  one  source  and   plagiarism  while  citing   know  how  to  effectively   appropriately  citing  the  
following  a  standard  format  for   the  source  and   avoid  plagiarism  while   source  and  integrating  
citation.   integrate  the  source   citing  the  source  and   the  source  information  
information  into  the   integrate   t he   s ource   into  the  final  product.  
final  product       information  into  the  final   Students  should  also  
product.  Students  should  
avoid  over  reliance  of  
also  avoid  over  reliance  
of  one  specific  source.      
one  specific  source.      
Draw  evidence  from  informational   WH9   WH9   Draw  evidence  from   Draw  evidence  from   Draw  evidence  from  
texts  to  support  analysis,  reflection,   informational  texts  to   informational  texts  to   informational  texts  to  
and  research.   support  analysis,   support  analysis,   support  analysis,  
reflection  and  research.   reflection  and  research   reflection  and  research  
in  order  to  support  
in  order  to  support  
claims  in  writing  
products  
claims  in  writing  more  
complex  products  
Range  of  Writing            
Write  routinely  over  extended  time   WH10   WH10   Write  routinely  over   Write  routinely  over   Write  routinely  over  
frames  (time  for  reflection  and   extended  time  frames   extended  time  frames   extended  time  frames  
revision)  and  shorter  time  frames  (a   (time  for  reflection  and   (time  for  reflection  and   (time  for  reflection  and  
single  sitting  or  a  day  or  two)  for  a   revision)  and  shorter   revision)  and  shorter   revision)  and  shorter  
time  frames  (a  single   time  frames  (a  single  

      11  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
range  of  discipline-­‐specific  tasks,   sitting  or  a  day  or  two)   time  frames  (a  single  
sitting  or  a  day  or  two)  
purposes,  and  audiences.   for  range  of  discipline-­‐ for  range  of  discipline-­‐
sitting  or  a  day  or  two)  
specific  tasks,  purposes,   specific  tasks,  purposes,  
for  range  of  discipline-­‐
and  audiences.   and  audiences  to  create  
specific  tasks,  purposes,  
above  average  product  
and  audiences  to  create  a  
complete  product  
 
UNIT  1:  A  New   UNIT  2:  Immigration  and   UNIT  3:  Progressive  Era   UNIT  4:  American  Imperialism  
Industrial  Age   Urbanization   Essential  Questions:  What  role  
Essential  Questions:     Essential  Questions:  What  are   does  economics  play  in  relations  
Essential  Questions:  Is   your  individual  responsibilities  to   between  nations?    
change  always   Why  do  people  leave  the  known   mankind?    
positive?     for  the  unknown?     Why  does  a  nation  feel  the  need  to  
How  do  we  balance  the  needs  of   expand?  
What  are  the   What  problems  and  solutions  do   business  and  the  needs  of  
consequences  of   innovations  produce?     society?   Conceptual  Connections:  Conflict  
change?   Conceptual  Connections:  Paradox   Conceptual  Connections:  Reform  
Conceptual      
Connections:    
Innovation  
No.  of  Weeks:  ___2   No.  of  Weeks:  ____3_____   No.  of  Weeks:  _______3___   No.  of  Weeks:  ___2____  
 
AL  COS  1   AL  COS  1   AL  COS  2   AL  COS  2    
       
Explain  the  transition   Explain  the  transition  of  the   Evaluate  social  and  political   Evaluate  social  and  political  
of  the  United  States   United  States  from  an  agrarian   origins,  accomplishments,  and   origins,  accomplishments,  and  
from  an  agrarian   society  to  an  industrial  nation   limitations  of  Progressivism.   limitations  of  Progressivism.  
society  to  an  industrial   prior  to  World  War        
nation  prior  to  World       AL  COS  3  
War     AL  COS  2    
    Explain  the  United  States'  changing  
  Evaluate  social  and  political   role  in  the  early  twentieth  century  

      12  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
  origins,  accomplishments,  and   as  a  world  power.  
limitations  of  Progressivism.    
 
 
 
 
UNIT  5:  World  War  I   UNIT  6:  Roaring  Twenties   UNIT  7:  Great  Depression  and   UNIT  8:    World  War  II  
  the  New  Deal   Essential  Questions:  How  do  
Essential  Questions:  Why  do   Essential  Questions:  How  do   Essential  Questions:  What  is  the   governments  act  to  protect  or  
nations  respond  differently  to   societies  react  after  times  of   role  of  government  in  the   violate  basic  human  rights?  
the  same  events?     economy?    
crisis?    
How  did  the  Great  Depression  
What  is  the  relationship   What  is  meant  by  “extremes   Should  government  intervene   influence  the  rise  of  Fascism  as  
between  conflict  and  progress?   in  everyday  life?   a  political  philosophy  of  
breed  extremes”?  
Conceptual  Connections:  War   Germany  and  Italy?    
Conceptual  Connections:   Conceptual  Connections:  
  extremes   Acceptance  vs.  Dependence   Conceptual  Connections:  Global  
  Conflict  Resolution  
   
   
No.  of  Weeks:  ________2_______   No.  of  Weeks:  ___________2____   No.  of  Weeks:  ________3________   No.  of  Weeks:  ______3___  
 
AL  COS  4       AL  COS  5   AL  COS  6   Al  COS  8  
  Evaluate  the  impact  of  social    
Describe  causes,  events,  and  the   changes  and  the  influence  of   Describe  social  and  economic   Summarize  events  leading  to  
impact  of  military  involvement   key  figures  in  the  United  States   conditions  from  the  1920s   World  War  II,  including  the  
of  the  United  States  in  World   from  World  War  I  through  the   through  the  Great  Depression   militarization  of  the  Rhineland,  
War  I,  including  mobilization   1920s,  including  Prohibition,   regarding  factors  leading  to  a   Germany's  seizure  of  Austria  
and  economic  and  political   the  passage  of  the  Nineteenth   deepening  crisis,  including  the   and  Czechoslovakia,  Japan's  
changes   Amendment,  the  Scopes  Trial,   collapse  of  the  farming   invasion  of  China,  and  the  Rape  
limits  on  immigration,  Ku  Klux   economy  and  the  stock  market   of  Nanjing.  
Klan  activities,  the  Red  Scare,   crash  of  1929.    
the  Harlem  Renaissance,  the     AL  COS  9  
 

      13  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
Great  Migration,  the  Jazz  Age,   AL  COS  7   Describe  the  significance  of  
Susan  B.  Anthony,  Margaret     major  battles,  events,  and  
Sanger,  Elizabeth  Cady  Stanton,   Explain  strengths  and   consequences  of  World  War  II  
W.  C.  Handy,  and  Zelda   weaknesses  of  the  New  Deal  in   campaigns,  including  North  
Fitzgerald.   managing  problems  of  the  Great   Africa,  Midway,  Normandy,  
  Depression  through  relief,   Okinawa,  the  Battle  of  the  
AL  COS  6   recovery,  and  reform  programs,   Bulge,  Iwo  Jima,  and  the  Yalta  
Describe  social  and  economic   including  the  Tennessee  Valley   and  Potsdam  Conferences.  
conditions  from  the  1920s   Authority  (TVA),  the  Works    
through  the  Great  Depression   Progress  Administration   AL  COS  10  
regarding  factors  leading  to  a   (WPA),  the  Civilian    
deepening  crisis,  including  the   Conservation  Corps  (CCC),  and   Describe  the  impact  of  World  
collapse  of  the  farming   the  Social  Security  Act.   War  II  on  the  lives  of  American  
economy  and  the  stock  market     citizens,  including  wartime  
crash  of  1929.     economic  measures,  population  
    shifts,  growth  in  the  middle  
  class,  growth  of  
  industrialization,  advancements  
  in  science  and  technology,  
  increased  wealth  in  the  African-­‐
American  community,  racial  
and  ethnic  tensions,  
Servicemen's  Readjustment  Act  
of  1944  (G.  I.  Bill  of  Rights),  and  
desegregation  of  the  military.  
 

 
 
 

      14  
 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
UNIT  9:  Cold  War   UNIT  10:    Civil  Rights  Movement   UNIT  11:  The  1960’s  
Essential  Questions:  How  do  we  balance    
Essential  Questions:  How  do  competing   liberty  and  individual  rights?   Essential  Question:  How  do  societies  react  
ideologies  settle  differences?   to  ideas  that  challenge  longstanding  
Conceptual  Connections:  Freedom   mores?  
Conceptual  Connections:  Ideology  
  Conceptual  Connections:  Adaptation  and  
 
  Turbulence  

 
No.  of  Weeks:  ________2_______   No.  of  Weeks:  ___________2____   No.  of  Weeks:  ________2________  
AL  COS  11   Al  COS  14   AL  COS  14  
     
   Describe  the  international  role  of  the   Trace  events  of  the  modern  Civil  Rights   Trace  events  of  the  modern  Civil  Rights  
United  States  from  1945  through  1960   Movement  from  post-­‐World  War  II  to  1970   Movement  from  post-­‐World  War  II  to  1970  
relative  to  the  Truman  Doctrine,  the   that  resulted  in  social  and  economic   that  resulted  in  social  and  economic  
Marshall  Plan,  the  Berlin  Blockade,  and   changes,  including  the  Montgomery  Bus   changes,  including  the  Montgomery  Bus  
the  North  Atlantic  Treaty  Organization   Boycott,  the  desegregation  of  Little  Rock   Boycott,  the  desegregation  of  Little  Rock  
(NATO).   Central  High  School,  the  March  on   Central  High  School,  the  March  on  
  Washington,  Freedom  Rides,  the  Sixteenth   Washington,  Freedom  Rides,  the  Sixteenth  
Al  COS  12   Street  Baptist  Church  bombing,  and  the   Street  Baptist  Church  bombing,  and  the  
  Selma-­‐to-­‐Montgomery  March.     Selma-­‐to-­‐Montgomery  March.    
 Describe  major  initiatives  of  the  John  F.    
Kennedy  and  Lyndon  B.  Johnson   Al  COS  15  
Administrations.    
  Describe  changing  social  and  cultural  
conditions  in  the  United  States  during  the  
1950s,  1960s,  and  1970s.    
 
 

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 Hoover  City  Schools                                                                                                                            Grade  11  US  History                                                          2014-­‐2020  
 
UNIT  12:  The  Vietnam  Conflict   UNIT  13:  The  1970’s   UNIT  14:  Reagan  Administration  to  the  
Present  
Essential  Question:  What  is  the   Essential  Questions:  What  role  does   Essential  Questions:  How  do  post  events  
difference  between  conflict  and  war?   expediency  play  in  history?   impact  the  present?  
Conceptual  Connections:  Quagmire   Conceptual  Connections:  Machiavellian   Conceptual  Connections:  relevance  
  political  decision  making  
 
 
 
No.  of  Weeks:  ________3_______   No.  of  Weeks:  ___________3___  
No.  of  Weeks:  ________3________  
 
AL  COS  13   AL  COS  15   AL  COS  16  
     
 Trace  the  course  of  the  involvement  of   Describe  changing  social  and  cultural    Describe  significant  foreign  and  domestic  
the  United  States  in  Vietnam  from  the   conditions  in  the  United  States  during  the   issues  of  presidential  administrations  from  
1950s  to  1975,  including  the  Battle  of   1950s,  1960s,  and  1970s.     Richard  M.  Nixon  to  the  present.  
Dien  Bien  Phu,  the  Gulf  of  Tonkin      
Resolution,  the  Tet  Offensive,   Al  COS  16    
destabilization  of  Laos,  secret  bombings      
of  Cambodia,  and  the  fall  of  Saigon.      Describe  significant  foreign  and  domestic    
  issues  of  presidential  administrations  from    
  Richard  M.  Nixon  to  the  present.    
 
 

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