GRADE 11 CONTENT STANDARDS
TOPICS FROM THE CALIFORNIA STATE HISTORY / SOCIAL SCIENCE FRAMEWORK

Grade 11 Topics

I. REVIEW: THE NATION'S BEGINNINGS

" Demonstrate an understanding of major ideals that influenced the founding of the United States.

VII. GREAT DEPRESSION

" Demonstrate an understanding of the causes of the Great Depression and how the New Deal affected society and changedAmerican federalism.

II.REVIEW: US TO 1900

" Understand the effects of Civil War and Reconstruction.

VIII. WORLD WAR II

" Understand the role of the United States in World War II and the impact of the war on the home front.

III. RELIGION IN AMERICA

" Analyze the role religion played in the development of American society.

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Discuss the contributions of various religious groups.

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Examine incidents of religious intolerance in the United States.

IX. POST WORLD WAR II

" Analyze the economic and social transformations of the United States from WWII to 1965.

IV. INDUSTRIALIZATION

" Explain how industrialization, immigration, and expansion transformed the United States in the period from 1877-1914.

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Describe how Progressives addressed the excesses of the Gilded Age, urbanization, and political corruption.

X. FOREIGN POLICY FROM 1945 - 1989

" Understand the Cold War's impact on American foreign policy, including Korea, Vietnam, and relationships with Latin America.

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Examine the relationship between American foreign policy and the McCarthy Era.

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Analyze the movements protesting foreign policy and their impact on America's subsequent role in world events. Include the movements against the war in Vietnam and movement against nuclear weapons.

V. UNITED STATES AS A WORLD POWER

" Trace the rise of the US as a world power in the 20th-century including an examination of the Open Door Policy, and the Spanish American War.

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Examine foreign policies of the Roosevelt, Taft, and Wilson administrations.

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Understand the political, economic, and social ramifications of World War I.

XI. CIVIL RIGHTS MOVEMENT

" Demonstrate an understanding of the struggle for racial equality and the extension of civil rights and civil liberties.

VI. THE JAZZ AGE

" Demonstrate an understanding of major political, social, economic, and cultural developments of the 1920s.

XII. CONTEMPORARY AMERICAN SOCIETY

" Demonstrate an understanding of the significant political, social and economic changes in the united States from 1965 to the present.

 

OUSD K-12 History / Social Studies Standards
HISTORICAL THINKING: SAMPLE ASSIGNMENTS GRADE 11

Grade 11 : OUSD Sample Assignments

1.
Spatial / Chronological Thinking

" Design a map to illustrate the northward migration and the population density of African Americans in northern cities during the 1920s.

" Make a map with a key contrasting the relative wealth of different regions of the United States during the Depression.

" Prepare a map showing which East European nations were occupied immediately after World War II and by whom.

" Prepare a time line of events leading to the Cuban Missile Crisis.

" Create a time line of United States involvement in Vietnam.

2.
Examining Evidence

" Read ehe 1Sth Amendment, the Volstead Act, editorials by Wets and Drys, and list arguments for and against the 18th Amendment.

" Make a chart illustrating how each of these policies (Marshall Plan, NATO, and the Berlin Blockade/ Airlift) illustrates the major premises of the Truman Doctrine.

" Examine four political cartoons from the 1950s to the 1970s (one from each presidential administration: Eisenhower, Kennedy, Johnson, and Nixon) on the Vietnam war. Write a brief commentary about the point of view of each cartoon regarding that conflict.

" Analyze public opinion polls (1972-74) to determine public confidence in government institutions.

3.
Diversity : Multiple Perspectives

" Do a mock trial on either the constitutionality of the trial of Sacco and Vanzetti or the KKK's right to march on Washington.

" Read the poetry and stories of Langston Hughes, Jean Toomer, Countee Cullen; listen to the music of Bessie Smith, Louis Armstrong, Billie Holliday, etc.; write their own blues and/or poetry.

" Write a paper that analyzes Soviet Cold War policy statements in the context of their historic vulnerability to the West (Napoleon, World War I, and World War 11).

" Make a collage contrasting the "counterculture" and mainstream culture in the 1960s.

4.
Historical Interpretation

" Make a chart that contrasts the the increased wealth of the rich with the decreased wealth of the poor today and speculate on why this might have happened.

" Examine advertisements and films depicting the image of women in the 1950s and 1960s and statistics and court cases concerning the reality of women; write an essay analyzing the incongruity between how women were depicted in popular culture and what life was really like.

" Examine examples of popular culture from the 1920s and, in a formal essay, hypothesize what it was like to be young in the 1920s.

" Write a position paper on the causes of the Cold War, including a comparison of traditional and revisionist interpretations.

5
Determining Historical/ Geographical Significance

"Write an informal essay describing how popular culture influences students today in terms of language, fashion, and attitudes towards sex. Compare their experiences with those of young people in the 1920s nd 1960s.

" Write a cause-and-effect essay illustrating the onnection between World War I and the Harlem Renaissance.

" Make a top ten list of American women in the 20th century. Justify your choices.

"Have students determine the significance of economic events such as the Depression, WWII, post-war boom and recession, to patterns of immigration from Mexico and the experiences of Mexican American immigrants. Students should focus on the immigrant experience, attitudes of California residents, and economic and political policies enacted at the national, state, and local levels.

 

OUSD K-12 History / Social Studies Standards
MODEl UNlT FOR GRADE 11 THE DEPRESSION
Sample Question: What caused the Depression and what were
its effects on the American people and the role of government?

Grade 11 : Model Unit

Historical Thinking Standard
Assignments / Activities
To show evidence of standards, students might:

Chronological/ Spatial Thinking

" Location

" Sequencing

 

" Draw a map to locate the Dust Bowl and routes taken to California

" Create a timeline that shows events leading to the Great Depression, the election of Franklin Delano Roosevelt, and the subsequent New Deal legislation.

Examining Evidence

" Examining primary sources (such as photos, artifacts, and documents)

" Relationship between primary sources and historical/ geographical context

" Author's intentions / perspective

" Read oral histories from Stud Terkel's Hard Times on the Great Depression.

" Write captions or news stories to go with textless photographs of Dorothea Lange, Margaret Bourke-White, and Walker Evans.

" Examine charts, graphs, and tables that show rising unemployment, GNP, etc. and write text to accompany these charts.

Diversity / Multiple Perspectives

" Influences (such as location, race, gender, class, age, sexual orientation)

" Empathy

" Explore views of patriotism by writing a learning log. Share the log with others in the class.

" Read speeches of political leaders such as Lloyd George and Teddy Roosevelt and compare their ideas to the film Gallipoli.

Interpretation

" Constructing historical accounts

" Comparing historical accounts

" Moral judgment

" Using evidence such as maps, statistics, posters, speeches, and literature, write a one-page analysis of the role nationalism played in World War I and its outcome.

Determining Historical /
Geographical Significance

" Connect past and present

" Causation

" Evaluation

" Location

" Listen to a lecture on issues of nationalism in the world today and of the struggle of some people to form nations.

" Write an opinion piece answering the question," Is nationalism a good thing?", drawing upon their knowledge of World War I and current issues.