US History - Culturally Relevant Mexican American Viewpoint_Grade 11

US HISTORY CULTURALLY RELEVANT MEXICAN AMERICAN VIEWPOINT: GRADE 11 CURRICULUM NOT ADOPTED

TUCSON UNIFIED SCHOOL DISTRICT 1 | P a g e

Critical Research Skills for the study of American History &Indigenous Peoples of the Americas Enduring Understanding: Analysis of historical interpretations of Indigenous Peoples of the Americas is essential to the development of critical historical literacy and research skills.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO1.Interpret historical data displayed in graphs, tables, charts, and geologic timescales. 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. PO7. Compare present events with past events: a) cause and effect b) change over time c) different points of view Concept 2: Early Civilizations - Pre-1500

Explanation & Examples: Students will be able to examine the details of primary and secondary sources to support their analysis of texts, primary historical sources, and available/accessible research to debate the interpretations of the experiences of Indigenous peoples of the Americas pre- & post-European colonization. Sources for analysis include: journals, maps, illustrations, photographs, documentaries, logs, records, etc. Students will be able to compare and contrast the Western and the Non-Western Historical Framework using textual evidence from primary and secondary sources that includes: authors main point, purpose and perspective, fact versus opinion, differing points of view, credibility and validity of the text. Students will also consider bias, intended audience and the possibility of changes due to translation. Students will analyze ideas and details to show their understanding of the contributions of Indigenous peoples to the Americas and to the world. Examples: Write a critical analysis essay that distinguishes between the "dominant narrative" (Western/European/Spanish) with that of a "counter narrative" (Indigenous peoples) of Anahuac civilization. Create an informative My History research

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST.1 Write 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, 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 audience's knowledge level, concerns, values, and possible biases. 11-12. WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes, a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics(e.g., figures, tables), and multimedia when useful to aiding comprehension. Research to Build and Present Knowledge



(SSHS-S1C2) PO 1. Describe Prehistoric Cultures of the North American continent: a) Paleo-lndians including Clovis, Folsom, and Plano b)Mound builders including Adena, Hopewell, and Mississippian Southwestern including Mogollon, Hohokam, Ancestral Puebloans (Anasazi)

project that includes students personal views as well as family and community history utilizing valid historical research methodology such as, oral history interviews and analysis of primary documents to reinforce skills as critical historians. This project will also analyze how ones personal history supports or contradicts the histories presented.

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 when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



When Worlds Collide: Indigenous America and European Colonization Enduring Understanding: Critical historians examine the impact of European colonization on Indigenous America to develop an understanding of how the process of cultural domination/cultural resistance/cultural coexistence/cultural exchange and mixture impacted American History. State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO3. Formulate questions that can be answered by historical study and research. PO5. 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. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 3: Exploration and Colonization l500s-1700s (SSHS-S1C3) PO1. Review the reciprocal impact resulting from early European contact with indigenous peoples: a) religious (e.g., conversion attempts) b) economic (e.g., land disputes, trade) c) social (e.g., spread of disease, partnerships) d) food (e.g., corn) e) government(e.g., Iroquois Confederacy, matriarchal leadership, democratic influence)

Explanation & Examples: Students will explore European colonization on the Americas as justified through the Papal Bulls of the 15th century and evolving into the Doctrine of Discovery that continues to impact Indigenous peoples of America today. Students will describe how European colonization changed eastern and western hemispheres being able to articulate detailed facts, examples and reasoning (cause and effect). Students will analyze the characteristics of New England, Middle and Southern colonies by gathering detailed historical evidence and examples to compare with Spanish colonization in the Americas including territory that will later be commonly referred to as the U.S. Southwest. Students will identify Uto-Aztecan language base groups (i.e. Pima, Tohono Oodham, Rarmuri /Tarahumara, Yoeme/Yaqui), geographical influences that determined depths of European encounters, and cultural differences, similarities and resonances. Students will identify early Indigenous resistance (1500s-1700s) to European colonization and the key figures of various peoples movements. Students will evaluate the social, political,

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Craft and Structure 11-12. RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 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. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST.1 Write 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, 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 audience's knowledge level, concerns, values, and possible biases, c) Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims, d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing, e)



PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life). PO3. Compare the characteristics of the New England, Middle, and Southern colonies: a) Colonial governments geographic influences, resources, and economic systems b) religious beliefs and social patterns PO 4. Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams, Anne Hutchinson, John Winthrop).

racial/ethnic, gender and economic dynamics of the founding of Tucson as one example of European/Indigenous colonial encounters. Examples: Debate: Should we continue to celebrate Columbus Day in the U.S? Critically analyze the actions of European leaders involved in colonization (i.e. Christopher Columbus, Bartolome De Las Casas, Sor Juana de la Cruz, Hernan Cortez)to determine if they should be celebrated or denounced in the historical narrative? Informative essay: Explain the dynamics between the European (Spanish and English) colonial ruling class, white working class, slaves, native peoples, and white servants during the early colonial period. What historical social position did each group of people have within this early colonial system? What, if any, are the contemporary implications of these historical social positions? Explain.

Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST. 2 Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes, a) Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables),and useful to aiding comprehension, b) Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.



Era of Revolution Enduring Understanding: An evaluation of the conflicts of the social, racial/ethnic and gendered, political, and economic ideas and interests of governments is essential to the understanding of the cause of revolutions.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO 4. Construct graphs, tables, timelines, charts and narratives to interpret historical data. PO5. 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. PO7. Compare present events with past events: d) cause an effect e) change over time f) different points of view Concept 4: Revolution and New Nation - 1700s-1820 (SSHS-S1C4) PO 1. Assess the economic, political and social reasons for the American Revolution: a) British attempts to tax and regulate colonial trade as a result of the French and Indian War b) colonists' reaction to British policy ideas expressed in the Declaration of Independence PO 2. Analyze the effects of European involvement in the American Revolution on

Explanation & Examples: Students will identify major events of the American Revolution, linking them to details from various primary and secondary sources. Students will analyze and describe the impact that the American Revolution had on the internal structure of American society for women, Native Americans, laborers African Americans Asian Americans, and Mexican Americans, both historically and contemporarily. Students will analyze how the American Revolution affected Native Americans in terms of genocide, land theft and dislocation. Students will examine the justifications that social classes used to support / oppose the American Revolution and the implications on the formation of the nation. Students will evaluate and compare the ideals and expressed values that motivated the American Revolution to a U.S., Arizona or Tucson current event issue. Examples: Write a position paper on the following questions: Is liberty the same as freedom? Do you think the ordinary, uncelebrated men and women (including Native Americans and African American slaves) of the new republic

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and summary. 11-12. RH.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH. 8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 11-12. WHST. 1 Write 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 and organization that logically sequences the claim(s), counterclaims, reasons, and evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented.



the outcome of the war. PO3. Describe the significance of major events in the Revolutionary War: a) Lexington and Concord; b) Bunker Hill c) Saratoga d) writing and ratification

defined liberty and freedom the same as propertied, legally recognized men and women? Do you think ordinary men and women of today define liberty and freedom differently from those men and women in power? How and why? Create a timeline noting the major events of the American Revolution through multiple perspectives using various sources. Write a persuasive essay that takes one position on the following question: Was the American Revolution a full or a kind revolution (i.e. one that required an end to conflict resulting from various forms of oppression and subordination by welcoming Indigenous peoples into society, outlawing slavery, paying workers a fair wage, and granting equal rights to women- in other words, creating a new society characterized by economic, social, racial, gendered, and political equality or one that set the stage for equal rights to follow)?

11-12. WHST. 2 Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding state mentor section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST. 7 Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



Creation of a New Government & Nation Enduring Understanding: Foundations of political thought and the historical development of the various structures of power, authority, and governance of the United States were the products of both conflict and consensus. Enduring Understanding: Educational, religious, social, racial/ethnic, gender, political groups and institutions impacted the creation of the United States government.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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. PO7. Compare present events with past events: g) cause an effect h) change over time i) different points of view Concept 4: Revolution and New Nation - 1700s-1820 (SSHS-S1C4) PO4. Analyze how the new national government was created: a) Albany Plan of Union influenced by the Iroquois Confederation b) Articles of Confederation c) Constitutional Convention d) struggles over ratification of the Constitution

Explanation & Examples: Students will identify the economic interests, such as slavery, that motivated the political clauses of the United States Constitution. Students will explain the premise(s) of the Great Compromise and the Three-Fifths Compromise. Students will compare and contrast the experiences and perspectives of different groups in the new nation such as property owners, African Americans, women, indigenous peoples, and indentured servants. Students will understand the premise of the Bill of Rights and how Thomas Jeffersons ideas about liberty and freedom have influenced various liberation movements. Students will identify which groups of people are classified as immigrants during this period of nation building and why. Examples: Debate the process of the Three-Fifths Compromise from the perspectives of the Northern and Southern delegates of the Constitutional Convention focusing on the implications on contemporary sociopolitical

Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Evaluate information from diverse sources, both primary and secondary, in to a coherent understanding. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 11-12. WHST.1. Write 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 and organization that



e) creation of the Bill of Rights PO5. Examine the significance of the following in the formation of a new nation: a) presidency of George Washington b) economic policies of Alexander Hamilton c)creation of political parties under Thomas Jefferson and Alexander Hamilton d)the establishment of the Supreme Court as a co-equal third branch of government under John Marshal with cases such as Marbury v. Madison PO6. Examine the experiences and perspectives of the following groups in the new nation: a) property owners b) African Americans c) women d) Native Americans e) indentured servants

relations. Write a position paper supporting or refuting whether the Constitution was a compromise between slaveholding interests of the South and moneyed interests of the North. Simulation: Constitutional Role Play that includes perspectives of groups that where originally left out of the Constitutional Convention: Native Americans, White Workers/Indentured Servants, Enslaved African Americans, Free African Americans, and White Women.

logically sequences the claim(s), counterclaims, reasons, and evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2. Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding state mentor section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.



Westward Expansion and Path to War Enduring Understanding: Social, racial/ethnic, gender, political, and economic priorities for Southern and Northern States shaped the treaties and policies of the national government , including the federal courts, creating an enduring impact on Native peoples and African Americans in the U.S. Expansionism, driven by European American ideologies as displayed in Manifest Destiny, contributed to both nationalism and sectionalism creating dramatic demographic changes throughout North America.

State Standards: Concept 1:Research Skills for History (SSHS-S1C1) PO5. 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. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 5:Westward Expansion -1800-1860 (SSHS-S1C5) PO 1. Trace the growth of the American nation during the period of western expansion: a) Northwest Territory b) Louisiana Territory c) Florida e) Oregon Country h) Alaska PO 2. Analyze how the following events affected the political transformation of the developing nation:

Explanation & Examples: Students will evaluate U.S. Supreme Court cases pertaining to federal Indian policy and Indian law, as well as immigration policy, as a product of Manifest Destiny. Students will analyze the implications that federal treaties with Native nations have on those peoples today. Students will analyze how industrial and technological developments led to dramatic economic and social changes in American society (e.g. railroads and immigrant labor). Students will use primary documents to evaluate the perspective of the Cherokee and Seminole peoples living in the Southeast U.S. as compared to Andrew Jacksons expansionist ideals. Students will explain the impact of missionization on Indigenous peoples in local areas and throughout the U.S. Southwest. Examples: Write an informative essay comparing similarities in the situations faced by the Cherokee and Seminole peoples and Situations faced by any other groups in U.S. history and/or in U.S. society today?

Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Key Ideas and Details 11-12. RH. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH. 2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH. 4.Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g. how Madison defines faction in Federalist No. 10). 11-12. RH. 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH. 8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH. 9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 11-12. WHST.1.Write 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 and organization that logically sequences the claim(s), counterclaims, reasons, and



a) Jefferson's Presidency b) War of 1812 d) Jackson's Presidency PO 3. Identify how economic incentives and geography influenced early American explorations: a) explorers(e.g., Lewis and Clark, Pike, Fremont) b) fur traders c) miners d) missionaries (e.g., Father Kino, Circuit Riders) PO4. Describe the impact of European-American expansion on native peoples. PO 5. Describe the impact of the following aspects of the Industrial Revolution on the United States: a) transportation improvements (e.g., railroads, canals, steamboats) b) factory system manufacturing c) urbanization d)inventions (e.g., telegraph, cottoning, interchangeable parts) Concept 7:Emergence of the Modern United States-1875-1929 (SSHS-S1C7) PO 3.Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries: a) Indian Wars(e.g. Little Bighorn, Wounded Knee)

Research and conduct a mock trial of three U.S. Supreme Court cases of federal Indian policy and Indian law from the era of Manifest Destiny. Develop a presentation using historical research techniques to inform others on how economic nationalism under the U.S. government and private investment brought about the Industrial Revolution.

evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2.Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; 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; 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.



The War with Mexico and its Contemporary Implications: Chicano Resistance &Mexican American Compliance Enduring Understanding: Manifest Destiny provided for the justification of the expansion of U.S. territory through the War with Mexico. The experiences based on race, class and religious difference upon of peoples of Mexican descent, indigenous peoples, and Black slaves needs to be explored. The U.S. acquired social, political, and economic gains resulting from the invasion of Mexico and ensuing war have implications for present day Mexican Americans.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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., GeographyConcept6 - 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: d) cause an effect e) change over time f) different points of view Concept 5:Westward Expansion-1800-1860 (SSHS-S1C5) PO1. Trace the growth of the American nation during the period of western expansion: d)Texas f) Mexican Cession g) Gadsden Purchase PO3. Identify how economic incentives and geography influenced early American explorations: c) miners

Explanation & Examples: Students will critically analyze the racial, class, and religious issues that fueled the U.S. War on Mexico by investigating primary and secondary sources. Students will describe the major arenas and battles of the Texas Revolution and the War on Mexico including: New Mexico, Arizona, California, Texas, Matamoros, Veracruz, and Mexico City. Students will scrutinize oppositional voices (i.e. Frederick Douglass, Henry David Thoreau, and Abraham Lincoln) to the War on Mexico. Students will evaluate how Mexicans in the newly occupied territories resisted and accommodated Euro American settlements. Students will compare and contrast the rights and treatment of Mexican women with that of Euro American women in the 19th century. Students will identify methods of resistance of Mexicans in newly acquired territories to include social banditry as a response to lost land and to counter violence (i.e. lynching, sexual violence, and vigilantes) used as a means of political, economic, and social control. Students will be able recognize key figures (e.g. Juan Cheno Cortina, Tiburcio Vasquez, Joaquin Murrieta, Los Gorras Blancas, Doa Josefa of Downieville) who resisted unjust treatment of

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text(e.g. how Madison defines faction in Federalist No. 10). 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding. Writing Standards for Literacy in History/ Social Studies Text Types and Purposes 11-12. WHST.1. Write arguments focused on discipline-specific content, a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from



d) missionaries (e.g., Father Kino, Circuit Riders) PO4. Describe the impact of European-American expansion on native peoples.

Mexicans who resided in what became known as the U.S. Southwest post the Treaty of Guadalupe Hidalgo and the 1849 Gold Rush. Examples: Write a researched-based informative/persuasive essay (based upon the analysis of primary documents) on the following question: Does the Mexican American War and the Treaty of Guadalupe Hidalgo have implications for Mexican Americans of today? Please be sure to include in your essay: demographics of Mexican Americans, immigration issues, legal issues, such as the racial categorizations used by the federal courts, political issues, education issues, and issues of language and culture. Compare and contrast life for women in areas that were Mexican Territory (e.g. Tucson, Santa Fe) prior to becoming U.S. territory and post-U.S./Mexican War using a Venn diagram. Debate the following historical claim: The Mexican American War is sometimes referred to as "Polk's War" and "the War on Mexico." It is said that it was a pretense for taking California and the territory between. Agree or disagree with this position, using material from assigned readings and primary documents. Based upon the readings covered and primary documents, simulate a formal Congressional debate and the reasons for/against going to War with Mexico.

alternate or opposing claims, and create and organization that logically sequences the claim(s), counterclaims, reasons, and evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2. Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables),and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; 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; integrate information in to the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.



Civil War and Reconstruction Enduring Understanding: Unresolved racial, political, social, and economic conflicts were causes of the U.S. Civil War in the U.S. Political, racial, social, and economic differences between the North and the South are crucial in a comprehensive discussion of these conflicts.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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 PO6. 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: g) cause an effect h) change over time i) different points of view Concept 6: Civil War and Reconstruction: 1850-1877 (SSHS-S1C6) PO1. Explain the economic, social, and political causes of the Civil War: a) economic and social differences between the North, South, and West b) balance of power in the Senate (e.g., Missouri and 1850 Compromise) c) extension of slavery into the territories (e.g. Dred Scott Decision, the Kansas-Nebraska Act) d) role of abolitionists (e.g. Frederick Douglass and John Brown)

Explanation & Examples: Students will describe the main historical processes that led to succession and the creation of the Confederate States of America. Students will analyze the role that women had on the economies of the North and the South during the Civil War. Students will evaluate how the Emancipation Proclamation impacted the Civil War. Students will examine the ratification of 13th, 14th, and 15thAmendments impact on U.S. society at the time of Reconstruction and that of today. Students will describe the key historical processes of Abolitionists (i.e. Harriet Tubman, Frederick Douglass, John Brown, William Lloyd Garrison, Sojourner Truth, and the Grimke Sisters) and their impact on the various social movements. Students will compare and contrast discussions of citizenship that took place at the California, New Mexico and Arizona Constitutional Conventions establishing statehood. Examples: Create a Venn diagram comparing the economic, political, racial, and social differences between the North and the South prior to and during the Civil War as a pre-writing activity for a

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g. how Madison defines faction in Federalist No. 10). 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.8. Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH.9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST.1. Write arguments focused on discipline-specific content, a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from



e) debate over popular sovereignty / states rights f) Presidential election of 1860 PO 2. Analyze aspects of the Civil War: a) changes in technology b) importance of resources c) turning points d) military and civilian leaders e) effect of the Emancipation Proclamation f) effect on the civilian populations PO3. Analyze immediate and long term effects of Reconstruction in post Civil War America: a) various plans for reconstruction of the South b) Lincoln's assassination c) Johnson's impeachment d) Thirteenth, Fourteenth and Fifteenth Amendments e) resistance to end of Reconstruction (e.g., Jim Crow laws, KKK, and Compromise of 1877)

comparative essay regarding the identified differences. Stage a Senate debate on the issue of popular sovereignty vs. states rights. Write a persuasive essay to the U.S. Supreme Court either refuting or supporting its majority decision on Dred Scott (1857). Create a time line that illustrates the historical processes that led to Succession and the creation of the Confederate States of America. Write a persuasive essay that supports or refutes President Lincoln's suspension of the writ of habeas corpus during the Civil War. Write an informative essay on how the Emancipation Proclamation impacted the outcome of the Civil War. Debate the arguments for and against military conscription during the Civil War. Create a time line that identifies key turning points of the Civil War. Write an informative essay that describes how the ratification of the 13th , 14th and 15th Amendments immediately impacted U.S. society at the time of the Civil War and Reconstruction. What are the implications of the 14th and 15th Amendments on U.S. society today? Write an informative essay on the successes and failures of Reconstruction.

alternate or opposing claims, and create and organization that logically sequences the claim(s), counterclaims, reasons, and evidence, 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 (s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2.Writeinformative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings),graphics(e.g. figures, tables),and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations ,or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; 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; 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.



Emergence of the Modern United States Enduring Understanding: Many ideas of the Progressive Era have been expanded on during the 20th century including rights for workers, children, women and immigrants. There exists an interrelationship of the role of labor, resources, technology, and production of goods on economic systems and people. The role of government, including the courts, in economic policies of the past and present is essential for a critical analysis of the beginnings of the modern U.S.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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 PO6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: j) cause an effect k) change over time I) different points of view Concept 7: Emergence of the Modern United States -1875-1929 (SSHS-S1C6) PO 1.Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century: a) mass production b) monopolies and trusts (e.g., Robber Barons, Taft-Hartley Act) c) economic philosophies(e.g. laissez-faire, Social Darwinism, free silver) d) labor movement (e.g., Bisbee deportation) e) trade PO2. Assess how the following social developments influenced American society in

Explanation & Examples: Students will identify the economic and political processes that allowed for the consolidation of industry and the formation of trusts and monopolies to take place in the 19th and early 20th centuries. Students will examine the 1907 financial crisis and describe how it contributed to the social, political, and economic unrest of the early 20th century, indicating for whom there was the greatest unrest and why. Students will explain the 16th through 19th Amendments as developments of Civil Rights in the U.S. Students will describe the causes and effects of the Spanish-American War. Students will determine how union organizing, labor negotiating, labor strikes and collective bargaining agreements impact businesses/corporations and the lives of daily workers. Students will be able discuss the Phelps-Dodge Copper Mine and the U.S. Governments ideological basis and rationale for the Bisbee Deportation. Students will determine the impact of the Chinese Exclusion Act of 1882 on

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. 11-12. RH.8. Evaluate an author's premises, claims, and evidence 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. Writing Standards for Literacy in History / Social Studies Text Types and Purposes



the late nineteenth and early twentieth century: a) Civil Rights issues (e.g., Women's Suffrage Movement, Dawes Act, Indian schools, lynching, Plessey v. Ferguson) b)changing patterns in immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924) c) urbanization and social reform (e.g., health care, housing, food &nutrition, child labor laws) d) mass media (e.g., political cartoons, muckrakers, yellow journalism, radio) e) consumerism (e.g., advertising, standard of living, consumer credit) f) Roaring Twenties(e.g., Harlem Renaissance, leisure time, jazz, changed social mores) PO 3. Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries: b) Imperialism (e.g. Spanish American War, annexation of Hawaii, Philippine-American War) c) Progressive Movement (e.g. Sixteenth through Nineteenth Amendments, child labor) d)Teddy Roosevelt (e.g. conservationism, Panama Canal, national parks, trust busting) e) corruption (e.g., Tammany Hall, spoils system) f) World War I (e.g.. League of Nations, Isolationism) g) Red Scare / Socialism h) Populism PO4. Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood.

Mexican/Mexican American workers and explain why Chinese were the explicit targets of the Act. Students will analyze the impact of the Supreme Courts Plessy v. Ferguson and the Holmes dissent decision on race relations in the U.S. Students will critique the Progressive Movements reform issues in regards to Mexican Americans, Native Peoples, African Americans, and women. Students will describe how the U.S. became a global superpower during the late 19th and early 20th centuries. Students will identify the series of events and factors that led the U.S. to enter WWI. Examples: Create a slideshow on how the "technology of urbanization" drastically altered the lives of people living in urban areas. Write a persuasive essay that supports either laissez faire economics (free enterprise) or federal subsidies of corporations as the major contributor to economic growth during industrialization and urbanization of the late19th and early 20th centuries. Create a timeline of the major labor strikes in the late 19th century and early 20th century. Create a slideshow presentation of the major

11-12. WHST.1.Write 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 and organization that logically sequences the claim(s), counterclaims, reasons, and evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2. Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; 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; integrate



labor strikes led and organized by Mexicans/Mexican Americans during the early 20th century. Using a variety of historical texts and primary sources, write a persuasive essay either supporting or refuting that through their various approaches, unions were able to obtain better working conditions, wages, and rights for all workers in the late 19th and early 20th centuries. Write an informative research-based essay comparing and contrasting late 19th and early 20th century immigration with that of contemporary immigration to the U.S. Compare the federal immigration laws and policies of the late 19th and early 20th century with those of today. Also, compare the nativist movements and their ideological roots of the late 19th and early 20th century with those of the nativist movements of today. Utilizing assigned texts and primary sources, create a slideshow presentation that highlights the enduring legacies of the Harlem Renaissance. Write a research-based informative essay (using assigned texts and primary documents) to analyze the factors that led to the passing of the Immigration Act of 1924 that limited Mexicans into the United States. Additionally, include the implications that this Act has on immigration and labor issues and policies of today.

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.



Create a slideshow presentation of the various Mexican American responses to violence and discrimination during the late 19th and early 20th centuries. Utilizing primary sources and assigned texts (i.e. El Plan de San Diego), write an editorial piece justifying or refuting "A War of Races in Arizona".



The Great Depression Enduring Understanding: The Great Depression was caused by the complex failures of individuals, businesses and governments to manage risk; since the Great Depression, the United States government has taken on the role of social and economic protector. The Great Depression had a disparate impact on Mexican Americans and African Americans than it did for Euro Americans.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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: m) cause an effect n) change over time o) different points of view Concept 8: Great Depression and World War II-1929-1945 (SSHS-S1C6) PO1. Describe causes and consequences of the Great Depression: a) economic causes and consequences of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash) b) Dust Bowl (e.g., environmental damage, internal migration) c)effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines)

Explanation & Examples: Students will describe the wealth and income distribution during the late 1920s and throughout the 1930s and where the majority of African Americans, Mexican and Mexican American workers, sharecroppers, and small farmers were positioned in relationship to each other. Students will explain the racism, nativism, and "patriotism" that permeated the environment in the Post World War I period. Students will explain difference between "repatriation" and "deportation" and the impact of both of these on people of Mexican descent during this time period. Students will describe the ideological and legal process wherein people of Mexican descent were "repatriated" to Mexico (the majority of them U.S. citizens), during the Great Depression. Students will identify the major provisions of and the legislative compromises that led to the New Deal. Students will explain how Mexican Americans benefitted from New Deal programs. Explain how the New Deal, as a reaction of political upheaval, ushered in an era of

Common Core: (Strand/Cluster) Reading Standards for Literacy in History/ Social Studies Key Ideas and Details 11-12. RH. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH. 2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH. 4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g. how Madison defines faction in Federalist No. 10). 11-12. RH. 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 11-12. RH. 6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. 11-12. RH. 8. Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. 11-12. RH. 9. Evaluate information from diverse sources, both primary and secondary, into a coherent understanding.



d) changes in expectations of government (e.g., New Deal programs)

unprecedented reform. Students will describe the various kinds of "self help programs (i.e. LULAC - 1929 and El Congreso de los Pueblos de Habla Espaol - 1939) in the Mexican American community during the Great Depression. Examples: Create and present a slideshow presentation that illustrates the primary causes of the Great Depression. Utilizing assigned texts and primary sources, write a persuasive essay that supports or refutes the following assertion by American historian Zinn (2003): "But the New Deal's organization of the economy was aimed mainly at stabilizing the economy, and secondly at giving enough help to the lower classes to keep them from turning the rebellion into a real revolution" (p. 393) Create a visual presentation that illustrates criticisms of the New Deal. Make certain to include the criticisms from both sides of the political spectrum. Create a brochure that highlights the major provisions of the New Deal and how it changed the political, social, and economic lives of Americans. Write an informative essay, based upon assigned texts (i.e. Francisco Enrique Balderrama), primary sources, and research, on the impact that Mexican

Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST.1.Write 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, 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, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2. Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple



Repatriation (1929-1939) had on the Mexican / Mexican American community in the United States. What are the implications of Mexican Repatriation (1929-1939) on Mexican Americans today? Debate whether U.S. citizens of Mexican origin who were "repatriated" during Mexican Repatriation (1929-1939) should receive federal reparations. Interpreting assigned texts and primary documents, write an informative essay that describes the federal governments responses to worker strikes during the Great Depression. Utilizing assigned texts and primary documents, write an informative essay that describes Mexican American life during the Great Depression. Make certain to include: Mexican American responses to the nativist movement, union activity, women's roles in unions (i.e. Emma Tenayuca and Luisa Moreno), and the struggle against de jure and de facto segregation.

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



World War II and the Mexican American Experience Enduring Understanding: World War I and World War II had long term impacts on individuals, families, communities, society and international relations throughout the 20th century. Mexican Americans and African Americans found themselves in battles abroad and on the home front during the WWII era.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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 PO6. Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 8: Great Depression and World War II -1929-1945 (SSHS-S1C6) PO2. Describe the impact of American involvement in World War II: a) movement away from isolationism b) economic recovery from the Great Depression c) home front transformations in the roles of women and minorities d) Japanese, German, and Italian internments and POW camps e) war mobilization (e.g., Native American Code-Talkers, minority participation in military units, media portrayal) f) turning points such as Pearl Harbor, D-

Explanation & Examples: Students will describe how industry jobs became available to women and minorities during World War ll. Students will describe the Holocaust wherein the Nazi's killed nearly six million Jews as well as another five million undesirables, such as Communists, homosexuals, gypsies (Roma people), and dissidents. Students will examine the experiences of Jews attempting to escape Nazi persecution and leave as refugees for the United States, as well as other North and South American countries. Students will describe the following cases of Mexican American contributions to World War II: Guy Gabaldon, The Story of Company E: The All Mexican Unit, Macario Garcia, and Felix Longoria. Students will explain the significance of the story of Ralph Lazo and the Japanese internment camp. Students will describe Native American, Mexican American, Japanese American, and African American contributions to WWII. Students will explore the story of the Bataan Death March, wherein 25% of the American prisoners in the march were Mexican Americans.

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole; 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. 11-12. RH.8. Evaluate an author's premises, claims, and evidence 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. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST.1. Write arguments focused on discipline-specific



Day, Hiroshima/Nagasaki Students will discuss the role that Mexican American women had in supporting the War effort. Examples: Create a timeline that identifies key American battles in the Pacific theater during World War II. Create a timeline that identifies key American battles in the Atlantic, European theater and North Africa during World War II. Create a slideshow that highlights how American resources and production in the wartime industry ensured a victory for the allied forces in World War II. Analyze assigned texts and primary/secondary documents on the internment of Japanese Americans during World War II to write a persuasive essay that answers the following question: Under what circumstances, if any, do you think that the American government should suspend the civil liberties of all or specific groups of American citizens? Create a slideshow that highlights the causes, the events, and the impact that the "Zoot Suit Riots" had on the Mexican American community. Make certain to cite information from assigned texts, primary/secondary sources, and research available from identified internet resources. Write an informative essay, utilizing assigned texts and primary/secondary sources, that

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 and organization that logically sequences the claim(s), counterclaims, reasons, and evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST.2. Write informative explanatory texts, including the narration of historical events, a. Introduce atopic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; 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; integrate information into the text selectively to maintain the flow of



highlights Mexican American contributions, both abroad and at home, to the World War II effort. Utilizing assigned texts and primary/secondary sources, write an informative essay that demonstrates the ways in which World War II did/ did not break down racial barriers. Debate President Truman's decision to drop the Atomic bomb on Hiroshima and Nagasaki.

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.



The Postwar and Cold War Era Enduring Understanding: The Cold War had profound implications to United States society, the growth of United States government, and the influence of the United States around the world.

State Standards: Concept 1: Research Skills for History (SSHS-S1C1) PO5. 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. PO7. Compare present events with past events: a) cause an effect b) change over time c) different points of view Concept 9: Postwar United States - 1945-1970S (SSHS-S1C6) PO1. Analyze aspects of America's post World War I foreign policy: a) international activism (e.g., Marshall Plan, United Nations, NATO) b) Cold War (e.g., domino theory, containment, Korea, Vietnam) c) Arms Race(e.g., Cuban Missile Crisis, SALT) d) United States as a superpower (e.g., political intervention and humanitarian efforts) PO2. Describe aspects of American post-World War II domestic policy: a) McCarthyism

Explanation & Examples: Students will examine the political and social risk that many people took in there decision to speak out and stand up against McCarthyism, as an attempt to preserve civil liberties. Students will scrutinize how the hearings to investigate Communist subversion in the United States eventually led to the downfall of Joseph McCarthy. Students will explore and describe Mexican American contributions to the Korean War. Students will study and define the implications of Eisenhower's Cold War policies. Students will examine and define the domino theory and the policy of containment. Students will describe and explain U.S. covert operations that took place during Eisenhower and Kennedy administrations. Students will examine and explain the reasoning behind President Kennedy's intervention in Latin America. Students will explore and define the present-day impact and future implication of President Kennedy's intervention in Latin America. Students will analyze the impact that the Cuban Missile Crisis had on the Cold War.

Common Core: (Strand/Cluster) Reading Standards for Literacy in History / Social Studies Key Ideas and Details 11-12. RH.1.Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole 11-12. RH.2. Determine the central ideas or information of a primary and secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 11-12. RH.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 11-12. RH.5.Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole; 11-12. RH.6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 11-12. RH.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. 11-12. RH.8. Evaluate an author's premises, claims, and evidence 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. Writing Standards for Literacy in History / Social Studies Text Types and Purposes 11-12. WHST. 1. Write arguments focused on discipline-specific content, a. Introduce precise, knowledgeable claim(s),



c) Supreme Court Decisions(e.g., the Warren and Burger Courts) f) Space Race and technological developments PO3. Describe aspects of post World War II American society: a) postwar prosperity (e.g., growth of suburbs, baby boom, Gl Bill) 37

Students will evaluate the premise of the 1950s as a time of prosperity, peace, and progress for Americans. Students will assess postwar prosperity with relation to reaching Mexican Americans, African Americans, and Native Americans. Students will examine the impact of the Bracero Program and "Operation Wetback" on Mexican Americans and Mexicans in the United States. Students will describe the issue of the 14th Amendment in Hernandez v. Texas (1954). Students will explore and explain the struggle for Civil Rights of Mexican Americans during the 1950s. Students will study and interpret the Mexican American and African American school desegregation cases to include analyses of the courts decisions in: Mendez v. Westminster (1947) and Brown v. Board of Education (1954). Create timeline that highlights significant events of the Cold War from 1945-1959. Utilizing assigned texts and primary / secondary documents, write a persuasive essay supporting or refuting McCarthyism, the Red Scare, and the House Un-American Activities Committee. Create a slideshow presentation documenting

establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create and organization that logically sequences the claim(s), counterclaims, reasons, and evidence, 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 audience's knowledge, level, concerns, values, and possible biases, e. Provide a concluding statement or section that follows from or supports the argument presented. 11-12. WHST. 2. Write informative explanatory texts, including the narration of historical events, a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g. headings), graphics (e.g. figures, tables), and multimedia when useful to aiding comprehension, b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to ,the audience's knowledge of the topic, e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g. articulating implications or the significance of the topic). Production and Distribution of Writing 11-12. WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. Research to Build and Present Knowledge 11-12. WHST.7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 11-12. WHST.8. Gather relevant information from multiple



and explaining the major Warren and Burger Supreme Court decisions in the areas of: Civil Rights, Due Process, and Freedom of Speech and Religion(make certain to include in the presentation the decisions directly impacting/regarding Mexican Americans and Spanish-dominant populations). Utilizing assigned texts and primary sources, write a persuasive essay supporting or refuting the following statement made in the New York Times by columnist Anthony Lewis: "The Warren Court has brought more social change than most Congresses and Presidents." Utilizing assigned texts and primary sources, write an informative essay that analyzes the struggle for social, economic, and political rights of Mexican Americans during the 1950s. Create a slideshow presentation highlighting the significance and implications that "Operation Wetback" had on Mexican Americans.

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Documents

US History - Culturally Relevant Mexican American Viewpoint_Grade 11