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Title of Course: 11th Grade American History

Learning Designers: Kylee Kieser, David Panther, Sean Zwenger

Description of Learners: This leaning plan is for an 11th grade American History class. Not all the students in my class will have the same degree of
knowledge and/or ability as their peers. Students who have learning disabilities and need more specialized instruction, such as IEP students, will need
a more individualized instruction plan to help them in the classroom. Not all students have the same abilities; some students are slow readers, fast
readers, or maybe even cannot read at their current grade level. Therefore, having different methods of instruction allows for all of them to have a
chance for successes in my classroom. Not only are these students different in their knowledge and ability, they are different in culture as well.
Being from different cultures, students have different interpretations and experiences of experiences in their lives. Some students have experienced
things their peers have not, presenting them with a different perspective on topics related to that experience.
Description of Learning Environment: My classroom layout would be in rows facing the front of the class and would have two desks per row. By
sitting in pairs, students have that opportunity to talk and collaborate with their partner. Also, pairs allows for me to do partner work. This allows for
the students to be able to learn from each other and give them the opportunity to ask a question that they may not know before coming to the teacher.
Working in pairs would really be useful for when we are using primary and secondary sources. They can analyze the source together and be able to
bounce ideas off each other. My desk would be at the front of the room, located by the white board. I can see all the students and it allows for me to
be closer to the board and my computer when I use technology or PowerPoint presentations. Also, being in the front helps the students keep focused
and pay attention while I instruct. A section of my white board will be taped off with a weekly and daily calendar so nothing is a surprise to my
students. They will always know what they are doing for that day and that week. On one side of the room I will have a spare desk with a computer for
students to use or for a teacher’s aide (if I have one). Next to the computer would be a storage shelf with baskets for students to turn in work that
needs to be graded. Every morning when my students come in to class, they will have a bell work question. This question will either ask the students
about something we will be learning that day or something from the previous day. The reason for this is so that I can see what they have retained
from pervious lessons, or what they know about the upcoming topic. Bell work gives me a way to see how the students are doing without giving a
grade. By using this bell work assessment I can use the information to help revise my lesson and work on areas of weakness, or move quickly
through areas that the students are strong in.
Enduring understandings for the year-long plan:


How the meanings of freedom and democracy have changed over time, with the expansion and contraction happening at other moments.
That race, class, and gender have helped shape democracy.
That students can be historians and history makers themselves.

Essential questions that will drive the year-long plan:


How and why has the meaning of American freedom changed over time?
How and why did the United States role in the world change over time? Who became a dominant global power of the 20th century? How have
Americans and others viewed the U.S. role in the world?
How can I become a historian?

Research and Geography skills Unit #1
1 week (First official week of school)
Enduring Understandings and Knowledge Objectives and
Essential Questions
Skill Objectives
Enduring understandings:
 That the author always
has a purpose.
 How to analyze
correctly.
 How to interpret a
maps and images.
Essential Questions:
 What is the author’s
purpose?
 Why is it important to
know geography with
history?

Knowledge objective: SWU
 The student will
understand how to
analyze primary and
secondary sources.
 The student will
understand how to
compare and contrast
sources.
 Student will be able to
formulate questions
for research.
Skills Objective: SWBAT
 The student will be
able to analyze
primary and
secondary sources.
 The student will be
able to complete
maps of different
countries throughout
the year.

AZ Standards
NCSS Standards

Assessments

AZ standards:
Concept 1: Research
Skills for History
PO 1.
Interpret historical
data displayed in maps,
graphs, tables, charts, and
Geologic time scales.
PO 3.
Formulate questions
that can be answered by
Historical study and research
PO 5.
Evaluate primary and
secondary sources
for: a. authors’ main points
b. purpose and perspective.
c. facts vs. opinions d.
different points of view
on the same historical
event (e.g., Geography
Concept 6
–geographical perspective
can be different from
economic perspective)
e. credibility and validity
NCSS Standards:

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods

Discovery and settlement Unit #2
3 Weeks
Enduring Understandings and Knowledge Objectives and
Essential Questions
Skill Objectives
Enduring understandings:
 Cultures of North
American continent.
 Cultures of European
continent.
 Colonialism in
America.
Essential Questions:
 What were the
prehistoric cultures of
North America?
 What are the reasons
for the colonization of
America?

Knowledge Objectives: SWU:
 The student will
understand why
America was
discovered.
 The student will
understand what the
new world was like.
 Student will
understand how
discovery of new land
led to a new nation.
Skill Objectives: SWBAT:
 The student will be
able to analyze the
different cultures of
Europeans and the
Native Americans.
 Student will be able to
analyze the effect of
colonialism on
property owners,
Native Americans,
Women, African
Americans and
indentured servants.

AZ Standards
NCSS Standards

Assessments

AZ Standards
 Concept 2: Early
Civilizations
PO 1.
 Concept 3:
Exploration and
Colonization
PO 2.
NCSS Standards
1.1: Culture and Cultural
Diversity.
1.3: People, Places, and
Environment.

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods

The founding of a new nation unit #3
3 weeks
Enduring Understandings and Knowledge Objectives and
Essential Questions
Skill Objectives
Enduring understandings:
 The reasons for the
American Revolution.
 Taxation.
Essential Questions:
 What are the
colonists’ reaction to
British policy ideas
expressed in the
Declaration of
Independence?
 What are the major
events and individuals
involved in the
American
Revolutionary War?
 How was the new
national government
created?

Knowledge Objectives: SWU
 The student will
understand the
reasons for the
American Revolution.
 The student will
understand how the
new national
government worked.
Skill Objectives: SWBAT
 The student will be
able to analyze the
reaction of the
colonist through the
Boston tea party, and
Boston Massacre.
 The student will be
able to identify key
people involved in the
American
Revolutionary War.
 The student will be
able to examine the
significance of the
new government.

AZ Standards
NCSS Standards
AZ Standards
Concept 4:
Revolution and New
Nation
PO 1
PO 3
PO 4
NCSS Standards
1.2: Time and Continuity and
Change.
1.4: Individual Development
and Identity.
1.6: Power, Authority, and
Governance.

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf

Assessments

Methods

http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf
Expansion and conflict Unit #4
3 Weeks
Enduring Understandings and Knowledge Objectives and
AZ Standards
Assessments
Essential Questions
Skill Objectives
NCSS Standards
Enduring understandings:
 That geography and
economics plays role
in expansion.
 The War of 1812.
Essential Questions
 What role did the War
of 1812 have on
expansion?
 What led to conflict in
America?

Knowledge Objectives: SWU
 The student will be
able to understand
how geography and
money led to
westward expansion.
 The student will be
able to trace the
origins of the War of
1812.
Skill Objectives: SWBAT
 The student will be
able to analyze how
Jefferson’s presidency,
the war of 1812 and
Jackson’s presidency
effected political
transformation of the
nation.

AZ Standards
Concept 5: Westward
Expansion
PO 1.
PO 2
PO 3
PO 5.
NCSS Standards
1.2: Time and Continuity and
Change
1.6: Power, Authority, and
Governance
1.8: Science, Technology,
and Society

The students will start the
class off by filling out a map of
the U.S. First, they will do it
on their own with the states
they know. Then, they can use
the class atlas to complete
what they do not know.
This fosters student learning
by evaluating how many
states the student knows on
their own. It also helps them
to understand the expansion
of the United States by seeing
it on a map. This allows for
the student to know exactly
what areas where we are
talking about in the United
States.

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods

Civil war and reconstruction Unit #5
4 weeks
Enduring Understandings and Knowledge Objectives and
Essential Questions
Skill Objectives
Enduring understandings:
 What was the purpose
of the Reconstruction
Era?
 What did “loyalty”
mean during the
Reconstruction Era?
 What were the steps
the United States took
to support African
American suffrage?
Did they provide
roadblocks as well?
 What impact did
Lincoln’s assassination
have on the
Reconstruction Era?
Essential Questions

What would a
Reconstruction Era
look like today?
With all the
information we have
now, was the
Reconstruction Era
effective? What were
its strengths and
weaknesses?

Knowledge Objectives: SWU
 Understand the
reasons why the
United States entered
a Reconstruction
period.
 Be able to understand
the roles of all classes
and groups of
individuals involved in
the Era.
 Understanding of the
Klu Klux Klan’s
involvement in politics
and race relations.
Skill Objectives: SWBAT

Understand the
political power of
groups like the KKK.
Understand how
politics and racial
relations were closely
related during
Reconstruction.

AZ Standards
NCSS Standards
NCCSS Standard:

1.1 – Culture and
Cultural Diversity
1.2 – Time and
Continuity and
Change

AZ Standards:
Stand 1: PO6

Assessments
Acting as former
president Abraham
Lincoln, you are under
great pressure to both
pass and block
legislation that will
grant African
Americans access to
rights such as voting.
You must write the
thirteenth, fourteenth
and fifteenth
amendments to the
best of your ability.
Feel free to use the
already existing
amendments to
provide an example.
However, they
certainly had their
own flaws!
*This activity allow
me to assess the
students
understanding of the
political environment
of the Reconstruction
Era and how well they
understand both
political parties’
motives.

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods

Post-Civil War and westward expansion Unit #6
2 Weeks
Enduring Understandings and Knowledge Objectives and
Essential Questions
Skill Objectives
Enduring Understandings:
 What were the Indian
Wars, and why did
they break out?
 What did the U.S.
government do to
create hostile relations
with the Native
Americans? Were
there periods of
positive relations?
 How did the Native
Americans feel about
reservations? Was
there a clear loser and
clear winner when it
came to putting
Natives on
reservations?
Essential Questions:
 How have reservations
worked now that we
have had time to see
them in effect?
 Was there a better
way to expand
westward while
respecting the Native
Americans?

Knowledge Objectives: SWU
 Understand who was
involved in the Indian
Wars, and why they
were significant in
Westward Expansion.
 Know the Indian
leaders involved with
the tribes in the wars.
 Analyze why
reservations were
created.
 The role of
transcontinental
railroads in both
immigration and
migration.

AZ Standards
NCSS Standards

Assessments

AZ Standards
NCSS Standards
 1.10 – Civil Ideals
and Practice
 1.5 – Individuals,
Groups and
Institutions
 1.6 – Power,
Authority and
Governance

Skill Objectives: SWBAT
 The student will be
able to understand
the extensive and
evolving relationship
between the Natives
and the United States
government.
 Students will be able
to see the impact of
increased
transportation
capabilities.

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods

A Growing Nation Unit #7
3 Weeks
Enduring Understandings and
Essential Questions
Enduring Understandings:
 What were the pros
and cons of
Industrialization?
Were there any cons,
or was it all positive
results?
 What were the
different economical
philosophies during
this time period?
 What were the main
points of the labor
movement?
 How did the idea of
trade change during
this time?
Essential Questions:
 What were the
strategies employed
by workers to protect
themselves from
exploitation? What
were the differences
between the AFL and
the Knights of Labor?
 Whose side was the
state on, capital or
labor?
 Unions are still
popular in today’s
workplace. What
would modern jobs be
like without unions?

Knowledge Objectives and
Skill Objectives

AZ Standards
NCSS Standards

Knowledge Objectives: SWU
 Understand why the
United States headed
towards
industrialization and
away from the typical
farming practices that
were very prominent
in the South.
 What were the
similarities and
differences between
laiseez faire and Social
Darwinism?
 Students will
understand that why
and how working
relations changed
under industrial
capitalism and the
reasons for the
emergence of labor
unions.
Skill Objectives: SWBAT
 The student will be
able to understand
the importance of
unions during the
labor movement
 Students will be able
to assess the impact
of the labor
movement on working
conditions were the
numerous strikes

AZ Standards
 Stand 4 – Concept 2:
PO1
 Stand 1 – Concept 3:
PO1
NCSS Standards
 1.3 - People, Places
and Environments
 1.8 - Science,
Technology and
Society

Assessments

Methods

effective in furthering
labor rights?
Students will be able
to trace the origins of
the industrialized
American economy

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Early 20th century Unit # 8
2 Weeks
Enduring Understandings and
Essential Questions
Enduring Understandings:
Where are they?
Essential Questions:
 How did the social
scene in American
change from the
late nineteenth
century to the early
twentieth century?
 How did
immigration change
during the early
twentieth century?
 What was the role
of mass media
during the early
twentieth century?
 How did World War
I affect each country
involved?

Knowledge Objectives and
Skill Objectives
Knowledge Objectives: SWU
 Understand the
different forms and
changes that
American cities saw
 Recognize the
changing ways in
which cultural aspects
are transmitted
(religion, social ideas,
etc.)
 Interpret the
improvements in birth
rates, life expectancy
and population
growth rates and
understand what
caused the change.
Skill Objectives: SWBAT
 Understand the
dynamic history of
U.S. immigration
 Recognize medias role
in American culture
 Understand why
World War I was
important in the
history of Europe and
the United States.

AZ Standards
NCSS Standards

Assessments

AZ Standards
 Stand 4: Concept 4:
PO1
 Concept 4: PO8
 Stand 7: Concept 1:
PO2
NCSS Standards
 1.10 – Civic Ideals
and practices
 1.9 – Global
Connections

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods
A method for
communicating the
content would be to look
at some propaganda (and
primary sources) from the
late nineteenth century.
Some prominent
propaganda to look at
would be propaganda
degrading the Chinese, as
well as other propaganda
attacking groups like Jews.

Roaring 20s, Great Depression, WWII Unit # 9
4 Weeks
Enduring Understandings and Knowledge Objectives and
Essential Questions
Skill Objectives
Enduring Understandings:
 Students will have an
understanding of the
changes in culture and
society during the
1920s in America.
 Students will
understand how the
Great Depression
came to be, and why it
affected countries
around the world.
 Students will
understand why the
Second World War
broke out, and its
ramifications on the
countries involved.
 Students will
understand the
Holocaust and how
genocide on a massive
scale was achieved.
Essential Questions:
 What were the main
causes that brought
the United States into
World War II?
 What were the big
changes in American
society during the
1920s, specifically
gender roles and social
life?
 How was a travesty

Knowledge Objectives: SWU
 Students will
understand the
dynamic changes in
American life during
the 1920s.
 Students will learn
about significant
events during WWII,
including battles and
political
circumstances.

Skill Objectives: SWBAT
 Students will be able
to identify what made
the 1920s significant
in American history.
 Students will be able
to understand the
main pillars of the
Second World War.

AZ Standards
NCSS Standards
AZ Standards
 PO 2, Concept 9.
Describe the impact
of American
involvement in
World War II.
 1.7, Production
Distribution and
consumption.
NCSS Standards
1.4: Individual Development
and Identity:
1.8: Science, Technology,
and Society

Assessments

Methods

like the Holocaust able
to take place?

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Mid 20th century Unit # 10
4 weeks
Enduring Understandings and
Essential Questions
Enduring Understandings
 Students will
understand the
important events
during the 50s, 60s
and 70s in America.
 Students will
understand the United
States’ involvement in
situations abroad,
such as the Vietnam
Conflict.
Essential Questions

Why was the United
States against the
spread of
communism?
What was the feeling
amongst Americans as
the Vietnam War
dragged on?
Why did the Cold War
end?

Knowledge Objectives and
Skill Objectives

AZ Standards
NCSS Standards

Knowledge Objectives
 Students will learn
about the years
following WWII in
America.
 Students will learn
how the Cold War
spanned over several
decades and included
many significant
events.
Skill Objectives
 Students will be able
to identify the early
makings of the Cold
War, and why it nearly
intensified in to a
nuclear war.
 Students will be able
to understand the
importance of the
anti-war movement
and civil rights
movement.

AZ Standards
 PO 1 Concept 9.
Analyze aspects of
America’s post
World War II foreign
policy:
 1.6: Power,
Authority, and
Governance

Assessments

NCSS Standards
1.8: Science, Technology,
and Society

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods
Students will engage in a
role play showing how civil
rights effected different
races and genders of
people. Instead of playing
famous civil rights leaders,
the students will play
average U.S citizens,
helping the students
better understand how
the average Americans
were affected by the Civil
Rights Movement.

Late 20th century Unit #11
3 Weeks
Enduring Understandings and
Essential Questions
Essential Understanding
 Students will
understand how the
United States was
affected by the end of
the Cold War.
 Students will
understand important
events during the
period, including the
Chernobyl disaster and
fall of the Berlin Wall.
 Students will
understand the rise of
the suburbs in
America.
Essential Questions
 How did the United
States come out of the
Cold War?
 How did communisms
role change after the
end of the Cold War?
 What was happening
at home in America
during the late 20th
century?

Knowledge Objectives and
Skill Objectives

AZ Standards
NCSS Standards

Knowledge Objectives
 Students will learn
how the Cold War
ended and the effects
it had in America.
 Students will learn
about the rise of a
globalized world and
its related issues.
 Students will learn
about the rise of
Reagan and
neoliberalism.
Skill Objectives
 Students will be able
to identify the
changes in American
politics and
economics.
 Students will be able
to identify the impact
of the internet and
rise of technology on
the world.

AZ Standards
 PO 2. Describe
aspects of American
post- World War II
domestic Policy:
NCSS Standards
1.10: Civics Ideals and
Practices-Teaches
responsible and appropriate
civic behavior.
1.1: Culture and Cultural
Diversity

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf

Assessments

Methods

http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Contemporary issues Unit #12
2 weeks
Enduring Understandings and
Essential Questions
Essential Understanding
 Students will
understand the events
that happened to
prompt the war on
terror.
 Students will
understand what U.S
involvement in the
Middle East did for the
region.
Essential Questions
 Was the response
to 9/11 similar to
the response to
the attack on Pearl
Harbor amongst
the American
people?
 Who is ISIS, and
what kind of
threat do they
pose? What have
they already
accomplished?

Knowledge Objectives and
Skill Objectives
Knowledge Objectives
 Students will learn
how 9/11 changed
civilian life in the
United States and the
response that was
given by the U.S
government.
 Students will gain an
understanding of how
ISIS became as
powerful as it did and
what they stand for.
Skill Objectives
 Students will be able
to identify that the
attack on the twin
towers launched the
United States into an
era of fighting
terrorism in the
Middle East.
 Students will be able
to identify ISIS, and
what they stand for.
Students will also be
able to identify the
threat that ISIS poses
directly on the U.S.

AZ Standards
NCSS Standards

PO 1. Describe
current events using
information from
class discussions and
various resources
(e.g., newspapers,
magazines,
television, Internet,
books, maps).
PO 2. Identify the
connection between
current and
historical events and
issues using
information from
class discussions and
various resources
(e.g., newspapers,
magazines,
television, Internet,
books, maps).
PO 3. Describe how
key political, social,
environmental, and
economic events of
the late 20th century
and early 21st
century

Assessments
Students will be
assigned a current
event that they are
interested in. They
will read at least 2
news articles on the
event they chose.
They will then have to
write a 2 page paper
on the articles and
present to the class
with a PowerPoint or
Prezi of their findings.
At the end, other
students in the class
can ask questions and
offer opinions. The
instructor will help
lead a discussion.

Citations, as appropriate: http://www.azed.gov/wp-content/uploads/PDF/SSHighSchool.pdf
http://www.mpsaz.org/ssrc/social_studies/secondary/standards/files/ss34_am_hist1_ela_jan_2013.pdf

Methods