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11th Grade USH istory NGSSS SS Pacing Guide 2nd 9 Weeks by HC120912155412

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									                                                                   MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                     District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                         Course Code: 2100310

COURSE DESCRIPTION:
The grade 9-12 United States History course consists of the following content area strands: United States History, Geography, and Humanities. The primary content emphasis for
this course pertains to the study of United States history from Reconstruction to the present day. Students will be exposed to the historical, geographic, political, economic, and
sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause
and effect in historical events, students should have the opportunity to review those fundamental ideas and events which occurred before the end of Reconstruction.
Honors/Advanced courses offer scaffolded learning opportunities for students to develop the critical skills of analysis, synthesis, and evaluation in a more rigorous and reflective
academic setting. Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the
context of thematically categorized information, becoming proficient in note-taking, participating in Socratic seminars/discussions, emphasizing free-response and document-based
writing, contrasting opposing viewpoints, solving problems, etc. Students will develop and demonstrate their skills through participation in a capstone and/or extended research-
based paper/project (e.g., history fair, participatory citizenship project, mock congressional hearing, projects for competitive evaluation, investment portfolio contests, or other
teacher-directed projects).

The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public
Schools.
Please note the following important general information regarding the Pacing Guides:
   The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools.
   Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high school
    levels.
   The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction.
   The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught.
   The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the
    number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given
    nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

                                                                                                                                              th
    NOTE: Content benchmarks that are highlighted in red are benchmarks that are tested on the End of Course Exam for U.S. History- 11 grade.There are 18 tested content
    benchmarks and one tested skill benchmark.
   NOTE: Associated with each red highlighted benchmark is a link to a lesson plan (highlighted in yellow) complete with all readings, handouts, a detailed lesson plan, and a pre-
    post quiz to be used during instruction in order to emphasize the importance of tested benchmarks.
   NOTE: Associated with each tested End of Course Exam benchmark, is a link to the pages from the Item Specifications which provides a clarification and breakdown of the
    benchmark; highlighted in blue.
   NOTE: Skill benchmarks that are tested on the End of Course Exam for U.S. History are highlighted in green throughout the pacing guide. Said skill benchmark is embedded in
    each content lesson plan. Separate skill lesson plans do not exist.
   NOTE: Also assessed benchmarks are highlighted in purple throughout the pacing guides. These also assessed benchmarks fall under the scope of the 18 tested benchmarks.
    Although no lesson plans exist for these also assessed benchmarks, content related to the assessed benchmark needs to be covered when teaching the 18 tested benchmarks.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:
  Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
  Course Code - The Florida Department of Education Course Code is listed for the course.
  Topic - The general topic for instruction is listed; e.g., Westward Expansion.
  Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided.
  Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic.
  Nine Week Grading Period - Grading periods (1-4) are identified.
  Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction.
  NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into
   Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans.


Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                            21
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                         Course Code: 2100310

   Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional
    practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic),
    Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a
    particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

    Internet resources applicable to all “Essential Content” and “Suggested Activities” relevant to this course and found in this pacing guide:
    M-DCPS Department of Social Sciences: http://socialsciences.dadeschools.net/
    National Council for the Social Studies: http://www.ncss.org/
    America: A History of Intersections: http://www.tahgrant.dadeschools.net/jan.10.asp
    Best of History Website: http://www.besthistorysites.net/index.shtml
    Federal Resources for Education Excellence (Primary Documents): http://ed.gov/free/
    Graphic Organizers (ARTIST & SPEECH): http://www.tahgrant.dadeschools.net/jan10.asp
    History Channel: http://www.history.com/
    History On-Line: http://www.history.ac.uk/ihr/Resources/Type/index.html
    The Last Word: http://www.tahgrant.dadeschools.net/dec.09.asp
    The Miami Herald: http://www.miamiherald.com/
    MSNBC Daryl Cagle’s Political Cartoonists Index: http://www.cagle.com/teacher/
    National Archives: www.archives.gov/
    The Newseum: http://www.newseum.org/education/teacher-resources/teacher-planning/index.html
    New York Times: http://www.nytimes.com/           PowerPoint Website: http://pptpalooza.net/
    Public Broadcasting Service: http://www.pbs.org/teachers/classroom/9-12/social-studies/resources/ and http://www.pbs.org/wgbh/amex/teachers/index.html
    Smithsonian Education: http://smithsonianeducation.org/educators/lesson_plans/history_culture.html
    Teaching American History: http://www.tahgrant.net/index.html
    U.S. Library of Congress: http://www.loc.gov/index.html
    U.S. Official Website: http://www.usa.gov/
    The Washington Times: http://www.washingtontimes.com/
    Websites for Research: http://library.pba.edu/Research_Websites.htm
    White Out Strategy: http://www.tahgrant.dadeschools.net/apr.10.asp




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                            22
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                               Course Code: 2100310


Topic 6: ORIGINS OF THE PROGRESSIVE ERA (1900-1917)                                                     Pacing: Traditional: 7 Days Block: 3.5 Days October 29-November 7, 2012


STRAND(S) and STANDARD(S):
 American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 3: Analyze the transformation of the
American economy and the changing social and political conditions in response to the Industrial Revolution.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)

                                                                       Second Nine Weeks
       Essential Content                             NGSSS-SS Benchmarks                                                                 Instructional Tools
•ORIGINS OF THE PROGRESSIVE            Content Benchmarks:                               Core Text Book: TBA
MOVEMENT
                                                                                                           Vocabulary/Identification:
    o Response to                      SS.912.A.3.12: Compare how different nongovernmental
       Industrialization and           organizations and progressives worked to shape public               Muckrakers, suffrage, temperance, prohibition, initiative, referendum, recall,
                                                                                                                                                       th   th   th   th        st
       Urbanization                    policy, restore economic opportunities, and correct injustices      secret ballot, income tax, civil service, 16 , 17 , 18 , 19 , and 21
    o Progressivism vs. Populism       in American life. Note: An also assessed benchmark. To              Amendments, New Nationalism, New Freedom, Bull Moose Party, Square Deal
    o Abuses of Big Business           be covered with main tested benchmark SS.912.A.3.2.
                                                                                                           Technology:
       and Political Corruption
                                                                                                           History of the Suffrage Movement
    o Muckrakers                       SS.912.A.3.9: Examine causes, course, and consequences
          Jacob Riis, How the                                             th
                                       of the labor movement in the late 19 and early 20
                                                                                         th                http://www.rochester.edu/SBA
           Other Half Lives            centuries. Note: An also assessed benchmark. To be                  This site includes a chronology, important texts relating to woman suffrage, and
          Upton Sinclair, The         covered with main tested benchmark SS.912.A.3.2.                    biographical information about Susan B. Anthony and Elizabeth Cady Stanton.
           Jungle
          Lincoln Steffens, The       Skill Benchmarks:                                                   Women and Social Movements in the United States, 1775-2000
           Shame of the Cities                                                                             http://womhist.binghamton.edu
          Ida Tarbell, A History      SS.912.A.1.1: Describe the importance of historiography,            This site offers essays and primary documents on women in social movements.
           of the Standard Oil         which includes how historical knowledge is obtained and
           Company                                                                                         Theodore Roosevelt Association
                                       transmitted, when interpreting events in history.
                                                                                                           http://www.theodoreroosevelt.org/
•PROGRESSIVE REFORMS                   SS.912.A.1.2: Utilize a variety of primary and secondary            This site contains much biographical and research information about Theodore
   o SOCIAL                            sources to identify author, historical significance, audience,      Roosevelt.
        Temperance                    and authenticity to understand a historical period.
                                                                                                           Woodrow Wilson
         Movement: Women's
         Christian Temperance          SS.912.A.1.3: Utilize timelines to identify the time sequence       http://www.ipl.org/ref/POTUS/wwilson.html
         Union & Anti-Saloon           of historical data.                                                 This page contains basic factual data about Wilson’s election and presidency,
         League                                                                                            speeches, and on-line biographies.
        Suffrage Movement:            SS.912.A.1.4: Analyze how images, symbols, objects,
                                                                                                           NAACP Online
         National American             cartoons, graphs, charts, maps, and artwork may be used to
         Women’s Suffrage              interpret the significance of time periods and events from the      http://www.naacp.org/
         Association, National         past.                                                               The National Association for the Advancement of Colored People official website
         Association of Colored                                                                            explains its mission and includes a primary document explaining the start of the
         Women, & National             SS.912.A.1.5: Evaluate the validity, reliability, bias, and         NAACP.

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                  23
                                                                   MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                     District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                            Course Code: 2100310

                                                                                Second Nine Weeks
        Essential Content                              NGSSS-SS Benchmarks                                                            Instructional Tools
           Women's Party             authenticity of current events and Internet resources.
          The role of women in
           the suffrage              SS.912.A.1.6: Use case studies to explore social, political,      The Triangle-Shirtwaist Factory Fire, March 25, 1911
           movement: Cary            legal, and economic relationships in history.                     http://www.ilr.cornell.edu/trianglefire/
           Chapman Catt, Susan                                                                         The Kheel Center for Labor-Management Documentation and Archives at
           B. Anthony, Alice Paul    SS.912.A.1.7: Describe various socio-cultural aspects of          Cornell University put together this excellent site composed of oral histories,
          Birth Control: Margaret   American life including arts, artifacts, literature, education,   cartoons, images, and essays.
           Sanger                    and publications.
          Child labor laws                                                                            Inside an American Factory: The Westinghouse Works, 1904
          Women’s labor laws        SS.912.G.1.2: Use spatial perspective and appropriate             http://lcweb2.loc.gov/ammem/papr/west/westhome.html
          Workman’s                 geographic terms and tools, including the Six Essential           Part of the American Memory Project at the Library of Congress, this site
           Compensation              Elements, as organizational schema to describe any given          provides a glimpse inside a turn-of-the-century factory.
          Compulsory Education      place.
          Consumer Protection:                                                                        Suggested Activities:
           Pure Food and Drug        SS.912.G.1.3: Employ applicable units of measurement and          Have students create a chart comparing the goals of the Populists with those of
           Act & Meat Inspection     scale to solve simple locational problems using maps and          the Progressives.
           Act                       globes.
          Social-Justice                                                                              Have students write an essay that describes aspects of American political
           Movement: Salvation       SS.912.G.2.1: Identify the physical characteristics and the       structures that exemplify the progressive tradition.
           Army, YMCA, YWCA          human characteristics that define and differentiate regions.      Have students create a concept web that categorizes Progressive reforms into:
          Conservation                                                                                economic, political, moral, and social factors. In a paragraph, explain which
           Measures: Newlands        SS.912.G.4.2: Use geographic terms and tools to analyze           group was most successful.
           Act & National Parks      the push/pull factors contributing to human migration within
           System                    and among places.                                                 Have students, in a small group setting, cite examples that illustrate how
          Race Relations:                                                                             progressive reforms have affected the lives of Americans.
           Booker T. Washington      SS.912.G.4.3: Use geographic terms and tools to analyze           Have students, in a collaborative effort, propose a reform to benefit the local
           (Atlanta Compromise),     the effects of migration both on the place of origin and          community.
           W.E.B. Du Bois            destination, including border areas.
           (NAACP), & Marcus                                                                           Have students research a select reformer from the Progressive Movement and
           Garvey ("Back to          SS.912.H.1.1: Relate works in the arts (architecture, dance,      prepare a poster showing important historical facts and contributions to society.
           Africa" Movement)         music, theatre, and visual arts) of varying styles and genre
                                     according to the periods in which they were created.              PowerPoints:
    o   POLITICAL                                                                                      Wilson (http://tahgrant.dadeschools.net/apr10.asp)
          Initiative, Recall,       SS.912.H.1.3: Relate works in the arts to various cultures.
                                                                                                       Assessment:
           Referendum
          Changes in Municipal      SS.912.H.1.5: Examine the artistic response to social             Develop rubrics and share with students for each of the above mentioned
           Government Structure      issues and new ideas in various cultures.                         projects in order to increase opportunities for mastery of content and historical
          Direct election of U.S.                                                                     thinking skills. Each project or assignment should be assessed for content
           Senators                  SS.912.H.3.1: Analyze the effects of transportation, trade,       accuracy and skill development in terms of writing and reading comprehension.
          Secret ballot             communication, science, and technology on the
          Direct primaries          preservation and diffusion of culture.                            ELL:
          Passage of                                                                                  Use visual depictions of historical events in order to increase ELL students’
           constitutional            LA.1112.1.6.1: The student will use new vocabulary that is        mastery of related content.
           Amendments:               introduced and taught directly.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                24
                                                                  MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                    District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                            Course Code: 2100310

                                                                         Second Nine Weeks
        Essential Content                              NGSSS-SS Benchmarks                                                            Instructional Tools
              th
           16 Amendment
                                                                                                       Related Programs:
           (graduated income tax)    LA.1112.1.6.2: The student will listen to, read, and discuss
              th
           17 Amendment              familiar and conceptually challenging text.                       Native American History Month - November
           (Direct Election of                                                                         See the Division of Social Sciences Website,
           U.S.) Senators)           LA.1112.1.6.3: The student will use context clues to              http://socialsciences.dadeschools.net/.
              th
           18 Amendment              determine meanings of unfamiliar words.                           SPED:
           (Prohibition)                                                                               Go the Division of Social Sciences’ website,
              th
           19 Amendment              LA.1112.2.2.2: The student will use information from the          http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
           (Women’s right to vote)   text to answer questions or to state the main idea or provide     Next Generation Sunshine State Standards” in order to download the PDF of
          Volstead Act              relevant details.                                                 Access Points for Students with Cognitive Disabilities related to this particular
          Mann Act                                                                                    grade level.
          Civil Service Reform:     LA.1112.2.2.3: The student will organize information to
           Pendleton Act             show understanding or relationships among facts, ideas,           State and District Instructional Requirements:
                                     and events (e.g., representing key points within text through
    o   ECONOMIC                     charting, mapping, paraphrasing, summarizing, comparing,          Teachers should be aware that State and District policy requires that all teachers
          Teddy Roosevelt’s         contrasting, outlining).                                          K-12 provide instruction to students in the following content areas: African-
           "Square Deal"                                                                               American History, Character Education, Hispanic Contributions to the United
            Trustbusting:           LA.1112.6.2.4: The student will understand the importance         States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
                government           of legal and ethical practices, including laws regarding libel,   lesson plans can be downloaded from the Division of Social Sciences and Life
                lawsuits against     slander, copyright, and plagiarism in the use of mass media       Skills website, http://socialsciences.dadeschools.net/, under the headings
                the Northern         and digital sources, know the associated consequences,            “Character Education” and “Multicultural Support Documents.” Please note that
                Securities           and comply with the law.                                          instruction regarding the aforementioned requirements should take place
                Company,                                                                               throughout the entire scope of a given social studies course, not only during the
                American             LA.1112.6.3.1: The student will distinguish between               particular month or day when a particular cultural group is celebrated or
                Tobacco, Du Pont,    propaganda and ethical reasoning strategies in print and          recognized.
                & Standard Oil       non-print media.
            Increased
                government           MA.912.A.2.1: Create a graph to represent a real-world
                regulation of        situation.
                railroads
            Hepburn Act             MA.912.A.2.2: Interpret a graph representing a real-world
          Taft: continuation of     situation.
           trust-busting
            Mann-Elkins Act
          Election of 1912:
           Roosevelt, Taft, &
           Wilson
            Republicans split:
                Conservative Old
                Guard vs.
                Progressives
                (insurgents)
            The formation of
                the Bull Moose
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                               25
                                                             MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                               District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                           Course Code: 2100310

                                                                     Second Nine Weeks
        Essential Content                          NGSSS-SS Benchmarks                                 Instructional Tools
                Party
            Roosevelt's "New
                Nationalism"
          Comparison of
           Roosevelt's, Taft's, &
           Wilson's Policies
          Wilson Wins: The
           "New Freedom"
            Federal Reserve
                Act
            Clayton Anti-Trust
                Act
            Federal Trade
                Commission
            Tariff Reduction
            Views on women
                and African
                Americans:
                segregation of the
                federal
                government




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                          26
                                                                     MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                       District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                               Course Code: 2100310


Topic 7: IMPERIALISM & THE SPANISH-AMERICAN WAR (1867-1917)                                                      Pacing: Traditional: 8 Days Block: 4 Days November 8-20, 2012


STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 4: Demonstrate an understanding of
the changing role of the United States in world affairs through the end of World War I.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)

                                                                        Second Nine Weeks
        Essential Content                             NGSSS-SS Benchmarks                                                                Instructional Tools
•JUSTIFICATIONS FOR                     Content Benchmarks:
                                                                                                           Core Text Book: TBA
EXPANSION (IMPERIALISM)
    o Need for Raw Materials and        SS.912.A.4.1: Analyze the major factors that drove United          Vocabulary/Identification:
        New Markets to Drive            States imperialism.                                                Annexation, “White Man’s Burden” (Rudyard Kipling), yellow journalism,
        Industrialization               Click on the following link for a detailed lesson plan, reading,   jingoism, rough riders, protectorate, Open Door, Big Stick, Roosevelt Corollary,
    o Mahan’s Theory on the             instructional materials and pre-post quiz questions to assist      Dollar Diplomacy, Moral Diplomacy, Teller Resolution, Platt Amendment,
        Importance of Naval Power       in the instruction of the tested benchmark above:                  missionary
    o White Man’s Burden                http://socialsciences.dadeschools.net/files/eoc_lesson_plan
        (Rudyard Kipling): “Civilize”   s/11th_grade/SS.912.A.4.1%20Imperialism.pdf                        Technology:
        and “Christianize” Native       Click on the following link for benchmark details and              The Spanish-American War in Motion Pictures
        Peoples Around the World        clarifications taken from the U.S. History Item Specifications:    http://memory.loc.gov/ammem/sawhtml/sawhome.html
    o Social Darwinism                  http://socialsciences.dadeschools.net/files/US%20History%2         This Library of Congress Web presentation features 68 films of the Spanish-
    o Theory of Eugenics                0Item%20Specs/SS.912.A.4.1%20-                                     American War.
        (Racism)                        %20Global%20Military,%20Political,%20and%20Economic
    o The New Manifest Destiny:         %20Challenges.pdf                                                  The World of 1898: The Spanish-American War
        The Close of the Frontier &                                                                        http://www.loc.gov/rr/hispanic/1898/
        U.S. Desire to Build an         SS.912.A.4.2: Explain the motives of the United States’            This Library of Congress site offers resources about the Spanish-American War
        Overseas Empire (1890)          acquisition of the territories. Note: An also assessed             and the people who participated in or commented about it.
                                        benchmark. To be covered with main tested benchmark
•THE UNITED STATES EXPANDS              SS.912.A.4.1.
BEYOND ITS BORDERS                                                                                         The Philippine Revolution and Philippine-American War
    o Annexation of Alaska                                                                                 http://philippineamericanwar.webs.com/
                                        SS.912.A.4.3: Examine causes, course, and consequences             This site organizes primary documents, images, and essays focusing on the
       (1867): ”Seward’s Folly”         of the Spanish American War. Note: An also assessed
    o Annexation of Hawaii                                                                                 Philippines and American involvement.
                                        benchmark. To be covered with main tested benchmark
       (1898)                           SS.912.A.4.1.                                                      Anti-Imperialism in the United States (1898-1935)
    o Annexation of Other Pacific
       Island Outposts: Samoa                                                                              http://vos.ucsb.edu/browse.asp?id=239
                                        SS.912.A.4.4: Analyze the economic, military, and security         An extensive site, collating a large number of primary documents about anti-
       Guam, Wake, Midway               motivations of the United States to complete the Panama            imperialism in America.
                                        Canal as well as major obstacles involved in its construction.                                    involved in its construction.
    o  The U.S. Expands Its             Note: An also assessed benchmark. To be covered with               The Age of Imperialism
       Control Over the Caribbean       main tested benchmark SS.912.A.4.1.
•SPANISH-AMERICAN WAR (1898)                                                                               http://www.smplanet.com/imperialism/toc.html

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                  27
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310

                                                                          Second Nine Weeks
        Essential Content                               NGSSS-SS Benchmarks                                                          Instructional Tools
    o   CAUSES                                                                                          Focusing on the period around the turn of the century, this site contains
           Cuban Rebellion: U.S.     Skill Benchmarks:                                                 information about American imperialism.
            humanitarian concerns
           Yellow Journalism         SS.912.A.1.1: Describe the importance of historiography,          Images from the Philippine-United States War
           De Lome Letter            which includes how historical knowledge is obtained and           http://historicaltextarchive.com/USA/twenty/filipino.html
           Sinking of the Maine      transmitted, when interpreting events in history.                 The Philippine-American War is one of the least discussed military engagements
           American economic                                                                           in American history. This site includes several images from the war.
            interests in Cuba         SS.912.A.1.2: Utilize a variety of primary and secondary
    o   Declaration of War on         sources to identify author, historical significance, audience,    Suggested Activities:
        Spain                         and authenticity to understand a historical period.               Have students locate American territorial acquisitions between 1867 and 1917
           The Teller Amendment                                                                        using a large world map. Have students create a map showing American
    o   Main Events of the            SS.912.A.1.3: Utilize timelines to identify the time sequence     territorial acquisitions and commercial or military influence.
        Spanish-American War          of historical data.
           Blockade of Cuba                                                                            Have students identify and interpret political cartoons that exemplify the ideas
           Teddy Roosevelt & the     SS.912.A.1.4: Analyze how images, symbols, objects,               represented by Social Darwinism and Roosevelt’s “Big Stick Policy” toward Latin
            Rough Riders              cartoons, graphs, charts, maps, and artwork may be used to        America.
           The Philippines:          interpret the significance of time periods and events from the    Have students write an essay discussing the advantages and disadvantages of
            Admiral Dewey’s           past.                                                             American imperialism.
            Victory at Manila Bay     SS.912.A.1.5: Evaluate the validity, reliability, bias, and
           Florida’s role in the     authenticity of current events and Internet resources.            Have students research the building of the Panama Canal and list the problems
            War: troops stationed                                                                       encountered, as well as the advantages to the United States.
            in Miami                  SS.912.A.1.6: Use case studies to explore social, political,
    o   Results of the War: Treaty    legal, and economic relationships in history.                     PowerPoints:
        of Paris (1898)                                                                                 Quest for Empire (http://tahgrant.dadeschools.net/jan10.asp)
           Independence of Cuba      SS.912.A.1.7: Describe various socio-cultural aspects of
           U.S. Acquisitions:        American life including arts, artifacts, literature, education,   Taft & Dollar Diplomacy (http://tahgrant.dadeschools.net/jan10.asp)
            Puerto Rico, Guam,        and publications.                                                 Assessment:
            and the Philippines                                                                         Develop rubrics and share with students for each of the above mentioned
           Payment of $20 million    SS.912.G.1.2: Use spatial perspective and appropriate             projects in order to increase opportunities for mastery of content and historical
            to Spain for the          geographic terms and tools, including the Six Essential           thinking skills. Each project or assignment should be assessed for content
            Philippines               Elements, as organizational schema to describe any given          accuracy and skill development in terms of writing and reading comprehension.
    o   Significance of the War:      place.
           United States’                                                                              ELL:
            Occupation of Cuba        SS.912.G.1.3: Employ applicable units of measurement and          Use visual depictions of historical events in order to increase ELL students’
            until 1901: The Platt     scale to solve simple locational problems using maps and          mastery of related content.
            Amendment                 globes.
                                                                                                        SPED:
           United States as a                                                                          Go the Division of Social Sciences’ website,
            Major World Power:        SS.912.G.2.1: Identify the physical characteristics and the
                                                                                                        http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
            Territorial Possessions   human characteristics that define and differentiate regions.
                                                                                                        Next Generation Sunshine State Standards” in order to download the PDF of
            in Both the Caribbean                                                                       Access Points for Students with Cognitive Disabilities related to this particular
            and the Pacific           SS.912.G.4.2: Use geographic terms and tools to analyze
                                                                                                        grade level.
                                      the push/pull factors contributing to human migration within
•UNITED STATES’ FOREIGN               and among places.

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                 28
                                                                 MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                   District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                      Course Code: 2100310

                                                                                Second Nine Weeks
       Essential Content                              NGSSS-SS Benchmarks                                                          Instructional Tools
POLICY (1865-1917)                  SS.912.G.4.3: Use geographic terms and tools to analyze       State and District Instructional Requirements:
    o Maximillian Affair (1865):    the effects of migration both on the place of origin and      Teachers should be aware that State and District policy requires that all teachers
       Assertion of the Monroe      destination, including border areas.                          K-12 provide instruction to students in the following content areas: African-
       Doctrine                                                                                   American History, Character Education, Hispanic Contributions to the United
    o Open Door Policy: China       SS.912.H.1.1: Relate works in the arts (architecture, dance, States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
       (1899)                       music, theatre, and visual arts) of varying styles and genre  lesson plans can be downloaded from the Division of Social Sciences and Life
    o Roosevelt’s Mediation of      according to the periods in which they were created.          Skills website, http://socialsciences.dadeschools.net/, under the headings
       Russo-Japanese War                                                                         “Character Education” and “Multicultural Support Documents.” Please note that
       (1905)                       SS.912.H.1.3: Relate works in the arts to various cultures.   instruction regarding the aforementioned requirements should take place
    o                                                                                             throughout the entire scope of a given social studies course, not only during the
•UNITED STATES EXPANSION            SS.912.H.1.5: Examine the artistic response to social         particular month or day when a particular cultural group is celebrated or
AND INTERVENTION IN THE             issues and new ideas in various cultures.                     recognized.
CARIBBEAN AND LATIN
AMERICA                             SS.912.H.3.1: Analyze the effects of transportation, trade,
    o Roosevelt Corollary to the    communication, science, and technology on the
       Monroe Doctrine (1904)       preservation and diffusion of culture.
    o “Speak Softly and Carry a
       Big Stick”                   LA.1112.1.6.1: The student will use new vocabulary that is
    o Acquisition of Canal Zone     introduced and taught directly.
       from Panama (1904)
    o Taft’s Dollar Diplomacy       LA.1112.1.6.2: The student will listen to, read, and discuss
    o United States Occupation      familiar and conceptually challenging text.
       of Veracruz, Mexico (1914)
    o Wilson’s Moral Diplomacy      LA.1112.1.6.3: The student will use context clues to
    o United States acquires        determine meanings of unfamiliar words.
       Virgin Islands from
       Denmark (1917)               LA.1112.2.2.2: The student will use information from the
                                    text to answer questions or to state the main idea or provide
                                    relevant details.

                                    LA.1112.2.2.3: The student will organize information to
                                    show understanding or relationships among facts, ideas,
                                    and events (e.g., representing key points within text through
                                    charting, mapping, paraphrasing, summarizing, comparing,
                                    contrasting, outlining).

                                    LA.1112.6.2.4: The student will understand the importance
                                    of legal and ethical practices, including laws regarding libel,
                                    slander, copyright, and plagiarism in the use of mass media
                                    and digital sources, know the associated consequences,
                                    and comply with the law.

                                    LA.1112.6.3.1: The student will distinguish between
                                    propaganda and ethical reasoning strategies in print and
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                          29
                                                              MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                            Course Code: 2100310

                                                                        Second Nine Weeks
        Essential Content                             NGSSS-SS Benchmarks                               Instructional Tools
                                   non-print media.

                                   MA.912.A.2.1: Create a graph to represent a real-world
                                   situation.

                                   MA.912.A.2.2: Interpret a graph representing a real-world
                                   situation.




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                           30
                                                                     MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                       District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                                Course Code: 2100310


Topic 8: UNITED STATES’ INVOLVEMENT IN WORLD WAR I (1917-1919)                                        Pacing: Traditional: 8 Days Block: 4 Days November 21-December 4, 2012


STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 4: Demonstrate an understanding of
the changing role of the United States in world affairs through the end of World War I.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)

                                                                        Second Nine Weeks
      Essential Content                               NGSSS-SS Benchmarks                                                                 Instructional Tools
•CAUSES OF THE WAR IN                   Content Benchmarks:
                                                                                                           Core Text Book: TBA
EUROPE
   o Imperialism                        SS.912.A.4.5: Examine causes, course, and consequences             Vocabulary/Identification:
                                        of United States involvement in World War I.                       Allies, Central Powers, alliance, trench warfare, U-boats, convoy system,
    o   Nationalism                     Click on the following link for a detailed lesson plan, reading,   selective service, the Western Front, expeditionary force, armistice, mobilization,
    o   Militarism (growth of armies    instructional materials and pre-post quiz questions to assist      war boards, sedition, espionage, propaganda, self-determination, war guilt,
        and weapons buildup)            in the instruction of the tested benchmark above:                  reparations, isolationism, neutrality, demobilization, submarine warfare,
                                        http://socialsciences.dadeschools.net/files/eoc_lesson_plan        belligerents
    o   Alliances: Triple Entente vs.   s/11th_grade/SS.912.A.4%20World%20War%20I.pdf
        Triple Alliance                 Click on the following link for benchmark details and              Technology:
    o   Immediate Cause of War in       clarifications taken from the U.S. History Item Specifications:    World War I Document Archive
        Europe: Assassination of        http://socialsciences.dadeschools.net/files/US%20History%2         http://www.lib.byu.edu/~rdh/wwi/
        Archduke Franz Ferdinand,       0Item%20Specs/SS.912.A.4.5%20-                                     This archive contains sources abut World War I in general not just America’s
        heir to the Austria-            %20Global%20Military,%20Political,%20and%20Economic                involvement.
        Hungarian throne                %20Challenges.pdf
                                                                                                           Suggested Activities:
•AMERICAN NEUTRALITY                    SS.912.A.4.6: Examine how the United States government             Have students compare and contrast the map of Europe before and after World
   o Election of 1916:                  prepared the nation for war with war measures (Selective           War I. Describe the changes in national boundaries after the Treaty of
             Wilson: “He kept          Service Act, War Industries Board, war bonds, Espionage            Versailles.
              us out of war.”           Act, Sedition Act, Committee of Public Information).
                                        Note: An also assessed benchmark. To be covered with               Have students list and discuss the causes for WWI.
•REASONS FOR U.S.
                                        main tested benchmark SS.912.A.4.5.                                Have students work in small groups to research new weapons used in WWI and
INVOLVEMENT IN WORLD WAR I
   o Protection of American                                                                                compare and contrast this warfare with the past and present.
                                        SS.912.A.4.7: Examine the impact of airplanes, battleships,
      economic interests                                                                                   Have students read and discuss President Wilson’s fourteen Points of Light.
                                        new weaponry and chemical warfare in creating new war
   o German unrestricted
                                        strategies (trench warfare, convoys). Note: An also
      submarine warfare                                                                                    Have students discuss the League of Nation’s and list the reasons for its failure.
                                        assessed benchmark. To be covered with main tested
   o Sinking of the Lusitania
      (1915)
                                        benchmark SS.912.A.4.5.                                            Have students write a paragraph explaining the motives for the U.S. Senate’s
   o Violation of Sussex Pledge                                                                            rejection of the Treaty of Versailles.
                                        SS.912.A.4.8: Compare the experiences Americans
      & Resumption of                                                                                      Have students decide what can be done to prevent future conflicts from
                                        (African Americans, Hispanics, Asians, women,
      Submarine Warfare                                                                                    escalating into war through small group or class discussion.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                    31
                                                                  MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                    District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                           Course Code: 2100310

                                                                              Second Nine Weeks
        Essential Content                             NGSSS-SS Benchmarks                                                        Instructional Tools
    o   Zimmerman Note (1917)        conscientious objectors) had while serving in Europe. Note:
                                                                                                 Assessment:
    o   Allied Propaganda            An also assessed benchmark. To be covered with main
                                     tested benchmark SS.912.A.4.5.                              Develop rubrics and share with students for each of the above mentioned
•US MOBILIZATION FOR WAR                                                                         projects in order to increase opportunities for mastery of content and historical
    o Selective Service Act: Draft   SS.912.A.4.9: Compare how the war impacted German           thinking skills. Each project or assignment should be assessed for content
    o Formation of War Boards        Americans, Asian Americans, African Americans, Hispanic     accuracy and skill development in terms of writing and reading comprehension.
    o Funding: Taxes and War         Americans, Jewish Americans, Native Americans, women,            ELL:
       Bonds                         and dissenters in the United States. Note: An also
    o Rationing                                                                                       Use visual depictions of historical events in order to increase ELL students’
                                     assessed benchmark. To be covered with main tested               mastery of related content.
    o Committee on Public            benchmark SS.912.A.4.5.
       Information                                                                                    SPED:
    o Espionage and Sedition         SS.912.A.4.10: Examine the provisions of the Treaty of           Go the Division of Social Sciences’ website,
       Acts                          Versailles and the failure of the United States to support the   http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
    o Restriction on Freedom of      League of Nations. Note: An also assessed benchmark.             Next Generation Sunshine State Standards” in order to download the PDF of
       Speech: Schenck vs.           To be covered with main tested benchmark                         Access Points for Students with Cognitive Disabilities related to this particular
       United States (1919)          SS.912.A.4.5.                                                    grade level.
•THE HOME FRONT                                                                                       State and District Instructional Requirements:
    o Role of Women, African         SS.912.A.4.11: Examine key events and peoples in Florida         Teachers should be aware that State and District policy requires that all teachers
       Americans, and Latinos in     history as they relate to United States history. Note: An        K-12 provide instruction to students in the following content areas: African-
       Preparing for the War         also assessed benchmark. To be covered with main                 American History, Character Education, Hispanic Contributions to the United
    o The Great Migration            tested benchmark SS.912.A.4.5.                                   States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
    o Racism Against German                                                                           lesson plans can be downloaded from the Division of Social Sciences and Life
       Americans                     Skill Benchmarks:                                                Skills website, http://socialsciences.dadeschools.net/, under the headings
    o Florida’s Role in the War                                                                       “Character Education” and “Multicultural Support Documents.” Please note that
                                     SS.912.A.1.1: Describe the importance of historiography,         instruction regarding the aforementioned requirements should take place
•EVENTS OF THE WAR                   which includes how historical knowledge is obtained and
   o American Expeditionary                                                                           throughout the entire scope of a given social studies course, not only during the
                                     transmitted, when interpreting events in history.                particular month or day when a particular cultural group is celebrated or
      Force on the Western Front
      under John Pershing                                                                             recognized.
                                     SS.912.A.1.2: Utilize a variety of primary and secondary
            Trench Warfare          sources to identify author, historical significance, audience,
            New Weapons             and authenticity to understand a historical period.
            Convoy System
•WILSON’S IDEALISM                   SS.912.A.1.3: Utilize timelines to identify the time sequence
    o “The War to Make the           of historical data.
    o World Safe for Democracy”
    o “The War to End All Wars”      SS.912.A.1.4: Analyze how images, symbols, objects,
    o Fourteen Points                cartoons, graphs, charts, maps, and artwork may be used to
                                     interpret the significance of time periods and events.
•RESULTS OF WORLD WAR I
   o Terms of the Treaty of          SS.912.A.1.5: Evaluate the validity, reliability, bias, and
      Versailles (1919):             authenticity of current events and Internet resources.
              Germany forced to
               admit "war guilt"     SS.912.A.1.6: Use case studies to explore social, political,
              Germany forced to     legal, and economic relationships in history.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                               32
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                  Course Code: 2100310

                                                                          Second Nine Weeks
        Essential Content                               NGSSS-SS Benchmarks                                   Instructional Tools
                pay reparations
               Germany forced to     SS.912.A.1.7: Describe various socio-cultural aspects of
                relinquish colonial   American life including arts, artifacts, literature, education,
                possessions           and publications.
               Disarmament of
                Germany               SS.912.G.1.2: Use spatial perspective and appropriate
               Territorial changes   geographic terms and tools, including the Six Essential
                to the map of         Elements, as organizational schema to describe any place.
                Europe
               Provided for the      SS.912.G.1.3: Employ applicable units of measurement and
                inclusion of a        scale to solve simple locational problems using maps .
                League of Nations
                                      SS.912.G.2.1: Identify the physical characteristics and the
•REASONS FOR UNITED STATES’           human characteristics that define and differentiate regions.
SENATE REJECTION OF THE
TREATY OF VERSAILLES                  SS.912.G.4.2: Use geographic terms and tools to analyze
   o Republican Opposition in         the push/pull factors contributing to human migration within
      the Senate to the League of     and among places.
      Nations
   o U.S. Objection to Some           SS.912.G.4.3: Use geographic terms and tools to analyze
      Territorial Changes in          the effects of migration both on the place of origin and
      Europe                          destination, including border areas.

                                      SS.912.H.1.1: Relate works in the arts (architecture, dance,
                                      music, theatre, and visual arts) of varying styles and genre
                                      according to the periods in which they were created.

                                      SS.912.H.1.3: Relate works in the arts to various cultures.

                                      SS.912.H.1.5: Examine the artistic response to social
                                      issues and new ideas in various cultures.

                                      SS.912.H.3.1: Analyze the effects of transportation, trade,
                                      communication, science, and technology on the
                                      preservation and diffusion of culture.

                                      LA.1112.1.6.1: The student will use new vocabulary that is
                                      introduced and taught directly.

                                      LA.1112.1.6.2: The student will listen to, read, and discuss
                                      familiar and conceptually challenging text.

                                      LA.1112.1.6.3: The student will use context clues to
                                      determine meanings of unfamiliar words.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                 33
                                                                MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                  District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                              Course Code: 2100310

                                                                       Second Nine Weeks
        Essential Content                            NGSSS-SS Benchmarks                                  Instructional Tools

                                   LA.1112.2.2.2: The student will use information from the
                                   text to answer questions or to state the main idea or provide
                                   relevant details.

                                   LA.1112.2.2.3: The student will organize information to
                                   show understanding or relationships among facts, ideas,
                                   and events (e.g., representing key points within text through
                                   charting, mapping, paraphrasing, summarizing, comparing,
                                   contrasting, outlining).

                                   LA.1112.6.2.4: The student will understand the importance
                                   of legal and ethical practices, including laws regarding libel,
                                   slander, copyright, and plagiarism in the use of mass media
                                   and digital sources, know the associated consequences,
                                   and comply with the law.

                                   LA.1112.6.3.1: The student will distinguish between
                                   propaganda and ethical reasoning strategies in print and
                                   nonprint media.

                                   MA.912.A.2.1: Create a graph to represent a real-world
                                   situation.

                                   MA.912.A.2.2: Interpret a graph representing a real-world
                                   situation.




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                             34
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                                Course Code: 2100310


Topic 9: THE “ROARING TWENTIES”: ASPECTS OF LIFE                                                              Pacing: Traditional: 11 Days Block: 5.5 Days December 5-19, 2012


STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 5: Analyze the effects of the changing
social, political, and economic conditions of the Roaring Twenties and the Great Depression.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)

                                                                       Second Nine Weeks
        Essential Content                            NGSSS-SS Benchmarks                                                                  Instructional Tools
                                       Content Benchmarks:
•ECONOMIC TRENDS                                                                                          Core Text Book: TBA
                                       SS.912.A.5.1: Discuss the economic outcomes of                     Vocabulary/Identification:
    o   Effects of Demobilization on   demobilization. Note: An also assessed benchmark. To
        the Economy: Brief Post-       be covered with main tested benchmark SS.912.A.5.3.                Scapegoats, mass production, assembly line, consumerism, "rugged
        War Recession Followed by                                                                         individualism", "Golden Twenties," Jazz Age, Lost Generation, speakeasies,
        an Economic Boom               SS.912.A.5.2: Explain the causes of the public                     flappers, bootleggers, Harlem Renaissance, Red Scare, Scopes Monkey Trial,
    o   Mass Production and New        reaction (Sacco and Vanzetti, labor, racial unrest)                Prohibition, fundamentalism
        Technologies                   associated with the Red Scare. Note: An also assessed
                                       benchmark. To be covered with main tested benchmark                Technology:
            Assembly line: Henry
             Ford – the automobile     SS.912.A.5.10.
                                                                                                          Automotive History at the Michigan Electronic Library
    o   Consumer-Oriented
        Economy                        SS.912.A.5.3: Examine the impact of United States foreign          http://l3d.cs.colorado.edu/systems/agentsheets/New-
            New consumer              economic policy during the 1920s.                                  Vista/automobile/history.html
             products – radio,         Click on the following link for a detailed lesson plan, reading,   This page has several links to sites about automotive history in America.
             appliances, etc.          instructional materials and pre-post quiz questions to assist
                                       in the instruction of the tested benchmark above:                  Harlem 1900–1940: An African American Community
    o   Labor Management
        Relations: Labor Unrest        http://socialsciences.dadeschools.net/files/eoc_lesson_plan        http://www.literaryhistory.com/20thC/HarlemRen.htm
    o   Over-Expansion of Credit       s/11th_grade/SS.912.A.5%201920's%20Foreign%20Policy.               http://www2.si.umich.edu/chico/Harlem/
        and Over-Speculation           pdf                                                                The New York Public Library’s Schomburg Center for Research in Black Culture
    o   Unequal Distribution of        Click on the following link for benchmark details and              hosts this site that includes a database, a timeline, and an exhibit.
        Wealth                         clarifications taken from the U.S. History Item Specifications:
                                       http://socialsciences.dadeschools.net/files/US%20History%2         William P. Gottlieb Photographs of the Golden Age of Jazz
    o   Florida Land Boom
                                       0Item%20Specs/SS.912.A.5.3%20-                                     http://memory.loc.gov/ammem/wghtml/wghome.html
•POLITICAL TRENDS                      %20Global%20Military,%20Political,%20and%20Economic                http://www.loc.gov/teachers/classroommaterials/connections/jazz/file.html
                                       %20Challenges.pdf                                                  The Music Division of the Library of Congress has numerous images, audio, and
    o   Republican Control of                                                                             scanned articles from the 1920s.
        Government: Return of          SS.912.A.5.4: Evaluate how the economic boom during the
                                       Roaring Twenties changed consumers, businesses,                    The Scopes Trial
        Laissez-Faire
           Harding: scandals,         manufacturing, and marketing practices. Note: An also              http://xroads.virginia.edu/~UG97/inherit/1925home.html
            Teapot Dome                assessed benchmark. To be covered with main tested                 This site gives a general description of the trial and the issues surrounding it.

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                     35
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310

                                                                                     Second Nine Weeks
        Essential Content                                  NGSSS-SS Benchmarks                                                           Instructional Tools
          Coolidge: “The               benchmark SS.912.A.5.11.                                         American Temperance and Prohibition
           Business of America is                                                                        http://prohibition.osu.edu/
           Business”                    SS.912.A.5.5: Describe efforts by the United States and          http://www.encyclopedia.chicagohistory.org/pages/1238.html
          Hoover: "Rugged              other world powers to avoid future wars.                         This site looks at the temperance movement over time and contains many
           Individualism"               Click on the following link for a detailed lesson plan, reading, informative links.
                                        instructional materials and pre-post quiz questions to assist
•SOCIAL TRENDS                          in the instruction of the tested benchmark above:                National Arts and Crafts Archives
                                        http://socialsciences.dadeschools.net/files/eoc_lesson_plan      http://www.arts-crafts.com/
    o   Changing Role of Women:         s/11th_grade/SS.9.12.A.5%20Efforts%20to%20Avoid%20F              This site serves as a guide to materials on the Arts and Crafts movement, which
        New Social Freedoms             uture%20Wars.pdf                                                 lasted roughly from 1890 to 1929.
                 Increase in divorce   Click on the following link for benchmark details and
                  rates/birth rates     clarifications taken from the U.S. History Item Specifications: The Flapper
                  decline/birth         http://socialsciences.dadeschools.net/files/US%20History%2 http://www.ohiohistorycentral.org/entry.php?rec=590
                  control               0Item%20Specs/SS.912.A.5.5%20-                                   This site contains many links to information about the popular culture of the
                 Flappers              %20Global%20Military,%20Political,%20and%20Economic              1920s with special reference to the flapper.
                 Fashions              %20Challenges.pdf
                 Feminism and                                                                           The Calvin Coolidge Experience
                  Equality              SS.912.A.5.6: Analyze the influence that Hollywood, the          http://www.calvincoolidge.us/
                 Smoking in public     Harlem Renaissance, the Fundamentalist movement, and             This site is an unusual look at one of America’s less colorful presidents.
    o   African Americans: The          prohibition had in changing American society in the 1920s.                                     the 1920s.
        Great Migration                 Note: An also assessed benchmark. To be covered with             Suggested Activities:
                 Race riots            main tested benchmark SS.912.A.5.10.                             Have students, orally or in writing, respond to President Coolidge’s statement
                 Harlem                                                                                 that “the man who builds a factory builds a temple – the man who works there,
                  Renaissance:          SS.912.A.5.7: Examine the freedom movements that                 worships there.”
                  Langston Hughes       advocated civil rights for African Americans, Latinos, Asians,
                  & James Weldon        and women. Note: An also assessed benchmark. To be               Have students create a collage depicting the fashion, music, and sports trends of
                  Johnson               covered with main tested benchmark SS.912.A.5.10.                the 1920s.
                 The “Jazz Age”
    o   Native Americans:               SS.912.A.5.8: Compare the views of Booker T.                    Have students create a chart or collage comparing the fads and social trends of
        Citizenship Rights              Washington, W.E.B. Du Bois, and Marcus Garvey relating to       the 1920s with current fads and trends.
    o   The “Lost Generation”           the African American experience. Note: An also assessed
        Themes: Alienation,             benchmark. To be covered with main tested benchmark             Have students research an artist from the Harlem Renaissance and share a
        Consumerism, &                  SS.912.A.5.10.                                                  featured work with the class.
        Disillusionment
                 Hemingway             SS.912.A.5.9: Explain why support for the Ku Klux Klan          Have students create a skit or dramatization of life during the 1920’s, including
                 Fitzgerald            varied in the 1920s with respect to issues such as anti-        the music, literature or fashions of the day.
                 Lewis                 immigration, anti-African American, anti-Catholic, anti-
                 H.L. Mencken          Jewish, anti-women, and anti-union ideas. Note: An also         Have students research advertisements for products of the 1920’s. Have
                 T.S. Elliot           assessed benchmark. To be covered with main tested              students discuss the use of installment loans to purchase these products and
    o   Emphasis on Spectator           benchmark SS.912.A.5.10.                                                                             Jewish, anti-women, and anti-union ideas.
                                                                                                        compare and contrast with the use of credit today.
        Sports
    o   Tensions Between Old,           SS.912.A.5.10: Analyze support for and resistance to civil      PowerPoints:
        Rural, Conservative Values,     rights for women, African Americans, Native Americans, and      Florida 1926 (http://tahgrant.dadeschools.net/jan10.asp)
        & Modern, Urban, Liberal        other minorities.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                 36
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                            Course Code: 2100310

                                                                                   Second Nine Weeks
        Essential Content                                NGSSS-SS Benchmarks                                                           Instructional Tools
        Values                        Click on the following link for a detailed lesson plan, reading, Killer Storm (http://tahgrant.dadeschools.net/jan10.asp)
               Red Scare: Fear       instructional materials and pre-post quiz questions to assist
                                                                                                       Assessment:
                of socialists,        in the instruction of the tested benchmark above:
                anarchists, and       http://socialsciences.dadeschools.net/files/eoc_lesson_plan      Develop rubrics and share with students for each of the above mentioned
                communists            s/11th_grade/SS.9.12.A.5.10%201920's%20Civil%20Rights            projects in order to increase opportunities for mastery of content and historical
               Palmer Raids          %20for%20Women.pdf                                               thinking skills. Each project or assignment should be assessed for content
               Sacco and             Click on the following link for benchmark details and            accuracy and skill development in terms of writing and reading comprehension.
                Vanzetti              clarifications taken from the U.S. History Item Specifications: ELL:
               Immigration           http://socialsciences.dadeschools.net/files/US%20History%2 Use visual depictions of historical events in order to increase ELL students’
                Quotas                0Item%20Specs/SS.912.A.5.10%20-                                  mastery of related content.
               Nativism              %20Global%20Military,%20Political,%20and%20Economic
               Ku Klux Klan          %20Challenges.pdf                                                SPED:
               Scopes-Monkey                                                                          Go the Division of Social Sciences’ website,
                Trial                 Skill Benchmarks:                                                http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
                (fundamentalism                                                                        Next Generation Sunshine State Standards” in order to download the PDF of
                vs. science)          SS.912.A.1.1: Describe the importance of historiography,         Access Points for Students with Cognitive Disabilities related to this particular
               Prohibition: “Wets”   which includes how historical knowledge is obtained and          grade level.
                               th
                vs. “Drys”; 18        transmitted, when interpreting events in history.                State and District Instructional Requirements:
                Amendment                                                                               Teachers should be aware that State and District policy requires that all teachers
                (repealed by the      SS.912.A.1.2: Utilize a variety of primary and secondary          K-12 provide instruction to students in the following content areas: African-
                   st
                21 Amendment)         sources to identify author, historical significance, audience,    American History, Character Education, Hispanic Contributions to the United
                 Volstead Act        and authenticity to understand a historical period.               States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
               Rise of organized                                                                       lesson plans can be downloaded from the Division of Social Sciences and Life
                crime                 SS.912.A.1.3: Utilize timelines to identify the time sequence     Skills website, http://socialsciences.dadeschools.net/, under the headings
                                      of historical data.                                               “Character Education” and “Multicultural Support Documents.” Please note that
                                                                                                        instruction regarding the aforementioned requirements should take place
                                      SS.912.A.1.4: Analyze how images, symbols, objects,               throughout the entire scope of a given social studies course, not only during the
                                      cartoons, graphs, charts, maps, and artwork may be used to        particular month or day when a particular cultural group is celebrated or
                                      interpret the significance of time periods and events from the    recognized.
                                      past.

                                      SS.912.A.1.5: Evaluate the validity, reliability, bias, and
                                      authenticity of current events and Internet resources.

                                      SS.912.A.1.6: Use case studies to explore social, political,
                                      legal, and economic relationships in history.

                                      SS.912.A.1.7: Describe various socio-cultural aspects of
                                      American life including arts, artifacts, literature, education,
                                      and publications.

                                      SS.912.G.1.2: Use spatial perspective and appropriate
                                      geographic terms and tools, including the Six Essential
                                      Elements, as organizational schema to describe any given
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                37
                                                               MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                 District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                             Course Code: 2100310

                                                                      Second Nine Weeks
        Essential Content                           NGSSS-SS Benchmarks                                  Instructional Tools
                                   place.

                                   SS.912.G.1.3: Employ applicable units of measurement and
                                   scale to solve simple locational problems using maps and
                                   globes.

                                   SS.912.G.2.1: Identify the physical characteristics and the
                                   human characteristics that define and differentiate regions.

                                   SS.912.G.4.2: Use geographic terms and tools to analyze
                                   the push/pull factors contributing to human migration within
                                   and among places.

                                   SS.912.G.4.3: Use geographic terms and tools to analyze
                                   the effects of migration both on the place of origin and
                                   destination, including border areas.

                                   SS.912.H.1.1: Relate works in the arts (architecture, dance,
                                   music, theatre, and visual arts) of varying styles and genre
                                   according to the periods in which they were created.

                                   SS.912.H.1.3: Relate works in the arts to various cultures.

                                   SS.912.H.1.5: Examine the artistic response to social
                                   issues and new ideas in various cultures.

                                   SS.912.H.3.1: Analyze the effects of transportation, trade,
                                   communication, science, and technology on the
                                   preservation and diffusion of culture.

                                   LA.1112.1.6.1: The student will use new vocabulary that is
                                   introduced and taught directly.

                                   LA.1112.1.6.2: The student will listen to, read, and discuss
                                   familiar and conceptually challenging text.

                                   LA.1112.1.6.3: The student will use context clues to
                                   determine meanings of unfamiliar words.

                                   LA.1112.2.2.2: The student will use information from the
                                   text to answer questions or to state the main idea or provide
                                   relevant details.

                                   LA.1112.2.2.3: The student will organize information to
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                            38
                                                                MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                  District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                              Course Code: 2100310

                                                                             Second Nine Weeks
        Essential Content                             NGSSS-SS Benchmarks                                 Instructional Tools
                                   show understanding or relationships among facts, ideas,
                                   and events (e.g., representing key points within text through
                                   charting, mapping, paraphrasing, summarizing, comparing,
                                   contrasting, outlining).

                                   LA.1112.6.2.4: The student will understand the importance
                                   of legal and ethical practices, including laws regarding libel,
                                   slander, copyright, and plagiarism in the use of mass media
                                   and digital sources, know the associated consequences,
                                   and comply with the law.

                                   LA.1112.6.3.1: The student will distinguish between
                                   propaganda and ethical reasoning strategies in print and
                                   non-print media.

                                   MA.912.A.2.1: Create a graph to represent a real-world
                                   situation.

                                   MA.912.A.2.2: Interpret a graph representing a real-world
                                   situation.




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                             39
                                                                   MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                     District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310


Topic 10: THE DEPRESSION & THE NEW DEAL (1929-1941)                                       Pacing: Traditional: 11 Days Block: 5.5 Days December 20, 2012-January 17, 2013


STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 5: Analyze the effects of the changing
social, political, and economic conditions of the Roaring Twenties and the Great Depression.)
Geography (Standard 1: Understand how to use maps and other geographic representations, tools, and technology to report information; Standard 2: Understand physical and
cultural characteristics of places; Standard 4: Understand the characteristics, distribution, and migration of human populations.)
Humanities (Standard 1: Identify and analyze the historical, social, and cultural contexts of the arts; Standard 3: Understand how transportation, trade, communication, science
and technology influence the progression and regression of cultures.)

                                                                      Second Nine Weeks
        Essential Content                           NGSSS-SS Benchmarks                                                                Instructional Tools
                                      Content Benchmarks:                               Core Text Book: TBA
•CAUSES OF THE GREAT
DEPRESSION                                                                                               Vocabulary/identification:
                                      SS.912.A.5.11: Examine causes, course, and
   o Overproduction                   consequences of the Great Depression and the New Deal.             Margin buying, bull market, stock market crash, Hoovervilles, soup kitchen, dust
   o Under-Consumption                Click on the following link for a detailed lesson plan, reading,   bowl, bonus army, New Deal, fireside chats, Brain Trust, Bank Holiday, Hundred
   o Over-Expansion of Credit:        instructional materials and pre-post quiz questions to assist      Days, court packing plan, voluntarism, private charities
      Bank Failures, Buying on        in the instruction of the tested benchmark above:
      Margin                                                                                             Technology:
                                      http://socialsciences.dadeschools.net/files/eoc_lesson_plan
   o Over-Speculation                 s/11th_grade/SS.912.A.5.11%20Great%20Depression%20a
                                                                                                         Voices from the Dust Bowl: The Charles L. Todd and Robert Sonkin
   o Technological                    nd%20New%20Deal.pdf
                                                                                                         Migrant Worker Collection, 1940–1941
      Unemployment                    Click on the following link for benchmark details and              http://memory.loc.gov/ammem/afctshtml/tshome.html
   o Decline in Agricultural          clarifications taken from the U.S. History Item Specifications:    Farm Security Administration (FSA) studies of migrant work camps in central
      Prices                          http://socialsciences.dadeschools.net/files/US%20History%2         California in 1940 and 1941 are the bulk of this site. The collection includes
                                      0Item%20Specs/SS.912.A.5.11%20-                                    audio recordings, photographs, manuscript materials, and publications.
•STOCK MARKET CRASH (1929):           %20Global%20Military,%20Political,%20and%20Economic
END OF PROSPERITY &                   %20Challenges.pdf                                                  New Deal Network
BEGINNING OF GREAT                                                                                       http://newdeal.feri.org/
DEPRESSION                                                                                               This database includes photographs, political cartoons, and texts—including
                                      SS.912.A.5.12: Examine key events and people in Florida
                                      history as they relate to United States history. Note: An          speeches, letters, and other historic documents—from the New Deal period.
•CONDITIONS AND PROBLEMS              also assessed benchmark. To be covered with main
OF THE GREAT DEPRESSION               tested benchmark SS.912.A.5.11.
    o Bank Failures                                                                                      Franklin Delano Roosevelt
    o Massive Unemployment                                                                               http://www.fdrlibrary.marist.edu/
                                      Skill Benchmarks:                                                  This site provides information about FDR, the only president to serve more than
    o Business failures
    o Massive Drop in Income                                                                             two terms.
                                      SS.912.A.1.1: Describe the importance of historiography,
       and Spending                   which includes how historical knowledge is obtained and
    o Homeless Rate Increases         transmitted, when interpreting events in history.                  Picture Archive: Photographs of the Great Depression, 1935–1942
    o Shantytowns                                                                                        http://chnm.gmu.edu/newdeal/ndc/other.html
       (“Hoovervilles”)               SS.912.A.1.2: Utilize a variety of primary and secondary           Photographs reveal the real impact of the Great Depression on American life.
    o Soup Kitchens & Breadlines      sources to identify author, historical significance, audience,
    o The Dustbowl                    and authenticity to understand a historical period.
    o Effects on Families

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                 40
                                                                  MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                    District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                           Course Code: 2100310

                                                                        Second Nine Weeks
        Essential Content                             NGSSS-SS Benchmarks                                                              Instructional Tools
    o   Crash of the Florida Land                                                                     A New Deal for the Arts
        boom                        SS.912.A.1.3: Utilize timelines to identify the time sequence     http://www.archives.gov/exhibits/index.html
                                    of historical data.                                               Artwork, documents, and photographs recount the federal government’s efforts
•HOOVER’S RESPONSE TO THE                                                                             to fund artists in the 1930s in the National Archives site.
GREAT DEPRESSION                    SS.912.A.1.4: Analyze how images, symbols, objects,
   o Belief in the Business         cartoons, graphs, charts, maps, and artwork may be used to        America from the Great Depression to World War II: Photographs from the
      Cycle: Self-Correction of     interpret the significance of time periods and events from the    FSA and OWI, ca. 1935–1945
      the Economy                   past.                                                             http://memory.loc.gov/ammem/fsowhome.html
   o No Direct Relief: Reliance                                                                       Images in the Farm Security Administration–Office of War Information Collection
      on Private Charities &        SS.912.A.1.5: Evaluate the validity, reliability, bias, and       show Americans from all over the nation experiencing everything from despair to
      Voluntary Cooperation         authenticity of current events and Internet resources.            triumph in the 1930s and 1940s.
      (“Rugged Individualism”)
   o Hoover Takes Steps as          SS.912.A.1.6: Use case studies to explore social, political,
                                                                                                      Suggested Activities:
      Depression Deepens:           legal, and economic relationships in history.
                                                                                                      Have students create four line graphs that identify trends in banking, business,
               Reconstruction
                                                                                                      unemployment, income and spending from 1928 to 1933. Infer from this data
                Finance             SS.912.A.1.7: Describe various socio-cultural aspects of
                                                                                                      the factors that led to the Great Depression.
                Corporation         American life including arts, artifacts, literature, education,
               Farm Labor Board    and publications.                                                 Have students research the causes for the Great Depression and discuss in a
               Public Works                                                                          well constructed essay.
                Program             SS.912.G.1.2: Use spatial perspective and appropriate
               Hawley-Smoot        geographic terms and tools, including the Six Essential           Have students create a Venn diagram listing the effects that the Great
                Tariff              Elements, as organizational schema to describe any given          Depression had on farmers and city dwellers. Identify the differences and
                                    place.                                                            similarities. Which group do you think suffered less and why?
•ELECTION OF 1932: FDR                                                                                Have students research an Oral History from a person who lived during the
INTRODUCES “NEW DEAL”               SS.912.G.1.3: Employ applicable units of measurement and          Depression years. Have students compare and contrast the experience with a
                                    scale to solve simple locational problems using maps and          more recent economic downtown.
•NEW DEAL GOALS: RELIEF,            globes.
RECOVERY, & REFORM                                                                                    Have students list and explain the New Deal programs that they consider most
   o To Provide Emergency           SS.912.G.2.1: Identify the physical characteristics and the       important and explain their choices. Consider the following: type of assistance
       Assistance to the Needy      human characteristics that define and differentiate regions.      offered by each program, the scope of each program, and the impact of each
   o To End the Existing                                                                              program.
       Depression                   SS.912.G.4.2: Use geographic terms and tools to analyze           Have students predict, through small or large group activities, what the American
   o To Prevent the Recurrence      the push/pull factors contributing to human migration within      government’s actions might be in handling a future economic crisis that is
       of Similar Problems in the   and among places.                                                 comparable to the Great Depression.
       Future
                                    SS.912.G.4.3: Use geographic terms and tools to analyze           Assessment:
•NEW DEAL MEASURES &                the effects of migration both on the place of origin and          Develop rubrics and share with students for each of the above mentioned
AGENCIES:                           destination, including border areas.                              projects in order to increase opportunities for mastery of content and historical
   o To Ease Banking Crisis &                                                                         thinking skills. Each project or assignment should be assessed for content
      Aid Business                  SS.912.H.1.1: Relate works in the arts (architecture, dance,      accuracy and skill development in terms of writing and reading comprehension.
         Bank Holiday              music, theatre, and visual arts) of varying styles and genre
                                                                                                      ELL:
         Banking Act of 1935       according to the periods in which they were created.
         Federal Deposit                                                                             Use visual depictions of historical events in order to increase ELL students’
          Insurance Corporation     SS.912.H.1.3: Relate works in the arts to various cultures.       mastery of related content.

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                              41
                                                                   MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                     District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310

                                                                          Second Nine Weeks
        Essential Content                               NGSSS-SS Benchmarks                                                            Instructional Tools
            (FDIC)                                                                                      SPED:
           National Recovery         SS.912.H.1.5: Examine the artistic response to social             Go the Division of Social Sciences’ website,
            Administration (NRA)      issues and new ideas in various cultures.                         http://socialsciences.dadeschools.net/, and look under “Curricular Documents,”
           Securities & Exchange                                                                       Next Generation Sunshine State Standards” in order to download the PDF of
            Commission (SEC)          SS.912.H.3.1: Analyze the effects of transportation, trade,       Access Points for Students with Cognitive Disabilities related to this particular
    o   To Aid the Recovery of        communication, science, and technology on the                     grade level.
        Agriculture                   preservation and diffusion of culture.
                                                                                                        State and District Instructional Requirements:
           Agricultural Adjustment
            Administration (AAA)      LA.1112.1.6.1: The student will use new vocabulary that is        Teachers should be aware that State and District policy requires that all teachers
           Farm Security             introduced and taught directly.                                   K-12 provide instruction to students in the following content areas: African-
            Administration (FSA)                                                                        American History, Character Education, Hispanic Contributions to the United
           Tennessee Valley          LA.1112.1.6.2: The student will listen to, read, and discuss      States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
            Authority (TVA)           familiar and conceptually challenging text.                       lesson plans can be downloaded from the Division of Social Sciences and Life
    o   To Aid Workers                                                                                  Skills website, http://socialsciences.dadeschools.net/, under the headings
           Civilian Conservation     LA.1112.1.6.3: The student will use context clues to              “Character Education” and “Multicultural Support Documents.” Please note that
            Corps (CCC)               determine meanings of unfamiliar words.                           instruction regarding the aforementioned requirements should take place
           Works Progress            LA.1112.2.2.2: The student will use information from the          throughout the entire scope of a given social studies course, not only during the
            Administration (WPA)      text to answer questions or to state the main idea or provide     particular month or day when a particular cultural group is celebrated or
           Public Works              relevant details.                                                 recognized.
            Administration (PWA)
           National Youth            LA.1112.2.2.3: The student will organize information to
            Administration (NYA)      show understanding or relationships among facts, ideas,
           National Labor            and events (e.g., representing key points within text through
            Relations Act (Wagner     charting, mapping, paraphrasing, summarizing, comparing,
            Act)                      contrasting, outlining).
           Fair Labor Standards
            Act: set minimum          LA.1112.6.2.4: The student will understand the importance
            wage, maximum hours       of legal and ethical practices, including laws regarding libel,
    o   To Aid Homeowners &           slander, copyright, and plagiarism in the use of mass media
        Provide Low-Cost Housing      and digital sources, know the associated consequences,
                The Federal          and comply with the law.
                 Housing
                 Administration       LA.1112.6.3.1: The student will distinguish between
    o   To Aid the Elderly &          propaganda and ethical reasoning strategies in print and
        Disabled                      nonprint media.
                Social Security
                 Administration       MA.912.A.2.1: Create a graph to represent a real-world
                                      situation.
•THE ADMINISTRATION OF FDR
   o The First Hundred Days           MA.912.A.2.2: Interpret a graph representing a real-world
   o Bank Holiday                     situation.
   o Fireside Chats
   o Brain Trust
   o Frequent Use of Press
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                42
                                                             MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                               District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                           Course Code: 2100310

                                                                     Second Nine Weeks
        Essential Content                          NGSSS-SS Benchmarks                                 Instructional Tools
        Conferences
    o   Deficit Spending
    o   The Supreme Court
        Challenges Constitutionality
        of the New Deal
    o   Court-Packing Plan

•IMPACT OF THE NEW DEAL ON
MINORITIES
    o Women, African Americans,
       Native Americans, &
       Latinos

•THE LEGACY OF THE NEW DEAL
   o Shift from Laissez-Faire to
       Regulated Capitalism
   o Deficit Spending: Increase
       in National Debt
   o Provided Optimism & Hope
   o Did Not Eliminate
       Unemployment
   o Restored Nation's
       Confidence




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                          43

								
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