Yesenia Ruiz

SED 544
Curriculum Mapping

April 9, 2017
Curriculum Map

Agua Fria Union

High School District

Dates Essential Questions Content Standards Skills

Does the United

ongoing Research Skills S1.C1. Research Skills for History. O1. Interpret historical data Examine cause and effect and change
States live up to its displayed in maps, graphs, tables, charts, and geologic time scales. time from different points of view. Ana
ideals? historical data. Construct charts, grap
tables and other organizers.

O2. 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).

O3. Formulate questions that can be answered by historical study and

research.
O4. Construct graphs, tables, timelines, charts, and narratives to
interpret historical data.
O5. 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
O6. Apply the skills of historical analysis to current social, political,
geographic, and economic issues facing the world.
O7. Compare present events with past events: a. cause and effect b.
change over time c. different points of view.

Day happened to the Early Civilizations

What S1.C2. Early Civilizations. O1. Describe Prehistoric Cultures of the Locate and describe the various
prehistoric cultures of North American continent: a. Paleo-Indians, including Clovis, Folsom, preColumbian cultures present in wha
the N.1American and Plano b. Moundbuilders, including Adena, Hopewell, and the United States.
continent? Mississippian c. Southwestern, including Mogollon, Hohokam, and
Ancestral Puebloans (Anasazi).

Was the destruction of Exploration and S1.C3. Exploration and Colonization. O1. Review the reciprocal Compare the different outcomes for va
One Week
various indigenous Colonization impact resulting from early European contact with indigenous pre-Columbian cultures once they mad
cultures inevitable peoples: a. religious (e.g., conversion attempts) b. economic (e.g., contact with Europeans. Describe the
once European empire land disputes, trade) c. social (e.g., spread of disease, partnerships)
reasons for colonization of America.
building began? d. food (e.g., corn) e. government (e.g., Iroquois Confederacy,
matriarchal leadership, democratic influence).
Compare the characteristics of the diff
geographic areas (New England, Midd
Southern colonies).

Resource: America: Pathways to the Present 2005

Dates Essential Questions Content Standards Skills

O2. Describe the reasons for colonization of America (e.g.,

religious freedom, desire for land, economic opportunity, and a
new life).

O3. 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.

O4. Describe the impact of key colonial figures (e.g., John Smith,
William Penn, Roger Williams Anne Hutchinson, John Winthrop).
Curriculum Map

Agua Fria Union

High School District
Why did the colonists American Revolution S1.C4. Revolution and New Nation. O1. Assess the economic, Explain the purpose for British taxation
One Week
break away from political, and social reasons for the American Revolution: a. colonists. Explain the reason(s) Amer
England? Explain the British attempts to tax and regulate colonial trade as a result of colonists reacted as they did to British
causes and lasting the French and Indian War b. colonists reaction to British policy
policies. Critique the reasons for and
impact of the revolution ideas expressed in the Declaration of Independence.
including advantages
revolution. Identify major events in the
and disadvantages. Revolutionary War.
Explain the
constitutional structure

O2. Analyze the effects of European involvement in the American

Revolution on the outcome of the war.

O3. Describe the significance of major events in the Revolutionary

War: a. Lexington and Concord b. Bunker Hill c. Saratoga d. writing
and ratification of the Declaration of Independence e. Yorktown.
Curriculum Map

Agua Fria Union

High School District

Resource:
America: Pathways to the2005
Present
Curriculum Map

Agua Fria Union

High School District
Dates Essential Questions Content Standards Skills

O4. Describe the impact of European-American expansion on native

peoples
O5. 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,
cotton gin, and interchangeable parts).

S1.C7. Emergence of the Modern United States. O3. 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)

Could the Civil War Civil War and S1.C6. Civil War and Reconstruction. O1. Explain the economic, Identify and explain the causes of the
Two been
have weeks prevented? Reconstruction social, and political causes of the Civil War: a. economic and War. Evaluate Lincoln 's role as a mili
Did Reconstruction fail? social differences between the North, South, and West b. balance leader taking a particular look at his ch
of power in the Senate (e.g., Missouri and 1850 Compromises) c.
leaders and the timing of the emancip
extension of slavery into the territories (e.g., Dred Scott
Decision, the Kansas-Nebraska Act) d. role of abolitionists (e.g., proclamation. Examine the failures a
Frederick Douglass and John Brown) e. debate over popular successes of Reconstruction and its im
sovereignty/states rights f. Presidential election of 1860. on African Americans.

O2. 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.

O3. Analyze immediate and long term effects of Reconstruction

in post Civil War America: a. various plans for reconstruction of
the South b. Lincolns assassination c. Johnsons impeachment
d. Thirteenth, Fourteenth and Fifteenth
Amendments e. resistance to and end of Reconstruction (e.g.,
Jim Crow laws, KKK, Compromise of 1877).
Curriculum Map

Agua Fria Union Course: American History

High School District
Dates Essential Questions Content Standards Skills Assessment

Does technology equal Emergence of the S1.C7. Emergence of the Modern United States. O1. Analyze how Analyze the impact of industrialization of all A combination of formative and
Two weeks Can a
progress? Modern U.S. the following aspects of Industrialization transformed the aspects of society. Identify various social and summative assessments (e.g.,
government legislate (industrialism and American economy beginning in the late 19 th century: a. mass reform movements and assess their impact quizzes, unit tests, critical
morality/personal social movements) production b. monopolies and trusts (e.g., Robber Barons, Taft-
on the U.S. as a whole. thinking projects, performance
belief? Hartley Act) c. economic philosophies(e.g., laissez faire, Social
Darwinism, free silver) d. labor movement (e.g., Bisbee Deportation)
based assessment).
e. trade.

O2. Assess how the following social developments influenced

American society in the late nineteenth and early twentieth
centuries: a. Civil Rights issues (e.g., Womens Suffrage
Movement, Dawes Act, Indian schools, lynching, Plessy 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).

Considering the stated Emergence of the S1.C7. Emergence of the Modern United States. O3. Analyze Review and analyze the imperialist policies of A combination of formative and
Two Weeks
ideals of the U.S., can Modern U.S. (conflict events which caused a transformation of the United States the United States and the actions of summative assessments (e.g.,
American imperialism and political change) during the late nineteenth and early twentieth centuries: a. Indian Theodore Roosevelt. Examine the reasons quizzes, unit tests, critical
be justified? Wars (e.g., Little Bighorn, Wounded Knee) b. Imperialism the U.S. entered WW I and explain the thinking projects, performance
(e.g., Spanish American War, annexation of Hawaii,
reversion to isolationism. based assessment).
PhilippineAmerican 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. O4. Analyze the effect of direct
democracy (initiative, referendum, recall) on Arizona statehood.

Dates Essential Questions Content Standards Skills Assessment

Resource: America: Pathways to the Present 2005 6

Curriculum Map

Agua Fria Union Course: American History

High School District
How far should the Great Depression S1.C8. Great Depression and World War II. O1. Describe causes Describe the causes and consequences of A combination of formative and
One Week go to
government and consequences of the Great Depression: a. economic causes the Great Depression on various segments of summative assessments (e.g.,
"provide for the general of the Depression (e.g., economic policies of 1920s, investment the population. Explain the difficulties in quizzes, unit tests, critical
welfare" of its people? patterns and stock market crash) b. Dust Bowl (e.g.,
recovering from this depression. Summarize thinking projects, performance
environmental damage, internal migration) c. effects on society
(e.g., fragmentation of families, Hoovervilles, unemployment, the changing expectations of government and based assessment).
business failure, breadlines) d. changes in expectations of predict their impact on society.
government (e.g., New Deal programs).

Would America have World War II S1.C8. Great Depression and World War II. O2. Describe the Explain the reasons the U.S. first stayed out A combination of formative and
One Week
entered WWII if Pearl impact of American involvement in World War II: a. movement of and then entered WWII. Summarize the summative assessments (e.g.,
Harbor hadn't away from isolationism b. economic recovery from the Great changing roles of women and minorities.. quizzes, unit tests, critical
happened? Is it okay Depression c. homefront transformations in the roles of women
Critique the various military strategies used to thinking projects, performance
to sacrifice the liberties and minorities d. Japanese, German, and Italian internments and
of certain groups to POW camps e. war mobilization ( e.g., Native American Code-
end the war. based assessment).
protect the safety of Talkers, minority participation in military units, media portrayal)
the whole nation? f. turning points such as Pearl Harbor, D-Day,
Hiroshima/Nagasaki.

Are there global Postwar United States S1.C9. Postwar United States. O1. Analyze aspects of Americas Define various aspects of U.S. foreign policy. A combination of formative and
One Weekthat come
obligations (foreign policy) post World War II foreign policy: a. international activism (e.g., Explain the purpose(s) of those policies and summative assessments (e.g.,
with being a Marshall Plan, United Nations, NATO) b. Cold War (e.g., domino then critique them. quizzes, unit tests, critical
superpower? theory, containment, Korea, Vietnam) c. Arms Race (e.g., Cuban
thinking projects, performance
Missile Crisis, SALT) d. United States as a superpower (e.g.,
political intervention and humanitarian efforts) .
based assessment).

Dates Essential Questions Content Standards Skills Assessment

Resource: America: Pathways to the Present 2005 7

Curriculum Map

Agua Fria Union Course: American History

High School District
Does society shape Postwar United States S1.C9. Postwar United States. O2. Describe aspects of Categorize and analyze various aspects of A combination of formative and
Two Weeksor
government (domestic policy and American post-World War II domestic policy: a. McCarthyism b. U.S. domestic policy in the post war years. summative assessments (e.g.,
government shape culture) Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Examine the changing roles of Congress, the quizzes, unit tests, critical
society? Rights Act, Constitutional Amendments) c. Supreme Court President and the Courts. Assess the thinking projects, performance
Decisions (e.g., the Warren and Burger Courts) d. Executive
changing role of government and determine if based assessment).
Power (e.g., War Powers Act, Watergate) e. social reforms Great
the government has overstepped its bounds
Society and War on Poverty f. Space Race and technological
or has not gone far enough. Review the
developments. O3. Describe aspects of post World War II
American society: a. postwar prosperity (e.g., growth of suburbs, development of various movements and their
baby boom, GI Bill) b. popular culture (e.g., conformity v. impact on society.
counter-culture, mass-media) c. protest movements (e.g., anti-
war, womens rights, civil rights, farm workers, Csar Chavez) d.
assassinations (e.g., John F. Kennedy, Martin Luther King, Jr.,
Robert F. Kennedy, Malcolm
X) e. shift to increased immigration from Latin America and

Asia.
Why is it difficult to Contemporary United S1.C10. Contemporary United States. O1. Describe current events Using current events as a guide, analyze the A combination of formative and
Two Weeks
prevent terrorism in a States using information from class discussions and various resources effect of past U.S. policy on present day summative assessments (e.g.,
free society? (e.g., newspapers, magazines, television, Internet, books, maps). circumstances. quizzes, unit tests, critical
thinking projects, performance
based assessment).

O2. Identify the connection between current and historical events and
issues using information from class discussions and various
resources (e.g., newspapers, magazines, television, Internet, books,
maps).
O3. Describe how key political, social, environmental, and
economic events of the late 20th century and early 21st century
(e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-
Contra, End of Cold War, first Gulf War, September 11) affected,
and continue to affect, the United States.

Resource: America: Pathways to the Present 2005 8

Curriculum Map

Agua Fria Union Course: American History

High School District

Resource: America: Pathways to the Present 2005 9

O1.
Describe the p
Expansion and
American nation during theTrace
period theofgrowth
western of expansion:
the a)
S1.C5. Westward Expansion. United States.
Curriculum Map
Westward Expansion northwest territory b) Louisiana Territory c)
Oregon country f) Mexican cession g) Gadsden Purchase
Florida d) Texas
Revolution h)
e)
led
Did Manifest
have Destiny
more positive
effects or negative Alaska between the N
effects on the United O4. Analyze how
Explain
the new
the
the U.S. Consti ste
national government was created: a. Albany Plan of Union
Agua Fria Union States?
by the Iroquois Confederation
b. Articles of for the inclusio
O2. Analyze how the following events affected the political
influenced Cour
S1.C4. Revolution of
transformation and New
the Nation. nation: a) Jefferson'sthe
developing presidency
presidency
High School District New Nation Confederation c. Constitutional Convention d. struggles
b) War of 1812 c) Jackson's presidency Contrast
over
the be
Was the American
Revolution a ratification of the Constitution e. creation of the Bill of Rights.
Dates revolution
EssentialorQuestions
rebellion? Content Standards with that of Th
O3. Identify how economic incentives and geographythe treatment o
influenced
Was it a success?
Name of Activity: Great Depression Era Diet early American explorations: a) explorers (e.g., Lewis and Clark,
Native America
Pike, Fremont) b) fur traders c) miners d) missionaries (e.g., Father
One Week during this pe
Grade Level: 11th Kino, Circuit Riders)

Subject Area: US History

PO 1. Describe causes and consequences of the Great O5.
Depression:
Examine the significance of the following in the formation of a
new nation: a. presidency of George Washington b. economic
a. economic causes of the Depression (e.g., economic policies
policies of 1920s,
of Alexander investment
Hamilton c. creation of patterns and under
political parties
Thomas Jefferson and Alexander Hamilton
d. the establishment
of the Supreme Court as a co-equal third branch of
stock market crash) government under John Marshall with cases such as Marbury
b. Dust Bowl (e.g., environmental damage, internal migration)
v. Madison.
c. effects on society (e.g., fragmentation of families, Hoovervilles,
O6. Examine unemployment,
the experiences business
and perspectives of the following
groups in the new nation: a. property owners b. African
failure, breadlines) Americans c. women d. Native Americans e. indentured
servants.
Formation: At desk
Equipment:
OneGreat
Week Depression Era Recipes

Image of the food pyramid

Rules/Directions:
1. Students will look at the food pyramid as a reference for healthy servings.
2. They will examine Great Depression Era recipes and draw conclusions on how healthy they
are according to the food pyramid.
3. They will answer some questions regarding their findings.
4. They are required to identify the necessary food group that is missing from most of their Great
Depression recipes.
5. Finally they will revise their own recipe of their choice to make it a more suitable dietary
choice.
6. They are required to look at the recipes and identify which one aligns with the food pyramid
recommendations the most compared to the other ones.

Name of Activity: Sustainability

Grade Level: 11th
Subject Area: US History

Resource: America: Pathways to the Present 2005

Curriculum Map

Agua Fria Union Cour

High School District
O5. 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, cotton gin, and interchangeable parts).
Formation: At desk
Equipment: Image of sustainability venn diagram
Worksheet to answer exit ticket
Rules/Directions:
1. Students will examine the living conditions of the average family living during the industrial
revolution.
2. Student will look at the carbon emissions caused by the corporate factories running during
this time
3. They will answer some questions regarding their findings
4. They will be required to identify some modern day solutions for conditions during the
industrial revolution that could allow them to fulfill all of the descriptors of sustainability
5. They will then look at what protections were put in place in order to help the environment
after some of its destruction
6. They will finally compare their proposed solutions with the real solutions given by the
United States government

Resource: America: Pathways to the Present 2005