U.S.

History - Curriculum Map with Focus on Literacies, Language & Technologies

Last Updated: 10/5/2016

Content and Skills Aligned Instructional Activities Materials & Texts Language Demands Technologies
Objective(s)/ Language and Literacy Activities—BDA Multiple, varied and carefully selected Function, Vocabulary/Symbols, Devices,
Inherent Literacies, i.e.
Standard(s) Comprehension Strategies
Classroom Structures for Reading and texts and materials Syntax, Discourse Applications,
Discussion Arrangements
SS.10.11.9-12 Analyze Language Function: Analyze
the multiple and Content: Analyze: Graphic Organizer - ThingLink
complex causes and World War I ThingLink Map of various Historiography of WWI Reading Vocabulary/Symbols: Historiography, global conflict, total
effects of events in the interpretations of who is to blame war
past. for starting World War 1 Syntax: Chronologically, Cause/Effect
Skills: Discourse: Students will discuss causes of the war in
Analyze, Cause/Effect Cause/ Effect: Timeline of war Causes of World War I groups; they will also write about the various arguments for
prior to US entry into war specific countries being to blame for the war; students will
interact with the ongoing historiography by reading various
Interactive World War I Timeline arguments and explaining one of these arguments

SS.H.8.9-12 Content: Analyze: Students will use an Background of Women's Language Function: Analyze
Analyze key historical Women’s Rights observation chart to analyze the Suffrage Movement Women’s
events and Women’s Rights primary source Vocabulary/Symbols: Suffrage, Suffrage
contributions of Background of African American Movement online
individuals through a Skills: Compare/Contrast: Venn Women's Suffrage Movement Syntax: Chronologically database of
variety of perspectives, Analyze, Diagram comparing Alice Paul primary sources
including those of Compare/Contrast, and Sojourner Truth Alice Paul Biography Discourse: Students will read a primary source and write
historically Differentiating/Recognizi about what they understand and how it connects to specific
underrepresented ng Differentiating/Recognizing: Sojourner Truth Biography figures in the women’s suffrage movement; students will
groups. KWL Chart in regards to the write about what they already know and what they have
background readings on the Women’s Rights Primary learned based on the articles they read
Women’s Suffrage Movement Source
and the African American
Women’s Suffrage Movement
 U.S. History - Curriculum Map with Focus on Literacies, Language & Technologies
Last Updated: 10/5/2016

Materials & Texts Language Demands

Content and Skills Aligned Instructional Activities Multiple, varied and carefully selected Function, Vocabulary/Symbols, Technologies
Objective(s)/ Language and Literacy Activities—BDA texts and materials Syntax, Discourse Devices,
Inherent Literacies, i.e.
Standard(s) Comprehension Strategies
Classroom Structures for Reading and Applications,
Discussion Arrangements

SS.H.9.9-12 Content: Language Function: Analyze, Connect

Analyze the 1920s Analyze: Treaty of Versailles Online primary
relationship between Vocabulary/Symbols: reparations, inflation, Weimar source database
historical sources and Connect: Jigsaw Activity for Treaty of Versailles - Positive Republic for World War I
the secondary Skills: positive and negative effects Effect materials
interpretations made Analyze, Connect, Syntax: Cause/Effect, Causal
from them. Determine Importance Determine Importance: Treaty of Versailles - Negative
Skimming and Scanning Activity Effect Discourse: Students will determine the importance of the
Treaty of Versailles by connecting it to the causes of World
War II. Students will analyze various arguments of how the
Treaty did or did not lead to the rise of Hitler within the
German power structure.

SS.H.10.9-12 Content: Language Function: Analyze

Analyze the causes Great Depression Analyze: Image Analysis Activity Primary source image of Stock Online image
and effects of global Market Crash Vocabulary/Symbols: stock market, inflation, industrial databases;
conflicts and economic Understand: Concept Map that enterprise Online database
crises. Skills: outlines causes/effects of the of presidential
Analyze, Understand, Great Depression as outlined by FDR First Inaugural Address Syntax: Cause/Effect, Causal documents
FDR’s First Inaugural Address
Economic Analysis of Stock Discourse: Students will discuss images and write
Market Crash responses to an inaugural address utilizing the identified
vocabulary both in spoken and written responses
 U.S. History - Curriculum Map with Focus on Literacies, Language & Technologies
Last Updated: 10/5/2016

Aligned Instructional Activities Materials & Texts Language Demands Technologies

Objective(s)/ Content and Skills Multiple, varied and carefully selected Function, Vocabulary/Symbols,
Language and Literacy Activities—BDA Devices,
Inherent Literacies, i.e. texts and materials Syntax, Discourse
Standard(s) Comprehension Strategies
Classroom Structures for Reading and Applications,
Discussion Arrangements
SS. H.7.9-12 Content: Language Function: Identify
Identify the role of World War II Identify: Use Navajo Code Navajo Code Talker Interviews EdPuzzle
individuals, groups, and Talker interviews as an Vocabulary/Symbols: Navajo, Code Talker, classified,
institutions in people’s edpuzzle with embedded military terminology
struggle for freedom, Skills: questions that students will Navajo Code Talkers Legacy
equality, and justice. Identify, Connect, discuss in groups to identify the Syntax: Description, Problem and Solution
Evaluate importance of this group
Discourse: Students will discuss the importance of the
Connect: V.I.P. (Very Important Navajo Code talkers. Students will identify and write about
Points) activity in relation to the the importance and legacy of the Navajo Code Talkers.
legacy article

SS.H.1.9-12 Content: Language Function: Evaluate

Evaluate how historical Cold War Evaluate: Concept Ladder Causes of the Cold War
developments were Vocabulary/Symbols: Cuban Missile Crisis, McCarthyism,
shaped by time as well Skills: Video on the Cuban Missile quarantine, DEFCON
as broader historical Evaluate, Cause/Effect Cause/Effect: TedEd video Crisis TedED
contexts. activity that will allow individual Syntax: Cause/Effect, Chronological video/quiz
comprehension checks with Cold War Crash Course
questions and provide Discourse: Students will engage in historical language by
opportunities for discussion discussing prompts related to the cuban missile crisis, as
well as write in an historical context by completing a concept
ladder about the causes of the Cold War.