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 - AP United States 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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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: 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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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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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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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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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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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 |
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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 |
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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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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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