High School CURRICULUM MAP United States History ...
High School United States History
Understanding the Curriculum Guide
CURRICULUM MAP
This curriculum guide was written bases on the Next Generation Sunshine State Standards for US History and the Florida End-of-Course Assessment in US History Test Item Specifications. The curriculum guide is designed to help teachers determine areas of coverage and to avoid trying to
teach every page of the textbook. This eleven unit guide is designed around the Organizing Principles and Essential Questions which provide direction for a unit of study and outline the things student should absolutely know.
The Organizing Principle is the purpose of each unit of study. The Organizing Principle is like a thesis statement in an essay. A thesis statement provides the direction for an essay and lets the reader know what the writer is trying to prove. Similarly, an Organizing Principle provides
direction for a unit of study in a classroom. It lets the student know what you as a teacher are trying to prove. All the concepts, essential questions, skills, and vocabulary that you teach should come back to the Organizing Principle.
The Essential Questions are used in the maps to outline items essential to the coverage of each unit, the things students should absolutely know. The same holds true for the Concepts, People, Places and Events. Because of the complexity of history it in nearly impossible to draw clear lines of division between the units included in this guide. In many cases ideas and events bleed from one unit to the next. In some cases events that occurred in
the same time period are placed in separate units in order to provide consistent themes of study, this can be seen most notably in the Cold War and Turbulent Times units.
Sample Activities accompany each unit of study. These are only examples of some of the items you can use to teach the unit. Teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be but one of many resources used to teach the US History
curriculum. Teachers should make every effort to align their lessons and activities to Standard 1 of the Next Generation Sunshine State Standards for US History as well as the Common Core Standards. When applicable, Sample Activities have notes on alignment to the Common Core Reading &
Writing Standards for Literacy in History/Social Studies 6-12.
The Pacing section has been designed to guide teachers in effectively teaching all elements of the curriculum. Keep in mind that this is a survey course. We cannot possibly teach everything there is to know about all of United Stated history. We are, however, bound to the Next Generation Sunshine State Standards and have a responsibility to teach the necessary timeline to promote student success on the Florida End-of-Course
Assessment in US History.
The Assessment section has been created for each teacher to use in developing his/her curriculum. PCS students enrolled in US History will take 3 district wide assessments in preparation for the Florida End-of-Course Assessment in US History. Unit alignment to these PCS District tests is
located in the Assessment section of this guide. Teachers are encouraged to utilize a variety of assessment strategies and not simply rely on the "test generator". Critical thinking and primary source analysis should be incorporated into assessments to better prepare students for the Florida End-of-
Course Assessment in US History.
High School United States History
Civil War and Reconstruction REVIEW
Organizing Principle: The Civil War was caused by economic, social, political differences between the Estimated Number of Days: North and the South. The most important of which was differing views on slavery. This brutal conflict Traditional: 14 Block: 7 resulted in tremendous lose of life and property and brought major changes to the American way of life.
CURRICULUM MAP
Pacing: August
Standard 2: Understand the causes, course and consequences of the Civil War and Reconstruction and its effects on the American people. Benchmarks: SS.912.A.2.1,SS.912.A.2.2, SS.912.A.2.3, SS.912.A.2.4, SS.912.A.2.5, SS.912.A.2.6
Essential Questions
Concepts
People, Places, Events
1. In the decade leading up to the Civil War, how did the North and the South compare in terms of population, economics, and resources and how did these factors help cause a future war?
2. How did the ongoing debate over slavery and admission of new states into the Union cause significant tension between the North and South?
3. What were the causes, course, and effects of "Bleeding Kansas?" 4. What impact did the decision in the Dred Scott case have in the North and South?
Sectionalism
Missouri Compromise,
Secede
Compromise of 1850, Slave Codes,
State's Rights
Fugitive Slave Act,
Popular Sovereignty Kansas-Nebraska Act,
Unconstitutional Bleeding Kansas,
Dred Scott v. Sanford,
Roger B. Taney, Abraham Lincoln,
Freeport Doctrine
5. What were the advantages and disadvantages of the North and South going into the Civil War (manpower, leadership, industry, resources, terrain, alliances)?
6. What were the war aims and strategies of the Union and the Confederacy entering the war? 7. What was the purpose of the Emancipation Proclamation and what did it accomplish? 8. How did the tide of war turn in 1863, from the Southern victories at Fredericksburg to the Union victory at
Gettysburg? 9. What was President Lincoln's message at Gettysburg and what was its future impact? 10. Why was the victory at Vicksburg so important to the Union?
Civil War Blockade Emancipate Total War
Anaconda Plan Emancipation Proclamation Vicksburg Campaign Battle of Gettysburg Gettysburg Address
11. How did Abraham Lincoln's 10% Plan compare to the Radical Republicans' plan for Reconstruction?
Radical
12. What difficulties did Andrew Johnson face during his presidency and what were the causes of his impeachment? Reconstruction
13. How did Florida's government change during Reconstruction?
Amnesty
Andrew Johnston, Sharecropping Jonathan Gibbs, Josiah Walls
14. How did Constitutional amendments and national laws from the war and postwar period impact African Americans?
15. How did some Southerners deprive freed people of their rights and what was the response of Congress? 16. What is the meaning of the following quote as it applies to Reconstruction: "The slave went free; stood a brief
moment in the sun, then moved back again toward slavery." 17. What effect did the Compromise of 1877 have on Reconstruction, and why did many northerners ignore the
plight of blacks in the southern states?
Civil Rights,
13th, 14th, 15th Amendments
Black Codes
Freedmen's Bureau
Segregation,
Civil Rights Act of 1866
Sharecropping
Poll Tax, Literacy Test
Debt Peonage
Grandfather Clause, Ku Klux Klan
Lynching, Jim Crow Plessy v Ferguson
Nadir
K-12 Social Studies
Pinellas County Schools
revised 2013
High School United States History
Civil War and Reconstruction REVIEW
CURRICULUM MAP
All lessons, activities, and assessments should reflect the expectations of student performance outlined in Standard 1 of the Next Generation Sunshine Stat Standards for high school US History, Common Core Reading & Writing Standards for Literacy in History/Social Studies 6-12, as well as the district focus on higher order thinking based on Webb's Depth of Knowledge.
Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources. Benchmarks: SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data. SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the
past. SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history. SS.912.A.1.7: Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications. Common Core Reading & Writing Standards for Literacy in History/Social Studies 6-12 All lessons, activities, and assessments should reflect CCS.R.5, CCS.R.7, CCS.R.10 & CCS.W.10.
Sample Activities
Assessment
DBQs
Teacher Created Assessments:
What Caused the Civil War? (US) CCS.R.All, CCS.W.All,
Be sure to follow the percentage guidelines to ensure that teacher created
The Battle of Gettysburg: Why Was it a Turning Point? (US Mini Q) CCS.R.All,
assessments meet expectations for rigor and higher order historical thinking in
CCS.W.All,
the classroom.
North or South: Who Killed Reconstruction? (US Mini Q) CCS.R.All,CCS.W.All
20% DOK Level 1 Recall or Reproduction
Graphic Organizer ? Compare and contrast the three plans for Reconstruction.
50% DOK Level 2 Skills and Concepts Basic Reasoning
CCS.W.9
25% DOK Level 3 Strategic Thinking & Complex Reasoning
Political Cartoon ? Draw a political cartoon that illustrates Lincoln's statement: "A
5% DOK Level 4 Extended Thinking and Reasoning
house divided against itself cannot stand."
PCS 9 Week District Assessment for US History
Political Cartoons ? Analyze political cartoons relating to Reconstruction and then Florida End of Course Assessment in US History (EOC)
create your own using your background knowledge on the time period. CCS.R.2,
CCS.R.4, CCS.R.6 Enrichment ? Read and analyze majority and dissenting opinions from Plessy v.
Ferguson to determine merits of both sides. CCS.R.1,CCS.R.2,CCS.R.3,CCS.R.4,
CCS.R.6, CCS.R.8,CCS.R.9
Writing ? Some historians refer to the Civil War as "The Second American Revo-
lution." Assess the validity of this title in terms of the effects of the war on the United States (consider liberty, labor, federal power, and American unity). CCS.W.1, CCS.W.2,CCS.W.4,CCS.W.9
K-12 Social Studies
Pinellas County Schools
revised 2013
High School United States History
The Rise of Industrial America
CURRICULUM MAP
Organizing Principle: During the Gilded Age a booming industry fueled by immigration led to the growth Estimated Number of Days:
of cities, friction between workers and factory owners, and the creation of new reform movements.
Traditional: 20 Block: 10
Pacing: September
Standard 3: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
Benchmarks: SS.912.A.3.1, SS.912.A.3.2, SS.912.A.3.3, SS.912.A.3.4, SS.912.A.3.5, SS.912.A.3.6, SS.912.A.3.7, SS.912.A.3.8, SS.912.A.3.9, SS.912.A.3.10, SS.912.A.3.11, SS.912.A.3.12, SS.912.A.3.13
Essential Questions
Concepts
People, Places, Events
1. What were the causes and effects of the 2nd Industrial Revolution? In what ways was it different Industrialization,
Andrew Carnegie, John D. Rockefeller
than the 1st Industrial Revolution?
Social Darwinism,
JP Morgan, Henry Flagler, Henry B. Plant
2. How did the development of steel, oil, transportation, communication, and business practices Gospel of Wealth,
Florida East Coast Railway,
affect the U.S. economy (e.g. railroads, telegraph, pools, holding companies, trusts, and
Philanthropy, Gilded Age, Cornelius Vanderbilt, Madame C.J. Walker,
corporations)?
Capitalism
Samuel Gompers, Terrence Powderly
3. How did Florida's economy change as a result of the growing US economy during the Gilded Laissez Faire Economics Knights of Labor,
Age.
Vertical v. Horizontal
American Federation of Labor, Eugene Debs,
4. To what extent were men such as Carnegie, Rockefeller, and Morgan "Captains of Industry" or Integration
R/R strikes 1877, Haymarket Square,
"Robber Barons?"
Market Economy,
Homestead, Pullman Strike,
5. What effects did Social Darwinism and the Gospel of Wealth have on society?
Mixed Economy,
Rutherford Hayes, James Garfield,
6. How did laissez-faire government policies help promote business during the Gilded Age?
Socialism, Anarchy
Chester Arthur, Civil Service Reform,
7. What caused the development of labor unions and to what degree did labor unions succeed in Communism,
Grover Cleveland, William McKinley,
their goals during the Gilded Age?
Labor Union, Strike,
Jacob Coxey
8. What effect did the spoils system have on government and how was it limited in the late nine- Spoils System
teenth century?
9. What "push" and "pull factors" led to post Civil War immigration from Europe, Asia, and
Immigration (Push/Pull)
Mexico and what benefits and hardships did immigrants face in the United States?
Factors
10. Why did some Americans and "old" immigrants resent the large number of "new" immigrants Melting Pot, Assimilation
arriving during the Gilded Age?
Nativism / Xenophobia
11. Why did African Americans and women move to the cities during the Gilded Age?
Segregation, Ghetto
12. How were Booker T. Washington's and W.E.B. Dubois' philosophies for African American
Political Machine, Reform
success similar and different?
Populism, Gold Standard
13. Who lived in `ghettos' and what was life like in the ghetto?
Bi-metalism, Surplus
14. What were political machines/bosses? Why did immigrants vote for them?
Social Gospel Movement
15. What were the impacts of Populism and the Social Gospel Movement?
Settlement House
16. What were the economic challenges faced by American farmers and how did they respond during
the mid to late 1800s?
17. What was the affect of technology and invention on city and farm life?
Ellis Island, Angel Island, Emma Lazarus Statue of Liberty, Chinese Exclusion Act Gentleman's Agreement (w Japan) Plessy v. Ferguson, W.E.B Dubois Booker T. Washington, A & M Colleges, NAACP, Urban League, Jacob Riis, Boss Tweed, Tammany Hall, Thomas Nast, William Jennings Bryan, Cross of Gold Mark Twain, Jane Addams, Florence Kelley, Anthony Comstock, YMCA, WCTU, Washington Gladden, Salvation Army, Farmers Alliance, Grange, Morrill Land Grant Act, Thomas Edison, A.G. Bell, George Washington Carver, Madame C.J. Walker
Continued ->
High School United States History
The Rise Of Industrial America
CURRICULUM MAP
Essential Questions
Concepts
People, Places, Events
18. What was the impact of the Progressive Movement of the late 19th and early 20th centuries?
Progressivism, Muckraking, Trustbusting Conservation, Prohibition, Child Labor Laws, Suffrage, Anti-Suffragism, Initiative/Referendum/Recall
Lincoln Steffens, Ida Tarbell, Upton Sinclair, FDA, Sherman AntiTrust Act, Theodore Roosevelt, William Howard Taft, Woodrow Wilson, 16th-19th Amendments, Suffragettes, NWSA, NWP, Alice Paul,Carrie Chapman Catt, Robert LaFollette, Gifford Pinochet
All lessons, activities, and assessments should reflect the expectations of student performance outlined in Standard 1 of the Next Generation Sunshine Stat Standards for high school American History, Common Core Reading & Writing Standards for Literacy in History/Social Studies 6-12, as well as the district focus on higher order thinking based on Webb's Depth of Knowledge.
Standard 1: Use research and inquiry skills to analyze American history using primary and secondary sources. Benchmarks: SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data. SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the
past. SS.912.A.1.5: Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history. SS.912.A.1.7: Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications. Common Core Reading & Writing Standards for Literacy in History/Social Studies 6-12 All lessons, activities, and assessments should reflect CCS.R.5, CCS.R.7, CCS.R.10 & CCS.W.10.
Sample Activities
Assessment
DBQs
Was Andrew Carnegie A Hero? (US) CCS.R.All, CCS.W.All
Progressivism: Where Will You Put Your Million Dollars? (US Mini Q) CCS.R.All,CCS.W.All Political Cartoons-Interpret political cartoons by Thomas Nast and other Gilded Age cartoonists
(using I SEE/ I THINK/ I WONDER, SOAPStone or APPARTS). CCS.R.2,CCS.R.6,CCS.R.9
Graphic Organizer- Using a graphic organizer compare and contrast the new and old immigrants
from the Gilded Age.
Literature- Analyze Emma Lazarus' poem "The New Colossus" and determine to what degree its
message is a continuation and departure from the intent of the French who gifted the Statue of
Liberty to the U.S.R.2,CCS.R.4,CCS.R.8
Enrichment-Research important African American inventors of the late 19th and early 20th
centuries (e.g. Madam CJ Walker, Elijah McCoy, Garrett Morgan, Lewis Latimer.)
CCS.R.2,CCS.R.9
K-12 Social Studies
Pinellas County Schools
Teacher Created Assessments: Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in the classroom. 20% DOK Level 1 Recall or Reproduction 50% DOK Level 2 Skills and Concepts Basic Reasoning 25% DOK Level 3 Strategic Thinking & Complex Reasoning 5% DOK Level 4 Extended Thinking and Reasoning
PCS 9 Week District Assessment for US History Florida End of Course Assessment in US History (EOC)
revised 2013
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