us history - culturally relevant multicultural viewpoint_grade 11

7/28/2019 US History - Culturally Relevant Multicultural Viewpoint_Grade 11

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US HISTORY MULTICULTURAL VIEWPOINT: GRADE 11

CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT 3 | P a g e

worldview.

Indigenous people vigilantly tried to keep the integrity of

their nations and people while the invasion of their territory

by European imperialist nations escalated. There are

inspiring examples of efforts at coexistence, reconciliation,

and resistance that illustrate both the best and the worst of

the Native American and European worlds in this time.

Examples: Discuss the transforming effects of the Pequot

War, Powhatan Wars, and the Pueblo Revolt on Euro-Indian

relations in the American colonies.

Demonstrate knowledge of native efforts to unify in defense

against European land encroachment, i.e. Pontiacs

Confederacy.

Warfare and conflict among Indigenous peoples existed

before and after the arrival of Europeans. However,

Europeans came equipped with tremendous arsenals,

immunities and other resources that helped decimate theIndigenous people.

b. Develop claim(s) and counterclaims fairly and thoroughly,

supplying the most relevant data and evidence for each while

pointing out the strengths and limitations of both claim(s) and

counterclaims in a discipline-appropriate form that anticipates

the audiences knowledge level, concerns, values, and possible

biases.

11-12.WHST.6. Use technology, including the Internet, to

produce, publish, and update individual or shared writing

products in response to ongoing feedback, including new

arguments or information.

11-12.WHST.8. Gather relevant information from multiple

authoritative print and digital sources, using advanced

searches effectively; assess the strengths and limitations of

each source in terms of the specific task, purpose, and

audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard

format for citation.

11-12.WHST.9. Draw evidence from informational texts to

support analysis, reflection, and research.


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event, noting discrepancies among sources and topic in several

primary and secondary sources.

11-12.WHST.1Write arguments focused on discipline-specific

content.

a. Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate

or opposing claims, and create an organization that logically

sequences the claim(s), counterclaims, reasons, and evidence.




counterclaims in a discipline-appropriate form that anticipates the

audiences knowledge level, concerns, values, and possible biases.


produce, publish, and update individual or shared writing productsin response to ongoing feedback, including new arguments or

information.


authoritative print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each source in

terms of the specific task, purpose, and audience; integrate

information into the text selectively to maintain the flow of ideas,avoiding plagiarism and overreliance on any one source and

following a standard format for citation.




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people enslaved for economic motives and then viewed as inferior

because of their low status? Was race then used to justify their

enslavement?

Example: Investigate court cases and statutes of Jamestown to answer

the question of which came first.

The forced migration of Africans as chattel slaves combined with the

nature and dynamics of an economically prosperous slave/mastersociety trapped millions of Africans for generations to a dehumanizing

and brutal racism which perpetuated a cycle of poverty and social and

political disenfranchisement that still resonates in our society today.

Example: Trace the history of the slave trade as part of the

Transatlantic trading network and identify the roles of Europeans,

American colonists, and African kingdoms. Compare aspects of the

American slave trade that made it especially brutalizing compared topast systems in Africa, feudalism in Europe, or Ancient Greece and

Rome.

Colonial laws purposefully prohibited interactions between indentured

servants, Native Americans, and Africans to prevent the formation of a

lower class of oppressed people united in the common cause of equalityand freedom. Their purpose was to protect the status quo and the

established authority of the colonial elite.

Example: Research and identify laws, punishments, trials, etc. that

illustrate efforts to prevent inter-mixing of whites, blacks, and Indians.Look for evidence that successful inter-mixing was possible and

therefore even more of a threat to the status quo, for example, Black

Seminole Indians, Bacons Rebellion, etc.

flow of ideas, avoiding plagiarism and overreliance

on any one source and following a standard format

for citation.

11-12.WHST.9. Draw evidence from informational

texts to support analysis, reflection, and research.


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overcome issues of race, gender, and class very difficult to

achieve but this did not prevent advocates from voicing

their dissent and solutions.

Example: Defend the call for gender equity in the new

nation by citing arguments made by Abigail Adams, Susan

B. Anthony, Lucretia Mott, Sojourner Truth, and the

Declaration of Sentiments issued by the Seneca Falls

Convention on Womens Rights.

Investigate the calls for abolition and racial equality

included in David Walkers Appeal, Frederick Douglassnarrative and speeches (Fourth of July Speech), William

Lloyd Garrisons editorials, Sojourner Truths words, etc.

for eloquent and moving arguments that challenged slavery.

Use the rhetoric of abolition to write a persuasive letter to afriend about the absolute necessity of immediate

emancipation.

During times of conflict, federal and state officials often

have passed laws or engaged in practices that violate civilliberties.

Example: Investigate how the Sedition Act was used to

silence opponents by the Federalist party and the methods

used by patriots to silence loyalists during the war.

Students will bring this issue to the present by analyzing the

Patriot Act of 2001.


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Examples: Examine historic examples of military

aggression during the Civil War, i.e. the Sand CreekMassacre, Navajo War and the Long Walk, the

Cheyenne Uprising. Students will analyze the effects

of the U.S. imperative of westward expansion.

Students will identify the common struggles of the

Indigenous Peoples and those of African Americans

in the United States.

information and examples appropriate to the

audiences knowledge of the topic.

11-12.WHST.6. Use technology, including theInternet, to produce, publish, and update individual

or shared writing products in response to ongoing

feedback, including new arguments or information.

11-12.WHST.7. Conduct short as well as more

sustained research projects to answer a question

(including a self-generated question) or solve a

problem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on the

subject, demonstrating understanding of the subject

under investigation.

11-12.WHST.8. Gather relevant information from

multiple authoritative print and digital sources,

using advanced searches effectively; assess the

strengths and limitations of each source in terms of

the specific task, purpose, and audience; integrateinformation into the text selectively to maintain the

flow of ideas, avoiding plagiarism and overreliance

on any one source and following a standard format

for citation.

11-12.WHST.9. Draw evidence from informational

texts to support analysis, reflection, and research.


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discrimination as applied to the South and North. What are

the implications of legal discrimination versus

discrimination that is covert or based upon choice.

During times of conflict, federal and state officials often

have passed laws or engaged in practices that violate civil

liberties.

Example: Investigate Lincolns attack on free speech during

the war (newspapers, southern sympathizers, and other

opponents of the war) and a presidents emergency wartimepowers to suspend habeas corpus.

Advocates for womens and black suffrage found

themselves competing for the right to vote. Elizabeth Cady

Stanton demanded that women receive the right to vote

before African American men. Students can explore their

letters and speeches for evidence of conflict and solution.




counterclaims in a discipline-appropriate form that anticipatesthe audiences knowledge level, concerns, values, and possible

biases.







searches effectively; assess the strengths and limitations of

each source in terms of the specific task, purpose, and

audience; integrate information into the text selectively to

maintain the flow of ideas, avoiding plagiarism and

overreliance on any one source and following a standard

format for citation.




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i.e. Irish workers used racist argument to lift themselves in

the labor hierarchy over African Americans.

The struggle for womens rights and suffrage reached one ofits goals with the passage of the 19th amendment. Issues that

affected women transcend race and class although it was

primarily wealthy and educated women who benefited but

were often sidelined by foreign and economic events

deemed more important to the well-being to the nation as a

whole, thus maintaining a male-dominated economic and

political status quo into the present time.

Example: Understand that Alice Paul and Lucy Burns were

feminists who recognized that suffrage was only one part of

being a full and equal citizen. Investigate strategies used for

passing the Equal Rights Amendment and its success/failurein recent history. Is the ERA still necessary?

The years between Reconstruction and World War I are

considered the nadir in American race relations, yet fromthis time emerged the beginnings of the modern black

community. The exercise of state power and white

supremacist terrorism had as its goal the prevention of racial

mixing in order to protect white privilege and to keep

African Americans in their assigned place. Plessy v

Ferguson legalized separate but equal which sanctioned

Jim Crow segregation and eliminated the black vote through

laws that disenfranchised African American men.

Example: Identify the violent oppression (lynching,

vigilante justice, KKK and other supremacist groups, and

race riots) used to terrorize black communities into

compliance with Jim Crow and white supremacy and the

effects ofde facto and de jure discrimination/racism in

American society then and now.

US HISTORY MULTICULTURAL VIEWPOINT GRADE 11


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Lynch mobs became an iconic symbol of white terrorism

against African Americans and others (Mexican

Americans, Jewish Americans, and Chinese Americans.)

Examples: Leo Frank, Texas Rangers attack on Tejanos, andnativist attacks on Chinese workers.

Develop a plan to combat de facto discrimination in society

and determine the extent of the role of government in that

plan and its impact on the civil liberties of all Americans.

Research the different founders of the early African

American Civil Rights movements and their philosophies

for attaining racial equality including Booker T.

Washington, W.E.B. Dubois, Marcus Garvey, Ida B. Wells

Barnett, NAACP, et al.

Trace the Great Migration of 500,000 African Americans to

northern industrial cities that began in the early 20th century

to the urban nature of black life still today.

Example: Show how the response to this period was foundin the voice of the Harlem Renaissance and identify major

figures and historical themes threaded through literature,

history, and art.

Show the historical roots of large populations in New York

city, Detroit, Chicago, et al.

Mass waves of immigration are an iconic symbol of this era

and many students can trace some of their ancestry to those

immigrants who were necessary to fill the labor demands of

a growing capitalist system. Understanding the immigration

experience is vital to valuing the pluralistic nature of the

U.S. and adds to the narrative of the challenges of becoming

a first-class citizen in American society.

Example: Research the pattern of immigration from other

US HISTORY MULTICULTURAL VIEWPOINT GRADE 11


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nations to the U.S. historically and presently looking for

examples of legislation and policy that inhibited or

welcomed immigration. Determine the role of national

economic need vs. ethnic/racial prejudice and how theyrelate to each other.

Compare the immigration patterns of European, Asian, and

Mexican immigrants, including incentives and limitations

for immigration quotas/restrictions (Chinese Exclusion Act

of 1882, Gentlemans Agreement, the Immigration Act of

1924, the effect of the Mexican Revolution, and the threat of

the Yellow Peril.)

Was the American melting pot a compromise for

immigrants through which they could become American or

was it a method by which whiteness further became

entrenched as the ticket to privilege while others were

delegated to lower class status. Examine the drive for the

Irish to become white in American society. Examine the

racial antagonism against Germans; Italians, Japanese, and

Chinese. What are the present-day implications of thishistory?


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led lower class groups to engage in organizational activities

to alleviate the effects of the depression and switch their

political allegiance from the Republican Party to the

Democratic Party due to its New Deal legislation.a. IWW and the general strike

b. The Bonus Army

c. Labor uprisings and Unions

Connect todays political and economic challenges to the

programs and policies enacted during FDRs New Deal.

visually, quantitatively, as well as in words) in order to

address a question or solve a problem.

11-12.RH.8. Evaluate an authors premises, claims, andevidence by corroborating or challenging them with other

information.

11-12.RH.9. Integrate information from diverse sources, both

primary and secondary, into a coherent understanding of an

idea or event, noting discrepancies among sources and topic in

several primary and secondary sources.

11-12.WHST.1Write arguments focused on discipline-specific

content.

a. Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from

alternate or opposing claims, and create an organization that

logically sequences the claim(s), counterclaims, reasons, and

evidence.




counterclaims in a discipline-appropriate form that anticipates

the audiences knowledge level, concerns, values, and possible

biases.








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social, and political inequality in the U.S.

Examples: Explain the ideas and goals of Black

Nationalism, the Black Panthers, the Young Lords,American Indian Movement, Chicano Movement,

Feminism, GLBTQ activists, disability rights activists,

radical environmentalists and anti-government groups.

Research the government response to each and the limits of

their successes.

In the United States democratic society, a tension exists

between civil liberties and the governments proclaimed

national interests that are dynamic not static; this tension

manifests itself in controversies involving domestic and

foreign policy.

Example: Compare and contrast the strategies and methods

of various freedom movements, civil rights groups, anti-waractivists, and other dissident groups in challenging the status

quo set by government policy and entrenched interests.

Connect the common interests of selected groups and the

government responses to each.

a. LULAC (League of United Latin American

Citizens)

b. NAACP (National Association for the

Advancement of Colored People

c. NOW (National Organization of Women)d. HRC (Human Rights Campaign)

e. Asian Americans Japanese American reparation

movement.

Popular culture and protest movements reflected the social

and political changes and extremes that characterized the

middle and late 20th century.




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Example: Research music from the era and make a playlist

for a radio station that only plays songs of social and

political commentary.

Example: Research television shows that supported the idea

of conformity to traditional values and those that rocked

the boat.

LGBTQ and Immigration Reform are the newest freedom

and equality movements.

Example: Select one to investigate and write a series of

blogs in its support or opposition.




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** State Standard Concept 1: Research Skills for History are applicable to all Enduring Understandings for Multiple Perspectives in U.S. History. They read:

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary

sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of

events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with appropriate American or WorldHistory content, when applicable.

PO 1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.

PO 2. Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic

ash), and relative ages (e.g., geologic time).

PO 3. Formulate questions that can be answered by historical study and research.

PO 4. Construct graphs, tables, timelines, charts, and narratives to interpret historical data.

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

PO 6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.

PO 7. Compare present events with past events:

a. cause and effect

b. change over time

c. different points of view

us history - culturally relevant multicultural viewpoint_grade 11

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