The goal of the 11th grade US History course is to both further develop the students’ understanding of the study of the history of the United States and provide a strong knowledge base in the subject’s later eras. This course will cover the history of the US from the Civil War and Reconstruction to the contemporary United States. At the end of the course students should be able to analyze primary and secondary texts, craft historical arguments, and demonstrate reasonably complete and accurate factual knowledge of the time frame covered.
This course uses United States History: Reconstruction to Present, Emma Lapsansky-Warner, published in 2008 by Prentice Hall.
This course uses United States History: Reconstruction to Present, Emma Lapsansky-Warner, published in 2008 by Prentice Hall.
Syllabus
First Semester
syllabus_us_history_11.pdf | |
File Size: | 34 kb |
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Homework (by date due)
Second Semester
6/16: Watch these Crash Course videos on the Cold War (https://www.youtube.com/watch?v=9C72ISMF_D0) and (https://www.youtube.com/watch?v=Y2IcmLkuhG0).
6/13: Complete a reading response on one of the document excerpts from the packet and submit via the Engrade turn-ins function by noon on Friday
6/11: Read and prepare to discuss the Black Panther Party's 10-Point Program (http://www.blackpanther.org/TenPoint.htm)
6/10: Read and prepare to discuss the excerpt "The View From the Front of the Bus."
6/9: Read and prepare to discuss the excerpts "Eyes on the Prize" and "Coming of Age in Mississippi" from your reading packet.
6/6: Create a timeline of the Civil Rights movement including the following events/developments: Executive Order 8022; March on Washington for Jobs and Freedom; Brown v. BoE; Stonewall Riots; Freedom Riders; Montgomery Bus Boycotts; "Bloody Sunday"; Publication of The Feminine Mystique; Formation of NOW; Beginning of Lunch Counter Sit-ins; Birmingham Church Bombing; the Little Rock 9; Desegregation of Ole Miss, Lynching of Emmett Till, Formation of SNCC; Civil Rights Acts, Voting Rights Act. Your timeline should be visually accessible and include 1-2 sentences worth of information on each topic.
6/5: Read an prepare to discuss "Adventures in Dining" by Langston Hughes
6/4: Read and prepare to discuss "Nonviolence vs. Jim Crow" by Bayard Rustin
6/3: Create a timeline of WWII that includes the following events: US drops atomic bomb; Battle of Okinawa; Bataan Death March; FDR dies; Yalta Conference; Teheran Conference; Battle of Midway; US Declaration of War; Battle of the Bulge; Battle of Coral Sea; Doolittle Raid; Battle of Stalingrad; VE Day. Each event should include a date or dates and 1-2 sentences explaining its importance.
6/2: Complete the vocabulary and critical thinking questions from textbook sections 15.2 & 15.3
5/30: Read Executive Order 9066 (http://historymatters.gmu.edu/d/5154) and highlight/underline the most important idea in each paragraph. You must have a copy of the document (either paper or electronic) when you arrive at class. Please also come prepared with any questions about terminology, content, or context.
5/27: ¨Finish Section 15.1 and answer the critical thinking questions on page 472; ¨Listen to Alexander Jefferson’s story of life as a member of the Tuskegee Airmen: http://www.npr.org/templates/story/story.php?storyId=6467779
5/26:Read Section 14.3 and answer questions 1, 4, & 6 on page 459
5/22: Write two paragraphs comparing and contrasting the Atlantic Charter with FDR´s "Four Freedoms" and Wilson´s "14 Points"
5/21: Read the Atlantic Charter (http://avalon.law.yale.edu/wwii/atlantic.asp) and paraphrase its eight points. To what extent is the US officially involved in World War II when the charter was issued? Unofficially?
5/20: Read FDR's "Four Freedoms" speech on page 451 and answer the corresponding questions.
5/19: Read sections 14.1 and 14.2 and complete questions 1, 4, 5, & 6 on page 442 and 450.
5/12: Reading response of at least 200 and no more than 300 words on Huey Long`s ¨Share Our Wealth¨ program (http://www.wwnorton.com/college/history/eamerica/media/ch19/resources/documents/long.htm). This should be submitted via Engrade no later than 11:59 pm on Sunday, May 11.
4/1: Compose a response of between 250 and 350 words that addresses the following prompt: "What perception of the Harlem Renaissance do the two poems by Langston Hughes ("The Negro Speaks of Rivers" and "My People") printed in your book create? How does this perception differ from that created by the other two Hughes poems ("A Dream Deferred" and "Mother to Son") or the Claude McKay poems ("If We Must Die" and "America") we read in class?" This assignment may be hand-written, but it MUST be hard-copy, not electronic.
3/27: Compose paragraph-long answers to the two questions about the Hughes poems on page 359
3/26: Read the two poems by Langston Hughes on page 359 of the textbook
3/25: Answer the following about the cartoon titled "The Unhappy Couple" and "Bullet Proof" from the political cartoons on Prohibition (http://americainclass.org/sources/becomingmodern/divisions/text4/politicalcartoonsprohibition.pdf): What images appear in the cartoon? What concepts, events, and people are those images meant to portray? What does the illustrator want his audience to understand about Prohibition?
3/24: Complete homework from 3/21
3/21: Answer the following about the cartoon titled "Liberty found under the hood of the KKK" from the document "politicalcartoonsclan.pdff" in the resources section: What images appear in the cartoon? What concepts, events, and people are those images meant to portray? What does the illustrator want his audience to understand about the Klan?
2/27: Exam over Imperialism & WWI (study guide in required readings section below)
2/26: Answer questions 1, 4, 5 on textbook page 315
2/25: Finish reading the subsection on the Red Scare and the Trial of Sacco & Vanzetti; read this interview with Howard Zinn (http://libcom.org/history/reexamining-sacco-vanzetti-case-howard-zinn) and complete the following: Why does Zinn claim the Sacco & Vanzetti trial is significant in a historical context? How were the details of Sacco and Vanzetti themselves obscured by the controversy surrounding the trial?
2/21: Read the document excerpts ("Versailles Excerpts") below and complete the following: 1) Write a one-paragraph summary of the objections von Brockdorff-Rantzau makes to the draft of the treaty; 2) Write a one-paragraph explanation of why Clemenceau claims that the German objections are invalid.
2/20: Finish examples of 14 points that were incorporate/rejected by the Treaty of Versailles
2/19: Read the subsections Wilson at the Paris Peace Conference & America Rejects the Treaty (textbook pages 306-309)
2/13: Answer questions 1, 4, & 5 on textbook page 299; read the letters from black Southerners to the editor of the Chicago Defender (historymatters.gmu.edu/d/5332/) and complete the following: 1) List three examples of push factors for the Great Migration that appear in the letters. 2) List three examples of pull factors for the Great Migration that appear in the letters. 3) In your opinion was the Great Migration a spontaneous reaction to economic/social conditions, a conscious effort to change the situation of African-Americans, or a combination of the two?
2/7: Look through the US WWI propaganda posters (see the "Additional Materials" section at the bottom of the page), choose one of the posters and answer the following questions: 1) What images are shown in the poster? 2) What is the poster encouraging the viewer to do? 3) How does the poster attempt to affect the viewer?
2/6: Please read the telegrams presented by Senator Robert La Follette in his speech "It Has No Popular Support": http://historymatters.gmu.edu/d/5017/
2/5: Complete questions 1 & 2 on page 289
2/2: Reading Response 2 due via Engrade
1/30: Finish reading through the end of page 286 and complete questions 1 & 2 on page 284
1/22: Reading response
1/20: Read the document "March of the Flag" in the "Required Readings" section below
1/15: Read the following document on the charge up San Juan Hill (teach.yauger.net/us/imperialism/roughriders.pdf)
1/14: Finish reading pages 259-261; complete the questions from the "Maine" document
1/12: Finish reading pages 256-7; Read the document on the Maine explosion in the "Required Readings" section below
6/13: Complete a reading response on one of the document excerpts from the packet and submit via the Engrade turn-ins function by noon on Friday
6/11: Read and prepare to discuss the Black Panther Party's 10-Point Program (http://www.blackpanther.org/TenPoint.htm)
6/10: Read and prepare to discuss the excerpt "The View From the Front of the Bus."
6/9: Read and prepare to discuss the excerpts "Eyes on the Prize" and "Coming of Age in Mississippi" from your reading packet.
6/6: Create a timeline of the Civil Rights movement including the following events/developments: Executive Order 8022; March on Washington for Jobs and Freedom; Brown v. BoE; Stonewall Riots; Freedom Riders; Montgomery Bus Boycotts; "Bloody Sunday"; Publication of The Feminine Mystique; Formation of NOW; Beginning of Lunch Counter Sit-ins; Birmingham Church Bombing; the Little Rock 9; Desegregation of Ole Miss, Lynching of Emmett Till, Formation of SNCC; Civil Rights Acts, Voting Rights Act. Your timeline should be visually accessible and include 1-2 sentences worth of information on each topic.
6/5: Read an prepare to discuss "Adventures in Dining" by Langston Hughes
6/4: Read and prepare to discuss "Nonviolence vs. Jim Crow" by Bayard Rustin
6/3: Create a timeline of WWII that includes the following events: US drops atomic bomb; Battle of Okinawa; Bataan Death March; FDR dies; Yalta Conference; Teheran Conference; Battle of Midway; US Declaration of War; Battle of the Bulge; Battle of Coral Sea; Doolittle Raid; Battle of Stalingrad; VE Day. Each event should include a date or dates and 1-2 sentences explaining its importance.
6/2: Complete the vocabulary and critical thinking questions from textbook sections 15.2 & 15.3
5/30: Read Executive Order 9066 (http://historymatters.gmu.edu/d/5154) and highlight/underline the most important idea in each paragraph. You must have a copy of the document (either paper or electronic) when you arrive at class. Please also come prepared with any questions about terminology, content, or context.
5/27: ¨Finish Section 15.1 and answer the critical thinking questions on page 472; ¨Listen to Alexander Jefferson’s story of life as a member of the Tuskegee Airmen: http://www.npr.org/templates/story/story.php?storyId=6467779
5/26:Read Section 14.3 and answer questions 1, 4, & 6 on page 459
5/22: Write two paragraphs comparing and contrasting the Atlantic Charter with FDR´s "Four Freedoms" and Wilson´s "14 Points"
5/21: Read the Atlantic Charter (http://avalon.law.yale.edu/wwii/atlantic.asp) and paraphrase its eight points. To what extent is the US officially involved in World War II when the charter was issued? Unofficially?
5/20: Read FDR's "Four Freedoms" speech on page 451 and answer the corresponding questions.
5/19: Read sections 14.1 and 14.2 and complete questions 1, 4, 5, & 6 on page 442 and 450.
5/12: Reading response of at least 200 and no more than 300 words on Huey Long`s ¨Share Our Wealth¨ program (http://www.wwnorton.com/college/history/eamerica/media/ch19/resources/documents/long.htm). This should be submitted via Engrade no later than 11:59 pm on Sunday, May 11.
4/1: Compose a response of between 250 and 350 words that addresses the following prompt: "What perception of the Harlem Renaissance do the two poems by Langston Hughes ("The Negro Speaks of Rivers" and "My People") printed in your book create? How does this perception differ from that created by the other two Hughes poems ("A Dream Deferred" and "Mother to Son") or the Claude McKay poems ("If We Must Die" and "America") we read in class?" This assignment may be hand-written, but it MUST be hard-copy, not electronic.
3/27: Compose paragraph-long answers to the two questions about the Hughes poems on page 359
3/26: Read the two poems by Langston Hughes on page 359 of the textbook
3/25: Answer the following about the cartoon titled "The Unhappy Couple" and "Bullet Proof" from the political cartoons on Prohibition (http://americainclass.org/sources/becomingmodern/divisions/text4/politicalcartoonsprohibition.pdf): What images appear in the cartoon? What concepts, events, and people are those images meant to portray? What does the illustrator want his audience to understand about Prohibition?
3/24: Complete homework from 3/21
3/21: Answer the following about the cartoon titled "Liberty found under the hood of the KKK" from the document "politicalcartoonsclan.pdff" in the resources section: What images appear in the cartoon? What concepts, events, and people are those images meant to portray? What does the illustrator want his audience to understand about the Klan?
2/27: Exam over Imperialism & WWI (study guide in required readings section below)
2/26: Answer questions 1, 4, 5 on textbook page 315
2/25: Finish reading the subsection on the Red Scare and the Trial of Sacco & Vanzetti; read this interview with Howard Zinn (http://libcom.org/history/reexamining-sacco-vanzetti-case-howard-zinn) and complete the following: Why does Zinn claim the Sacco & Vanzetti trial is significant in a historical context? How were the details of Sacco and Vanzetti themselves obscured by the controversy surrounding the trial?
2/21: Read the document excerpts ("Versailles Excerpts") below and complete the following: 1) Write a one-paragraph summary of the objections von Brockdorff-Rantzau makes to the draft of the treaty; 2) Write a one-paragraph explanation of why Clemenceau claims that the German objections are invalid.
2/20: Finish examples of 14 points that were incorporate/rejected by the Treaty of Versailles
2/19: Read the subsections Wilson at the Paris Peace Conference & America Rejects the Treaty (textbook pages 306-309)
2/13: Answer questions 1, 4, & 5 on textbook page 299; read the letters from black Southerners to the editor of the Chicago Defender (historymatters.gmu.edu/d/5332/) and complete the following: 1) List three examples of push factors for the Great Migration that appear in the letters. 2) List three examples of pull factors for the Great Migration that appear in the letters. 3) In your opinion was the Great Migration a spontaneous reaction to economic/social conditions, a conscious effort to change the situation of African-Americans, or a combination of the two?
2/7: Look through the US WWI propaganda posters (see the "Additional Materials" section at the bottom of the page), choose one of the posters and answer the following questions: 1) What images are shown in the poster? 2) What is the poster encouraging the viewer to do? 3) How does the poster attempt to affect the viewer?
2/6: Please read the telegrams presented by Senator Robert La Follette in his speech "It Has No Popular Support": http://historymatters.gmu.edu/d/5017/
2/5: Complete questions 1 & 2 on page 289
2/2: Reading Response 2 due via Engrade
1/30: Finish reading through the end of page 286 and complete questions 1 & 2 on page 284
1/22: Reading response
1/20: Read the document "March of the Flag" in the "Required Readings" section below
1/15: Read the following document on the charge up San Juan Hill (teach.yauger.net/us/imperialism/roughriders.pdf)
1/14: Finish reading pages 259-261; complete the questions from the "Maine" document
1/12: Finish reading pages 256-7; Read the document on the Maine explosion in the "Required Readings" section below
Additional Required Readings
politicalcartoonsklan.pdf | |
File Size: | 321 kb |
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versailles_excerpts.pdf | |
File Size: | 38 kb |
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marchoftheflag.docx | |
File Size: | 21 kb |
File Type: | docx |
maine_explosion_original_documents.doc | |
File Size: | 20 kb |
File Type: | doc |
Exam Review
practice_identifications.docx | |
File Size: | 14 kb |
File Type: | docx |
us11semesterexamreview.docx | |
File Size: | 18 kb |
File Type: | docx |
Essay Questions for Roaring 20s and Great Depression
1) How did the Great Depression affect different groups of Americans in different and similar ways?
2) Why is the popular image of the 1920s (eocnomic prosperity, jazz parties, and illicit drinking) incomplete in many ways?
Page Numbers for Terms/People
11: 329,
12: 381, 388
1) How did the Great Depression affect different groups of Americans in different and similar ways?
2) Why is the popular image of the 1920s (eocnomic prosperity, jazz parties, and illicit drinking) incomplete in many ways?
Page Numbers for Terms/People
11: 329,
12: 381, 388
us11examreviewimpwwi.pdf | |
File Size: | 46 kb |
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Reading Responses
Properly engaging with history means wrestling directly with primary documents. Each week, unless otherwise noted, students will select one of their document readings from the week and compose a cohesive response of at least 200 words that addresses some aspect of the reading they found particularly interesting. Top scoring responses will show analysis rather than just summary or regurgitation.
example_reading_responses.pdf | |
File Size: | 27 kb |
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additional_examples_of_reading_responses.pdf | |
File Size: | 65 kb |
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Maps
Additional Materials
President Wilson's War Message: http://wwi.lib.byu.edu/index.php/Wilson%27s_War_Message_to_Congress
United States Propaganda posters from WWI: http://www.pbs.org/wgbh/amex/wilson/gallery/p_war_11.html
Wilson's Declaration of US neutrality: http://www-personal.umd.umich.edu/~ppennock/doc-Wilsonneutrality.htm
Austria-Hungary's Ultimatum to Serbia: http://wwi.lib.byu.edu/index.php/The_Austro-Hungarian_Ultimatum_to_Serbia_%28English_translation%29
Crash Course US History
Imperialism: https://www.youtube.com/watch?v=QfsfoFqsFk4
WWI: https://www.youtube.com/watch?v=y59wErqg4Xg
Roaring 20s: https://www.youtube.com/watch?v=VfOR1XCMf7A
Poems by Claude McKay
"If We Must Die": http://www.poetryfoundation.org/poem/173960
Various: http://liblit.wordpress.com/2009/08/10/poems-by-claude-mckay/
United States Propaganda posters from WWI: http://www.pbs.org/wgbh/amex/wilson/gallery/p_war_11.html
Wilson's Declaration of US neutrality: http://www-personal.umd.umich.edu/~ppennock/doc-Wilsonneutrality.htm
Austria-Hungary's Ultimatum to Serbia: http://wwi.lib.byu.edu/index.php/The_Austro-Hungarian_Ultimatum_to_Serbia_%28English_translation%29
Crash Course US History
Imperialism: https://www.youtube.com/watch?v=QfsfoFqsFk4
WWI: https://www.youtube.com/watch?v=y59wErqg4Xg
Roaring 20s: https://www.youtube.com/watch?v=VfOR1XCMf7A
Poems by Claude McKay
"If We Must Die": http://www.poetryfoundation.org/poem/173960
Various: http://liblit.wordpress.com/2009/08/10/poems-by-claude-mckay/
New Deal Notes
fdrs_new_deal.pptx | |
File Size: | 81 kb |
File Type: | pptx |
labor__judicial_heaches.pptx | |
File Size: | 91 kb |
File Type: | pptx |
wwipoetry.pdf | |
File Size: | 28 kb |
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debsatcanton.docx | |
File Size: | 18 kb |
File Type: | docx |
langston_hughes_and_the_harlem_renaissance.pptm | |
File Size: | 54 kb |
File Type: | pptm |
two_poems_by_langston_hughes.docx | |
File Size: | 15 kb |
File Type: | docx |