Standards Curriculum Map Bourbon County Schools Level: 11th Grade and/or Course: US History Updated: 5/25/12 e.g. = Example only Days Standards Activities Learning Targets (“I Vocabulary Can” Statements) Days Apply terms relevant to the content appropriately BellRingers Government American and accurately.A.1.a I can describe how Revolution War/ Articles of Identify and interpret different types of primary and the powers of Reconstruction Chapter Outlines Confederation secondary sources of fundamental importance government are Terms & People (Constitution, Constitutional and relevance to topical inquiry and understanding distributed and Primary Sources Antebellum, Convention A.1.b shared among the Analyze the Federalist Civil War and VA Plan Interpret timelines of key historical events, people, local, state, and Papers NJ Plan and periods; locate significant historical places national levels. Constitutional Essay Federalist West) and events on maps A.1.c I can describe how Constitution Quiz Anti-Federalist Analyze the importance of context and of view the powers of Ratification Develop your own in historical interpretation (e.g., interpret past government are Preamble Reconstruction Plan events and issues in historical context rather than distributed and Constitution Jim Crow Reading in terms of present norms and values); recognize shared among the Body Native American that historians interpret the same events legislative, judicial, Articles Square differently due to personal values and societal and executive Bill of Rights Essential Vocabulary norms A.1.D branches. Interstate Common Assessment Analyze and evaluate historical sources and I can explain how the Commerce Clause interpretations (e.g., credibility, perspective, bias, distribution and Necessary and and authenticity; verifiable or unverifiable; fact or shared powers of Proper Clause interpretation) A.1.E government work to Equal Utilize research strategies, methods, and sources protect the “common Representation to obtain, organize, and interpret historical data good”. Radical Republicans A.1.F Emancipation Compose arguments/position papers, and Proclamation participate in debates on different interpretations Historical Perspective 13th Amendment of the same historical events; synthesize primary I can outline the 14th Amendment and secondary sources to justify position A.1.G causes and effects of 15th Amendment Compose an analytical, historical essay containing the American Civil Jim Crow a thesis, supporting evidence, and a conclusion War. Impeachment A.1.h. I can discuss the Segregation Identify, analyze, and understand elements of events leading up to Tenure of Office Act the passage of the historical cause and effect; recognize and Little Big Horn thirteenth amendment. Bozeman Trail
Standards Curriculum Map Bourbon County Schools Level: 11th Grade and/or Course: US History Updated: 5/25/12 e.g. = Example only Days Standards Activities Learning Targets (“I Can” Statements) Vocabulary Days War/ Reconstruction (Constitution, Antebellum, Civil War and West) Apply terms relevant to the content appropriately and accurately.A.1.a Identify and interpret different types of primary and secondary sources of fundamental importance and relevance to topical inquiry and understanding A.1.b Interpret timelines of key historical events, people, and periods; locate significant historical places and events on maps A.1.c Analyze the importance of context and of view in historical interpretation (e.g., interpret past events and issues in historical context rather than in terms of present norms and values); recognize that historians interpret the same events differently due to personal values and societal norms A.1.D Analyze and evaluate historical sources and interpretations (e.g., credibility, perspective, bias, and authenticity; verifiable or unverifiable; fact or interpretation) A.1.E Utilize research strategies, methods, and sources to obtain, organize, and interpret historical data A.1.F Compose arguments/position papers, and participate in debates on different interpretations of the same historical events; synthesize primary and secondary sources to justify position A.1.G Compose an analytical, historical essay containing a thesis, supporting evidence, and a conclusion A.1.h. Identify, analyze, and understand elements of historical cause and effect; recognize and BellRingers Chapter Outlines Terms & People Primary Sources Analyze the Federalist Papers Constitutional Essay Constitution Quiz Develop your own Reconstruction Plan Jim Crow Reading Native American Essential Vocabulary Common Assessment Government I can describe how the powers of government are distributed and shared among the local, state, and national levels. I can describe how the powers of government are distributed and shared among the legislative, judicial, and executive branches. I can explain how the distribution and shared powers of government work to protect the “common good”. Historical Perspective I can outline the causes and effects of the American Civil War. I can discuss the events leading up to the passage of the thirteenth amendment. American Revolution Articles of Confederation Constitutional Convention VA Plan NJ Plan Federalist Anti-Federalist Ratification Preamble Constitution Body Articles Bill of Rights Interstate Commerce Clause Necessary and Proper Clause Equal Representation Radical Republicans Emancipation Proclamation 13th Amendment 14th Amendment 15th Amendment Jim Crow Impeachment Segregation Tenure of Office Act Little Big Horn Bozeman Trail Square
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