Pacingplan 2021-2022

US History - Pacing Plan - Harrison Hagler
2021-2022
Unit Topics Per Week Historical Thinking Skills Central Historical Questions
Unit 1 (August-September) ✓ Historical Significance ➢ What was the historical

Establishing a New Republic ★ Week 1: Buildup to significance of the Stamp Act
(1776-1803) the American ✓ Historical Perspective Congress? (Historical
Revolution Significance)
✓ Change & Continuity
★ Week 2: Stamp
➢ How do the ideas & values
Act & Tea Act
found within the Constitution
★ Week 3: endure to this day? (Change
Declaration of & Continuity)
Independence &
Articles of ➢ What were the positions of
Confederation Loyalists, Patriots, and
Neutralists leading into the
★ Week 4:
Constitution & Bill American Revolutionary
of Rights War? (Historical Perspective)
State Standards
● 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.
○ 11.1.1, 11.1.3, 11.1.3, 11.1.4
COMMON CORE STANDARDS ON NEXT PAGE ↓

Common Core Standards For Unit 1 Listed Below
Key Ideas and Details:
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the
text leaves matters uncertain.
Craft and Structure:

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key
term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute
to the whole.
Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Integration of Knowledge and Ideas:

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies
among sources.
Range of Reading and Level of Text Complexity:
By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and
proficiently.
Unit 2 (September-October) ✓ Historical Significance ➢ What were the positive and

Industrialization and Reform ★ Week 1: Manifest Destiny negative effects of building the
(1848 - 1920) ✓ Historical Perspective transcontinental railroad?
★ Week 2: (Historical Significance)
Industrialization/Immigration ✓ Change & Continuity
➢ What are the primary reasons
★ Week 3: Segregation/Jim ✓ Cause & Consequence immigrants came to the US in
Crow Laws/Civil War the 19th century? What about
★ Week 4: Civil today? (Change & Continuity)
War/Reconstruction
➢ Does Abraham Lincoln deserve
to be called the “Great
Emancipator”? (Historical
Perspective)
➢ How might the handling of

Reconstruction have made
racial tensions worse in the 19th
century US? (Cause and
Consequence)
State Standards
● 11.2 Students analyze the relationship among the rise of industrialization, large- scale rural-to-urban migration, and
massive immigration from Southern and Eastern Europe.
○ 11.2.1, 11.2.2, 11.2.3, 11.2.4, 11.2.5, 11.2.6, 11.2.7, 11.2.8, 11.2.9


to the whole.

among sources.
proficiently.
Unit 3 (October-November) ✓ Historical Significance ➢ Were big business leaders

Expanding American Global ★ Week 1: The West & “captains of industry” or “robber
Influence (1796-1921) Populism ✓ Historical Perspective barons?” (Historical
Perspective)
★ Week 2: Triumph of ✓ Change & Continuity
Industry/Capitalism ➢ Has immigration been the key to
✓ Cause & Consequence America’s success? (Change &
★ Week 3: Issues of the Continuity)
Gilded Age/WWI
➢ Should the United States have
★ Week 4: The Progressive approved the Treaty of
Era/Imperialism Versailles? (Historical
Perspective)
➢ Did populism provide an

effective solution to the nation’s
problems? (Cause and
Consequence)
State Standards
● 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.
○ 11.3.1, 11.3.2, 11.3.3, 11.3.4, 11.3.5
● 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
○ 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6


to the whole.

among sources.
proficiently.
Unit 4 ✓ Historical Significance ➢ Does government have a
(November-December) ★ Week 1: The Roaring responsibility to help the needy?
The Roaring Twenties and the Twenties ✓ Historical Perspective (Historical Perspective)
Great Depression (1914-1944)
★ Week 2: The Great ✓ Change & Continuity ➢ Did the role of women in
Depression American life significantly
✓ Cause & Consequence change during the 1920s?
★ Week 3: The New Deal (Change & Continuity)
★ Week 4: FDR & Social ➢ Was the decade of the 1920s a
Reform decade of innovation or
conservatism? (Historical
Perspective)
➢ Was the New Deal an effective

response to the depression?
(Cause and Consequence)
State Standards
● 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
○ 11.5.1, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6, 11.5.7
● 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally
changed the role of the federal government.
○ 11.6.1, 11.6.2, 11.6.3, 11.6.4, 11.6.5


to the whole.

among sources.
proficiently.
Unit 5 (January) ✓ Historical Significance ➢ Could the United States have

World War II (1917-1955) ★ Week 1: WWII prevented the outbreak of World
Background ✓ Historical Perspective War II? (Historical Perspective)
★ Week 2: World War II ✓ Change & Continuity ➢ Was the treatment of Japanese
Americans during World War II
★ Week 3: WWII Aftermath ✓ Cause & Consequence justified or an unfortunate
setback for democracy?
★ Week 4: Buildup to the
(Change & Continuity)
Cold War
➢ Should the United States have
aided the Allies against the Axis
powers? (Historical Perspective)
➢ Was war between the United

States and Japan inevitable?
State Standards
● 11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
○ 11.5.1, 11.5.2, 11.5.3, 11.5.4, 11.5.5, 11.5.6, 11.5.7


to the whole.

among sources.
proficiently.
Unit 6 (February-March) ✓ Historical Significance ➢ Was containment an effective

The Cold War (1945-1960) ★ Week 1: Origins of the policy to thwart communist
Cold War/the Korean War ✓ Historical Perspective expansion? (Historical
Perspective)
★ Week 2: The Cold War in ✓ Change & Continuity
the Middle ➢ Were the 1950s a time of great
East/Communism at ✓ Cause & Consequence peace, progress, and prosperity
home for Americans? (Change &
Continuity)
★ Week 3: “The Other
America” ➢ Should the United States have
feared internal communist
★ Week 4: McCarthyism & subversion in the 1950s?
Culture at home (Historical Perspective)
➢ Was the Cold War inevitable?

State Standards
● 11.8 Students analyze the economic boom and social transformation of post–World War II America.
○ 11.8.1, 11.8.2, 11.8.3, 11.8.4, 11.8.5, 11.8.6, 11.8.7, 11.8.8
● 11.9 Students analyze U.S. foreign policy since World War II.
○ 11.9.1, 11.9.2, 11.9.3, 11.9.4, 11.9.5, 11.9.6, 11.9.7


to the whole.

among sources.
proficiently.
Unit 7 ✓ Historical Significance ➢ Should President Kennedy have

(February-March/April) ★ Week 1: Kennedy and the risked nuclear war to remove
The Search for a Better Life Cold War ✓ Historical Perspective missiles from Cuba? (Historical
(1945-1990) Perspective)
★ Week 2: The New ✓ Change & Continuity
Frontier ➢ Did the Civil Rights Movement
✓ Cause & Consequence of the 1960s effectively change
★ Week 3: The Great the nation? (Change &
Society Continuity)
★ Week 4: The Civil Rights ➢ Did American presidents have
Movement good reasons to fight a war in
Vietnam? (Historical
Perspective)
➢ Is violence or non-violence the

most effective means to achieve
social change? (Cause and
Consequence)
State Standards
● 11.10 Students analyze the development of federal civil rights and voting rights.
○ 11.10.1, 11.10.2, 11.10.3, 11.10.4, 11.10.5, 11.10.6, 11.10.7, 11.10.8


to the whole.

among sources.
proficiently.
Unit 8 (May-June) ✓ Historical Significance ➢ Did the war in Vietnam bring a

Tumultuous Times ★ Week 1: The Vietnam domestic revolution to the
(1954-1980) War ✓ Historical Perspective United States? (Historical
Perspective)
★ Week 2: 1968: The Year ✓ Change & Continuity
That Rocked the World ➢ Did the policies of the Reagan
✓ Cause & Consequence administration strengthen or
★ Week 3: Pop Culture in weaken the United States?
the 1960’s (Change & Continuity)
★ Week 4: The Long ➢ Should a president be permitted
70’s/The Reagan Years to conduct a covert foreign
policy? (Historical Perspective)
➢ Is it the responsibility of the

United States today to be the
world’s “policeman?” (Cause
and Consequence)
State Standards
● 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
○ 11.11.1, 11.11.2, 11.11.3, 11.11.4, 11.11.5, 11.11.6, 11.11.7


to the whole.

among sources.
proficiently.

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US History - Pacing Plan - Harrison Hagler

Unit 1 (August-September) ✓ Historical Significance ➢ What was the historical

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

Unit 2 (September-October) ✓ Historical Significance ➢ What were the positive and

➢ How might the handling of

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

Unit 3 (October-November) ✓ Historical Significance ➢ Were big business leaders

➢ Did populism provide an

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

➢ Was the New Deal an effective

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

Unit 5 (January) ✓ Historical Significance ➢ Could the United States have

➢ Was war between the United

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

Unit 6 (February-March) ✓ Historical Significance ➢ Was containment an effective

➢ Was the Cold War inevitable?

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

Unit 7 ✓ Historical Significance ➢ Should President Kennedy have

➢ Is violence or non-violence the

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

Unit 8 (May-June) ✓ Historical Significance ➢ Did the war in Vietnam bring a

➢ Is it the responsibility of the

COMMON CORE STANDARDS ON NEXT PAGE ↓

Craft and Structure:

Integration of Knowledge and Ideas:

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