Students begin with a review of U.S. History from colonial times through the end of the 19th century and continue with in-depth study of 20th century topics and the U.S. in recent times. Students will study the Progressive Era, World War I, the Jazz Age, the Great Depression, World War II, the Cold War, Hemispheric Relationships in the Postwar Era, the Civil Rights Movement, American Society in the Postwar Era, and the U.S. in recent times.

• Students analyze and evaluate multiple primary and secondary sources in diverse formats and media to solve a problem or answer a question. They will compare and contrast treatment of the same topic in several sources.

• Students complete writing assignments, for multiple audiences, including multi-paragraph essays, arguments focused on discipline-specific content, informational / explanatory texts, including the narration of historical events, personal reflections, summaries, and short research projects to answer a question, using several sources (including maps or data) to generate more specific questions that allow for multiple avenues of exploration.

• Students gather relevant information from multiple authoritative sources, using advanced searches effectively, assess the credibility and accuracy of sources, integrating information into the text selectively to maintain the flow of ideas while avoiding plagiarism and following a standard format for citation. They will present claims and findings, emphasizing salient points in a focused, coherent manner, with descriptions, facts, details, and examples; use appropriate eye contact, volume, and clear pronunciation.

• Students engage in a range of collaborative discussions with diverse partners, building on each others’ ideas and expressing their own clearly.

• Technology is integrated into the curriculum with online, interactive assignments and assessments, multimedia presentations, and online research including analyzing the main ideas and supporting details presented in diverse media and formats and explaining how the ideas clarify a topic, text, or issue.

This course prepares students for college-preparatory, Advanced Placement, International Baccalaureate, and SBCC Dual Enrollment coursework in high school to meet college entrance requirements.

The units of study and content for 11th grade are based on to main documents: California Social Studies Content Standards (1998) and the California History Social Science Framework (2016). Advanced Placement courses follow the content prescribed by the College Board.

Note: Links will take you to our shared Google Drive of resources.

Unit 1--Connecting with Past Studies: The Nation's Beginnings

Unit 2--Industrialization, Urbanization, Immigration and Progressive Reform

Unit 3--The Rise of the United States as a World Power

Unit 4--The 1920s

Unit 5--The Great Depression and New Deal

Unit 6--America's Participation in World War II

Unit 7--Cold War Struggles Abroad

Unit 8--Cold War Struggles at Home

Unit 9--Movements for Equality

Unit 10--Contemporary American Society

We are still refining our common assessments

• Reconstruction DBQ

• Cesar Chavez DBQ

Reading

1. Cite textual evidence to support primary and secondary source analysis connecting specific details to the text as a whole.

2. Provide central idea with accurate summary that makes clear the relationships among key details and ideas.

3. Evaluate explanations for actions and events and determine which fits best with textual evidence.

4. Determine the meaning of vocabulary in the texts, analyzing how an author uses and refines a key term over the course of a text.

5. Analyze in detail how a primary source is structured.

6. Evaluate various authors’ differing points of view on the same event or issue, looking at claim, reasons, and evidence.

7. Integrate and evaluate multiple sources of information in diverse formats and media to solve a problem or answer a question.

8. Evaluate an author’s premise, claim, and evidence by corroborating or challenging them with other evidence.

9. Integrate information from diverse sources into a coherent understanding of an event, noting discrepancies among sources.

Writing

1. Write arguments focused on discipline-specific content.

2. Write informational / explanatory texts, including the narration of historical events.

3. NA

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. With some guidance and support, develop and strengthen writing by planning, revising, editing, and rewriting.

6. Use technology to produce and publish and present individual or shared writing, in response to ongoing feedback, including new arguments or information.

7. Conduct short as well as more sustained research projects to answer a question or solve a problem, synthesize multiple sources demonstrating understanding of the subject.

8. Gather relevant information from multiple authoritative sources, using advanced searches effectively, assess the credibility and accuracy of sources, integrating information into the text selectively to maintain the flow of ideas while avoiding plagiarism and following a standard format for citation.

Speaking/Listening

1. Initiate and participate in a range of collaborative discussions with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

2. Integrate multiple sources of information presented in diverse media or formats, to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting discrepancies among the data.

3. Evaluate a speaker’s point of view, argument, and evidence, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

4. Present claims and findings, emphasizing salient points in a focused, coherent manner, with descriptions, facts, details, and examples; use appropriate eye contact, volume, and clear pronunciation.

5. Include multimedia and visual components in presentation to clarify claims.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.