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Sports and Social Change Studies

Sports and Social Change Studies. A Course in US History for 11 th Grade By: Zack Clough. Learners and Learning Environment.

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Sports and Social Change Studies

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  1. Sports and Social Change Studies A Course in US History for 11th Grade By: Zack Clough

  2. Learners and Learning Environment • The grade level that this year long curriculum map is being customized for is an 11th grade US history class. The student make up for the class is 22 students in a small rural school . The classes in the school are all very small and the break up of the genders is 14 female students with 8 males as well. There is a mixture of Caucasian, Hispanic, Native American, and African American students. The majority of the class are Caucasian with the other groups filling in the rest of the number. Having this great of a mixture of cultures in a school can be challenging because the way that each view education and authority and other intricacies of learning. In the Class there are three students with Individual Education Plans (IEPs): one with severe ADHD, one with Severe Learning Disability (SLD) with a deficiency in spelling and reading, and one with Mild Autism with social deficiency. • My plan is based on many different facets of learning so that all students can gain the most knowledge in my classroom. Students will listen to lectures, read from books, and primary sources, as well as do presentations. All of these methods that will be in use can help all types of learners whether they are auditory learners, visual learners, or kinesthetic learners. • My classroom layout will depend on what we are doing in class that week. The classroom can be set up in one of three ways: rows groups or two half circles. The rows will be set up for lecture days or for individual work days such as an exam or a paper. The groups will be for group work or collaborate talk. And finally, the half circles will be for presentation days or debate days. All of these setups are unique to what they are used for and will help students to concentrate in the tasks that they have at hand. • The Walls of my classroom will have posters and diagrams that will improve the learning environment, anything from a Venn diagram to compare two sources to motivational posters and posters of famous athletes from the time period we are discussing.

  3. Enduring Understandings“Big Ideas” • Students will be able to use primary source documents to argue a stance • Students will be able to know how culture and sports affected history • Students will be able to connect events through sports and social change

  4. Essential Questions“Why does it matter?” • How do primary sources affect arguments? • Why are primary sources so important? • How does social change affect history? • Why are sports an integral part in US History? • How do sports illustrate social change? • How are primary sources used to build arguments?

  5. Units of Instruction1st Nine Weeks • Colonial Times (2 wks) • Sports (Brining from home here) • Social Norms • Revolutionary Period (3 wks) • Tea Party Time (and other acts of change) • Changing of the Guard • A Birth of a Nation (3 wks) • Constitution • Set-up for Success

  6. Units of Instruction2nd Nine Weeks • Victorianism (2.5 wks) • Sports (Baseball) • Restraint in Culture • Industrialization (2.5 wks) • Consumerism • Roaring Twenties • WWI/Depression (3 wks) • Changing of the Guard • Crash into the Red • Living in times of Scant Resources

  7. Units of Instruction3rd Nine Weeks • Out of the Red/WWII (2.5 wks) • Alphabet Soup • America is the Game Changer • Cult of Domesticity (3 wks) • Nuclear Family • Consumerism Again • Sports in daily Life • Civil Rights Movement (3 wks) • MLK JR. • Running up against the Cleats of others (Jackie Robinson) • Gov’t. Gets involved

  8. Units of Instruction4th Nine Weeks • Quest for Equality (3 wks) • Social Rebellion “Muhammad Ali” • Globalization • Rock Age (2 wks) • Technology Change • “Current Events” (4 wks) • Anti-Terrorism • Sports influence on the World (Basketball, Baseball, Olympics)

  9. Colonial Times • Big Ideas • Students will be able to understand why social change was important in the colonial times • Students will be able to formulate a thesis and back it with objective claims • Questions • Why do the colonies bond together and effect change? • What is social change and what does it look like? • Standards • CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. • AZS PO 2. Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life) • NCSS Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. • Plans • Pre-test- write a thesis and back it up with three primary or secondary sources • Lecture • Presentation

  10. Revolutionary Period • Big Idea • Students will be able to interpret texts from the period to formulate arguments for the revolutionary war • Students will be able to identify primary sources • Questions • Why do the colonists disagree about the war? • Standards • CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • AZS PO 2. Analyze the effects of European involvement in the American Revolution on the outcome of the war. • NCSS It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. • Plans • Pre-Test • Debates • Primary Source Paper

  11. Birth of a Nation • Big Idea • Students will be able to understand the Founding documents of the country • Students will be able to use an argument in an objective manner • Questions • What was the biggest difference of the first two founding documents? • What is the best document to base our country on? • What is the difference between slanted and balanced arguments? • Standards • CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. • AZS PO 4. Analyze how the new national government was created: a. Albany Plan of Union influenced by the Iroquois Confederation b. Articles of Confederation c. Constitutional Convention d. struggles over ratification of the Constitution e. creation of the Bill of Rights • NCSS Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life. • Plans • Reading the founding Documents • Debates about Documents • Argumentative paper

  12. Victorianism • Big Idea • Students will understand the change in philosophy of the country • Students will be able to put together a rounded debate • Question • What is Victorianism? • What makes a good debate? • What shifts the paradigm to such conservation? • Standards • CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. • AZS PO 4. Describe the impact of European-American expansion on native peoples. • NCSS Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. • Plan • Pre-test • Lecture • Debate

  13. Industrialization • Big Idea • Students will understand the roles of women and children during the time period. • Students will understand how sports plays a role in the time period • Students will form a base knowledge of what the country is based on • Question • What did women and children do to keep busy? • What sports were popular during the Industrial Revolution? • How does the base of the country affect the rest? • Standards • CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. • AZS PO 1. Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th The century: a. mass production b. monopolies and trusts (e.g., Robber Barons, Taft- Hartley Act) c. economic philosophies (e.g., laissez faire, Social Darwinism, free silver) d. labor movement (e.g., Bisbee Deportation) e. trade • NCSS The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. • Plan • Lecture • Read The Jungle • Book report

  14. WWI/Depression • Big Idea • Students will understand the causes of the Depression • Students will be able to decipher political cartoons • Question • What is the big deal about political cartoons? • How is the Depression a part of US History? • Standards • CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. • CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. • AZS C 7 PO 3. Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries • NCSS Power, Authority, Governance • Plan • KWL Chart • Political Cartoons • Argumentative Essay

  15. Out of the Red/WWII • Big Idea • Students will be able to use The Alphabet Soup in an essay • Students will relate sports to WWII • Question • What is the Alphabet Soup? • What really got the US out of the Depression? • Standards • CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. • CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently. • AZS C 8 PO 2. Describe the impact of American involvement in World War II • NCSS Global Connections, Culture • Plan • Pre-Essay • Congressional Hearings • Essay on Sports and relativity to War- Show how a sporting event such as football relates to the strategy and charismatic states in war.

  16. Cult of Domesticity • Big Idea • Students will be able to relate Nuclear Families with the United States’ world view. • Students will be able to use secondary sources to establish an argument • Question • What is the Cult of Domesticity? • What happens to the World with the end of WWII? • Standards • CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. • AZS C 9 PO 1. Analyze aspects of America’s post World War II foreign policy • AZS C 9 PO 3. Describe aspects of post World War II American society • NCSS Power Authority and Governance, Culture • Plan • KWL Chart • Videos • Essay

  17. Civil Rights Movement • Big Idea • Students will be able to understand the basis of the Civil Rights Movement • Students will be able to write summaries of interviews • Question • Who is the most important CRM figure? • What is different about an interview from other primary sources • Standards • CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. • CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). • AZS C 9 PO 3. Describe aspects of post World War II American society • NCSS Civic Ideals and Practices • Plan • Pre-Test • Interviews • Reflection on CRM

  18. Quest for Equality • Big Idea • Students will understand that the quest for equality is still in pursuit today • Students will be able to understand Supreme Court Cases • Question • What groups are in pursuit of equality? • How does the Supreme court work? • Does it really matter what the SC says? • Standards • CCSS.ELA-Literacy.RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. • CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. • AZS C 9 PO 2. Describe aspects of American post-World War II domestic policy • NCSS Civic Ideals , Individuals, Groups, and Institutions • Plan • Supreme Court Cases • Lecture/Presentation • Debates on Equality

  19. Rock Age • Big Idea • Students will be able to understand the change in technology and its affect on Culture • Students will be able to use technology in a presentation • Question • What is the big deal about technology? • How is the best way to use technology in a daily life? • Does sports and culture have anything to do with technology change? • Standards • CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. • AZS C 9 PO 3. Describe aspects of post World War II American society: • NCSS Production, Distribution, and Consumption Science, Technology, and Society • Plan • Pre-test • Lecture • Tech Presentations

  20. “Current Events” • Big Idea • Students will be able to use all prior knowledge in the course for a final project • Students will be able to put today in context with “yesterday” • Question • What is so important about yesterday? • Standards • CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources • AZS C 10 PO 1. Describe current events using information from class discussions and various resources • PO 2. Identify the connection between current and historical events and issues using information from class discussions and various resources • NCSS Global Connection, Individual Development and Identity • Plan • Student Discussion • Picking topics • Final paper/ Presentations

  21. Instructional Practice: Assessment and Method • Book Report on “The Jungle” • The students will be able to connect the book to the lecture on how America was changed from a farming country into an Industrial nation with the clock ruling the life of workers. • The Final Project • Students will be set free (with guidelines) to explore a current event from the end of the Vietnam War to the Present. Students will have to use the Internet to gather sources as well as Newspapers. The use of videos or other technology. Also, Students can write a paper or use Power Point , Prezi, or Weebly to make a class presentation on the event which they chose.

  22. Bibliography • Amundson, (HIS 370), Class notes by Zack Clough. • Arizona Department of Education, "The Social Studies Standards." Last modified 05 22, 2006. Accessed April 15, 2013. http://www.azed.gov/standards-practices/social-studies-standard/. • Common Core State Standards Initiatives, "English Language Arts Standards » History/Social Studies » Grade 11-12." Last modified 2012. Accessed April 15, 2013. http://www.corestandards.org/ELA-Literacy/RH/11-12. • National Council for the Social Studies, "National Curriculum Standards for Social Studies: Chapter 2—The Themes of Social Studies." Last modified 2012. Accessed April 15, 2013. 

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