Words That Made America

Resources

Included on this page are listings of 11th Grade and 8th Grade Lesson Plans, and a Pacing Guide.

Bank of Lesson Plans
2006-2009

11^th grade lessons

Title of Lesson / Essential Question	Unit Context	Name of Authors	Created…	Faculty Consultant *(as applicable)*
The Economics of Slavery	Review Unit	Nancy Ogden Cathy Perkins	Fall 06	Marianne Sheldon, Mills College
The World’s Fair of 1893	Gilded Age	Tony Bellotti Kristian Johnsen Risha Krishna	Fall 07	N/A
Rhetoric v. Reality: The Philippine American War	Imperialism	Aryn Bowman Fatima Ghatala Tim Smith Lili Velo	Spring 08	N/A
Debate on the Philippine American War	Imperialism	Andy Peck Bill Pratt Neha Ummat	Fall 08	Khal Schneider, CSU-East Bay
How the Dirt was Made to Fly – Theodore Roosevelt and the Panama Canal	Imperialism	Kristian Johnsen Emily Pigott Ruby Smart Valarie Sowers	Fall 08	Louis Segal, UC Berkeley
Introduction to Immigration	Immigration	Fatima Ghatala Brianna Larkin Mitch Pryor	Fall 08	Linda Ivey, CSU-East Bay
Introduction to Immigration	Immigration	Jaynee Ruiz Tim Smith Lili Velo	Spring 09	Linda Ivey, CSU-East Bay
Immigration Stations	Immigration	Alex Freidus Andy Peck Bill Pratt Neha Ummat	Fall 07	N/A
Are rights denied during times of war ever restored once peace is achieved?	World War I	Tony Bellotti Kristian Johnsen Risha Krishna	Spring 08	N/A
“Let Us Build a Bridge: American Presidency in Times of Crisis” (Introduction to the New Deal)	New Deal	Kristian Johnsen Emily Pigott Ruby Smart Valarie Sowers	Spring 09	Robert Phelps, CSU-East Bay
World War II Homefront	World War II	Dulce Alencar-Lake Olivia Santillan	Fall 07	Dee Andrews, CSU-East Bay
Different Perspectives on the WWII Homefront in California	World War II	Aryn Bowman Fatima Ghatala Brianna Larkin Mitch Pryor	Spring 09	Robert Phelps, CSU-East Bay
The Bracero Program	Immigration / World War II / Post World War II	Aryn Bowman Fatima Ghatala Tim Smith Lili Velo	Fall 07	Linda Ivey, CSU-East Bay
The Bracero Program	Immigration / World War II / Post World War II	Andy Peck Bill Pratt Neha Ummat	Spring 09	Linda Ivey, CSU-East Bay
What is a Social Movement?	Civil Rights Movement	Ruby Smart Lili Velo	Spring 07	N/A
We Shall Overcome	Civil Rights Movement	Kristian Johnsen Nancy Ogden Cathy Perkins	Spring 2007	N/A
To what extent did Malcolm X and Martin Luther King Jr. agree about what Americans needed to understand and do in the late 1960s?	Civil Rights Movement	Alex Freidus Andy Peck Bill Pratt Neha Ummat	Spring 08	N/A
African-American Freedom Struggle: Birmingham Campaign Lesson Plan	Civil Rights Movement	Bill Foreman Tom Fraser Theo Hartman Cathy Perkins	Spring 08	N/A
The Role of Youth in the Civil Rights Movement	Civil Rights Movement	Jaynee Ruiz Tim Smith Lili Velo	Fall 08	Susan Englander, King Institute
The Children’s Crusade	Civil Rights Movement	Dulce Alencar-Lake Tony Bellotti Risha Krishna Olivia Santillan Zach Silvernale	Spring 09	Emily Stoper, CSU-East Bay
Was Lincoln racist?	Review Unit	Bill Foreman Tom Fraser Cathy Perkins	Fall 08	Andy Workman, Mills College
A Study of Local History	Urbanization or Introduction to History	Dulce Alencar-Lake Tony Bellotti Risha Krishna Olivia Santillan Zach Silvernale	Fall 08	Robert Phelps, CSU-East Bay
What gives rise to armed conflict?	Vietnam	Bill Foreman Tom Fraser Theo Hartman Cathy Perkins	Fall 07	N/A
The Economics of the Oil Crisis of the 1970s	1970s	Bill Foreman Tom Fraser Cathy Perkins	Spring 09	Michael Lee, CSU-East Bay

8^th grade lessons

Title of Lesson / Essential Question	Unit Context	Name of Authors	Created…	Faculty Consultant *(as applicable)*
Is education important for a democratic society?	Intro Lesson	Kristian Hinz Yllysa Snyder	Fall 07	N/A
Was the Declaration of Independence revolutionary or evolutionary?	American Revolution/ Constitution	Nimarta Grewal Lisa Hague Carolyn Rinetti Paul Rinetti	Fall 07	N/A
Dream v. Reality: The Connection Between Natural v. Civil Rights	Constitution	Thom Birbeck Bruce Ferrara Veronica Garcia Bill Spafford	Fall 08	Emily Stoper, CSU-East Bay
Benjamin Franklin and the Development of the United States	Colonial America/American Revolution/ Constitution	Nimarta Grewal Lisa Hague Carolyn Rinetti Paul Rinetti	Fall 08	Dee Andrews, CSU-East Bay
What role do we play in history?	Louisiana Purchase	Elaine Lai Marnie Buxbaum Arva Campbell	Fall 07	N/A
Lewis and Clark	Louisiana Purchase	Arva Campbell Scott Figgins Elaine Lai	Fall 08	Dee Andrews, CSU-East Bay
What is the meaning of freedom?	Indian Removal	Marnie Buxbaum Kristian Hinz Yllysa Snyder	Fall 08	Dee Andrews, CSU-East Bay
California and Westward Expansion	Westward Expansion	Thom Birbeck Bruce Ferrara Veronica Garcia Bill Spafford	Spring 09	Khal Schneider, CSU-East Bay
Pioneer Women	Westward Expansion	Marnie Buxbaum Kristian Hinz Yllysa Snyder	Spring 09	Jessica Weiss, CSU-East Bay
Compromises Leading to the Civil War	Civil War	Arva Campbell Elaine Lai Scott Figgins	Spring 09	Gerald Henig, CSU-East Bay
How effective was John Brown in ending slavery?	Pre-Civil War/Abolition	Linda Wadley Bruce Ferrara Bill Spafford	Spring 08	N/A
Abraham Lincoln’s Words and Thoughts	Civil War	Nimarta Grewal Lisa Hague Carolyn Rinetti Paul Rinetti	Spring 08	N/A
The Story Behind the Numbers I & II	Reconstruction	I: Mat Clark Scott Figgins Yllysa Snyder II: Scott Figgins Elaine Lai Arva Campbell Marnie Buxbaum	Spring 07 Spring 08	N/A
What role does education play in gaining freedom?	Reconstruction	Kristian Hinz Paula de Ibarra Sue Dirlam	Spring 07	N/A
Legislated Discrimination	Chinese Exclusion Act	Kristian Hinz Yllysa Snyder	Spring 08	N/A
Women’s Suffrage	Post – Civil War	Nimarta Grewal Lisa Hague Carolyn Rinetti Paul Rinetti	Spring 09	Jessica Weiss, CSU-East Bay

Pacing Guide

Course Title: Meeting the Challenges of a New World

Statement of Purpose: The purpose of this course is to encourage students to grapple with the often contradictory forces that challenged the diverse peoples who came together under the umbrella of the young United States of America. Students will view the events of the early republic from multiple perspectives. In so doing, they will gain skills to be used in understanding the challenges they and their fellow citizens face in the modern world.

Essential Questions:

1. What is Freedom? And how does one achieve it?

“If there is no struggle there is no progress. Those who profess to favor freedom and yet depreciate agitation, are men who want crops without plowing up the ground, they want rain without thunder and lightning. They want the ocean without the awful roar of its many waters… Power concedes nothing without a demand. It never did and it never will.” — Frederick Douglass

2. Can there be democracy without equality?

“Whenever you find that you are on the side of the majority, it is time to pause and reflect.” — Mark Twain

3. What motivates people to seek or accept change?

“There is no reason to think a small group of thoughtful, committed citizens cannot change the world; indeed, that’s the only thing that ever has.” — Margaret Mead

Calendar

Chapter in “United States History Independence-1914” California Standards/STAR Sample Test Questions

Unit Essential Questions

Focus Questions

Lessons/ Objectives

Week 1 (8/26/08-8/30/08)

Introductory Unit

Setting Anticipation

Reviewing Geography Themes

Activity: Assessing Historical Significance

Objective: Students write what they think are the five most significant events in U.S. History and develop criteria for assessing historical significance.

Lesson: Five themes of geography

Objective: Students learn basic geographic terms and establish basic geographic skills.

Weeks 2-3 (9/1/08-9/13/08)

Curriculum Unit: Connecting With the Past: Our Colonial Heritage

Chapter 1: Early Exploration and Settlement

Section 1: The Earliest Americans Pg 6

Section 2: The Age of Exploration Pg 12

Section 3: Spanish America Pg 20

Section 4: The Race for Empires Pg 28

STAR Questions: 2 CA standard 7.7

STAR Questions: 3 CA standard 7.11

Chapter 2: The English Colonies

Section 1: The Southern Colonies Pg 36

Section 2: The New England Colonies Pg 42

Section 3: The Middle Colonies Pg 49

Section 4: Life in the English Colonies Pg 54

STAR Questions: 1-2 CA standard 8.1

Essential Question Number 3 (motivations for change)

Focus Question: What motivations did Europeans have for exploring and settling the Americas?

Lesson: Borders

Objective: By analyzing borders within their own community, students will gain a basic conceptual understanding of how borders define various aspects of culture and identity.

Essential Question Number 1 (freedom)

Focus Question: As the colonies formed under the notion of freedom, who was able to achieve freedom, and how did they do so?

Lesson : Colony Recruiting

Objective: Students will be able to identify similarities and differences among the American colonies in terms of their concepts of freedom and democracy.

Weeks 4-5 (9/15/08 – 9/26/08)

Connecting With the Past: Our Colonial Heritage

Chapter 2: The English Colonies

Section 5: Conflict in the Colonies Pg 64

Chapter 3: The American Revolution

Section 1: The Revolution Begins Pg 78

Section 2: Declaring Independence Pg 83

Section 3: Patriots Gain New Hopes Pg 90

Section 4: Independence Pg 98

Star Questions: 1-2 CA standard 8.1

Essential Question 3 (motivations for change)

Lesson Study Primary source lesson: Declaration of Independence

Focus Question: Was the Declaration of Independence Evolutionary or Revolutionary?

Objective: Making connections between the Declaration of Independence and antecedent documents, students will determine if the concepts within it were radically new or based primarily on earlier ideas.

Lesson Study Primary source lesson: Benjamin Franklin and significant events in the colonies.

Focus Question: What events most affected change and evolution in the colonies and the new nation?

Objective: Using criteria developed in the intro unit “historical significance” activity, students will rank order “significant events” that occurred within the life and times of Benjamin Franklin, then make connections between the man and the times.

Week 6-9 (9/29/08-10/24/08)

A New Nation

Chapter 4: Forming a Government

Section 1: The Articles of Confederation Pg 114

Section 2: A new Nation Faces Challenges Pg 120

Section 3: Creating the Constitution Pg 125

Section 4: Ratifying the Constitution Pg 132

STAR Questions: 7-14 CA Standards 8.1, 8.2, 8.3, 8.9

Essential Question 2 (democracy and equality)

Lesson Study Primary Source Lesson: A Constitution of Democracy Without Equality for All

Focus Question: What factors allowed the Framers to create a Constitution based on democratic notions without guaranteeing equality?

Objective: Students will be able to identify inconsistencies in arguments for democracy and for equality during the Constitutional Convention, and will begin to understand how competing priorities may come into conflict with one another.