Grade 11: Stamp Act & Locke’s Enlightenment Ideals

Lesson Working Thesis: Colonists protested the Stamp Act because of their philosophical foundation in natural rights and the right to overthrow an unjust government as described by John Locke.

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Grade 11.1.1 Boston Massacre (new 09/09)

Lesson Focus Question: What colonial resistance and British countermeasures prompted the Boston Massacre?

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Grade 11.2: Civil War (revised 09/09)

Lesson Working Thesis: Social, economic, and political beliefs of different regions regarding slavery caused the United States to erupt into civil war.

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Grade 11.1.1 Emacipation Proclamation
(new 09/09)

Lesson Focus Question: What was Lincoln trying to accomplish with the Emancipation Proclamation?

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Grade 11: Immigration (revised 09/09)

Lesson Working Thesis: Immigrants from China and Europe shared similarities as well as retaining distinct differences with immigrant experiences in the United States.

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Grade 11 Lesson Plan

Grade 11.1. Indian Removal Act (new 09/09)

Lesson Focus Question: How and why did Jackson justify Indian removal? Who resisted the Indian Removal Act, and why?

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Grade 11.4.4: Panama Canal (revised 10/09)

Lesson Working Thesis: The expansionary policies of the U.S., and especially of Teddy Roosevelt, led to the need for the Panama Canal. When Colombia refused to give the United States permission to build the canal, the US backed the discontented Panamanian nationalists in a revolution against Colombia.

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Grade 11.1.3 Andrew Jackson Bank Wars
(new 09/09)

Lesson Focus Question: How do Andrew Jackson’s actions toward the Bank of the United States and the nullification crisis reflect Jackson’s beliefs about the conflict between states’ rights and the authority of the national government?

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Grade 11 Imperialism

Unit Focus Question: The United States became an imperial power at the end of the 19th century because of a desire for military strength, the thirst for new markets, and a belief in cultural superiority.

Grade 11 Lesson Plan pdf (31 pp)
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Grade 11.1.3 Gettysburg Address (new 09/09)

Lesson Focus Question: How did Lincoln use his “Gettysburg Address” as an opportunity to increase support for the war effort, and why was this necessary for the survival of the Union cause?

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Grade 11: The Cold War

Lesson Working Thesis: The Cold War had a number of effects on U.S. domestic policy, including an increase in military spending and the growth of military spending as a proportion of the government budget, increased attention to science and education, and restrictions of civil liberties. Although it is important to see the role of the federal government in domestic anti-Communism, the primary sources included in this unit, particularly O'Neil's article, will help students see that much of anti-Communist repression was carried out by citizens acting privately.

Grade 11 Lesson Plan pdf (26 pp)
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Grade 11.10.2 Plessy V. Ferguson (new 09/09)

Lesson Focus Question: How did the Plessy v. Ferguson case change the interpretation of the 14th Amendment?

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Grade 11.8: Suburbanization (revised 09/09)

Lesson Working Thesis: U.S. federal policy in post WWII America provided the economic and social framework for suburban migration.

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Grade 11.2.2 Growth of Railroads (new 09/09)

Lesson Focus Question: How did railroads affect economic growth?

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Grade 11.9.3: Cuban Missile Crisis (revised 09/09)

Lesson Working Thesis: The United States was extremely effective in its handling of the Cuban Missile Crisis because the U.S showed its strength and resolve in standing up to the Soviet Union, avoided an escalation of force, and had Soviet missiles removed from Cuba.

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Grade 11.5 : Harlem Renaissance: Marcus Garvey

Lesson Focus Question: Why were African Americans attracted to Garvey’s message?

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Grade 11.9: Vietnam (revised 09/09)

Lesson Working Thesis: As a result of the Vietnam War, American service members experienced a new form of awareness about themselves, their government and their world.

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Grade 11.10.4: Compare and Contrast Martin Luther King Jr. and Malcolm X through excerpted speeches
(revised 10/09)

Lesson Focus Question: How were the ideas of Martin Luther King Jr. and Malcolm X similar and different as they worked to achieve a better future for black people in America?

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Grade 11.10.5: Civil Rights (revised 09/09)

Lesson Working Thesis: Due to an organized and disciplined grassroots strategy and exposure from the media, the civil rights movement forced a policy change by the federal government and empowered other minority groups to take advantage of blacks’ successes.

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Grade 11.10.7: Seneca Falls (new 09/09)

Lesson Focus Question: How were the objectives of the Seneca Falls Convention attendees similar/different to the objectives of the signers of the Declaration of Independence? Why was the Declaration of Independence the model for the Declaration of Sentiments?

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Grade 11.11.2: Conservative Movement
(revised 09/09)

Lesson Working Thesis: The conservative movement sought to increase economic freedom, shrink the size of the federal government, and reduce spending. The Reagan administration succeeded in promoting economic growth, yet failed to reduce government’s size and created a large budget deficit.

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Grade 11: Détente_World History

Lesson Focus: How did the Cuban Missile Crisis influence the United States policy of detente?

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