Index
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History-Social Science
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Oroville Union High School District |
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History-Social Science Curriculum |
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History-Social Science - U.S. History |
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Evolution of Democracy in America
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Democracy: Events/Founding of Nation
The learner will be able to
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.
| Strand |
Scope |
Source |
| Democracy |
Master |
CA: Content Standards, 11.1 *STAR Item Grade 11 (4)* *GSE Test Content* |
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Democracy: Enlightenment/Ideas
The learner will be able to
describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.
| Strand |
Scope |
Source |
| Democracy |
Master |
CA: Content Standards, 11.1.1 |
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Democracy: American Revolution/Origins
The learner will be able to
analyze the ideological origins of the American Revolution, the Founding Fathers' philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.
| Strand |
Scope |
Source |
| Democracy |
Master |
CA: Content Standards, 11.1.2 |
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Democracy: History/Constitution/1787
The learner will be able to
understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.
| Strand |
Scope |
Source |
| Democracy |
Master |
CA: Content Standards, 11.1.3 |
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Democracy: Civil War/Reconstruction
The learner will be able to
examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.
| Strand |
Scope |
Source |
| Democracy |
Master |
CA: Content Standards, 11.1.4 |
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Industry and Urban Issues
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Industry: Industrialization/Migration
The learner will be able to
analyze the relationship among the rise of industrialization, large scale rural to urban migration, and massive immigration from Southern and Eastern Europe.
| Strand |
Scope |
Source |
| Industry |
Master |
CA: Content Standards, 11.2 *STAR Item Grade 11 (8)* *GSE Test Content* |
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Industry: Effects/Industrialization
The learner will be able to
know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
| Strand |
Scope |
Source |
| Industry |
Master |
CA: Content Standards, 11.2.1 |
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Industry: Changing Landscape/Describe
The learner will be able to
describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
| Strand |
Scope |
Source |
| Industry |
Master |
CA: Content Standards, 11.2.2 |
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Industry: Effect/Americanization Movemen
The learner will be able to
trace the effect of the Americanization movement.
| Strand |
Scope |
Source |
| Industry |
Master |
CA: Content Standards, 11.2.3 |
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Issues: Effect/Urban Political Machines
The learner will be able to
analyze the effect of urban political machines and responses to them by immigrants and middle class reformers.
| Strand |
Scope |
Source |
| Issues |
Master |
CA: Content Standards, 11.2.4 |
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Issues: Corporate Mergers/Discuss
The learner will be able to
discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
| Strand |
Scope |
Source |
| Issues |
Master |
CA: Content Standards, 11.2.5 |
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Issues: Economic Development
The learner will be able to
trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
| Strand |
Scope |
Source |
| Issues |
Master |
CA: Content Standards, 11.2.6 |
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Social Darwinism/Social Gospel
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Social Darwinism/Social Gospel: Analyze
The learner will be able to
analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
| Strand |
Scope |
Source |
| Social Darwinism/Social Gospel |
Master |
CA: Content Standards, 11.2.7 |
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Populists and Progressives
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Populists: Political Programs/Populists
The learner will be able to
examine the effect of political programs and activities of Populists.
| Strand |
Scope |
Source |
| Populists |
Master |
CA: Content Standards, 11.2.8 |
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Progressives: Political Programs/Effect
The learner will be able to
understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
| Strand |
Scope |
Source |
| Progressives |
Master |
CA: Content Standards, 11.2.9 |
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Religion: Role Religion Played/Analyze
The learner will be able to
analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
| Strand |
Scope |
Source |
| Religion |
Master |
CA: Content Standards, 11.3 *STAR Item Grade 11 (5)* *GSE Test Content* |
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Religion: Contributions of Groups
The learner will be able to
describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).
| Strand |
Scope |
Source |
| Religion |
Master |
CA: Content Standards, 11.3.1 |
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Religion: Great Revivals/Leaders
The learner will be able to
analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.
| Strand |
Scope |
Source |
| Religion |
Master |
CA: Content Standards, 11.3.2 |
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Religion: Religious Intolerance/Cite
The learner will be able to
cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
| Strand |
Scope |
Source |
| Religion |
Master |
CA: Content Standards, 11.3.3 |
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Religion: Religious Pluralism/Discuss
The learner will be able to
discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
| Strand |
Scope |
Source |
| Religion |
Master |
CA: Content Standards, 11.3.4 |
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Religion: Religious Liberty/Describe
The learner will be able to
describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.
| Strand |
Scope |
Source |
| Religion |
Master |
CA: Content Standards, 11.3.5 |
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U.S. Foreign Policy: 1870s - 1940s
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Policy: United States/Role/World Power
The learner will be able to
trace the rise of the United States to its role as a world power in the twentieth century.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.4 *STAR Item Grade 11 (6)* *GSE Test Content* |
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Policy: Open Door Policy/Purpose/Effects
The learner will be able to
list the purpose and the effects of the Open Door policy.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.4.1 |
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Policy: Spanish-American War/Expansion
The learner will be able to
describe the Spanish-American War and U.S. expansion in the South Pacific.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.4.2 |
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Policy: Panama Revolution/Role
The learner will be able to
discuss American's role in the Panama Revolution and the building of the Panama Canal.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.4.3 |
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Policy: Roosevelt/Taft/Wilson/Speeches
The learner will be able to
explain Theodore Roosevelt's Big Stick diplomacy, William Taft's Dollar Diplomacy, and Woodrow wheelchair's Moral Diplomacy, drawing on relevant speeches.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.4.4 |
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WW I: Ramifications/Analyze
The learner will be able to
analyze the political, economic, and social ramifications of World War I on the home front.
| Strand |
Scope |
Source |
| World War I |
Master |
CA: Content Standards, 11.4.5 |
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WW II: Great Britain/Declining Role
The learner will be able to
trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.4.6 |
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American Society in the Postwar Era
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Postwar: Development/1920s/Analyze
The learner will be able to
analyze the major political, social, economic, technological, and cultural developments of the 1920s.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.5 *STAR Item Grade 11 (4)* *GSE Test Content* |
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Postwar: Policies of Presidents
The learner will be able to
discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.5.1 |
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Postwar: International/Domestic Events
The learner will be able to
analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back to Africa" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.5.2 |
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Postwar: Eighteenth Amendment/Examine
The learner will be able to
examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.5.3 |
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Women's Rights: 1870-Today
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Women's Rights: Nineteenth Amendment
The learner will be able to
analyze the passage of the Nineteenth Amendment and the changing role of women in society.
| Strand |
Scope |
Source |
| Women's Rights |
Master |
CA: Content Standards, 11.5.4 |
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Jazz Age: Harlem Renaissance/Trends
The learner will be able to
describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).
| Strand |
Scope |
Source |
| Jazz Age |
Master |
CA: Content Standards, 11.5.5 |
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Jazz Age: Radio/Moves/Growth/Effects
The learner will be able to
trace the growth and effects of radio and movies and their role in the world wide diffusion of popular culture.
| Strand |
Scope |
Source |
| Jazz Age |
Master |
CA: Content Standards, 11.5.6 |
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American Society in the Postwar Era
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Postwar: Mass Production Techniques
The learner will be able to
discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.5.7 |
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The Great Depression/The New Deal
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Depression:Explanations/Great Depression
The learner will be able to
analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
| Strand |
Scope |
Source |
| Depression |
Master |
CA: Content Standards, 11.6 *STAR Item Grade 11 (8)* *GSE Test Content* |
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Depression: Monetary Issues/Describe
The learner will be able to
describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
| Strand |
Scope |
Source |
| Depression |
Master |
CA: Content Standards, 11.6.1 |
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Depression: Causes/Steps Taken
The learner will be able to
understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
| Strand |
Scope |
Source |
| Depression |
Master |
CA: Content Standards, 11.6.2 |
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Depression; Human Toll/Depression
The learner will be able to
discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
| Strand |
Scope |
Source |
| Depression |
Master |
CA: Content Standards, 11.6.3 |
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New Deal: Controversies/Effects/Analyze
The learner will be able to
analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley project, and Bonneville Dam).
| Strand |
Scope |
Source |
| New Deal |
Master |
CA: Content Standards, 11.6.4 |
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American Society in the Postwar Era
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Postwar: Organized Labor/Advance/Retreat
The learner will be able to
trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a post industrial, multi-national economy, including the United Farm Workers in California.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.6.5 |
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WW II: America's Participation/Analyze
The learner will be able to
analyze America's participation in World War II.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7 *STAR Item Grade 11 (5)* *GSE Test Content* |
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WW II: American Involvement/Origins
The learner will be able to
examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.1 |
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WW II: Wartime Strategy/Explain
The learner will be able to
explain United States and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.2 |
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WW II:Individual Soldiers/Special Forces
The learner will be able to
identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.3 |
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WW II: Roosevelt's Foreign Policy
The learner will be able to
analyze Roosevelt's foreign policy during World War II (e.g., Four Freedoms speech).
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.4 |
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WW II: U.S. Home Front/Discuss
The learner will be able to
discuss the constitutional issues and impact of events on the United States home front, including the internment of Japanese Americans (e.g., Fred Korematsu vs. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler's atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.5 |
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WW II: Major Developments/Describe
The learner will be able to
describe major developments in aviation, weaponry, communication, and medicine and the war's impact on the location of American industry and use of resources.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.6 |
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WW II: Decision to Drop Atomic Bombs
The learner will be able to
discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.7 |
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WW II: Massive Aid/Marshall Plan
The learner will be able to
analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the United States economy.
| Strand |
Scope |
Source |
| World War II |
Master |
CA: Content Standards, 11.7.8 |
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American Society in the Postwar Era
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Postwar: Economic Boom/Transformation
The learner will be able to
analyze the economic boom and social transformation of post-World War II America.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8 *STAR Item Grade 11 (5)* *GSE Test Content* |
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Postwar: Growth/Jobs/Trace
The learner will be able to
trace the growth of service sector, white collar, and professional sector jobs in business and government.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.1 |
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Postwar: Mexican Immigration/Describe
The learner will be able to
describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.2 |
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Postwar: Truman's Labor Policy/Reaction
The learner will be able to
examine Truman's labor policy and congressional reaction to it.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.3 |
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Postwar: Government Spending/Analyze
The learner will be able to
analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.4 |
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Postwar: Powers of Presidency
The learner will be able to
describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.5 |
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Postwar: Diverse Environmental Regions
The learner will be able to
discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.6 |
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Postwar: Effects on Society/Describe
The learner will be able to
describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.
| Strand |
Scope |
Source |
| Postwar |
Master |
CA: Content Standards, 11.8.7 |
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Jazz Age: Popular Culture/Forms
The learner will be able to
discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).
| Strand |
Scope |
Source |
| Jazz Age |
Master |
CA: Content Standards, 11.8.8 |
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UN, IMF, World Bank and GATT
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United Nations: U.S. Foreign Policy
The learner will be able to
analyze the United States foreign policy since World War II.
| Strand |
Scope |
Source |
| United Nations |
Master |
CA: Content Standards, 11.9 *STAR Item Grade 11 (6)* *GSE Test Content* |
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United Nations: Establishment/Importance
The learner will be able to
discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
| Strand |
Scope |
Source |
| United Nations |
Master |
CA: Content Standards, 11.9.1 |
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NATO, SEATO, and Cold War
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NATO/SEATO/Cold War: Military Alliances
The learner will be able to
understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
| Strand |
Scope |
Source |
| NATO/SEATO/Cold War |
Master |
CA: Content Standards, 11.9.2 |
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McCarthyism: Domestic Communism/Era
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting.
| Strand |
Scope |
Source |
| McCarthyism |
Master |
CA: Content Standards, 11.9.3a |
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Truman Doctrine/Marshall Plan
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Doctrine: Origins/Consequences
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including Truman Doctrine.
| Strand |
Scope |
Source |
| Truman Doctrine/Marshall Plan |
Master |
CA: Content Standards, 11.9.3b |
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Blockade: Origins/Consequences
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the Berlin Blockade.
| Strand |
Scope |
Source |
| Blockade |
Master |
CA: Content Standards, 11.9.3c |
|
War: Korean War/Origins
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the Korean War.
| Strand |
Scope |
Source |
| War |
Master |
CA: Content Standards, 11.9.3d |
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Bay of Pigs/Cuban Missile Crisis
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Bay of Pigs: Invasion/Cuban Crisis
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the Bay of Pigs invasion and the Cuban Missile Crisis.
| Strand |
Scope |
Source |
| Bay of Pigs |
Master |
CA: Content Standards, 11.9.3e |
|
Policy: Atomic Testing/Origins/Trace
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including atomic testing in the American West, the "Mutual assured destruction) doctrine and disarmament policies.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.9.3f |
|
Vietnam: War/Origins;/Consequences
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the Vietnam War.
| Strand |
Scope |
Source |
| Vietnam |
Master |
CA: Content Standards, 11.9.3g |
|
Policy: Latin American Policy
The learner will be able to
trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the Latin American policy.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.9.3h |
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Relationship of Foreign/Domestic Policy
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Foreign: Effects/Policy/List
The learner will be able to
list the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the "nuclear freeze" movement).
| Strand |
Scope |
Source |
| Foreign |
Master |
CA: Content Standards, 11.9.4 |
|
Policy: Reagan Administration/Role
The learner will be able to
analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
| Strand |
Scope |
Source |
| Policy |
Master |
CA: Content Standards, 11.9.5 |
|
Middle East: Policy/Interests/Describe
The learner will be able to
describe United States Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.
| Strand |
Scope |
Source |
| Middle East |
Master |
CA: Content Standards, 11.9.6 |
|
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Relationship of Foreign/Domestic Policy
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Domestic: Relations/United States/Mexico
The learner will be able to
examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
| Strand |
Scope |
Source |
| Domestic |
Master |
CA: Content Standards, 11.9.7 |
|
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The Civil Rights Movement/Post War Era
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Civil Rights: Development/Analyze
The learner will be able to
analyze the development of federal civil rights and voting rights.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10 *STAR Item Grade 11 (5)* *GSE Test Content* |
|
Civil Rights: Demands/African Americans
The learner will be able to
explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt's ban on racial discrimination in defense industries in 1941, and how African Americans' service in World War II produced a stimulus for President Truman's decision to end segregation in the armed forces in 1948.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10.1 |
|
Civil Rights: Evolution/Key Events
The learner will be able to
examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott vs. Sandford, Plessy vs, Ferguson, Brown vs. Board of Education, Regents of the University of California vs. Bakke, and California Proposition 209.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10.2 |
|
Civil Rights: Legal Strategy/Describe
The learner will be able to
describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10.3 |
|
Civil Rights: Movement/Discuss Diffusion
The learner will be able to
discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10.4 |
|
Civil Rights: Civil Rights Movement
The learner will be able to
discuss the diffusion of the civil rights movement of African Americans from the churches of the rural South and the urban North, including the resistance to racial desegregation in Little Rock and Birmingham, and how the advances influenced the agendas, strategies, and effectiveness of the quests of American Indians, Asian Americans, and Hispanic Americans for civil rights and equal opportunities.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10.5 |
|
Civil Rights: Civil Rights/Voting Rights
The learner will be able to
analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
| Strand |
Scope |
Source |
| Civil Rights |
Master |
CA: Content Standards, 11.10.6 |
|
|
Women's Rights: 1870-Today
|
Women's Rights: Movement/Analyze
The learner will be able to
analyze the women's rights movement from the era of Elizabeth Stanton and Susan Anthony and the passage of the Nineteenth Amendment to the movement launched in the 1960s, including differing perspectives on the roles of women.
| Strand |
Scope |
Source |
| Women's Rights |
Master |
CA: Content Standards, 11.10.7 |
|
|
Relationship of Foreign/Domestic Policy
|
Domestic: Major Social Problems/Issues
The learner will be able to
analyze the major social problems and domestic policy issues in contemporary American society.
| Strand |
Scope |
Source |
| Domestic |
Master |
CA: Content Standards, 11.11 *STAR Item Grade 11 (4)* *GSE Test Content* |
|
Domestic: Immigration Policy/Reasons
The learner will be able to
discuss the reasons for the nation'g changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
| Strand |
Scope |
Source |
| Domestic |
Master |
CA: Content Standards, 11.11.1 |
|
Domestic: Policy Speeches/Discuss
The learner will be able to
discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).
| Strand |
Scope |
Source |
| Domestic |
Master |
CA: Content Standards, 11.11.2 |
|
|
Women's Rights: 1870-Today
|
Women's Rights: Roles of Women
The learner will be able to
describe the changing roles of women in society as reflected in the entry of more women into the labor force and the changing family structure.
| Strand |
Scope |
Source |
| Women's Rights |
Master |
CA: Content Standards, 11.11.3 |
|
Since 1975: Watergate Scandal
The learner will be able to
explain the constitutional crisis originating from the Watergate scandal.
| Strand |
Scope |
Source |
| Since 1975 |
Master |
CA: Content Standards, 11.11.4 |
|
Since 1975: Environmental Conservation
The learner will be able to
trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.
| Strand |
Scope |
Source |
| Since 1975 |
Master |
CA: Content Standards, 11.11.5 |
|
Since 1975: Poverty/Persistence/Analyze
The learner will be able to
analyze the persistence of poverty and how different analyses of this issue influence welfare reform, health insurance reform, and other social policies.
| Strand |
Scope |
Source |
| Since 1975 |
Master |
CA: Content Standards, 11.11.6 |
|
Since 1975: Demographic/Social Changes
The learner will be able to
explain how the federal, state, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentrations in the cities, Frostbelt-to-Sunbelt migration, international migration, decline of family farms, increases in out-of-wedlock births, and drug abuse.
| Strand |
Scope |
Source |
| Since 1975 |
Master |
CA: Content Standards, 11.11.7 |
|
|
