11th grade social studies integrated curriculum map

8/7/2019 11th Grade Social Studies Integrated Curriculum Map

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LIS 654 Amanda Goodman Spring 2010

Amanda GoodmanLIS 654Andrews2010 March 31

Note: Text in bold refers to skills pertaining to NC SCOS Information Skills being taught by the librarian.

11 th Grade Social Studies Integrated Curriculum Map

TimeFrame

NC SCOS:History

NC SCOSInformation Skills

Strategy/Activity

TheAssessment

August 1.01 Identify themajor domesticissues and conflicts

experienced by thenation during theFederalist Period.

1.11 Explore primaryand secondarysources.

Teach students thedifference betweenprimary and secondary

sources by havingthem read excerptsfrom the FederalistPapers and the Articlesof Confederation.Watch sections of ANew Nation from theSchlesinger VideoCompany.

Students will thencomplete worksheetsto identify if variousstatements would havebeen made byFederalists or Anti-Federalists. Explainhow these statementsreflected on the majordomestic issues andconflicts of the timeperiod.

Worksheets

1.02 Analyze thepolitical freedomsavailable to thefollowing groupsprior to 1820:women, wageearners, landlessfarmers, American

Discuss the politicalfreedoms thesedifferent groups hadprior to 1820. Theninstruct students towrite a journal entryfrom their chosenperspective and discuss

Journal entries

Combine theentries into asingle documentand have it ondisplay as a classproject.


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Indians, AfricanAmericans, andother ethnic groups.

1.03 Assesscommercial anddiplomaticrelationships withBritain, France, andother nations.

how they had eitherthe freedom or inabilityto express theirpolitical views.

Instruct students tocreate small posterssupporting orprotesting the UnitedStates involvementwith other nations.

Posters

Display theposters aroundthe classroom.

September 2.01 Analyze theeffects of territorialexpansion and theadmission of newstates to the Union.

2.02 Describe howthe growth of nationalism andsectionalism were

reflected in art,literature, andlanguage.

2.03 Distinguishbetween theeconomic and socialissues that led tosectionalism andnationalism.

2.04 Assess politicalevents, issues, andpersonalities thatcontributed tosectionalism andnationalism.

1.08 Select and useindependently, bothwithin and outsidethe school, a variety

of resources andformats.

2.06 Recognize thepower of the mediato influence.

3.03 Identify bias andstereotypes.

4.08 Credit sourcesof information.

Ask students to writeletters to thenewspaper supportingtheir belief ordisagreement with theconcept of ManifestDestiny.

In the school library,show students wherethey can find examplesof resources to use in

researching theirpaper. Then exhibitsearch techniquesusing outsidedatabases from thelocal library andkeyword worksearches to findresources outside thelibrary that they mayfind useful for theirpapers. Show the classwhere they can find onthe schools websiteinformation on how tocite their resources inMLA format.

Discuss with studentsbias in the media by

The logical orideologicalsupport for theirposition in thestudentseditorial pieces.

PowerPoint

Correct citationstyle included

some way intheirpresentation.

Studentsinclude a varietyof resources.


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2.05 Identify themajor reformmovements andevaluate theireffectiveness.

comparing Fox Newsand MSNBC and themedias ability toinfluence incontemporary times.Ask them to considerthe effects thenewspapers wouldhave had on a culturewith few otherresources they couldlook to find unbiasedopinions during earlyAmerica.

Finally instructstudents in how tocreate a PowerPointusing text and imagesfound online for asimple demonstrativePowerPoint lesson.

Split the class intothree groups andassign each group adifferent area to cover(art, literature, or

language). Studentswill use a variety of resources to gathertheir information from.Each group will createa PowerPoint tocollectively teach theclass how patrioticfeelings of nationalismand sectionalism wereexpressed in theirmedium.

Read the Seneca FallsDeclaration of Sentiments. Split theclass into male andfemale groups. Thendivide each group inhalf and have them

Persuasivenessof studentsarguments fortheir positionusing beliefs andlogic from thetime period.


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2.06 Evaluate therole of religion inthe debate overslavery and othersocial movementsand issues.

3.01 Trace theeconomic, social,and political eventsfrom the MexicanWar to the outbreak

of the Civil War.

3.02 Analyze andassess the causes of the Civil War.

take a supporting orprotesting position onWomens Suffrage.Students will then havea mock debate wherethey will argue theirsides points.

Have students readexcerpts from TheNorth Star byFrederick Douglass andThe Liberator byWilliam Lloyd Garrison.Have students highlightpassages where theauthors try to persuadethe reader that theyare led by God in theirwork. Discuss how thepersuasive voice isused in civic discourse.

Read the MissouriCompromise and theCompromise of 1851.Create a timeline thathighlights and explains

the variouscompromises that dealtwith how to handletensions about slavery.

Read South CarolinasDeclaration of Secession and discussthe exact reasons asoutlined in theDeclaration why SouthCarolina felt compelledto secede from theUnion. Discuss if thismatches studentsprior education aboutthe reasons behind theCivil War.

Class discussion

Timeline

Theexplanations of the importance

of eachcompromise.

The classdiscussion abouthistoryrevisionists andhow theirinterpretationdisagrees withprimary sourcesfrom the timeperiod.


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October 3.03 Identifypolitical and militaryturning points of theCivil War and assesstheir significance tothe outcome of theconflict.

3.04 Analyze thepolitical, economic,and social impact of Reconstruction onthe nation andidentify the reasonswhy Reconstructioncame to an end.

3.05 Evaluate thedegree to which theCivil War andReconstructionproved to be a testof the supremacy of the nationalgovernment.

Watch selection fromKen Burns The CivilWar to understandvarious turning pointsin the Civil War. ReadThe GettysburgAddress and discussesits political andemotional effects onlisteners. Students willresearch the battles of Gettysburg andVicksburg usingprimary and secondaryresources to explainwhy they were majorturning points in thewar.

Create a poster thatillustrates thedifferences betweenslavery, sharecropping,and tenant farming inthe lives of African-Americans during theReconstruction period.With this

understanding, ask theclass to discuss whythey thinkReconstruction cameto an end.

Read the 13 th , 14 th , and15 th amendments andthe Civil Rights Act of 1866. Explore whatrights were givenexplicitly in theamendments todifferent groups andhow the states reactedto the amendments.The class will discussthe new supremacyauthority thegovernment gained

Paper

Poster

Class discussion

Class discussion


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4.01 Compare andcontrast thedifferent groups of people whomigrated to theWest and describethe problems theyexperienced.

4.02 Evaluate theimpact thatsettlement in theWest had upondifferent groups of people and theenvironment.

3.04 Relate culturalsimilarities anddifferences topersonal heritageand environments.

2.01 Identifypublished criteria of excellence forresources.

2.02 Apply identifiedcriteria to selectresources.

2.03 Recognize thediversity of ideas andthoughts byexploring a variety of resources andformats.

and why they wereable to enforce thesenew amendments.

Discuss how justbecause someone ispart of a cultural groupdoes not mean theyembody every aspectof the values of theirculture. For example,in many cultures,women had limitedrights, but manywomen cross dressedin order to gain thelegal and culturalfreedom a manenjoyed.

Teach how differentformats lead to moreor less revealing orhonest informationbeing recorded. Forinstance, people areusually more intimatein their diaries while

theyre moreprofessional andconcise in newspapers.

Explain how tocritically examineresources for accuracy,currency, authority,and bias. Use theexample of CrazyHorse in EncyclopediaAmericana which isvery negative andculturally insensitive.

Students will researchreasons that variousgroups moved West.They will then identifya singular historical

Writtenassignment

Multipleresources

Explanationswithin thepapers as towhy theirresources arecredible.


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4.03 Describe thecauses and effectsof the financialdifficulties thatplagued theAmerican farmerand trace the riseand decline of Populism.

4.04 Describeinnovations inagriculturaltechnology andbusiness practicesand assess theirimpact on the West.

figure from a groupand discuss in a writtenassignment whetherthat persons reasonsfor heading Westmatched the prevailingreasons of theircultural group. Paperswill include anexplanation of whythey choose theirresources and why.

In small groups, havestudents collaborate ona brochure advertisingthe beliefs of thePopulist Party. Groupswill then exchangebrochures in aclockwise motionaround the classroom.After a brief groupdiscussion of thedifferences betweentheir brochure and thenew one, the class willthen have a discussion

where they discusswhat they learnedabout how to marketyour beliefs mosteffectively.

Create maps detailingthe major railroad linesof the period. Studentswill then compareagriculturalinformation from anassigned portion of thecountry prior to andafter railroads wereintroduced to the area.They will display theirareas information onavailable space of thechart. Maps will then

Brochures

Groupdiscussion abouteffectivemarketing skills.

Maps

Analysis of agriculturalchanges overtime.


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be displayed aroundthe room.

November 5.01 Evaluate theinfluence of

immigration andrapidindustrialization onurban life.

5.02 Explain howbusiness andindustrial leadersaccumulated wealthand wielded politicaland economicpower.

5.03 Assess theimpact of laborunions on industryand the lives of workers.

1.10 Identifycharacteristics andadvantages of variousmedia formats for aspecific task.

3.01 Describe personalcultural heritage andenvironment.

Discuss the benefits of using an online

database to search forinformation aboutpotential ancestor onboth the Ellis Islandwebsite and comparedto keyword searches insearch engines likeGoogle. Also cover thepros and cons of usingan online database vs.print.

Students will thencreate bar graphscomparing immigrationnumbers and countriesof origin usingdatabases and searchengines to findaccurate information.Discuss racialdiscrimination againstdifferent immigration

groups.

Discuss AndrewCarnegie, Rockefeller,and Vanderbiltsindustry practices.Show photos andvideos of the BiltmoreEstate to illustrate thefabulous wealth theCaptains of Industryaccumulated.

Show photos and sharequotes from labor

Studentssuccessful

navigation of the Ellis websiteand keywordsearch engines.

Bar graph

Students insightinto racialdiscrimination.

Collages

Class discussion

Ticket-out-the-door to name awork conditionthat laborunions wantedto change.


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7.02 Analyze howdifferent groups of Americans madeeconomic andpolitical gains in theProgressive Period.

7.03 Evaluate theeffects of racialsegregation ondifferent regionsand segments of theUnited States'society.

7.04 Examine theimpact of technologicalchanges oneconomic, social,and cultural life inthe United States.

8.01 Examine thereasons why theUnited Statesremained neutral atthe beginning of World War I butlater becameinvolved.

5.02 Producemedia in variousformatsappropriate toaudience andpurpose.

4.09 Produce andpresent findings in

various formats.

American health.

Compare the partyplatforms of thedifferent politicalparties. Have studentsidentify what issueswere progressive.

Have students comparethe literary tests thatwere given to African-Americans againstthose given to othergroups. Have studentsenter a groupdiscussion about theconsequences of requiring a literary testin order to vote.

Watch the first filmsproduced by ThomasEdison. Contrast thiswith other earlymoving picturedevices. What bigchanges has

technology made intheir own lifetimes?

Divide the class intogroups of four andassign each group oneof the followingdemographics they willbe appealing to in theirpropaganda media:young men, elderly,children, and familiesabout why they shouldbe for or against thewar. Let the groupsdecide their pro oragainst stance.

Each group will thendecide what form their

Students abilityto identifyprogressiveideas.

Groupdiscussion

Ticket-out-the-door by havingstudents name aturn of thecenturytechnology thatchanged life in

the UnitedStates.

The media thatis produced andhow well it isexecuted.

Thepersuasivenessof the groupsargument.


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8.02 Identifypolitical and militaryturning points of thewar and determinetheir significance to

the outcome of theconflict.

8.03 Assess thepolitical, economic,social, and culturaleffects of the waron the United Statesand other nations.

media will take (shortvideo, poster,Vaudeville play, etc).Depending on themedia method thegroup chooses willdetermine to whatextent they willreceive instruction andmedia resources fromthe librarian.

When completed, eachgroup will present tothe class andafterwards, the classwill vote on thepersuasiveness of theirargument towards theperceived needs anddesires of the intendedfocus group.

Divide the class intotwo groups (Allies andCentral Powers) andhave them identifyeach of the major

battles that they lostand against whom. Askthem to identify whatwas the significance of their loss. Have the twogroups present to eachother in order tounderstand how theseconflicts shaped thefinal outcome.

Read the Charter forthe League of Nationsand Wilsons FourteenPoints. Students willthen write a shortpaper as to how theLeague of Nationschanged the powerdynamics between

Listing thebattles andexplaining thesignificance of these conflicts.

Paper


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countries after WorldWar I.

February 9.01 Elaborate onthe cycle of economic boom and

bust in the 1920'sand 1930's.

9.02 Analyze theextent of prosperityfor differentsegments of societyduring this period.

9.03 Analyze thesignificance of social, intellectual,and technologicalchanges of lifestylesin the United States.

9.04 Describechallenges totraditional practicesin religion, race, andgender.

1.01 Participate inread-aloud,storytelling,booktalking, silent and voluntaryreadingexperiences.

1.06 Identifycharacteristics of various genres.

Students will create atimeline that followsthe booms and busts of

the Stock Market priorto and after the 1929crash. Ask the class tocompare thisuncertainty tocontemporaryeconomic troubles inthe United States since2001.

The class will analyzephotos of the timeperiod and comparethe different groups toeach other. In groups,students will createlists of the hardshipsfaced by a groupassigned to them. Thelists will be postedunder a correspondingphoto to be displayedon the classroom wall.

Students will silentlyread selections fromThe Great Gatsby andwritings by ErnestHemingway. Then as aclass, students will readaloud poetry fromLangston Hughes.

Afterwards, thelibrarian will identifythe maincharacteristics of thesegenres and how theyare used in exampleswithin these works.

Students will thendiscuss in small groups

Timeline

Class discussion

Thoughtfulnessof discussionaboutdifferencesbetween groupsprosperity andthe lists createdwithin groups.

Studentparticipation

Groupdiscussions

Studentsunderstandingof genrecharacteristics


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9.05 Assess theimpact of New Dealreforms in enlargingthe role of thefederal governmentin American life.

of four how thesegenres reflect thehistorical events andchallenges that werefacing the UnitedStates at the time.

Students will writeshort papers discussinghow New Deal reformsare still affecting theirfamilies today.Examples: Medicare,Medicaid, The TVA, theBlue Ridge Parkway,etc.

Papers

March 10.01 Elaborate onthe causes of WorldWar II and reasonsfor United Statesentry into the war.

10.02 Identifymilitary, political,and diplomaticturning points of thewar and determine

their significance tothe outcome andaftermath of theconflict.

4.05 Gatherinformation fromthe most effectiveresources.

4.07 Organize anduse information.

The librarian willdemonstrate how tofind atlases andpopulation maps fromdifferent time periodsusing the schoolsdatabases and printresources. They willshow the populationof Hiroshima, Japanbefore and after the

war as an example.

Then the librarian willshow how to useEvernotes and otheronline software astools to organize theirinformation as theyfind details for theirproject.

Students will worktogether in groups tocreate two maps: onethat shows Europe andthe Middle Eastsboundaries andcountries before WarWorld II and the otherafter the war. They will

Two maps

Organization of information

Class discussion


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10.03 Describe andanalyze the effectsof the war onAmerican economic,social, political, andcultural life.

10.04 Elaborate onchanges in thedirection of foreignpolicy related to thebeginnings of theCold War.

include information onthe before map as towhy each country joined the war and pre-war populations. Onthe after map,students will includethe post-warpopulations. Studentswill be asked to explainthe aftermath of howthe war affected thecountries they areassigned.

Using skills previouslygained, students willcreate a PowerPoint intheir group usingimages found fromvarious resources todiscuss changes inAmerican society afterthe war on the lives of women, the rise of thesuburbs, and thepopulation explosionreferred to as the Baby

Boomers generation.Groups will thenpresent theirPowerPoints to theclass.

Students will fill inworksheet mapsshowing all the militaryskirmishes the UnitedStates was involved inprior to the start of theCold War. Students willthen write a one pagepaper about whichevent they believe hadthe most profoundeffect on starting theCold War.

PowerPoint

Map

Paper


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10.05 Assess therole of organizationsestablished tomaintain peace andexamine theircontinuingeffectiveness.

For homework,students will look upthe following peacekeeping organizationsand their statedmission and goals:

Alliance for ProgressNATOOASSEATOSecurity CouncilUnited NationsWarsaw Pact

Using informationgained from class, theywill pick anorganization and createa list of indiscretionstheir organization wasin which does notmatch their statedmission and goals.

Paper

April 11.01 Describe theeffects of the ColdWar on economic,political, and social

life in America.

11.02 Trace majorevents of the CivilRights Movementand evaluate itsimpact.

Students will read andwatch videos on theprosecution that wenton across America

during the McCarthyera. The class will thendiscuss therepercussions of different groupsturning on each otherin America during theCold War.

Students will take afield trip to theInternational CivilRights Museum inGreensboro, NC if applicable. Studentswill go on the guidedtour and afterwards insmall groups discussthe enduring legacy of slavery.

Class discussion

Class discussion


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11.03 Identify majorsocial movementsincluding, but notlimited to, thoseinvolving women,young people, andthe environment,and evaluate theimpact of thesemovements on theUnited States'society.

11.04 Identify thecauses of UnitedStates' involvementin Vietnam andexamine how thisinvolvementaffected society.

5.03 Describe,support anopinion, and /orpersuade anaudience using avariety of mediaformats.

5.01 Respond toreading, listening,viewing experiencesorally, artistically,dramatically,through variousformats.

The librarian willexplain persuasive anddebate skills and theinfluence of media onpromoting anindividuals argumentby using the Nixon vs.Kennedy debate as anexample.

Individually, studentswill select a person of interest that they willdo research on theirrole in one of thefollowing socialmovements: feminists,environmentalists,rock-n-rollers, hippies,etc.

They will then useearlier gained skills tocreate a presentationthat expresses thatpersons views andshare it with the class.

The students will try topersuade each other asto why their chosenpersons views weresupported by the largermovement they werepart of.

Students will readnewspaper and journalarticles from the timeperiod talking aboutKent State and otherprotests by studentsagainst the VietnamWar. They will thendiscuss as a class aboutthe power of studentsto influence society.

Mediapresentation

Persuasive skills

Class discussion


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11.05 Examine theimpact of technologicalinnovations thathave impactedAmerican life.

11.06 Identifypolitical events andthe actions andreactions of thegovernment officialsand citizens, andassess the social andpoliticalconsequences.

Students will listen toWe didnt start thefire by Billy Joel andother songs from thisera. In a paper, theywill identify commonthemes about howtechnology changedAmerican life (ex:pesticides and unbornchildren), the risingpolitical involvementby the Americanpeople in politics, theCivil Rights Movement,and compare how thisdiffered from earliereras when theAmerican people weremore supportive of theUnited Statesinvolvement ininternational affairsand wars.

Paper

May 12.01 Summarizesignificant events inforeign policy sincethe Vietnam War.

12.02 Evaluate theimpact of recentconstitutionalamendments, courtrulings, and federallegislation on UnitedStates' citizens.

12.05 Assess theimpact of growingracial and ethnicdiversity inAmerican society.

Students will write acompare and contrastpaper about thedifferences in

apartheid in SouthAfrica to the CivilRights Movement inthe United States.

Have students look atthe 1986 Amnestyruling that legalizedundocumentedresidents. Havestudents trace theimpact of this decisionon the risingpopulationdemographics in theUnited Statescomparing the 1980,1990, and 2000 censusdemographic reports toeach other. Map the

Paper

Map


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12.03 Identify andassess the impact of economic,technological, andenvironmentalchanges in theUnited States.

12.06 Assess theimpact of twenty-first centuryterrorist activity onAmerican society.

12.04 Identify andassess the impact of social, political, andcultural changes inthe United States.

differences duringthese three censuses.Celebrate this reneweddiversity by allowingstudents to bring intheir favorite dishes toshare with the class!

Discuss the Three MilesIsland incident andhave students debatewhether there isreasons against usingrenewably energysources like solarpower, wind power,and wave power. Havestudents create posterscomparing differentrenewable energies toeach other.

Students will interviewat least three adultsabout the effects thatthey perceived onAmerican societyfollowing the disasters

of 9/11/2001. Studentswill then comparethese comments totheir own memories of what they recall of United States life priorto the War on Terror.Hold a final classdiscussion on whetherthere is a moreeffective method of fighting a guerilla warthan current U.S.policies.

Class discussion

Poster

Paper

Class discussion

11th grade social studies integrated curriculum map

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