Intertwined Identities: Understanding American Democracy Through A Variety of Perspectives

In this course, students will explore American history through a range of primary documents that reveal how individuals perceive their own and others’ identities as Americans. Our study will center on two essential questions:

1. What do we mean when we say “we”?

2. What is American democracy, and what should it be?

We will investigate the concept of democracy in America from various perspectives and historical moments. The course begins by addressing the question of identity: what does it mean to discuss America and its people? We will investigate the idea of equality in the U.S. by examining case studies that highlight diversity and instances of discrimination. Additionally, we will analyze the roles of state, federal, and local governments, evaluating each’s protections and limitations. 

*On “American”: Defining who is considered American is complex and often contested, and it is central to our study this year. We will focus on the United States, incorporating diverse perspectives from American history, including those that may be sensitive in nature. Examining all viewpoints is crucial for a comprehensive understanding of historical events and trends, even if we may not agree with every perspective.

State Standards

CCSS.ELA-Literacy.RH.9-10.1:
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-Literacy.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-Literacy.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

CCSS.ELA-Literacy.RH.9-10.8
Assess the extent to which the reasoning and evidence in a text support the author’s claims.

CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.

Supports Available to Students

Tier 1 (Supports provided to ALL students)

• High expectations for all students.
• Positive classroom norms.
• Accessibility and inclusion best practices.
• Universally Designed Learning (UDL).
• Varied and differentiated instruction and learning opportunities.

Tier 2 (Supports provided to targeted SMALLER groups of students)

• Delivered in or out of the classroom.
• Delivered alongside tier 1.
• Progress monitoring.
• Student self-assessment and feedback.
• Targeted social emotional or behavioral skills small group instruction.

Tier 3 (Intensive supports provided to SMALL groups or INDIVIDUAL students)

• Highly individualized intervention and support based on students with the greatest needs.
• Weekly extra help sessions offered outside of class.
• Weekly or biweekly wrap-around check-ins with students’ advisors, support staff, and/or families.

Skills-learned

1. Close reading and annotating of a text, finding origins, purpose, value and limitations of a source.
2. Identifying textual evidence within a primary source and using it to create and support a claim.
3. Writing a cohesive paragraph that demonstrates understanding of relevant sources with a proper claim.