1. 11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
1.1. Students trace the influences of American Democracy. They examine Enlightenment ideas and its influence on the founding fathers and founding documents. Students also study debates surrounding the Constitution, the Civil War, and the Reconstruction Era.
2. 11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
2.1. Students examine the role of religious movements on American society and politics. Religious movements such as The 1st and 2nd Great Awakening are explored. Students also look at religious pluralism in the US and the experience of religious minorities in early America.
3. 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
3.1. In this section students study society during the 1920's. Paradoxical themes of civil rights and race in America are explored through the Harlem Renaissance and advances of women's rights but also attacks on civil liberties like the KKK and anti-immigrant raids. New technologies like radio and automobiles and its impact on popular culture are analyzed.
4. 11.7 Students analyze America’s participation in World War II.
4.1. In this section students will examine the United States influence and political policies prior the attack on Pearl Harbor. Students will be studying the Pacific Ampetheater with an emphasis on the major battle sites in the Pacific and Europe. Students will study the sarifices all Americans had to make during this time and how it contributed to new technological advancements in aviation, weaponry, communication, and medicine.
4.1.1. Lesson Plan: The objective of this assignment is for the students to be able to accurately identify where major battles took place and why they were significant. Instructions: Students will be broken up into groups of 5. Each member will be assigned a battle. The students must research oral stories or diary entries from the battle and present their findings in a multimedia presentation. The presentation must include the location of the battle, a summary of the battle, pictures of the battle, individuals names, age who they received their information from, and proper citations. The group will present their findings to the class. While a group is presenting the class will be writing down their findings on a graphic organizer and labeling a map with the locations.
5. 11.9 Students analyze U.S. foreign policy since World War II.
5.1. Students will look at the effects WWII had on developing the United Nations and International Declaration of Human Rights. They discuss the threat Communism played abroad and domestic. Students will also examine the NAFTA and other trade agreements.
6. 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
6.1. Students will examine the domestic policies post-World War II and how it contributed to the nation we see today. Students will look at the demographic and social changes and how the federal, state, and local governments responded.
7. Activity: Class Debate - Students are divided into two learning teams and need to imagine themselves as government policy analysts of the 1930's. Both teams analyze the effects of the Great Depression on the United States. One team is charged with defending the New Deal Program and FDR's transformative policies. The other team is in opposition to FDR's growth of government. Each team has 20 minutes to research compelling points and counterarguments surrounding the effectiveness of The New Deal. Teams reconvene to execute a large group debate. Representatives from each side go up in threes. The supporting members may tap or swap themselves in and representatives may also tap and or swap themselves in. The teacher writes major points offered by both sides on the board. At the end of the lesson teacher calls attention to the board to explain how controversial the New Deal was at the time and that many of the things about the role government we take for were extremely radical in their time period.
8. 11.2 Students analyze the relationship among the rise of industrialization, largescale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
8.1. Students learn about urbanization and the rise of American cities and the industrial working class. Students analyze important documents outlining the working conditions faced by immigrant workers in US cities. Students examine how labor unions, trade unions and social activists negotiated with Social Darwinist ideas., and Students also study political movements that rose out of the industrial period such as the Populists.
9. 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
9.1. Students study America's increasing involvement in Latin America. The policies of various Presidents towards foreign powers specifically Theodore Roosevelt. Students also analyze the implications of both World Wars on American society and American power abroad.
10. 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
10.1. Students study the impacts of The Great Depression on America's economy and society. Students also examine FDR's policies to mitigate the Depression and how it changed the role of government in America. Students also study the gains and losses of organized labor during this time.
11. 11.8 Students analyze the economic boom and social transformation of post–World War II America.
11.1. Students will examine the expansion roll of the president post-World War II. They will trace the growth of jobs and development of the white collar professional sector. They will see how this leads to a migration from the city to suburbia. Students will also discuss different forms of popular culture and the effects on the public.
12. 11.10 Students analyze the development of federal civil rights and voting rights.
12.1. Students will be able to explain how African Americans impact during W.W.II. help pave the way for the Civil Rights Movement. Students will study the different political strategies and court cases that occured to demonstrate the evolution of civil rights. They will also examine the leaders of the movement and how they came to power.
12.1.1. Objective: Students will research and compare the strategies of the civil rights advocates (Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James, Famer, and Rosa Parks) with those who were against it (Mrs. J.E. Andrews, Strom Thurmond, Sam Engelhardt, William Rainach, Virginia Johnson, Olin D. Johnston). This is a small list of names if students have another leader in mind they can certainly research them. Instructions: Students will be given a graphic organizer. On it they will label who they decided to research. They must research at least one leader from each side. They will then write down quotes from that leader. Once they have a few quotes down they will then summarize what they have learned from the leader and give their opinion of why that leader felt like that. Once completed students will share who they researched with the class.