SCHOOL YEAR 2015-2016 - BDS Social Studies -...

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SCHOOL YEAR 2015-2016

Bay District Schools High School United States History

Curriculum Resource Guide

Bay County School Board 1311 Balboa Avenue Panama City, FL 32405 (850) 767-4100

Bay District Schools: United States History Curriculum Resource Guide SCHOOL YEAR 2015 – 2016

Division of Teaching and Learning Page 1

HIGH SCHOOL: United States History

Introduction: This course is offered in the 2015 – 2016 school year for all students in Bay District Schools. The District Curriculum Resource is based on the Next Generation Sunshine State Standards (NGSSS) for social studies and the Florida Standards (FS). The NGSSS are content specific, and should guide a teacher to go more in depth with the course material they are teaching. The curriculum guide provides support to identify areas of coverage required verses teaching all the chapters in a textbook. Teachers are encouraged to use a variety of resources to teach content and skills. To address the concern of the high mobility rate within the school district the order of instruction should be followed by all high schools. The culmination of this course will be an End of Course Assessment (EOCA) developed by The Florida Department of Education and administered electronically. It is important to note that district curriculum resources are not static documents and are open to revision.

Course Description:

United States History (U.S. History) 9-12 Course - 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 Students are empowered to perform at higher levels as they engage in the following: analyzing historical documents and supplementary readings, working in the context of thematically categorized information, becoming proficient in note-taking, participating in Socratic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). Instructional Practices:

Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

Reading assignments from longer text passages as well as shorter ones when text is extremely complex. Making close reading and rereading of texts central to lessons. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments. Requiring students to support answers with evidence from the text. Providing extensive text-based research and writing opportunities (claims and evidence).



General Information Regarding the United States History Curriculum Guide:

The curriculum resource guide provides curriculum resources and pacing for US History, high school, in Bay District Public Schools. The order of instruction is included as a pacing reference. The guide is divided into 9 week segments and provides an estimate of the number of traditional days needed to complete instruction on

a given topic (Learning Goal).

US History benchmarks are noted as mastery, imbedded or survey. Benchmarks for mastery should be taught in conjunction with imbedded and survey benchmarks as part of comprehensive instruction for the learning goals. Benchmarks denoted as mastery are power benchmarks. Imbedded benchmarks are naturally aligned to the benchmarks for mastery and should be deliberately taught within the unit. Survey benchmarks are subordinate to the others.

Florida Standards are aligned in the district curriculum resource guide as a reference to insure appropriate recursive instruction of the Florida Standards.

Slight variations in pacing may occur due to professional decisions made by the teacher or because of school schedules. The curriculum resource guide is separated into eighteen distinct sections to help teachers utilize its resources in planning for

instruction. BDS curriculum resource guide should help facilitate high quality instruction to maximize student achievement. Teachers should reflect throughout the year to address yearly revisions to the district curriculum resource guide.



First 9 Weeks Second 9 Weeks Third 9 Weeks Fourth 9 Weeks

Learning Goal 1: Civil War, Reconstruction and Western Experience (8 days: August 19 – 28) Mastery: SS.912.A.2.1, SS.912.A.2.4, SS.912.A.2.5, SS.912.A.2.7 Imbedded: SS.912.A.2.3, SS.912.A.2.6 Survey: SS.912.A.2.2

Learning Goal 2: Economic effects of Industrialization (9 days: Aug. 31 – Sept. 11)

Mastery: SS.912.A.3.1, SS.912.A.3.6, SS.912.A.3.2, SS.912.A.3.4 Survey: SS.912.A.3.3, SS.912.A.3.5 *September 11: SS.912.A.7.15 (1 day) *Constitution Day: SS.912.A.7.8 – Gideon v. Wainwright (1 day) *Celebrate Freedom Week (1003.421) Last Full Wk of September* Learning Goal 3: Social and political effects of Industrialization (13 days: Sept. 14 – Oct. 2) Mastery: SS.912.A.3.7, SS.912.A.3.9, SS.912.A.3.10, SS.912.A.3.12 Imbedded: SS.912.A.3.8 Survey: SS.912.A.3.11, SS.912.A.3.13 Learning Goal 4: Imperialism (10 days:

Oct. 5 – 19)

Mastery: SS.912.A.4.1, SS.912.A.4.3, SS.912.A.4.4 Survey: SS.912.A.4.2, SS.912.A.4.11

Learning Goal 5: World War I (5 days: Oct. 22 – 29) Mastery: SS.912.A.4.5, SS.912.A.4.6, SS.912.A.4.7, SS.912.A.4.10 Survey: SS.912.A.4.8, SS.912.A.4.9, SS.912.A.4.11

Learning Goal 6: Impact of WWI (5 days: Oct. 30

– Nov. 5) Mastery: SS.912.A.5.3, SS.912.A.5.5 Survey: SS.912.A.5.1, SS.912.A.5.12

Learning Goal 7: 1920s (5 days: Nov. 6 – 13) Mastery: SS.912.A.5.9, SS.912.A.5.10, SS.912.A.5.2, SS.912.A.5.6, SS.912.A.5.7, SS.912.A.5.12 Imbedded: SS.912.A.5.8

Learning Goal 8: Great Depression and New Deal (10 days: Nov. 16 – Dec. 4) Mastery: SS.912.A.5.11, SS.912.A.5.4 Imbedded: SS.912.A.5.12

Learning Goal 9: World War II (5 days:

December 7 – 11) Mastery: SS.912.A.6.2 Imbedded: SS.912.A.6.1, SS.912.A.6.3 Survey: SS.912.A.6.4, SS.912.A.6.15

Learning Goal 10: Impact of WWII (10 days: 5

days in second nine weeks, December 14 – 18. (** Progress Monitoring through Learning Goal 9) 5 days in third nine weeks, January 20 – 26) Mastery: SS.912.A.6.1, SS.912.A.6.3, SS.912.A.6.6, SS.912.A.6.9, SS.912.A.7.1, SS.912.A.7.2 Survey: SS.912.A.6.5, SS.912.A.6.7 **Progress Monitoring: January 11 – 14 (through

Learning Goal 9)** (January 4 – 8 Flex/Review)

Learning Goal 10: Impact of WWII (10 days: 5 days in second nine weeks, December 14 – 18. 5 days in third nine weeks, January 20 – 26) Mastery: SS.912.A.6.1, SS.912.A.6.3, SS.912.A.6.6, SS.912.A.6.9, SS.912.A.7.1, SS.912.A.7.2 Survey: SS.912.A.6.5, SS.912.A.6.7

Learning Goal 11: Foreign Policy – Cold War and Korean War (10 days: January 27 – Feb. 9) Mastery: SS.912.A.6.8, SS.912.A.6.10, SS.912.A.6.12 Survey: SS.912.A.6.11, SS.912.A.6.13

Learning Goal 12: Foreign Policy – 1960’s and Vietnam War (5 days: February 10 – February 17) Mastery: SS.912.A.6.13, SS.912.A.6.14, SS.912.A.7.4 Survey: SS.912.A.7.10, SS.912.A.7.17

Learning Goal 13: African American Civil Rights (9 days: February 18 – March 2) Mastery: SS.912.A.7.5, SS.912.A.7.6 Imbedded: SS.912.A.7.8 [Brown v. Board (1974), Regents of the University of California v. Bakke (1978), Affirmative Action] Survey: SS.912.A.7.7, SS.912.A.7.17

Learning Goal 14: Women and Native American rights’ Movements (4 days: March 3 – 8) Mastery: SS.912.A.7.3, SS.912.A.7.10 Imbedded: SS.912.A.7.8 [Equal Rights Amendment (ERA), Roe v. Wade (1973), Wounded Knee (1973), American Indian Movement (AIM)]

Learning Goal 15: Social Issues and Movements of the 1950s to the 1970s (7 days: March 9 – March 17) Mastery: SS.912.A.7.13, SS.912.A.7.8 [United Farm Workers (UFW), Grey Panthers), SS.912.A.7.8 (All)] Survey: SS.912.A.7.9

Learning Goal 16: Post-Watergate Era (9 days: 3 days in third nine weeks, March 28 – March 30. 6 days in fourth nine weeks, March 31 – April 7) Mastery: SS.912.A.7.11, SS.912.A.7.12, SS.912.A.7.14, SS.912.A.7.15, SS.912.A.7.16 Survey: SS.912.A.7.17

Learning Goal 16: Post-Watergate Era (9 days: 3 days in third nine weeks, March 28 – March 30. 6 days in fourth nine weeks, March 31 – April 7) Mastery: SS.912.A.7.11, SS.912.A.7.12, SS.912.A.7.14, SS.912.A.7.15, SS.912.A.7.16 Survey: SS.912.A.7.17

Learning Goal 17: Florida History in Review (10 days: April 8 – 21) SS.912.A.1.4, SS.912.A.1.2, SS.912.A.2.1 SS.912.A.3.1 with SS.912.A.3.13 SS.912.A.3.2 with SS.912.A.3.13 SS.912.A.4.1 with SS.912.A.4.11 SS.912.A.4.5 with SS.912.A.4.11 SS.912.A.5.3 with SS.912.A.5.12 SS.912.A.5.5 with SS.912.A.5.12 SS.912.A.5.11 with SS.912.A.5.12 SS.912.A.6.1 with SS.912.A.6.15 SS.912.A.6.10 SS.912.A.6.13 SS.912.A.7.1 with SS.912.A.7.17 SS.912.A.7.4 with SS.912.A.7.17 SS.912.A.7.6 with SS.912.A.7.17 SS.912.A.7.8 SS.912.A.7.11 SS.912.A.7.12 with SS.912.A.7.17

US History EOCA test window: April 18 – May 20

Learning Goal 18: United States History Extended (15 days) Skills: SS.912.A.1.4, SS.912.A.1.2, SS.912.A.1.5, LAFS.1112.SL.1.2, LAFS.1112.WHST.3.7, LAFS.1112.WHST.3.8, LAFS.1112.WHST.3.9, LAFS.1112.WHST.4.10



Learning Goal 1: Civil War, Reconstruction and Western Experience

Students will understand and be able to identify, evaluate, and analyze the causes, course, and consequences of the Civil War, Reconstruction, and the Western experience.

1st Nine Weeks

Suggested pacing: 8 days

(08/19 - 08/28)

Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment:

Mastery: SS.912.A.2.1 Review causes and consequences of the Civil War. 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.2.7 Review the Native American experience. Imbedded: SS.912.A.2.3 Describe the issues that divided Republicans during the early Reconstruction era. 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 in the United States. Survey: SS.912.A.2.2 Assess the influence of significant people or groups on Reconstruction. Geography: SS.912.G.2.1

Skills: SS.912.A.1.1, SS.912.A.1.2 Florida Standards Alignment:

LAFS.1112.SL.1.2, LAFS.1112.SL.1.3, LAFS.1112.RH.2.5, LAFS.1112.RH.2.6 Florida Department of Education U.S. History End-of-Course Assessment Test Item Specifications:

Refer to the FLDOE U.S. History End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess U.S.

history and includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.

SS.912.A.2.1 – pg. 19 SS.912.A.2.4 – pg. 19 SS.912.A.2.5 – pg. 19 SS.912.A.2.7 - pg. 19



Essential Vocabulary & Key Concepts Core Instructional Resources and

Suggested Order of Instruction

Supplemental Instructional Resources

SS.912.A.2.1-African-American migration, Anaconda Plan, Compromise of 1850, Dred Scott decision, Emancipation Proclamation, Freeport Doctrine, Gettysburg, Gettysburg Address, Kansas-Nebraska Act, Ostend Manifesto, states’ rights, Vicksburg, Slavery, territorial claims, abolitionist movement, regional differences

SS.912.A.2.4 - abolition of slavery, citizenship, suffrage, equal protection

SS.912.A.2.5 - Jim Crow Laws, southern minorities, racial/ethnic minority groups

SS.912.A.2.7- Western Expansion, Wounded Knee Massacre, Dawes Act, Sand Creek Massacre, Battle of Little Big Horn, Indian Schools, government involvement in killing of buffalo, reservation system, tribulation, settlement patterns

SS.912.A.2.6- Black Codes, sharecropping system, debt peonage

SS.912.A.2.2- Reconstruction, Andrew Johnson, Jefferson Davis, Frederick Douglass, Ulysses S. Grant, Robert E. Lee, William T. Sherman, Buffalo Soldiers, Harriet Tubman, Sojourner Truth, Carpetbaggers, scalawags

*Additional vocabulary/key concepts may be necessary.

*Required Text for Learning Goal 1-

Gateway to U.S. History:

Jarrett, Mark Ph. D., Yahng, Robert, J.D., Gateway to

U.S. History. LaFayette, CA: Florida Transformative

Education, 2014. Print.

Chapter 1, The Civil War – pgs. 3 – 18 o What Do You Know? Pgs. 19 – 22 (use as

appropriate – review, quiz, test) Chapter 2, Reconstruction: America’s “Unfinished

Revolution”? – pgs. 25 – 28 and 32 – 36 o What Do You Know? Pgs. 37 – 40 (use as

appropriate – review, quiz, test)


Jarrett, Mark Ph. D., Yahng, Robert, J.D., Gateway to

U.S. History. LaFayette, CA: Florida Transformative

Education, 2014. Print.

Chapter 3, “Go West” – pgs. 43 – 55 o What Do You Know? Pgs. 56 – 58 (use as

appropriate – review, quiz, test) OR

Textbook:

Appleby, Joyce Ph. D, et al. Florida United States

History and Geography Modern Times. Bothell, WA:

McGraw-Hill, 2013. Print

Chapter 2, “Settling the West” – pgs. 74 – 87 *Additional instructional resources may be necessary.

Lesson Plan Disunion

http://www.civilwar.org/education/teachers/curricu

lum/civil-war-curriculum/high-school/lesson-plans-

high-school.html

Archives.gov

Document analysis worksheets- use as appropriate.

(Emancipation Proclamation)

sharemylesson.com (register free, log-in) Go to

Teacher Resources, High School 9-12, Social Studies,

US History, Grade 11, Civil War and Reconstruction,

select Reconstruction, Civil War By jyoung121

sharemylesson.com Go to Teacher Resources, High School 9-12, Social Studies US History, Grade 11, Western Expansion, What was the impact of the railways? By cathyflavelle Discovery Education: A Nation Goes to War 3:52

Dred Scott Decision Helps Trigger The Civil War 3:07

Harriet Beecher Stowe Writes 2:48

Harriet Tubman Conducts the Underground RR 2:35

Fort Sumter, April 12, 1861: The Civil War Begins

1:15

13th, 14th, and 15th Amendments Establish Civil Rights

2:24

Plessy vs. Ferguson and Declaring “Separate but

Equal” 2:26

Reconstructing the South 4:09

Chaos in Congress and the Former Confederate States

3:32

http://www.civilwar.org/education/teachers/curriculum/civil-war-curriculum/high-school/lesson-plans-high-school.html





Learning Goal 2: Economic Effects of Industrialization

Students will analyze the transformation of the American economy in response to the Industrial Revolution.

1st Nine Weeks


(08/31 - 09/11)


Mastery: 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. 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.3.6 Analyze changes that occurred as the United States shifted from agrarian to an industrial society. Survey: SS.912.A.3.3 Compare the First and Second Industrial Revolutions in the United States SS.912.A.3.5 Identify significant inventors of the Industrial Revolution, including African Americans and women. Geography: SS.912.G.1.3, SS.912.G.4.2 Humanities: SS.912.H.3.1

Skills: SS.912.A.1.4, SS.912.A.1.2

Florida Standards Alignment:

LAFS.1112.WHST.1.2, LAFS.1112.WHST.2.4, LAFS.1112.WHST.2.5, LAFS.1112.WHST.2.6

Florida Department of Education U.S. History End-of-Course Assessment Test Item Specifications:



SS.912.A.3.1- pg. 22 SS.912.A.3.2- pg. 23 SS.912.A.3.4- pg. 23 SS.912.A.3.6- pg. 22



Essential Vocabulary & Key Concepts Instructional Resources Additional Instructional Resources

SS.912.A.3.1-Agricultural surplus, business

monopolies, Cross of Gold, Farmers

Alliance, Grange, Granger laws, Homestead

Act (1862), creation of agricultural colleges,

gold standard and Bimetallism, the creation

of the Populist Party

SS.912.A.3.2-Second Industrial Revolution

SS.912.A.3.4- railroads, the telegraph,

monopolies, entrepreneurs, trusts,

corporations, allowed for westward

expansion.

SS.912.A.3.6- Social Darwinism, Interstate

Commerce Act (1887), populism,

urbanization, laissez-faire, changes to the

family structure, Ellis Island, Angel Island,

push-pull factors, urban centers.

SS.912.A.3.3- expansion of trade and

development of new industries, vertical and

horizontal integration, Bessemer process.

SS.912.A.3.5- Andrew Carnegie, John D.

Rockefeller, Lewis Howard Latimer, Jan E.

Matzeliger, Sarah E. Goode, Granville T.

Woods, Alexander Graham Bell, Thomas

Edison, George Pullman, Henry Ford, Orville

and Wilbur Wright, Elijah McCoy, Garrett

Morgan, Madame C. J. Walker, George

Westinghouse, innovation. *Additional vocabulary/key concepts may be necessary.

Textbook:


History and Geography Modern Times.

Bothell,WA: McGraw-Hill, 2013. Print

Chapter 3, Industrialization – pgs. 92 – 109 Chapter 4, Urban America – pgs. 114 – 117,

122 – 124, 130-132

OR


Jarrett, Mark Ph. D., Yahng, Robert, J.D., Gateway

to U.S. History. LaFayette, CA: Florida

Transformative Education, 2014. Print.

Chapter 4, The Triumph of Industry – pgs. 61 – 66, 68 – 73 o What Do You Know? (use as appropriate

– review, quiz, test) Chapter 5, The Labor Movement – pgs. 83 –

92 o What Do You Know? (use as appropriate

– review, quiz, test) Chapter 6, Cities, Immigrants, and Farmers –

pgs. 99 – 103, 105 – 110 o What Do You Know? (use as appropriate

– review, quiz, test) *Additional instructional resources may be necessary.

**September 11: SS.912.A.7.15 (1 day)

**Constitution Day: SS.912.A7.8- Gideon v.

Wainwright (1 day)

Discovery Education: The Industrial Revolution 3:26

Edison and the Age of Electricity 6:51

A History of Black Achievement in America Full

Video 24:36

Workers’ Rights: The Triangle Shirtwaist Fire

5:38

Cartoon, Economic Influence of Standard Oil

(Image)

Early Industrial America 6:00 (Includes:

Industrial America, The Jungle by Upton Sinclair)

Industrial Giants 4:31

Henry Ford 3:08

John D. Rockefeller 3:09



Learning Goal 3: Social and Political Effects of Industrialization

Students will analyze the changing social and political conditions in response to the Industrial Revolution.

1st Nine Weeks


(09/14 - 10/02)


Mastery: SS.912.A.3.7 Compare the experience of European immigrants in the east to that of Asian immigrants in the west. SS.912.A.3.10 Review different economic and philosophic ideologies. SS.912.A.3.12 Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life. Imbedded:

SS.912.A.3.8 Examine the importance of social change and reform in the late 19th and early 20th centuries. Survey: SS.912.A.3.13 Examine key events and peoples in Florida history as they relate to United States history. Geography: SS.912.G.4.2, SS.912.A.4.3 Humanities: SS.912.H.3.1 Health Education: HE.912.C.2.4 Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.SL.1.1, LAFS.1112.RH.3.8, LAFS.1112.RH.4.10








SS.912.A.3.7- the Chinese Exclusion Act,

Gentlemen’s Agreement with Japan,

nativism, integration of immigrants into

society when comparing "Old" [before 1890]

and "New" immigrants [after 1890],

Immigration Act of 1924,

immigrant/emigrant.

SS.912.A.3.9- . American Federation of

Labor, Socialist Party, labor laws, Knights of

Labor, labor unions, government regulation,

Great Migration, Haymarket Riot (1886),

Homestead Strike (1892), Pullman Strike

(1894), Sherman Antitrust Act (1890),

Sherman Silver Purchase Act (1894).

SS.9.12.A.3.10- market economy, mixed

economy, planned economy and philosophic

examples are capitalism, socialism,

communism, anarchy.

SS.912.A.3.12- YMCA, Women's Christian

Temperance Union, National Women's

Suffrage Association, National Women's

Party, Robert LaFollette, Florence Kelley,

Eugene Debs, Carrie Chapman Catt, Alice

Paul, Theodore Roosevelt, William Taft,

Woodrow Wilson, Upton Sinclair, Gifford

Pinchot, William Jennings Bryan, Ida

Tarbell, muckrakers, National Woman

Suffrage Movement, government regulation

of food and drugs.

SS.912.A.3.8- child labor, class system, human

Textbook:




Chapter 3, Industrialization – (Review) pgs. 95, 102 – 103, 105 - 108

Chapter 4, Urban America – pgs. 125 Chapter 6, The Progressive Movement – pgs.

162 – 167

OR





Chapter 5, The Labor Movement – pgs. 84 – 90 o Review Cards pgs. 90 – 91 (use as

appropriate) Chapter 7, The Progressive Era – pgs. 121 –

128 (Independent Study), 128 – 133

DBQ:

DBQ Project High School American History:

Mini Q’s in American History Volume 2:

Progressivism: Where Will You Put Your

Million Dollars?

*Additional instructional resources may be

necessary.

sharemylesson.com Go to Teacher Resources,

High School 9-12, Social Studies US History,

Grade 11, Urban Life in Gilded Age/Social

Darwinism

Discovery Education:

“The Granger Shirt” about the Grange Movement

(Image)

Labor Organizations 4:48

Samuel Gompers 6:40

Homestead Strike 1892 2:39

Miners Strike 3:23

Politics and Progressives 3:21

Progressivism 2:18 (muckrackers)

People of the Decade 2:31

Ida M. Tarbell (Image)



experience during the Second Industrial,

migration from farms to cities, role of

settlement houses and churches in providing

services to the poor, Social Gospel movement.

SS.912.A.3.11- political machines, Boss

Tweed, Tammany Hall, George Washington

Plunkitt, Washington Gladden, Thomas Nast.

SS.912.A.3.13- the railroad industry, bridge

construction in the Florida Keys, the cattle

industry, the cigar industry, the influence of

Cuban, Greek and Italian immigrants, Henry B.

Plant, William Chipley, Henry Flagler, George

Proctor, Thomas DeSaille Tucker, Hamilton

Disston, Everglades.

**Additional vocabulary/key concepts may be necessary.



Learning Goal 4: Imperialism

Students will demonstrate an understanding of the changing role of the United States in world affairs through Imperialism.

1st Nine Weeks


(10/5 - 10/19)


Mastery: SS.912.A.4.1 Analyze the major factors that drove United States imperialism. SS.912.A.4.3 Examine causes, course, and consequences of the Spanish-American War. SS.912.A.4.4 Analyze the economic, military, and security motivations of the United States to complete the Panama Canal as well as major obstacles involved in its construction

Survey: SS.912.A.4.2 Explain the motives of the United States’ acquisition of the territories SS.912.A.4.11 Examine key events and peoples in Florida history as they relate to United States history.

Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.SL.2.4, LAFS.1112.RH.1.2, LAFS.1112.RH.1.3, LAFS.1112.RH.2.4, LAFS.1112.RH.3.7, LAFS.1112.WHST1.1




SS.912.A.4.1- pg. 27 SS.912.A.4.3- pg. 27 SS.912.A.4.4- pg. 27




SS.912.A.4.1- imperialism

SS.9.12.A.4.3- Cuba as a protectorate, yellow

fever, Yellow Journalism, sinking of the

Maine, Commodore Dewey, the Rough

Riders, the Treaty of Paris.

SS.912.A.4.4- disease, environmental impact

of Panama Canal, shipping routes,

independence for Panama.

SS.912.A.4.2- the Monroe Doctrine, Roosevelt

Corollary, Manifest Destiny, natural resources,

markets for resources, big stick, expansionism,

imperialism, Open Door policy, elimination of

spheres of influence in China, Platt

Amendment, Teller Amendment, Treaty of

Portsmouth (1905), The Influence of Sea Power

upon History by Alfred T. Mahan, Hawaii,

Puerto Rico, Philippines, Guam, Samoa,

Marshall Islands, Midway Island, Virgin

Islands, Alaska, anti-imperialist.

SS.912.A.4.11- Ybor City, Jose Marti.


Textbook:




Chapter 5, Becoming a World Power – pgs. 142 – 149, 154 – 155 (Panama Canal)

OR





Chapter 8, American Imperialism – pgs. 143 – 145, 148 – 150 (Cuba an informal Protectorate), 152 – 153 (The U.S. and Latin America)

*Additional instructional resources may be necessary.

archives.gov “Petition Against Annexation of

Hawaii”

Reading Like a Historian

http://sheg.stanford.edu/american-imperialism

Discovery Education: Theodore Roosevelt 5:50

Looking to Foreign Lands 3:30

The Emerging Imperialist Nation (USS Maine)

4:09

Spanish-American War 10:15

http://sheg.stanford.edu/american-imperialism



Learning Goal 5: World War I

Students will examine the causes of US involvement and changing role of the US in world affairs WWI.

2nd Nine Weeks


(10/22 - 10/29)


Mastery: SS.912.A.4.5 Examine causes, course, and consequences of US involvement in World War I. SS.912.A.4.6 Examine how the United States government prepared the nation for war with war measures. SS.912.A.4.7 Examine the impact of airplanes, battleships, new weaponry, and chemical warfare in creating new war strategies SS.912.A.4.10 Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

Survey: SS.912.A.4.8 Compare the experiences Americans had while serving in Europe. SS.912.A.4.9 Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women, and dissenters in the United States. SS.912.A.4.11 Examine key events and peoples in Florida history as they relate to United States history.

Geography:

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

Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.912.A.1.3, LAFS.1112.RH.1.1, LAFS.1112.RH.1.3








SS.912.A.4.5- American Expeditionary

Force, armistice, Big Four, entangling

alliances, Neutrality Acts, home front,

imperialism, isolationism, Lusitania,

militarism, nationalism, propaganda, Sussex

Pledge, war bonds, War Industries Board,

Wilson’s Fourteen Points, Zimmermann

Telegram.

SS.9.12.A.4.6- Selective Service Act, War

Industries Board, war bonds, Espionage Act,

Sedition Act, Committee of Public

Information.

SS.912.A.4.7- convoys, trench warfare,

unrestricted submarine warfare.

SS.912.A.4.10- self-determination,

demilitarized zone, reparations and the

League of Nations, including Article X of the

Covenant. Wilson’s Fourteen Points.

SS.912.A.4.8- African Americans in World

War I, conscientious objectors, Hispanics in

World War I, women in World War I

SS.912.A.4.9- Great Migration

SS.912.A.4.11- Home front, Spanish-American

War


Textbook:




Chapter 7, World War I and Its Aftermath – pgs. 182 – 203

OR





Chapter 9, The U.S. and World War I – pgs. 167 – 180 o What Do You Know? (use as appropriate




Grade 11, World War I Unit Plan and/or Causes

of World War I and American Response PPT

Discovery Education: American in the 20th Century: World War I: The

War in Europe Full Video 30:00 (select to view all

or clips)

The Treaty of Versailles 3:09

World War I: A New Kind of War 8:22

WWI: The Espionage and Sedition Acts 3:43

America at the End of World War I: On the

Homefront Full Video 28:00 (select to view all or

clips)

The Red Scare and Social Unrest 2:48



Learning Goal 6: Impact of World War I

Students will examine the impact of US foreign economic policy during the 1920s.

2nd Nine Weeks


(10/30 - 11/5)


Mastery: SS.912.A.5.3 Examine the impact of United States foreign economic policy during the 1920s. SS.912.A.5.5 Describe efforts by the United States and other world powers to avoid future wars.

Survey: SS.912.A.5.1 Discuss the economic outcomes of demobilization. SS.912.A.5.12 Examine key events and people in Florida history as they relate to United States history.

Geography:

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.

Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.RH.3.8, LAFS.1112.WHST.1.2, LAFS.1112.WHST.2.4, LAFS.1112.WHST.2.5, LAFS.1112.WHST.2.6




SS.912.A.5.3- pg. 32 SS.912.A.5.5- pg. 34




SS.912.A.5.3- anarchists, assembly line,

Communists, disarmament, Fordney-

McCumber Act, Prohibition, Red Scare,

Sacco and Vanzetti, tariffs,

SS.9.12.A.5.5- Dawes Plan, Four Power

Treaty, Kellogg-Briand Pact, League of

Nations, Neutrality Acts, Washington Naval

Conference, Women’s International League

for Peace and Freedom

SS.912.A.5.1- consumerism, demobilization,

installment buying, flappers, Jazz Age, Roaring

Twenties, Teapot Dome.

SS.912.A.5.12- impact of climate and natural

disasters


Textbook:




Chapter 8, The Jazz Age – pgs. 208 – 218

OR





Chapter 10, The Roaring Twenties – pgs. 194 – 206 o What Do You Know? (use as appropriate


Discovery Education: American in the 20th Century: World War I: The

War in Europe Full Video 30:00 (select to view all

or clips)

The Treaty of Versailles 3:09

World War I: A New Kind of War 8:22

WWI: The Espionage and Sedition Acts 3:43

America at the End of World War I: On the

Homefront Full Video 28:00 (select to view all or

clips)

The Red Scare and Social Unrest 2:48



Learning Goal 7: Roaring Twenties and the Great Depression

Students will analyze the effects of the changing social, political, and economic conditions of the Roaring Twenties and the Great Depression.

2nd Nine Weeks


(11/6 - 11/13)


Mastery: SS.912.A.5.9 Explain why support for the Ku Klux Klan varied in the 1920s with respect to issues such as anti-immigration, anti-African American, anti-Catholic, anti-Jewish, anti-women, and antiunion ideas.

SS.912.A.5.10 Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities. SS.912.A.5.2 Explain the causes of the public reaction associated with the Red Scare. SS.912.A.5.6 Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s. SS.912.A.5.7 Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women. SS.912.A.5.12 Examine key events and people in Florida history as they relate to United States history. Imbedded: SS.912.A.5.8 Compare the views of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey relating to the African-American experience.

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 artistic response to social issues and new ideas in various cultures.


SS.912.A.1.7, LAFS.1112.RH.3.7, LAFS.1112.WHST.3.7, LAFS.1112.WHST.3.8, LAFS.1112.WHST.3.9, LAFS.1112.WHST.4.10

Florida Department of Education U.S. History End-of-Course Assessment Test Item Specifications: Refer to the FLDOE U.S. History End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess U.S. history and includes

information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items. SS.912.A.5.10- pg. 35

SS.912.A.5.2- pg. 35

SS.912.A.5.6- pg. 35

SS.912.A.5.7- pg. 35

SS.912.A.5.12- pg. 35

SS.912.A.5.9- pg. 35




SS.912.A.5.10- civil rights for women,

African Americans, Native Americans, and

other minorities

SS.9.12.A.5.2- labor, Palmer Raids, Sacco

and Vanzetti, racial unrest

SS.912.A.5.6- Hollywood, Harlem

Renaissance, Fundamentalist movement,

prohibition, Eighteenth Amendment,

flappers, Scopes Trial, speakeasies,

bootleggers, Twenty-first Amendment

SS.912.A.5.7- National Association for the

Advancement of Colored People (NAACP),

Nineteenth Amendment, normalcy, quota

system, Universal Negro Improvement

Association, Volstead Act.

SS.912.A.5.9-Ku Klux Klan, Nativism, anti-

Semitic

SS.912.A.5.12- Alfred DuPont, James

Weldon Johnson, Rosewood Incident,

Seminole Indians

SS.912.A.5.8- Booker T. Washington, W.E.B.

DuBois, Marcus Garvey






Chapter 10, The Roaring Twenties – pgs. 215 – 217 (MUST USE CONTENT NOT IN TEXTBOOK- Rosewood Incident & Seminole Indians)

Chapter 10, The Roaring Twenties – pgs. 194 – 196, 206 – 219

o What Do You Know? (use as appropriate – review, quiz, test)

Textbook:


History and Geography Modern Times. Bothell,WA:


Chapter 8, The Jazz Age – pgs. 217 – 220, 224 – 227

*Additional instructional resources may be necessary.



Grade 11, Women in the 1920s Tutorial

Discovery Education: America: The Roaring Twenties 3:55

(prohibition, stock market)

The Rise of Prohibition 4:31

America in the 20th Century: The Great

Depression Full Video 30:00 (select to view all or

clips)

Dark Days of October 3:45



Learning Goal 8: Great Depression and the New Deal

Students will analyze the effects of the changing social, political, and economic conditions of the Great Depression and the New Deal.

2nd Nine Weeks


(11/16 - 12/04)


Mastery: SS.912.A.5.11 Examine causes, course, and consequences of the Great Depression and the New Deal. SS.912.A.5.4 Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices. Imbedded: SS.912.A.5.12 Examine key events and people in Florida history as they relate to United States history. Geography:

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.

Humanities:

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

Health Education:

HE.912.C.2.4 Evaluate how public health policies and government regulations can influence health promotion and disease prevention.


LAFS.1112.SL.1.3, LAFS.1112.RH.1.2, LAFS.1112.RH.2.5, LAFS.1112.WHST.1.1




SS.912.A.5.11- pg. 37 SS.912.A.5.4- pg. 37




SS.912.A.5.11- Agricultural Adjustment Act

(AAA), bank holiday, Black Tuesday, Bonus

Expeditionary Force, Civilian Conservation

Corps (CCC), Dust Bowl, impact of climate

and natural disasters, National Labor

Relations Act (Wagner Act), National

Recovery Act, National Recovery

Administration (NRA), New Deal, Relief,

Recovery, Reform, Roaring Twenties,

Hawley-Smoot Tariff, Social Security,

Tennessee Valley Authority (TVA), Works

Progress Administration (WPA), sit-down

strikes.

SS.912.A.5.4- bull market, buying on margin,

economic boom, Federal Deposit Insurance

Corporation (FDIC), speculation boom ,

Gross National Product (GNP)

SS.912.A.5.12- Zora Neale Hurston, Marjorie

Kinnan Rawlings






Chapter 11- The Great Depression- pgs. 227-244


OR

Textbook:


History and Geography Modern Times. Bothell,WA:


Chapter 9, The Great Depression Begins – pgs. 232-236, 238,242-243

Chapter 10- Roosevelt and the New Deal- pgs. 248-261.



Grade 11, Causes of the Boom Tutorial and/or

Great Depression and New Deal PPT

Discovery Education: FDR Elected! The Campaign Trail 6:19

America: Dust and Depression 2:16

New Deal: America’s Plan 3:36



Learning Goal 9: World War II

Students will describe the causes and course of the United States in the early years of World War II.

2nd Nine Weeks


(12/07 - 12/11)


Mastery: SS.912.A.6.2 Describe the United States’ response in the early years of World War. Imbedded: SS.912.A.6.1 Examine causes, course, and consequence of World War II on the United States and the world.

SS.912.A.6.3 Analyze the impact of the Holocaust during World War II on Jews as well as other groups. Survey: SS.912.A.6.4 Examine efforts to expand or contract rights for various populations during World War II. SS.912.A.6.15 Examine key events and peoples in Florida history as they relate to United States history. Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.SL.1.2, LAFS.1112.RH.2.4, LAFS.1112.RH.4.10




SS.912.A.6.2- pg. 40




SS.912.A.6.2- Neutrality Acts, Cash and

Carry, Lend Lease Act, rise of dictators,

American neutrality

SS.912.A.6.1- Atlantic Charter, Battle of the

Bulge, Coral Sea, D-Day, Hiroshima, Midway,

Nagasaki, Nazi party, Normandy, Pearl Harbor,

Potsdam, Salerno, Tehran Conference, V-E

Day, V-J Day, War in the Pacific, Yalta

Conference, island-hopping, Manhattan Project,

Big Three.

SS.912.A.6.3- Holocaust, Final Solution

SS.912.A.6.4- civil rights, national security,

Japanese-American internment, increased job

opportunities for African Americans and

women, Jews, and other refugees, home front

SS.912.A.6.15- . Mosquito Fleet, "Double V

Campaign", construction of military bases and

WWII training centers in Florida






Chapter 12- World War II- America’s Darkest and Brightest Hour – pgs. 251-252, 253-257 (stop at 4 Freedoms)

o What Do You Know? (use as appropriate – review, quiz, test) OR

Textbook:




Chapter 11- A World in Flames – pgs.266-273

DBQ: DBQ Project High School American

History: Mini Q’s in American History Volume

2: Why Did Japan Attack Pearl Harbor?



Grade 11, Dr. Seuss Goes to War

Discovery Education: America in the 20th Century: World War II: The

World at War Full Video 38:13 (select to view all

or clips)

Profiles of Courage, Controversy, and Sacrifice:

World War II: The Atomic Bomb Full Video 25:59

(select to view all or clips)

The U.S. Air Force Drops an Atomic Bomb on

Hiroshima 3:59

The Holocaust: In Memory of Millions Full Video

54:00 (select to view all or clips) Teacher’s Guide

Provided



Learning Goal 10: Impact of WWII

Students will understand the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the United States’ role in the post-war world.

2nd/3rd Nine Weeks


(2nd) +5 days (3rd) = 10 days

12/14-12/18 and 1/20-1/26

Progress Monitoring Window 01/11 - 01/14


Mastery: SS.912.A.6.1 Examine causes, course, and consequence of World War II on the United States and the world. SS.912.A.6.3 Analyze the impact of the Holocaust during World War II on Jews as well as other groups.

SS912.A.6.6 Analyze the use of atomic weapons during World War II and the aftermath of the bombings.

SS.912.A.6.9 Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune. SS.912.A.7.1 Identify causes for post–World War II prosperity and its effects on American society.

SS.912.A.7.2 Compare the relative prosperity between different ethnic groups and social classes in the post–World War II period. Survey: SS.912.A.6.5 Explain the impact of World War II on domestic government policy. SS.912.A.6.7 Describe the attempts to promote international justice through the Nuremberg Trials. SS.912.A.7.17 Examine key events and key people in Florida history as they relate to US history. Geography:

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


LAFS.1112.RH.1.1, LAFS.1112.RH.3.9, LAFS.1112.RH.1.2, LAFS.1112.RH.2.6, LAFS.1112.RH.3.8, LAFS.1112.WHST.2.4, LAFS.1112.WHST.2.5, LAFS.1112.WHST.2.6, LAFS.1112.SL.1.3, LAFS.1112.SL.2.4 Florida Department of Education U.S. History End-of-Course Assessment Test Item Specifications:

Refer to the FLDOE U.S. History End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess U.S. history and includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items. SS.912.A.6.1-pg 40 SS.912.A.6.3-pg 40 SS912.A.6.6-pg 40 SS.912.A.6.9-pg 40 SS.912.A.7.1-pg 47

SS.912.A.7.2-pg 47




SS.912.A.6.1- Atlantic Charter, Battle of the

Bulge, Coral Sea, D-Day, Hiroshima, Midway,

Nagasaki, Nazi party, Normandy, Pearl Harbor,

Potsdam, Salerno, Tehran Conference, V-E Day,

V-J Day, War in the Pacific, Yalta Conference,

island-hopping, Manhattan Project, Big Three,

Japanese Internment (Korematsu vs. US)

SS.912.A.6.3- Holocaust, Final Solution

SS912.A.6.6- atomic weapons SS.912.A.6.9- United Nations, Mary McLeod

Bethune, Dumbarton Oaks Conference, the

Declaration of Human Rights

SS.912.A.7.1- baby boom, birth rate, GI Bill of

Rights, Interstate Highway System, growth of

suburbs, Equal Rights Amendment, women in

the workforce

SS.912.A.7.2- Double V campaign

SS.912.A.6.5- home front, rationing

SS.912.A.6.7- Nuremberg Trials

SS.912.A.7.17- population growth from military

installations






Chapter 12- World War II – pgs. 258-276, (Must Use pg. 268 Salerno and pg. 273-274 Mary McLeod Bethune)

Chapter 14- Post-War Prosperity and Civil Rights- pgs. 311-313


OR

Textbook:


History and Geography Modern Times. Bothell,

WA: McGraw-Hill, 2013. Print

Chapter 11- A World in Flames- – pgs. 273-281

Chapter 12- American and World War II – pgs. 286-287, 290-291, 296-300, 305-313.

Chapter 13- The Cold War Begins- pgs. 318-320.



Grade 11, Women in World War II PPT

Discovery Education: America in the 20th Century: World War II: The

World at War Full Video 38:13 (select to view all

or clips)

Profiles of Courage, Controversy, and Sacrifice:

World War II: The Atomic Bomb Full Video 25:59

(select to view all or clips)

The U.S. Air Force Drops an Atomic Bomb on

Hiroshima 3:59

The Holocaust: In Memory of Millions Full Video

54:00 (select to view all or clips) Teacher’s Guide

Provided



Learning Goal 11: Foreign Policy: Cold War and Korean War

Students will understand the causes and course of WWII, the character of the war at home and abroad, and its reshaping of the US’s role in the post-war world (Cold War and Korean War).

3rd Nine Weeks


(01/27 - 02/09)


Mastery:

SS.912.A.6.8 Analyze the effects of the Red Scare on domestic United States policy. SS.912.A.6.10 Examine causes, course, and consequences of the early years of the Cold War. SS.912.A.6.12 Examine causes, course, and consequences of the Korean War.

Survey: SS.912.A.6.11 Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world. SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations.

Humanities:

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

Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.RH.1.3, LAFS.1112.RH.3.7, LAFS.1112.WHST.1.2




SS.912.6.8- pg.40

SS.912.A.6.10- pg. 43

SS.912.A.6.12- pg. 45




SS.912.A.6.8- loyalty review boards, loyalty

review program, House Un-American Activities

Committee, McCarthyism, McCarran Act,

second Red Scare

SS.912.A.6.10- Cold War (1945–50) Berlin

blockade, Cold War, Dumbarton Oaks

Conference, iron curtain, Marshall Plan,

McCarthyism, North Atlantic Treaty

Organization (NATO), Nuremburg Trials,

Potsdam, Truman Doctrine, Warsaw Pact SS.912.A.6.12 - Korean War. Communist

China, 38th

parallel, cease fire, DMZ

(Demilitarized Zone), Douglas MacArthur,

Panmunjom

SS.912.A.6.11-Arms race

SS.912.A.6.13- Truman, Eisenhower, Berlin,

Cold War, domino theory, Sputnik, U-2 and

Gary Powers






Chapter 13- The Cold War- pg. 287-292 (top half), 293-294 (skip Korea), 295 (start at Nuclear Proliferation)-299 (skip Cuban Missile Crisis), 300.

Review pg. 273- Nuremburg Trials o What Do You Know? (use as appropriate

– review, quiz, test)


Mini-Q’s in American History Volume 2: Berlin, Korea and Cuba: How Did the U.S.

Contain Communism?

Textbook:




Chapter 13- The Cold War Begins – pgs

318-324, 330-334.

Must Use Text pg 332 McCarran Act

ecsd-fl.schoolloop.com/ushistoryeocreview

This site should be used for bell warmers and EOC Review only Discovery Education: Truman Doctrine and Marshall Plan Containment

Policy 3:59

Berlin Airlift and Formation of NATO 4:59

Birth of the Cold War; Korean War; Arms Race;

McCarthy 2:23

End of the Cold War 2:36

Reagan and the End of the Cold War 7:56

Tear Down This Wall (Regan Speech) 2:43



Learning Goal 12: Foreign Policy: 1960’s and Vietnam War

Students will understand the causes and course of WWII, the character of the war at home and abroad, and its reshaping of the US’s role in the post-war world (1960s and Vietnam War).

3rd Nine Weeks


(02/18 - 03/02)


Mastery: SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. SS.912.A.6.14 Analyze causes, course, and consequences of the Vietnam War. SS.912.A.7.4 Evaluate the success of 1960s-era presidents’ foreign and domestic policies. Survey: SS.912.A.7.10 Analyze the significance of Vietnam and Watergate on the government and people of the United States. SS.912.A.7.17 Examine key events and key people in Florida history as they relate to United States history. Humanities:

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

Skills: SS.912.A.1.4, SS.912.A.1.2


SS.912.A.1.6, LAFS.1112.RH.1.2, LAFS.1112.RH.2.5, LAFS.1112.RH.4.10


Refer to the FLDOE U.S. History End-of-Course Test Item Specifications for details about the portion of the standards assessment designed to assess U.S. history and includes information about the benchmarks, including benchmark clarifications and content limits, the stimulus types, and the test items.

SS.912.A.6.13- pg 45 SS.912.A.6.14- pg 45 SS.912.A.7.4- pg 49




SS.912.A.6.13- Kennedy, Johnson, and

Nixon administrations. Berlin, Cold War,

domino theory, space race, Bay of Pigs

invasion, Berlin Wall, opening of China

SS.912.A.6.14- Vietnam War, Indochina,

Southeast Asia Treaty Organization

(SEATO), the War Powers Act

SS.912.A.7.4- antiwar protests, conscientious

objector, Cuban Missile Crisis, demilitarized

zone (DMZ), doves, draft, Gulf of Tonkin

Incident and Resolution, hawks, nuclear

proliferation, Paris Peace Accords, Space

Race, superpower, Tet Offensive, women in

the workforce, Vietnamization

SS.912.A.7.10- ERA (Equal Rights

Amendment), mistrust of government,

reinforcement of freedom of the press, as well

as checks and balances, New York Times v.

Nixon

SS.912.A.7.17- immigration, migration, the

selection of Central Florida as a location for

Disney, changes in the space program.






Review pgs 299-300 Chapter 15- The 60s- pg. 341-343 (skip

Warren Court), 345-353 (skip status of women)

Chapter 16- American Foreign Policy Since 1972- pgs. 369-370


OR

Textbook:




Chapter 15- The New Frontier and the

Great Society – pgs. 363-364, 367-368,

372-375.

Chapter 17- Vietnam War- pg 400-413.



Grade 11, The Cold War, U.S. Foreign Policy

Presentation

Discovery Education: CBS News: The 20th Century: Conflict in Cuba:

The Bay of Pigs and the Cuban Missile Crisis Full

Video 45:26 (select to view all or clips)

Causes of the Vietnam War 8:51

Peace in Vietnam and the Watergate Scandal at

Home 2:39



Learning Goal 13: African-American Civil Rights

Students will understand the rise and continuing international influence of the US as a world leader and the impact of contemporary social and political movements of American Life.

3rd Nine Weeks


(02/18 - 03/02)


Mastery: SS.912.A.7.5 Compare nonviolent and violent approaches utilized by groups to achieve civil rights. SS.912.A.7.6 Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement. (1954–78) Imbedded: SS.912.A.7.8 Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.

Survey: SS.912.A.7.7 Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights. SS.912.A.7.17 Examine key events and key people in Florida history as they relate to United States history. Skills: SS.912.A.1.4, SS.912.A.1.2 Florida Standards Alignment:

SS.912.A.1.6, LAFS.1112.RH.1.2, LAFS.1112.RH.2.5, LAFS.1112.RH.4.10




SS.912.A.7.5- pg 51

SS.912.A.7.6- pg 51




SS.912.A.7.5- sit-ins, boycotts, riots, protest

marches, social activism.

SS.912.A.7.6- Civil Rights Movement, Black

Power Movement, Civil Rights Act of 1964,

Congress of Racial Equality (CORE), the

NAACP, Nation of Islam, National Urban

League, Student Nonviolent Coordinating

Committee (SNCC), Southern Christian

Leadership Conference (SCLC), Thurgood

Marshall, Rosa Parks, the Little Rock Nine,

Dr. Martin Luther King Jr., Malcolm X, the

Black Panthers.

SS.912.A.7.8- integration, busing, affirmative

action, the rights of the accused, reproductive

rights, affirmative action, Brown v. Board of

Education (1954), Regents of the University of

California v. Bakke (1978), Plessy v. Ferguson

(1896).

SS.912.A.7.7- Freedom Riders, March on

Washington, Montgomery Bus Boycott.

SS.912.A.7.17 - Harry T. Moore, Tallahassee

Bus Boycott of 1956, St. Augustine Racial

Unrest






Chapter 14- Post-War Prosperity and

Civil Rights- pgs. 313-314, 316-317, 322,

324-325.


Textbook:




Chapter 16- The Civil Rights Movement- – pgs.

380-395.

Optional DBQ:


Mini Q’s in American History Volume 2:

Politics or Principle: Why Did L.B.J. Sign the

Civil Rights Act of 1964?



Grade 11, Civil Rights by Allenk (game puzzle)

YouTube.com Little Rock-School Integration

Discovery Education: Martin Luther King Jr. and Civil Rights Movement

Full Video 28:38 (select to view all or clips)

Civil Rights: The Long Road to Equality Full Video

52:04 Teacher’s Guide Provided

Clips of greatest interest: Changing an

Unjust Past the efforts of the Civil Rights

2:47

Segregation in the 20th Century 1:15

The Constitution 13th, 14th, 15th

School Segregation the Little Rock Nine

5:49

Civil Disobedience 2:29

Marching in Selma Alabama 3:52

Assessing Impact of Civil Rights 2:46

Freedom Riders 4:46

Montgomery Bus Boycotts 2:42



Learning Goal 14: Women and Native American rights’ movements

Students will understand the rise and continuing international influence of the US as a world leader and the impact of contemporary social and political movements on American life.

3rd Nine Weeks


(03/03 - 03/08)


Mastery: SS.912.A.7.3 Examine the changing status of women in the United States from post–World War II to present. SS.912.A.7.10 Analyze the significance of Vietnam and Watergate on the government and people of the United States.

Imbedded:

SS.912.A.7.8 Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights. Skills: SS.912.A.1.4, SS.912.A.1.2


SS.912.A.1.6, LAFS.1112.RH.1.3, LAFS.1112.RH.2.6 Florida Department of Education U.S. History End-of-Course Assessment Test Item Specifications:


SS.912.A.7.3- pg 47 SS.912.A.7.10- pg. 49




SS.912.A.7.3- women in the workforce, The

Feminine Mystique, National Organization

for Women, Equal Rights Amendment, Title

IX

SS.912.A.7.10- ERA (Equal Rights

Amendment), mistrust of government,

reinforcement of freedom of the press, as

well as checks and balances, New York Times

v. Nixon

SS.912.A.7.8- integration, busing, affirmative

action, the rights of the accused, reproductive

rights, affirmative action, American Indian

Movement (AIM),

Equal Rights Amendment (ERA), Roe v. Wade

(1973), Wounded Knee (1973).






o Chapter 15- The 60s – pgs. 353-356, 323, 394.

o Chapter 17- American Social Issues- pgs. 389-390.


OR

Textbook:




Chapter 18-The Politics of Protest – pgs.

421-424.

Chapter 19- Politics and Economics- pgs.

448-450.



Grade 11, Changing Role of Women PPT



Learning Goal 15: Social Issues and Movements of the 1950s to the 1970s


3rd Nine Weeks


(03/09 - 03/17)


Mastery: SS.912.A.7.8 Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights. SS.912.A.7.13 Analyze the attempts to extend New Deal legislation through the Great Society and the successes and failures of these programs to promote social and economic stability. Survey: SS.912.A.7.9 Examine the similarities of social movements (Native Americans, Hispanics, women, antiwar protestors) of the 1960s and 1970s. Health Education: HE.912.C.2.4 Evaluate how public health policies and government regulations can influence health promotion and disease prevention. Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.RH.2.4, LAFS.1112.RH.3.9




SS.912.A.7.8- pg. 53

SS.912.A.7.13- pg. 49




SS.912.A.7.8 – integration, busing, affirmative

action, the rights of the accused,

reproductive rights, affirmative action,

American Indian Movement (AIM), Brown v.

Board of Education (1954), Equal Rights

Amendment (ERA), Gideon v. Wainright

(1963), Gray Panthers, Regents of the

University of California v. Bakke (1978), Roe

v. Wade (1973), United Farm Workers

(UFW), Wounded Knee (1973). Plessy v.

Ferguson [1896], Miranda v. Arizona [1966]. SS.912.A.7.13- . Civil Rights Act of 1964, civil

rights legislation, Headstart, Medicare,

Medicaid, Voting Rights Act of 1965, War on

Poverty. SS.912.A.7.9- Native Americans, Hispanics,

women, antiwar protesters, immigration,

migration






Chapter 17- American Social Issues – pgs. 391-393, 396.

Chapter 15- The 60s- pgs. 342-344. Chapter 14- Postwar, Prosperity & Civil

Rights- pg. 323. o What Do You Know? (use as appropriate

– review, quiz, test)

OR

Textbook:




Chapter 15- The New Frontier and the

Great Society- pg. 366.

Chapter 18- The Politics of Protest- pgs. 428-

429.

Chapter 19- Politics and Economics- pg. 448.



Grade 11, Young People and Rebellion

Discovery Education: Decisions That Shook the World: Lyndon Johnson

and the Civil Rights Movement Full Video 30:44

Brown Versus Board of Education 6:41

Gideon’s Sentence 2:55

Plessy and the Era of Jim Crow 4:54



Learning Goal 16: Post-Watergate Era


3rd/4th Nine Weeks


(03/28-03/30) Third 9 Weeks

(03/31-04/07) Fourth 9 Weeks


Mastery: SS.912.A.7.11 Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East. SS.912.A.7.12 Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century. SS.912.A.7.14 Review the role of the United States as a participant in the global economy. SS.912.A.7.15 Analyze the effects of foreign and domestic terrorism on the American people. SS.912.A.7.16 Examine changes in immigration policy and attitudes toward immigration since 1950. Survey: SS.912.A.7.17 Examine key events and key people in Florida history as they relate to United States history. Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.RH.1.1, LAFS.1112.RH.3.9, LAFS.1112.WHST.3.7, LAFS.1112.WHST.3.8, LAFS.1112.WHST.3.9, LAFS.1112.WHST.4.10



SS.912.A.7.11- pg 55 SS.912.A.7.12- pg 57 SS.912.A.7.14– pg 57 SS.912.A.7.15- pg 57 SS.912.A.7.16- pg 57




SS.912.A.7.11- Africa, Asia, the Caribbean,

Latin America, Middle East, apartheid,

glasnost, globalization, inflation, terrorism,

Iran-Iraq War, Reagan Doctrine, Iran-

Contra Affair, Persian Gulf War.

SS.912.A.7.12- Camp David Accords,

Organization of Petroleum Exporting

Countries (OPEC), Palestinian Liberation

Organization (PLO), human rights violations

SS.912.A.7.14– global economy, trade

agreements, international competition,

impact on American labor, environmental

concerns, North American Free Trade

Agreement (NAFTA)

SS.912.A.7.15- domestic terrorism,

terrorism, al-Qaeda, 9-11, jihad, Iran

hostage crisis, Patriot Act, wars in

Afghanistan and Iraq

SS.912.A.7.16- immigration policy SS.912.A.7.17- Hurricane Andrew, election of

2000






Chapter 16- American Foreign Policy- pgs. 370-380. (Must be used for apartheid pg 374.)

Chapter 17- American Social Issues- pgs. 398-404.


OR

Textbook:


History and Geography Modern Times. Bothell,

WA: McGraw-Hill, 2013. Print

Chapter 19- Politics and Economics- –

pgs 443-446.

Chapter 20- The Resurgence of

Conservatism- pgs. 467, 474-476.

Chapter 21- A Time of Change- pgs. 486-

487, 493-494.

Chapter 22- America’s Challenges for a

New Century- pgs. 502-509.

Discovery Education: The Unfinished Nation: World of Uncertainty Full

Video 27:15 (select to view all or clips)

War on Terrorism 7:33



Learning Goal 17: Florida History in Review

Students will describe the importance of people and events in Florida’s history.

4th Nine Weeks


(04/08 - 04-21)


Mastery: SS.912.A.7.17 Examine key events and key people in Florida history as they relate to US history. REVIEW: SS.912.A.2.1 State/Local Civil War events and people SS.912.A.3.1 with SS.912.A.3.13 Florida’s contributions to the Industrial Revolution SS.912.A.3.2 with SS.912.A.3.13 Florida’s contributions to the Industrial Revolution SS.912.A.4.1 with SS.912.A.4.11 Florida events/figures of WWI SS.912.A.4.5 with SS.912.A.4.11 Florida events/figures of WWI SS.912.A.5.3 with SS.912.A.5.12 Florida events/figures from Roaring 20s and the Great Depression SS.912.A.5.5 with SS.912.A.5.12 Florida events/figures from Roaring 20s and the Great Depression SS.912.A.5.11 with SS.912.A.5.12 Florida’s contributions to the New Deal SS.912.A.6.1 with SS.912.A.6.15 Florida events/figures of WWII SS.912.A.6.10 Florida events/figures during post-WWII era (Cold War/Korean War) SS.912.A.6.13 Key Florida events/figures from Foreign Policy: 1960s and Vietnam War SS.912.A.7.1 with SS.912.A.7.17 Florida’s involvement in social movements post-WWII SS.912.A.7.4 with SS.912.A.7.17 Florida events/figures in 1960s era foreign and domestic policies SS.912.A.7.6 with SS.912.A.7.17 Florida events/figures of the Civil Rights Movement SS.912.A.7.8 Florida’s involvement in significant Supreme Court case decisions SS.912.A.7.11 Florida’s involvement in Foreign Policy from 1972-present SS.912.A.7.12 with SS.912.A.7.17 Florida events/figures of the 20th and 21st century

Skills: SS.912.A.1.4, SS.912.A.1.2

Florida Standards Alignment




All standards are addressed on pages 19-58.




SS.912.A.2.1 SS.912.A.3.1 with SS.912.A.3.13 SS.912.A.3.2 with SS.912.A.3.13 SS.912.A.4.1 with SS.912.A.4.11 SS.912.A.4.5 with SS.912.A.4.11 SS.912.A.5.3 with SS.912.A.5.12 SS.912.A.5.5 with SS.912.A.5.12 SS.912.A.5.11 with SS.912.A.5.12 SS.912.A.6.1 with SS.912.A.6.15 SS.912.A.6.10 SS.912.A.6.13 SS.912.A.7.1 with SS.912.A.7.17- Disney location, growth of citrus/cigar industries, Pork Chop Gang, Claude Pepper, changes in space program, use of DEET SS.912.A.7.4 with SS.912.A.7.17 SS.912.A.7.6 with SS.912.A.7.17- Harry T. Moore, Tallahassee Bus Boycott of 1956 SS.912.A.7.8 SS.912.A.7.11 SS.912.A.7.12 with SS.912.A.7.17






Focus on Florida (per chapter as

appropriate)


AND

Textbook:




Florida Connections (per chapter as

appropriate)

Florida History PowerPoint from Marcia

Buchanan

US History EOCA

Test Window

April 18 – May 20, 2016



Learning Goal 18: United States History Extended

Students will use skills to examine the extended US history including current events.

4th Nine Weeks



Survey: SS.912.A.1.5 Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources. Skills: SS.912.A.1.4, SS.912.A.1.2


LAFS.1112.SL.1.2, LAFS.1112.WHST.3.7, LAFS.1112.WHST.3.8, LAFS.1112.WHST.3.9, LAFS.1112.WHST.4.10








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