BIG IDEA #2:
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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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.
• NOTE: Content benchmarks that are highlighted in red are benchmarks that are tested on the End of Course Exam for U.S. History- 11th 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).
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:
National Council for the Social Studies:
America: A History of Intersections:
Best of History Website:
Federal Resources for Education Excellence (Primary Documents):
Graphic Organizers (ARTIST & SPEECH):
History Channel:
History On-Line:
The Last Word:
The Miami Herald:
MSNBC Daryl Cagle’s Political Cartoonists Index:
National Archives:
The Newseum:
New York Times:
PowerPoint Website:
Public Broadcasting Service: and
Smithsonian Education:
Teaching American History:
U.S. Library of Congress:
The Washington Times:
Websites for Research:
White Out Strategy:
|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 Civil War.End of | |
|Fundamental Economic Differences Between the |Course Exam Benchmark |Vocabulary/Identification: |
|North and the South |Click on the following link for a detailed lesson plan, reading, |Popular sovereignty, free soil, underground railroad, confederacy, blockade, cotton diplomacy, |
|Sectional Differences Over the Bank, |instructional materials and pre-post quiz questions to assist in the |habeas corpus, conscription, Copperheads, Black Codes, impeachment, Carpetbaggers, Scalawags, |
|Protective Tariffs, Internal Improvements, & |instruction of the tested benchmark above: |Reconstruction, Radical Republicans, KKK, home rule, New South, Jim Crow, sharecropping, tenant |
|the Extension of Slavery into New Territories |, poll taxes, grandfather clause, literacy tests, amnesty, freedmen, "Solid South" |
|States’ Rights, Nullification, Secession vs. |cial%20Studies%20Lesson%20Plan%20-%20SS.912.A.2.1.pdf | |
|National Theory | |Technology: |
|Compromise of 1820 (Missouri Compromise) |SS.912.A.2.2: Assess the influence of significant people or groups on |John Brown Trial Links |
|The Wilmot Proviso (1846) |Reconstruction. | |
|Compromise of 1850 (Popular Sovereignty, | |For information about the trial of John Brown, this site provides a list of excellent links. |
|Fugitive Slave Law) |SS.912.A.2.3: Describe the issues that divided Republicans during the | |
|Publication of Uncle Tom’s Cabin |early Reconstruction era. |Abraham Lincoln and Slavery |
|Kansas-Nebraska Act (1854): "Bleeding Kansas" | | |
|Formation of the Republican Party |SS.912.A.2.4: Distinguish the freedoms guaranteed to African Americans |This site discusses Lincoln’s views and actions concerning slavery , especially the |
|Lecompton Constitution |and other groups with the 13th, 14th, and 15th Amendments to the |Lincoln-Douglas Debates. |
|Dred Scott vs. Sandford (1857) |Constitution. | |
|Abolitionist Movement: Frederick Douglass, | |Bleeding Kansas |
|William Lloyd Garrison, Harriet Tubman |SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African | |
|Lincoln-Douglas Debates |Americans and other racial/ethnic minority groups. |Contemporary and later accounts of America’s rehearsal for the Civil War comprise this University |
|John Brown’s Raid at Harper’s Ferry | |of Kansas site. |
|Election of 1860: Abraham Lincoln |SS.912.A.2.6: Compare the effects of the Black Codes and the Nadir on | |
|Secession Crisis |freed people, and analyze the sharecropping system and debt peonage as |The Compromise of 1850 and the Fugitive Slave Act |
|South Carolina’s Ordinance of Secession |practiced. in the United States. | |
|States seceding after Lincoln’s inauguration | |From the series on Africans in America, an analysis of the Compromise of 1850 and of the effects |
|vs. states seceding After Fort Sumter |SS.912.A.2.7: Review the Native American experience. |of the Fugitive Slave Act on black Americans. |
|Florida secedes and joins the Confederacy |Skill Benchmarks: | |
| |SS.912.A.1.1: Describe the importance of historiography, which includes |The 1850s: An Increasingly Divided Union |
|●THE CIVIL WAR (1861-1865) |how historical knowledge is obtained and transmitted, when interpreting | |
|Formation of the Confederacy: Jefferson Davis |events in history. |A tutorial skills development site focusing on the events in the 1850s leading to the Civil War; |
|Inauguration of Lincoln | |from MMTS, the Multi-Media Thinking Skills project. |
|Advantages & Disadvantages: North vs. South |SS.912.A.1.2: Utilize a variety of primary and secondary sources to | |
|Mobilization: Conscription and Funding |identify author, historical significance, audience, and authenticity to |Words and Deeds in American History |
|The Anaconda Plan |understand a historical period. | |
|Diplomacy: the Trent Affair, the Alabama |SS.912.A.1.3: Utilize timelines to identify the time sequence of |A Library of Congress site containing links to Frederick Douglass; the Compromise of 1850; |
|Claims, the Maximilian Affair |historical data. |speeches by John C. Calhoun, Daniel Webster, and Henry Clay; and other topics from the Civil War |
|Lincoln as War-Time President | |era. |
|First inaugural address |SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, | |
|Civil liberties: Suspension of habeas corpus |charts, maps, and artwork may be used to interpret the significance of |The American Civil War Homepage |
|Martial law |time periods and events from the past. | |
|Copperheads & draft riots | |This site has a great collection of hypertext links to the most useful identified electronic files|
|Emancipation Proclamation |SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity |about the American Civil War. |
|Gettysburg Address |of current events and Internet resources. | |
|Role of Women and African Americans | |Abraham Lincoln Association |
|The Impact of the Civil War on Native |SS.912.A.1.6: Use case studies to explore social, political, legal, and | |
|Americans |economic relationships in history. |This site allows the search of digital versions of Lincoln’s papers. |
|Main Events of the War | | |
|Blockade of the South: the Monitor vs. the |SS.912.A.1.7: Describe various socio-cultural aspects of American life |U.S. Civil War Center |
|Merrimac |including arts, artifacts, literature, education, and publications. | |
|Control of the Mississippi: Battle of | |This is a site whose mission is to “locate, index, and/or make available all appropriate private |
|Vicksburg |SS.912.G.1.2: Use spatial perspective and appropriate geographic terms |and public data regarding the Civil War and to promote the study of the Civil War from the |
|The War in the East |and tools, including the Six Essential Elements, as organizational schema |perspectives of all professions, occupations, and academic disciplines.” |
|Battle of Bull Run |to describe any given place. | |
|Battle of Antietam | |History of African-Americans in the Civil War |
|Battle of Gettysburg |SS.912.G.1.3: Employ applicable units of measurement and scale to solve | |
|Florida: Battles |simple locational problems using maps and globes. |This National Park Service site explores the history of the United States African- American |
|Grant Takes Charge of Richmond Campaign | |Troops. |
|Sherman’s March to the Sea |SS.912.G.2.1: Identify the physical characteristics and the human | |
|End of the War: Union Victory and Lee’s |characteristics that define and differentiate regions. |Civil War Women |
|Surrender at Appomattox Courthouse | | |
|Election of 1864 |SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull |This site includes original documents, links, and biographical information about several women and|
|Assassination of Lincoln |factors contributing to human migration within and among places. |their lives during the Civil War. |
| | | |
|●CONSEQUENCES |SS.912.G.4.3: Use geographic terms and tools to analyze the effects of |Assassination of President Abraham Lincoln |
|Supremacy of the Federal Government |migration both on the place of origin and destination, including border | |
|Established: Threat of Secession Ended |areas. |Part of the American Memory series with introduction, timeline, and gallery. |
|Impact on the Economies of North and South | | |
|Casualties and Financial Losses |SS.912.H.1.1: Relate works in the arts (architecture, dance, music, |Selected Civil War Photographs |
|Total War |theatre, and visual arts) of varying styles and genre according to the | |
|Slavery Abolished: Thirteenth Amendment |periods in which they were created. |The Library of Congress site with more than 1,000 photographs, many from Matthew Brady. |
| | | |
|●RECONSTRUCTION (1865-1877) |SS.912.H.1.3: Relate works in the arts to various cultures. |A Timeline of the Civil War |
|Problems of Reconstruction | | |
|Treatment of the southern states |SS.912.H.1.5: Examine the artistic response to social issues and new |A complete timeline of the Civil War, well illustrated with photographs. |
|Terms for readmission of southern states |ideas in various cultures. | |
|Treatment of former Confederates and status of| |National Civil War Association |
|former slaves |SS.912.H.3.1: Analyze the effects of transportation, trade, | |
|Lincoln’s Reconstruction Plan (Ten Percent |communication, science, and technology on the preservation and diffusion |One of many Civil War reenactment organizations in the United States. |
|Plan) vs. Congressional Plan for |of culture. | |
|Reconstruction (Wade- Davis Bill) | |Images of African-Americans from the Nineteenth Century |
|Johnson Becomes President (1865); Adopts |LA.1112.1.6.1: The student will use new vocabulary that is introduced and| |
|Lincoln’s Plan for Reconstruction |taught directly. |The New York Public Library-Schomburg Center for Research and Black Culture site contains numerous|
|Southern Legislatures Enact Black Codes | |visuals. |
|Congress Rejects Johnson’s Program: Radical |LA.1112.1.6.2: The student will listen to, read, and discuss familiar and| |
|Republicans Take Control of Reconstruction |conceptually challenging text. |Freedmen and Southern Society Project (University of Maryland – College Park) |
|Freedman’s Bureau Act (1866) | | |
|Fourteenth Amendment (1866) |LA.1112.1.6.3: The student will use context clues to determine meanings |This site contains a chronology and sample documents from several print collections or primary |
|The Civil Rights Act (1866) |of unfamiliar words. |sources about emancipation and freedom in the 1860s. |
|Reconstruction Act of 1867: South divided into| | |
|five military districts |LA.1112.2.2.2: The student will use information from the text to answer |History of the Suffrage Movement |
|Republican Control of the South: Carpetbaggers|questions or to state the main idea or provide relevant details. | |
|and Scalawags | |This site includes a chronology, important texts relating to women’s suffrage, and biographical |
|Readmission of Southern States: Ratification |LA.1112.2.2.3: The student will organize information to show |information about Susan B. Anthony and Elizabeth Cady Stanton. |
|of Fourteenth and Fifteenth Amendments |understanding or relationships among facts, ideas, and events (e.g., | |
|Impeachment of Johnson (1868): Tenure of |representing key points within text through charting, mapping, |Suggested Activities: |
|Office Act |paraphrasing, summarizing, comparing, contrasting, outlining). |Have students create a chart comparing sectionalism in the North, the South, and the West, which |
|Election of Grant | |includes the following components: the tariff, the bank, internal improvements, immigration, and |
|Political and financial scandals |LA.1112.6.2.4: The student will understand the importance of legal and |extension of slavery. |
|White Southern Democrats Gain Control of the |ethical practices, including laws regarding libel, slander, copyright, and| |
|South |plagiarism in the use of mass media and digital sources, know the |Have students re-trace the routes of the Underground Railroad on a map. |
|White supremacy |associated consequences, and comply with the law. | |
|Ku Klux Klan | |Have students create a journal from the perspective of a Union soldier or a Confederate soldier. |
|Grant’s Force Acts to combat the KKK |LA.1112.6.3.1: The student will distinguish between propaganda and | |
|The End of Reconstruction |ethical reasoning strategies in print and non-print media. |Have students write a short editorial, either supporting or opposing the Emancipation |
|Election of 1876: Hayes vs. Tilden | |Proclamation. |
|Compromise of 1877: home rule (federal troops |MA.912.A.2.1: Create a graph to represent a real-world situation. | |
|removed from southern states) | |Have students create a multiple-effects chart depicting the political, economic, and social |
|Status of Southern Blacks |MA.912.A.2.2: Interpret a graph representing a real-world situation. |consequences of the Civil War. |
|Jim Crow laws: segregation | | |
|Grandfather clauses, poll taxes, & literacy | |Have students create a timeline illustrating major events, causes, the course, and the |
|tests | |consequences of the Civil War. |
|Plessy vs. Ferguson (1896) | | |
|New South | |Have students create a chart comparing and contrasting the President’s plan for Reconstruction |
|"Solid South" | |(the 10% Plan) with the Congressional plan. |
|Diversification of agriculture | |Have students create a newspaper headline from the perspective of the North and the South |
|Sharecropping & tenant farmers | |reflecting public opinion on the assassination of President Lincoln. |
|Industrialization | | |
| | |Have students imagine that they are an African American sharecropper, a carpetbagger, and a White |
| | |Southern Democrat. Write a paragraph for each supporting their position on Reconstruction. |
| | | |
| | |Have students create a newspaper that reflects events, people, and issues of the Civil War from |
| | |the perspective of the Union and of the Confederacy. |
| | | |
| | |PowerPoints: |
| | |Election of 1860 () |
| | | |
| | |1860 Republican Party Platform () |
| | | |
| | |Democratic Party Platform () |
| | | |
| | |Constitutional Party Platform () |
| | | |
| | |Letter to John Breckinridge () |
| | | |
| | |Causes of the American Civil War () |
| | | |
| | |Causes of the Civil War Using Primary Sources () |
| | | |
| | |The Civil War Part I () |
| | | |
| | |The Civil War Part II () |
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| | |The End of the Civil War () |
| | |Assessment: |
| | |Develop rubrics and share with students for each of the above mentioned projects in order to |
| | |increase opportunities for mastery of content and historical thinking skills. Each project or |
| | |assignment should be assessed for content accuracy and skill development in terms of writing and |
| | |reading comprehension. |
| | |ELL: |
| | |Use visual depictions of historical events in order to increase ELL students’ mastery of related |
| | |content. |
| | | |
| | |Related Programs: |
| | |Celebrate Freedom Week – September |
| | |See the Division of Social Sciences Website, . |
| | |SPED: |
| | |Go the Division of Social Sciences’ website, and look under|
| | |“Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of |
| | |Access Points for Students with Cognitive Disabilities related to this particular grade level. |
| | |State and District Instructional Requirements: |
| | |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-American History, Character |
| | |Education, Hispanic Contributions to the United 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 Skills website, , under the headings |
| | |“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. |
|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 |
|Trade with Far East |SS.912.A.2.7: Review the Native American experience. |Vocabulary/Identification: |
|Cheap Land | |Great Plains, longhorns, Forty-Niners, gold rush, assimilation, open range, barbed wire, placer |
|Farming & Ranching |SS.912.A.3.1: Analyze the economic challenges to American farmers and |mining, dry farming, cowboys, frontier thesis, bonanza farms, Wounded Knee, prospectors, |
|Mineral Resources |farmers’ responses to the challenges in the mid to late 1800s. End of |exodusters, speculator, sod, long drive, Chisholm Trail, Ghost Dance, range wars, the Grange, |
|Government Promotion of Settlement: Incentives|Course Exam Benchmark. |populism, Battle of Standards, Overland Trail, bi-metalism, homesteaders, sooners, boomers |
| |Click on the following link for a detailed lesson plan, reading, | |
|●FACTORS CONTRIBUTING TO SETTLEMENT |instructional materials and pre-post quiz questions to assist in the |Technology: |
|Mining Frontier: Gold Rush, Forty-Niners, |instruction of the tested benchmark above: |Indian Affairs: Laws and Treaties, compiled and edited by Charles J. |
|Prospecting | (1904) |
|Cattle Ranching |cial%20Studies%20Lesson%20Plan-SS.912.A.3.1.pdf | |
|Cowboys: Myth vs. Reality |SS.912.A.3.6: Analyze changes that occurred as the United States shifted |This digitized text at Oklahoma State University includes pre-removal treaties with the five |
|Long Drive |from agrarian to an industrial society. |civilized tribes and other tribes. |
|Range Wars | | |
|Farming Frontier: the Great Plains |Skill Benchmarks: |Native American Documents Project |
|Transcontinental Railroad |SS.912.A.1.1: Describe the importance of historiography, which includes | |
|Incentives: loans, land grants, and right of |how historical knowledge is obtained and transmitted, when interpreting |California State University at San Marcos has several digital documents relating to Native |
|way |events in history. |Americans on this site. |
|Homestead Act (1862) | | |
| |SS.912.A.1.2: Utilize a variety of primary and secondary sources to |National Museum of the American Indian |
|●CONFLICT WITH NATIVE |identify author, historical significance, audience, and authenticity to | |
|AMERICANS |understand a historical period. |The Smithsonian Institution maintains this site, providing information about the museum. The |
|Resistance to White Settlement | |museum is dedicated to everything about Native Americans. |
|Sioux Wars |SS.912.A.1.3: Utilize timelines to identify the time sequence of | |
|Custer’s Last Stand |historical data. |On the Trail in Kansas |
|Ghost Dance Movement | | |
|Helen Hunt Jackson's A Century of Dishonor |SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, |This Kansas collection site holds several good primary sources with images concerning the Oregon |
|The Dawes Act (1887): Attempted Assimilation |charts, maps, and artwork may be used to interpret the significance of |Trail and America’s early movement westward. |
| |time periods and events from the past. | |
|●CLOSING OF THE FRONTIER (1890) | |“California as I Saw It”: First-Person Narratives of California’s Early Years, 1849-190 |
|Frederick Jackson Turner’s Frontier Thesis |SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity | |
|Oklahoma: the Last Frontier |of current events and Internet resources. |This site is part of the American Memory series illustrating the formative era of California’s |
| | |history through eyewitness accounts. It covers the Gold Rush, the interactions of various groups,|
|● ECONOMIC CHALLENGES TO AMERICAN FARMERS |SS.912.A.1.6: Use case studies to explore social, political, legal, and |and settling of the region. |
| |economic relationships in history. | |
|Plight of the Farmer | |Home on the Range/Cowboy Heritage |
|Low prices |SS.912.A.1.7: Describe various socio-cultural aspects of American life | |
|Foreign competition |including arts, artifacts, literature, education, |This site tells the history of the cattle trails and towns such as Dodge City, with useful texts, |
|High mortgage rates |and publications. |links, documents, and maps. |
|High interest rates | | |
|High railroad rates |SS.912.G.1.2: Use spatial perspective and appropriate geographic terms |Suggested Activities: |
|High insurance costs |and tools, including the Six Essential Elements, as organizational schema | |
|High middlemen fees |to describe any given place. |Have students create a poster promoting life in the Great Plains (different territories by group).|
| | | |
|● FARMERS' RESPONSES |SS.912.G.1.3: Employ applicable units of measurement and scale to solve |Have students create a timeline of events, including: Congressional acts, new technologies, and |
| |simple locational problems using maps and globes. |land opportunities that contributed to the westward movement. |
|The Grange Movement | | |
|Farmers’ Alliances |SS.912.G.2.1: Identify the physical characteristics and the human |Have students participate in a simulation of the Oregon Trail. Divide the class into different |
|Support for Cheap Paper Money: Pro-Silver |characteristics that define and differentiate regions. |family wagons. Provide each family with an amount of money to buy supplies and/or barter (weapons,|
|Forces | |wagon wheels, medicine, food, etc…) during trip for necessary items along the way. Teacher will |
|Rise of the Populist Party (the People's |SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull |intermittently (during class) announce random setbacks to individual families and the caravan as a|
|Party) |factors contributing to human migration within and among places. |whole (death of oxen, flood, Native American attack, sickness, shortage of food, etc…). Winners |
|Populist Party Platform: | |will reach Oregon! |
|Unlimited coinage of silver (16:1) |SS.912.G.4.3: Use geographic terms and tools to analyze the effects of | |
| |migration both on the place of origin and destination, including border |Have students read Chief Joseph’s speech, “I Will Fight No More Forever.” Make an inference on |
| |areas. |how U.S. government policy affected Native Americans. |
|Direct election of U.S. senators | | |
|One-term limit for president |SS.912.H.1.1: Relate works in the arts (architecture, dance, music, |Have students write a letter as a settler moving west to a family member left behind on their |
|Initiative & referendum |theatre, and visual arts) of varying styles and genre according to the |journey and describe their living conditions after reaching their destination. |
|Government ownership of railroads and |periods in which they were created. | |
|telegraph | |Have students formulate a list of national parks in the West and label them on a map of the United|
|Secret ballot |SS.912.H.1.3: Relate works in the arts to various cultures. |States. |
|Elimination of protective tariff | | |
|Graduated income tax |SS.912.H.1.5: Examine the artistic response to social issues and new |Have students assume the roles of farmers or railroad owners. Have students write letters to |
|Eight-hour work day |ideas in various cultures. |newspapers detailing the farmer’s plight or the opposition to the government regulating railroads.|
|Minimum wage | | |
|Immigration restrictions |SS.912.H.3.1: Analyze the effects of transportation, trade, |Have students organize a chart that identifies the elements of the Populist Party platform. |
| |communication, science, and technology on the preservation and diffusion |Have students organize a class debate on the issue of gold vs. silver. |
|●ELECTION OF 1896: BRYAN VS. MCKINLEY |of culture. | |
|Battle of the Standards | |Have students create political cartoons that depict and illustrate the influence of the Populist |
|Bryan's “Cross of Gold” Speech |LA.1112.1.6.1: The student will use new vocabulary that is introduced and|ideology on American political traditions and culture. |
|Election of McKinley: Return to the Gold |taught directly. | |
|Standard | |PowerPoints: |
| |LA.1112.1.6.2: The student will listen to, read, and discuss familiar and|The American West () |
| |conceptually challenging text. | |
| | |Homestead Act () |
| |LA.1112.1.6.3: The student will use context clues to determine meanings | |
| |of unfamiliar words. |Frederick Jackson Turner Document () |
| | |Assessment: |
| |LA.1112.2.2.2: The student will use information from the text to answer |Develop rubrics and share with students for each of the above mentioned projects in order to |
| |questions or to state the main idea or provide relevant details. |increase opportunities for mastery of content and historical thinking skills. Each project or |
| | |assignment should be assessed for content accuracy and skill development in terms of writing and |
| |LA.1112.2.2.3: The student will organize information to show |reading comprehension. |
| |understanding or relationships among facts, ideas, and events (e.g., |ELL: |
| |representing key points within text through charting, mapping, |Use visual depictions of historical events in order to increase ELL students’ mastery of related |
| |paraphrasing, summarizing, comparing, contrasting, outlining). |content. |
| | |SPED: |
| |LA.1112.6.2.4: The student will understand the importance of legal and |Go the Division of Social Sciences’ website, and look under|
| |ethical practices, including laws regarding libel, slander, copyright, and|“Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of |
| |plagiarism in the use of mass media |Access Points for Students with Cognitive Disabilities related to this particular grade level. |
| |and digital sources, know the associated consequences, and comply with the|State and District Instructional Requirements: |
| |law. |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-American History, Character |
| |LA.1112.6.3.1: The student will distinguish between propaganda and |Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s |
| |ethical reasoning strategies in print and non-print media. |Contributions to the U.S. Detailed lesson plans can be downloaded from the Division of Social |
| | |Sciences and Life Skills website, , under the headings |
| |MA.912.A.2.1: Create a graph to represent a real-world 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|
| |MA.912.A.2.2: Interpret a graph representing a real-world situation. |social studies course, not only during the particular month or day when a particular cultural |
| | |group is celebrated or recognized. |
|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 INDUSTRIAL GROWTH IN THE |Content Benchmarks: |Core Text Book: TBA |
|LATE NINETEENTH CENTURY |SS.912.A.3.1: Analyze the economic challenges to American farmers and |Vocabulary/Identification: |
|Abundance of Natural Resources & Raw Materials|farmers' responses to these challenges in the mid to late 1800s. |Bessemer steel process, vertical integration, horizontal integration, Gilded Age, political |
|New Sources of Power | |machines, party bosses, trusts, monopoly, patronage, holding company, robber barons, strikes, |
|Growing Population of Laborers & Consumers |SS.912.A.3.2: Examine the social, political, and economic causes, course,|injunctions, consolidation, patent, interstate commerce, marketing, investment banking, Mugwumps, |
|Availability of Capital & Investments |and consequences of the second Industrial Revolution that began in the |graft, captains of industry |
|Technology & Inventions |late 19th century. End of Course Exam Benchmark. | |
|Expanding Markets |Click on the following link for a detailed lesson plan, reading, |Technology: |
|Government Policies that were Pro-Business: |instructional materials and pre-post quiz questions to assist in the |Alexander Graham Bell Family Papers at the Library of Congress |
|High Tariffs, Land Grants, Loans, |instruction of the tested benchmark above: | |
|Laissez-Faire Policy | papers from 1862 to 1939. Includes a chronology, images, selected documents, and |
|Improved Transportation & Communications |cial%20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf |interpretive essays about Bell. |
| | | |
|●DEVELOPMENTS OF MAJOR INDUSTRIES |SS.912.A.3.3: Compare the first and second Industrial Revolutions in the |The Richest Man in the World: Andrew Carnegie |
|Transportation & Communications |United States. | |
|Steel | |American Experience/PBS site provides images and text about Carnegie’s life and activities. |
|Coal |SS.912.A.3.4: Determine how the development of steel, oil, | |
|Oil & Petroleum |transportation, communication, and business practices affected the United |John D. Rockefeller and the Standard Oil Company |
|Electricity |States economy. | |
|Meat-Packing | |This study, with accompanying images by Francois Micheloud, tells of the rise of Rockefeller and |
|Construction of the Florida Railroad |SS.912.A.3.5: Identify significant inventors of the Industrial Revolution|his mammoth company. |
|●RISE OF BIG BUSINESS: CORPORATIONS |including African Americans and women. | |
|Business Consolidation | |American Labor History |
|Monopolies |SS.912.A.3.6: Analyze changes that occurred as the United States shifted | |
|Trusts |from agrarian to an industrial society. |This site takes a general look at the history of labor in America. |
|Holding Companies | | |
|Vertical & Horizontal Integration |SS.912.A.3.9: Examine causes, course, and consequences of the labor |Labor-Management Conflict in American History |
|Government Regulations: Sherman Anti-Trust Act|movement in the late 19th and early 20th centuries. | |
|& the Interstate Commerce Commission | |Ohio State University’s site includes primary accounts of some major events in the history of the |
| |SS.912.A.3.13: Examine key events and peoples in Florida history as they |labor management conflict. |
|●RESULTS OF INDUSTRIAL GROWTH |relate to United States history. |Suggested Activities: |
|Mass Production: More Efficient Production | |Have students create a web illustrating factors (technological, communication, growing markets and|
|Methods |Skill Benchmarks: |natural resources) that encouraged the Industrial Revolution. |
|Assembly line |SS.912.A.1.1: Describe the importance of historiography, which includes | |
|Division of labor |how historical knowledge is obtained and transmitted, when interpreting |Have students write an essay arguing which invention or development had the greatest impact on |
|Labor-saving machinery |events in history. |society. |
|New Marketing Techniques: Advertising & | | |
|Retailing |SS.912.A.1.2: Utilize a variety of primary and secondary sources to |Have students create a chart that identifies each step in the process of vertical and horizontal |
|Department stores |identify author, historical significance, audience, and authenticity to |integration. |
|Catalogues |understand a historical period. | |
|Emergence of “Captains of Industry” | |Have students create an advertisement for a department store catalogue. |
|Armour, Morris, Swift – Meat-packing |SS.912.A.1.3: Utilize timelines to identify the time sequence of | |
|Carnegie – Steel |historical data. |Have students analyze a political cartoon that offers a positive depiction of a “captain of |
|Duke – Tobacco | |industry” versus a negative depiction of a “robber baron.” |
|Mellon – Aluminum |SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, | |
|Morgan – Finance |charts, maps, and artwork may be used to interpret the significance of |Have students complete a chart by matching dates with inventions and their inventors. |
|Rockefeller – Oil |time periods and events from the past. | |
|Vanderbilt – Railroads | |Have students create a timeline of major inventions and their inventors, including the |
|The Gilded Age (1877-1900): Mark Twain |SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity |contributions of African Americans and women (from 1860-1920). Students should specify how each |
|Political machines, patronage, city bosses |of current events and Internet resources. |invention changed the way people lived. |
|Economic: unequal distribution of wealth | | |
|Art & literary trends: realism |SS.912.A.1.6: Use case studies to explore social, political, legal, and |Have students identify the goals of the Knights of Labor and the American Federation of Labor. |
|●INVENTIONS |economic relationships in history. |Have students choose an occupation and create a list of demands. |
|Telephone – Bell | | |
|Trans-Atlantic Cable – Field |SS.912.A.1.7: Describe various socio-cultural aspects of American life |Have students work in small groups to analyze the various reasons for strikes during the late 19th|
|Elevator – Otis |including arts, artifacts, literature, education, and publications. |century and the government’s reaction to labor unrest. |
|Incandescent Light bulb, Phonograph – Edison | |Assessment: |
|Sewing Machine – Singer & Howe |SS.912.G.1.2: Use spatial perspective and appropriate geographic terms |Develop rubrics and share with students for each of the above mentioned projects in order to |
|Kodak Camera – Eastman |and tools, including the Six Essential Elements, as organizational schema |increase opportunities for mastery of content and historical thinking skills. Each project or |
|Electrified subway system |to describe any given place. |assignment should be assessed for content accuracy and skill development in terms of writing and |
|Telegraph – Morse | |reading comprehension. |
|Cash Register |SS.912.G.1.3: Employ applicable units of measurement and scale to solve |ELL: |
|Notable African-American & Women Inventors: |simple locational problems using maps and globes. |Use visual depictions of historical events in order to increase ELL students’ mastery of related |
|Madam C.J. Walker: hair products | |content. |
|Elijah McCoy: automatic lubricator for steam |SS.912.G.2.1: Identify the physical characteristics and the human |Related Programs: |
|engines |characteristics that define and differentiate regions. |Hispanic Heritage Month – September 15 – October 15 |
|Sarah Goode: Cabinet bed; first | |See the Division of Social Sciences Website, . |
|African-American woman to receive a patent |SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull |SPED: |
|Charles Brooks: street sweeper truck |factors contributing to human migration within and among places. |Go the Division of Social Sciences’ website, and look under|
|John Burr: rotary blade lawn mower | |“Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of |
|Miriam Benjamin: gong and signal chair for |SS.912.G.4.3: Use geographic terms and tools to analyze the effects of |Access Points for Students with Cognitive Disabilities related to this particular grade level. |
|hotels |migration both on the place of origin and destination, including border |State and District Instructional Requirements: |
|Sarah Boone: ironing board |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-American History, Character |
|●THE LABOR MOVEMENT |SS.912.H.1.1: Relate works in the arts (architecture, dance, music, |Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s |
|Poor Working Conditions |theatre, and visual arts) of varying styles and genre according to the |Contributions to the U.S. Detailed lesson plans can be downloaded from the Division of Social |
|Low Wages and Long Hours |periods in which they were created. |Sciences and Life Skills website, , under the headings |
|Impact on Women and Children | |“Character Education” and “Multicultural Support Documents.” Please note that instruction |
|Powderly & the Knights of Labor |SS.912.H.1.3: Relate works in the arts to various cultures. |regarding the aforementioned requirements should take place throughout the entire scope of a given|
|Gompers & the American Federation of Labor | |social studies course, not only during the particular month or day when a particular cultural |
| |SS.912.H.1.5: Examine the artistic response to social issues and new |group is celebrated or recognized. |
|●LABOR UNREST |ideas in various cultures. | |
|Perception of Labor Movement as Radicalism | | |
|Railroad Strike (1877) |SS.912.H.3.1: Analyze the effects of transportation, trade, | |
|Haymarket Square (1886) |communication, science, and technology on the preservation and diffusion | |
|Homestead Steel Act (1892) |of culture. | |
|Pullman Strike (1894) | | |
| |LA.1112.1.6.1: The student will use new vocabulary that is introduced and| |
|●COMPARISON OF THE FIRST & SECOND INDUSTRIAL |taught directly. | |
|REVOLUTIONS | | |
| |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. | |
|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 |
|●FACTORS CONTRIBUTING TO URBANIZATION IN THE |Content Benchmarks: |Core Text Book: TBA |
|LATE NINETEENTH CENTURY |SS.912.A.3.8: Examine the importance of social change and reform in the |Vocabulary/Identification: |
|Population Growth |late 19th and early 20th centuries (class system, migration from farms to |Urbanization, municipalities, tenements, skyscraper, settlement houses, Social Gospel, Gospel of |
|Job Opportunities |cities, Social Gospel Movement, role of settlement houses and churches in |Wealth, Social Darwinism, "Rags-to-Riches" Myth, suburbs |
|Rural to Urban Migration |providing services to the poor). Social Gospel movement, role of | |
|Immigration: the Americanization Movement |settlement houses and churches in providing services to the poor). |Technology: |
| | |The American Experience: America 1900 |
|●CHARACTERISTICS |SS.912.A.3.6: Analyze changes that occurred as the United States shifted | |
|Skyscrapers |from agrarian to an industrial society |Companion to the PBS documentary, this site includes audio clips of respected historians on the |
|Electric Elevators | |economics, politics, and culture of 1900, a primary source database, a timeline of the year, |
|Steel Bridges and Buildings |SS.912.A.3.10: Review different economic and philosophic ideologies. |downloadable software to compile a family tree, and other materials. |
|Streetcars | | |
|Subways |Skill Benchmarks: |Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920 |
|New Trends in Architecture |SS.912.A.1.1: Describe the importance of historiography, which includes | |
| |how historical knowledge is obtained and transmitted, when interpreting |This Library of Congress collection has thousands of photographs from turn-of-the-century America.|
|●PROBLEMS AS A RESULT OF URBANIZATION |events in history. | |
|Overcrowding | |Jane Addams Hull-House Museum |
|Crime |SS.912.A.1.2: Utilize a variety of primary and secondary sources to | |
|Disease |identify author, historical significance, audience, and authenticity to |This site offers information on Addams, her settlement house programs, and the neighborhoods they |
|Poverty |understand a historical period. |served. |
|Pollution | | |
|Lack of Municipal Services: Housing (slums and|SS.912.A.1.3: Utilize timelines to identify the time sequence of |Suggested Activities: |
|tenements), Transportation, Sanitation, |historical data. |Have students create a flow chart listing factors that contributed to rapid urbanization in the |
|Schools, Fire, Police, & Water Supply | |second half of the nineteenth century. |
| |SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, | |
|●SOCIAL GOSPEL MOVEMENT |charts, maps, and artwork may be used to interpret the significance of |Have students create a poster showing both positive and negative |
|Christian Obligation to Help the Poor |time periods and events from the past. |characteristics of a city. |
| |SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity | |
|●SETTLEMENT HOUSES |of current events and Internet resources. |Have students create a spider map listing problems as a result of urbanization and attempts that |
|Jane Addams & Hull House |SS.912.A.1.6: Use case studies to explore social, political, legal, and |were made to solve each problem. |
| |economic relationships in history. | |
|●GOSPEL OF WEALTH | |Have students create a visual depicting the social services offered to the urban poor by |
|Carnegie & Philanthropy |SS.912.A.1.7: Describe various socio-cultural aspects of American life |settlement houses. |
| |including arts, artifacts, literature, education, and publications. | |
|●SOCIAL DARWINISM | |Have students create a skit or poem describing urban life in the latter part of the nineteenth |
|Herbert Spencer & "Survival of the Fittest" |SS.912.G.1.2: Use spatial perspective and appropriate geographic terms |century. |
|William Graham Sumner: the Futility of Reform |and tools, including the Six Essential Elements, as organizational schema |Assessment: |
| |to describe any given place. |Develop rubrics and share with students for each of the above mentioned projects in order to |
| | |increase opportunities for mastery of content and historical thinking skills. Each project or |
| |SS.912.G.1.3: Employ applicable units of measurement and scale to solve |assignment should be assessed for content |
| |simple locational problems using maps and globes. |accuracy and skill development in terms of writing and reading comprehension. |
| | |ELL: |
| |SS.912.G.2.1: Identify the physical characteristics and the human |Use visual depictions of historical events in order to increase ELL students’ mastery of related |
| |characteristics that define and differentiate regions. |content. |
| | |SPED: |
| |SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull |Go the Division of Social Sciences’ website, and look under|
| |factors contributing to human migration within and among places. |“Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of |
| | |Access Points for Students with Cognitive Disabilities related to this particular grade level. |
| |SS.912.G.4.3: Use geographic terms and tools to analyze the effects of |State and District Instructional Requirements: |
| |migration both on the place of origin and destination, including border |Teachers should be aware that State and District policy requires that all teachers K-12 provide |
| |areas. |instruction to students in the following content areas: African-American History, Character |
| | |Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s |
| |SS.912.H.1.1: Relate works in the arts (architecture, dance, music, |Contributions to the U.S. Detailed lesson plans can be downloaded from the Division of Social |
| |theatre, and visual arts) of varying styles and genre according to the |Sciences and Life Skills website, , under the headings |
| |periods in which they were created. |“Character Education” and “Multicultural Support Documents.” Please note that instruction |
| | |regarding the aforementioned requirements should take place throughout the entire scope of a given|
| |SS.912.H.1.3: Relate works in the arts to various cultures. |social studies course, not only during the particular month or day when a particular cultural |
| | |group is celebrated or recognized. |
| |SS.912.H.1.5: Examine the artistic response to social issues and new | |
| |ideas in various cultures. | |
| | | |
| |SS.912.H.3.1: Analyze the effects of transportation, trade, | |
| |communication, science, and technology on the preservation and diffusion | |
| |of culture. | |
| | | |
| |LA.1112.1.6.1: The student will use new vocabulary that is introduced and| |
| |taught directly. | |
| | | |
| |LA.1112.1.6.2: The student will listen to, read, and discuss familiar and| |
| |conceptually challenging text. | |
| | | |
| |LA.1112.1.6.3: The student will use context clues to determine meanings | |
| |of unfamiliar words. | |
| | | |
| |LA.1112.2.2.2: The student will use information from the text to answer | |
| |questions or to state the main idea or provide relevant details. | |
| | | |
| |LA.1112.2.2.3: The student will organize information to 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. | |
|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 |
|Push vs. Pull Factors |SS.912.A.3.7: Compare the experience of European immigrants in the east |Vocabulary/Identification: |
|Sources and Numbers |to that of Asian immigrants in the west (the Chinese Exclusion Act, |Old vs. new immigrants, tenements, party bosses, political machines, nativism, melting pot, Ellis |
|Old vs. New Immigration |Gentlemen's Agreement with Japan). |Island, push factors, pull factors, xenophobia, political machines, WASP's |
|Americans’ Reaction to Immigration | | |
|Initial acceptance of immigrants: "men of |SS.912.A.3.8: Examine the importance of social change and reform in the |Technology: |
|special ability" & need for workers |late 19th and early 20th centuries (class system, migration from farms to |The American Experience: America 1900 |
|Nativism & xenophobia |cities) | |
|Riots against Asian immigrants in the West | |Companion to the PBS documentary, this site includes audio clips of respected historians on the |
|Discrimination |SS.912.A.3.11: Analyze the impact of political machines in United States |economics, politics, and culture of 1900, a primary source database, a timeline of the year, |
|Immigration Restriction League |cities in the late 19th and early 20th centuries. |downloadable software to compile a family tree, and other materials. |
|U.S. Government Begins to Restrict Immigration| | |
|Chinese Exclusion Act (1882) |Skill Benchmarks: |Suggested Activities: |
|Gentleman’s Agreement (1907) |SS.912.A.1.1: Describe the importance of historiography, which includes |Have students compare the “old” and “new” immigrants and Americans’ reactions to each. |
|Quota System (1924) |how historical knowledge is obtained and transmitted, when interpreting | |
| |events in history. |Have students create a pamphlet for immigrants arriving at Ellis/Angel Island. Include tips for |
| | |the journey and arrival. |
| |SS.912.A.1.2: Utilize a variety of primary and secondary sources to | |
| |identify author, historical significance, audience, and authenticity to |Have students construct a line graph tracing the history of immigration to the U.S. from 1865 to |
| |understand a historical period. |1925. Include region of origin and numbers for each major immigrant group. |
| | | |
| |SS.912.A.1.3: Utilize timelines to identify the time sequence of |Have students read the poem “The New Colossus” by Emma Lazarus. In a paragraph, students will |
| |historical data. |identify the occasion and the audience. |
| | | |
| |SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, |Have students work in small groups to research the “new” immigrant groups. |
| |charts, maps, and artwork may be used to interpret the significance of | |
| |time periods and events from the past. |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 contributions to American society. |
| |SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity |Assessment: |
| |of current events and Internet resources. |Develop rubrics and share with students for each of the above mentioned projects in order to |
| | |increase opportunities for mastery of content and historical thinking skills. Each project or |
| |SS.912.A.1.6: Use case studies to explore social, political, legal, and |assignment should be assessed for content accuracy and skill development in terms of writing and |
| |economic relationships in history. |reading comprehension. |
| | |ELL: |
| |SS.912.A.1.7: Describe various socio-cultural aspects of American life |Use visual depictions of historical events in order to increase ELL students’ mastery of related |
| |including arts, artifacts, literature, education, and publications. |content. |
| | |SPED: |
| |SS.912.G.1.2: Use spatial perspective and appropriate geographic terms |Go the Division of Social Sciences’ website, and look under|
| |and tools, including the Six Essential Elements, as organizational schema |“Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of |
| |to describe any given place. |Access Points for Students with Cognitive Disabilities related to this particular grade level. |
| | |State and District Instructional Requirements: |
| |SS.912.G.1.3: Employ applicable units of measurement and scale to solve |Teachers should be aware that State and District policy requires that all teachers K-12 provide |
| |simple locational problems using maps and globes. |instruction to students in the following content areas: African-American History, Character |
| | |Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s |
| |SS.912.G.2.1: Identify the physical characteristics and the human |Contributions to the U.S. Detailed lesson plans can be downloaded from the Division of Social |
| |characteristics that define and differentiate regions. |Sciences and Life Skills website, , under the headings |
| | |“Character Education” and “Multicultural Support Documents.” Please note that instruction |
| |SS.912.G.4.2: Use geographic terms and tools to analyze the push/pull |regarding the aforementioned requirements should take place throughout the entire scope of a given|
| |factors contributing to human migration within and among places. |social studies course, not only during the particular month or day when a particular cultural |
| | |group is celebrated or recognized. |
| |SS.912.G.4.3: Use geographic terms and tools to analyze the effects of | |
| |migration both on the place of origin and destination, including border | |
| |areas. | |
| | | |
| |SS.912.H.1.1: Relate works in the arts (architecture, dance, music, | |
| |theatre, and visual arts) of varying styles and genre according to the | |
| |periods in which they were created. | |
| | | |
| |SS.912.H.1.3: Relate works in the arts to various cultures. | |
| | | |
| |SS.912.H.1.5: Examine the artistic response to social issues and new | |
| |ideas in various cultures. | |
| | | |
| |SS.912.H.3.1: Analyze the effects of transportation, trade, | |
| |communication, science, and technology on the preservation and diffusion | |
| |of culture. | |
| | | |
| |LA.1112.1.6.1: The student will use new vocabulary that is introduced and| |
| |taught directly. | |
| | | |
| |LA.1112.1.6.2: The student will listen to, read, and discuss familiar and| |
| |conceptually challenging text. | |
| | | |
| |LA.1112.1.6.3: The student will use context clues to determine meanings | |
| |of unfamiliar words. | |
| | | |
| |LA.1112.2.2.2: The student will use information from the text to answer | |
| |questions or to state the main idea or provide relevant details. | |
| | | |
| |LA.1112.2.2.3: The student will organize information to 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. | |
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