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91951_11th_Grade_U.S._History_NGSSS-SS_Pacing_Guide_1st_9_Weeks

VIEWS: 6 PAGES: 20

									                                                                   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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the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: 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.

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.
  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).

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                              1
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                    Course Code: 2100310

    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

    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                                                                                    2
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                                Course Code: 2100310

Topic 1: CAUSES, COURSE, AND CONSEQUENCES OF THE CIVIL WAR AND RECONSTRUCTION AND
         EFFECTS ON THE AMERICAN PEOPLE (1861-1877)                                                                                     Pacing: Traditional: 19 Days Block: 9.5 Days

STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 2: Understand the causes, course, and
consequences of the Civil War and Reconstruction and its effects on the American people.)
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.)

                                                                                      First Nine Weeks
       Essential Content                                  NGSSS-SS Benchmarks                                                             Instructional Tools
●CAUSES: Sectionalism and              Content Benchmarks:                                                Core Text Book: TBA
 Slavery Lead to the Civil War         SS.912.A.2.1: Review the causes and consequences of the
   o Fundamental Economic              Civil War.End of Course Exam Benchmark                             Vocabulary/Identification:
       Differences Between the         Click on the following link for a detailed lesson plan, reading,   Popular sovereignty, free soil, underground railroad, confederacy, blockade,
       North and the South             instructional materials and pre-post quiz questions to assist      cotton diplomacy, habeas corpus, conscription, Copperheads, Black Codes,
                                       in the instruction of the tested benchmark above:                  impeachment, Carpetbaggers, Scalawags, Reconstruction, Radical Republicans,
   o Sectional Differences Over
                                       http://socialsciences.dadeschools.net/pdf/socialstudies_less       KKK, home rule, New South, Jim Crow, sharecropping, tenant farmers, poll
       the Bank, Protective Tariffs,   on_plans/Q1/Social%20Studies%20Lesson%20Plan%20-                   taxes, grandfather clause, literacy tests, amnesty, freedmen, "Solid South"
       Internal Improvements, &        %20SS.912.A.2.1.pdf
       the Extension of Slavery                                                                           Technology:
       into New Territories            SS.912.A.2.2: Assess the influence of significant people or        John Brown Trial Links
   o States’ Rights, Nullification,    groups on Reconstruction.                                          http://www.law.umkc.edu/faculty/proejcts/ftrials/Brown.html
       Secession vs. National                                                                             For information about the trial of John Brown, this site provides a list of excellent
                                       SS.912.A.2.3: Describe the issues that divided Republicans         links.
       Theory
                                       during the early Reconstruction era.
   o Compromise of 1820                                                                                   Abraham Lincoln and Slavery
       (Missouri Compromise)           SS.912.A.2.4: Distinguish the freedoms guaranteed to               http://odur.let.rug.nl/-usa/H/1990/ch5_p6.htm
   o The Wilmot Proviso (1846)         African Americans and other groups with the 13th, 14th, and        This site discusses Lincoln’s views and actions concerning slavery , especially
   o Compromise of 1850                15th Amendments to the Constitution.                               the Lincoln-Douglas Debates.
       (Popular Sovereignty,
       Fugitive Slave Law)             SS.912.A.2.5: Assess how Jim Crow Laws influenced life             Bleeding Kansas
                                       for African Americans and other racial/ethnic minority             http://www.kancoll.org/galbks.htm
   o Publication of Uncle Tom’s
                                       groups.                                                            Contemporary and later accounts of America’s rehearsal for the Civil War
       Cabin                                                                                              comprise this University of Kansas site.
   o Kansas-Nebraska Act               SS.912.A.2.6: Compare the effects of the Black Codes and
       (1854): "Bleeding Kansas"       the Nadir on freed people, and analyze the sharecropping           The Compromise of 1850 and the Fugitive Slave Act
   o Formation of the                  system and debt peonage as practiced.                                                             in the
                                                                                                          http://www.pbs.org/wgbh/aia/part4 United States.
       Republican Party                                                                                   From the series on Africans in America, an analysis of the Compromise of 1850
                                       SS.912.A.2.7: Review the Native American experience.               and of the effects of the Fugitive Slave Act on black Americans.
   o Lecompton Constitution
   o Dred Scott vs. Sandford           Skill Benchmarks:                                                  The 1850s: An Increasingly Divided Union
       (1857)                          SS.912.A.1.1: Describe the importance of historiography,           http://www.thoughtfultech.com/MMTS/50essay.html
   o Abolitionist Movement:            which includes how historical knowledge is obtained and            A tutorial skills development site focusing on the events in the 1850s leading to
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                      3
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                              Course Code: 2100310

                                                                                  First Nine Weeks
        Essential Content                              NGSSS-SS Benchmarks                                                      Instructional Tools
        Frederick Douglass, William   transmitted, when interpreting events in history.            the Civil War; from MMTS, the Multi-Media Thinking Skills project.
        Lloyd Garrison, Harriet
        Tubman                        SS.912.A.1.2: Utilize a variety of primary and secondary          Words and Deeds in American History
                                      sources to identify author, historical significance, audience,    http://lcweb2.loc.gov/ammem/mcchtml/corhome.html
    o   Lincoln-Douglas Debates
                                      and authenticity to understand a historical period.               A Library of Congress site containing links to Frederick Douglass; the
    o   John Brown’s Raid at          SS.912.A.1.3: Utilize timelines to identify the time sequence     Compromise of 1850; speeches by John C. Calhoun, Daniel Webster, and Henry
        Harper’s Ferry                of historical data.                                               Clay; and other topics from the Civil War era.
    o   Election of 1860: Abraham
        Lincoln                       SS.912.A.1.4: Analyze how images, symbols, objects,               The American Civil War Homepage
    o   Secession Crisis              cartoons, graphs, charts, maps, and artwork may be used to        http://sunsite.utk.edu/civil-war/warweb.html
           South Carolina’s          interpret the significance of time periods and events from the    This site has a great collection of hypertext links to the most useful identified
                                      past.                                                             electronic files about the American Civil War.
            Ordinance of
            Secession                 SS.912.A.1.5: Evaluate the validity, reliability, bias, and       Abraham Lincoln Association
           States seceding after     authenticity of current events and Internet resources.            http://www.alincolnassoc.com/
            Lincoln’s inauguration                                                                      This site allows the search of digital versions of Lincoln’s papers.
            vs. states seceding       SS.912.A.1.6: Use case studies to explore social, political,
            After Fort Sumter         legal, and economic relationships in history.                     U.S. Civil War Center
           Florida secedes and                                                                         http://www.cwc.lsu.edu/
                                      SS.912.A.1.7: Describe various socio-cultural aspects of          This is a site whose mission is to “locate, index, and/or make available all
            joins the Confederacy
                                      American life including arts, artifacts, literature, education,   appropriate private and public data regarding the Civil War and to promote the
                                      and publications.                                                 study of the Civil War from the perspectives of all professions, occupations, and
●THE CIVIL WAR (1861-1865)                                                                              academic disciplines.”
   o Formation of the                 SS.912.G.1.2: Use spatial perspective and appropriate
       Confederacy: Jefferson         geographic terms and tools, including the Six Essential           History of African-Americans in the Civil War
       Davis                          Elements, as organizational schema to describe any given          http://www.itd.nps.gov/cwss/history/aa_history.htm
   o Inauguration of Lincoln          place.                                                            This National Park Service site explores the history of the United States African-
   o Advantages &                                                                                       American Troops.
       Disadvantages: North vs.       SS.912.G.1.3: Employ applicable units of measurement and
       South                          scale to solve simple locational problems using maps and          Civil War Women
   o Mobilization: Conscription       globes.                                                           http://scriptorium.lib.duke.edu/collections/civil-war-women.html
       and Funding                                                                                      This site includes original documents, links, and biographical information about
   o The Anaconda Plan                SS.912.G.2.1: Identify the physical characteristics and the       several women and their lives during the Civil War.
   o Diplomacy: the Trent Affair,     human characteristics that define and differentiate regions.
       the Alabama Claims, the                                                                          Assassination of President Abraham Lincoln
       Maximilian Affair              SS.912.G.4.2: Use geographic terms and tools to analyze           http://memory.loc.gov/ammem/alhtml/alrintr.html
   o Lincoln as War-Time              the push/pull factors contributing to human migration within      Part of the American Memory series with introduction, timeline, and gallery.
       President                      and among places.
          First inaugural address                                                                      Selected Civil War Photographs
          Civil liberties:           SS.912.G.4.3: Use geographic terms and tools to analyze           http://memory.lco.gov/ammem/cwphtml/cwphome.html
           Suspension of habeas       the effects of migration both on the place of origin and          The Library of Congress site with more than 1,000 photographs, many from
           corpus                     destination, including border areas.                              Matthew Brady.
          Martial law
          Copperheads & draft        SS.912.H.1.1: Relate works in the arts (architecture, dance,      A Timeline of the Civil War
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                        4
                                                                     MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                       District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                              Course Code: 2100310

                                                                                     First Nine Weeks
        Essential Content                                NGSSS-SS Benchmarks                                                         Instructional Tools
             riots                      music, theatre, and visual arts) of varying styles and genre  http://www.historyplace.com/civilwar/index.html
            Emancipation               according to the periods in which they were created.          A complete timeline of the Civil War, well illustrated with photographs.
             Proclamation
            Gettysburg Address         SS.912.H.1.3: Relate works in the arts to various cultures.       National Civil War Association
    o   Role of Women and African                                                                         http://www.ncwa.org/info.html
        Americans                       SS.912.H.1.5: Examine the artistic response to social             One of many Civil War reenactment organizations in the United States.
    o   The Impact of the Civil War     issues and new ideas in various cultures.
                                                                                                          Images of African-Americans from the Nineteenth Century
        on Native Americans
                                        SS.912.H.3.1: Analyze the effects of transportation, trade,       http://digital.nypl.org/schomburg/images_aa19/
    o   Main Events of the War          communication, science, and technology on the                     The New York Public Library-Schomburg Center for Research and Black Culture
                 Blockade of the       preservation and diffusion of culture.                            site contains numerous visuals.
                  South: the Monitor
                  vs. the Merrimac      LA.1112.1.6.1: The student will use new vocabulary that is        Freedmen and Southern Society Project (University of Maryland – College
                 Control of the        introduced and taught directly.                                   Park)
                  Mississippi: Battle                                                                     http://www.inform.umd.edu/ARHU/Depts/History/Freedman/home.html
                  of Vicksburg          LA.1112.1.6.2: The student will listen to, read, and discuss      This site contains a chronology and sample documents from several print
                 The War in the        familiar and conceptually challenging text.                       collections or primary sources about emancipation and freedom in the 1860s.
                  East
                 Battle of Bull Run    LA.1112.1.6.3: The student will use context clues to              History of the Suffrage Movement
                 Battle of Antietam    determine meanings of unfamiliar words.                           http://www.rochester.edu/SBA
                 Battle of                                                                               This site includes a chronology, important texts relating to women’s suffrage, and
                  Gettysburg            LA.1112.2.2.2: The student will use information from the          biographical information about Susan B. Anthony and Elizabeth Cady Stanton.
                 Florida: Battles      text to answer questions or to state the main idea or provide
                 Grant Takes           relevant details.                                                 Suggested Activities:
                  Charge of                                                                               Have students create a chart comparing sectionalism in the North, the South,
                  Richmond              LA.1112.2.2.3: The student will organize information to           and the West, which includes the following components: the tariff, the bank,
                  Campaign              show understanding or relationships among facts, ideas,           internal improvements, immigration, and extension of slavery.
                 Sherman’s March       and events (e.g., representing key points within text through
                  to the Sea            charting, mapping, paraphrasing, summarizing, comparing,          Have students re-trace the routes of the Underground Railroad on a map.
                 End of the War:       contrasting, outlining).
                  Union Victory and                                                                       Have students create a journal from the perspective of a Union soldier or a
                  Lee’s Surrender at    LA.1112.6.2.4: The student will understand the importance         Confederate soldier.
                  Appomattox            of legal and ethical practices, including laws regarding libel,
                  Courthouse            slander, copyright, and plagiarism in the use of mass media       Have students write a short editorial, either supporting or opposing the
    o   Election of 1864                and digital sources, know the associated consequences,            Emancipation Proclamation.
    o   Assassination of Lincoln        and comply with the law.
                                                                                                          Have students create a multiple-effects chart depicting the political, economic,
                                        LA.1112.6.3.1: The student will distinguish between               and social consequences of the Civil War.
●CONSEQUENCES                           propaganda and ethical reasoning strategies in print and
   o Supremacy of the Federal           non-print media.                                                  Have students create a timeline illustrating major events, causes, the course,
      Government Established:                                                                             and the consequences of the Civil War.
      Threat of Secession Ended         MA.912.A.2.1: Create a graph to represent a real-world
   o Impact on the Economies of         situation.                                                        Have students create a chart comparing and contrasting the President’s plan for
                                                                                                          Reconstruction (the 10% Plan) with the Congressional plan.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                    5
                                                               MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                 District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                      Course Code: 2100310

                                                                              First Nine Weeks
        Essential Content                           NGSSS-SS Benchmarks                                                       Instructional Tools
        North and South             MA.912.A.2.2: Interpret a graph representing a real-world  Have students create a newspaper headline from the perspective of the North
    o   Casualties and Financial    situation.                                                 and the South reflecting public opinion on the assassination of President Lincoln.
        Losses
                                                                                                  Have students imagine that they are an African American sharecropper, a
    o   Total War
                                                                                                  carpetbagger, and a White Southern Democrat. Write a paragraph for each
    o   Slavery Abolished:                                                                        supporting their position on Reconstruction.
        Thirteenth Amendment
                                                                                                  Have students create a newspaper that reflects events, people, and issues of the
●RECONSTRUCTION (1865-1877)                                                                       Civil War from the perspective of the Union and of the Confederacy.
   o Problems of Reconstruction
         Treatment of the                                                                        PowerPoints:
          southern states                                                                         Election of 1860 (http://tahgrant.dadeschools.net/dec09.asp)
         Terms for readmission
          of southern states                                                                      1860 Republican Party Platform (http://tahgrant.dadeschools.net/dec09.asp)
         Treatment of former
          Confederates and                                                                        Democratic Party Platform (http://tahgrant.dadeschools.net/dec09.asp)
          status of former slaves
   o Lincoln’s Reconstruction                                                                     Constitutional Party Platform (http://tahgrant.dadeschools.net/dec09.asp)
      Plan (Ten Percent Plan) vs.
      Congressional Plan for                                                                      Letter to John Breckinridge (http://tahgrant.dadeschools.net/jan10.asp)
      Reconstruction (Wade-
      Davis Bill)                                                                                 Causes of the American Civil War (http://tahgrant.dadeschools.net/dec09.asp)
   o Johnson Becomes
      President (1865); Adopts                                                                    Causes of the Civil War Using Primary Sources
      Lincoln’s Plan for                                                                          (http://tahgrant.dadeschools.net/dec09.asp)
      Reconstruction
   o Southern Legislatures                                                                        The Civil War Part I (http://tahgrant.dadeschools.net/dec09.asp)
      Enact Black Codes
   o Congress Rejects                                                                             The Civil War Part II (http://tahgrant.dadeschools.net/dec09.asp)
      Johnson’s Program:
      Radical Republicans Take                                                                    The End of the Civil War (http://tahgrant.dadeschools.net/dec09.asp)
      Control of Reconstruction
         Freedman’s Bureau                                                                       Assessment:
          Act (1866)                                                                              Develop rubrics and share with students for each of the above mentioned
         Fourteenth                                                                              projects in order to increase opportunities for mastery of content and historical
          Amendment (1866)                                                                        thinking skills. Each project or assignment should be assessed for content
         The Civil Rights Act                                                                    accuracy and skill development in terms of writing and reading comprehension.
          (1866)                                                                                  ELL:
         Reconstruction Act of                                                                   Use visual depictions of historical events in order to increase ELL students’
          1867: South divided                                                                     mastery of related content.
          into five military
          districts                                                                               Related Programs:
   o Republican Control of the                                                                    Celebrate Freedom Week – September
      South: Carpetbaggers and
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                              6
                                                             MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                               District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                Course Code: 2100310

                                                                      First Nine Weeks
        Essential Content                          NGSSS-SS Benchmarks                                                    Instructional Tools
        Scalawags
                                                                                           See the Division of Social Sciences Website,
    o   Readmission of Southern
                                                                                           http://socialsciences.dadeschools.net/.
        States: Ratification of
        Fourteenth and Fifteenth                                                           SPED:
        Amendments                                                                         Go the Division of Social Sciences’ website,
    o   Impeachment of Johnson                                                             http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
        (1868): Tenure of Office Act                                                       Next Generation Sunshine State Standards” in order to download the PDF of
    o   Election of Grant                                                                  Access Points for Students with Cognitive Disabilities related to this particular
                 Political and                                                            grade level.
                  financial scandals
    o   White Southern Democrats                                                           State and District Instructional Requirements:
        Gain Control of the South                                                          Teachers should be aware that State and District policy requires that all teachers
                White supremacy                                                           K-12 provide instruction to students in the following content areas: African-
                Ku Klux Klan                                                              American History, Character Education, Hispanic Contributions to the United
                Grant’s Force Acts                                                        States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
                 to combat the KKK                                                         lesson plans can be downloaded from the Division of Social Sciences and Life
    o   The End of Reconstruction                                                          Skills website, http://socialsciences.dadeschools.net/, under the headings
              Election of 1876:                                                           “Character Education” and “Multicultural Support Documents.” Please note that
                  Hayes vs. Tilden                                                         instruction regarding the aforementioned requirements should take place
              Compromise of                                                               throughout the entire scope of a given social studies course, not only during the
                  1877: home rule                                                          particular month or day when a particular cultural group is celebrated or
                  (federal troops                                                          recognized.
                  removed from
                  southern states)
    o   Status of Southern Blacks
                 Jim Crow laws:
                  segregation
                 Grandfather
                  clauses, poll
                  taxes, & literacy
                  tests
                 Plessy vs.
                  Ferguson (1896)
    o   New South
              "Solid South"
              Diversification of
                  agriculture
              Sharecropping &
                  tenant farmers
              Industrialization




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                      7
                                                                   MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                     District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                           Course Code: 2100310


Topic 2: FINAL SETTLEMENT OF THE WEST (1862-1890)                                                                                      Pacing: Traditional: 5 Days Block: 2.5 Days


STRAND(S) and STANDARD(S):
American History (Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources; Standard 2: Understand the causes, course, and
consequences of the Civil War and Reconstruction and its effects on the American people; 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.)

                                                                                     First Nine Weeks
      Essential Content                                  NGSSS-SS Benchmarks                                                          Instructional Tools
●MOTIVES FOR MOVING WEST              Content Benchmarks:                                              Core Text Book: TBA
   o Trade with Far East              SS.912.A.2.7: Review the Native American experience.
                                                                                                       Vocabulary/Identification:
   o Cheap Land
   o Farming & Ranching               SS.912.A.3.1: Analyze the economic challenges to                 Great Plains, longhorns, Forty-Niners, gold rush, assimilation, open range,
   o Mineral Resources                American farmers and farmers’ responses to the challenges        barbed wire, placer mining, dry farming, cowboys, frontier thesis, bonanza farms,
   o Government Promotion of          in the mid to late 1800s. End of Course Exam Benchmark.          Wounded Knee, prospectors, exodusters, speculator, sod, long drive, Chisholm
      Settlement: Incentives          Click on the following link for a detailed lesson plan, reading, Trail, Ghost Dance, range wars, the Grange, populism, Battle of Standards,
                                      instructional materials and pre-post quiz questions to assist    Overland Trail, bi-metalism, homesteaders, sooners, boomers
●FACTORS CONTRIBUTING TO              in the instruction of the tested benchmark above:
SETTLEMENT                                                                                             Technology:
                                      http://socialsciences.dadeschools.net/pdf/socialstudies_less
                                                                                                       Indian Affairs: Laws and Treaties, compiled and edited by Charles J.
   o Mining Frontier: Gold Rush,      on_plans/Q1/Social%20Studies%20Lesson%20Plan-
                                                                                                       Kappler (1904)
      Forty-Niners, Prospecting       SS.912.A.3.1.pdf
   o Cattle Ranching                  SS.912.A.3.6: Analyze changes that occurred as the United        http://digital.library.okstate.edu/kappler
          Cowboys: Myth vs.          States shifted from agrarian to an industrial society.           This digitized text at Oklahoma State University includes pre-removal treaties
           Reality                                                                                     with the five civilized tribes and other tribes.
           Long Drive                Skill Benchmarks:
                                                                                                       Native American Documents Project
           Range Wars                SS.912.A.1.1: Describe the importance of historiography,
   o Farming Frontier: the Great      which includes how historical knowledge is obtained and          http://www.csusm.edu/projects/nadp/nadp.htm
      Plains                          transmitted, when interpreting events in history.                California State University at San Marcos has several digital documents relating
   o Transcontinental Railroad                                                                         to Native Americans on this site.
          Incentives: loans, land    SS.912.A.1.2: Utilize a variety of primary and secondary
                                                                                                       National Museum of the American Indian
           grants, and right of way   sources to identify author, historical significance, audience,
   o Homestead Act (1862)             and authenticity to understand a historical period.              http://www.si.edu/nmai
                                                                                                       The Smithsonian Institution maintains this site, providing information about the
●CONFLICT WITH NATIVE                 SS.912.A.1.3: Utilize timelines to identify the time sequence    museum. The museum is dedicated to everything about Native Americans.
 AMERICANS                            of historical data.
                                                                                                       On the Trail in Kansas
   o Resistance to White
      Settlement                      SS.912.A.1.4: Analyze how images, symbols, objects,              http://www.kancoll.org/galtrl.htm
   o Sioux Wars                       cartoons, graphs, charts, maps, and artwork may be used to       This Kansas collection site holds several good primary sources with images
   o Custer’s Last Stand              interpret the significance of time periods and events from the   concerning the Oregon Trail and America’s early movement westward.


Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                 8
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                              Course Code: 2100310

                                                                           First Nine Weeks
        Essential Content                               NGSSS-SS Benchmarks                                                             Instructional Tools
    o   Ghost Dance Movement          past.                                                             “California as I Saw It”: First-Person Narratives of California’s Early Years,
    o   Helen Hunt Jackson's A                                                                          1849-190
        Century of Dishonor           SS.912.A.1.5: Evaluate the validity, reliability, bias, and       http://memory.loc.gov/ammem/cbhtml/cbhome.html
    o   The Dawes Act (1887):         authenticity of current events and Internet resources.            This site is part of the American Memory series illustrating the formative era of
        Attempted Assimilation                                                                          California’s history through eyewitness accounts. It covers the Gold Rush, the
                                      SS.912.A.1.6: Use case studies to explore social, political,      interactions of various groups, and settling of the region.
●CLOSING OF THE FRONTIER              legal, and economic relationships in history.
(1890)                                                                                                  Home on the Range/Cowboy Heritage
    o Frederick Jackson Turner’s      SS.912.A.1.7: Describe various socio-cultural aspects of          http://history.cc.ukans.edu/heritage/old_west/cowboy.html
       Frontier Thesis                American life including arts, artifacts, literature, education,   This site tells the history of the cattle trails and towns such as Dodge City, with
    o Oklahoma: the Last Frontier     and publications.                                                 useful texts, links, documents, and maps.

● ECONOMIC CHALLENGES TO              SS.912.G.1.2: Use spatial perspective and appropriate             Suggested Activities:
AMERICAN FARMERS                      geographic terms and tools, including the Six Essential
                                      Elements, as organizational schema to describe any given          Have students create a poster promoting life in the Great Plains (different
    o   Plight of the Farmer          place.                                                            territories by group).
            Low prices
            Foreign competition      SS.912.G.1.3: Employ applicable units of measurement and          Have students create a timeline of events, including: Congressional acts, new
            High mortgage rates      scale to solve simple locational problems using maps and          technologies, and land opportunities that contributed to the westward movement.
            High interest rates      globes.
            High railroad rates                                                                        Have students participate in a simulation of the Oregon Trail. Divide the class
            High insurance costs     SS.912.G.2.1: Identify the physical characteristics and the       into different family wagons. Provide each family with an amount of money to
            High middlemen fees      human characteristics that define and differentiate regions.      buy supplies and/or barter (weapons, wagon wheels, medicine, food, etc…)
                                                                                                        during trip for necessary items along the way. Teacher will intermittently (during
● FARMERS' RESPONSES                  SS.912.G.4.2: Use geographic terms and tools to analyze           class) announce random setbacks to individual families and the caravan as a
                                      the push/pull factors contributing to human migration within      whole (death of oxen, flood, Native American attack, sickness, shortage of food,
    o   The Grange Movement           and among places.                                                 etc…). Winners will reach Oregon!
    o   Farmers’ Alliances
    o   Support for Cheap Paper       SS.912.G.4.3: Use geographic terms and tools to analyze           Have students read Chief Joseph’s speech, “I Will Fight No More Forever.”
        Money: Pro-Silver Forces      the effects of migration both on the place of origin and          Make an inference on how U.S. government policy affected Native Americans.
    o   Rise of the Populist Party    destination, including border areas.
        (the People's Party)                                                                            Have students write a letter as a settler moving west to a family member left
    o   Populist Party Platform:      SS.912.H.1.1: Relate works in the arts (architecture, dance,      behind on their journey and describe their living conditions after reaching their
            Unlimited coinage of     music, theatre, and visual arts) of varying styles and genre      destination.
             silver (16:1)            according to the periods in which they were created.
                                                                                                        Have students formulate a list of national parks in the West and label them on a
                                      SS.912.H.1.3: Relate works in the arts to various cultures.       map of the United States.
           Direct election of U.S.
            senators                  SS.912.H.1.5: Examine the artistic response to social             Have students assume the roles of farmers or railroad owners. Have students
           One-term limit for        issues and new ideas in various cultures.                         write letters to newspapers detailing the farmer’s plight or the opposition to the
            president                                                                                   government regulating railroads.
           Initiative & referendum   SS.912.H.3.1: Analyze the effects of transportation, trade,
           Government ownership      communication, science, and technology on the                     Have students organize a chart that identifies the elements of the Populist Party
            of railroads and          preservation and diffusion of culture.                            platform.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                    9
                                                                   MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                     District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                              Course Code: 2100310

                                                                           First Nine Weeks
        Essential Content                               NGSSS-SS Benchmarks                                                          Instructional Tools
           telegraph                                                                                    Have students organize a class debate on the issue of gold vs. silver.
          Secret ballot              LA.1112.1.6.1: The student will use new vocabulary that is
          Elimination of             introduced and taught directly.                                   Have students create political cartoons that depict and illustrate the influence of
           protective tariff                                                                            the Populist ideology on American political traditions and culture.
          Graduated income tax       LA.1112.1.6.2: The student will listen to, read, and discuss
          Eight-hour work day        familiar and conceptually challenging text.                       PowerPoints:
          Minimum wage                                                                                 The American West (http://tahgrant.dadeschools.net/jan10.asp)
          Immigration restrictions   LA.1112.1.6.3: The student will use context clues to
                                      determine meanings of unfamiliar words.                           Homestead Act (http://tahgrant.dadeschools.net/jan10.asp)
●ELECTION OF 1896: BRYAN VS.
MCKINLEY                              LA.1112.2.2.2: The student will use information from the          Frederick Jackson Turner Document (http://tahgrant.dadeschools.net/jan10.asp)
   o Battle of the Standards          text to answer questions or to state the main idea or provide
                                                                                                        Assessment:
   o Bryan's “Cross of Gold”          relevant details.
      Speech                                                                                            Develop rubrics and share with students for each of the above mentioned
   o Election of McKinley:            LA.1112.2.2.3: The student will organize information to           projects in order to increase opportunities for mastery of content and historical
      Return to the Gold              show understanding or relationships among facts, ideas,           thinking skills. Each project or assignment should be assessed for content
      Standard                        and events (e.g., representing key points within text through     accuracy and skill development in terms of writing and reading comprehension.
                                      charting, mapping, paraphrasing, summarizing, comparing,          ELL:
                                      contrasting, outlining).                                          Use visual depictions of historical events in order to increase ELL students’
                                                                                                        mastery of related content.
                                      LA.1112.6.2.4: The student will understand the importance
                                      of legal and ethical practices, including laws regarding libel,   SPED:
                                      slander, copyright, and plagiarism in the use of mass media       Go the Division of Social Sciences’ website,
                                      and digital sources, know the associated consequences,            http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
                                      and comply with the law.                                          Next Generation Sunshine State Standards” in order to download the PDF of
                                                                                                        Access Points for Students with Cognitive Disabilities related to this particular
                                      LA.1112.6.3.1: The student will distinguish between               grade level.
                                      propaganda and ethical reasoning strategies in print and          State and District Instructional Requirements:
                                      non-print media.                                                  Teachers should be aware that State and District policy requires that all teachers
                                                                                                        K-12 provide instruction to students in the following content areas: African-
                                      MA.912.A.2.1: Create a graph to represent a real-world            American History, Character Education, Hispanic Contributions to the United
                                      situation.                                                        States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
                                                                                                        lesson plans can be downloaded from the Division of Social Sciences and Life
                                      MA.912.A.2.2: Interpret a graph representing a real-world         Skills website, http://socialsciences.dadeschools.net/, under the headings
                                      situation.                                                        “Character Education” and “Multicultural Support Documents.” Please note that
                                                                                                        instruction regarding the aforementioned requirements should take place
                                                                                                        throughout the entire scope of a given social studies course, not only during the
                                                                                                        particular month or day when a particular cultural group is celebrated or
                                                                                                        recognized.




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                  10
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310


Topic 3: INDUSTRIALIZATION (1865-1900)                                                                                                 Pacing: Traditional: 7 Days Block: 3.5 Days


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.)

                                                                                  First Nine Weeks
       Essential Content                                 NGSSS-SS Benchmarks                                                       Instructional Tools
●FACTORS ENCOURAGING                   Content Benchmarks:                                         Core Text Book: TBA
INDUSTRIAL GROWTH IN THE               SS.912.A.3.1: Analyze the economic challenges to
LATE NINETEENTH CENTURY                                                                            Vocabulary/Identification:
                                       American farmers and farmers' responses to these
   o Abundance of Natural              challenges in the mid to late 1800s.                        Bessemer steel process, vertical integration, horizontal integration, Gilded Age,
       Resources & Raw Materials                                                                   political machines, party bosses, trusts, monopoly, patronage, holding company,
   o New Sources of Power              SS.912.A.3.2: Examine the social, political, and economic   robber barons, strikes, injunctions, consolidation, patent, interstate commerce,
   o Growing Population of             causes, course, and consequences of the second Industrial   marketing, investment banking, Mugwumps, graft, captains of industry
       Laborers & Consumers            Revolution that began in the late 19th century. End of
                                                                                                          Technology:
   o Availability of Capital &         Course Exam Benchmark.
                                                                                                          Alexander Graham Bell Family Papers at the Library of Congress
       Investments                     Click on the following link for a detailed lesson plan, reading,
   o Technology & Inventions           instructional materials and pre-post quiz questions to assist      http://memory.loc.gov/ammem/bellhtml/bellhome.html
   o Expanding Markets                 in the instruction of the tested benchmark above:                  Contains papers from 1862 to 1939. Includes a chronology, images, selected
   o Government Policies that          http://socialsciences.dadeschools.net/pdf/socialstudies_less       documents, and interpretive essays about Bell.
       were Pro-Business: High         on_plans/Q1/Social%20Studies%20Lesson%20Plan-
                                                                                                          The Richest Man in the World: Andrew Carnegie
       Tariffs, Land Grants, Loans,    %20SS.012.A.3.2.pdf
       Laissez-Faire Policy                                                                               http://www.pbs.org/wgbh/amex/carnegie/
   o Improved Transportation &         SS.912.A.3.3: Compare the first and second Industrial              American Experience/PBS site provides images and text about Carnegie’s life
       Communications                  Revolutions in the United States.                                  and activities.

●DEVELOPMENTS OF MAJOR                                                                                    John D. Rockefeller and the Standard Oil Company
                                       SS.912.A.3.4: Determine how the development of steel, oil,
INDUSTRIES                             transportation, communication, and business practices              http://www.micheloud.com/FXM/SO/
    o Transportation &                 affected the United States economy.                                This study, with accompanying images by Francois Micheloud, tells of the rise of
       Communications                                                                                     Rockefeller and his mammoth company.
    o Steel                            SS.912.A.3.5: Identify significant inventors of the Industrial
                                                                                                          American Labor History
    o Coal                             Revolution including African Americans and women.
    o Oil & Petroleum                                                                                     http://www.geocities.com/CollegePark/Quad/6460/AmLabHist/index.html
    o Electricity                      SS.912.A.3.6: Analyze changes that occurred as the United          This site takes a general look at the history of labor in America.
    o Meat-Packing                     States shifted from agrarian to an industrial society.
                                                                                                          Labor-Management Conflict in American History
    o Construction of the Florida
       Railroad                        SS.912.A.3.9: Examine causes, course, and consequences             http://www.history.ohio-state.edu/projects/laborconflict/
●RISE OF BIG BUSINESS:                                                     th
                                       of the labor movement in the late 19 and early 20
                                                                                         th               Ohio State University’s site includes primary accounts of some major events in
                                                                                                          the history of the labor management conflict.

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                11
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310

                                                                           First Nine Weeks
     Essential Content                                  NGSSS-SS Benchmarks                                                           Instructional Tools
CORPORATIONS                          centuries.                                                        Suggested Activities:
   o Business Consolidation                                                                             Have students create a web illustrating factors (technological, communication,
         Monopolies                  SS.912.A.3.13: Examine key events and peoples in Florida          growing markets and natural resources) that encouraged the Industrial
         Trusts                      history as they relate to United States history.                  Revolution.
         Holding Companies
         Vertical & Horizontal       Skill Benchmarks:                                                 Have students write an essay arguing which invention or development had the
          Integration                 SS.912.A.1.1: Describe the importance of historiography,          greatest impact on society.
   o Government Regulations:          which includes how historical knowledge is obtained and
     Sherman Anti-Trust Act &         transmitted, when interpreting events in history.                 Have students create a chart that identifies each step in the process of vertical
     the Interstate Commerce                                                                            and horizontal integration.
     Commission                       SS.912.A.1.2: Utilize a variety of primary and secondary
                                      sources to identify author, historical significance, audience,    Have students create an advertisement for a department store catalogue.
●RESULTS OF INDUSTRIAL                and authenticity to understand a historical period.
GROWTH                                                                                                  Have students analyze a political cartoon that offers a positive depiction of a
    o Mass Production: More           SS.912.A.1.3: Utilize timelines to identify the time sequence     “captain of industry” versus a negative depiction of a “robber baron.”
       Efficient Production           of historical data.
       Methods                                                                                          Have students complete a chart by matching dates with inventions and their
           Assembly line             SS.912.A.1.4: Analyze how images, symbols, objects,               inventors.
           Division of labor         cartoons, graphs, charts, maps, and artwork may be used to
           Labor-saving              interpret the significance of time periods and events from the    Have students create a timeline of major inventions and their inventors, including
            machinery                 past.                                                             the contributions of African Americans and women (from 1860-1920). Students
    o New Marketing Techniques:                                                                         should specify how each invention changed the way people lived.
       Advertising & Retailing        SS.912.A.1.5: Evaluate the validity, reliability, bias, and
           Department stores         authenticity of current events and Internet resources.            Have students identify the goals of the Knights of Labor and the American
           Catalogues                                                                                  Federation of Labor. Have students choose an occupation and create a list of
    o Emergence of “Captains of       SS.912.A.1.6: Use case studies to explore social, political,      demands.
       Industry”                      legal, and economic relationships in history.
           Armour, Morris, Swift –                                                                     Have students work in small groups to analyze the various reasons for strikes
                                                                                                                          th
            Meat-packing              SS.912.A.1.7: Describe various socio-cultural aspects of          during the late 19 century and the government’s reaction to labor unrest.
           Carnegie – Steel          American life including arts, artifacts, literature, education,
                                                                                                        Assessment:
           Duke – Tobacco            and publications.
           Mellon – Aluminum                                                                           Develop rubrics and share with students for each of the above mentioned
           Morgan – Finance          SS.912.G.1.2: Use spatial perspective and appropriate             projects in order to increase opportunities for mastery of content and historical
           Rockefeller – Oil         geographic terms and tools, including the Six Essential           thinking skills. Each project or assignment should be assessed for content
           Vanderbilt – Railroads    Elements, as organizational schema to describe any given          accuracy and skill development in terms of writing and reading comprehension.
    o The Gilded Age (1877-           place.                                                            ELL:
       1900): Mark Twain                                                                                Use visual depictions of historical events in order to increase ELL students’
           Political machines,       SS.912.G.1.3: Employ applicable units of measurement and          mastery of related content.
            patronage, city bosses    scale to solve simple locational problems using maps and
           Economic: unequal         globes.                                                           Related Programs:
            distribution of wealth                                                                      Hispanic Heritage Month – September 15 – October 15
           Art & literary trends:    SS.912.G.2.1: Identify the physical characteristics and the       See the Division of Social Sciences Website,
            realism                   human characteristics that define and differentiate regions.      http://socialsciences.dadeschools.net/.
●INVENTIONS
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                 12
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310

                                                                                    First Nine Weeks
        Essential Content                                NGSSS-SS Benchmarks                                                        Instructional Tools
    o   Telephone – Bell               SS.912.G.4.2: Use geographic terms and tools to analyze
                                                                                                     SPED:
    o   Trans-Atlantic Cable – Field   the push/pull factors contributing to human migration within
    o   Elevator – Otis                and among places.                                             Go the Division of Social Sciences’ website,
    o   Incandescent Light bulb,                                                                     http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
        Phonograph – Edison            SS.912.G.4.3: Use geographic terms and tools to analyze       Next Generation Sunshine State Standards” in order to download the PDF of
    o   Sewing Machine – Singer &      the effects of migration both on the place of origin and      Access Points for Students with Cognitive Disabilities related to this particular
        Howe                           destination, including border areas.                          grade level.
    o   Kodak Camera – Eastman                                                                           State and District Instructional Requirements:
    o   Electrified subway system      SS.912.H.1.1: Relate works in the arts (architecture, dance,      Teachers should be aware that State and District policy requires that all teachers
    o   Telegraph – Morse              music, theatre, and visual arts) of varying styles and genre      K-12 provide instruction to students in the following content areas: African-
    o   Cash Register                  according to the periods in which they were created.              American History, Character Education, Hispanic Contributions to the United
    o   Notable African-American &                                                                       States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
        Women Inventors:               SS.912.H.1.3: Relate works in the arts to various cultures.       lesson plans can be downloaded from the Division of Social Sciences and Life
                 Madam C.J.                                                                             Skills website, http://socialsciences.dadeschools.net/, under the headings
                  Walker: hair         SS.912.H.1.5: Examine the artistic response to social             “Character Education” and “Multicultural Support Documents.” Please note that
                  products             issues and new ideas in various cultures.                         instruction regarding the aforementioned requirements should take place
                 Elijah McCoy:                                                                          throughout the entire scope of a given social studies course, not only during the
                  automatic            SS.912.H.3.1: Analyze the effects of transportation, trade,       particular month or day when a particular cultural group is celebrated or
                  lubricator for       communication, science, and technology on the                     recognized.
                  steam engines        preservation and diffusion of culture.
                 Sarah Goode:
                  Cabinet bed; first   LA.1112.1.6.1: The student will use new vocabulary that is
                  African-American     introduced and taught directly.
                  woman to receive
                  a patent             LA.1112.1.6.2: The student will listen to, read, and discuss
                 Charles Brooks:      familiar and conceptually challenging text.
                  street sweeper
                  truck                LA.1112.1.6.3: The student will use context clues to
                 John Burr: rotary    determine meanings of unfamiliar words.
                  blade lawn mower
                 Miriam Benjamin:     LA.1112.2.2.2: The student will use information from the
                  gong and signal      text to answer questions or to state the main idea or provide
                  chair for hotels     relevant details.
                 Sarah Boone:
                  ironing board        LA.1112.2.2.3: The student will organize information to
                                       show understanding or relationships among facts, ideas,
●THE LABOR MOVEMENT                    and events (e.g., representing key points within text through
   o Poor Working Conditions           charting, mapping, paraphrasing, summarizing, comparing,
   o Low Wages and Long                contrasting, outlining).
       Hours
   o Impact on Women and               LA.1112.6.2.4: The student will understand the importance
       Children                        of legal and ethical practices, including laws regarding libel,
   o Powderly & the Knights of         slander, copyright, and plagiarism in the use of mass media
       Labor                           and digital sources, know the associated consequences,
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                13
                                                               MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                 District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                             Course Code: 2100310

                                                                       First Nine Weeks
        Essential Content                           NGSSS-SS Benchmarks                                  Instructional Tools
    o   Gompers & the American     and comply with the law.
        Federation of Labor
                                   LA.1112.6.3.1: The student will distinguish between
●LABOR UNREST                      propaganda and ethical reasoning strategies in print and
   o Perception of Labor           non-print media.
      Movement as Radicalism
   o Railroad Strike (1877)        MA.912.A.2.1: Create a graph to represent a real-world
   o Haymarket Square (1886)       situation.
   o Homestead Steel Act
      (1892)                       MA.912.A.2.2: Interpret a graph representing a real-world
   o Pullman Strike (1894)         situation.

●COMPARISON OF THE FIRST &
SECOND INDUSTRIAL
REVOLUTIONS




Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                            14
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310


Topic 4: URBANIZATION (1880-1920)                                                                                                     Pacing: Traditional: 6 Days Block: 3 Days


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.)

                                                                                   First Nine Weeks
        Essential Content                               NGSSS-SS Benchmarks                                                            Instructional Tools
                                       Content Benchmarks:                                              Core Text Book: TBA
●FACTORS CONTRIBUTING TO
                                       SS.912.A.3.8: Examine the importance of social change
URBANIZATION IN THE LATE                                                                                Vocabulary/Identification:
                                       and reform in the late 19th and early 20th centuries (class
NINETEENTH CENTURY                     system, migration from farms to cities, Social Gospel            Urbanization, municipalities, tenements, skyscraper, settlement houses, Social
   o Population Growth                 Movement, role of settlement houses and churches in              Gospel, Gospel of Wealth, Social Darwinism, "Rags-to-Riches" Myth, suburbs
   o Job Opportunities                 providing services to the poor).                                                               Social Gospel movement, role of settlement houses and c
   o Rural to Urban Migration                                                                           Technology:
   o Immigration: the                  SS.912.A.3.6: Analyze changes that occurred as the United
                                                                                                        The American Experience: America 1900
      Americanization Movement         States shifted from agrarian to an industrial society            http://www.pbs.org/wgbh/amex/1900/
                                                                                                        Companion to the PBS documentary, this site includes audio clips of respected
●CHARACTERISTICS                       SS.912.A.3.10: Review different economic and philosophic         historians on the economics, politics, and culture of 1900, a primary source
   o Skyscrapers                       ideologies.                                                      database, a timeline of the year, downloadable software to compile a family tree,
   o Electric Elevators                                                                                 and other materials.
   o Steel Bridges and Buildings       Skill Benchmarks:
   o Streetcars                        SS.912.A.1.1: Describe the importance of historiography,
                                                                                                        Touring Turn-of-the-Century America: Photographs from the Detroit
   o Subways                           which includes how historical knowledge is obtained and
                                                                                                        Publishing Company, 1880-1920
   o New Trends in Architecture        transmitted, when interpreting events in history.                http://memory.loc.gov/ammem/detroit/dethome.html
                                                                                                        This Library of Congress collection has thousands of photographs from turn-of-
●PROBLEMS AS A RESULT OF               SS.912.A.1.2: Utilize a variety of primary and secondary         the-century America.
URBANIZATION                           sources to identify author, historical significance, audience,
   o Overcrowding                      and authenticity to understand a historical period.
                                                                                                        Jane Addams Hull-House Museum
   o Crime                                                                                              http://www.uic.edu/jaddams/hull/hull_house.html
   o Disease                           SS.912.A.1.3: Utilize timelines to identify the time sequence    This site offers information on Addams, her settlement house programs, and the
   o Poverty                           of historical data.                                              neighborhoods they served.
   o Pollution
   o Lack of Municipal Services:       SS.912.A.1.4: Analyze how images, symbols, objects,
                                                                                                        Suggested Activities:
      Housing (slums and               cartoons, graphs, charts, maps, and artwork may be used to       Have students create a flow chart listing factors that contributed to rapid
      tenements), Transportation,      interpret the significance of time periods and events from the   urbanization in the second half of the nineteenth century.
      Sanitation, Schools, Fire,       past.
      Police, & Water Supply           SS.912.A.1.5: Evaluate the validity, reliability, bias, and      Have students create a poster showing both positive and negative
                                       authenticity of current events and Internet resources.           characteristics of a city.
●SOCIAL GOSPEL MOVEMENT

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                  15
                                                                     MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                       District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                              Course Code: 2100310

                                                                                   First Nine Weeks
        Essential Content                              NGSSS-SS Benchmarks                                                        Instructional Tools
    o   Christian Obligation to Help   SS.912.A.1.6: Use case studies to explore social, political, Have students create a spider map listing problems as a result of urbanization
        the Poor                       legal, and economic relationships in history.                and attempts that were made to solve each problem.

●SETTLEMENT HOUSES                     SS.912.A.1.7: Describe various socio-cultural aspects of          Have students create a visual depicting the social services offered to the urban
   o Jane Addams & Hull House          American life including arts, artifacts, literature, education,   poor by settlement houses.
                                       and publications.
●GOSPEL OF WEALTH                                                                                        Have students create a skit or poem describing urban life in the latter part of the
   o Carnegie & Philanthropy           SS.912.G.1.2: Use spatial perspective and appropriate             nineteenth century.
                                       geographic terms and tools, including the Six Essential
                                                                                                         Assessment:
                                       Elements, as organizational schema to describe any given
●SOCIAL DARWINISM                      place.                                                            Develop rubrics and share with students for each of the above mentioned
   o Herbert Spencer &                                                                                   projects in order to increase opportunities for mastery of content and historical
      "Survival of the Fittest"        SS.912.G.1.3: Employ applicable units of measurement and          thinking skills. Each project or assignment should be assessed for content
   o William Graham Sumner:            scale to solve simple locational problems using maps and          accuracy and skill development in terms of writing and reading comprehension.
      the Futility of Reform           globes.                                                           ELL:
                                                                                                         Use visual depictions of historical events in order to increase ELL students’
                                       SS.912.G.2.1: Identify the physical characteristics and the       mastery of related content.
                                       human characteristics that define and differentiate regions.
                                                                                                         SPED:
                                       SS.912.G.4.2: Use geographic terms and tools to analyze           Go the Division of Social Sciences’ website,
                                       the push/pull factors contributing to human migration within      http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
                                       and among places.                                                 Next Generation Sunshine State Standards” in order to download the PDF of
                                                                                                         Access Points for Students with Cognitive Disabilities related to this particular
                                       SS.912.G.4.3: Use geographic terms and tools to analyze           grade level.
                                       the effects of migration both on the place of origin and          State and District Instructional Requirements:
                                       destination, including border areas.                              Teachers should be aware that State and District policy requires that all teachers
                                                                                                         K-12 provide instruction to students in the following content areas: African-
                                       SS.912.H.1.1: Relate works in the arts (architecture, dance,      American History, Character Education, Hispanic Contributions to the United
                                       music, theatre, and visual arts) of varying styles and genre      States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
                                       according to the periods in which they were created.              lesson plans can be downloaded from the Division of Social Sciences and Life
                                                                                                         Skills website, http://socialsciences.dadeschools.net/, under the headings
                                       SS.912.H.1.3: Relate works in the arts to various cultures.       “Character Education” and “Multicultural Support Documents.” Please note that
                                                                                                         instruction regarding the aforementioned requirements should take place
                                       SS.912.H.1.5: Examine the artistic response to social             throughout the entire scope of a given social studies course, not only during the
                                       issues and new ideas in various cultures.                         particular month or day when a particular cultural group is celebrated or
                                                                                                         recognized.
                                       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
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                  16
                                                                MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                  District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                              Course Code: 2100310

                                                                               First Nine Weeks
        Essential Content                           NGSSS-SS Benchmarks                                   Instructional Tools
                                   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
                                   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                                                             17
                                                                    MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                      District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                             Course Code: 2100310


Topic 5: IMMIGRATION (1880-1920)                                                                                                      Pacing: Traditional: 8 Days Block: 4 Days


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.)

                                                                                   First Nine Weeks
       Essential Content                                NGSSS-SS Benchmarks                                                             Instructional Tools
●IMMIGRATION                           Content Benchmarks:
                                                                                                         Core Text Book: TBA
   o Push vs. Pull Factors             SS.912.A.3.7: Compare the experience of European
   o Sources and Numbers               immigrants in the east to that of Asian immigrants in the         Vocabulary/Identification:
   o Old vs. New Immigration           west (the Chinese Exclusion Act, Gentlemen's Agreement            Old vs. new immigrants, tenements, party bosses, political machines, nativism,
   o Americans’ Reaction to            with Japan).                                                      melting pot, Ellis Island, push factors, pull factors, xenophobia, political
       Immigration                                                                                       machines, WASP's
          Initial acceptance of       SS.912.A.3.8: Examine the importance of social change and
           immigrants: "men of         reform in the late 19th and early 20th centuries (class           Technology:
           special ability" & need     system, migration from farms to cities)                           The American Experience: America 1900
           for workers                                                                                   http://www.pbs.org/wgbh/amex/1900/
          Nativism & xenophobia       SS.912.A.3.11: Analyze the impact of political machines in        Companion to the PBS documentary, this site includes audio clips of respected
          Riots against Asian         United States cities in the late 19th and early 20th centuries.   historians on the economics, politics, and culture of 1900, a primary source
           immigrants in the West                                                                        database, a timeline of the year, downloadable software to compile a family tree,
          Discrimination              Skill Benchmarks:                                                 and other materials.
          Immigration Restriction     SS.912.A.1.1: Describe the importance of historiography,
           League                      which includes how historical knowledge is obtained and           Suggested Activities:
   o U.S. Government Begins to         transmitted, when interpreting events in history.                 Have students compare the “old” and “new” immigrants and Americans’
       Restrict Immigration                                                                              reactions to each.
                Chinese Exclusion     SS.912.A.1.2: Utilize a variety of primary and secondary
                 Act (1882)            sources to identify author, historical significance, audience,    Have students create a pamphlet for immigrants arriving at Ellis/Angel Island.
                Gentleman’s           and authenticity to understand a historical period.               Include tips for the journey and arrival.
                 Agreement (1907)
                Quota System          SS.912.A.1.3: Utilize timelines to identify the time sequence     Have students construct a line graph tracing the history of immigration to the
                 (1924)                of historical data.                                               U.S. from 1865 to 1925. Include region of origin and numbers for each major
                                                                                                         immigrant group.
                                       SS.912.A.1.4: Analyze how images, symbols, objects,
                                       cartoons, graphs, charts, maps, and artwork may be used to        Have students read the poem “The New Colossus” by Emma Lazarus. In a
                                       interpret the significance of time periods and events from the    paragraph, students will identify the occasion and the audience.
                                       past.
                                                                                                         Have students work in small groups to research the “new” immigrant groups.
                                       SS.912.A.1.5: Evaluate the validity, reliability, bias, and

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                                 18
                                                               MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                 District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                                                        Course Code: 2100310

                                                                                   First Nine Weeks
        Essential Content                            NGSSS-SS Benchmarks                                                            Instructional Tools
                                   authenticity of current events and Internet resources.           Have students share findings with the class, including why the immigrants came
                                                                                                    to the U.S., where they settled, what type of jobs they had and lasting
                                   SS.912.A.1.6: Use case studies to explore social, political,     contributions to American society.
                                   legal, and economic relationships in history.
                                                                                                    Assessment:
                                   SS.912.A.1.7: Describe various socio-cultural aspects of         Develop rubrics and share with students for each of the above mentioned
                                   American life including arts, artifacts, literature, education,  projects in order to increase opportunities for mastery of content and historical
                                   and publications.                                                thinking skills. Each project or assignment should be assessed for content
                                                                                                    accuracy and skill development in terms of writing and reading comprehension.
                                   SS.912.G.1.2: Use spatial perspective and appropriate           ELL:
                                   geographic terms and tools, including the Six Essential         Use visual depictions of historical events in order to increase ELL students’
                                   Elements, as organizational schema to describe any given        mastery of related content.
                                   place.
                                                                                                   SPED:
                                   SS.912.G.1.3: Employ applicable units of measurement and        Go the Division of Social Sciences’ website,
                                   scale to solve simple locational problems using maps and        http://socialsciences.dadeschools.net/ and look under “Curricular Documents,”
                                   globes.                                                         Next Generation Sunshine State Standards” in order to download the PDF of
                                                                                                   Access Points for Students with Cognitive Disabilities related to this particular
                                   SS.912.G.2.1: Identify the physical characteristics and the     grade level.
                                   human characteristics that define and differentiate regions.
                                                                                                   State and District Instructional Requirements:
                                   SS.912.G.4.2: Use geographic terms and tools to analyze
                                                                                                   Teachers should be aware that State and District policy requires that all teachers
                                   the push/pull factors contributing to human migration within
                                                                                                   K-12 provide instruction to students in the following content areas: African-
                                   and among places.
                                                                                                   American History, Character Education, Hispanic Contributions to the United
                                                                                                   States, Holocaust Education, and Women’s Contributions to the U.S. Detailed
                                   SS.912.G.4.3: Use geographic terms and tools to analyze
                                                                                                   lesson plans can be downloaded from the Division of Social Sciences and Life
                                   the effects of migration both on the place of origin and
                                                                                                   Skills website, http://socialsciences.dadeschools.net/, under the headings
                                   destination, including border areas.
                                                                                                   “Character Education” and “Multicultural Support Documents.” Please note that
                                                                                                   instruction regarding the aforementioned requirements should take place
                                   SS.912.H.1.1: Relate works in the arts (architecture, dance,
                                                                                                   throughout the entire scope of a given social studies course, not only during the
                                   music, theatre, and visual arts) of varying styles and genre
                                                                                                   particular month or day when a particular cultural group is celebrated or
                                   according to the periods in which they were created.
                                                                                                   recognized.
                                   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.
Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide                                                                                            19
                                                                MIAMI-DADE COUNTY PUBLIC SCHOOLS
                                                                  District Pacing Guide- Social Studies
GRADE LEVEL OR COURSE TITLE: United States History                                                                              Course Code: 2100310

                                                                        First Nine Weeks
        Essential Content                            NGSSS-SS Benchmarks                                  Instructional Tools

                                   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
                                   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                                                             20

								
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