marion county public schools us history curriculum resource guide grade 11 · pdf filemarion...

SCHOOL YEAR 2015 - 2016

Marion County Public Schools

US History Curriculum Resource Guide

Grade 11

Regular (2100310)/ Honors (2100320)

Marion County Public Schools K-12 Academic Services 1614 E. Fort King Street Ocala, FL 34471 (352) 236 - 0519

Table of Contents

General Information – US History Curriculum Resource Guide…………………………………..pg. 3

US History Curriculum Year-at-a-Glance..………………………………….……………………………….pg. 5

US History NGSSS & LAFS Standards/Benchmarks Checklist………………………………………pg. 6

Intro to Course & Historiography……………………………………………………………………………….pg.13

Unit 1: Civil War, Reconstruction & Westward Expansion ………………….…………………….pg. 15

Unit 2: Second Industrial Revolution.……………………….……………………………………………….pg. 19

Unit 3: Immigration & the Progressive Movement……..……………….……………………………pg. 21

Unit 4: Imperialism & World War I ……;………………………………….………………………………….pg. 24

Unit 5: Roaring Twenties, Great Depression, & the New Deal ..…………………………………pg. 29

Unit 6: World War II………………………………………….. ………………………………….…………………pg. 33

Unit 7: Cold War……..………………………………………………………………………………………….…….pg. 36

Unit 8: Civil Rights…..………………………………………………………………………………………….…….pg. 40

Unit 9: Modern America…………………………………………………………………………………….….….pg. 44

Unit 10: Issues for the 21st Century………………………………………………………......................pg. 47

*For questions and feedback please contact Erin Howe, K-12 Social Studies

Program Specialist, K-12 Academic Services.

[email protected].

11th US History 2015-2016 Curriculum Resources

8/10/15 Marion County Public Schools 2

mailto:[email protected]

Twelfth Grade Economics w. Fin Lit Regular & Honors (2102335/2102345)

Introduction: The District Curriculum Resource guide is based on the Next Generation Sunshine State Standards (NGSSS) and contains the essential social studies knowledge all high school US History students must acquire. 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. The District Curriculum Resource guide includes the Florida Standards from the course description to enhance learning opportunities and instructional delivery to ensure student success. Florida Standards for Literacy in History/Social Studies are not meant to replace content standards, but rather to supplement content with appropriate skills to prepare students to be college and career ready. Teachers are encouraged to use a variety of resources to teach both 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 a Local End of Course Assessment (LEOCE). It is important to note that district curriculum resources are not static documents and are open to the revision process.

United States History Course Description

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2100310 Course FL: 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.

2100320 United States History (U.S. History) 9-12 Course: Advanced/Honors 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).

Mathematics Benchmark Guidance

Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.



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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).

English Language Development ELD Standards Special Notes Section

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SS.pdf

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at [email protected].

District Requirements

The Document Based Question (DBQ) Project is a mandated district initiative designed to complement the students’ mastery of the NGSSS, as well as the LAFS Literacy Standards. These DBQs are housed in project binders at the schools and are posted on the portal. The expectation is that the students will complete one DBQ. The required DBQ title is noted in the unit map. Teachers may also choose to add additional titles to their instruction.

The Social Studies Reading/Writing Assessments are district mandated writing assessments, which evaluate both NGSSS and LAFS, and are to be administered during the testing window indicated on the YAG. The prompts for the SS- RWAs will be available through the CDT portal. These will be printed by a school administrator, testing coordinator, or scanning designate.

All non-state EOC courses will continue to have a Local End of Couse Exam (LEOCE) which includes a Performance Task. The performance task will be administered separate from the multiple choice portion. Please refer to your YAG for the actual administration dates. It is important to note that the only required SS-RWA also doubles for performance task for the LEOCE.



http://www.cpalms.org/uploads/docs/standards/eld/SS.pdf

mailto:[email protected]

QtrFirst Date

of Week

17-Aug DBMA #1Gateway p. EOC1-

EOC15

24-Aug

31-Aug

7-Sep 4 day

14-Sep ER

21-Sep

28-Sep ER

5-Oct

12-Oct

19-Oct 4 day

26-Oct ER

2-Nov

9-Nov ER

16-Nov

23-Nov 2 day

30-Nov

7-Dec ER

14-Dec

21-Dec

28-Dec

4-Jan 4 day

11-Jan

18-Jan 4 day

25-Jan 4 day

1-Feb

8-Feb

15-Feb 4 day

22-Feb ER

29-Feb

7-Mar

14-Mar 4 day

21-Mar

28-Mar

4-Apr ER

11-Apr

18-Apr

25-Apr

2-May

9-May

16-May ER

23-May ER

30-May NS

1st Q

uart

er

4th

Quart

er

3rd

Quart

er

RWA #1 (Robber Barons)

DBQ: What Caused the Great Depression?

OR Prohition:Why Did America Change Its

Mind? (S)

2nd Q

uart

er

Winter Break

FSA ELA Writing, FL Alt

Assess, CELLA

FSA ELA

R/M,

NGSSS

FCAT 2.0

Science

State Assessments

FSA EOC - Alg I, Alg II, Geo

FSA G. 10 ELA, NGSSS FCAT 2.0 &

EOC Retakes, PSAT (Oct 14)

Personal Fitness Test

FSA EOC - Alg I, Alg II, Geo &

NGSSS EOC - Alg 1 retake, Bio,

Civics, USH (11th)

FSA EOC -

Alg I, Alg

II, Geo

NGSSS

EOC - Bio

I, Civics,

USH

(11th)

Unit 9: Modern

America EOC Review

Unit 10: Issues for the 21st

Century

DBQ: Oil In Alaska (S)

RWA #2 Available

Weather Make-Up Days

Unit 7: Cold War

Unit 8: Civil Rights

Unit 8: Civil Rights

Intro to Course & Historiograhy

Unit 1: Civil War,

Reconstruction & Westward

Expansion

Unit 2: Second Industrial

Revolution

Unit 3: Immigration &

Progressive Movement

Unit 4: Imperialism &

World War I

Unit 5: Roaring Twenties, Great

Depression & New Deal

Semester Exam Review

Unit 6: World War II

Spring Break

FSA G10, NGSSS EOC Alg 1, &

FCAT 2.0 Reading Retakes

Instructional

Components/Assessments

DBQ: North or South: Who Killed

Reconstruction? (R)

Unit/Organizing Principle

Common Semester Exam

DBQ: MLK or Malcolm X: Whose

Philosophy Made More Sense for America?

(R) *grade is for Q3

- plan accordingly

DBMA #2



NGSSS Benchmarks for 11th Grade US History (2102335/Regular & 2102335/Honors)

American History Benchmarks SS.912.A.1.1: Describe the importance of historiography, which includes how historical knowledge is obtained and

transmitted, when interpreting events in history.

SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.

SS.912.A.1.3: Utilize timelines to identify the time sequence of historical data.

SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.

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

SS.912.A.1.6: Use case studies to explore social, political, legal, and economic relationships in history.

SS.912.A.1.7: Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications.

SS.912.A.2.1: Review causes and consequences of the Civil War.

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: Review the Native American experience.

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.3.3: 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.3.7: 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, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

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

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

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

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.

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



SS.912.A.4.1: Analyze the major factors that drove United States imperialism.

SS.912.A.4.2: Explain the motives of the United States acquisition of the territories.

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.

SS.912.A.4.5: Examine causes, course, and consequences of United States involvement in World War I.

SS.912.A.4.6: Examine how the United States government prepared the nation for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Committee of Public Information).

SS.912.A.4.7: Examine the impact of airplanes, battleships, new weaponry and chemical warfare in creating new war strategies (trench warfare, convoys).

SS.912.A.4.8: Compare the experiences Americans (African Americans, Hispanics, Asians, women, conscientious objectors) 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.4.10: Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations.

SS.912.A.4.11: Examine key events and peoples in Florida history as they relate to United States history.

SS.912.A.5.1: Discuss the economic outcomes of demobilization.

SS.912.A.5.2: Explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare.

SS.912.A.5.3: Examine the impact of United States foreign economic policy during the 1920s.

SS.912.A.5.4: Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices.

SS.912.A.5.5: Describe efforts by the United States and other world powers to avoid future wars.

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.5.8: Compare the views of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey relating to the African American experience.

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 anti-union 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.5.11: Examine causes, course, and consequences of the Great Depression and the New Deal.

SS.912.A.7.6: Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.

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.7.8: Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.

SS.912.A.7.9: Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.

SS.912.A.7.10: Analyze the significance of Vietnam and Watergate on the government and people of the United States.



SS.912.A.7.11: 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.7.13: 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.

SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).

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.

SS.912.A.7.17: Examine key events and key people in Florida history as they relate to United States history.

The following NGSSS standards are not unit specific and should be taught as they apply to the content in each unit.

Geography Benchmarks 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.

Humanities Benchmarks

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

Health Literacy Concepts

HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and disease prevention. English Language Development Standards

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.



The Language Arts Florida Standards (LAFS) for Literacy should be taught in conjunction with your NGSSS Content Standards throughout all of the units.

Reading History Standards

LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

LAFS.1112.RH.1.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

LAFS.1112.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

LAFS.1112.RH.2.5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

LAFS.1112.RH.2.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

LAFS.1112.RH.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

LAFS.1112.RH.3.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

LAFS.1112.RH.3.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

LAFS.1112.RH.4.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

Speaking & Listening Standards LAFS.1112.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

LAFS.1112.SL.1.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.



Writing in History Standards LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

LAFS.1112.WHST1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

LAFS.1112.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.1112.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LAFS.1112.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

LAFS.1112.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

LAFS.1112.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

LAFS.1112.WHST 3.9: Draw evidence from informational texts to support analysis, reflection, and research. LAFS.1112.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter

time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. purposes, and audiences.



The Mathematics Florida Standards (MAFS) should be taught in conjunction with and as they pertain to your NGSSS Content Standards throughout the course.

Aligned Clusters MAFS.912.N-Q.1: Reason quantitatively and use units to solve problems

MAFS.912.S-ID Interpreting Categorical and Quantitative Data MAFS.912.S-ID.1: Summarize, represent and interpret data on a single count or measurement variable.

MAFS.912.S-IC Making Inferences and Justifying Conclusions MAFS.912.S-IC.2: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Standards for Mathematical Practice MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continua lly ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for t heir grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content locat ed on a website, and use them to pose or solve problems. They are able to use technological tools to exp lore and deepen their understanding of concepts.



MAFS.K12.MP.6.1: Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion wi th others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.



UNIT / TOPIC: Intro to Course & Historiography PACING: 1 week

Key Learning Statement:

Unit Essential Question: What is history?

Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment

*SS.912.A.1.1 *SS.912.A.1.5 *SS.912.A.1.2 *SS.912.A.1.6

*SS.912.A.1.3 *SS.912.A.1.7 *SS.912.A.1.4 *These benchmarks should be incorporated throughout each map as they apply to the content.

CONCEPTS / LESSON ESSENTIAL QUESTIONS KNOW / DO

Know

SS.912.A.1.1/ SS.912.A.1.2 Black History Labor History Economic History Military History Environmental History Political History Historiography Social History Intellectual History Women’s History

*Additional vocabulary/key concepts may be necessary.

Do

SS.912.A.1.1

Students will describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.

SS.912.A.1.2

Students will 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

Students will utilize timelines to identify the time sequence of historical data. SS.912.A.1.4

Students will 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

Students will evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.

SS.912.A.1.6

Students will use case studies to explore social, political, legal, and economic relationships in history.

SS.912.A.1.7

Students will describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and publications.

COMMON ASSESSMENTS ACTIVITIES AND RESOURCES

District Benchmark- Gateway Practice End of Course Assessment in US History, 1850 to the Present pg. EOC1-EOC15 Online assessment (OLA). For paper copies your Testing Coordinator or Scanning Designate must contact CDT.

Gateway Introduction, pg xiii – xx

*Additional instructional resources may be necessary.

WRITING PROMPTS



UNIT / TOPIC 1: Civil War and Reconstruction PACING: 4 weeks

Key Learning Statement: Understand the causes, course, and consequences of the Civil War, Reconstruction, and Westward Expansion and their effects on the American people. Unit Essential Question: How did the Civil War, Reconstruction, and Westward Expansion affect Americans in the last half of the 19th century?


SS.912.A.1.1 *SS.912.A.2.1 SS.912.A.3.1 SS.912.G.4.3 MAFS.K12.MP.3.1 SS.912.A.1.2 *SS.912.A.2.2 MAFS.K12.MP.6.1 SS.912.A.1.3 *SS.912.A.2.3 SS.912.A.1.4 *SS.912.A.2.4 SS.912.A.1.5 *SS.912.A.2.5 SS.912.A.1.6 *SS.912.A.2.6 SS.912.A.1.7 *SS.912.A.2.7

*SS.912.A.2.1 – also assesses SS.912.A.2.2 - SS.912.A.2.7


Civil War

How did the political turmoil divide the nation? o Compromise of 1850, Dred Scott Decision,

Kansas-Nebraska Act, Ostend Manifesto, states’ rights, Freeport Doctrine, Abraham Lincoln, Frederick Douglass, Missouri Compromise, popular sovereignty, sectional differences

How did the major events and tactics lead to the outcome of the Civil War?

o Emancipation Proclamation, Vicksburg, Gettysburg, Gettysburg Address, Anaconda Plan

Reconstruction

Why did Reconstruction fail? o Black Codes, 13th, 14th, and 15th

Amendments, Carpetbaggers, Radical Republicans, Nadir, African American Migration, Jim Crow Laws, Debt Peonage, Ku Klux Klan, sharecropping, Scalawags, Freedmen’s Bureau)

Know

13th, 14th, and 15th Amendments Freedmen’s Bureau Pale Faces Abolitionist Movement Freeport Doctrine popular sovereignty Abraham Lincoln Gettysburg populism African American migration Gettysburg Address Radical Republicans agricultural surplus Gold Standard railroads Anaconda Plan Grange Reconstruction Andrew Johnson Granger Laws Red Shirts bimetallism Harriet Tubman reservation system Black Codes Homestead Act Robert E. Lee buffalo Interstate Commerce Act scalawags Buffalo Soldiers Jefferson Davis sectional differences Carpetbaggers Jim Crow laws sharecropping Compromise of 1850 Kansas-Nebraska Act Sherman Silver Purchase Act Cross of Gold Knights of the White Camellia Sojourner Truth Dawes Act Ku Klux Klan states’ rights debt peonage lynching Ulysses Grant Dred Scott Decision Missouri Compromise Vicksburg Emancipation Proclamation Morill Land Grant Act Westward Expansion Farmers’ Alliance Nadir William Jennings Bryan Frederick Douglass Ostend Manifesto William Sherman




Westward Expansion

How did settlement patterns across the American West lead to the reservation system and tribulations for Native Americans?

o (Reservation System, Westward Expansion, Dawes Act, assimilation)

Farmers and the Agrarian Experience

How did farmers cope with the economic challenges on the American frontier in the mid to late 1800s?

o (Agricultural surplus, Cross of Gold, Farmers’ Alliance, Grange, Granger Laws, Homestead Act, populism, Interstate Commerce Act, railroads, Sherman Silver Purchase Act, William Jennings Bryan)

Do

*SS.912.A.2.1 – also assesses SS.912.A.2.2 - SS.912.A.2.7

Students will identify and/or evaluate the causes and consequences of the Civil War.

Students will identify the economic, political, and/or social causes of the Civil War.

Students will identify varying points of view regarding the main causes of the Civil War.

Students will evaluate the constitutional issues relevant to the Civil War and Reconstruction.

Students will identify the economic, political, and/or social consequences of Reconstruction.

Students will identify and/or categorize the influence of significant people or groups on Reconstruction.

Students will describe the issues that divided Republicans during the early Reconstruction era.

Students will identify the significance and/or impact of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution on African Americans and other groups.

Students will explain how Jim Crow laws circumvented the intent and meaning of the Thirteenth, Fourteenth, and Fifteenth Amendments.

Students will analyze and/or explain the various components of Jim Crow legislation and their effects on Southern minorities.

Students will identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90.

Items may assess short- and/or long-term consequences of the Civil War.

Items may assess the role of the Radical Republicans in Reconstruction.

Items referring to Jim Crow laws may include the Black Codes, the Nadir, sharecropping, debt peonage, and the loss of suffrage.

SS.912.A.3.1

Students will analyze and/or explain the causes of the economic challenges faced by American farmers.

Students will identify strategies used by farmers to address the economic challenges of the late 1800s.

SS.912.G.4.3

Students will use geographic terms and tools to analyze the effects of migration both on the place of origin and destination, including border areas.




Required DBQ Title: American History Mini Q Vol. 1 or 2 Project Binders North or South: Who Killed Reconstruction? _________________________________________________

_________________________________________________ In the late 1800s, how did railroad monopolies create economic hardships for farmers? A. by claiming productive land for business leaders to develop B. by charging high prices to ship agricultural goods to market ** C by separating farmers from profitable markets in Western cities D. by isolating farmers from technological developments in eastern cities

Civil War Pg. 156-165, 166-167- Dred Scott, 191 MC1-MC2

Timeline for events leading up to the Civil War. Have students list events on the timeline, but divide it up. If the event brought the nation closer together then the put it on one side of the timeline, if it tore the nation further apart then put it on the other side of the line. Have them justify with their classmates why they put it on one side vs. the other. Then answer the question: How did the political turmoil divide the nation? (P. 168-183)

Read excerpts from the book on pages 172 and 177 on the Emancipation Proclamation and Gettysburg Address.

Search for maps of Gettysburg and Vicksburg on pages

Compare and contrast the two battles, 176 and 179.

Look at a political cartoon and map about the Anaconda Plan. Do the battles relate to the Anaconda Plan?

Answer the essential question. Gateway Ch. 1

o pg. 4-7 Maps and Charts to discuss issues including the extension of slavery o Historian’s Apprentice (writing or debate prompts) pg. 9 o Keys To Learning, pg. 2 o Gettysburg Address, pg. 14 o Review Cards, pg. 16-18 o Florida In Focus, pg. 16 o Suggested Quiz, pg. 19-22

Reconstruction Pg. 184-189

Graphic Organizer [5 column chart] SEE ATTACHED about Reconstruction (refer to page 189 in book) with these heading: Political, Economic, Social, Problem, and Attempted Solution

Gateway Ch. 2 o Keys To Learning, pg. 24 o 14th Amendment, pg. 27 o Chart on Early Reconstruction Plan, pg. 28 (could use as blank chart and fill in during

discussion) o Historian’s Apprentice, pg. 29 o Reconstruction Comes to an End, pg. 31 (relates to DBQ, perhaps read with DBQ

background essay) o The Nadir, pg. 31-33



WRITING PROMPTS o Focus on Florida, pg. 33-34 o Review Cards, pg. 34-36 o Suggested Quiz, pg. 37-40

*There is nothing in the textbook about the Nadir. This is the period right after Reconstruction ended (this goes through the 1920s) and is a period where African Americans lost a lot of civil rights and gains they had made during Reconstruction. So, teachers need to pre- teach the Nadir and the Black Codes.

Westward Expansion Pg. 202-211

Show American Progress by John Gast

Gateway Ch. 3 o Keys To Learning, pg. 42 o Geography Maps, pg. 43-45 o Timeline Case Study, pg. 47 o Historian’s Apprentice, pg. 48,52,54 o Obstacles & Solutions for Farmers, pg. 51,105-109 o Review Cards, pg. 54-55 o Suggested Quiz, pg. 56-58

Activity for Farmers

See activity at the end of Unit 1 Map




UNIT / TOPIC 2: Second Industrial Revolution PACING: 2 weeks

Key Learning Statement: The Second Industrial Revolution changed the country socially, politically and economically. Unit Essential Question: What were the positive and negative effects of Industrialization?

Florida Next Generation Sunshine State Standards (NGSSS) Benchmark Alignment SS.8.A.3.1 SS.8.C.1.2 SS.8.G.6.2 SS.912.A.1.2 MAFS.K12.MP.3.1 SS.8.A.3.2 SS.8.C.2.1 SS.912.A.1.4 MAFS.K12.MP.6.1 SS.8.A.3.3 SS.912.A.1.5 SS.8.A.3.4 SS.912.A.1.6 SS.8.A.3.5 SS.912.A.1.7 SS.8.A.3.6 SS.8.A.3.7 SS.8.A.3.8 SS.8.A.3.16


Industrialization

How did inventions and changes in the manufacturing process create the shift from an agrarian to an industrial society?

o American Inventors: George Washington Carver, Garrett Morgan (inventor of the gas mask and the traffic light), Lewis Latimer (made the carbon filament to go in Edison’s light bulb), Thomas Edison, Edwin Drake, Alexander Graham Bell, Christopher Sholes, Bessemer Process, innovation, Henry Ford, industrialization, First Industrial Revolution, Great Migration

How did the Captains of Industry use new business methods to manipulate the market?

o Business monopolies, Henry Flagler, everglades, railroads, Social Darwinism, market economy, planned economy, Sherman Anti-Trust Act

Know *See terms under the Lesson Essential Questions.


Do Examine the social, political, and economic causes, course and consequences of the Second Industrial Revolution that began in the late 19th century. Compare the First and Second Industrial Revolutions in the United States. Determine how development of steel, oil, transportation, communication, and business practices affected the United States economy. Identify significant inventors of the Industrial Revolution including African Americans and women. Analyze changes that occurred as the United States shifted from an agrarian to an industrial society. Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.



How did organized labor respond to the Robber Barons?

o American Federation of Labor, Haymarket Riot, Homestead Strike, Knights of Labor, Labor Unions, Pullman Strike, Theodore Roosevelt

Review different economic and philosophic ideologies. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places.


Suggested DBQ: American History Vol. 2 Mini Q Project Binder (also in AH Mother Q) The Philanthropy of Andrew Carnegie: Did It Make Him a Hero?

*See Activities that follow Unit 2 Map.


WRITING PROMPTS



UNIT / TOPIC 3: Immigration & the Progressive Movement PACING: 2 weeks

Key Learning Statement: The Industrial Revolution led to transformations in the social, economic, and political aspects of American culture, as a result the Progressive Movement/activism influenced government policy. Unit Essential Question: How did activism influence government policy?


SS.912.A.1.1 SS.912.A.1.2 SS.912.A.1.3 SS.912.A.1.4 SS.912.A.1.5 SS.912.A.1.6 SS.912.A.1.7

SS.912.A.3.7 SS.912.A.3.8 SS.912.A.3.11 SS.912.A.3.12 SS.912.A.3.13

SS.912.G.4.2 SS.912.G.4.3

SS.912.H.3.1


Immigration

How did the immigrant experience differ based on areas of settlement?

o Old Immigrants vs. New Immigrants, urbanization, Chinese Exclusion Act, Gentlemen’s Agreement, immigration, urban centers, Push-Pull Factors, nativism

Progressives Respond

How did the Progressive movement and nongovernmental organizations bring about change?

o government regulation of food and drugs, child labor, Ida Tarbell, National Women’s Suffrage Association, political machines, muckrakers, settlement houses, suffrage movement, Social Gospel Movement, Theodore Roosevelt, Booker T. Washington, W.E.B. Du Bois, Ida B. Wells, Jacob Riis, Upton Sinclair, anti-lynching

Know Alice Paul Angel Island Boss Tweed Carrie Chapman Catt Ellis Island Florence Kelley George Washington Plunkitt

Gifford Pinchot National Women’s Party New Immigrants Old Immigrants Robert LaFollette Tammany Hall Thomas Nast

Washington Gladden William Taft Women’s Christian Temperance Union Woodrow Wilson YMCA

*See terms under the Lesson Essential Questions.

Additional vocabulary/key concepts may be necessary.

Do Compare the experience of European immigrants in the East to that of Asian immigrants in the West (the Chinese Exclusion Act, Gentleman’s Agreement with Japan.) 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)



Analyze the impact of political machines in U.S. cities in the late 19th and early 20th centuries. Compare how different non-governmental organizations and Progressives worked to shape public policy, restore economic opportunities and correct injustices in American life. Examine key events and peoples in Florida history as they relate to U.S. history. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. Analyze the effects of transportation, trade, communications, science, and technology on the


____________________________________________ Suggested DBQ (not required): American History Vol.

2 Project Binder

Progressivism: Where Will You Put Your Million Dollars?





FCA – Quarter 1 – Optional

(See Testing Coordinator for more information and materials)

WRITING PROMPTS

The Social Studies Reading/Writing Assessment (SS-RWA) will be given at the end of this unit. Please reference the YAG

for testing window.



UNIT / TOPIC 4: Imperialism and World War I PACING: 3 weeks

Key Learning Statement: The role of the U.S. in world affairs changed from the turn of the century to the end of World War I. Unit Essential Question: How did the role of the U.S. in world affairs change from the turn of the century to the end of World War I?


SS.912.A.1.1

SS.912.A.1.2

SS.912.A.1.3 SS.912.A.1.4 SS.912.A.1.5 SS.912.A.1.6 SS.912.A.1.7

SS.912.A.4.1 SS.912.A.4.2 SS.912.A.4.3 SS.912.A.4.4 SS.912.A.4.5 SS.912.A.4.6 SS.912.A.4.7 SS.912.A.4.8 SS.912.A.4.9 SS.912.A.4.10 SS.912.A.4.11


Imperialism

What factors led to the US being an imperialistic nation?

o big stick, expansionism, imperialism, Open Door Policy, Alfred Mahan

What influence did the press have in the Spanish American War?

o yellow press/ yellow journalism, propaganda

What were the causes, course and consequences of the Spanish American War?

o Philippines, Platt Amendment, Spanish American War, Teller Amendment Panama Canal, Roosevelt Corollary, yellow fever, big stick, Treaty of Portsmouth 1905, Great White Fleet

Know

Alaska Alliances American Expeditionary Force Commodore Dewey Espionage Act Guam Hawaii Jose Marti

Manifest Destiny Marshall Islands Monroe Doctrine Neutrality Puerto Rico Rough Riders Samoa Treaty of Paris

Turner’s Thesis US Debate over League of Nations USS Maine Virgin Islands Woodrow Wilson Ybor City





World War I

How did a changing world lead to war? o entangling alliances, nationalism,

militarism

Why was it in the national interest of the U.S. to declare war in 1917?

o Lusitania, Sussex Pledge, unrestricted submarine warfare, Zimmerman Telegram

How was the war fought? o new technology- airplanes,

battleships, chemical warfare, trench warfare, convoy system

How did Americans on the home front support or oppose World War I?

o Conscientious Objector, Espionage Act, Sedition Act, War Industries Board, Committee on Public Information, African Americans, Hispanics, and women in WWI, Home front, propaganda, war bonds, Selective Service Act, Great Migration

Why did the U.S. Senate reject the Treaty of Versailles?

o armistice, Big Four, Fourteen Points, League of Nations reparations, Treaty of Versailles

Do Analyze the major factors that drove United States imperialism. Explain the motives of the United States acquisition of the territories. Examine causes, course and consequences of the Spanish American War. 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. Examine causes, course and consequences of United States involvement in WWI. Examine how U.S. government prepared for war with war measures (Selective Service Act, War Industries Board, war bonds, Espionage Act, Sedition Act, Comm. of Public Information). Examine the impact of airplanes, battleships, new weaponry and chemical warfare in creating new war strategies (trench warfare, convoys). Compare the experiences (African Americans, Hispanics, Asians, women, conscientious objectors) had while serving in Europe. Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish American, Native Americans, women, and dissenters in the United States. Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of Nations. Examine key Events and peoples in Florida history as they relate to United States history. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.




____________________________________________ Suggested DBQ:

Should the United States Have Annexed the Philippines?

Imperialism Lesson Essential Question: How was the United States driven to be an imperialistic nation?

Pg. 342-344, 356-358.

Have students answer chart on the bottom of page 343.

Have students answer the Lesson Essential Question (LEQ).

The Gale Database has an excerpt from Mahan’s Influence of Sea Power.

Lesson Essential Question: What were the causes, course and consequences of the Spanish American War?

Look up examples of yellow journalism to emphasize yellow journalism and propaganda. p. 347

Students complete graphic organizer on the bottom of page 347.

Compare and contrast muckrakers and yellow journalism. They are both at the same time. How do they compare?

As a review, have students pick a topic from the Second Industrial Revolution and make their own yellow journalism front page. Have them include the name of the paper, the headline, a picture, and a caption. Have it play on emotions, etc. 348-355 (339FL1 and FL2)

Create a flowchart/timeline to cover Platt Amendment, Teller

Amendment, Spanish American War and the Philippines.

As the students read, have them list pros and cons of the Spanish American War for the U.S.

Have students answer LEQ.

Lesson Essential Question: How did the creation of the Panama Canal represent American imperialism and what challenges were faced in its construction?

Pg. 359-363, 366-367

Possible CIS on the creation of the Panama Canal

Possible video on CCC about the Panama Canal.

Have students read from 359 to the top of page 363 and have them list the ways Roosevelt used American Power

(In reference to global competition, mention the Russo-Japanese War and the Treaty of Portsmouth in 1905)



WRITING PROMPTS

Have students do a group PowerPoint presentation around these subjects with Teddy Roosevelt: Safari!, Family (wife and mom dying, son dying in WWI, Alice his daughter’s behavior in the White House), Adventures (fitness, going west, exploring the River of Doubt in the Amazon), Spanish American War Rough Riders, Bull Moose Party- he gets shot and still delivers a speech!!??, Politics (muckrakers, strikes, conservation-Ocala National Forest).

WWI Lesson Essential Question: How did a changing world lead to war?

Pg. 372-376

Use graphic organizer on the bottom of page 373.

Lesson Essential Question: Why was it in the national interest of the U.S. to declare war in 1917? Pg. 377-380

Have students answer Skillbuilder questions on page 377.

Have students do either a timeline of events leading to the U.S. entry into the war or do the activity on the bottom of page 378.

Have students answer the LEQ.

Lesson Essential Question: How was the war fought? Pg. 381-387 Pg. 407MC1-MC2

TCI History Alive! Skillbuilder (Lesson 23) on The Course and Conduct of WWI o If you don’t have TCI, you can use the graphic organizer or activity on the

bottom of pages 384 (have students add trench warfare and read on page 376) and 385.

o Read 381-383 and have students list things the U.S. did to prepare to go into the war.

Lesson Essential Question: How did Americans on the home front support or oppose World War I?

Pg. 386-395

TCI Propaganda Lesson (In Digging Deeper Booklet #2 – Activity 8) SEE ATTACHED GRAPHIC ORGANIZER

The Social Studies Reading/Writing Assessment (SS-RWA) will be given at the end of this unit. Please reference the YAG

for testing window.



Lesson Essential Question: Why did the U.S. Senate reject the Treaty of Versailles?

Pg.398-403

TCI lesson (Lesson 25) on Treaty of Versailles: To Ratify or Reject

Have students read 398-403 and have them create the organizer from page 403- #2.

Answer the LEQ The influence of Sea Power Upon History, by Alfred Mahan (This can be found on the Gale Database)





UNIT / TOPIC 5: Roaring Twenties, The Great Depression, and The New Deal PACING: 5 weeks

Key Learning Statement: The 1920s and 1930s brought about social, political, and economic change. Unit Essential Question: How did the outlook of the American people change socially, politically and economically during the 1920s and 1930s?



SS.912.A.5.1 SS.912.A.5.2 SS.912.A.5.3 SS.912.A.5.4 SS.912.A.5.6 SS.912.A.5.7 SS.912.A.5.8 SS.912.A.5.9 SS.912.A.5.10 SS.912.A.5.11 SS.912.A.5.12

SS.912.G.2.1

SS.912.G.4.2 SS.912.G.4.3

SS.912.H.1.1 SS.912.H.1.3 SS.912.H.1.5


1920s

How did the American people cope with its postwar social and economic struggles?

o demobilization, disarmament, anarchists, Communists, Great Migration, Ku Klux Klan, 19th Amendment, Red Scare, Sacco & Vanzetti, nativism, quota system, Rosewood, incident, Seminole Indians

How did the government attempt to return the country to normalcy in the 1920s?

o Teapot Dome Scandal, Dawes Plan, Four Power Treaty, Fordney-McCumber Act, tariffs, Kellogg-Briand Pact, normalcy, Washington Naval Conference

Know

“The Business of America is Business” 100% Americanism African Americans, Hispanics, and women in WWI Air Conditioning Alfred DuPont Alfred Mahan Alvin York Armistice Assembly Line Big Four big stick

Committee on Public Information conscientious objector Consumerism Depression of 1920-1921 entangling alliances Espionage Act expansionism FBI Fourteen Points Great Migration Great White Fleet

Henry Ford home front imperialism Installment Plans Isolationism J.E. Hoover James W. Johnson League of Nations London Conference Lusitania Marjorie K. Rawlings



How did social trends and innovations shape popular culture during the 1920s?

o 18th Amendment, Volstead Act, flappers, prohibition, Roaring Twenties, Jazz Age, Fundamentalist Movement, Harlem Renaissance, Marcus Garvey, NAACP, Universal Negro Improvement Association, W. E. B. DuBois, Zora Neale Hurston, economic boom

1930s

How did the policies and behaviors from the 1920s lead to the Great Depression?

o Black Tuesday, bull market, buying on margin, Great Depression, Smoot- Hawley Tariff, speculation boom

How did ordinary Americans endure the hardships of the Great Depression?

o Bonus Expeditionary Force, Dust Bowl, impact of climate and natural disasters

How did the expansion of government during the New Deal affect the nation?

o Civilian Conservation Corps (CCC), Agricultural Adjustment Act (AAA), bank holiday, Federal Deposit Insurance Corporation (FDIC), Gross National Product (GNP), National Labor Relations Act (Wagner Act), National Recovery Act (NRA), National Recovery Administration (NRA), New Deal, Recovery, Reform, Relief, Sit-Down Strike, Social Security, Tennessee Valley Authority (TVA), Works Progress Administration (WPA)

Militarism Nationalism New Deal new technology- (airplanes, battleships, chemical warfare, trench warfare, convoy system) Nobel Prize (T. Roosevelt) Open Door Policy Palmer Raids Panama Canal Philippines

Platt Amendment propaganda reparations Roosevelt Corollary Sedition Act Selective Service Act Spanish American War Sussex Pledge Teller Amendment Treaty of Portsmouth 1905

Treaty of Versailles trench warfare unrestricted submarine warfare war bonds War Industries Board yellow fever yellow press/ yellow journalism Zimmerman Telegram



Do Discuss the economic outcomes of demobilization. Explain causes of public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare. Examine the impact of US foreign economic policy during the 1920s. Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing, and marketing practices. Analyze the influences that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had in changing American society in the 1920s. Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women. Compare the views of Booker T. Washington, W. E. B. DuBois, and Marcus Garvey relating to the African American experience. 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 anti-union ideas.



Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other minorities. Examine the causes, course, and consequences of the Great Depression and the New Deal. Examine key events and people in Florida history as they relate to United States history. Utilize a variety of primary and secondary sources to identify author, historical significance, audience and authenticity to understand a historical period. 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. Relate works in the arts of varying styles and genre according to the periods in which they were created. Relate works in the arts to various cultures. Examine artistic response to social issues and new ideas in various cultures. Examine the cause, course and consequence of the Great Depression. Identify the physical characteristics and the human characteristics that define and differentiate regions. Use geographic terms and tolls to analyze the push/pull factors contributing to human migration within and among places. Use geography terms and tolls to analyze the effects of migration both on the place and origin and destination, including border areas. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.


After World War I, what did the U.S. government hope to achieve by lending money to Germany? A. technological and military assistance from Europe B. political and economic stability in Europe ** C. investments for United States industries D. profits for United States banks





In the 1920s, which United States action furthered the goal of international peace? A. signing a pact to outlaw armed conflict ** B. advocating a policy to promote isolationism C. joining a league to secure military cooperation D. holding a conference to renounce imperialism

____________________________________________

Suggested DBQ: American History Vol. 2 Mini Q Project Binder

Prohibition: Why did America Change its Mind?

OR

What Caused the Great Depression? NOTE: This is a Mother Q and you will want to reduce the number of documents provided.

WRITING PROMPTS



UNIT / TOPIC 6: World War II PACING: 4 weeks

Key Learning Statement: WWII changed the U.S. domestically and internationally. Unit Essential Question: How did WWII change the U.S. domestically and internationally?



SS.912.A.6.1 SS.912.A.6.2 SS.912.A.6.3 SS.912.A.6.4 SS.912.A.6.5 SS.912.A.6.6 SS.912.A.6.7 SS.912.A.6.9

SS.912.G.4.2


Origins of World War II

How did the rise of dictators threaten American neutrality?

o Final Solution, Holocaust, Lend Lease Act, Pearl Harbor, Neutrality Acts, Cash and Carry, Arsenal of Democracy

Course of World War II

How did America mobilizing for the war impact American citizens?

o homefront, Japanese American Internment, national security, Braceros Program, War Production Board, Rosie the Riveter, Executive Order 8802, Executive Order 9066

How did the U.S. and the Allied Powers defeat the Axis Powers in Europe?

o Atlantic Charter, D-Day and Normandy, Salerno (invasion of Italy), V-E Day

Know A. Philip Randolph Atomic Weapons Battle of the Bulge Declaration of Human Rights Nazi Party Rationing

*See terms under the Lesson Essential Questions. Additional vocabulary/key concepts may be necessary.

Do Examine causes, course and consequences of WWII on the U.S. and the world. Describe U.S. response in the early years of WWII (Neutrality Acts, Cash and Carry, Lend Lease Act) Analyze the impact of the Holocaust during WWII on Jews as well as other groups. Examine efforts to expand or contract rights for various populations during WWII. Explain the impact of WWII on domestic government policy.



How did the U.S. and the Allied Powers defeat the Axis Powers in the Pacific?

o Coral Sea, Hiroshima, Nagasaki, Midway, V-J Day

Attempts at Peace

How did the world attempt to create a lasting peace?

o Nuremburg Trials, Potsdam, Tehran Conference, United Nations, Yalta Conference, Mary McLeod Bethune

Analyze the use of atomic weapons during WWII and the aftermath of the bombings. Describe the attempts to promote international justice through the Nuremburg Trails. Describe rationale for formation of United Nations, including the contribution of Mary McLeod Bethune. Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among places. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.


____________________________________________ Suggested DBQ: American History Vol. 2 Mini Q Project Binder Why did Japan attack Pearl Harbor?





FCA – Quarter 2 – Optional

(See Testing Coordinator for more information and materials)

___________________________________________

Common Semester Exam (CSE) (See Testing Coordinator for more

information and materials)

WRITING PROMPTS

Suggested Writing Prompt: How did WWII change the U.S. domestically and internationally? Be sure to address opposing viewpoints.



UNIT / TOPIC 7: The Cold War PACING: 4 weeks

Key Learning Statement: The United States was affected internationally and domestically by the Cold War. Unit Essential Question: How did international and domestic tensions affect the United States during the Cold War?




SS.912.A.7.1 SS.912.A.7.2 SS.912.A.7.4 SS.912.A.7.10

SS.912.H.1.1 SS.912.H.1.5

SS.912.H.3.1


Post War

How did the United States respond to the postwar changes?

o Baby boomers, birth rate, GI Bill of Rights, Interstate Highway System, suburbs, women in the work force, Great Society, immigration, migration, demobilization, Minimum Wage Law, Lyndon Johnson

Origins of the Cold War

How did the U.S. and the Soviet Union become Cold War adversaries?

o Truman Doctrine, Marshall Plan, Warsaw Pact, Cold War, Dumbarton Oaks Conference, iron curtain, North Atlantic Treaty Organization (NATO), Potsdam, Truman, Eisenhower, superpower, domino theory, nuclear proliferation, arms race, Berlin, Berlin blockade

Know 38th Parallel Bay of Pigs Beatnik Movement Berlin Wall Communist China Conformity DEET Disney

Double V Campaign Douglas MacArthur Geneva Accords HUAC McCarran Act Mosquito Fleet Ping Pong Diplomacy Pork Chop Gang

Red Scare Religious Revivalism (Bill Graham, Bishop F. Sheen) Sputnik U2/Gary Powers War on Poverty War Powers Act Youth Culture



Do Analyze the effects of the Red Scare on domestic United States policy. Identify causes for Post-World War II prosperity and its effects on American society. Compare the relative prosperity between different ethnic groups and social classes in the post-World War II period.



Cold War Expands

How did our foreign policy pull us into war with Korea?

o Korean War, demilitarized zone (DMZ), Panmunjom, Southeast Asia Treaty Organization (SEATO)

How did the anxieties raised by the Cold War affect life in the United States?

o loyalty review boards, influence of media on public opinion, McCarthyism, Kennedy, Johnson, Nixon, Cuban Missile Crisis, NASA, space race, Berlin

Vietnam War

Why did the United States increase its military involvement in Vietnam?

o Tet Offensive, Vietnamization, Paris Peace Accords, Vietnam War, draft, Gulf of Tonkin Incident, Indochina

Anti-War Movement

What was the impact of the counter culture on American society?

o Kennedy, Johnson, Nixon, influence of media on public opinion, antiwar protests, conscientious objector, doves, hawks

Examine causes, course, and consequences of the early years of the Cold War (Truman Doctrine, Marshall Plan, NATO, Warsaw Pact). Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world. Examine causes, course, and consequences of the Korean War. Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations. Analyze causes, course, and consequences of the Vietnam War. Examine key events and peoples in Florida history as they relate to United States history. Evaluate the success of 1960s era presidents' foreign and domestic policies. Analyze the significance of Vietnam and Watergate on the government and people of the United States. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. 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. Examine artistic response to social issues and new ideas in various cultures. Analyze the effects of transportation, trade communication, science, and technology on the preservation and diffusion of culture.




How did the formation of the North Atlantic Treaty Organization (NATO) and the Warsaw Pact intensify the Cold War? A. by establishing military alliances based on political philosophies *** B. by creating economic unions based on political borders C. by providing funds for nuclear laboratories D. by identifying location for military bases. ____________________________________________ Suggested DBQ (Not Required) : American History Vol. 2 Mini Q Project Binder

The Geography of the Cold War: What Was Containment?

OR

Politics or Principle: Why did L.B.J. Sign the Civil Rights Act of 1964? ___________________________________________

Common Semester Exam (CSE) (See Testing Coordinator for more information and

materials)

Post War

Lesson Essential Question: How did the United States respond to the post-war changes?

Pg. 634-636, 643-647, 650-651, 660-661, 680 (minimum wage), 686-693 Origins of the Cold War

Lesson Essential Question: How did the U.S. and the Soviet Union become Cold War adversaries?

Pg. 602-608 Cold War Expands

Lesson Essential Question: How did our foreign policy pull us into war with Korea?

Pg. 609-615

Lesson Essential Question: How did the anxieties raised by the Cold War affect life in the United States?

Pg. 616-621, 673-678, 681, 697MC1-MC2 Vietnam War

Lesson Essential Question: Why did the United States increase its military involvement in Vietnam?

Pg. 730-741, 748-750, 755 (Vietnamization) Anti War Movement

Lesson Essential Question: What was the impact of the counter culture on American society?

Pg. 740-747, 756-761, 781-787

*See Activities that follow Unit 7 Map. Additional instructional resources may be necessary.



WRITING PROMPTS

Suggested Writing Prompt:

How did international and domestic tensions affect the United States during the Cold War? - Be sure to address opposing viewpoints. - Bring in outside evidence from you knowledge of US History.



UNIT / TOPIC 8: Civil Rights Movement PACING: 3 weeks

Key Learning Statement: The U.S. changed economically and socially during the postwar period. Unit Essential Question: How did activism influence government policy in the post WWII period?



SS.912.A.7.2 SS.912.A.7.3 SS.912.A.7.4 SS.912.A.7.5 SS.912.A.7.6 SS.912.A.7.7 SS.912.A.7.8 SS.912.A.7.9 SS.912.A.7.13 SS.912.A.7.16

SS.912.H.1.1 SS.912.H.1.5

SS.912.H.3.1


Civil Rights Movement

How did segregation affect life in the postwar period?

o Brown v. Board of Education (1954), Plessy v. Ferguson (1896), Jackie Robinson, Jim Crow Laws

How did civil rights activists advance equality for African Americans?

o Civil Rights Act (1964), Black Panthers, Congress of Racial Equality (CORE), Freedom Riders, March on Washington, Nation of Islam, National Urban League, sit-ins, social activism, Southern Christian Leadership Conference (SCLC), Student Nonviolent Coordinating Committee (SNCC), Civil Rights Movement, Black Power Movement, Malcolm X, Martin Luther King Jr., Rosa Parks, John F. Kennedy, Great Society

Know

Affirmative Action American Indian Movement Billie Jean King boycotts Claude Pepper Constance Baker Motley Equal Rights Amendment Fannie Lou Hamer Feminine Mystique/Betty Friedan feminism Freedom Summer Gideon v. Wainwright

Charles Houston James Farmer Little Rock Nine Mapp v. Ohio Miranda v. Arizona Montgomery Bus Boycott NAACP National Organization for Women Phyllis Schafly Protest Marches Regents v. Bakke Riots Robert Williams

Roe v. Wade Roy Wilkins Stokely Carmichael Swann v. Mecklenburg Board of Education Tallahassee Bus Boycott (1956) Thurgood Marshall Title IX, Gloria Steinem United Farm Workers Voting Rights Act of 1965 Whitney Young Wounded Knee 1973





Expansion of Civil Rights

How did the civil rights movement expand to other groups?

o Equal Rights Amendment (ERA), American Indian Movement (AIM), Gideon v. Wainwright (1963), Gray Panthers, Regents of the University of California v. Bakke (1978), Roe v. Wade (1973), United Farm Workers (UFW), Wounded Knee (1973) affirmative action, immigration

Do Compare relative prosperity between different ethnic groups and social classes in post-World War II period.

Examine the changing status of women in the United States from post-World War II to present.

Evaluate the success of 1960s era presidents' foreign and domestic policies.

Compare nonviolent and violent approaches utilized by groups (African Americans, women, Native Americans, Hispanics) to achieve civil rights.

Assess key figures and organizations in shaping the Civil Rights Movement and Black Power Movement.

Assess the building of coalitions between African Americans, whites, and other groups in achieving integration and equal rights.

Analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused, and reproductive rights.

Examine the similarities of social movements (Native Americans, Hispanics, women, anti-war protesters) of the 1960s and 1970s.

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.

Examine changes in immigration policy and attitudes toward immigration since 1950.

Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.

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.

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

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




What was the significance of the 1954 Supreme Court decision in Brown v. Board of Education? A. It outlawed the use of poll taxes. B. It prohibited the use of racial quotas. C. It outlawed segregation in public schools. *** D. It prohibited discrimination by teachers unions. ___________________________________________ Required DBQ: American History Mother Q Project Binder Martin Luther King and Malcolm X: Whose Philosophy Made the Most Sense for America in the 1960’s?

Civil Rights Movement

Lesson Essential Question: How did segregation affect life in the postwar period?

Pg. 637 (Jackie Robinson), 700-701, 708-709

Brown v. Board of Education map in In-Depth materials for Ch.21, Section 1

Pull in secondary materials.

TCI has an experiential exercise to use for segregation.

Lesson Essential Question: How did civil rights activists advance equality for African Americans?

Pg. 702-725

CIS for Civil Rights (available through Staff Development) Expansion of Civil Rights

Lesson Essential Question: How did the civil rights movement expand to other groups?

All of Ch. 23 (768-780), 818-819- California v. Bakke

DBQ- Available on Cesar Chavez *See Activities that follow Unit 7 Map.




FCA – Quarter 3 – Optional (See Testing Coordinator for more information

and materials)

WRITING PROMPTS

Suggested Writing Prompt:

How did international and domestic tensions affect the United States during the Cold War? - Be sure to address opposing viewpoints. - Bring in outside evidence from you knowledge of US History.



UNIT / TOPIC 9: Modern America PACING: 5 weeks (shared with EOC review and testing)

Key Learning Statement: The world’s changing socio-political climate impacted the United States. Unit Essential Question: How has America’s role in the world changed since the beginning of this course?




SS.912.G.1.2


Nixon, Ford, Carter, Reagan

How did Nixon’s administration and Watergate affect the government and the people of the United States?

o Watergate, Nixon, Ford, China Visit, New Federalism

How did international incidents affect Jimmy Carter’s administration?

o Carter, apartheid (Israel, Palestine South Africa), Palestinian Liberation Organization (PLO), inflation, terrorism, Camp David Accords, Iran hostage crisis, Organization of Petroleum Exporting Countries (OPEC)

How have Reagan’s policies shaped the modern world?

o Reagan, glasnost, globalization, conservatives

Know AIDS Bosnia Green Revolution Grenada Haiti Human Rights Hurricane Andrew

Iran Contra Affair Iran vs. Iraq War Kosovo Lebanon New York Times v. Nixon Oklahoma City Bombing Outsourcing

Patriot Act Reagan Doctrine Rwanda Wars in Afghanistan and Iraq World Trade Organization

*See terms under the Lesson Essential Questions. Additional vocabulary/key concepts may be necessary.



US in the 21st Century

Why is the U.S. so influential in the global community?

o George H.W. Bush, The Persian Gulf War, North American Free Trade Agreement (NAFTA), Bill Clinton

How has the U.S. changed domestically since the turn of the 21st century?

o Election of 2000, immigration, George W. Bush, Obama

How has the War on Terror affected the U.S.? o jihad, 9-11, al-Qaeda, terrorism,

George W. Bush, Barack Obama

Do Analyze the significance of Vietnam and Watergate on the government and people of the United States. Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.

Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century. Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns). Analyze the effects of foreign and domestic terrorism on the American people. Examine changes in immigration policy and attitudes toward immigration since 1950. Examine key events and key people in Florida history as they relate to United States History.


U.S. in the 21st Century

Lesson Essential Question: Why is the U.S. influential in the global community?

Pg. 853-855, 860-865

GALE article on the Persian Gulf War- have students read it and create a timeline. Students justify the role of the U.S. in the Persian Gulf War.

Jigsaw Moderate Reform and Economic Boom, Crime and Terrorism, New Foreign Policy Challenges, and Partisan Politics and Impeachment from pages 861-865.

Focus on NAFTA and make sure to teach that. Maybe find a political cartoon or photo to discuss.

Answer the Lesson Essential Question.

o Lesson Essential Question: How has the US changed domestically since the turn of the 21st century?

o Pg. 865-867, 882-887, 888-889 o Timeline from page 867. You can add your own dates through the end of the Bush

presidency and also events for Obama if you’d like.

WRITING PROMPTS



o Lesson Essential Question: How has the War on Terror affected the U.S.? o Pg. 862-863, 894-897 o Have students read pages 894-897 and make a graphic organizer with Cause and

Effect.

*See Activities that follow Unit 9 Map. Additional instructional resources may be necessary.



UNIT / TOPIC 10: Issues for the 21st Century PACING: 3 weeks

Key Learning Statement: This period of time comes after the students have taken the state EOC for US History. This unit could encompass Case Studies on particular issues dealing with problems in the 21st century (suggested topics below). Keep in mind there is still a RWA and DBQ that are required during this unit. Unit Essential Question: What are some of the pressing issues of the 21st century and how can they be linked to previously studied historical topics?



SS.912.G.1.2 SS.912.G.1.3

HE.912.C.2.4


Know


Do Analyze the significance of Vietnam and Watergate on the government and people of the United States. Analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East. Analyze political, economic, and social concerns that emerged at the end of the 20th century and into the 21st century. Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns). Analyze the effects of foreign and domestic terrorism on the American people. Examine changes in immigration policy and attitudes toward immigration since 1950. Examine key events and key people in Florida history as they relate to United States History.




Suggested DBQ: American History Vol. 2 Mini Q Project Binder

The Social Studies Reading/Writing Assessment (SS-RWA) will be given at the

end of this unit. Please reference the YAG for

testing window.

There are some great case studies in your book from pages 892-917. You can pick the ones you like, have the students pick one to report on in depth to the class, or break them up thematically, etc. Below are some suggestions for activities if you do not like the case studies. These last few weeks are your own to decide what you want to focus on. We would like to see that every class is still engaged in learning even after the EOC has been given at the end of April.

Personal finance unit

Guest speaker

Assist English 3/help prep for that CEOC Novel Current Events

Complete any unit of study you didn’t complete.

Teacher directed research project.

Project requiring a presentation piece to meet Common Core

Literacy Standard that requires a presentation. Geography of the United States.

Remediation assignments

Oral history project

Review and enrich a unit you feel the students would love to know more about and would include rich writing opportunities.

Prep students for American Government (front load) Write a song

Citizenship Exam Preparation

Florida History

Add a textbook chapter to your book (Arts/Ent; Presidents; War; Technology, etc.)

WRITING PROMPTS



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