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is a required course within the Social Studies Dept. Students generally take US History in 11th grade and will earn 1 credit for successful completion of the course.
Textbook: America: Pathways to the Present
Course Outline:
Semester 1 (August - January) |
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Semester 2 (January - May) |
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DE Standards Addressed:
- History Standard 2b: Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.
- History Standard 3: Students will compare competing historical narratives by contrasting different historians' choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations.
Essential Question: How do primary and secondary sources result in different interpretations of events?
Key Terms/Concepts:
DE Standard Addressed: Geography Standard 2: Students will
understand the Earth's physical environment as a set of interconnected systems (ecosystems) and the ways humans have perceived, reacted to, and changed environments at local to global scales.
Essential Question: How did the migration westward effect the physical environment as a set of interconnected systems and the ways humans have perceived, reacted to, and changed environments at local to global scales?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Geography Standard 3: Students will
understand the processes which result in distinctive cultures, economic activity, and settlement form in particular locations across the world.
Essential Question: How did the diffusion of immigrant groups result in distinctive cultures, economic activities, and settlement forms in the United States?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Economic Standard 4: Students will
analyze and interpret the influence of the distribution of the world's resources, political stability, national efforts to encourage or discourage trade, and the flow of investment on patterns of international trade.
Essential Question: How did the era of New Imperialism influence the distribution of the world's resources, political stability, national efforts to encourage or discourage trade, and the flow of investment on patterns of international trade?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Civic Standard 2a: Students will
examine and analyze the extra-Constitutional role that political parties play in American politics.
Essential Question: How has the extra-constitutional role that political parties play in American politics manifest itself during the Progressive Era?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Geography Standard 4: Students will
apply knowledge of the types of regions and methods of drawing boundaries to interpret the Earth's changing complexity.
Essential Question: How did the Treaty of Versailles create new regions and boundaries to reflect Earth's changing complexity?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Economic Standard 1: Students will
demonstrate how individual economic choices are made within the context of a market economy in which markets influence the production and distribution of goods and services.
Essential Question: How were economic choices made within a market economy and how did the market influence the production and distribution of goods and services in the 1920s?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Economic Standard 2: Students will
develop an understanding of how economics function as a whole, including the causes and effects of inflation, unemployment, business cycles, and monetary and fiscal policies.
Essential Question: During the Crash and Great Depression, how did the economy function as a whole, including the causes and effects of inflation, unemployment, and business cycles?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Civic Standard 4a: Students will
develop and employ the skills necessary to work with government programs and agencies.
Essential Question: What were the skills necessary to work with government programs and agencies during the New Deal Era?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Civic Standard 1:
Students will analyze the ways in which structure and purposes of different governments around the world reflect differing ideologies, cultures, values, and histories.
Essential Question: How might the structures and purposes of different governments around the world reflect differing ideologies, cultures, values, and histories in WWII?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Geography Standard 1: Students will
identify geographic patterns which emerge when collected data is mapped, and analyze mapped patterns through the application of such common geographic principles as: Hierarchy, Accessibility, Diffusion, or Complimentarity.
Essential Question: How did the development of the suburbs create and illustrate the geographic patterns of hierarchy, accessibility, and complementarity of the 40s/50s?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: History Standard 1: Students will
analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change.
Essential Question: How can the development of civil rights explain patterns of historical continuity and change?
Key Terms/Concepts:
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DE Standard Addressed: Civic Standard 3: Students will
understand that citizens are individually responsible for keeping themselves informed about public policy issues on the local, state, and federal levels; participating in the civic process; and upholding the laws of the land.
Essential Question: How did Americans keep themselves informed about public policy issues on the local, state, and federal levels; and participate in the civic process throughout the counterculture era?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Civic Standard 2b: Students will
understand that the functioning of the government is a dynamic process which combines the formal balances of power incorporated in the Constitution with traditions, precedents, and interpretations which have evolved over the past 200 years.
Essential Question: How did the formal balances of powers found in the Constitution combine and evolve with traditions, precedents, and interpretations during the Nixon, Ford, and Carter years?
Key Terms/Concepts:
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DE Standard Addressed: Economic Standard 3: Students will
analyze the wide range of opportunities and consequences resulting from the current transitions from command to market economies in many countries.
Essential Question: How did transitions from command to market economies create a wide range of opportunities and consequences during the 80s and 90s?
Key Terms/Concepts:
Suggested Lessons:
DE Standard Addressed: Civic Standard 4b: Students will
understand the process of working with a political party, a commission engaged in examining public policy, or a citizen's group.
Essential Questions: How can citizens participate within a political party, a commission engaged in examining public policy, or a citizen's group?
Key Terms/Concepts:
Suggested Lessons:
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