document icon
This contains copyrighted or sensitive material, so you must log in to download it.

NYCDOE: Passport to Social Studies – Grade 11 Unit 3 Guide

Note to Teachers: To help with remote learning, student graphic organizers for this unit are available on the NYCDOE TeachHub in a Google Drive folder along with Passport to Social Studies lessons that have been adjusted for remote learning. Access these materials by following these instructions.

This Passport to Social Studies teacher’s guide is the third unit of the United States History and Government course, titled: Forming a Union: Colonial and Constitutional Foundations. This curriculum was developed by a team of NYCDOE staff and teachers, in collaboration with scholars of global history and history education. Students immerse themselves in the topic by discussing historical questions, reading and analyzing a rich collection of diverse primary and secondary sources, examining artifacts, and interpreting images, such as paintings, photographs, and maps.

In this Grade 11 U.S. History and Government unit, Post-Civil War America Industrialization, Urbanization, and the Progressive Movement (1865—c. 1900), students examine the period following the Civil War through the turn of the 20th century to answer the Essential Question: How was America’s response to the challenges of growth and progress aligned to its ideals of democracy? While determining how historical events shaped and influenced the lives of the people who lived during this time, students consider if the time period represents historical progress or decline by investigating how American democracy expanded and contracted during Reconstruction, the Gilded Age, and Progressive Era.

Throughout this Grade 11 unit, students continue to strengthen historical thinking skills embedded in the Regents Exam for United States History and Government (Framework) including contextualizing primary source documents. Additionally, they will continue to strengthen their ability to interpret, select, and cite accurate historical evidence, and use disciplinary vocabulary to develop their analysis. At the conclusion of the unit, students examine documents from each decade from 1860–1920 to write a historical narrative that characterizes the period as one of progress or one of decline.

This guide includes multiple components:

  • Overview
  • Day-by-Day Planner
  • Model Lesson
  • Unit Assessment (and rubric)
  • Historical Thinking Tools and Analysis Strategies
  • Key Standards
  • Connections to the Regents Exam in United States History and Government and Civics for All

To evaluate student mastery of content knowledge, cognitive processes, and critical thinking skills, this unit includes opportunities for formative assessments and a performance-based unit assessment. Please note that the NYCDOE 9-12: Passport to Social Studies materials also include a separate student Text Set for each unit.

Quality Review Indicators 1.3 Leveraging ResourcesDanielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1b: Demonstrating Knowledge of StudentsDanielson Framework for Teaching 1c: Setting Instructional OutcomesDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionDanielson Framework for Teaching 1f: Designing Student Assessments
Educational Use:
More Resources like NYCDOE: Passport to Social Studies – Grade 11 Unit 3 Guide