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HISTORICAL THINKING: SAMPLE ASSIGNMENTS
GRADE 11

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Grade 11 : OUSD Sample Assignments
|  Grade 11 OUSD Model Unit
OUSD Historical Thinking Standards Overview | OUSD Historical Thinking Standards Gr 9 - 12

1.
Chronological/
Spatial Thinking

Design a map to illustrate the northward migration and the population density of African Americans in northern cities during the 1920s.

Make a map with a key contrasting the relative wealth of different regions of the United States during the Depression.

Prepare a map showing which East European nations were occupied immediately after World War II and by whom.

Prepare a time line of events leading to the Cuban Missile Crisis.

Create a time line of United States involvement in Vietnam.

2.
Examining
Evidence

Read ehe 1Sth Amendment, the Volstead Act, editorials by Wets and Drys, and list arguments for and against the 18th Amendment.

Make a chart illustrating how each of these policies (Marshall Plan, NATO, and the Berlin Blockade/ Airlift) illustrates the major premises of the Truman Doctrine.

Examine four political cartoons from the 1950s to the 1970s (one from each presidential administration: Eisenhower, Kennedy, Johnson, and Nixon) on the Vietnam war. Write a brief commentary about the point of view of each cartoon regarding that conflict.

Analyze public opinion polls (1972-74) to determine public confidence in government institutions.

3.
Diversity : Multiple
Perspectives

Do a mock trial on either the constitutionality of the trial of Sacco and Vanzetti or the KKK's right to march on Washington.

Read the poetry and stories of Langston Hughes, Jean Toomer, Countee Cullen; listen to the music of Bessie Smith, Louis Armstrong, Billie Holliday, etc.; write their own blues and/or poetry.

Write a paper that analyzes Soviet Cold War policy statements in the context of their historic vulnerability to the West (Napoleon, World War I, and World War 11).

Make a collage contrasting the "counterculture" and mainstream culture in the 1960s.

4.
Historical
Interpretation

• Make a chart that contrasts the the increased wealth of the
rich with the decreased
wealth of the poor today and speculate on why this might have happened.

Examine advertisements and films depicting the
image of women in the 1950s and 1960s and
statistics and court cases concerning the reality of women; write an essay analyzing the incongruity between how women were
depicted in popular culture and what life was really like.

• Examine examples of
popular culture from the 1920s and, in a formal essay, hypothesize what it was like to be young in the 1920s.

Write a position paper on the causes of the Cold War, including a comparison of traditional and revisionist
interpretations.

5 .
Determining Historical/ Geographical Significance

Write an informal essay describing how popular culture influences students today in terms of language, fashion, and attitudes towards sex. Compare their experiences with those of young people in the 1920s nd 1960s.

Write a cause-and-effect essay illustrating the onnection between World War I and the Harlem Renaissance.

Make a top ten list of American women in the 20th century. Justify your choices.

Have students determine the significance of economic events such as the Depression, WWII, post-war boom and recession, to patterns of immigration from Mexico and the experiences of Mexican American immigrants. Students should focus on the immigrant experience, attitudes of California residents, and economic and political policies enacted at the national, state, and local levels.


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