Selective Unit 2 (S02) s4

USA HISTORY

(SECONDARY)

SELECTIVE UNIT 2 (S02)

(Minorities in America)

(July 2015)

Unit Statement: This selective unit gives the teacher and students an opportunity for deeper study into some of the lesser explored experiences of American history. This unit is to give attention to the minority voices.

Essential Outcomes:

1. The Student Will outline the social and political development of three minority groups in the USA.

2. TSW address the question “To what extent is the United States of America a melting pot historically?”

3. TSW compare the United States experience of race, nationality, and gender with another modern state.

4. TSW compare the women’s and civil rights movements.

5. TSW evaluate the effectiveness of civil rights legislation throughout American history.

6. TSW identify various leaders of minority rights movements and explain their approach to achieving equality.

7. TSW assess arguments in support of legislation specifically designed to limit minority rights and civil liberties.

8. TSW examine ongoing issues related to minority rights in current events.

Key Terms and Concepts:

racism / equality / representation
sexism / opportunity / bias

SUGGESTED MATERIALS & ASSESSMENT ON NEXT PAGE

Suggested Materials:

“The Americans” (publisher McDougal Littell) 2015

Teacher Resource Package and related materials

Primary Sources assigned by instructor

Technology Tools:

“The Americans” online supporting resources

www.hmhsocialstudies.com

Destiny WebPath Express (found in school library)

Additional Resources:

“CrashCourse US History” with John Green

On YouTube HERE

“We Shall Remain” PBS American Experience video series 2009

Ken Burn’s Documentaries on Civil War

“The Sixties” CNN video series 2014

http://edition.cnn.com/shows/the-sixties

“The Cold War” CNN video series 1998

Give Me Liberty Eric Foner 2011

http://www.wwnorton.com/college/history/give-me-liberty3/welcome.aspx

Briscoe Center for American History at the University of Texas

http://www.cah.utexas.edu/index.php

USHistory.org online textbook

http://www.ushistory.org/us/index.asp

Suggested Assessment Tools & Strategies:

1. Short essays which assess major concepts within the unit.

2. Student discussion and participation in class.

3. Role playing simulations created by the instructor.

4. Alternative assessments suggested in the textbook.

5. Appropriate Venn Diagrams or Graphs.

6. Oral Presentations including props created by the students.

RUBRIC FOUND ON FOLLOWING PAGE……………….

QSI USA HISTORY SEC S02

USA HISTORY

Rubric

Selective Unit 2 (S02)

Teachers may choose to use their own rubrics; however, all TSW’s must be assessed and mastered. Teachers should remember that even at the ‘B’ level, students are expected to be able to produce work independently or display engagement with the material. Copying a list or definition from a book should not be considered mastery of an outcome. To display mastery at the ‘A’ level, students are expected to exhibit higher order thinking skills. Students must independently assess, evaluate, interpret, or infer, rather than repeat a memorized response.

The Student Will… / ‘A’ Level Mastery / ‘B’ Level Mastery / ‘P’ in progress
1. outline the social and political development of three minority groups in the USA. / Outline the social and political development of three minority groups in the USA.
2. address the question “To what extent is the United States of America a melting pot historically?” / Address the question “To what extent is the United States of America a melting pot historically?” Has a clear well-developed thesis that answers the prompt. Provides effective analysis/interpretation and answers all parts of the question. Supports thesis with substantial relevant information and interprets the information correctly. / Address the question “To what extent is the United States of America a melting pot historically?” Has a thesis which addresses the question. Provides limited analysis/interpretation and addresses all parts of the question; coverage may be uneven.
3. compare the United States experience of race, nationality, and gender with another modern state. / Compare the United States experience of race, nationality, and gender with another modern state. Identify the reasons for the similarities and differences. Use specific evidence to support comparison. Original thought is present. / Compare the United States experience of race, nationality, and gender with another modern state. Use general comparisons that have been presented through class material.
4. compare the women’s and civil rights movements. / Compare the women’s and civil rights movements. Identify the reasons for the similarities and differences. Use specific evidence to support direct comparison. Original thought is present. / Compare the women’s and civil rights movements. Use general comparisons that have been presented through class material.
5. evaluate the effectiveness of civil rights legislation throughout American history. / Evaluate the effectiveness of civil rights legislation throughout American history. Use specific evidence to support evaluation. Original thought is present. / Evaluate the effectiveness of civil rights legislation throughout American history. Use general comparisons that have been presented through class material.
6. identify various leaders of minority rights movements and explain their approach to achieving equality. / Identify various leaders of minority rights movements and explain their approach to achieving equality.
7. assess arguments in support of legislation specifically designed to limit minority rights and civil liberties. / Assess arguments in support of legislation specifically designed to limit minority rights and civil liberties. Identify stakeholders and specifically address short and long-term consequences. Use specific evidence to support assessment. Original thought is present. / Assess arguments in support of legislation specifically designed to limit minority rights and civil liberties. Use general arguments that have been presented through class material.
8. examine ongoing issues related to minority rights in current events. / Examine ongoing issues related to minority rights in current events.

To receive an ‘A’, the student should have completed at least 4 of the above at ‘A’ level and the rest at least at ‘B’ level. To receive a ‘B’, he/she must master all essential outcomes at the ‘B’ level.

QSI USA HISTORY SEC S02