11th grade u.s. history ngsss-ss pacing guide 1st 9 weeks

MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict 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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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.

NOTE: Content benchmarks that are highlighted in red are benchmarks that are tested on the End of Course Exam for U.S. History- 11 th 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:

Curriculum and Instruction: Division of Social Sciences and Life Skills Pacing Guide 1



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

Topic 1: CAUSES, COURSE, AND CONSEQUENCES OF THE CIVIL WAR AND RECONSTRUCTION AND


http://www.tahgrant.dadeschools.net/apr.10.asp

http://library.pba.edu/Research_Websites.htm

http://www.washingtontimes.com/

http://www.loc.gov/index.html

http://www.tahgrant.net/index.html

http://smithsonianeducation.org/educators/lesson_plans/history_culture.html

http://www.pbs.org/wgbh/amex/teachers/index.html

http://www.pbs.org/teachers/classroom/9-12/socialstudies/resources

http://pptpalooza.net/

http://www.nytimes.com/

http://www.newseum.org/education/teacher-resources/teacher-planning/index.html

http://www.archives.gov/

http://www.cagle.com/teacher/

http://www.miamiherald.com/

http://www.tahgrant.dadeschools.net/dec.09.asp

http://www.history.ac.uk/ihr/Resources/Type/index.html

http://www.history.com/

http://www.tahgrant.dadeschools.net/jan10.asp

http://ed.gov/free/

http://www.besthistorysites.net/index.shtml

http://www.tahgrant.dadeschools.net/jan.10.asp

http://www.ncss.org/

http://socialsciences.dadeschools.net/



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 WeeksEssential Content NGSSS-SS Benchmarks Instructional Tools

●CAUSES: Sectionalism and Slavery Lead to the Civil War

o Fundamental Economic

Differences Between the North and the South

o Sectional Differences Over

the Bank, Protective Tariffs, Internal Improvements, & the Extension of Slavery into New Territories

o States’ Rights, Nullification,

Secession vs. National Theory

o Compromise of 1820

(Missouri Compromise)o The Wilmot Proviso (1846)

o Compromise of 1850

(Popular Sovereignty, Fugitive Slave Law)

o Publication of Uncle Tom’s

Cabino Kansas-Nebraska Act

(1854): "Bleeding Kansas" o Formation of the

Republican Partyo Lecompton Constitution

o Dred Scott vs. Sandford

(1857)o Abolitionist Movement:

Content Benchmarks:SS.912.A.2.1: Review the causes and consequences of the Civil War.End of Course Exam BenchmarkClick on the following link for a detailed lesson plan, reading, instructional materials and pre-post quiz questions to assist in the instruction of the tested benchmark above:http://socialsciences.dadeschools.net/pdf/socialstudies_lesson_plans/Q1/Social%20Studies%20Lesson%20Plan%20-%20SS.912.A.2.1.pdf

SS.912.A.2.2: Assess the influence of significant people or groups on Reconstruction.

SS.912.A.2.3: Describe the issues that divided Republicans during the early Reconstruction era.

SS.912.A.2.4: Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution.

SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups.

SS.912.A.2.6: Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced.

United States.

SS.912.A.2.7: Review the Native American experience.Skill 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.

Core Text Book: TBA

Vocabulary/Identification: Popular sovereignty, free soil, underground railroad, confederacy, blockade, cotton diplomacy, habeas corpus, conscription, Copperheads, Black Codes, impeachment, Carpetbaggers, Scalawags, Reconstruction, Radical Republicans, KKK, home rule, New South, Jim Crow, sharecropping, tenant farmers, poll taxes, grandfather clause, literacy tests, amnesty, freedmen, "Solid South"

Technology: John Brown Trial Linkshttp://www.law.umkc.edu/faculty/proejcts/ftrials/Brown.htmlFor information about the trial of John Brown, this site provides a list of excellent links.

Abraham Lincoln and Slaveryhttp://odur.let.rug.nl/-usa/H/1990/ch5_p6.htmThis site discusses Lincoln’s views and actions concerning slavery , especially the Lincoln-Douglas Debates.

Bleeding Kansashttp://www.kancoll.org/galbks.htmContemporary and later accounts of America’s rehearsal for the Civil War comprise this University of Kansas site.

The Compromise of 1850 and the Fugitive Slave Acthttp://www.pbs.org/wgbh/aia/part4From the series on Africans in America, an analysis of the Compromise of 1850 and of the effects of the Fugitive Slave Act on black Americans.

The 1850s: An Increasingly Divided Unionhttp://www.thoughtfultech.com/MMTS/50essay.htmlA tutorial skills development site focusing on the events in the 1850s leading to the Civil War; from MMTS, the Multi-Media Thinking Skills project.


http://www.thoughtfultech.com/MMTS/50essay.html

http://www.pbs.org/wgbh/aia/part4

http://www.kancoll.org/galbks.htm

http://odur.let.rug.nl/-usa/H/1990/ch5_p6.htm

http://www.law.umkc.edu/faculty/proejcts/ftrials/Brown.html

http://socialsciences.dadeschools.net/pdf/socialstudies_lesson_plans/Q1/Social%20Studies%20Lesson%20Plan%20-%20SS.912.A.2.1.pdf





First Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional ToolsFrederick Douglass, William Lloyd Garrison, Harriet Tubman

o Lincoln-Douglas Debates

o John Brown’s Raid at

Harper’s Ferryo Election of 1860: Abraham

Lincolno Secession Crisis

South Carolina’s Ordinance of Secession

States seceding after Lincoln’s inauguration vs. states seceding After Fort Sumter

Florida secedes and joins the Confederacy

●THE CIVIL WAR (1861-1865)o Formation of the

Confederacy: Jefferson Davis

o Inauguration of Lincoln o Advantages &

Disadvantages: North vs. South

o Mobilization: Conscription and Funding

o The Anaconda Plano Diplomacy: the Trent Affair,

the Alabama Claims, the Maximilian Affair

o Lincoln as War-Time President First inaugural address Civil liberties:

Suspension of habeas corpus

Martial law

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.

SS.912.G.1.2: Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema to describe any given place.

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

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

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

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

SS.912.H.1.1: Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre

Words and Deeds in American Historyhttp ://lcweb2.loc.gov/ammem/mcchtml/corhome.html A Library of Congress site containing links to Frederick Douglass; the Compromise of 1850; speeches by John C. Calhoun, Daniel Webster, and Henry Clay; and other topics from the Civil War era.

The American Civil War Homepagehttp://sunsite.utk.edu/civil-war/warweb.htmlThis site has a great collection of hypertext links to the most useful identified electronic files about the American Civil War.

Abraham Lincoln Associationhttp://www.alincolnassoc.com/This site allows the search of digital versions of Lincoln’s papers.

U.S. Civil War Centerhttp://www.cwc.lsu.edu/This is a site whose mission is to “locate, index, and/or make available all appropriate private and public data regarding the Civil War and to promote the study of the Civil War from the perspectives of all professions, occupations, and academic disciplines.”

History of African-Americans in the Civil Warhttp://www.itd.nps.gov/cwss/history/aa_history.htmThis National Park Service site explores the history of the United States African- American Troops.

Civil War Womenhttp://scriptorium.lib.duke.edu/collections/civil-war-women.htmlThis site includes original documents, links, and biographical information about several women and their lives during the Civil War.

Assassination of President Abraham Lincolnhttp://memory.loc.gov/ammem/alhtml/alrintr.htmlPart of the American Memory series with introduction, timeline, and gallery.

Selected Civil War Photographshttp://memory.lco.gov/ammem/cwphtml/cwphome.htmlThe Library of Congress site with more than 1,000 photographs, many from Matthew Brady.

A Timeline of the Civil Warhttp://www.historyplace.com/civilwar/index.html


http://www.historyplace.com/civilwar/index.html

http://memory.lco.gov/ammem/cwphtml/cwphome.html

http://memory.loc.gov/ammem/alhtml/alrintr.html

http://scriptorium.lib.duke.edu/collections/civil-war-women.html

http://www.itd.nps.gov/cwss/history/aa_history.htm

http://www.cwc.lsu.edu/

http://www.alincolnassoc.com/

http://sunsite.utk.edu/civil-war/warweb.html

http://lcweb2.loc.gov/ammem/mcchtml/corhome.html



First Nine WeeksEssential Content NGSSS-SS Benchmarks Instructional Tools Copperheads & draft

riots Emancipation

Proclamation Gettysburg Address

o Role of Women and African

Americanso The Impact of the Civil War

on Native Americanso Main Events of the War

Blockade of the South: the Monitor vs. the Merrimac

Control of the Mississippi: Battle of Vicksburg

The War in the East

Battle of Bull Run Battle of Antietam Battle of

Gettysburg Florida: Battles Grant Takes

Charge of Richmond Campaign

Sherman’s March to the Sea

End of the War: Union Victory and Lee’s Surrender at Appomattox Courthouse

o Election of 1864o Assassination of Lincoln

●CONSEQUENCESo Supremacy of the Federal

Government Established: Threat of Secession Ended

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

A complete timeline of the Civil War, well illustrated with photographs.

National Civil War Associationhttp://www.ncwa.org/info.htmlOne of many Civil War reenactment organizations in the United States.

Images of African-Americans from the Nineteenth Centuryhttp://digital.nypl.org/schomburg/images_aa19/The New York Public Library-Schomburg Center for Research and Black Culture site contains numerous visuals.

Freedmen and Southern Society Project (University of Maryland – College Park)http://www.inform.umd.edu/ARHU/Depts/History/Freedman/home.htmlThis site contains a chronology and sample documents from several print collections or primary sources about emancipation and freedom in the 1860s.

History of the Suffrage Movementhttp://www.rochester.edu/SBAThis site includes a chronology, important texts relating to women’s suffrage, and biographical information about Susan B. Anthony and Elizabeth Cady Stanton.

Suggested Activities:Have students create a chart comparing sectionalism in the North, the South, and the West, which includes the following components: the tariff, the bank, internal improvements, immigration, and extension of slavery.

Have students re-trace the routes of the Underground Railroad on a map.

Have students create a journal from the perspective of a Union soldier or a Confederate soldier.

Have students write a short editorial, either supporting or opposing the Emancipation Proclamation.

Have students create a multiple-effects chart depicting the political, economic, and social consequences of the Civil War.

Have students create a timeline illustrating major events, causes, the course, and the consequences of the Civil War.

Have students create a chart comparing and contrasting the President’s plan for Reconstruction (the 10% Plan) with the Congressional plan.


http://www.rochester.edu/SBA

http://www.inform.umd.edu/ARHU/Depts/History/Freedman/home.html

http://digital.nypl.org/schomburg/images_aa19/

http://www.ncwa.org/info.html




o Impact on the Economies of

North and Southo Casualties and Financial

Losses o Total War

o Slavery Abolished:

Thirteenth Amendment

●RECONSTRUCTION (1865-1877)o Problems of Reconstruction

Treatment of the southern states

Terms for readmission of southern states

Treatment of former Confederates and status of former slaves

o Lincoln’s Reconstruction Plan (Ten Percent Plan) vs. Congressional Plan for Reconstruction (Wade- Davis Bill)

o Johnson Becomes President (1865); Adopts Lincoln’s Plan for Reconstruction

o Southern Legislatures Enact Black Codes

o Congress Rejects Johnson’s Program: Radical Republicans Take Control of Reconstruction Freedman’s Bureau

Act (1866) Fourteenth

Amendment (1866) The Civil Rights Act

(1866) Reconstruction Act of

1867: South divided into five military districts

situation. Have students create a newspaper headline from the perspective of the North and the South reflecting public opinion on the assassination of President Lincoln.

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 (http://tahgrant.dadeschools.net/dec09.asp)

1860 Republican Party Platform (http://tahgrant.dadeschools.net/dec09.asp)

Democratic Party Platform (http://tahgrant.dadeschools.net/dec09.asp)

Constitutional Party Platform (http://tahgrant.dadeschools.net/dec09.asp)

Letter to John Breckinridge (http://tahgrant.dadeschools.net/jan10.asp)

Causes of the American Civil War (http://tahgrant.dadeschools.net/dec09.asp)

Causes of the Civil War Using Primary Sources (http://tahgrant.dadeschools.net/dec09.asp)

The Civil War Part I (http://tahgrant.dadeschools.net/dec09.asp)

The Civil War Part II (http://tahgrant.dadeschools.net/dec09.asp)

The End of the Civil War (http://tahgrant.dadeschools.net/dec09.asp)

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


http://tahgrant.dadeschools.net/dec09.asp





http://tahgrant.dadeschools.net/jan10.asp








o Republican Control of the South: Carpetbaggers and Scalawags

o Readmission of Southern States: Ratification of Fourteenth and Fifteenth Amendments

o Impeachment of Johnson (1868): Tenure of Office Act

o Election of Grant Political and

financial scandalso White Southern Democrats

Gain Control of the South White supremacy Ku Klux Klan Grant’s Force Acts

to combat the KKKo The End of Reconstruction

Election of 1876: Hayes vs. Tilden

Compromise of 1877: home rule (federal troops 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

See the Division of Social Sciences Website, http://socialsciences.dadeschools.net/.

SPED:Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/ 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, http://socialsciences.dadeschools.net/, 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.)


●MOTIVES FOR MOVING WESTo Trade with Far Easto Cheap Lando Farming & Ranchingo Mineral Resourceso Government Promotion of

Settlement: Incentives

●FACTORS CONTRIBUTING TO SETTLEMENT

o Mining Frontier: Gold Rush, Forty-Niners, Prospecting

o Cattle Ranching Cowboys: Myth vs.

Reality Long Drive Range Wars

o Farming Frontier: the Great Plains

o Transcontinental Railroad Incentives: loans, land

grants, and right of wayo Homestead Act (1862)

●CONFLICT WITH NATIVE AMERICANS

o Resistance to White Settlement

o Sioux Warso Custer’s Last Stand

Content Benchmarks:SS.912.A.2.7: Review the Native American experience.

SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers’ responses to the challenges in the mid to late 1800s. End of Course Exam Benchmark.Click on the following link for a detailed lesson plan, reading, instructional materials and pre-post quiz questions to assist in the instruction of the tested benchmark above:http://socialsciences.dadeschools.net/pdf/socialstudies_lesson_plans/Q1/Social%20Studies%20Lesson%20Plan-SS.912.A.3.1.pdf SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society. Skill 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.


Core Text Book: TBA

Vocabulary/Identification: Great Plains, longhorns, Forty-Niners, gold rush, assimilation, open range, barbed wire, placer mining, dry farming, cowboys, frontier thesis, bonanza farms, Wounded Knee, prospectors, exodusters, speculator, sod, long drive, Chisholm Trail, Ghost Dance, range wars, the Grange, populism, Battle of Standards, Overland Trail, bi-metalism, homesteaders, sooners, boomers

Technology: Indian Affairs: Laws and Treaties, compiled and edited by Charles J. Kappler (1904)http://digital.library.okstate.edu/kapplerThis digitized text at Oklahoma State University includes pre-removal treaties with the five civilized tribes and other tribes.

Native American Documents Projecthttp://www.csusm.edu/projects/nadp/nadp.htmCalifornia State University at San Marcos has several digital documents relating to Native Americans on this site.

National Museum of the American Indianhttp://www.si.edu/nmaiThe Smithsonian Institution maintains this site, providing information about the museum. The museum is dedicated to everything about Native Americans.

On the Trail in Kansashttp://www.kancoll.org/galtrl.htmThis Kansas collection site holds several good primary sources with images concerning the Oregon Trail and America’s early movement westward.

“California as I Saw It”: First-Person Narratives of California’s Early Years,


http://www.kancoll.org/galtrl.htm

http://www.si.edu/nmai

http://www.csusm.edu/projects/nadp/nadp.htm

http://digital.library.okstate.edu/kappler

http://socialsciences.dadeschools.net/pdf/socialstudies_lesson_plans/Q1/Social%20Studies%20Lesson%20Plan-SS.912.A.3.1.pdf






o Ghost Dance Movemento Helen Hunt Jackson's A

Century of Dishonoro The Dawes Act (1887):

Attempted Assimilation

●CLOSING OF THE FRONTIER (1890)

o Frederick Jackson Turner’s Frontier Thesis

o Oklahoma: the Last Frontier

● ECONOMIC CHALLENGES TO AMERICAN FARMERS

o Plight of the Farmer Low prices Foreign competition High mortgage rates High interest rates High railroad rates High insurance costs High middlemen fees

● FARMERS' RESPONSES

o The Grange Movemento Farmers’ Allianceso Support for Cheap Paper

Money: Pro-Silver Forceso Rise of the Populist Party

(the People's Party)o Populist Party Platform:

Unlimited coinage of silver (16:1)

Direct election of U.S. senators

One-term limit for president

Initiative & referendum Government ownership









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.




LA.1112.1.6.1: The student will use new vocabulary that is

1849-190http://memory.loc.gov/ammem/cbhtml/cbhome.htmlThis 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, and settling of the region.

Home on the Range/Cowboy Heritagehttp://history.cc.ukans.edu/heritage/old_west/cowboy.htmlThis site tells the history of the cattle trails and towns such as Dodge City, with useful texts, links, documents, and maps.

Suggested Activities:

Have students create a poster promoting life in the Great Plains (different territories by group).

Have students create a timeline of events, including: Congressional acts, new technologies, and land opportunities that contributed to the westward movement.

Have students participate in a simulation of the Oregon Trail. Divide the class into different family wagons. Provide each family with an amount of money to buy supplies and/or barter (weapons, wagon wheels, medicine, food, etc…) during trip for necessary items along the way. Teacher will intermittently (during class) announce random setbacks to individual families and the caravan as a whole (death of oxen, flood, Native American attack, sickness, shortage of food, etc…). Winners will reach Oregon!

Have students read Chief Joseph’s speech, “I Will Fight No More Forever.” Make an inference on how U.S. government policy affected Native Americans.

Have students write a letter as a settler moving west to a family member left behind on their journey and describe their living conditions after reaching their destination.

Have students formulate a list of national parks in the West and label them on a map of the United States.

Have students assume the roles of farmers or railroad owners. Have students write letters to newspapers detailing the farmer’s plight or the opposition to the government regulating railroads.

Have students organize a chart that identifies the elements of the Populist Party platform. Have students organize a class debate on the issue of gold vs. silver.


http://history.cc.ukans.edu/heritage/old_west/cowboy.html

http://memory.loc.gov/ammem/cbhtml/cbhome.html




of railroads and telegraph

Secret ballot Elimination of

protective tariff Graduated income tax Eight-hour work day Minimum wage Immigration restrictions

●ELECTION OF 1896: BRYAN VS. MCKINLEY

o Battle of the Standardso Bryan's “Cross of Gold”

Speecho Election of McKinley:

Return to the Gold Standard

introduced and taught directly.








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

Have students create political cartoons that depict and illustrate the influence of the Populist ideology on American political traditions and culture.

PowerPoints:The American West (http://tahgrant.dadeschools.net/jan10.asp)

Homestead Act (http://tahgrant.dadeschools.net/jan10.asp)

Frederick Jackson Turner Document (http://tahgrant.dadeschools.net/jan10.asp)













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.)


●FACTORS ENCOURAGING INDUSTRIAL GROWTH IN THE LATE NINETEENTH CENTURY

o Abundance of Natural Resources & Raw Materials

o New Sources of Powero Growing Population of

Laborers & Consumerso Availability of Capital &

Investmentso Technology & Inventionso Expanding Marketso Government Policies that

were Pro-Business: High Tariffs, Land Grants, Loans, Laissez-Faire Policy

o Improved Transportation & Communications

●DEVELOPMENTS OF MAJOR INDUSTRIES

o Transportation & Communications

o Steelo Coalo Oil & Petroleumo Electricityo Meat-Packingo Construction of the Florida

Railroad●RISE OF BIG BUSINESS:

Content Benchmarks:SS.912.A.3.1: Analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.

SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century. End of Course Exam Benchmark. Click on the following link for a detailed lesson plan, reading, instructional materials and pre-post quiz questions to assist in the instruction of the tested benchmark above:http://socialsciences.dadeschools.net/pdf/socialstudies_lesson_plans/Q1/Social%20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf

SS.912.A.3.3: Compare the first and second Industrial Revolutions in the United States.

SS.912.A.3.4: Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

SS.912.A.3.5: Identify significant inventors of the Industrial Revolution including African Americans and women.

SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society.

SS.912.A.3.9: Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.

Core Text Book: TBA

Vocabulary/Identification: Bessemer steel process, vertical integration, horizontal integration, Gilded Age, political machines, party bosses, trusts, monopoly, patronage, holding company, robber barons, strikes, injunctions, consolidation, patent, interstate commerce, marketing, investment banking, Mugwumps, graft, captains of industry

Technology: Alexander Graham Bell Family Papers at the Library of Congresshttp://memory.loc.gov/ammem/bellhtml/bellhome.htmlContains papers from 1862 to 1939. Includes a chronology, images, selected documents, and interpretive essays about Bell.

The Richest Man in the World: Andrew Carnegiehttp://www.pbs.org/wgbh/amex/carnegie/American Experience/PBS site provides images and text about Carnegie’s life and activities.

John D. Rockefeller and the Standard Oil Companyhttp://www.micheloud.com/FXM/SO/This study, with accompanying images by Francois Micheloud, tells of the rise of Rockefeller and his mammoth company.

American Labor Historyhttp://www.geocities.com/CollegePark/Quad/6460/AmLabHist/index.htmlThis site takes a general look at the history of labor in America.

Labor-Management Conflict in American Historyhttp://www.history.ohio-state.edu/projects/laborconflict/Ohio State University’s site includes primary accounts of some major events in the history of the labor management conflict. Suggested Activities:


http://www.history.ohio-state.edu/projects/laborconflict/

http://www.geocities.com/CollegePark/Quad/6460/AmLabHist/index.html

http://www.micheloud.com/FXM/SO/

http://www.pbs.org/wgbh/amex/carnegie/

http://memory.loc.gov/ammem/bellhtml/bellhome.html

http://socialsciences.dadeschools.net/pdf/socialstudies_lesson_plans/Q1/Social%20Studies%20Lesson%20Plan-%20SS.012.A.3.2.pdf






CORPORATIONSo Business Consolidation

Monopolies Trusts Holding Companies Vertical & Horizontal

Integrationo Government Regulations:

Sherman Anti-Trust Act & the Interstate Commerce Commission

●RESULTS OF INDUSTRIAL GROWTH

o Mass Production: More Efficient Production Methods Assembly line Division of labor Labor-saving

machineryo New Marketing Techniques:

Advertising & Retailing Department stores Catalogues

o Emergence of “Captains of Industry” Armour, Morris, Swift –

Meat-packing Carnegie – Steel Duke – Tobacco Mellon – Aluminum Morgan – Finance Rockefeller – Oil Vanderbilt – Railroads

o The Gilded Age (1877-1900): Mark Twain Political machines,

patronage, city bosses Economic: unequal

distribution of wealth Art & literary trends:

realism

SS.912.A.3.13: Examine key events and peoples in Florida history as they relate to United States history.

Skill 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.G.4.2: Use geographic terms and tools to analyze

Have students create a web illustrating factors (technological, communication, growing markets and natural resources) that encouraged the Industrial Revolution.

Have students write an essay arguing which invention or development had the greatest impact on society.

Have students create a chart that identifies each step in the process of vertical and horizontal integration.

Have students create an advertisement for a department store catalogue.

Have students analyze a political cartoon that offers a positive depiction of a “captain of industry” versus a negative depiction of a “robber baron.”

Have students complete a chart by matching dates with inventions and their inventors.

Have students create a timeline of major inventions and their inventors, including the contributions of African Americans and women (from 1860-1920). Students should specify how each invention changed the way people lived.

Have students identify the goals of the Knights of Labor and the American Federation of Labor. Have students choose an occupation and create a list of demands.

Have students work in small groups to analyze the various reasons for strikes during the late 19th century and the government’s reaction to labor unrest.



Related Programs: Hispanic Heritage Month – September 15 – October 15

See the Division of Social Sciences Website, http://socialsciences.dadeschools.net/.

SPED:






●INVENTIONSo Telephone – Bello Trans-Atlantic Cable – Fieldo Elevator – Otiso Incandescent Light bulb,

Phonograph – Edisono Sewing Machine – Singer &

Howeo Kodak Camera – Eastmano Electrified subway system o Telegraph – Morseo Cash Register o Notable African-American &

Women Inventors: Madam C.J.

Walker: hair products

Elijah McCoy: automatic lubricator for steam engines

Sarah Goode: Cabinet bed; first African-American woman to receive a patent

Charles Brooks: street sweeper truck

John Burr: rotary blade lawn mower

Miriam Benjamin: gong and signal chair for hotels

Sarah Boone: ironing board

●THE LABOR MOVEMENTo Poor Working Conditionso Low Wages and Long

Hourso Impact on Women and

Children

the push/pull factors contributing to human migration within and among places.












Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/ 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.








o Powderly & the Knights of Labor

o Gompers & the American Federation of Labor

●LABOR UNRESTo Perception of Labor

Movement as Radicalismo Railroad Strike (1877)o Haymarket Square (1886)o Homestead Steel Act

(1892)o Pullman Strike (1894)

●COMPARISON OF THE FIRST & SECOND INDUSTRIAL REVOLUTIONS







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



●FACTORS CONTRIBUTING TO URBANIZATION IN THE LATE NINETEENTH CENTURY

o Population Growtho Job Opportunitieso Rural to Urban Migrationo Immigration: the

Americanization Movement

●CHARACTERISTICSo Skyscraperso Electric Elevatorso Steel Bridges and Buildings o Streetcarso Subwayso New Trends in Architecture

●PROBLEMS AS A RESULT OF URBANIZATION

o Overcrowdingo Crimeo Diseaseo Povertyo Pollutiono Lack of Municipal Services:

Housing (slums and tenements), Transportation, Sanitation, Schools, Fire, Police, & Water Supply

●SOCIAL GOSPEL MOVEMENT

Content Benchmarks:SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel Movement, role of settlement houses and churches in providing services to the poor).

Gospel movement, role of settlement houses and churches in providing services to the poor).

SS.912.A.3.6: Analyze changes that occurred as the United States shifted from agrarian to an industrial society

SS.912.A.3.10: Review different economic and philosophic ideologies.




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.

Core Text Book: TBA

Vocabulary/Identification: Urbanization, municipalities, tenements, skyscraper, settlement houses, Social Gospel, Gospel of Wealth, Social Darwinism, "Rags-to-Riches" Myth, suburbs

Technology: The American Experience: America 1900http://www.pbs.org/wgbh/amex/1900/Companion to the PBS documentary, this site includes audio clips of respected historians on the economics, politics, and culture of 1900, a primary source database, a timeline of the year, downloadable software to compile a family tree, and other materials.

Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920http://memory.loc.gov/ammem/detroit/dethome.htmlThis Library of Congress collection has thousands of photographs from turn-of-the-century America.

Jane Addams Hull-House Museumhttp://www.uic.edu/jaddams/hull/hull_house.htmlThis site offers information on Addams, her settlement house programs, and the neighborhoods they served.

Suggested Activities:Have students create a flow chart listing factors that contributed to rapid urbanization in the second half of the nineteenth century.

Have students create a poster showing both positive and negative characteristics of a city.

Have students create a spider map listing problems as a result of urbanization


http://www.uic.edu/jaddams/hull/hull_house.html

http://memory.loc.gov/ammem/detroit/dethome.html

http://www.pbs.org/wgbh/amex/1900/




o Christian Obligation to Help the Poor

●SETTLEMENT HOUSES o Jane Addams & Hull House

●GOSPEL OF WEALTHo Carnegie & Philanthropy

●SOCIAL DARWINISMo Herbert Spencer &

"Survival of the Fittest"o William Graham Sumner:

the Futility of Reform













LA.1112.1.6.2: The student will listen to, read, and discuss

and attempts that were made to solve each problem.

Have students create a visual depicting the social services offered to the urban poor by settlement houses.

Have students create a skit or poem describing urban life in the latter part of the nineteenth century.











familiar and conceptually challenging text.











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



●IMMIGRATIONo Push vs. Pull Factorso Sources and Numberso Old vs. New Immigrationo Americans’ Reaction to

Immigration Initial acceptance of

immigrants: "men of special ability" & need for workers

Nativism & xenophobia Riots against Asian

immigrants in the West Discrimination Immigration Restriction

Leagueo U.S. Government Begins to

Restrict Immigration Chinese Exclusion

Act (1882) Gentleman’s

Agreement (1907) Quota System

(1924)

Content Benchmarks:SS.912.A.3.7: Compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).

SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities)

SS.912.A.3.11: Analyze the impact of political machines in United States cities in the late 19th and early 20th centuries.






Core Text Book: TBA

Vocabulary/Identification: Old vs. new immigrants, tenements, party bosses, political machines, nativism, melting pot, Ellis Island, push factors, pull factors, xenophobia, political machines, WASP's

Technology: The American Experience: America 1900http://www.pbs.org/wgbh/amex/1900/Companion to the PBS documentary, this site includes audio clips of respected historians on the economics, politics, and culture of 1900, a primary source database, a timeline of the year, downloadable software to compile a family tree, and other materials.

Suggested Activities:Have students compare the “old” and “new” immigrants and Americans’ reactions to each.

Have students create a pamphlet for immigrants arriving at Ellis/Angel Island. Include tips for the journey and arrival.

Have students construct a line graph tracing the history of immigration to the U.S. from 1865 to 1925. Include region of origin and numbers for each major immigrant group.

Have students read the poem “The New Colossus” by Emma Lazarus. In a paragraph, students will identify the occasion and the audience.

Have students work in small groups to research the “new” immigrant groups.

Have students share findings with the class, including why the immigrants came


http://www.pbs.org/wgbh/amex/1900/
















LA.1112.1.6.2: The student will listen to, read, and discuss

to the U.S., where they settled, what type of jobs they had and lasting contributions to American society.



SPED:

Go the Division of Social Sciences’ website, http://socialsciences.dadeschools.net/ 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, http://socialsciences.dadeschools.net/, 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.







familiar and conceptually challenging text.



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.)




