GRADE 11
AMERICAN HISTORY
AMERICAN HISTORY
This course is a chronological study of American History beginning with the Colonial Period and continuing to the present day. Areas of historical examination include the development of American culture, American government and the Constitution, politics, nationalism, sectionalism, the legal system, immigration, civil rights, cultural and intellectual achievements, economics, standards of morality and leadership in our national life. Passing the Regents examination in US History and Government is a New York State graduation requirement.
NYS Social Studies Framework Grade 9-12 Guide to the US History Regents Exam
US History Regents Review Google Classroom Page (access code: cll5ocs)
MS. KENT
MS. RUZEKOWICZ
MS. FIORDIMALVA
MR. JOHNSON
Quarter 1
COLONIAL FOUNDATIONS (1607– 1763):
I can describe how European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
CONSTITUTIONAL FOUNDATIONS (1763 – 1824):
I can trace how growing political and economic tensions led the American colonists to declare their independence from Great Britain. Once independent, the new nation confronted the challenge of creating a stable federal republic.
EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865):
I can summarize how as the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
Quarter 2
POST-CIVIL WAR ERA (1865 – 1900):
I can support how Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants.
INDUSTRIALIZATION AND URBANIZATION (1870 – 1920):
I can describe how the United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts.
THE RISE OF AMERICAN POWER (1890 – 1920):
I can trace how numerous factors contributed to the rise of the United States as a world power. Debates over the United States’ role in world affairs increased in response to overseas expansion and involvement in World War I. United States participation in the war had important effects on American society.
Quarter 3
PROSPERITY AND DEPRESSION (1920 – 1939):
I can analyze how the 1920s and 1930s were a time of cultural and economic changes in the nation. During this period, the nation faced significant domestic challenges, including the Great Depression.
WORLD WAR II (1935 – 1945):
I can predict how the participation of the United States in World War II was a transformative event for the nation and its role in the world.
Quarter 4
COLD WAR (1945 – 1990):
I can summarize how in the period following World War II, the United States entered into an extended era of international conflict called the Cold War which influenced foreign and domestic policy for more than 40 years.
SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – present):
I can analyze how racial, gender, and socioeconomic inequalities were addressed by individuals, groups, and organizations. Varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net.
THE UNITED STATES IN A GLOBALIZING WORLD (1990 – present):
I can support how the United States’ political and economic status in the world has faced external and internal challenges related to international conflicts, economic competition, and globalization. Throughout this time period, the nation has continued to debate and define its role in the world.
READING, WRITING, SPEAKING & LISTENING STANDARDS (Integrated Throughout)
I can 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.
I can determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships between the key details and ideas.
I can evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
I can integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, and in words) in order to address a question or solve a problem.
I can write arguments focused on discipline-specific content.
I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
I can conduct short as well as more sustained research projects to answer a question or solve a problem.
I can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on historical topics, texts, and issues building on others' ideas and expressing their own clearly and persuasively.
I can present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, and alternative or opposing perspectives are addressed.