Curriculum Map

Term/Semester: _1st Quarter/Fall_

Month/
Week
Aug. 4-8

Curriculum
Standards
Concept 1:
Research Skills
for History
(ongoing)
Concept 2: Early
Civilizations

Course: _US History_

Grade: _11_

Curriculum Objectives

Essential Questions

Big Ideas

Vocabulary

PO 1. Interpret historical data displayed in maps, graphs, tables,

charts, and geologic time scales.

What happened to
the prehistoric
cultures of the North
American continent?

Those who
settled in the
Americas in
ancient times
developed
complex
societies.

Culture
Civilization
Indigenous
Matriarchal

What happens when

cultures collide?

Columbus
voyage resulted
in events that
brought
together the
peoples of
Europe, Africa,
and the
Americas.

Iroquois
Confederacy
Colonization
Columbian
exchange

The first
permanent
settlement was
Jamestown,
Virginia in
1607.

Government
Resources

PO 2. Distinguish among dating methods that yield calendar ages

(e.g., dendro-chronology), numerical ages correlated ages (e.g.,
volcanic ash), and relative ages (e.g., geologic time).
PO 3. Formulate questions that are answered by historical study and
research.
PO 4. Construct graphs, tables, timelines, charts, and narratives to
interpret data.
CRT Pre Test

SSHS-S1C2-01

Aug. 1115

Concept 3:
Exploration and
Colonization
SSHS-S1C3-01

SSHS-S1C3-02

Aug. 1822
Aug. 2529

Concept 3:
Exploration and
Colonization
SSHS-S1C3-03
SSHS-S1C3-04

PO 1. Describe Prehistoric Cultures of the North American continent:

a. Paleo-Indians, including Clovis, Folsom, and Plano
b. Moundbuilders, including Adena, Hopewell, and Mississippian
c. Southwestern, including Mogollon, Hohokam, and Ancestral
Puebloans (Anasazi)
PO 1. 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)
PO 2. Describe the reasons for colonization of America (e.g., religious
freedom, desire for land, economic opportunity, and a new life).
PO 3. 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).

What were motives

for New World
colonization?

How were the New

England, Middle and
Southern Colonies
different and/or
similar?

Curriculum Map
Term/Semester: _1st Quarter/Fall_
Month/
Week
Sept. 1-5

Curriculum
Standards
Concept 4:
Revolution
SSHS-S1C4-01

Sept. 812

Concept 4: New
Nation
SSHS-S1C4-02
SSHS-S1C4-03

Sept. 1519

Concept 4: New
Nation
SSHS-S1C4-04

Sept. 2226

Concept 4: New
Nation
SSHS-S1C4-05

Sept. 29Oct. 3

Concept 4: New
Nation
SSHS-S1C4-06

Course: _US History_

Grade: _11_

Curriculum Objectives

Essential Questions

Big Ideas

Vocabulary

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 the outcome of the war.

To what degree was

Great Britain unfair
to the colonists?

Conflict grew
over issues of
taxation,
representation
and liberty.

Boston Tea
Party
Proclamation
of 1763
Intolerable
Acts
Bunker Hill
Saratoga
Yorktown
Declaration of
Independence
Treaty of Paris

PO 3. 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
PO 4. 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
e. creation of the Bill of Rights
PO 5. 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 Marshall with cases such as
Marbury v. Madison.
PO 6. Examine the experiences and perspectives of the following
groups:
a. property owners
b. African Americans
c. women
d. Native Americans
e. indentured servants

Was separation from

England inevitable?
Was the American
Revolution a
revolution or
rebellion? Was it a
success?

Does the system of

checks and balances
provide us with an
effective and
efficient
government?
Are political parties
good for our nation?
(Federalists v.
DemocraticRepublicans)

To what extent were

the Founding
Fathers democratic
reformers?

Although the
colonists were
thought of as
less powerful
than Britain,
they managed
to beat the
mother country
and formed a
new country.
The
Constitutions
ratification was
a result of a
series of
compromises.
Events from
the 1780s and
1800 led to the
formation of
political
parties, which,
maybe not the
same, still exist
today.
The Founding
Fathers did not
address certain
details in the
Constitution.

Articles of
Confederation
Great
Compromise
Bill of Rights
Supreme
Court
Separation of
Powers
Federalism
Popular
sovereignty
Marbury v.
Madison
Democratic

Curriculum Map
Term/Semester: _2nd Quarter/Fall_
Month/
Week
Oct. 6-10

Curriculum
Standards
Concept 5:
Westward
Expansion
SSHS-S1C5-01

Oct. 2024

Oct. 2731

Concept 5:
Westward
Expansion
SSHS-S1C5-02
Concept 5:
Westward
Expansion
SSHS-S1C5-03
SSHS-S1C5-04

Nov. 3-7

Concept 5:
Westward
Expansion
SSHS-S1C5-05

Nov. 1014

Concept 6:
Civil War
SSHS-S1C6-01

Course: _US History_

Grade: _11_

Curriculum Objectives

Essential Questions

Big Ideas

Vocabulary

PO 1. Trace the growth of the America during the period of western

expansion:
a. Northwest Territory
b. Louisiana Territory
c. Florida
d. Texas
e. Oregon Country
f. Mexican Cession
g. Gadsden Purchase
h. Alaska
PO 2. Analyze how the following affected the political transformation
of America:
a. Jeffersons Presidency
b. War of 1812
c. Jacksons 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)

How did the belief in

manifest destiny
influence American
politics and policies?

Manifest
Destiny led to
the expansion
which ignited
the slavery
issue

Louisiana
Purchase
Manifest
Destiny
Mexican War
Treaty of
Guadalupe
Hidalgo

How did Jacksonian

Democracy change
American politics
and power in the
United States?
What was the effect
of our westward
expansion on the
geography and
indigenous
populations?

Controversial
political polices
during Andrew
Jacksons
presidency.
The native
peoples and
geography was
changed as the
nation moved
westward.

Indian
Removal Act
Trail of Tears

Is there a price to
pay when societies
progress?

Technology
improvement
and new
inventions
changed
America.
A series of
controversial
events
heightened the
sectional
conflict that
brought the
nation to the
brink of war.

Transcontinen
tal Railroad
Erie Canal
Cotton gin

PO 4. Describe European-American expansion impact on native

peoples.
PO 5. Describe how the Industrial Revolution impacted the United
States through:
a. transportation improvements (railroads, canals, steamboats)
b. factory system manufacturing
c. urbanization
d. inventions (e.g., telegraph, cotton gin, interchangeable parts)
PO 1. 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
Compromises)
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)
e. debate over popular sovereignty/states rights
f. Presidential election of 1860

Was the Civil War

inevitable?

Forty-niners

Free Soil Party

Compromise
of 1850
KansasNebraska Act
Missouri
Compromise
Dred Scott
Decision
Frederick
Douglass

Curriculum Map
Term/Semester: _2nd Quarter/Fall_

Course: _US History_

Grade: _11_

Month/
Week

Curriculum
Standards

Curriculum Objectives

Essential Questions

Big Ideas

Vocabulary

Nov. 1721

Concept 6:
Civil War

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

Why does the war

last four years
despite the Unions
overwhelming
superiority in
manpower and
materials?

Fort Sumter
Secession
Emancipation
Proclamation
Gettysburg
Address

PO 3. Analyze immediate and long term effects of Reconstruction in

post 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)

To what degree did

Reconstruction
politically, socially,
and economically
change America?

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)

What were the

results of the Indian
Wars?

The Civil War

brought about
dramatic social,
economic, and
political
changes in
American
society.
Southern
opposition to
Radical
Reconstruction
, along with
economic
problems in the
North, ended
Reconstruction
.
Indians had
been defeated,
moved to
reservations,
and stripped of
their traditions.

CRT Final Exam

All information
learned thus far.

SSHS-S1C6-02

Nov. 2428

Concept 6:
Reconstruction

Dec. 1-5

SSHS-S1C6-03

Dec. 8-12

Concept 7:
Emergence of
the Modern
United States Wild West

Dec. 1519

SSHS-S1C7-03
Finals Week

13th, 14th and

15th
Amendments
Radical
Republicans
Jim Crow laws
Black Codes
Freedmans
Bureau
Little Big
Horn
Wounded
Knee

Curriculum Map
Term/Semester: _3rd Quarter/Spring_
Month/
Week
Jan. 5-9

Curriculum
Standards
Concept 7:
Emergence of
the Modern
United States Industrial
Revolution
SSHS-S1C7-01

Jan. 1216

Jan. 1923
Jan. 2630
Feb. 2-6

Concept 7:
Emergence of
the Modern
United States Imperialism
SSHS-S1C7-03
Concept 7:
Emergence of
the Modern
United States Industrialization/
Progressivism
SSHS-S1C7-02

Course: _US History_

Curriculum Objectives

Essential Questions

Big Ideas

Vocabulary

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
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)
d. Teddy Roosevelt (e.g., conservationism, Panama Canal,
national parks, trust busting)

Has rapid industrial

development been a
blessing or a curse
for Americans?

Monopolies
Trust
Robber
Barons

PO 2. 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)

What is the impact

of industrialization
upon American
Culture, both native
and immigrant, and
how do both
cultures resist and
embrace forced
changes?

The expansion
of industry
resulted in the
growth of big
business and
prompted
laborers to
form unions to
better lives.
The United
States proved it
was strong and
Roosevelt, an
environmentali
st tried to end
trusts.
Immigration
from Europe,
Asia reached a
new high in the
late 1900s.

SSHS-S1C7-03
SSHS-S1C7-04

Feb. 9-13

Concept 7:
Emergence of
the Modern
United States
World War I

Grade: _11_

PO 3. Analyze events which caused a transformation of the United

States during the late nineteenth and early twentieth centuries:
c. Progressive Movement (e.g., Sixteenth through Nineteenth
Amendments, child labor)
e. corruption (e.g., Tammany Hall, spoils system)
PO 4. Analyze the effect of direct democracy (initiative, referendum,
recall) on Arizona statehood.
PO 3. Analyze events which caused a transformation of the United
States during the late nineteenth and early twentieth centuries:
f. World War I (e.g., League of Nations, Isolationism)

Why did America

practice
Imperialism? Was
American expansion
overseas justified?
Explain.

Were the
Progressives
successful in making
government more
responsive to the
will of the people?
Why or why not?
To what extent was
Wilsonian idealism
successful?

The rapid
growth of cities
forced people
to contend with
problems of
housing,
transportation,
water and
sanitation

The end of
WWI led to
global conflict.

Imperialism
Conservatism

Muckrakers
Progressives
Suffrage
Tammany
Hall
Spoils system

Zimmerman
Telegram
Isolationism
Versailles
Treaty

Curriculum Map
Term/Semester: _3rd/4th Quarter/Spring_
Month/
Week
Feb. 1620

Curriculum
Standards
Concept 7:
Emergence of
the Modern
United States
Roaring 20s
SSHS-S1C7-02
SSHS-S1C7-03

Feb. 2327

Concept 8: Great
Depression

Mar. 2-6

SSHS-S1C8-01

Mar. 1620

Concept 8:
World War II

Mar. 2327

SSHS-S1C8-02

Mar. 30Apr. 3

Concept 9:
Postwar United
States
Cold War
SSHS-S1C9-01
SSHS-S1C9-02

Course: _US History_

Grade: _11_

Curriculum Objectives

Essential Questions

Big Ideas

Vocabulary

PO 2. Assess how the following social developments influenced

American society in the late nineteenth and early twentieth centuries:
b. consumerism (e.g., advertising, standard of living, consumer
credit)
c. Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz,
changed social mores)

What were some

conflicts between
the forces of change
and the forces of
conservatism during
the 1920s?

As the
prosperity of
the 1920s
ended, severe
economic
problems
gripped the
nation.

Harlem
Renaissance
Prohibition
Populism
Red Scare

What were the

causes and
consequences of the
Great Depression?

Americans did
what they had
to do to survive
the GD. FDR
implemented
programs, still
existent, to
help fight the
depression.
The United
States and the
Soviet Union
emerged from
World War II
as two
superpowers
with different
political and
economic
views.
The U.S.
provided
economic aid to
help rebuild
western
Europe.

Dust Bowl
Hoovervilles
New Deal

PO 3. Analyze events which caused a transformation of the United

States during the late nineteenth and early twentieth centuries:
g. Red Scare/Socialism
h. Populism
PO 1. Describe causes and consequences of the Great Depression:
a. economic causes 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)
d. changes in expectations of government (e.g., New Deal
programs)
PO 2. Describe the impact of American involvement in World War II:
a. movement away from isolationism
b. economic recovery from the Great Depression
c. homefront 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-Day,
Hiroshima/Nagasaki
PO 1. Analyze aspects of Americas post World War II foreign policy:
a. international activism (e.g., Marshall Plan, United Nations,
NATO)
PO 2. Describe aspects of American post-World War II domestic
policy:
a. McCarthyism

Was the New Deal

an effective response
to the depression?
Justify your answer.
Why do the Allies
win World War II?
(Air Power,
American Power,
and Soviet
resistance)
Was World War II
really the Good
War?
In what ways did
American Foreign
and Domestic policy
change as a result of
World War II?

Isolationism
Navajo Code
Talkers
Executive
Order 9066
D-Day
Hiroshima
Nagasaki

Marshall Plan
United
Nations
NATO
McCarthyism
Berlin Airlift

Curriculum Map
Term/Semester: _4th Quarter/Spring_
Month/
Week
Apr. 6-10

Curriculum
Standards
Concept 9:
Postwar United
States
The Fifties

Course: _US History_

Curriculum Objectives

Essential Questions

Big Idea

Vocabulary

PO 3. Describe aspects of post World War II American society:

a. postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill)
b. popular culture (e.g., conformity v. counter-culture, massmedia)

Were the 1950s a

time of great peace,
progress, and
prosperity for
Americans or can
you see the
beginning of the
Civil Rights
Movement? Explain.
Did the Civil Rights
Movement of the
1960s effectively
change the nation?
Why or why not?

During the
1950s, the
economy
boomed, and
many
Americans
enjoyed
material
comfort.
The demand
for reform
helped create a
new awareness
of social
problems,
especially on
matters of civil
rights and the
effects of
poverty.
Activists broke
a barrier.
In the 1950s
and the 1960s,
the United
States and the
Soviet Union
stood on the
brink of
nuclear war.

Baby boom
GI Bill
Conformity
Counterculture

SSHS-S1C9-03

Apr. 1317

Concept 9:
Postwar United
States
Civil Rights

Grade: _11_

PO 2. Describe aspects of American post-World War II domestic

policy:
b. Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting
Rights Act, Constitutional Amendments)
c. Supreme Court Decisions (e.g., the Warren and Burger Courts)

SSHS-S1C9-02
SSHS-S1C9-03

Apr. 2024
Apr. 27May 1

Concept 9:
Postwar United
States
Sixties & Seventies
SSHS-S1C9-01
SSHS-S1C9-02

May 4-8

Concept 10:
Contemporary
United States
(ongoing)
SSHS-S1C10-01
SSHS-S1C10-02

PO 3. Describe aspects of post World War II American society:

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

Do the ideas of the

1960s still have
relevance today?
Why or why not?

PO 1. Analyze aspects of Americas post World War II foreign policy:

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)
PO 2. Describe aspects of American post-World War II domestic
policy:
d. Executive Power (e.g., War Powers Act, Watergate)
e. social reforms Great Society and War on Poverty
f. Space Race and technological developments
PO 1. Describe current events using information from class
discussions and various resources (e.g., newspapers, magazines,
television, Internet, books, maps).

Is there a real
winner of the Cold
War? Explain.

PO 2. 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).

Is it the
responsibility of the
United States today
to be the worlds
policeman? Use
evidence from the
course to justify
your answer.

The United
States
continues to
play an
important role.
The U.S. has
alliances with
other nations
and feels the

Civil Rights
Act
Voting Rights
Act

SALT
Cuban Missile
Crisis
Great Society
Space Race
War Powers
Act
Watergate
Domino
Theory
Necessary
vocabulary to
understand
current
events.

Curriculum Map
Term/Semester: _4th Quarter/Spring_
SSHS-S1C10-03

Course: _US History_

Grade: _11_

PO 3. 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.

need to help
them.

Concept 1:
Research Skills
for History
(ongoing)

May 11-15

SSHS-S1C1-05

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

SSHS-S1C1-06

PO 6. Apply the skills of historical analysis to current social, political,

geographic, and economic issues facing the world.

SSHS-S1-C1-07

PO 7. Compare present events with past events:

a. cause and effect
b. change over time
c. different point s of view

Finals Week

CRT Final Exam

All information
learned thus far.

***Assessment(s): A combination of formative and summative assessments (e.g., quizzes, unit tests, critical thinking projects, performance based assessment, etc.).
***AZCCRS: ongoing process. Students will be expected to successfully complete many skills, which are stated in the AZCCRS, by the end of the school year. To
meet these goals, students will read various pieces of elaborate, complex text and will be able to analyze, evaluate, and differentiate primary and secondary sources.
Additionally, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout the year.

Curriculum Map
Arizona College and Career Ready Standards Social Studies Reading
Standards
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.

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.
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

Explanations & Examples

This standard requires students to examine the details of a primary (first-hand accounts) or secondary source (second-hand accounts)
to support their analysis of the document. Sources for analysis include: journals, maps, illustrations, photographs, documentaries,
logs, records, etc.
Textual evidence could include: authors main point, purpose and perspective, fact versus opinion, differing points of view, credibility
and validity of the text. Students might also consider date, bias, intended audience and the possibility of changes due to translation.
Students connect details to attain conclusions of the text as a whole.
Examples:
Students read Federalist Paper No. 10, examining Madisons arguments favoring a representative system of government over a pure
democracy including such arguments as those against the power of factionalism in society. SSHS-S1C4-04d
Students read a summary of the Kyoto Accords to predict its impact on future policy decisions by the nations which signed it. SSHSS4C5-03
The standard requires the identification of primary sources (firsthand accounts) and secondary sources (secondhand accounts) for
analysis. Sources include: journals, maps, illustrations, photographs, documentaries, logs, records, etc.
Students must identify key ideas and/or events in primary or secondary texts and then provide a summary of how the author develops
the key idea. Key ideas could be developed thematically, sequentially, anecdotally, consequentially, procedurally, and/or in order of
importance.
In addition, students must summarize ideas and details to show their understanding of this relationship and interconnectedness.
Examples:
Students will examine the Library of Congress photographic collections to observe the impact of the Great Depression on migrant
children and their families. SSHS-S1C8-01 b, c.
-Dorothea Lange California Resettlement Photos
-Views from the Dust Bowl: the Charles L. Todd and Robert Sonkin Migrant Worker Collection, 1940-1941
Students keep records for a month of government and corporate reports in order to track these reports relative influence upon the
Dow Jones average. These reports can be found in daily news coverage, e.g., http://www.bloomberg.com/ SSHS-S5C1-0
The standard asks students to create a chain of causation which can be supported by details from the text. When such a chain cannot
be clearly built, students are to acknowledge that causation is not complete and clear.
Examples:
Students will connect the Amendments of the US Constitution to the political developments that led to the passage of each. SSHSS3C4-01
Students will analyze editorials from the Wall Street Journal and The New York Times supporting or opposing the monetary policies
set by the Federal Reserve Bank. SSHS-S5C3-05; SSHS-S5C3-06
This standard asks students to use a variety of strategies (context clues, linguistic roots and affixes, restatement, examples, contrast,
glossary, etc.) to determine the meaning of words and phrases in the text. Historic context of vocabulary may need to be researched.
Examples:
Students use the majority opinions from the Supreme Court cases Plessy v. Ferguson (1896) and Brown v. Board of Education (1954)
to examine the term equal. SSHS-S1C7-02a; SSHS-S1C2-02c
Students describe the functioning of a free market including how a market price is determined, how price determines behaviors,
and theories of production. SSHS-S5C2-02a-f

Curriculum Map
Arizona College and Career Ready Standards Social Studies Reading
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.

11-12.RH.7. Integrate
and evaluate multiple
sources of information
presented in diverse
formats and media (e.g.,
visually, quantitatively, as
well as in words) 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.

The standard asks students to evaluate a primary source noting how its structure reinforces its meaning. Students identify the parts of
text and how they work together as a whole. They identify thesis statements, supporting details, and conclusions, as well as transition
statements. They recognize the power of voice and diction in texts.
Examples:
Students will analyze the Declaration of Independence outlining the key grievances against King George III and the steps of
remonstrance before the colonists chose revolution as their course of actions. SSHS-S1C4-03d
Student will analyze the text of the Seneca Falls Declaration of Sentiments noting how the document builds outrage against the many
forms of discrimination against women during the 19th century in the US.
SSHS-S1C7-02a
The standard requires students to read with a keen eye for the stated assumptions and unstated inferences which provide insight into
the authors purpose. Students should be able to recognize balance or imbalance, loaded language, details purposefully excluded and
the use of excerpted quotes by authors.
Examples:
Students will read newspaper accounts of the 1947 Partition of Palestine in a Zionist as well as an Arab account. Zipporah Porath,
from her book, Letters from Jerusalem, 1947-1948.
Speech by Egyptian Delegate, Mahmoud Bey Fawzi to the UN General Assembly (pp.36-38). SSHS-S4C2-04
Students read selections from the Lincoln-Douglas Debate at Freeport, IL (August 27, 1858) to distinguish Lincolns view of slavery in
the territories from that of his opponent Stephen A. Douglas. SSHS-S1C6-01e.
The standard requires that students use charts, graphs, and other media along with text to address a question or a problem.
Examples:
Students will use Consumer Reports, scientific charts and graphs, to verify reliability of online advertising for a product. SSHS-S5C502; ETHS-S5C1-05
Students research voter turnout in national elections in the United States and other democracies, to explain voter participation or
voter apathy. SSHS-S3C5-01
Students should judge if the details in a text are logical or if details reasonably support the authors claims through the use of
corroborating or challenging information. Some criteria for assessing the text include the number of the examples given, the strength
of the examples, the credibility of sources used and the accuracy of the text. Students should determine if the details given within the
text lead the reader to the same conclusions.
This standard requires that students study an authors writing in comparison with accounts which differ from that authors account as
well as accounts which agree with the authors interpretation. Students then must decide whether the original author premises were
valid or not.
Examples:
Students read two accounts of the Indian Wars during the 19th and early 20th centuries, one from the view point of the US Cavalry

Curriculum Map
Arizona College and Career Ready Standards Social Studies Reading

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.

11-12.RH.10. By the end

of grade 12, read and
comprehend
history/social studies
texts in the grades 11
CCR text complexity band
independently and
proficiently.

and another from Native Americans. SSHS-S1C7-03a

Students use a political cartoon satirizing William Jennings Bryan holding his Cross of Gold and a speech or newspaper editorial
opposing free silver to decide whether the gold standard was good or bad for Americans as a whole. (Cartoon by Grant Hamilton,
printed in "Judge" Magazine, 1896, Image from Coin's Financial School (1894)) SSHS-S1C7-01c
Primary sources are the basis on which historians draw their conclusions. At the same time secondary sources often give a current
view of past events. Both are necessary when students investigate history.
This standard requires students to read multiple accounts of an event and construct their own interpretation using pertinent
information from all of the accounts. While doing so, students will note any discrepancies among sources.
Examples:
Students write a morning after analysis of a national election to interpret trends and predict future impacts on the nation. SSHSS1C10-01
Students read accounts, watch newsreel footage and review photographs which document the transformation of society on the home
front during World War II, paying close attention to the roles of women and minorities.
SSHS-S1C8-02c
Students read and comprehend text in history/social studies at the appropriate grade level.

Curriculum Map
Arizona College and Career Ready Standards Social Studies Writing
Standards
11-12.WHST.1. Write arguments focused on discipline-specific content.
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.
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 disciplineappropriate form that anticipates the audiences knowledge level, concerns,
values, and possible biases.
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.
Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
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.
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, and tables),
and multimedia when useful to aiding comprehension.
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.
Use varied transitions and sentence structures to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas
and concepts.
Use precise language, domain-specific vocabulary and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic; convey
a knowledgeable stance in a style that responds to the discipline and context
as well as to the expertise of likely readers.
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).
11-12.WHST.3. (See note; not applicable as a separate requirement)
Note: Students narrative skills continue to grow in these grades. The
Standards require that students be able to incorporate narrative elements
effectively into arguments and informative/explanatory texts. In

Explanations & Examples

This standard requires students to write a persuasive composition which:
states a claim and counterclaim;
presents detailed evidence, examples and reasoning to support effective
arguments and emotional appeals;
structures ideas; and,
acknowledges and refutes opposing arguments.
The persuasive composition should address a topic in US history, civics, or
economics.
Student writing will use organization, sentence variety, and vocabulary which
enhance the presentation of evidence. An effective conclusion to the work will be
required.
Examples:
Students write an essay entitled The Most Important Piece of New Deal
Legislation, justifying their choice with vivid examples from the 1930s and the
history of the US up to today. SSHS-S1C8-01d
Students write a letter to the editor supporting government incentives for the use
of solar energy. SSHS-S4C3-0
This standard requires students to write an informative/explanatory composition
which:
introduces a topic;
includes formatting and graphics;
presents detailed facts, examples and reasoning;
attributes sources of information when appropriate;
structures ideas; and
develops the topic thoroughly.
The expository composition should address a topic in US history, civics, or
economics.
Student writing will use organization, sentence variety, and domain-specific
vocabulary and techniques which enhance the presentation of evidence. An
effective conclusion to the work will be required.
Students will be required to use graphics, charts, multimedia, and formatting skills
to enhance the document. The writing will be informative or explanatory.
Examples:
Students will write an illustrated paper on the progression of Supreme Court cases
which have limited and defined the legal use of the death penalty. SSHS-S3C3-02
This standard requires students to use narrative accounts (e.g., diaries, stories, folk
tales, and lyrics) which they have read in their research in order to present
arguments or informative/explanatory text.

Curriculum Map
Arizona College and Career Ready Standards Social Studies Writing
history/social studies, students must be able to incorporate narrative
accounts into their analyses of individuals or events of historical import. In
science and technical subjects, students must be able to write precise enough
descriptions of the step-by-step procedures they use in their investigations or
technical work that others can replicate them and (possibly) reach the same
results.
11-12.WHST.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Produce clear and coherent functional writing (e.g., formal letters, envelopes,
technical directions, experiments, labels, timelines, graphs/tables,
procedures, charts, maps, captions, diagrams, sidebars, and flow charts) in
which the development, organization and style are appropriate to task,
purpose, and audience.
11-12.WHST.5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific 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.

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.

Examples:
Students will read selections from Joanna Strattons Pioneer Women: Voices from
the Kansas Frontier to write about the lives on women on the 19th century frontier.
SSHS-S1C5-01
Students will read personal accounts of the September 11th attacks and write an
informative essay of the events.
SSHS-S1C10-03
The standard requires the use of writing that is appropriate to a specific task,
purpose, and audience.
The standard requires the use of writing that is appropriate to a specific practical
task and its audience.
Examples:
Students produce a household budget using an effective graphic organizer. SSHSS5C5-03; ETHS-S1C4-01
Students produce a flow chart on how a bill becomes a law in the Arizona State
Legislature. SSHS-S3C2-08c; ETHS-S1C4-01
This standard addresses students developing and strengthening their writing
through the writing process with a focus on purpose and audience.
Examples:
Students create a Voters Guide to the ballot propositions for their fellow
students. SSHS-S3C2-08a
Students write a handbook for savings and investments for college students.
SSHS-S5C5-06
Students must use technology to produce and publish writing products. Students
work will be critiqued with feedback and expectations that students will conduct
additional research. Feedback may come from the teacher or other students.
Examples:
Students will use the 13th and 14th Amendments, and relevant Supreme Court
cases to define citizenship. They will add the current on-going efforts to amend the
Constitution to deprive anchor babies (children born in the US to undocumented
residents) of their citizenship. SSHS-S3C4-02; ETHS-S2C1-01
Students track government regulation of business since the Progressive Era
through today, updating their work as government passes new legislation. SSHSS1C10-01; SSHS-S1C10-02; SSHS-S1C10-03; SSHS-S5C1-03b;
ETHS-S2C1-01
This standard requires students to answer questions through research; including
those they create themselves to solve a problem. Projects will vary in length as
appropriate to the subject. They will use and combine information from multiple
sources to construct their answer(s).

Curriculum Map
Arizona College and Career Ready Standards Social Studies Writing

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.

11-12.WHST.9. Draw evidence from informational texts to support

analysis, reflection, and research

11-12.WHST.10. Write routinely over extended time frames (time for

reflection and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.

Examples:
Students will examine late 19th century immigrant groups and their countries of
origin, to determine what were the push/pull factors causing each group to
emigrate. They will draw connections between political events in the nations from
which they emigrated. SSHS-S4C4-02; SSHS-S1C7-02
Students research the founders of the United States and examine how the US
Constitution is a reflection of its framers. Some students can examine individual
framers; others can look at specific groups (e.g., Southern planters and/or
Northern investors). SSHS-S3C2-02; SSHS-S1C4-04c
This standard requires students to use and attribute many reliable sources using
advanced research skills. Students note that all sources have their limitations and
take care to use a variety of sources and avoid plagiarism. Attribution should follow
a standard format, i.e., MLA.
Examples:
Students use several slave narratives from the American Memory Collection of the
Library of Congress to construct a picture of their conditions in the Antebellum
South. SSHS-S1C6-01c, d; ETHS-S5C1-06
Students use resources (photographs, diaries, publications, newspaper articles,
editorials, political cartoons, etc.) to compare the movement for suffrage in
different areas of the United States. SSHS-S1C7-02a; ETHS-S5C1-06
This standard directs students to write analyses, reflections and research, using
evidence from informational text (e.g., statistics, anecdotes, primary and secondary
accounts, and diaries) as support.
Examples:
Students will read key presidential inaugural addresses to extract main issues of
each presidents era (e.g., Washingtons first, Lincolns second, FDRs first, and
JFKs) Subsequent research will focus on one issue of the inaugural address. SSHSS1C4-05a; SSHS-S1C6-01f; SSHS-S1C9-01
Students explain the explosive growth of the city of Phoenix after World War II
through examining its geographic characteristics. SSHS-S4C2-05
This standard requires students to be given multiple opportunities to write about a
wide range of social studies topics of varying lengths (e.g., one paragraph,
responses, multiple paragraph essays, and research projects). Long-term research
projects should be alternated with shorter writing assignments.
Examples:
Students write bell-work as an opening activity or reflective journaling as a
concluding activity on any topic in a social studies class.
Students write a research paper about a relevant topic over the course of a
semester. SSHS-S1C1-04